Rhonda Williams

E-mail: rdwilliams@cbe.ab.ca

Career Profile
Assistant Principal at Crossing Park School
Acting Principal at William Roper Hull School
Assistant Principal at William Roper Hull School
Learning Leader/Teacher at William Roper Hull School
Learning Leader/Teacher at Hull Transition Program
at Sherwood Community School
Head Foreign Teacher at Canadian Foreign School (Seoul, South Korea)
Classroom Teacher at William Roper Hull School
Certified Child and Youth Care Counselor

August 2014 current

January June 2012
2009 - 2013
2008 - 2009
2006 - 2008
2004 - 2006
2002 - 2004
1998 - 2002

Formal Academic Credentials

University of Calgary, Calgary, Alberta, Canada
School and Applied Child Psychology

Masters of Education 2014

University of Calgary, Calgary, Alberta, Canada

Master of Teaching Program

Bachelor of Education - 2002

University of Calgary, Calgary, Alberta, Canada

Bachelor of Arts - major Psychology, minor Sociology

Bachelor of Arts - 1998

Child and Youth Care Association, Calgary, Alberta, Canada

Child and Youth Care Full Certification

Full Certification - 2000

Professional Honours
Presented at the Calgary Teachers Convention
Dr. Perrys Neurosequential Model of Therapeutics
with Emily Wang and Denise Manderson

2013

Staff of the Year - William Roper Hull School, Hull Child and Family Services

2009

Nomination for the teacher award from the Association of Professional

Engineers, Geologists and Geophysicists of Alberta

2003 and 2004

Staff of the Year - William Roper Hull School, Hull Child and Family Services

2003

Staff of the Year - Radisson Group Home, Hull Child and Family Services

2002

Professional Experience
Calgary Board of Education, Calgary, Alberta, Canada
Canadian Foreign School, Seoul, South Korea

2002 - 2004, 2006 - present

2004 - 2006

Assistant Principal: Crossing Park School

August 2014 current
As one of the Assistant Principals, I am responsible for the teachers and students within the
Kindergarten to Grade Four programming. I work closely within the classrooms as an instructional
leader to help facilitate meaningful and authentic learning tasks for students in a personalized manner.
Through collaborative work, teaching teams design inquiry tasks to foster higher order thinking skills.
Classroom observations and teacher supervision are also integral components in moving teaching
practice forward using the Teacher Effectiveness Framework as a foundational approach. In addition, I
have facilitated and presented several professional development sessions focused on collaboration,
task design, higher order thinking, front matter, IRIS, brain development, Blooms Taxonomy, reading
and interpreting psychological assessments and assessment. I am also trained in the Leader in Me
curriculum is an integrate component within the school culture.
Responsibilities include:
-weekly Learning Leader, Learning Coach and Administration meetings
-monthly Area III Assistant Principal meetings
-instructional leadership
-clear communication with parents and other professionals
-student discipline and liaison with Resource teacher
-coordinating fire drills and lock downs
-attending School Council and Parent meetings
-coordinating assemblies
-prescreening Off Site/Duty of Care documentation
-coordinating and proof reading the school newsletter
-facility management in the elementary wing
-lunchroom supervision
-classroom observations and teacher supervision

Assistant Principal: William Roper Hull School

2009 - 2013
As the Assistant Principal I had the opportunity to work with a variety of professionals within our school
and the CBE system to design and implement individualized programs for students. I was responsible
for timetable scheduling, overseeing lunch supervision and providing leadership and professional
development regarding therapeutic practices in partnership with the Hull School Director and
Coordinators (e.g. Trauma Sensitive Schools Initiative (ARC), Neurosequential Model of Therapeutics).
I also presented numerous professional development sessions focused on trauma-informed care with
the Hull School Director. I have also supported teachers planning curricular endeavors as well as taking
a leadership role in establishing a culture of belonging embraced by the Circle of Courage. When
behavioural issues arise within the school, I consulted with teachers and counsellors to decide the most
therapeutic course of action. In addition to responding to crisis situations, I also conducted many of the
re-entry meetings with students, caregivers and classroom staff after suspensions or major conflicts.
Another major component to my role was reviewing and providing guidance around designing, data
collection and writing of Individualized Program Plans for students ranging from grade 1 to 12. I also
attend monthly Area V Assistant Principal meetings where we reflected on our practice and discussed
goals and challenges as they arose around content, the student and teacher practice. We read and
discussed Instructional Rounds (City et al., 2009) and focused on the personalization of learning.
Responsibilities include:
-weekly Learning Leader and Administration meetings
-monthly Area V Assistant Principal Meetings
-planning, organizing and presenting in-service profession development
-guidance around creating an effective Individualized Program Plan for each student
-curriculum planning with teachers
-communication with parents and professionals (psychologists, psychiatrists, occupational
therapists, speech language therapists, area specialists)
-liaison with School Resource officer
-coordination of student and teacher schedules

-evaluation of teachers
-SIRS and SPED Key User
-re-entry meetings
-advocating for the needs of students
-work closely with Hull Child and Youth Care Counselors
-IRIS coordinator
-Tell Them From Me Survey
-sensory room
-art grants
-advocate at Children and Youth with Complex Needs (CYCN)

School and Applied Child Psychology Practicum Experience

Internship of 1200 hours
Hull Services

December, 2013 June, 2014

During my internship at Hull Services I was responsible for administering, interpreting and reporting
psychoeducational assessments and Neurosequential Model of Therapeutics (NMT) Metrics. I also
facilitated case conferences, intervention planning and monitored progress for children, adolescents
and adults. In addition to individual assessment and interventions, I was responsible for agency and
external NMT training and was instrumental in the creation and publication of a collection of
neurodevelopmentally sensitive activities to support sequential growth and development for children
and youth. Hull Services is now selling the product worldwide. In addition to my work with functional
brain maps, I consulted 20 hours a week for three months at a First Nations School on a reserve north
of Rocky Mountain House regarding the implementation of NMT concepts within an educational setting.

Practica of 600+ hours total

Academic and Language (200 hours)
Cognitive and Neuropsychological (200 hours)
Social, Emotional, and Behavioural (200 hours)

July August, 2009

July August, 2011
July August, 2012

During my practicum experiences at the University of Calgary Applied Psychological and Educational
Services I was able to effectively work within a team environment for the planning, assessment, case
conceptualization, diagnosis (if required), and intervention planning for several clients in the areas of
academic, cognitive, neuropsychological, social, emotional, and behavioural assessments while under
the supervision of a registered psychologist.

Committee and Leadership Positions

William Roper Hull School: professional development, literacy, IPPs, PLC, student council, school
assemblies, literacy
Common Professional Development Committee for specialized settings (2007-2011)
ARC (Attachment, Self-Regulation and Competency) Curriculum working group and ARC Coach with
the Calgary Board of Education
Training Group for the Neurosequential Model of Therapeutics with Dr. Bruce Perry (partnership with
Hull Services)
Member of the Critical Incident Response Team for the Calgary Board of Education

Leadership Training and Professional Development

Certifications
- Leadership sessions through the Calgary Board of Education
- Positive classroom management
- Aboriginal Awareness
- Suicide Intervention
- Applied Suicide Intervention Skills Training
- Behavioural Concepts and Practices
- First Aid
- Comprehensive Crisis Intervention
- Autism strategies
- Introduction to Counseling
- Child and Youth Care Certification of Alberta
- Explosive Child with Dr. Ross Green
- The Brain that Changes Itself Dr. Norman Doidge
- Fierce Leadership Susan Scott
- Reaching Troubled Kids Dr. Gordon Neufeld
- The Neurosequential Model of Therapeutics Dr. Bruce Perry
- SPARK Dr. John Ratey
- Leadership Essentials Conference Nov, 2009
- Educational Leadership Conference July, 2010
- SIRS and SPED key user sessions
-Teacher Evaluation Process
- Kaplan SpellRead training
-Leader In Me

Academic Papers and Presentations

Papers:
2009
Smythe, S., & Williams, R. D. (2009). Review of the Rapid Automatized Naming and Rapid Alternating
Stimulus (RAN/RAS) Tests
Williams, R. D. (2009). A Look into Comprehensive Phonological Awareness Assessments of Reading
Readiness
Williams, R. D. (2009). A Review of Effective Treatments for Childhood Obsessive-Compulsive
Disorder
Williams, R. D. (2009). An Overview of Pragmatic Oral Language Assessments
Williams, R. D. (2009). How Reliable and Valid are Informal Writing Assessments?
Williams, R. D. (2009). The Beginning of My Personal Journey through Graduate School
Williams, R. D. (2009). The Use of Curriculum-Based Measurement in Special Education
2010
Barber, K., Braun, D., Peori, C., Seto, M., Smythe, S., & Williams, R. D. (2010). Researchers: Stress
and Coping for Graduate Students
Williams, R. D. (2010). Article review: Student Disengagement and the Socialization Styles of High
Schools (Pellerin, 2005)
Williams, R. D. (2010). Complex Trauma: Diagnosis, Symptoms, and Treatments
Williams, R. D. (2010). The Socialization of Emotional Competence and the Influence of Parenting and
School

Williams, R. D. (2010). The Stress Response and the Impact of Chronic Stress
2011
Williams, R. D. (2011). The Delis-Kaplan Executive Function System: A Test Review
Williams, R. D. (2011). Quality Interventions for Response Inhibition
2012
Barber, K., Bettcher, J., Hamilton, M., Seto, M., & Williams, R. D. (2012). The SCARE Program: An
Integrative Approach
Kerslake, M., & Williams, R. D. (2012). Pre-Paradigmatic Stage of School Psychology
Williams, R. D. (2012). Checking for Non-normality and Outliers in ANOVA and MANOVA
Williams, R. D. (2012). SCARE: An Anger and Aggression Intervention for Adolescents
Williams, R. D. (2012). A Comparison of Primary Theoretical Elements for Cognitive and ClientCentered Therapy
Williams, R. D. (2012). A Personal Counselling Framework
2013
Williams, R. D. (2013). The Importance of Developmental Critical Periods
Williams, R. D. (2013). The Influence of Developmental Issues and Theories on Practice

Presentations:
2009
Baerg, M., Barber, K., Peori, C., & Williams, R. D. (2009). Eating Disorders
Smythe, S. & Williams, R. D. (2009). Rapid Automatized Naming and Rapid Alternating Stimulus
(RAN/RAS) Tests
2010
Williams, R. D., (2010). School, Parenting and the Socialization of Emotional Competence
2011
Aslam, N., Barber, K., & Williams, R. D. (2011). Bipolar Disorder
Bradford, C., & Williams, R. D. (2011). Test Review: Social Skills Improvement System
Murphy, L., & Williams, R. D. (2011). The Delis-Kaplan Executive Function System: A Test Review
Williams, R. D. (2011). Mixed Receptive Expressive Language Disorder

References
Mrs. Nicole Weber

Former Principal at Crossing Park School

403-803-9808

Mrs. Barb Hoinkes

Former Principal at William Roper Hull School

403-978-6975

Mr. Kris Reinhardt

Principal at West View School

403-662-3547