DR. DESHEILA RUMPH

Impact & Work

Selected work that reflects my experience supporting leaders, strengthening systems, building capacity, and translating improvement priorities into practice.

From Experience to Application

Translating Ideas Into Practical Support.

Much of my work has focused on helping leaders and teams move from broad priorities into practical structures, tools, routines, and supports that make implementation easier to understand and carry out.

Some of this work was developed independently. Other pieces were expanded through collaboration, professional learning, peer feedback, shared problem solving, and resources created by colleagues. In those cases, I identify the work as original and collaborative so that my contributions are clear while also acknowledging the work of others.

The examples featured here are selected to show how I organize complex work, strengthen implementation, support professional learning, and help create systems that are more coherent, usable, and sustainable.

Featured Work

Selected Examples of the Work in Practice.

These examples reflect work developed across different roles, settings, and professional experiences. Each collection represents an effort to turn identified needs into practical resources, structures, and supports that leaders and educators can use in their work.

Original & Collaborative Work

Schoolwide Culture and Behavior Support

This body of work reflects structures, tools, and resources I developed, expanded, and organized to support a more coherent schoolwide approach to culture, behavior, expectations, relationships, and student support.

The work was informed by professional learning, established behavior support practices, prior school processes, implementation experience, feedback from colleagues, and collaborative problem solving. Some individual resources within the larger system were created by peers and incorporated as part of the broader schoolwide approach.

My contribution included helping build and strengthen the structure that connected shared expectations, universal routines, self regulation supports, recognition, reinforcement, and tiered responses into a more consistent system for students and staff.

Original & Collaborative Work

Rigor Observation and Instructional Support

This body of work reflects structures, tools, and professional learning resources I developed and expanded to help leaders and educators build a more consistent understanding of rigor and examine how rigorous practice appears in classrooms.

The work was shaped through professional practice, collaboration with peers, shared observation experiences, feedback, and resources contributed by colleagues. Some individual tools or materials within the larger collection were created by peers and incorporated into the broader observation and support process.

My contribution included helping develop and organize the process that connected standards, lesson context, expected evidence of rigor, classroom observation, evidence collection, debriefing, and data review into a more coherent instructional support system.

Developed and Expanded Through Practice

Small Group Implementation

This work grew from a recurring implementation challenge. Teachers often understood the purpose of small group instruction but needed more support with the process of putting it into practice. Questions about organization, routines, student movement, independent work, planning, expectations, and instructional delivery could make implementation difficult to manage.

I developed a structured launch process that broke implementation into manageable steps. Rather than asking teachers to establish every component at once, the process introduced routines, expectations, organization, and instructional practices over time so that teachers and students could build consistency before adding greater complexity.

Although some versions used mathematics or English language arts content, the primary focus was the implementation process rather than a particular subject. I used and adapted this approach across multiple school settings, refining the structure based on teacher needs, implementation experience, and the context in which the work was being used.

Across the Work

Building Practical Solutions Around Real Needs.

Although these examples address different areas of practice, a common pattern connects the work. Each began with a need that required more than simply identifying what people should do. The challenge was helping create the structures and support needed to make the work usable in practice.

My role has often involved taking complex expectations, ideas, resources, and feedback and organizing them into something people can understand and use. That may involve developing a new structure, expanding an existing process, bringing several resources together, or working collaboratively with others to strengthen what already exists.

The work also continues after a resource or structure is developed. Implementation provides new information. Feedback reveals what is clear and what is not. Experience shows where additional support is needed. Those lessons can then be used to strengthen the work over time.

Explore the Work

See How the Work Has Been Organized and Applied.

Explore selected examples of the structures, tools, and implementation resources connected to Culture, Rigor, and Small Group Implementation.