Work Type
Academic Strategy, School Design, Leadership Coaching, Talent Strategy
System Type
Independent School
2021-present
Summary
Hendy has partnered with UCS on a multi-year school improvement strategy aimed at improving student academic outcomes while maintaining the positive school culture and experience for students and families. This work has included close partnership with the UCS CAO and her leadership team to to design and implement key initiatives focused on strengthening instructional quality, increasing academic rigor, and building sustainable systems for continuous improvement. These initiatives include:
- Implementation and facilitation of a cycle of shared intellectual preparation, teacher observation, feedback, coaching, and professional learning in mathematics and ELA
- Selection, adoption, and implementation of high-quality instructional materials, including CKLA/Amplify ELA and Eureka Squared Mathematics in grades K–8, accompanied by leader and teacher training
- Implementation of a common interim assessment strategy for mathematics in grades K-8
- Creation and implementation of an RTI strategy focused on providing tier 2 supports for students
- Regular coaching and feedback for UCS leaders aligned to instructional priorities
- Strategic support for the CAO regarding key organizational priorities, including teaching assistants, culture and behavior systems, and family engagement
- Strategy support for the CAO regarding support priorities including teaching assistants, culture and behavior, and family engagement
Hendy also partnered with the Chief Strategy Officer to explore school design options to enable the school to best serve students and staff. This included the facilitation of a comprehensive process including stakeholder engagement, best practice research, decision-making and implementation planning. Hendy examined and designed effective ways to better use student and staff time, including improvements in aftercare services.
Outcomes
Outcomes of Hendy's work include the establishment of systems, structures, and practices designed to support both student achievement and staff effectiveness. These include:
- Leaders consistently implementing an instructional support cycle that includes classroom observation, coaching, feedback, and professional learning for all teachers in grades K–8
- Adoption and implementation of high-quality instructional materials in both ELA and mathematics, providing students with access to more rigorous, standards-aligned instruction
- Creation of a schoolwide assessment and data-tracking system that enables teachers and leaders to analyze unit-by-unit performance data in ELA and mathematics, examine subgroup and standards-level trends, and make informed decisions regarding instructional adjustments and reteaching
- Implementation of an RTI framework that provides targeted supports for students requiring additional intervention
- Successful pilot of an enrichment model in early 2025 to inform future school design decisions, along with improvements to aftercare services to better meet student and family needs
Additionally, between 2022 and 2024, UCS experienced increases in the percentage of students scoring proficient on state assessments in both mathematics and ELA across most grade levels (Grades 3–8). UCS and Hendy continue to monitor student achievement data and refine instructional systems to support ongoing growth.
Learn more about our work with UCS on our blog.