Information For:

Give back to HGSE and support the next generation of passionate educators and innovative leaders.

Faculty & Research

Rhonda Bondie

Lecturer on Education

Rhonda Bondie

Degree:  Ph.D., George Mason University, (2001)
Email:  [javascript protected email address]
Phone:  617.495.0487
Office:  Longfellow 213
Faculty Assistant:  Cindy Floyd

Profile

Rhonda Bondie is lecturer on education in several programs including the Harvard Teacher Fellows (HTF) program. Throughout her career, she has focused on ensuring all learners are valued, engaged, and stretched in inclusive classrooms. Rhonda began teaching as an artist-in-residence and then spent over 20 years in urban public schools as both a special and general educator. Bondie is the faculty chair for Programs in Professional Education's online course Differentiated Instruction Made Practical. The course is based-on the teacher-decision making framework, All Learners Learning Every Day collaboratively developed with Akane Zusho. Bondie has been a faculty member of Harvard Graduate School of Education's Project Zero Classroom since 2006 and the Future of Learning Institute since its inception. She designed the online course, Differentiating Instruction for English Language Learners, for HGSE Programs in Professional Education WideWorld. She maintains her roots in the arts through chairing the working education board of the Brooklyn Academy of Music. Bondie maintains these websites for teachers, all-ed.org and projectreachonline.org.

Click here to see a full list of Rhonda Bondie's courses.

Publications
Bondie, R. S. & Zusho, A. (in press). Racing Against Yourself: High-Stakes for Adolescent English Language Learners with Disabilities. Teacher College Record.,(2016)

Bondie, R. 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. ISBN 9781928226994,(2016)

Bondie, R. , & Zusho, A. (under contract). Book proposal: Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.,(2016)

Bondie, R., & Zusho, A. Engaging the extremes in the 21st Century: Supporting the motivation and learning of all learners. Chapter to appear in J. DeCuir-Gunby & P. Schutz (Eds.). Research Race and Ethnicity In the Study of Teaching, Learning, and Motivation in Educational Contexts. Routledge.,(2016)

Bondie, R. S. A Digital teaching platform to further and assess use of evidence-based practices. Rural Special Education, 34(1), 23-29.,(2015)

Bondie, R. Instant Mentoring: The Promises and Perils of e-mentoring as New Technologies. In McCray, C. R. & Cooper, B. S. (eds.) Mentoring with Meaning: How Educators Can Be More Professional and Effective. New York: Rowman & Littlefield.,(2015)

Straus, H. A. & Bondie, R. S. What factors contribute to paraeducator self-efficacy? Journal of the American Academy of Special Education Professionals.,(2015)

Bondie, R., Gaughran, L., & Zusho, A. Fostering English Learners' Confidence. Educational Leadership, 72(3), 42-46.,(2014)

All Learners Learning Every Day Free Webinar Series. Sponsored by the New Jersey Coalition for Inclusive Education.,(2014)

Milman, N. B., & Bondie, R. An examination of teacher's ratings of lesson plans using digital primary sources. Contemporary Issues in Technology and Teacher Education, 12(4). Retrieved from Cite Journal.,(2012)

Clevenson, R. Primary Source Learning: Thinking through the Puzzles Life Created. In Smutney, J. (Ed.) Igniting Creativity in Gifted Learners, K-6: Strategies for Every Teacher. Thousand Oaks, CA: Corwin Press.,(2008)

Professional Education Programs