My Biography

Ms. Agnello is very excited to start her third year in the Bright Horizons program at High Mountain Road School as a dual certified early childhood special and general education teacher. 

Ms. Agnello completed her undergraduate degree from the University of Maryland, with a major in Psychology.  Before she followed her heart to become a teacher, she worked in the advertising field for 10 years as a Director of Brand Strategy.  Ms. Agnello received a Master of Early Childhood Special Education from Hunter College in New York.  She holds certifications in Early Childhood Education, Early Childhood Special Education, K-6 General Education, and Teacher of Students with Disabilities. 

Prior to teaching in Franklin Lakes, Ms. Agnello worked at the Gillen Brewer School in Manhattan, which is a language-based special education school.  In addition, Ms. Agnello worked as an early interventionist and a preschool special education itinerant teacher throughout the borough of Manhattan.  Ms. Agnello also taught in the resource center program in Fairview New Jersey.

                 This is Ms. Agnello’s fourth year teaching in Franklin Lakes.  Prior to joining the Bright Horizons program, she was a resource and collaborative teacher at Colonial Road School in Franklin Lakes.  In the summers, Ms. Agnello teaches social skills at various therapeutic camps and through small group instruction.  Ms. Agnello looks forward to getting to know our students and families and to helping our students experience a fun and successful school year! 

Teaching Philosophy

Philosophy of the Special Education Program in the Franklin Lakes School District
“If he cannot learn the way we teach, we had better teach the way he can learn.”  -Robert Buck
The special Education teachers of Franklin Lakes Public Schools believe in success for all children. We are dedicated to providing a safe and nurturing environment in which each child has the opportunity to reach his or her fullest potential. Learning is an individual process in which each child will have the optimum opportunity to develop academically, socially, and emotionally. We strive to foster individual strengths while developing areas in need of more support. We support students through a variety of specialized instructional strategies, techniques and materials.
The teachers in the Franklin Lakes Special Education Program focus on student achievement through the implementation of scientifically research-based curriculum that reflects best practices in special education. Comprehensive assessments are also used in order to establish data-driven goals and objectives to guide individual student success. The IEP is the cornerstone of the student’s program. We implement the IEP to meet the specific needs of each student in our programs. We are consistently mindful of the specific accommodations and modifications that will help our students reach success in both special and general education programs.
As a group, we philosophically believe in the movement to give special needs students’ greater access to general education classes. Our goal is to strengthen our relationship with our general education colleagues through the in-class support model. The establishment of this partnership, while maintaining our identity as special educators, will create greater opportunities for student success now and in the future. We are committed to excellence and making a significant difference in the lives of students challenged by the classroom setting.

“Teaching is a delicate balance of learning and leading others to learn.”  -J. Robinson

The educational philosophy of preschool is centered on the belief that all children have the right to learn in a nurturing, caring, supportive environment.  The teachers strive to provide a rich, stimulating environment filled with meaningful, developmentally appropriate, “hands on” activities.  They work to create a strong sense of community so that students will feel free to explore in a safe, comfortable, and stable environment.  In their classrooms, the virtues of kindness, caring, and sharing are always exemplified. The classroom community will create positive and meaningful social interactions where students can continue their social and emotional development in a supportive environment. Being sensitive to others feelings, respecting and accepting students for who they are, separating from home, learning to share, care, play with others and establishing friendships are critical elements of the preschool years. Another important aspect of the classroom community will be a student centered learning environment.  The teachers will plan themes based on student interest and construct lessons around the theme. They work to promote an active partnership with parents to ensure that each child’s developmental needs are met and will reach his/her fullest potential.