Curriculum and Teaching
Rhonda Bondie, Ph.D.
113 West 60th Street
Available via email, skype (Rhonda.Bondie), google hangout, meeting at Fordham, and phone. Please contact me.
Dr. Rhonda Bondie is an assistant professor of special education at Fordham University in New York City. She began her teaching career as an artist-in-residence and then became a special education teacher. She enjoyed over twenty years as both a teacher and administrator in K-12 urban public schools.
Rhonda has been a faculty member at Harvard Graduate School of Education’s Project Zero Classroom for many years, where she has developed expertise in teaching for understanding, making thinking visible, and using protocols to build collaborative learning cultures.
Rhonda’s innovative learning strategies have been published in books such as, Making Thinking Visible and Igniting Creativity in Gifted Learners, K-6: Strategies for Every Teacher and on web sites such as the National History Education Clearinghouse. Rhonda wrote a monthly blog for New York City Public School teachers called the, Well Developed Classroom.
Rhonda’s research focuses on differentiated instruction and teacher preparation through digital teaching platforms. Rhonda maintains two websites for teacher learning, Project REACH Online.org and ALL-ED.org.
B.A., 1989 - Humanities New York University, New York, NY
M.A., 1991 - Educational Theatre New York University, New York, NY
Ph.D., 2001 - Educational Leadership & Special Education George Mason University, Fairfax, VA
Certificate, 2000 - Instructional Technology George Mason University, Fairfax, VA
Clevenson, R. S. (2001). Bilingual communication methods, text versus video, to increase parent involvement and science fair project student achievement. (Order No. 3000277, George Mason University). ProQuest Dissertations and Theses, 322 p. Retrieved from http://search.proquest.com/docview/220132525?accountid=10932
Dr. Bondie's research explores the use of differentiated instruction to help all students learn, gamification and online learning platforms, and the relationships between teacher preparation and K-12 student learning.
Rhonda has developed two online learning platforms, http://projectreachonline.org and http://all-ed.org.
These online tools offer leaner-centered performance tasks through a digital teaching platform to provide teacher-candidates and practicing teachers with personalized learning experiences to develop skills aligned with the edTPA and the Danielson rubric.
These online platforms provide data to both build and share knowledge of how evidence-based instructional practices aligned to the Common Core Standards can be used to instruct all learners in inclusive settings. Rhonda is currently conducting pilot studies in New York and San Paulo, Brazil.
Digital Teaching Platforms and learning online
Learning from Student Work
Primary Source Learning
Referred Journal Publications
Milman, N. B., & Bondie, R. (2012). An examination of teachers’ ratings of lesson plans using digital primary sources. Contemporary Issues in Technology and Teacher Education, 12(4). Retrieved from http://www.citejournal.org/vol12/iss4/socialstudies/article1.cfm
Chapters in Edited Books
Bondie, R. (in press) 21st century formative performance assessments in teacher preparation. In Joubert, I. (Ed.) Assessment practices in Higher Education in the Foundation Phase. South Africa: Pearson Education.
Clevenson, R. (2008). Primary Source Learning: Thinking through the Puzzles Life Created. In Smutny, J. (Ed.) Igniting Creativity in Gifted Learners, K-6: Strategies for Every Teacher. Thousand Oaks, CA: Corwin Press.
Bondie, R. (2013). Learning Collaboratively from Student Work. Charlottesville, VA: Core Knowledge Foundation.
Bondie, R. (2013). Primary Source Learning Routines: Discourse and Thinking for All Learners. New York: New York Public Schools.
Invited Online Publications
Bondie, R. (2012). Knowing ourselves enables us to teach others. SmartBlog on Education. Retrieved October 10,2012.
Bondie, R. (2012). Crop it. National History Education Clearing House. Retrieved October 10, 2012.
Bondie, R. (2009-2012). Well Developed Classroom Blog. A monthly blog describing effective instructional practices designed for diverse urban classroom settings related to the New York City Public Schools Quality Review Rubric and aligned with the Common Core Learning Standards.
Publications International Conference Proceedings
Bondie Clevenson, R. (2010). Entry Points to Ignite Curiosity: a practical approach to instructional strategies that capture the spirit of Multiple Intelligence Theory. Multiple Intelligences World Symposium, Beijing, China.
National and International Conference Presentations
Bondie, R. (April, 2014). All Leaners Learning Every Day. Second Annual St. Paul's Conference. San Paulo, Brazil.
Bondie, R. Uzun, M. & Cho, S. (April, 2014). How does teacher preparation in alternative certification programs make a difference? A paper presented at the American Educational Research Association (AERA), Philadelphia, PA.
Bondie, R. (2013). All leaners learning every day. A workshop presented at CEE Colloquium: with literacy and justice for all: Fostering literacy development in the ELA Classroom (TE), National Council of Teachers of English (NCTE), Boston, MA.
Bondie, R. (November, 2013). How do student assignments reflect teacher beliefs about academic diversity? Teacher Education Division, Council for Exceptional Children (CEC), Fort Lauderdale, FL. See Pecha Kucha presentation: http://www.all-ed.org/about
Bondie, R. Uzun, M. (November, 2013). How does teacher preparation in alternative certification programs make a difference? A poster presented at the Teacher Education Division, Council for Exceptional Children (CEC), Fort Lauderdale, FL.
Bondie, R. & Cho, S. (July, 2013). Technology Tools to Measure Use of Evidenced-Based. A poster presented at the Project Director’s Conference, Office of Special Education Programs, Department of Education, Washington, D.C.