Rhonda H. Underhill

• Build capacity in leadership at the organization and site level to ensure a successful implementation of Collaborative Literacy and SEEDS professional learning framework
• Provide professional learning via various formats including classroom-embedded experiences and interactive virtual sessions
• Engage with potential and current clients to design professional learning that builds capacity, features our curriculum, and meets the needs of the educators and students
• Engage in ongoing professional learning experiences, including coaching support aligned with current instructional research

• Collaborate with students, families, teachers, counselor, school psychologist, social worker, and principal to support student success
• Communicate regularly with families regarding student progress and strategies for home support
• Provide consultation and coaching to school staff on effective behavior management practices
• Assist in implementing schoolwide restorative practices.
• Support teachers with proactive classroom management strategies and behavior supports
• Teach replacement behaviors, self-regulation, coping skills, and conflict-resolution strategies with students
• Support students during behavioral crises using de-escalation strategies
• Monitor student progress and adjusted interventions

• Aligned Tier 1 literacy curriculum and instructional practices across the District, K-12
• Implemented instructional coaching support for all PK-12 teachers
• Using stakeholder input, created shared values and common expectations for all instructional staff
• Worked with building teams and administrators to implement professional learning communities utilizing data to inform instructional decisions
• Created an assessment plan to inform systems and practices for multi-tiered systems of support
• Used grants and BOCES financial resources and partnerships to fiscally manage a responsible instructional budget
• Directly supervised, observed, and evaluated building principals and Special Education director

• Added daily intervention block for each grade level in kindergarten, first and second grades with coordinated support from all grade level teachers, interventionists and teaching assistants to provide targeted instruction for all students
• Supported the use of data-driven instruction during professional learning communities using i-Ready diagnostic data and curriculum-based measures such as common assessments and progress monitoring tools to move from 16% of students performing on-grade level in reading for Fall of 2019 to 63% of students performing on-grade level in reading for Spring 2021 and 11% on-grade level for math in Fall of 2019 to 59% on-grade level in Spring 2021 based on iReady as the universal screening tool
• Implemented new math curriculum aligned with the instructional pedagogy of Mathematical Standards of Practice professional learning through the University of Rochester’s Center for Professional Development and Education Reform
• Used School Improvement Grant funds to create new School Social Worker/Behavioral Specialist to support students with Tier 3 behavioral needs and the implementation of Multi-Tiered Systems of Support for all students with behavioral needs
• Participated in the Enhancing Principal Leadership support through New York State Education Department’s professional learning opportunities for Comprehensive Support and Improvement schools
• Included all interventionists, special area teachers and behavioral health team members in weekly professional learning communities at each grade level to improve communication, along with refinement and understanding of building systems
• Supported arts integration through weekly collaboration with special area and grade level teachers to allow planning for the integration of all grade level content standards as a means of providing equity and engagement to early learners
• Implemented a monthly diversity book club study at the primary level to increase the sense of belonging for all students to see themselves represented in literature
• Facilitated the Diversity, Equity and Inclusion group for the District Strategic Planning team
• Led and facilitated the Perkins School’s annual School Improvement Plan team with a diverse group of stakeholders focused on improving student outcomes for every student, every day
• Perkins Elementary School was removed as a CSI school from NYSED accountability designation based on the three years of data and progress from 2019-2022.

• Lead and support the implementation of a new literacy program with instructional coaches
• Plan and lead monthly professional learning for faculty
• Collaborate with the District grading and evaluation committee to create consistency in grading and reporting practices district-wide
• Collaborate with leadership team to implement District Ingenuity mission, vision and goals
• Establish systems for reviewing and supporting student success for Response to Intervention
• Provide instructional support and direct supervision for teachers and paraprofessionals
• Respond to student discipline and make a plan to reduce or replace disciplinary behavior for students
• Advocate for the necessity for strong social-emotional skills to achieve success in academics
• Evaluate teachers, paraprofessionals, and clerical staff
• Seek solutions for parental questions and concerns
• Attend professional learning sessions for Problem Based Learning and Personalized Learning to research potential implementation of district-wide instructional practices
• Maintain a timely and efficient communication system with stakeholders

• Review District data to determine curriculum needs
• Support elementary teachers with the first-year implementation of Units of Study writing curriculum
• Support middle and high school teachers in the use of the Benchmark Assessment System and Leveled Literacy Intervention
• Lead professional learning during monthly faculty meetings
• Support data team meetings with elementary teachers to review individual student data to determine intervention and enrichment needs
• Attend monthly Regional Instructional Leaders meetings
• Complete unannounced observations for all teachers in two districts as the independent evaluator
• Assist in regional scoring for January and June Regents
• Provide individualized support for teachers, as needed or requested
• Continue to provide professional development sessions for the Teacher Center
• Attend regional and national trainings

• Recruit, interview, and hire faculty and staff members for a regional seventh and eighth grade summer school for 100+ students from Elmira City School District and Horseheads School District
• Schedule all students in summer school classes based on communication with home districts
• Responsible for all student discipline and parent communication
• Maintain a financially responsible program whereby expenses did not exceed the income generated from tuition
• Communicate with outside community agencies to support student needs
• Provide professional development for staff and faculty in how to reach students with challenging behaviors

First grade teacher, 2011- 2017

• As Chairperson of Poverty Action Team, review policies and procedures to ensure they are trauma-informed and provide professional learning for all district staff
• Lead a book study of Eric Jensen’s Engaging Students with Poverty in Mind
• Teach various workshops for the Greater Southern Tier Teacher Center, including sessions available by distance learning
• Integrate technology with one-to-one iPads through Google Classroom to provide personalized learning for math instruction
• Use small group reading instruction and independent reading and writing choices paired with Leveled Literacy Intervention and the Core Knowledge modules for core instruction. This allows for sustained growth in achievement for all students. In the 2016 class, 100% reached their projected growth scores and increased their percentile rank as measured by their NWEA scores.

Sixth grade teacher, 2005-2011

• Teach four content areas—English Language Arts, Math, Social Studies and Science
• Develop a departmentalized schedule with a colleague, whereas I teach ELA and social studies, while she teaches math and science
• A member of the faculty earning the 2010 National Blue Ribbon School award, as recognized by the United States Department of Education. Of more than 132,000 schools, The Glenn H. Curtiss Memorial Elementary School of Hammondsport, was one of 304 schools recognized for this honor.
• Co-present a workshop, Toolbox for Guided Reading at the Middle Level, at the 2009 Annual Conference for the New York State Middle School Association.

Kindergarten - grade 5 special education teacher, 2003-2005

• Teach an enrichment group to kindergarten readers
• Provide consultant teacher services for third grade students
• Teach a self-contained reading group for first graders
• Co-teach both a fourth grade reading class and a fifth-grade math class