1. Rachel Kendall
12 W Browning Road, Collingswood NJ 08108
(732) 713-5896
rachel.meg.kendall@gmail.com
Objective: To investigate and empower diverse solutions for educational inequities (specifically in the area of school discipline)
through the conscious lens of cultural context using social-emotional learning, executive functioning, racial literacy and community
engagement as key levers for engagement.
“When students struggle due to
behavior and the school wide plan is
not successful, Ms. Kendall has
implemented, monitored and evaluated
behavior intervention programs,
including her own ESTEAM
program, for students with
disabilities. Ms. Kendall’s ability to
evaluate student’s needs, implement
and monitor a plan are
exceptional. She is able to train and
support staff in the implementation of
behavior programs and makes it her
mission to ensure student success.”
Ms. Lorrie K. Weaver
Director of Special Education
Paul Robeson Charter School
Professional Profile
• Experienced in positive behavioral support planning and implementation, social-
emotional learning curricula and research, inclusion practices, resource room, self-
contained classrooms, facilitating professional development, mentoring teachers,
planning and scheduling for students with special needs
• Masters Degree in Social Work with a specialization in macro practice community
organizing, planning and administration. Specific skill development in conducting
needs-assessments, staff committees, meeting facilitation and advocacy for education
policy reform
• Bachelors Degree in Elementary Education and Special Education with dual
certifications
• Creator and Professional Development Consultant for the “ESTEAM” social-
emotional learning program (see website www.teachingwithesteam.com)
• Curriculum Coordinator for Special Education Extended School Year Programming,
experienced first through eighth grade special education teacher
Education, Honors, and Certifications
Masters of Social Work
University of Pennsylvania, Philadelphia, PA. 2012
Bachelor of Arts – Elementary and Special Education
LaSalle University, Philadelphia, PA. 2004
Neysa C. Adams Award, University of Pennsylvania. 2011
This scholarship is awarded to a rising second-year student who is an exceptional
student and demonstrates leadership abilities
Finalist for “Educator of the Year” Award, New Jersey Region II. 2008
Nomination for excellence in teaching students with special needs in Central New
Jersey private schools
Certifications
School Social Worker Certification
New Jersey Teacher of Students with Disabilities K-12
New Jersey Elementary School Teacher in Grades K-5
Highly Qualified in LAL Grades 5-8
Orton-Gillingham Dyslexia Certification, Fairleigh Dickinson University, NJ
Crisis Prevention Intervention Certification (CPI)
Key Qualifications
Experienced Special Education Teacher

2. “It was a pleasure working with you
at KSS 2009, and thank you so
much for your hard work and
dedication to our KIPP team and
family. Data from this year’s
evaluations showed an average 3.5
Overall Event Rating on a 4-point
scale for sessions, and 94% of all
participants rated sessions as
Excellent or Good. Hats off to you
for contributing to this collective
accomplishment, making KSS 2009
one of the best to date!”
Donielle Berg
Events Coordinator
KIPP Foundation
“Ms. Kendall is an exemplary
educator who has earned the respect of
administrators and colleagues. Ms.
Kendall sets high standards for herself
and her students. She is both reflective
and collaborative. Her boundless
energy and creativity are only exceeded
by her dedication to her students. Ms.
Kendall is never satisfied with
mediocrity. Her self-developed
supplemental materials are incredibly
creative offering students a variety of
ways to learn.”
Douglas Parker, LDTC, CST
Somerset Hills School
Special Education Curriculum Coordinator
Social-Emotional Learning Trainer and Presenter
School Social Worker
Knowledge of and implementation of multi-sensory reading and mathematics
programs, trained in Functional Behavior Analysis, writing behavior plans and
supporting of implementation of both academic and behavior plans in the classroom.
Experience with students with emotional and behavioral disabilities in public, private
and residential settings
Teaching experience involving grades K-8 and students with a variety of disabilities
and learning challenges including autism, emotionally disturbed, other health
impairments, cognitively impaired, intellectually disabled, and specific learning
disabilities
Employment
• Director of Special Education
August 2014 – Current Camden Community Charter School
415 N. 9th Street, Camden NJ 08102
Organizing and assuring quality daily special education services for students with
special needs in a school K-6
Directing the school-wide implementation of ESTEAM curriculum
Providing teacher coaching and supervision, parent support and community
outreach as a member of a very powerful and people-oriented administrative team!
Created a Student Leadership Team (SLT) of 5th and 6th grade students in order
to inspire ownership of their school community and build positive leadership skills
(please look at their work on the blog www.teachingwithesteam.com/slt-blog)
• Special Education Teacher
August 2013 – July 2014 Paul Robeson Charter School: Scholar Academies
643 Indiana Avenue, Trenton, NJ 08638
Engaged a self-contained 4th-5th grade classroom of students with varying
learning and emotional disabilities
Aligned standards-based diagnostic assessment data with students’ IEP goals to
provide differentiated instruction, small group intervention and multi-modal
lessons for levels K-5 in one classroom
Chaired the Professional Development Committee planning for staff PD
sessions and relayed staff input and feedback with the Leadership team.
• Character Education Curriculum Development Consultant
January 2013 – Current Scholar Academies Network Headquarters
1714 Memphis St. Suite C8, Philadelphia PA 19125
Hired to consult in the creation of a whole school character education and culture
curriculum supporting the school’s core values with research-based SEL strategies,
direct social skills instruction, engaging student activities and teacher lesson plans

3. “It really provided clear answers,
strategies, and resources for my class
and gave me concrete materials for the
ideas I got from other sessions (critical
thinking, community service, love and
logic, SpEd, differentiation, etc)
Awesome!”
KSS 2009 Individual Session
Evaluation Data
“Thanks for introducing Loic to
"Transition" signal, coping...this is a
important behavior problem that Loic
and all ADHD kids have. I like
your techniques, one skill at the time,
behavior chart...and the way you
approach all these behavior problems.
Of course I have experience
unfortunately with ADHD-ODD
kids and I can recognize when
someone has a very good approach and
understanding of difficult kids and you
really have these skills!”
Catherine Bomont
Parent of a child with ADHD-
ODD
• School Social Worker/Intervention and Referral Services Leader
July 2012 – August 2013 Paul Robeson Charter School: Scholar Academies
643 Indiana Avenue, Trenton, NJ 08638
Provided individual counseling, social skills instruction and group counseling for 4th-
8th grade students
Created and implemented a positive behavioral support tracking system for students
struggling at the Tier II level of intervention specifically involving emotional and
behavioral needs in order to mitigate high suspension rates and disciplinary referrals
Discipline and School Culture Team Member
Conducted Bio-Psycho-Social Evaluations for IEP Meetings
• Behavioral Consultant and Trainer/Authored and Implemented
ESTEAM Social-Emotional Learning Program
2008 – Current Somerset Hills School, Warren NJ
P.G. Chambers School, Cedar Knolls NJ
Louise A. Spencer School, Newark NJ
Scholar Academies, Philadelphia NJ
Authored a social-emotional learning program called “ESTEAM” (Empowering
Students Through Environment, Ability and Motivation) providing teachers with
concrete social-emotional learning strategies, visual behavioral tracking and data
collection methods and holistic positive behavioral support skills
• Special Education Teacher
November 2009-August 2010 P.G. Chambers School
15 Halko Drive, Cedar Knolls, NJ 07927
Differentiated group and individual instruction for severely, physically and
cognitively disabled student’s ages 8-11
Coordinated school-wide social-emotional curriculum implementation to promote
student autonomy and social skills
• Learning Specialist
July 2008- November 2009 TEAM Academy Charter School: KIPP
85 Custer Avenue, Newark, NJ 07112
Provided differentiated instructional support and IEP monitoring for 6th grade
students with learning disabilities in an inclusive environment
Launched a mentoring program for 6th grade boys with businessmen currently
working in Newark
Coordinated after-school supportive services (homework help, behavioral strategy
planning) for students struggling with ADHD
• Special Education Teacher
September 2004-June 2008 Somerset Hills School
206 Mount Horeb Road, Warren, NJ 07059
Taught a self-contained special education classroom for boys classified as
severely emotional-behaviorally disabled age 7-11.
Specialized training in Crisis Prevention Intervention (CPI).
Focused on structuring social-emotional learning into academic instruction as a
foundation for identity development.

4. “Her empathy for clients and
colleagues alike, her ability to work
effectively as a member of a group, her
competency in presenting and teaching
complex theoretical concepts and her
respect and concern for all persons that
she encounters. She has written
publishable in-depth research papers
with complex literature reviews
analyzing theories of human behavior,
social and cognitive/learning theories
to analyze and discuss the achievement
gap that affects minority students
nationwide.”
Nicole Saint-Louis, DSW LCSW
Lecturer, School of Social Policy
and Practice at the
University of Pennsylvania
“Inside every classroom,
every day there are opportunities for
students to develop not only their
skills, but also themselves. I choose to
empower students to feel safe,
connected, and successful at all times
by providing teachers with a highly
practical approach that combines
holistic methodology with concrete
behavioral strategies. This dual focus
creates the environment and motivation
to allow students the ability to manage
their emotions, make responsible
decisions and stimulate readiness for
academic learning.”
Rachel Kendall
• Curriculum Coordinator
Summers 2003-2008 Somerset Hills Residential Treatment Center, Inc.
1275 Bound Brook Rd. Suite 1, Middlesex, NJ 08846
Coordinated social-emotional programming for Extended-School-Year programs,
working with a residential population of boys classified emotionally-behaviorally
disabled ages 7-15
Created and implemented the “R.A.W” program, integrating athletics, music and
creative problem solving to provide a review of basic reading, writing and math while
building positive self-management skills in an outdoor, camp setting
Conference Presentations
Presented E.S.T.E.A.M: Empowering Students Through Environment, Ability and Motivation
training:
Annual KIPP Schools Summit (KSS) Conference; Orlando, FL. August 6, 2009
Annual KIPP Special Education Conference; Philadelphia, PA. February 6, 2009
ASAH Annual Conference; Atlantic City, NJ. November 14, 2008
NAEYC National Conference & Expo; Dallas, TX. November 6, 2008
Community Involvement and Advocacy
• Creator of Non-Profit Organization
KICK CANCER IN THE FACE FOUNDATION
June 2014-Current www.kcffoundation.com
Cherry Hill, NJ
The purpose of the Kick Cancer in the Face Foundation is to provide or
complement holistic (whole-person) support for persons diagnosed with stage 4
cancer and their families. This support is meant to empower not only the
person diagnosed, but also their families, friends and anyone else wishing
to contribute to their care in many different ways.
• Student Advocate for the Student Discipline Advocacy Service/Board
Representative for the School of Social Policy and Practice
December 2011-May 2012 L.E.A.R.N (Leaders in Education Advocacy & Reform Network)
Philadelphia, PA
Advocated for Philadelphia public and charter school students at suspension,
expulsion and disciplinary transfer hearings. Provided parents and community
members with information on student rights in disciplinary proceeding
Conducting a survey of federal legislative initiatives from 1993 to the present
addressing school behavior and discipline issues.
• Program Facilitation Manager and AmeriCorps Core Member Trainer
(MSW Intern)
September 2011-May 2012 EducationWorks
Philadelphia, PA
Worked to write grants and coordinate programming to promote mentoring for youth
and families confronting high rates of poverty and other barriers to educational

5. achievement.
Conducted a series of professional development trainings on positive behavioral
support, de-escalation techniques and classroom cohesion strategies for AmeriCorp
Members serving as ISS support in Philadelphia public schools
• Social Worker/Cade Manager (MSW Intern)
September 2010-May 2011 The Reed House
Philadelphia, PA
Provided counseling and case management to support formerly homeless men and
women with disabilities in a permanent housing facility.
• Founding Board Member
May 2011-August 2012 TaLiN Coalition (Teachers as Leaders in Newark)
Newark, NJ
Directing the design of social-emotional learning as a programmatic component for
this coalition’s purpose of enabling educators to become catalysts in the creation of
social and educational alliances that empower teachers, students, and parents to
cultivate a collaborative culture within the community.
• Volunteer Curriculum Coordinator
July 2011-August 2011 Bethany Cares Freedom School
Newark, NJ
Created after-school programming to engage 45 children grades K-5 in math
instruction through physical exercise and play.
• Visiting Speaker for Montclair State University P-3 Modified Alternate
Route Program
September 2007-Present, bi-annually
Montclair, NJ
Presented professional development workshop for pre-service teachers in the P-3
Modified Alternate Route Program twice a year to demonstrate methods for
incorporating positive classroom management methods through social-emotional
learning.
• References
Available upon request.