The open positions for the 2019 NCSM Election are: Second Vice President and Regional Directors for C1, E1, and S2. To view candidate statements for each open position, click on the appropriate tab. You will see a job description followed by each candidate's statement.

Vote Online!

After you've read the candidate statements below, cast your vote online.
Online voting opens on September 15, 2018 and closes October 15, 2018 at midnight.

Look for details in the spring NCSM Newsletter. New Board members will be inducted at the NCSM Annual Meeting in San Diego CA, April 1-3, 2019.

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

Eric Milou

Current Employment & Job Duties

Professor of Mathematics, Rowan University (1997- ), teaching undergraduate and graduate courses in mathematics and mathematics education

Professional Activities

Activities in NCTM: Member: Conference Program Development Advisory Group (2012-15), High School Sense Making Media Cluster Editorial Panel (2012-14), Professional Development Task Force (2008-09), Program Committee, Annual Meeting, Philadelphia (2004); chair, Professional Development Services Committee (2009-10); program chair: Annual Meeting, Atlanta (2007), Regional Conference, Somerset (New Jersey) (2001).

  • Activities in NCSM: NCSM: regional director, Eastern 2 Region (2012-14); Speaker at NCSM Annual meeting (2010-2018)
  • Other Activities: AMTE: chair, Membership Committee (2012); AMTNJ: president (2005-06).

Awards/Recognitions

  • Joseph A. Barnes Award for Outstanding Service, Rowan University (2015)
  • Max Sobel Outstanding Mathematics Educator Award, AMTNJ (2009).

Candidate's Statement

NCSM maintain strength in its leadership and advocacy to address the many major challenges that face mathematics education today and provide clear guidance and support for all of our members. NCSM must use its resources in more innovative ways, such as providing intensive sustained professional development via electronic means and designing electronic resources (video library, digital lessons) to better support supervisors. Moreover, with the growth of online communities and social networking, NCSM must leverage the expertise of these digital communities to design and develop strategic professional development opportunities that capitalize on such and at the same time bring into the organization a new generation of millenials. If I am elected to the 2nd VP of NCSM, I will continue to speak passionately and tirelessly about policy issues impacting mathematics education, listen intently to others to seek their insights on significant issues, and promote equity and excellence for all.

How will you help support NCSM in its vision of motivating equity and access for all students?

Access and Equity is an issue that requires continued focus and expansion. Although access/equity has been an NCSM priority for some time, a renewed vigor is needed to support teachers and supervisors who are instructing students with special needs, English language learners, students from diverse backgrounds, and students from low SES. Additionally, attention must be paid to the promising students who are not seeking mathematics majors and careers (this population is so often overlooked). We must be willing to talk openly about access to high quality instructional materials for all students and locate and scale up best practices in addressing both the opportunity and achievement gaps. We must be willing to provide mentorships, internships, and PD particularly in urban and rural areas so that all students have more opportunities to do mathematics. We must be willing to address the persistent culture of low expectations that exist in mathematics education especially in underrepresented populations and areas.

Shawn Towle

Current Employment & Job Duties

I am currently a full time Middle School Mathematics Teacher at Falmouth Middle School in Falmouth, ME. I have taught at the middle school level for 27 years. I have taught all middle school grade levels, but currently help eighth graders to learn to love mathematics. I am also an adjunct instructor in mathematics education at the University of Southern Maine.

Previous Experience

Prior to teaching at Falmouth Middle School, I was a mathematics and science teacher at St. Joseph's Parish School in Portland, ME from 1991-1996 and served as the Assistant Principal from 1993-1996. I am a national presenter at the annual Michigan State University "Getting to Know Connected Mathematics" workshops each summer and at the annual CMP Users' conferences in February. I was an instructor in an MSP grant in Maine to help develop a cadre of mathematics teacher leaders and have facilitated professional development at the NCTM Algebra Readiness Institutes and the Algebra for All initiative in New York City. I have served as a mathematics content leader in my both my school and district, serving as a Falmouth District Teacher Leader from 2009-2011. I coach MathCounts and the 8th grade math teams at my school, am a founding member of the Casco Bay Mathematics Teachers' Circle and am a frequent presenter at state, regional and national mathematics meetings.

Professional Activities

NCSM

  • Eastern 1 Regional Director 2016-2019
  • Web-editor, 2011-2016
  • State Team Leader, Maine 2009-2011
  • Member 2006-present

NCTM

  • Affiliate Services Committee, Chair 2015-2016
  • Affiliate Services Committee, 2014-2016
  • Reviewer for Mathematics Teaching in the Middle School
  • Member 1997-present

Association of Teachers of Mathematics in Maine (ATOMIM)

  • ATMNE Representative to ATOMIM 2017-present
  • Past President 2013-2014
  • President, 2011-2013
  • President Elect, 2010-2011
  • Regional Representative, 2007-2010

ATMNE (Association of Teachers of Mathematics in New England), Board member, 2010-present

Casco Bay Math Teachers' Circle, Founding member 2010-present

Memberships

  • National Council of Teachers of Mathematics
  • National Council of Supervisors of Mathematics
  • Association of Teachers of Mathematics in Maine
  • Association of Teachers of Mathematics in New England
  • TODOS: Mathematics for All
  • American Educational Research Association

Awards/Recognitions

Presidential Awardee for Excellence in Mathematics Teaching, Maine-2009

Jackie Mitchell Mathematics Educator Award, 2008 (ATOMIM's Award for Mathematics Leadership)

Edyth Sliffe Award for Distinguished Teaching of Mathematics 2007

National Board for Professional Teaching Standards Certification, Early Adolescent Mathematics 2002-2022

Candidate's Statement

I would be honored to serve as the next NCSM 2nd Vice President.

As a full time classroom teacher and teacher leader of middle school mathematics for the past 27 years, I have served in several math leadership roles in my school, district, state and national levels. Whether I am delivering workshops for teachers, mentoring new mathematics leaders, serving on state task forces, or working on improvements to my own instructional practices with middle schoolers, NCSM supports and helps me focus my professional learning and leadership with the goal of improved student learning of mathematics.

As NCSM's current Eastern 1 Regional Director (and former Web-editor), I have participated in board meetings and strategic planning meetings over the last several years and have worked side by side with other board members on NCSM initiatives and projects. I have had regular communication with members throughout the eastern region via the forums, quarterly web reports and in articles I have written for the NCSM newsletter. As an RD, I have had the great privilege of attending conferences and workshops throughout the region and have encouraged new members to join by sharing the NCSM resources that are available to support them in leadership work. In 2017, I helped bring a Summer Leadership Academy to Bangor, Maine and assisted the leaders with logistics and a presentation on NCSM resources on our website. I have been part of the Leadership Learning Strategic Initiative, worked with the team on the PLC app and continue to assist the web/social media team. I have volunteered at the national conference every year since joining in 2008.

Our NCSM Annual Conference is our signature event. If elected, I will devote my time and energy as part of the team to ensure a strong and diverse program for our members and a positive conference experience by organizing volunteers and helping them to see other ways to get involved in the great work of NCSM. I hope to contribute my time and energy to the continuous improvement of mathematics teaching and learning which NCSM leads.

How will you help support NCSM in its vision of motivating equity and access for all students?

As mathematics educators and leaders, we have the awesome responsibility of helping the next generation of mathematics teachers and learners to learn to love mathematics and to make sense of mathematics. I am passionate about helping to help others to create learning environments that are all about reasoning and sense making and in helping to make mathematics accessible for ALL. I challenge myself to do this work in my own classroom on a daily basis and I reach out to my colleagues in my building, my district and beyond to share the learning that I am fortunate to engage in as a current NCSM board member.

My classroom has always been a place where I seek out ways to reach all of my students and to help them learn and make sense of mathematics. I work to create a climate that supports my students socially, emotionally and academically to engage in meaningful mathematical learning. I continue to learn and critically reflect on my practice in this area.

Through our NCSM conference program, I hope to lead others nationwide to also take up the challenge that our vision and mission statements give us. Our PRIME leadership framework, It's TIME and the rich position papers of NCSM help as the guideposts in this most important work of achieving our goal to "support and sustain improved student achievement."

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

Denise Brady

Current Employment & Job Duties

I am a K-12 Mathematics Consultant for 14 school districts in mid-Michigan. Since 2011, I have also been the Director of the Capital Area Science and Mathematics Center that encompasses five counties in mid-Michigan. The K-12 student population for these five counties totals nearly 100,000 students. In my role as a mathematics leader, I support teaching and learning by providing mathematics support services to administrators, teachers and students. I facilitate mathematics professional learning face-to-face as well as in blended and electronic learning environments. Primary responsibilities also include the facilitation of learning to support administrators' and teachers' understanding and implementation of the mathematics content and practice standards, including the progressions of learning built into the standards. Assisting teachers in implementing low floor/high ceiling instructional tasks to meet the needs of all learners has been a focus of the past several years, as well as the effective use formative assessment to inform instruction and establish systems to foster improvement of mathematics content and pedagogical knowledge for teachers. I also oversee and cultivate student programs focused on STEM fields. The purpose of this programming is to increase both student interest and aptitude in STEM.

Previous Experience

I began my career as a high school mathematics educator. Early in my teaching career, I was fortunate to be chosen to participate as a teacher leader at the national level in an NSF funded project for two summers at Kent State University. That experience resulted in my developing a curriculum at a district level that infused technology in the teaching of mathematics (1991). A short time later, I was chosen as an administrative intern. Following a one-year internship, I left the classroom and became a full-time high school administrator. Over the duration of those 15 years, I served in a variety of leadership roles including athletic director, assistant principal, building principal and central office administrator working as a curriculum specialist. Since 2004, I have overseen and/or facilitated a variety of grant projects including four MSP grants focused on improving K-12 mathematics pedagogy, as well as identifying and supporting future leaders in mathematics education. I have executed grants from beginning to end, facilitated professional learning sessions both face-to-face and in an online environment, and mentored teacher leaders. I have organized and conducted professional learning at several regional and state conferences, as well as presented and co-presented at NCSM annual conferences. I also have experience working with high priority/low achieving schools and have coordinated gifted and talented education at the county level. In my range of leadership experiences I have provided, and continue to provide, a framework where staff is encouraged and supported in using research-informed practices through instruction that is engaging and accessible to all students.

Professional Activities

  • NCSM Fall Leadership Seminar Co-Director 2013-2015
    • Co-planned, organized, and oversaw all seminars
    • Planned and presented sessions
    • Developed advertising materials
    • Reported to the NCSM Board on planning and results
  • NCSM Coaching Corner Committee Member
    • Presented at Coaching Kick-off during NCSM Annual Conference
    • Assist in the development of new resources for the Coaching Corner
  • NCSM Member
  • NCTM Member
  • Michigan Council of Teachers of Mathematics (MiCTM) Member
  • Michigan Mathematics Consultants and Coordinators (M2C2) Member
  • Michigan Association of Intermediate School Administrators (MAISA) Mathematics Leadership Team Member
  • Michigan Assessment Consortium: Assessment Resource Development Committee Chairperson
  • Michigan Mathematics and Science Center Network: Director of 1 of 33 State-wide Centers
  • Michigan Mathematics and Science Center Network: Assessment Task Force Member and Mathematics Leadership Team Member
  • Michigan Bay Hub STEM Sub-Group: Secretary
  • Conference Presentations (NCSM, NCTM, MiCTM)

Candidate's Statement

It is an honor to be nominated for the position of NCSM Central 1 Regional Director! I am eager to work with, and grow the membership in the C1 region. NCSM has played an integral role in my development as a mathematics leader. The NCSM Annual Conferences, online resources and regional institutes have provided opportunities for me to grow professionally and network with math leaders throughout the nation. The opportunities and relationships developed through my time leading and serving with NCSM have challenged me to become a better leader and allowed me to give advice to future math leaders. The ideas shared from colleagues and the guidance given by experienced leaders throughout the NCSM organization have helped shaped me into the leader I am today.

As the C1 Regional Director, I am committed to carrying forward the growth and experiences fostered by membership in NCSM. I will support and advocate for education professionals and the contributions they make to students' lives, their communities and their profession each day. A Regional Director has a critical role in fostering communication and making connections with people, while promoting the use of high quality resources to ensure equity in the education of all students. Being accessible, networking, and cultivating NCSM membership are vital to the continued growth of mathematics leaders and would be a priority if selected as the C1 Regional Director. NCSM has a strong membership and presence of leaders in the Midwest. The visibility and accessibility of the C1 Regional Director will be critical over the next three years as the Central 1 Region is scheduled to host the NCSM Annual Conference in Chicago in 2020. What an exciting venue for all NCSM members, especially those in the Central 1 Region! I look forward to working as a partner with you to learn and advance mathematics education and learning for all students.

How will you help support NCSM in its vision of motivating equity and access for all students?

NCSM is in a position of great influence. The recent joint position paper between TODOS and NCSM, Mathematics Education Through the Lens of Social Justice: Acknowledgement, Actions and Accountability (2016), brings to the forefront the inequities in mathematics education along with suggestions for implementation. Promoting equity and access for all students is a responsibility of all mathematics leaders. As the C1 Director, I would promote and model good practice as set forth in the position paper, as well as suggest action steps in working toward the alleviation of social inequities in mathematics education. Allowing all students access to high quality mathematics is at the heart of what I value. Working with educators to identify and implement practices that allow all students to enter into the mathematics and engage in high quality tasks promoting problem solving, multiple solution paths and various representations is imperative in moving toward access and equity for all students.

Promoting the use of webinars and modules to raise awareness of the issues, supporting the recruitment of mathematics leaders from diverse populations, and being a champion of efforts to ensure that pre-service and in-service teachers have knowledge and tools to address social injustice are steps that I would take. As a leader in the region, supporting mathematics educators in understanding and promoting social justice through their leadership is a critical undertaking to which I am fully committed. I believe this to be the greatest and most important work that NCSM can do and I am committed to engaging with this work as the C1 Regional Director.

Steven Shadel

Current Employment & Job Duties

I am currently the K - 12 Executive Director of STEM for Niles Township District 219. In this role I oversee the development of the Mathematics and STEM curriculum. I also facilitate professional development for teachers, coaches and administrators. I empower a team of grade level leaders across seven buildings to facilitate equity based instructional techniques.

Previous Experience

I spent the first 8 years of my career as a high school mathematics teacher and department chair in the Chicago suburbs. In this role I taught coursework from 9th grade through 12th grade and I provided professional development for teachers from grades K - 12 in mathematics.

Professional Activities

  • NCSM Illinois Team Leader
  • NCSM Conference Volunteer
  • ICTM Conference Co-Chair (volunteer coordinator)
  • ICTM Board Member At Large
  • ICTM Social Media Liaison
  • ICTM Chicago Public Schools Liaison
  • NCTM Chicago Regional Conference Co-Chair (volunteer coordinator)
  • NCTM Mathematics Teacher Manuscript Reviewer

How will you help support NCSM in its vision of motivating equity and access for all students?

My passion for mathematics and mathematics instruction is rooted in my belief that all students deserve access to a rigorous and engaging mathematics curriculum. In my current role I am excited to serve students who live in poverty, recently refugees or students who haven't been given equitable opportunities in life. I am driven to change the life trajectory of students by providing amazing experiences and opportunities for students and families in mathematics. I will support the vision for equity in NCSM by building off of my leadership and service to the organization as a state leader. In my current role as the Illinois Team Leader for NCSM I have provided resources and support for coaches, mathematics directors and teacher leaders in their pursuit of creating an equitable mathematics program. I have facilitated professional development for leaders, as well as networking opportunities through social media. My leadership experience and current role in a diverse district has prepared me to provide support and encouragement to the members of NCSM.

In my current role as a mathematics leader and leader in NCSM I have developed opportunities for NCSM members around equity and access. I am excited about the opportunities to expand similar opportunities across the Central 1 Region. I would promote "unconference" type professional development opportunities focused on equity and access as well as twitter chats for members and non-members to collaborate around this issue. I have worked closely with members in Illinois to develop a facilitators guide for the NCSM and NCTM position statement on equity and social justice. I hope to broaden these opportunities to all members in the region.

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

Cathy Boutin

Current Employment & Job Duties

  • JOHN F. DEERING MIDDLE SCHOOL, West Warwick, Rhode Island September 1988- present
  • Grade Level Leader (Grade 8), 2011-present
  • Grade Level Leader (Grade 7/8), 1998-2011

I began my teaching career at Attleboro High School in Massachusetts. For the last 30 years, I have taught middle school mathematics at John F. Deering Middle School. In addition, I have taken on numerous leadership roles within the school and throughout Rhode Island and New England. These roles include departmental leader for both math and science teachers and grade level leader for three 8th grade interdisciplinary teams. I am also an adjunct instructor at New England Institute of Technology.

Previous Experience

  • ATTLEBORO HIGH SCHOOL, Attleboro, Massachusetts, 1986-1988

Professional Activities

  • President for the Association for Teachers of Mathematics in New England (2018-2020)
  • President-Elect for the Association for Teachers of Mathematics in New England (2017-2018) ? State Lead for NCSM (2016-2018)
  • NCTM Membership Affiliate Relations Committee (2016-2019)
  • Past President for the Rhode Island Math Teachers Association (2016-2018)
  • President for the Rhode Island Math Teachers Association (2014-2016)
  • President-Elect for the Rhode Island Math Teachers Association (2012-2014)
  • Member of Program Committee for RIFTHP Quest Annual Conference (2011)
  • Member of Program Committee for the Association for Teachers of New England's fall 2011 and Fall 2017 Annual Conferences (2011,2017)
  • Member of the Association for Teachers of New England's Executive Board as Representative for the Rhode Island Math Teachers Association (2010-Present)
  • Member of the National Council of Supervisors of Mathematics
  • Member of NCTM
  • Member of TODOS: Mathematics for ALL
  • NCTM/NCSM Representative for the Rhode Island Math Teachers Association
  • Member of Council of Presidential Awardees in Mathematics
  • Co-conference chair for ATMNE/RI 2018.

Awards/Recognitions

  • Armadeo DeRobbio Award from the RI Math Teachers Association 2017
  • National Board Certified Teacher in Adolescent Mathematics
  • Presidential Award for Excellence in Teaching Mathematics, RI 1999 Secondary

Candidate's Statement

I would be honored to serve as the next Eastern 1 Regional Director(RD) for NCSM. As a full time classroom teacher and teacher leader of middle school mathematics for the past 31 years, I have served in many math leadership roles in my school, district, state and national levels. Being a member and a state lead has helped me to become familiar with the great work of NCSM. I was also a part of the NCSM 2019Annual Conference Proposal Review Team. Presently, I am the Membership/Affiliates Services Committee Representative for NCTM for the Eastern 1 region. I have already been making contacts and building relationships in this region. If elected, I will continue building my relationship with the Eastern region to bring forth ideas that will strengthen NCSM and support its growing membership.

How will you help support NCSM in its vision of motivating equity and access for all students?

I believe all students can learn mathematics. I feel this is where the conversation about equity and access for all students should begin. All students should have access to highly qualified math teachers. My classroom is student-centered and provides all students with the opportunity to persevere and make sense of the mathematics. It's Time will be a valuable resource since its Call to Action is the underlying principles necessary to ensure equity and access for all. Using NCSM's vision and mission, along with their position papers, I will be able to lead others to take up the same charge. In addition, I will continue to model the practice of ensuring access and equity by advocating that all students be given the opportunity and access path for higher level mathematics. As a Board member, I will add to my knowledge-base and share this learning with the Eastern region. I would support NCSM's leadership to inspire high quality mathematics teaching and learning every day, for each and every learner.

Dr. Hilary Kreisberg

Current Employment & Job Duties

Director of the Center for Mathematics Achievement at Lesley University; Assistant Professor of Mathematics Education - My vision in leading this department is that we will serve both underperforming and performing school districts (within and outside of Massachusetts) with the content and pedagogical support needed to enhance mathematics classroom instruction for all learners, while preserving the joyfulness and beauty of the subject. Job duties include, but are not limited to, grant-writing, performing professional development, research, course and curriculum development, teaching graduate level courses.

Previous Experience

  • K-5 Math Coach, Framingham Public Schools, MA
  • Grade 5 Teacher, Grafton, MA

Professional Activities

  • Boston Area Mathematics Specialists (BAMS) President since 2015 (NCSM Affiliate)
  • NCSM Member & Conference Speaker
  • NCTM Member & Conference Speaker
  • ATMIM Member & Conference Speaker
  • ATMNE Member & Conference Speaker
  • MassMATE Member & Conference Speaker
  • RIMTA Conference Speaker
  • ASCD Member

Education

  • Northeastern University, Boston, MA
  • Doctor of Education, January 2017
  • Educational Leadership and Curriculum Development, Summa Cum Laude
  • Master of Arts in Teaching, August 2010
  • Elementary and Special Education, Summa Cum Laude
  • Bachelor of Arts in Mathematics, January 2010
  • Minor in Elementary Education, Magna Cum Laude

Certifications

  • Elementary Level (1-6)
  • Moderate Disabilities (PK-8)
  • Elementary Mathematics (1-6)
  • Sheltered English Immersion Endorsement
  • U.S. Math Recovery® Intervention Specialist Certification

Professional Affiliations

  • National Council for Supervisors of Mathematics, NCSM
  • National Council for Teachers of Mathematics, NCTM
  • Association of Teachers of Mathematics in New England, ATMNE
  • Association of Teachers of Mathematics in Massachusetts, ATMIM
  • Massachusetts Mathematics Association of Teacher Educators, MassMATE
  • Boston Area Mathematics Specialists, BAMS

Relevant Experience

Lesley University, Cambridge, MA July 2017 - present
Director and Assistant Professor, Center for Math Achievement
www.lesley.edu/center/math-achievement Graduate level courses taught: Using Fraction as Number, Expressions and Equations
Middle/High School Math Methods, Ratios, Rates, & Proportions, Instructional Accommodations in Math & Science PK-8

Boston Area Math Specialists (BAMS), Boston, MA June 2015 - present
President, www.bostonareamathspecialists.org

Lesley University, Cambridge, MA Aug 2016 - June 2017
Program Coordinator, Center for Math Achievement

Framingham Public Schools, Framingham, MA Aug 2014 - July 2016
K-5 Math Coach

Grafton Public Schools, Grafton, MA Aug 2010 - Aug 2014
5th Grade Teacher

Presentations

MassMATE Symposium, Stonehill College, Easton, MA May 30, 2018
"Preparing Mathematical Thinkers for the Future"

NCTM Annual Conference 2018, Washington, D.C. April 2018
"Getting Parents to Support Math Instruction in the 21st Century"
"More than Patterns: Cultivating Coherent Understandings of Standards for Mathematical Practice 7 & 8"

NCSM Annual Conference 2018, Washington, D.C. April 2018
"Using Research to Inform Practice: Deepening Teacher Understanding of Standards for Mathematical Practice 7 & 8"
"Helping Teachers Feel Supported by Shifting the Culture and Mathematical Mindset of Parents"

ATMNE Fall Conference 2017, Marlborough, MA November 2017
"Embracing the Instructional Paradigm Shift in Mathematics and Overcoming its Challenges at the K-8 Level"
"Bringing Theory to Practice: Finding Usefulness in the Standards for Mathematical Practice 7 and 8"

Global Math Project Symposium, NYU, NY October 6th, 2017
"Uplifting Mathematics for All: Parents, Included"

Boston Math Teacher Circle, Harvard University Sept. 23rd, 2017
"Exploding Dots: The Revolutionary Way to Explain Mathematics"

New Cubed Summer Conference, Siena College, NY July 10-12, 2017
"Developing Foundational Math Understanding Through Play and Robotics"
"Getting Parents to Support Math Instruction in the 21st Century"
"Increasing Mathematical Discourse Through Reasoning and Analysis"

EdVestors Boston Teacher Fellows, Boston, MA June 14, 2017
"Exploding Dots: The Revolutionary Way to Explain Mathematics"

2nd Annual Nancy Welch Professional Development, Looney Consulting June 8, 2017
"SPLAT! A Number Sense Routine"

MassMATE Spring Symposium 2017, Bridgewater State University May 23, 2017
"Let's talk MATH: Not Rainbows, Butterflies, and Other Tricks"

Publications

  • Kreisberg, H. L. (2017). Making sense of low-level behaviors in the elementary classroom: An
  • Interpretative Phenomenological Analysis (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Order No. 10256513)
  • Kreisberg, H. L. & Beyranevand, M. (in press). Adding Parents to the Equation: Understanding Your Child's Elementary School Math. Lanham, MD. Rowman & Littlefield.

Product Development

Norris, K. & Kreisberg, H. (in press). Let's Talk Math. Huntington Beach, CA. Teacher Created Materials.

This product supports students as they learn how to think mathematically and helps raise their self-confidence as they become successful problem solvers. It also provides teachers a structured routine that is easy to implement and supplements any curriculum. Using the Standards for Mathematical Practice as a theoretical framework, the product offers sentence structures and grade-level appropriate tasks for students to engage in the following: making sense of problems, persevering, reasoning abstractly and quantitatively, constructing viable arguments and critiquing the reasoning of others, modeling with mathematics, using appropriate tools strategically, attending to precision, using structural thinking, and expressing regularity in repeated reasoning.

Contributing Author

Management Guides for Grades K-8 in the Focused Mathematics: Booster Packs series, published by Teacher Created Materials. This series is a companion to the Focused Mathematics Intervention series, extending mathematical learning with quick and easy activities that promote real-world connections, mathematical discourse, problem solving, and mathematical reasoning (2018).
www.teachercreatedmaterials.com/administrators/series/focused-mathematics-intervention-109

Mathematics Readers Grade 2 Teacher Guide in the Mathematics Readers series, published by Teacher Created Materials. This series builds literacy and mathematics content knowledge with high-interest, appropriately leveled fiction and nonfiction books featuring problem solving and real-world connections. This is an award-winning series (Golden Lamp Award). Each kit consists of 20 readers, a Teacher's Guide, Interactiv-eBooks, and Digital and Audio Resources. (in publishing)
www.teachercreatedmaterials.com/administrators/series/mathematics-readers-2-337

Candidate's Statement

It is an honor and privilege to run for the E1 Regional Director position for NCSM. NCSM has been a safe haven for me as a place where I can find both resources and like-minded individuals who are as eager and passionate about math education as I. As the President of an NCSM affiliate, BAMS, I know first-hand the hard work ahead of us as we attempt to take action on important issues that face us today. My love of learning, openness to feedback, and internal drive will serve us well, if I am chosen to lead our region. When I became President of BAMS in 2015, the organization was nearly 50 years old, but had not yet created a website or sought ways to attain more membership. Within one year of Presidency, we had tripled our membership and had an active working website. In addition, I reached out to Dr. Marion Walter, the founder of the organization, to help us develop a story and understanding of the history of the organization. This allowed members to connect with our message and internalize the need to be part of the action. An organization is only as powerful as its membership base, so I look forward, if selected, to identifying ways of getting more people involved and more importantly, empowering others to take action.

How will you help support NCSM in its vision of motivating equity and access for all students?

I am very interested in better understanding the role a researcher or scholar-practitioner plays in motivating equity and access for all students. As a researcher and higher-education faculty member, I believe it is my role to contribute to this research base. I look forward to learning more alongside other like-minded individuals and collaborating to identify ways in which NCSM can further support its members to open access for mathematics education. One specific area of interest is in identifying tools and resources to support culturally responsive teaching to improve the learning and academic achievement of culturally and linguistically diverse learners. In my work at the Center for Mathematics Achievement, we've worked through USDOE funding with over 14 high-needs districts to develop ways in which to help teachers promote high-quality mathematics, despite the zip code of the school district. If given this position, I will continue to support NCSM's vision while learning what has already been done and how we can build upon the strengths.

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

Katherine (Katey) Arrington

Current Employment & Job Duties

As manager of K-12 Education Services, Strategy and Policy, I support K-12 educators and administrators by providing leadership, guidance, and continuity across all K-12 products and services offered by the Charles A. Dana Center at The University of Texas at Austin. Central to our mission, this includes working with districts across the United States to ensure greater equity in our education system-from delivering professional learning opportunities with teachers to developing and facilitating discussions with school-, district-, and state-level leaders. In addition, I lead the Urban Mathematics Leadership Network, which brings together math leaders from large urban districts across the country to create common solutions to common problems.

More recently, I have been responsible for leading Mentor Teacher and Content Leader Initiative with the Louisiana Department of Education, a project that is building capacity for leadership within districts and the state while providing high-quality professional learning to educators across the state. I also lead the the U.S. Department of Defense Education Activity's (DoDEA) System-wide PK-12 Mathematics Professional Learning Initiative. This project provides a series of aligned, coherent, and interdependent professional development sessions that build the capacity of DoDEA educators to ensure that all students are college and career ready in math

Previous Experience

I bring extensive experience in both educator professional development and in classroom instruction having served as a teacher in the K-12 system and at the community college level. My prior work includes instructional leadership roles at the campus level as well as leadership roles at the district level, including serving five years as the mathematics coordinator for a diverse district in Texas. Over the years, I have developed and delivered professional development for educators at the state and national levels.

Professional Activities

I am a member of National Council of Teachers of Mathematics (NCTM) and the National Council of Supervisors of Mathematics (NCSM), as well as the Texas Association of Supervisors of Mathematics (TASM). I have also participated in the Austin Area Council of Teachers of Mahematics (AACTM) in the past. I feel that participating in professional organizations at both the local and national levels can provide great learning experiences as well as allow for contributing to the profession.

Awards/Recognitions

  • Stony Point Ninth Grade Center Teaching Excellence Award (Round Rock, Texas ISD - 2004)
  • Stony Point Teacher of the Year (Round Rock, Texas ISD - 2002-2003)

Candidate's Statement

Mathematics opens the door not only to understanding and analyzing the world around us in powerful ways, but also to viable economic futures for our young people. Unfortunately, that door stays closed for too many students in the U.S. school system. I witnessed this firsthand in my roles as a K-12 classroom teacher and instructional coach. It's what has inspired me to continue working to create change and equitable learning opportunities for all. This has included working at the district level as a mathematics coordinator and now as a leader of multiple, national projects focused on increasing equitable access to quality mathematics experiences for students across districts and states. Through my experience, I am continuously reminded of two important lessons: 1) All students can learn math; and 2) It is up to the adults in the system to ensure all students have access to and success in an excellent mathematics program. We must engage all students in meaningful work in ways that nurture their academic, social, and emotional development. And we have to ensure that ALL students have what they need to succeed, rather than being content with serving only some students well. Given my background and experience working across multiple levels of systems and as a leader in professional learning, thought partnership, and policy work with districts and states (including many in NCSM's Southern 2 Region), I bring a unique perspective in how we can better collaborate to support growth and make progress toward our common goals.

How will you help support NCSM in its vision of motivating equity and access for all students?

I work at the Charles A. Dana Center at The University of Texas at Austin which is a mission driven organization working to ensure all students, especially those typically underserved, have access to and success in an excellent math and science education. My role is to work with K-12 systems to institutionalize growth practices that are respectful to those in the system; build capacity and leadership within systems to enact and sustain measurable change; and produce results that positively impact each and every student. My focus is to make research-proven practices accessible and scalable within imperfect systems to improve the quality of teaching and learning, especially for those students we have not served well in the past.

The most recent NAEP data shows that nationally 40% of students in 4th grade and 34% of those in 8th grade earn the designation of proficient in mathematics, and that percentage hasn't changed significantly in the last several years. Most of the states in our region have even smaller portions of their student population reaching proficient. Additionally, when we disaggregate the data we see significantly lower achievement for Black, Latino/a, and low-income students. While there is strong evidence that our education system is improving in their support of students, these numbers indicate we still have a long way to go.

My work across our region and nationally, especially with those systems serving large numbers of students from traditionally underserved populations, has focused on addressing equity issues through building system capacity for improvement. For example, I am currently spearheading the Content Leader and Mentor Teacher initiative in partnership with the Louisiana Department of Education. In this role, I am leading a team focused on increasing access to quality professional development for educators in mathematics while, at the same time, developing essential teacher leadership within the state of Louisiana. This project supports the state's underserved populations by increasing deep content and content-pedagogy knowledge and powerful research-supported instructional strategies to ensure each and every student is learning effectively in their classrooms.

In addition, over the past four years I have been leading the Department of Defense Education Activity's College and Career Ready Initiaitve in Mathematics. This initiative has seen outstanding results, including increaseses in educators' capacity to serve our diverse population of military connected students and prepare them for success in their postsecondary endeavors. Finally, I have lead the Urban Math Leadership Nework for nearly 10 years working alongside and supporting math leaders from urban districts that serve over two million students who face unique challenges within their contexts - including several from our region such as San Antonio Independent School District, Shelby County Schools, and Tulsa Public Schools. This network of math leaders collaborates to leverage the knowledge and practice wisdom of the leaders who work in schools and districts to provide guidance and practical, implementable tools that have impact across the nation. In the coming years, I will be working collaboratively with NCSM leaders and others to modernize mathematics learning opportunities in the transition years of high school to college, ensuring students have access to and success in rigorous mathematics courses that are most relevant to their degree and career aspirations.

I believe it is through focused collaboration and a willingness to take action that change will happen. The NCSM vision of motivating equity and access for all students is laudable, and we must make it obtainable. Yoda says, "Do or do not, there is no try." We cannot try to increase equity in the system any longer - we must do it. We must be confident in our ability to succeed in this endeavor. My experience has taught me that together we can advance this mission. I hope to use my skills and abilities to motivate my fellow leaders to work together and take further action toward our goals.

Mary B. Swarthout

Current Employment & Job Duties

Associate Professor of Mathematics Education in Department of Mathematics & Statistics at Sam Houston State University in Huntsville, Texas. 2004 - current

Responsible for teaching mathematics content courses for prospective teachers working toward certification at EC - 12 grade levels. Conduct research, work on grant projects and write for publication. Serve on department, college, and university committees. Active in delivering professional development for inservice teachers in collaboration with regional agency responsible for state programs.

Previous Experience

Teaching, Research and Service positions

2000 - 2005 Assistant Professor at Western Illinois University
1998 - 2000 Graduate Teaching Assistant at The Ohio State University
1992 - 1998 Assistant Professor at Sam Houston State University
1989 - 1992 Graduate Teaching Assistant at The Ohio State University
1985 - 1989 Lecturer in Mathematics at Baylor University
1984 - 1985 Visiting Instructor at Wabash College

Professional Activities

NCSM
Active participant in annual conferences as attendee and session presenter over past more than 10 years. Contributed to newsletter with leadership article.

NCTM
Serve as Affiliate Representative for the Texas Council of Teachers of Mathematics.

Chosen by NCTM to present as a part of NCTM sponsored Learn-Reflect Strands offered to affiliate conferences. Spoke in California, North Carolina, and Missouri at annual meetings.

Active participant in regional and annual conferences as a workshop and research session speaker

Research Council on Mathematics Learning [NCSM Affiliated Organization]

  • Past President (2015 - 2016) Research Council on Mathematics Learning
  • President (2013 - 2015) Research Council on Mathematics Learning
  • President-Elect (2012 - 2013) Research Council on Mathematics Learning
  • Treasurer (2008 - 2012) Research Council on Mathematics Learning

Texas Council of Teachers of Mathematics [NCTM Affiliate]
NCTM Representative (2017-2019)

Awards/Recognitions

2013 - Awarded the Faculty Excellence in Teaching, College of Sciences and Engineering Technology at Sam Houston State University.

Candidate's Statement

I am honored to be asked to run for the Southern Region 2 board position in the election. As a mathematics teacher educator, NCSM has been an important component in my continued professional development and has provided great opportunities to connect with others to share ideas, frustrations, and successes. I have been active as a speaker for the organization and am ready to step forward and contribute in a larger way to the work of NCSM. I served in the leadership of the Research Council on Mathematics Learning as an elected board member for 8 years and am currently a board member for the Texas Council of Teachers of Mathematics. I want to continue the growth in membership within the Southern Region 2 state units and the communication strengths that have been developed through the previous regional directors, while looking and listening for new opportunities to share the needs and concerns from the membership to the board for attention and action. My participation at the NCSM annual conference serves as a renewal for my professional work. Each year I learn new things, gain new insights, make and renew professional connections, and come away feeling refreshed and ready to try and make a difference for my students as they learn mathematics!

How will you help support NCSM in its vision of motivating equity and access for all students?

I would continue the strong collaboration with other stakeholder organizations [AMTE, NCTM, etc.] in support of further position statements with the goal to encourage opportunities to attract participation in considering motivation, equity, access barriers and building useful, active programs of use to practitioners and those that work in support of their classroom work. I see these interactions as chances to introduce others outside NCSM to gain insight into the strong and important work that NCSM contributes to mathematics education and perhaps, attract additional membership to the organization.

^ Top