Vote Online!

On-line voting closed on October 15, 2009 at midnight.

Results will be posted on the NCSM Web Site by the beginning of December. Look for details in the spring NCSM Newsletter. New Board members will be inducted at the NCSM Annual Conference in San Diego CA, April 19-21, 2010.

Although voting has closed, you may still view candidate statements.

 

Open Position: President Elect

Summary of Duties (as President Elect):

  • Serve as a member of the Annual Conference Committee for the conference held during the years in office as President.
  • Serve as a member of the Program Committee for the annual meeting.
  • Serve in lieu of the President when appropriate.
  • Prior to taking office as President, prepare a list of nominees for appointments. This list is to be presented to the Board for approval at the Board meeting immediately preceding the annual meeting.
  • Assume such duties as the President and/or Board may determine.

Summary of Duties (as President):

  • Serve as a member of the Annual Conference Committee for the conference held during the years in office as President.
  • Serve as executive officer of the Council and Board, using his/her centralizing leadership and direction to unify and focus on the continuation and furtherance of the purposes of the Council. The President shall be an ex-officio member of all committees.
  • Organize and publish an agenda for Board meetings concerning topics of vital concern to the Council and provide adequate time for discussion and committee work within the stated length of time for which the Board was convened.
  • Preside at all Board meetings and at the annual business meetings of the Council.
  • Appoint Committee chairpersons as provided by the articles and Bylaws. Each chairperson is to receive a written description of the committee work within one month of appointment.
  • Forward to the NCTM representative copies of any correspondence resulting from the NCTM-NCSM relationship.
  • Work with the contractor providing membership and registration services to facilitate delivery of these services.
  • Prepare an annual report for the membership of the Council, which is to appear in the post-annual-meeting issue of the official NCSM publication.
  • Make provisions for the study of future needs and direction of the Council.
  • Exercise leadership in assisting the Board to develop the on-going activities of the Council.
  • Perform such other duties as shall be assigned by the Board.

Summary of Duties (as Past President):

  • Assist the President relative to the transfer of office.
  • Serve in an advisory capacity in order to enable the officers to carry out the purposes of the Council and to better serve the membership.
  • Act as a major advisor to the President.
  • Serve as member of the Program Committee for the annual meeting.
  • Serve in lieu of the President when necessary.
  • Assist the Secretary in compiling the records of the previous two years.
  • Assume such duties as the President and/or the Board may determine.

Term of Office: One year as President Elect, two years as President, and one year as Past President

Candidate Information

David McKillop

Truro NS Canada

Candidate's Statement:

NCSM's PRIME Leadership Framework-a visionary articulation of current leadership principles applied to mathematics education-has provided, and will continue to provide for many years, a purpose and direction for all of us in the field to close the "knowing-doing gap" so all students can maximize the growth of their mathematical thinking in nurturing classrooms where best practices are systemic. This will require NCSM's Board to be relentless in its pursuit of this ideal, to be a functioning role model, and to create many opportunities for membership involvement in order to keep all eyes targeted on the mission. With the many and varied experiences and leadership roles I have had the privilege to assume in mathematics education, I believe I would bring a unique perspective to the leadership of NCSM. I would consider it an honor to serve as President Elect, and I would bring all the same passion and enthusiasm to the position that I have to all pursuits throughout my career.

How will you help support NCSM in its vision of motivating equity and access for all students?
While NCSM has very strong commitments to equity in our Mission and Vision statements, position papers, and PRIME Leadership Framework-reflecting our knowledge of the role equity should play to ensure high-quality mathematics education for all students-many of us perhaps have an unwitting knowing-doing gap regarding equity. Therefore, I will work with the Board so we become role models by consciously putting our personal and collective actions through an "equity lens." Thus, equity will be at the forefront of our work, communicating what we believe by what we do, not just by what we say. If all our members in their work were to follow this model, equity would be one of the first things that come to mind when folks are asked to think about NCSM.

Experience

Current Employment & Job Duties

I am an independent mathematics consultant presenting workshops and motivational talks in Canada and the USA, writing and editing mathematics text and curriculum materials, and training facilitators for First Steps in Math in Canada for Pearson Education Canada. I am also a trained facilitator for Lenses on Learning, Dynamic Classroom Assessment, and BreakThrough Mathematics.

Previous Experience

  • Mathematics Coordinator for Chignecto, Central Regional School Board, Nova Scotia (2002-2007)
    Approximately 24,000 students and 1500 teachers; among responsibilities were:
  • the introduction of mentors for teachers in K-9 schools
  • the introduction of a regional examination in grade 10 mathematics
  • the professional development of school-based math leaders in all K-9 schools)
  • Mathematics Assessment Consultant, Nova Scotia Department of Education (1999-2002)
    Responsible for the first elementary and junior high provincial program assessments in grades 5 and 8
  • Curriculum Consultant, Nova Scotia Department of Education (1997-1999)
  • Associate Professor, Mathematics Education, Nova Scotia Teachers College (1990-1997)
  • Curriculum Supervisor, Halifax County-Bedford School Board (1989-1990)
  • Mathematics Consultant, Colchester-East Hants School Board (1986-1989)
  • Mathematics Consultant, Nova Scotia Department of Education (1983-1986)
  • Chair, Mathematics Department, Sackville High School (1974-1983)
  • Mathematics Teacher, Sackville High School (1972-1983)

NCSM

  • Second Vice President and First Vice President, NCSM (2004-2006)
  • Chair, NCSM Annual Conference Program Committee, St. Louis (2006)
  • Canadian Representative, NCSM Nominating Committee (2001, 2002)
  • Member and accompanist, NCSM Choir for the 35th Anniversary
  • Speaker, NCSM Annual Conferences (Anaheim, Atlanta, Salt Lake City, Washington DC-on program but unable to present)

NCTM

  • Keynote Speaker, NCTM Canadian Regional Conferences (1996 in Newfoundland, 2000 in Halifax, 2002 in Montreal)
  • Speaker, NCTM Annual Meetings (Boston, Las Vegas, Chicago)
  • Member, Program Committee, Canadian Regional NCTM Conference (2000)

Other Mathematics-Related Organizations

  • Emeritus Member, Association of State Supervisors of Mathematics (ASSM)
  • Keynote speaker and workshop facilitator at the:
    Numeracy Institute in Chattanooga TN (May 2008)
    Nova Scotia Primary Teachers Association Conference (October 2007)
    Northwest Conference in Victoria (October 2006)
    GE Foundation Conference for Science and Math in Florida (July 2005)
    Association of Mathematics Teachers of New York State Conference (November 2003)
    Ontario Association of Mathematics Educators Conference (2002)
    Nova Scotia Mathematics Teachers Association Conference (2002)
    Alberta Mathematics Teachers Conference (2001)
  • Member, Development committee for the Atlantic Canada elementary mathematics curriculum and responsibility for the geometry strand
  • Member, Author teams for seven junior and senior high mathematics texts
  • Presenter, Workshops at Mount Saint Vincent University Math Summer Institutes (1995-2002), and at the Atlantic Institute for Mathematics (1995-1999, 2001-2002)
  • Presenter, Workshops at the Atlantic Institute for Mathematics (1995-1999, 2001-2002)
  • Organizer and Co-Presenter, Four-day summer math academies for teachers of targeted grade levels in Truro, Nova Scotia (2003-2008)
  • Organizer and Co-Presenter, Two-day summer institute for grades 3 and 4 teachers in Cincinnati OH (2006)

Other Activities

Awards & Honors & Recognitions

  • Gold-T Award by students of the Nova Scotia Teachers College for Teacher of the Year (1992)
  • Friend of the MTA Award-life-time membership (1991)
  • Gold watch presented by MTA for service to the organization (1986)

Suzanne Mitchell

Jacksonville AR

Candidate's Statement:

Leaders in mathematics education must be well-trained, broadly informed and perceptive about how to lead others to develop high-quality mathematics programs. The National Council of Supervisors of Mathematics provides the platform to enhance teacher professional development and learning, to support research-informed practice, and to guide leadership endeavors that support continuous improvement of curriculum, instruction, and assessment. The PRIME Leadership Framework provides a leadership vision that requires action on the part of all mathematics leaders. In the leadership cycle of action and learning, a dynamic leader knows how to use collaboration and influence to lead others to improve student achievement and to do the right thing in mathematics education. I believe that exemplary leaders are more interested in the success of those around them instead of their own success and that they care to live a life of significance. Because our work as mathematics leaders is service, it is critical that we be deliberate, reflective, efficient, and effective about our work. We must develop a passion for leadership that increases intellectual power, builds on individual strengths, diversifies perspectives, involves collaborative efforts, and taps the leadership passion of others.

How will you help support NCSM in its vision of motivating equity and access for all students?
As a mathematics leader, I will support NCSM in its vision of motivating equity and access for all students by ensuring that mathematics teachers and leaders with whom I interact work together to build a foundation of challenging mathematics that present all students with rich, engaging mathematical tasks and that require higher order thinking. As a leader of both pre-service and in-service teachers, I will work to diminish barriers that limit student access to rigorous mathematics and work to ensure that every student is taught by a highly-qualified mathematics teacher. Using research-informed best practices and relevant data analysis, I will take personal responsibility to lead teachers into a collaborative working environment focused on making decisions about curriculum, instruction, and assessment that will meet the unique needs of every student. As an NCSM PRIME leader, I will focus on creating conversations in public venues around issues of bias and cultural differences that impact student learning and encourage teacher actions that will address gaps in student learning so that all students will be successful in mathematics.

Experience

Current Employment & Job Duties

  • Associate Professor, Mathematics Department and Instructor, Arkansas State University, Jonesboro AR
  • Mentor with a Math and Science Partnership Grant, Arkansas State University, Jonesboro AR

Previous Experience

  • Secondary Mathematics Teacher (10 years)
  • Mathematics Curriculum Coordinator, Pulaski County Special School District (6 years)
  • Mathematics and Science Curriculum Coordinator, Magnet Program, Kansas City MO School District (4 years)
  • Project Director, Arkansas Statewide Systemic Initiative, National Science Foundation grant (6 years)
  • Project Director, Arkansas Teacher Quality Enhancement grant, U. S. Department of Education (4 years)
  • Project Director, Arkansas Science Specialist grant, National Science Foundation-EPSCoR (4 years)
  • Project Director, Arkansas Department of Higher Education Eisenhower program (12 years) and Improving Teacher Quality program (6 years)

Professional Activities

NCSM

  • Regional Director, Southern 2 (2007-2010)
  • PRIME Leadership Framework writing team (2007-2008)
  • Member, Nominating Committee (1999-2009)
  • Presenter, Various NCSM Annual Conferences (1999-2009)

NCTM

  • Member, Regional Services Committee (5 years)
  • Parliamentarian, Delegate Assembly (8 years)
  • Facilitator, Delegate Assembly (2 years)
  • Chair, NCTM Task Force on Teacher Preparation, Certification and Shortages (2003-2004)
  • Member, NCTM Task Force on Leadership in Mathematics Education (1999)
  • Co-Chair, NCTM Regional. Little Rock AR (1987)
  • Publicity Chair, NCTM Regional, Little Rock AR (1993)
  • Member, Program Committee for various NCTM Regional meetings in Houston, Memphis, and Nashville
  • Speaker, Various NCTM Annual and Regional Meetings (1992-2009)

Other Mathematics-Related Organizations

  • National Science Board Member, Working group for the STEM Curriculum Task Force to develop A National Action Plan for Addressing the Critical Needs of the U.S. Science, Technology, Engineering, and Mathematics Education System
  • Triangle Coalition for Science and Technology Education President, Board (2003-2004) Vice President (2 years) Secretary (3 years) Board Member (10 years)
  • Arkansas Council of Teachers of Mathematics (ACTM) Arkansas NCTM representative (1983-1987) General Chair, Program Chair, and Facilities Chair for various state ACTM meetings

Other Activities

Awards & Honors & Recognitions

  • Arkansas Network of Centers for Mathematics and Science Education Recognition for service in Teacher Quality Enhancement and Science and Mathematics Education (2004)
  • Point of Excellence, State Education Award, Kappa Delta Pi, Arkansas State University (1998)

Open Position: Second Vice President/First Vice President

Summary of Duties (as Second VP):

  • Serve as a member of the Annual Conference Committee.
  • Serve as a member of the Program Committee.
  • Serve as the Volunteer Recruitment and Management Chair for the annual meeting during the year in office.
  • Recruit, schedule, and manage volunteers to assist with Annual Conference logistics and events including conference bag stuffing, early bird registration, on site registration, and ticketed events.
  • Become First Vice President the second year in office.
  • Assume such duties as the Board and/or President may determine.

Summary of Duties (as First VP):

  • Serve as a member of the Annual Conference Committee.
  • Serve as Chairperson of the Program Committee for the annual meeting during the year in office.
  • Appoint the members of the Program Committee, which shall include the Past President or the President-Elect, and the Second Vice-President.
  • Organize and develop the Annual Conference theme, strands, and speaker proposal forms.
  • Set the conference program timeline and speaker deadlines.
  • Schedule all program sessions including sponsor showcases, regional caucuses, and special interest groups.
  • Serve as executive officer of the Board whenever the President, Past President or the President-Elect is unavailable.
  • Assume such duties as the Board and/or President may determine.

Term of Office: One year as Second Vice President, one year as First Vice President

Candidate Information

Donald W. Scheuer, Jr.

Fort Washington PA

Candidate's Statement:

The need for leadership in mathematics education is more critical today than ever. It has long been accepted that the most effective catalyst for change, growth, and improvement of mathematics programs is direct leadership at all levels. With recent retrenchments, leadership positions at the state, district, and local levels have been severely reduced. It is incumbent upon an organization like NCSM to provide the highest level of professional growth opportunities and to continue to develop leadership skills at all levels. With stimuli like the NCTM Focal Points and the disarray of the high stakes state testing programs, NCSM is poised to meet some big challenges. The organization must stay the course on developing leadership and providing direction on a national basis. I am grateful to have the opportunity to assist in that effort.

How will you help support NCSM in its vision of motivating equity and access for all students?
In keeping with Diane Briar's stated goal " for NCSM to be recognized as an equity organization... " we must all, as members of NCSM, reflect the values of equity and access in all that we do as leaders in mathematics education. I personally will continue to promote these ideas in my work in the classroom and in the arena of professional development. NCSM is in a unique position to foster these ideals on a national basis.

Experience

Current Employment & Job Duties

Mathematics Specialist, The Haverford School, Haverford PA (2004-Present)

I am responsible for:

  • Lower School teacher training
  • curriculum revision
  • program management
  • I am also responsible for Middle School teaching of accelerated algebra and geometry.

Previous Experience

  • Coordinator of Mathematics, Abington School District, Abington PA (2001-2004)
  • Department Chair, Abington Junior High School, Abington PA (1987-2001)
  • Computer Specialist/Trainer, Bucks County Community College, Newton PA (1983-1987)
  • Supervisor of Mathematics, Philadelphia PA School District (1977-1983)
  • Department Chair, Jones Junior High School, Philadelphia PA (1972-1977)
  • Teacher, Jones Junior High School, Philadelphia PA (1966-1972)

Professional Activities

NCSM

  • NCTM Representative (2005-2007)
  • Second Vice President (1982-1984)

NCTM

  • Chair/Member, Conferences and Conventions Committee (1991-1994)
  • Chair/Member, Technology Advisory Committee (1981-1983)
  • Chair, Philadelphia Regional Conferences (1983, 1989, 2000)
  • Local Arrangements Chair, NCTM Annual Meeting, Philadelphia (2004)

Other Mathematics-Related Organizations

  • Pennsylvania Council of Teachers of Math (PCTM)
    Chair of Curriculum Issue Committee (2001-Present)
    President (1998-2000)
    Chair of Contest Committee (1978-1998)
  • Pennsylvania Council of Supervisors of Math (PCSM)
    Newsletter Editor (1987-1997)
    President (1982-1985)
    Treasurer (1978-1982)
  • Association of Teachers of Math in Philadelphia & Vicinity (ATMOPAV)
    President (current)
    President (1987-1989)
    Chair of Meetings Committee (1979-1983)
  • Member, Executive Board, Council of Presidential Awardees in Mathematics (CPAM) (2000-Present)

Other Activities

Awards & Honors & Recognitions

  • Presidential Award for Excellence in Science and Mathematics Teaching, Pennsylvania (1990)
  • INFORMS Outstanding Math Teacher Award (1999)
  • PCTM Outstanding Contribution to Mathematics Education Award (1995)
  • PCSM Supervisor Hall of Fame Award (1992)
  • ATMOPAV Outstanding Contribution Award (1990)

Denise M. Walston

Chesapeake VA

Candidate's Statement:

As the Second Vice President, I will work to ensure that NCSM continues to offer their expertise, leadership, and support for mathematics leaders. This support is essential as one focuses on the issues of equity and excellence for all students. Leadership will be required-leadership that is not stagnate but forward thinking instead. The PRIME Leadership Framework must be used to consistently assess our status and next steps.

In the last chapter of Malcolm Gladwell's Outliers, he writes the following: "Superstar lawyers and math whizzes... appear at first blush to lie outside ordinary experience. But they don't. They are products of history and community, of opportunity and legacy. Their success is not exceptional... It is grounded in a web of advantages and inheritances, some deserved, some not, some earned, some just plain lucky-but all critical to making them who they are." Our challenge is to frame the work around how to make those opportunities available to ALL students for their success in mathematics. Within our district, these are the questions that we still grapple with as we work to close the achievement gap and create powerful learning opportunities for ALL. A lot of this is reflected in individual and collective leadership-leadership that doesn't focus on what is politically correct, but rather on what is best for all students.

I will represent your voice and will endeavor to make meaningful contributions for you to the NCSM Board and the larger mathematical community.

How will you help support NCSM in its vision of motivating equity and access for all students?
The achievement gap is deeply rooted in all the ills of society that continue to divide us by race, economics, and social class. In order to motivate equity and opportunity to learn for all students, we will need to remain vigilant and committed to a multi-layered approach that is ongoing and sustained over time. As a member of the leadership team for NCSM, I will strive to clearly articulate this in words as well as in action. I will work collaboratively with the leadership to provide ongoing professional development using equity and the opportunity to learn as the umbrella; investigating and having discussions about research and evidentiary work that shows what is meant and what it takes to address underachievement; and engaging in those "courageous conversations" thereby harnessing our collective will as leaders. Continuing the work will take our collective leadership, supporting and motivating each other to reflect on our individual practices, within and among districts to support equity and access for all students.

Experience

Current Employment & Job Duties

Senior Coordinator of Mathematics, Norfolk Public Schools, Norfolk VA

As the mathematics coordinator, I'm responsible for supervising and coordinating all of the components of the K-12 mathematics program. This includes:

  • developing curriculum
  • identifying program components for an effective mathematics program
  • designing and facilitating district professional development to improve the overall mathematics program

While this is a central office position, the primary function is to monitor and support the overall mathematics program, thus seventy percent of the time during the school year is spent working directly with teachers and principals within their individual school buildings. Specific duties include:

  • developing and monitoring implementation of Mathematics Strategic Plan
  • coordinating curriculum writing committees (K-12)
  • facilitating professional development sessions for administrators and teachers of Kindergarten through grade 12 on best-practices in the teaching of mathematics
  • nurturing and supporting the development of teacher leaders in mathematics at the elementary, middle, and high school level
  • organizing and facilitating content specific study groups to address critical issues in the teaching of mathematics
  • organizing and participating in lesson study groups at both school and district level
  • reviewing and analyzing research and test data with implications for improving the mathematics instructional program
  • advocating for improving equity and access to quality mathematics programs for all students
  • spending 70% of the time working directly with building level administrators and teachers at the school site

Previous Experience

  • Consultant, Mathematics Specialist Projects-joint project between Norfolk State University, University of Virginia, Virginia Commonwealth University, and six school districts (September 2004-Present)
    Co-Principal Investigator, NSF-Funded Mathematics Specialist Project
    Member, Management Team for the NSF-Mathematics/Science Partnership
    Facilitator, Three leadership courses for teachers completing the requirements of the K-8 Mathematics Specialist Program (licensure in the state of Virginia)
  • Leadership I
  • Leadership II (focusing on coaching)
  • Leadership III (focusing on lesson study)
  • Adjunct Faculty Member, Old Dominion University, Norfolk VA (January 2008-Present)
    Instructor, Secondary Math Methods course
  • Mathematics Teacher Specialist, Norfolk City Public Schools, Norfolk VA (December 1994-June 1994)
    served as the lead contact person for curriculum writing committees (K-12)
    facilitated professional development sessions for teachers of Kindergarten through grade 12 on best-practices in the teaching of mathematics
    mentored and coached new teachers, teacher leaders in mathematics at both the middle, and high school level
  • Secondary Mathematics Teacher, Maury High School, Norfolk Public Schools, Norfolk VA (August 1976-June 1994)
    taught all levels of mathematics
    served as a member of the building leadership team

Professional Activities

NCSM

  • Member, Southeast Regional Director Leadership Team (2009-2010)
  • Member, Speaker Proposal Review Committee (San Diego)
  • Member, Speaker Proposal Review Committee (Salt Lake City)
  • Member, Nominations Committee (2007, 2008)
  • Speaker, Annual Meeting (2006, 2007)
  • Member, NCSM (1995-Present)

NCTM

  • wrote the article: Improving the Quality of Teaching Using Collaborative Professional Development: The Teachers Teaching with Technology (T3) Institutes for NCTM's Mathematics Education Dialogues (2000-2001)
  • Member (1985-Present)

Other Mathematics-Related Organizations

  • Benjamin Banneker Association (BBA)
    Southeastern Regional Representative (2002-2004)
    Member (1995-Present)
  • Virginia Council for Mathematics Supervision (VCMS)
    President (2008-Present)
    Member (1994-Present)
  • Virginia Council of Teachers of Mathematics Teachers (VCTM)
    Member (1986-Present)
    Nominated for William Lowery Award
  • Tidewater Council of Mathematics Teachers (TCTM)
    President (2002-2004)
    Vice President (2000-2002)
    Local Co-Chair, 1998 state mathematics conference
    Member (1977-Present)
  • Member, VaDOE Superintendent's Advisory Committee on Middle School Mathematics (August 2006)

Other Activities

  • Beta Beta Chapter of Delta Kappa Gamma
    President (2000-2008)
    Member (1998-Present)

Awards & Honors & Recognitions

  • Recognized by Norfolk School Board (2008)
  • Norfolk Public Schools Leadership Academy (2004)
  • Initiation in Beta Beta Chapter of Delta Kappa Gamma (1998)
  • School Bell Award (1992)
  • Maury High School Teacher of the Year (1990)
  • Tandy Technology Scholar (1990)
  • Woodrow Wilson Master Teacher, Woodrow Wilson Institute on Geometry (1986)

Selected Publications

  • Mathematics Specialist in Norfolk Public Schools. The Journal of Mathematics and Science: Collaborative Explorations. Volume 8. Spring 2005.
  • Improving the Quality of Teaching Using Collaborative Professional Development: The Teacher Teaching with Technology (T3) Institute. Mathematics Education Dialogues. NCTM. May/June 2001.
  • Virginia Network of Technology Professional Development Module. 1993.
  • Imaginative Stimulators for Conceptualizing Geometry. Geometry Module. Woodrow Wilson Institute.1986.

Open Position: Regional Director, Central US 1

Region includes: Illinois, Indiana, Kentucky, Michigan, Ohio

Summary of Duties:

  • Reside or be employed in the region represented. If during the term of office a Director moves from the region, a new Director shall be appointed by the President.
  • Represent the region at all Board meetings.
  • Organize events for members of the Council at NCTM and/or meetings within the region as appropriate.
  • Plan meetings for members of the Council at any NCTM conference scheduled through December of the year the Director's term expires.
  • Promote membership in the Council among those eligible.
  • Encourage the support of Council activities.
  • Recommend members from the region to be considered by the Nominations Committee as candidates for offices in the Council.
  • Seek Glenn Gilbert National Leadership Award nominees.
  • Prepare written reports of regional activities to be submitted at meetings of the Board.
  • Assist in planning the Annual Conference.
  • If the Annual Conference is located in the region served during the term of office: coordinate all Regional Director assistance at ticketed, major, and special conference events; and provide local assistance, support, and publicity within the region.
  • Write and solicit articles for official NCSM publications from Council members within the region.
  • Assume such duties as the President and/or Board may determine.

Term of Office: Three years

Candidate Information

Robin Levine-Wissing

Vernon Hills IL

Candidate's Statement:

Please accept my nomination for Central Regional Director for NCSM. As you can see by my 31 years of experience, I have had the good fortune of teaching in many states. This has brought me varied experiences that I feel give me excellent credentials for this position.

As a College Board Faculty Consultant and a T^3 (Teachers Teaching with Technology) instructor, I have worked with teachers in almost every state in the U.S. and some foreign countries. I am able to hear and understand mathematical educational issues that concern us all and also hear about programs and options that are working in other parts of our country. This will certainly broaden my focus for the position with NCSM.

This is a very interesting, yet challenging time to be in mathematics education. We all strive to bring the best mathematical experiences to our students and at the same time have to focus on various standardized testing (ACT, AP, State Assessments, etc). Much discussion and problem solving is currently taking place in not only our region but across our country about how to successfully deliver quality mathematics education with all the external requirements/assessments as well. We can learn and model from each other's successes. I would hope to be a liaison for that purpose.

There are obviously many important issues in mathematics education besides assessment. I would be willing and honored to work and investigate whatever is brought my way. I know I can do a great job in this position, represent everyone in my region, and I am certainly up for the challenge.

Thank you.

Robin

How will you help support NCSM in its vision of motivating equity and access for all students?
I have always believed that we as mathematics teachers can attempt to raise the bar for all students when it comes to learning mathematics. When I speak with teachers around the country, I often hear them talk about the fact that students do not want to work hard or learn and would rather be in easier classes. Less and less I hear them talk about challenging students and moving them mathematically where they would not have thought they could go. A motivated mathematics teacher will produce motivated students who will welcome the challenges to move beyond their expectations. A personal example is when A.P. Statistics began back in 1996; I was the only teacher in my department (in Seattle) that wanted to teach it. We opened the course to students that had already taken Algebra 2 or above. Many schools felt that Pre-Calculus should be the previous course. For years, I had students in my A.P. Statistics course that were average students at best; plodding along in math classes satisfied with their C's. Many of them came alive in Statistics and these "C" students were achieving scores of 4 and 5 on the AP Exam each year. They were motivated, worked hard, and knew I had high expectations. This is where equity and access succeed. This is not just for an AP class but other courses as well. Opening the doors for students, talking with them, and letting them know that they can succeed with hard work and determination and support from their school. Does this work for everyone? Maybe not, but it is certainly worth time and effort on the part of educators to give students a chance in courses they might not have even thought of taking. Teacher attitude is important. I believe that when teachers show students they are behind them and emphasize to them that they in fact can be successful, the student will be more inclined to work hard to achieve. I would be willing to speak with educators and help them in their discussions on how they can open doors for more students in mathematics to provide equity and access at their school.

Perhaps a session in open-forum style would be appropriate at NCSM where educators can brainstorm and speak to each other about what has worked and what might not have worked. I would be happy to be on a panel to discuss equity and access and work to provide guidelines for teachers of mathematics. I have been a College Board Faculty Consultant for 10 years and equity and access are topics that we use in all of our presentations and workshops across the country. I have worked in districts in Washington State that provide special staffing, funds, and programs for access and equity in their advanced placement programs. When students take AP classes, they are more likely to attend college. Even attending one year of college can increase their earning potential about $16,000 per year. This is one example where we can expose students that might not traditionally even try a challenging course. My former superintendent in Bellevue, Washington tracked students in Bellevue that took an AP class and did not pass the AP test vs. students that did not try an AP class. At the University of Washington, these students still had more success than students that did not take an AP class at all. I am using AP as one example of access and equity for all students. There are many other programs/courses out there that can accomplish similar results. I feel that I have experience in working with these issues and would enjoy moving further to all areas of mathematics.

Experience

Current Employment & Job Duties

Instructional Supervisor of Mathematics, Glenbrook North High School, Northbrook IL 60062 (2005-Present)

  • supervise a department of 20 mathematics teachers
  • in charge of all placements for incoming freshmen; this includes articulation with junior high schools, writing placement tests, township articulation leader
  • conduct Annual Curriculum Review-lead teams to review 20% of our courses per year; this includes curriculum revision, textbook selection, assessment writing, and summer curriculum projects
  • evaluate all 20 mathematics teachers-I am the sole evaluator of each teacher in the department; I also supervise three department instructional assistants
  • hire and release department staff-select interview team members for new candidates, interview candidates, make recommendation for hire to school board
  • present incoming freshmen curriculum night
  • propose new courses and textbook selection
  • sit on various committees-curriculum council, staff development, student intervention team
  • teach one class each year (currently)

Previous Experience

  • I have been a mathematics teacher for 31 years. I have taught all math courses through Advanced Placement.
    Glenbrook North High School, Northbrook IL (2005-Present)
    Naperville North High School, Naperville IL (2003-2005)
    Bellevue High School, Bellevue WA (2000-2003)
    Shorewood High School, Shoreline WA (1996-2000)
    Green Valley High School, Henderson NV (1990-1996)
  • Prior to 1991, I taught mathematics in California, Florida and New Jersey where I began in 1977
  • Table Leader, A.P. Statistics at the A.P. reading (currently)
  • T3 Instructor (Teachers Teaching with Technology (currently)

Professional Activities

NCSM

  • Member

NCTM

  • Member

Other Mathematics-Related Organizations

  • Southern Nevada Mathematics Council
    Secretary
    State Conference Chair (1993-1996)
  • Washington State Mathematics Council
    Representative (1996-1998)
  • Illinois Council Teachers of Mathematics (ICTM)
    Historian (2009-Present)
    Member
  • Member, MMC

Other Activities

  • Member, ASCD

Awards & Honors & Recognitions

  • Tandy Technology Scholar Award (1998)
  • Clark County Teacher of the Year, Nevada-Las Vegas-7th largest school district in the nation (1996)
  • Presidential Award for Excellence in Mathematics Teaching, Nevada Secondary (1993)

Valerie L. Mills

Ypsilanti MI

Candidate's Statement:

Teaching has to be one of the most demanding of the 21st century's professions, and of the various school content areas, I think none is more challenging than teaching mathematics. Success as a mathematics teacher requires one to choreograph unique learning trajectories for a diverse group of children with literally hundreds of potentially critical decision points each period. This work is further challenged in that while one may learn to recognize effective instructional decisions as an undergraduate, most of us spend a lifetime in pursuit of the skills and judgment that will enable us to guide each of the children in our classrooms toward success as a learner of mathematics.

This preamble is meant to frame what I see as the work of leaders in mathematics education and by extension, the work of NCSM. Because teaching mathematics is infinitely complex and requires a lifetime of study and reflection supported by knowledgeable others, mathematics education leaders are an essential component of systems that are taking seriously the call to educate every student. Whether working in central office administrative positions or in schools as department heads, coaches, teacher leaders, or building principals, knowledgeable mathematics education leaders are needed to ensure that resources (time, dollars, partnerships, and expertise) are acquired and shepherded toward the work of facilitating lifelong growth for teachers. NCSM's Mission and Vision are rooted in supporting this work and the development of leaders who can do this work. If elected, I would be pleased to share my experience, time, and energy in furthering this mission.

How will you help support NCSM in its vision of motivating equity and access for all students?
For me, equity in education is about more than being fair or color-blind. Equity is about ensuring equitable access and achievement in mathematics and it requires that the Council support proactive efforts in at least two key directions. First, the Council needs to work in support of policies and practices that reflect the belief that all students can achieve a high degree of mathematical competence and that educators share the responsibility to help students reach this goal. Second, the Council needs to enable and promote the use of a system of strategies and resources that support mathematics students with varying degrees of intensity (based on the needs of the students) ranging from classroom-based instructional strategies to special programs and materials that can make high achievement a reality for struggling learners.

As a regional director, I would work to ensure that opportunities to promote equity were visible and integrated throughout the ongoing work of the Council including: conferences, workshops, and publications. In addition, I would encourage the Council to explore opportunities to collaborate with other interested groups (e.g., TODOS: Mathematics For All, the Benjamin Banneker Association, NCTM) on projects that specifically target the development of high expectations and effective support systems that will ultimately enable all students to become mathematically literate.

Experience

Current Employment & Job Duties

I am currently the Unit Supervisor and Mathematics Education Consultant for Oakland Schools, an intermediate resource agency serving 28 Michigan school districts and approximately 240,000 students. In addition to supervision, my responsibilities include K-12 curriculum and assessment development, as well as professional development programs that address content area knowledge, pedagogy, formative assessment, and instructional leadership development.

Recent projects include:

  • Beyond Implementation: Focus On Challenge And Learning (BIFOCAL)
  • A middle school mathematics professional development project with Dr. Edward A. Silver at the University of Michigan
  • A five-year Mathematics/Science Partnership project with 15 high-needs schools in the county
  • Development of (co-author) the professional development series, Secondary Lenses on Learning

Previous Experience

Beginning as a high school mathematics teacher more than 30 years ago, I have also served as:

  • Mathematics Department Chair
  • Mathematics Coordinator
  • Director of Curriculum in the Ypsilanti and Ann Arbor school districts in Michigan
  • Teacher Author on the Core Plus Mathematics Project
  • Member of the Advisory Board for the Connected Mathematics Project
  • Frequent speaker at state and national meetings
  • Advisor for mathematics education projects throughout the country

Professional Activities

NCSM

  • Longtime Member
  • performed various jobs for the NCSM conference committees in recent years

NCTM

  • Longtime Member
  • Past Chair, Academy Services Committee

Other Mathematics-Related Organizations

  • Michigan Council of Teachers of Mathematics (MCTM)
    Longtime Member
    Public and Governmental Relations Officer (currently)
    Past President
    Chair, MCTM Monograph Committee
    Member, MCTM Monograph Committee

Other Activities

Awards & Honors & Recognitions

  • Presidential Award for Excellence in Mathematics Teaching
  • Milken National Educator Award
  • Michigan Mathematics Education Service Award

Open Position: Regional Director, Eastern US 1

Region includes: Connecticut, Maine, Massachusetts, Military AE: APO/FPO, New Hampshire, New York, Rhode Island, Vermont

Summary of Duties:

  • Reside or be employed in the region represented. If during the term of office a Director moves from the region, a new Director shall be appointed by the President.
  • Represent the region at all Board meetings.
  • Organize events for members of the Council at NCTM and/or meetings within the region as appropriate.
  • Plan meetings for members of the Council at any NCTM conference scheduled through December of the year the Director's term expires.
  • Promote membership in the Council among those eligible.
  • Encourage the support of Council activities.
  • Recommend members from the region to be considered by the Nominations Committee as candidates for offices in the Council.
  • Seek Glenn Gilbert National Leadership Award nominees.
  • Prepare written reports of regional activities to be submitted at meetings of the Board.
  • Assist in planning the Annual Conference.
  • If the Annual Conference is located in the region served during the term of office: coordinate all Regional Director assistance at ticketed, major, and special conference events; and provide local assistance, support, and publicity within the region.
  • Write and solicit articles for official NCSM publications from Council members within the region.
  • Assume such duties as the President and/or Board may determine.

Term of Office: Three years

Candidate Information

Fred E. Gross

Newton MA

Candidate's Statement:

Dear Fellow NCSM Members,

I am running for the position of Regional Director, Eastern US 1. I bring a range of experiences to this leadership position that I hope will help define and sustain the work in the region over the next 3 years. Currently, I work at the Education Development Center (EDC) managing the development of online professional development in mathematics, serving as the Mathematics Specialist for the New England Comprehensive Center and working as the Principle Investigator for the Accessibility in Mathematics project. Prior to joining EDC, I was a district math coordinator and a teacher of mathematics. I have published articles on the teaching and learning of mathematics and authored the NCSM position paper entitled, Improving Student Achievement in Mathematics for Students with Special Needs. Over the past 8 years, I have had the great fortune of presenting on a range of topics at the NCSM annual conference. All of these experiences have helped to shape my professional vision for leadership in mathematics for the 21st century.

Over the next several years, I envision great promise for the mathematics community. With a new administration come new funding prospects and new directions in math education. It is my hope that leaders in the mathematics community, particularly members of NCSM will be able to weigh in on important issues. As Regional Director, I envision my role as supporting leaders in mathematics through sustainable efforts. As the Math Specialist for the New England Comprehensive Center, I am positioned to work with state and district leaders to communicate more effectively with one another and work towards common goals. I have already established a New England Mathematics Leadership Network for the state departments of education and if elected Regional Director will find ways to include the voices of district and other math leaders in this network.

From my work building online courses for teacher professional development in mathematics, I see occasions to further connect the region by using technology as a tool for sharing ideas, questions, and solutions. These come in many forms, not the least of which are webinars that provide participants with opportunities to learn and communicate directly with featured speakers.

The Eastern US 1 Region is full of promise with many exciting opportunities to learn and grow together. I would be honored to be your Regional Director.

How will you help support NCSM in its vision of motivating equity and access for all students?
For leaders in mathematics, promoting equity is a complex endeavor. It is important, therefore, to better understand what is meant by access to the essential mathematics for all students. According to the National Council of Teachers of Mathematics, "Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed to promote access and attainment for all students" (PSSM, 2000 p. 12). This statement provides some guidance for leaders of mathematics as to some of the expectations about equity in math classrooms. However, more needs to be done to provide specific ideas to address this challenge.

With IDEA and NCLB, math leaders are faced with equity and accessibility issues on a daily basis and are looking for effective ways to respond to their concerns. To support NCSM members, attention needs to be given to avenues for expanding leaders' understanding of equity and accessibility and consideration for how students, from a wide array of backgrounds, process information and express their mathematical ideas. This is especially challenging when the students' backgrounds and processing and expressive styles are often different from the background of the teacher. This may be true along ethnic, first language, and racial lines, but is also true in living environments, such as urban centers, rural areas, and family structures. Each of these situations impacts student learning and leaders of mathematics must be ready to help teachers of mathematics structure their instruction to meet the wide array of needs of their students. If elected, I am prepared to raise these issues often with the NCSM Board and suggest events and articles for helping leaders of mathematics deepen their understanding of equity and accessibility.

With my background and range of experiences as the Principal Investigator for the Addressing Accessibility in Middle School Mathematics project, author of NCSM's Improving Student Achievement Series position paper, Improving Student Achievement in Mathematics for Students with Special Needs (Winter 2008), a member of the Education Development Center's Cultural Competence Committee, an Anti-Racism Educator, and a former mathematics coordinator and teacher, I am prepared to support the equity vision of NCSM in other ways too.

Specifically, I will support bolstering the offerings within the equity strand at regional and annual conferences by continuing to be a reviewer of the proposals and tracking more carefully the evaluations of the workshops. This may lead to establishing an Equity Network within NCSM that can provide support to math leaders across the nation. I will work towards strengthening the NCSM Leadership Academies with an infusion of teaching and learning issues related to the equity strand. I will promote the use of online webinars as a means for providing NCSM members with readily available topics related to the equity strand. Finally, I will be open to meeting with groups from across the nation to listen to their ideas for how NCSM can further support equity and access to mathematics.

Thank you.

Fred Gross

Experience

Current Employment & Job Duties:

Managing Project Director for the Education Development Center (EDC)

My duties include the following:

  • Principle Investigator of the Accessibility in Mathematics project (NSF)
  • Mathematics Specialist for the New England Comprehensive Center
  • Project Director for the development of online teacher professional development courses in mathematics
  • Advisor to the Comprehensive School Reform Project: Enhancing Middle-Grades Mathematics Outcomes for All: Strengthening Mathematics Teaching and Learning for Special Populations-A Mathematics Improvement Toolkit
  • Manage the work of 4 individuals all related to mathematics and mathematics education
  • Hosted webinars for the New England region including:
    Learning to Do the Mathematical Work of Teaching (Feature Guest-Deborah Ball)
    School Practices to Improve Elementary Mathematics Teaching and Learning for Students With Disabilities (Feature Guests-Amy Brodesky & Josephine Louie)
    Mathematics Leadership in the 21st Century: Connecting State and District Leadership Through Policy, Data, Research, and Implementation (Feature Guest-Timothy Kanold)

Previous Experience:

  • Principle Investigator for MathScape, an NSF-Funded Middle School math program
  • K-8 Math Coordinator and Staff Developer
  • Middle School and High School Mathematics Teacher
  • Advisor to the NSF-Funded Curriculum Topic Studies (Mundry and Rose)
  • Massachusetts Department of Education Fellowship for Mathematics Education (1990-1991)
  • Author: The Power of Numbers: A Mathematics Curriculum in a Social Studies Context (1991)
  • New England Mathematics and Equity Specialist, Eisenhower Regional Educational Center (1999-2000)
  • Project Director for the development of 21 online professional development courses for teachers of mathematics-PBS TeacherLine (2001-2003)

Professional Activities

NCSM

  • Active Member

Other Activities

  • Active Member, National Staff Development Council (NSDC)

Awards/Recognitions:

  • Author of NCSM Position Paper, Improving Student Achievement in Mathematics for Students with Special Needs (Winter 2008)
  • Lucretia Crocker Fellowship, Massachusetts Department of Education (1990-1991)

Mari Muri

Cromwell CT

Candidate's Statement:

With national focus on such issues as Intervention (including RTI and SRBI), Differentiating Instruction, Formative Assessment, Coaching, Achievement Gaps, and Statewide Testing required by NCLB, NCSM must take the lead role in developing and nurturing leaders regionally and nationally. It is only through strong mathematics leadership that classroom teachers and their administrators can face and tackle all of these issues. Eastern 1 Region has had strong NCSM leadership. I trust I will be able to build on that leadership and make it my mission to "grow" new leaders as well.

How will you help support NCSM in its vision of motivating equity and access for all students?
Since English is my second language, I know first hand the importance of providing guidance and support for students who come from different language and cultural backgrounds. It is imperative for us in math education to help students at all levels of ability and backgrounds to work to their highest potential. As math leaders, this should be foremost in our mission to serve teachers and students.

Experience

Current Employment & Job Duties

Part-Time Senior Mathematics Consultant, Project to Increase Mastery of Mathematics and Science (PIMMS), Wesleyan University, Middletown CT

  • I consider myself a professional developer.
  • I work with elementary schools conducting full mathematics reviews.
  • I work in classrooms presenting demonstration lessons.
  • I assist districts with implementation of newly adopted Standards-based curricula.
  • I assist districts and schools with strategies to meet Connecticut state math standards and the statewide testing program.

Previous Experience

Previously, I served for 15 years as a state of Connecticut mathematics consultant. In this position, I:

  • conducted professional development sessions throughout the state
  • developed statewide curriculum and instructional support materials
  • worked extensively with Connecticut's statewide testing program at both the K-8 and high school level

Professional Activities

NCSM

  • Member (more than 30 years)

NCTM

  • Member (more than 30 years)
  • Board of Directors (3 years)
    Chair, the Intervention Task Force
    Member, 2010 Program Committee
    Program Co-Chair, NCTM Regional Conference, Hartford CT
    Member, NCTM Assessment Standards writing team

Other Mathematics-Related Organization

  • Member, Associated Teachers of Mathematics in Connecticut (ATOMIC) (more than 30 years)
  • Member, Connecticut Council of Leaders of Mathematics (CCLM) (since its inception, 20 years ago)
  • Association of State Supervisors of Mathematics (ASSM)
    Member (more than 30 years)
    President Elect (1 year)
    President (2 years)
    Past President (1 year)
    Represented ASSM on the Conference Board of the Mathematical Sciences (CBMS)
  • Member, Mathematical Science Education Board (3 years)
  • Member of US Math Recovery Council
    Served as current chair of the Board
  • National Consultant to the Montana Learning Center (for math and science)
  • Member, NAEP (grade 4) mathematics committee (5 years)
  • Member, Advisory Board to the Center for the Study of Mathematics Curriculum (CSMC) (5 years)

Other Activities

Awards & Honors & Recognitions

  • ATOMIC has honored me with the "Mari Muri Award" in recognition of lifelong contributions to the teaching of mathematics to be awarded annually (2008)
  • ETA-Cuisenaire Distinguished Service Award in recognition of state level leadership in mathematics (2006)
  • ATMNE Balomenos Memorial Lecture Award (2001)
  • ATOMIC's "Robert A. Rosenbaum Award" for leadership and significant contributions to the mathematics community (1997)
  • Connecticut ASCD Educational Leader of the Year Award (1993-1994)

Open Position: Regional Director, Southern US 2

Region includes: Alabama, Arkansas, Louisiana, Mississippi, Oklahoma, Tennessee, Texas

Summary of Duties:

  • Reside or be employed in the region represented. If during the term of office a Director moves from the region, a new Director shall be appointed by the President.
  • Represent the region at all Board meetings.
  • Organize events for members of the Council at NCTM and/or meetings within the region as appropriate.
  • Plan meetings for members of the Council at any NCTM conference scheduled through December of the year the Director's term expires.
  • Promote membership in the Council among those eligible.
  • Encourage the support of Council activities.
  • Recommend members from the region to be considered by the Nominations Committee as candidates for offices in the Council.
  • Seek Glenn Gilbert National Leadership Award nominees.
  • Prepare written reports of regional activities to be submitted at meetings of the Board.
  • Assist in planning the Annual Conference.
  • If the Annual Conference is located in the region served during the term of office: coordinate all Regional Director assistance at ticketed, major, and special conference events; and provide local assistance, support, and publicity within the region.
  • Write and solicit articles for official NCSM publications from Council members within the region.
  • Assume such duties as the President and/or Board may determine.

Term of Office: Three years

Candidate Information

Ted H. Hull

Pflugerville TX

Candidate's Statement:

I greatly enjoyed my time on the NCSM Board, and look forward to additional opportunities to serve. NCSM is a unique organization with tremendous opportunities to influence mathematics leaders, and therefore, mathematics learning. To do this, we need to substantially, and meaningfully, increase our membership and service base. As Regional Director, I would work to keep members informed of our organizational benefits as well as to seek ways to increase awareness of and participation in NCSM.

While our national conference is truly outstanding, and always well-received, we cannot rely solely on attendance at this function as the way to serve members and potential members. To increase membership, we need to:

  • locate and establish an active list of mathematics leaders done by tapping into the idea of seven degrees of separation
  • provide practical advice to these leaders on ways to improve mathematics achievement
  • create, publish, and distribute exemplars of successful mathematics programs and strategies
  • continue to extend recognition of NCSM as a leading organization of mathematics leaders
  • continue to extend our working relationship with other mathematics organizations

Our focus in NCSM must continue to be on successful mathematics leadership and the advancement of mathematics success for every student. While it is important to maintain a strong organization, we need to also maintain a world-view of student equity and success. We can be a service organization that meets the needs of our members, and the greater good of all students.

How will you help support NCSM in its vision of motivating equity and access for all students?
As leaders in mathematics education, we are responsible for achieving equity. How well we respond to this challenge may determine the future course of our Nation. Changing classrooms to be more successful in teaching quality mathematics to every student is possible. NCSM must continue to seek out and provide clear direction for attaining equity.

In my efforts toward achieving equity, I will continue to:

  • speak at regional, state, and national meetings on equity
  • research improvements to instruction involving equity

In my role as Regional Director for Southern 2, I will:

  • ensure equity is at the heart of every NCSM initiative
  • work with other Board members to clarify and promote NCSM's position on equity

Experience

Current Employment & Job Duties

Self-employed: Author and consultant in mathematics education

Previous Experience

  • 32 years of experience in education before retiring from the University of Texas at Austin, Charles A. Dana Center. Held positions of:
    Middle School Mathematics Teacher
    K-12 Mathematics Coordinator
    Middle School Principal
    Director of Curriculum and Instruction
    Project Director for the Transforming Schools Grant

Professional Activities

NCSM

  • Regional Director of Southern 2 (2004-2007)

Other Mathematics-Related Organization

  • Active Member, Texas Association of Supervisors of Mathematics (TASM)
  • Member, Texas Classroom Teachers of Mathematics
  • Annual speaker at the Conference for the Advancement of Mathematics Teaching and NCSM national conference

Other Activities

Awards & Honors & Recognitions

  • Co-Author of two books:
    A Guide to Mathematics Leadership: Sequencing Instructional Change (December 2009)
    A Guide to Mathematics Coaching: Processes for Increasing Student Achievement (July 2009)
  • Co-Author of numerous articles on mathematics leadership (NCSM Journal, TCTM, NCSM Newsletter, National Association of Elementary School Principals-web)

Beverly K. Kimes

Birmingham AL

Candidate's Statement:

I have always loved mathematics and have tried to instill in all my students the love of math. As director of mathematics, it has been my goal to provide opportunities for teachers to become more knowledgeable about mathematics content and effective pedagogy to improve the teaching and learning of mathematics for all students in our district. I have used much of what I learn by participating in the NCSM conferences in the professional activities we develop and implement for the teachers in our district. NCSM has assisted me in advancing and improving mathematics education in our district. It is an honor to be asked to serve and if elected I will promote the goals and objectives of NCSM throughout our region.

How will you help support NCSM in its vision of motivating equity and access for all students?
I will help support NCSM in its vision of motivating equity and access for all students by working first in my school district to set an example by modeling for teachers in PD, encouraging and supervising teachers in their classrooms to raise standards for all students, and to teach so that all students are exposed to the rich content they deserve. We understand that no one wants their child to be just adequate, all parents and teachers want their students to excel so teachers are also challenged to increase rigor in the classroom while ensuring they reach ALL students. We will use the PRIME Leadership Framework as a guide in planning and presenting professional development for all teachers.

As a leader in our state, I will encourage similar modeling and coaching through our state mathematics and science initiative, AMSTI. Additionally, I will meet with mathematics leaders from other school districts in our state and share the PRIME Leadership Framework with them. I plan to use this work as a way to increase NCSM membership in our state.

If I am elected to the position of Southern Region 2 Director I will do my best to attend state meetings and to spread the word about the PRIME Leadership Framework and about other benefits of being a member of NCSM.

Experience

Current Employment & Job Duties

Director of Mathematics K-12 for Birmingham City Schools, Birmingham AL

My duties include the following:

  • planning, coordinating, and facilitating research-based professional development opportunities for K-12 mathematics teachers
  • assisting school directors and principals in monitoring the implementation of the K-12 mathematics curriculum
  • developing and implementing programs and support services that facilitate mathematics understanding and proficiency
  • gathering, summarizing, and analyzing student performance data from many sources and planning improvement strategies and actions; planning, organizing, and facilitating district mathematics contests for K-12
  • engaging in other activities too numerous to mention.

Previous Experience

  • High School Mathematics Educator (25 years)
  • High School Mathematics Department Chair (17 years)
  • Adjunct College Faculty-taught College Algebra and Statistics (15 years)
  • Project Director for NSF District Award (1996-1998)

Professional Activities

NCSM

  • Member, NCSM Nominating Committee (2007, 2008)

NCTM

  • Presenter, NCTM Regional, Mobile AL (2000)
  • Local Co-Chair, NCTM Regional, Birmingham AL (2005)

Other Mathematics-Related Organization

  • Alabama Council of Teachers of Mathematics
    Member (1999-Present)
    Past President
    Exhibitors Chair for Annual Conference
  • Past President, Central Alabama Council of Teachers of Mathematics

Other Activities

Awards & Honors & Recognitions

  • Member, Committee to revise State Mathematics Standards (2008-2009)
  • Awarded a National Science Foundation $4.5 million Urban Systemic Initiative for school district (2000-2005)
  • Developed the original training manuals and trained the state trainers for our State Mathematics Initiative Year 1: Grades 3-5 and Year 2: Grades K-5