Dr. Wanda Rosario-Schoenfeld brings a wealth of professional expertise and experience to her bid for the Palm Beach County School Board. Her storied career in the classroom, and in administrative roles, will bring depth to the School Board that will give Palm Beach County Schools an unparalleled level of insight and advocacy for students, families, and teachers.

Wanda was an early leader in merging traditional school models with workforce skills school systems. She is an advocate for ensuring that our students have a meaningful view of how school can prepare them for a variety of work options after graduation. Each student should have options to explore, whether college is in their future, or if they want to enter the workforce after graduation in high-demand fields ranging from trades to healthcare.

Keeping a career educator on the school board should be a high priority, as Palm Beach County weighs the future of our schools. Having someone who has a deep pedigree in education, and can be an advocate for teachers and administrators, will be key to keeping the board focused on all stakeholders in our community. Wanda has the experience, passion for education, and a proven track record of improving schools and student outcomes. She is the most qualified candidate for the seat to represent District 6.

HONORS, AWARDS AND INVITED PRESENTATIONS

• New York State Bilingual Educator of the Year
• New York State Sponsored Conference: Response to Intervention and the Bilingual Student (Lead Presenter)
• Canisius College: Expectations of a Principal (Panel Member)
• Canisius College: Diversity Conference (Presenter)
• Seminar in Teaching: Interview Process (Presenter)
• Dissertation: Hispanic Women’s Perceptions of Their Career Paths in Educational Administration
• UB 7th Annual Summer Leadership Institute: The Crucial Role of All Educational Leaders in School Success of Latino Children (Panel Presenter)

Credentials

Ed.D. in Educational Leadership and Policy  |  State University of New York at Buffalo  |  December 2010

Dissertation: Hispanic Women's Perceptions of Their Career Paths in Educational Administration

Master's in Educational Administration  |  State University of New York at Buffalo  |  June 2002

Master of Arts in Bilinguistics and Bicultural Studies  |  Marywood College, Scranton, PA  |  June 1990

Bachelor of Science in Elementary Education  |  Kutztown State University, Bethlehem, PA  |  June 1978

Professional Experience

Elementary School Teacher — Buffalo Public School District (1989–1999)

  • Taught 5th and 6th grade in a looping model, maintaining continuity with students across two consecutive years.
  • Delivered instruction within a large urban public school district serving diverse student populations.

Elementary School Teacher — Bethlehem Public School District (1982–1989)

  • Taught across multiple grade levels including 1st, 2nd, 3rd, and 5th grade.
  • Facilitated the Workshop for State Education Department on Standards and Learning Experiences.
  • Served as Chairperson for Curriculum Design for Bilingual Education and on the Site Based Management Team.
  • Led workshops on team building, school leadership, and the writing process for Limited English Proficient students.

Principal Experience

Principal — Frank Sedita Academy (School #30), Buffalo, NY (2007–2014)

  • Managed and led a PK–8 elementary school with 683 students and 85 staff members.
  • Awarded and implemented New York State Response to Intervention (RTI) grant, achieving a 5% decrease in Hispanic students identified as disabled.
  • Developed and received a $300,000 School Improvement Grant (SIG) to redesign Reading and Math programs.
  • Provided targeted staff development and common planning time for 23 teacher aides and assistants.
  • Adopted the 'Late Exit Bilingual Model' to transition bilingual students into English literacy.
  • Implemented the school-wide 'Step Up Writing Program.'
  • Promoted Positive Behavioral Intervention and Support (PBIS); established payroll incentive program to reduce suspension rates.
  • Received the District Award for improvement of student attendance three consecutive years.
  • Secured the 21st Century after-school grant and implemented Title III funding for a K–3 ESL/Bilingual after-school program with a 1:5 teacher-to-student ratio.
  • Established community partnerships through the Closing the Gap initiative with Catholic Charities, United Way, Hospice/Grief Programs, and the Foster Grandparent Program.

Principal — Bilingual Early Childhood Center (School #36), Buffalo, NY (2002–2007)

  • Adopted a co-teaching model to support special needs students, integrating ESL and Bilingual teachers.
  • Offered English language classes for parents during the school day, incorporating strategies to assist children with Math and ELA.
  • Developed a structured transition program for ESL and Bilingual students.
  • Built partnerships with local churches to provide student mentoring and tutoring.

Principal — West Hertel Academy (School #96), Buffalo, NY (2001–2002)

  • Developed and implemented a Comprehensive School Wide Plan.
  • Led data analysis and decision-making professional development for teachers, resulting in teacher-maintained data notebooks.
  • Designed a dedicated parent room to support PTO and parent involvement initiatives.

Assistant Principal — Grabiarz School of Excellence (School #79), Buffalo, NY (2000–2001)

  • Developed policies and procedures for a newly built 5th–8th grade middle school.
  • Built a Professional Learning Community following Rick DuFour's model.
  • Incorporated Backward by Design instructional planning following Jay McTighe's model.

Administrative Experience

Lead Transition Facilitator — Riverside High School, Buffalo, NY (2015–2017)

  • Served as liaison between the school, the district, and the New York State Education Department.
  • Established the transition framework including executive summary, mission, key design elements, educational plan, organizational and fiscal plan, professional development, and family/community involvement components.
  • Reported progress updates to the Board of Education at Student Achievement Committee and full board meetings.
  • Collaborated with an advisory team to design a detailed timeline and action plan covering all phases of school transitions.

Lead Transition Facilitator — Martin Luther King Multicultural School, Buffalo, NY (2014–2015)

  • Continued district-level transition facilitation role, applying established framework to a multicultural school environment.
  • Coordinated phase-in and phase-out planning with district leadership and state education department representatives.
  • Established Request for Proposal (RFP) criteria and managed the community and educational planning components of the transition.