Dolores Icyiza

I am the founder and lead instructor of Icyiza’s Classes LLC, a thriving private tutoring practice I have cultivated over the past three and a half years, serving more than sixty students with tailored, high-level academic support. My expertise spans advanced mathematics—ranging from AP Calculus AB/BC and AP Precalculus to collegiate courses such as differential equations, discrete mathematics, and linear algebra—as well as French and Spanish at all levels through AP Language, Literature, and Culture. In addition, I guide students in advanced English Literature, composition, and analysis, along with academic writing, helping them craft essays and research papers that are both compelling and rigorous.

To meet the diverse needs of my students, I expanded the practice by hiring and managing additional tutors in biology, chemistry, and physics, ensuring that families have access to a truly comprehensive academic resource. My philosophy centers on individualized instruction: I design customized lesson plans, study guides, and academic roadmaps that not only strengthen subject mastery but also instill confidence and measurable improvement in classroom performance and standardized testing.

My commitment extends beyond academics into college admissions, where I mentor students through the entire process—Common App essays, scholarship applications, and passion project development. Many of my students have earned admission to top-tier universities, including Harvard, Yale, Princeton, Stanford, Georgetown, UVA, Brown, and UCLA, with several citing my guidance as transformative in their journey.

Equally important, I approach education with the heart of a mentor and the vision of an entrepreneur. Through thoughtful financial planning, strategic growth initiatives, and ongoing market research, I have built a business that is both sustainable and impactful. At its core, Icyiza’s Classes thrives on long-term partnerships with students and families, offering the flexibility, independence, and deeply personalized attention that traditional tutoring centers often cannot provide.

I was promoted from Site Teacher to Program Director and Lead Instructor within just six weeks of hire, a recognition of both my exceptional teaching performance and my ability to build meaningful relationships with students and families. In this role, I taught a wide range of subjects—from elementary math, science, reading, writing, and social studies to high school and introductory college-level math, physics, and English. I also provided extensive guidance in grammar, essay writing, and the college application process, including mentoring students through the Common Application, scholarships, and passion project development.

As Program Director, I managed scheduling, parent meetings, and progress conferences, ensuring clear communication and strong collaboration among students, families, and teachers. I authored a 100+ page SAT grammar study guide that became a cornerstone of the program, leading to an average score improvement of over 150 points after just 50 hours of tutoring. My leadership contributed to measurable program growth, expanded enrollment, and consistently high levels of family satisfaction.

In addition to teaching, I oversaw the professional development of junior teachers, motivating, training, and mentoring them to deliver exceptional learning experiences. I evaluated student demographics and performance data to design effective classes, activities, and individualized learning plans—especially for students who were struggling. I also implemented literacy-focused workshops, designed assessments, and created a student-centered learning culture that emphasized both academic achievement and personal growth.

My work was characterized by flexibility and innovation: I shifted seamlessly between formal and informal teaching methods to keep students engaged, fostered curiosity through creative, hands-on activities, and consistently provided feedback to families and faculty through conferences, reports, and meetings. These efforts ensured that each student’s potential was recognized, cultivated, and developed in a supportive, academically rigorous environment.

As Lead Instructor in the Washington, DC metropolitan area, I provided comprehensive instruction across mathematics, French, Spanish, English grammar and essay writing, and SAT/ACT preparation. I independently tutored more than thirty students concurrently, many from the region’s most prestigious schools—including Sidwell Friends, The Madeira School, The Potomac School, Georgetown Prep, and Thomas Jefferson High School for Science and Technology—earning a reputation for rigor, adaptability, and exceptional results.

To meet each student’s needs, I designed highly personalized lesson plans, assignments, and study strategies that addressed individual challenges while aligning with long-term academic goals. This student-centered approach led to consistent success and earned me a 5-star rating from more than 250 students. My work extended beyond one-on-one tutoring to formal classroom instruction, where I taught high school and college-level group courses in Calculus I–III, Linear Algebra, SAT/ACT preparation, introductory Physics, and French and Spanish at multiple levels of proficiency.

My language instruction was rooted in both structure and immersion, guiding students through grammar, vocabulary, composition, and pronunciation while fostering fluency through conversation, writing, and reading. By integrating technical mastery with practical usage, I created a balanced learning environment that supported measurable growth in comprehension, confidence, and performance.

My instructional excellence was recognized when I was invited to deliver a featured address at a Varsity Tutors summit, an honor that underscored both my pedagogical impact and my leadership within the organization. In addition, I collaborated with teachers across the DMV area to extend support beyond the classroom, ensuring students received coordinated, individualized guidance that strengthened their academic trajectory.

As a lead instructor for standardized test preparation, I curated and delivered tailored group-class curricula for the SAT and ACT, providing comprehensive coverage of every section—including the specialized ACT Science component. I also designed original instructional modules for the mathematics portion of the Thomas Jefferson High School for Science and Technology (TJHSST) entrance exam, equipping students with the skills and strategies necessary to excel in one of the nation’s most competitive admissions processes.

My teaching approach balanced content mastery with test-taking strategy and critical thinking, while adapting instruction to meet the diverse learning needs of each student. This individualized focus ensured that all students, regardless of starting point, received rigorous, targeted preparation that translated into measurable score improvements.

Recognized as the program’s most sought-after instructor, I earned a reputation for clarity, engagement, and results. Beyond the classroom, I established independent mentoring relationships with students, extending my instructional impact and fostering long-term academic growth. To ensure continuous improvement, I regularly assessed student progress, adjusted learning plans in response to performance data, and integrated innovative techniques observed from fellow master instructors.

In every classroom, I worked to promote collaboration, participation, and intellectual curiosity. Through engaging lectures, thoughtfully designed assignments, and a commitment to both academic rigor and student confidence, I created a learning environment where students were empowered to achieve their fullest potential.

I was specially selected for this instructional role out of sixteen applicants, chosen for my exceptional mathematics performance—including a perfect score of 5 on the AP Calculus BC exam, an 800 on the SAT Math section, and an 800 on the SAT II Mathematics Subject Test (when it was still offered). My native fluency in both English and French further positioned me to support a multilingual student population and bridge diverse learning needs.

In this role, I designed and delivered lessons in algebra, arithmetic, budgeting, and accounting, grounding abstract concepts in practical, everyday applications. One of my most impactful initiatives was the launch of a weekly market project in the rural outskirts of Nairobi. Each week, students transformed the classroom into a bustling marketplace—setting up stalls, negotiating purchases, and applying core mathematical principles to calculate prices, profits, and trade-offs. Against the backdrop of local trading culture, this project not only strengthened their numeracy but also fostered financial literacy, resourcefulness, teamwork, and problem-solving—skills that carried immediate relevance to their daily lives.

Beyond mathematics, I developed and implemented lesson plans on income diversification, resource management, and applied computing, helping students connect education with long-term stability and opportunity. I also taught computer literacy, ensuring that they acquired the technological skills necessary to thrive in both academic and professional environments.

This experience allowed me to witness firsthand how education—rooted in cultural context and practical application—can bridge the gap between classroom instruction and community empowerment, equipping students with tools to approach the future with confidence.