Meet the Candidates

 

The open positions for the 2018 NCSM Election are: President, Second Vice President and Regional Directors for Canada, S1, and W1. 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, 2017 and closes October 15, 2017 at midnight.

Look for details in the spring NCSM Newsletter. New Board members will be inducted at the NCSM Annual Meeting in Washington D.C., April 23-25, 2018.

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

Sandie Gilliam

Candidate's Statement

At some point in one's teaching career, there comes a time to give back for all that was given to you, and to pass along to others the professional knowledge learned along the journey. After a 32-year career in the high school math classroom, and 10 additional years working with both pre-service teachers and those wishing to reflect upon and perfect their classroom teaching, I continue to both further math education research with university colleagues and extend my own life-long learning.

Organizations such as NCSM give experienced educators a forum from which to share professional knowledge. They make networking and collaboration possible so ALL students can have access to a rigorous and meaningful mathematics curriculum.

Throughout my career, I have found ways of making math accessible to all students, and especially to underachievers and those in special education programs. These students, who often haven't had access to conceptually based techniques, need experienced teachers to develop math lessons that are both engaging and relevant, thus enabling students to access rigorous content. I have also inspired young women to pursue careers in science, technology, engineering, and math. The Common Core State Standards challenge us to better prepare ALL students to focus deeply in each concept, making better sense of the math and its connections within and to other fields; solve real-world problems; and be prepared for the mathematics needed in college, career, and life.

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

For NCSM, I continue on the Equity and Social Justice Committee learning, sharing, and discussing monthly readings, in hopes that our NCSM Board will articulate to members common understandings about the pursuit of excellence through equity-so that more of us can reach more children.

One of my goals is to increase membership. As in many organizations, membership is a challenge and many in the math profession in leadership roles, while cognizant of NCTM, haven't heard of NCSM. Still others, aware of the "supervisors of mathematics" part of the name, are other than "supervisors" so believe they don't fit the group. When I first joined NCSM in the late 1980s, it became apparent to me that it was for leaders in mathematics, regardless of official leadership positions in district offices or professorships in education classrooms. K-12 teachers, who use their classrooms akin to laboratories, seek to try out and perfect the new ideas (perhaps gleaned from math conferences) with students. Year after year, we perfect these ideas, expand upon them or create new ones, inform our colleagues and others, and become teacher leaders in mathematics. NCSM needs to become the go-to organization for all math leaders.

Current Employment & Job Duties

Private consultant to schools, districts, and teachers in Colorado.

Previous Experience

I spent 32 years as a high school mathematics teacher in California before moving to Colorado in 2007. For my school and district, I was a mentor teacher, coordinator of the senior exit portfolio project, English language development test coordinator, chair of the elementary textbook selection committee, and summer school principal. For my county office of education, I was a math staff developer and consultant, and both coordinator and presenter of California Learning Assessment (CLAS) training for teachers and administrators.

For the California DOE, I was a state superintendent appointee to the Intersegmental Council's committee on K-College math assessment and the Mathematics Assessment Development Team; and both a table leader and assistant chief reader for scoring CLAS tests and Golden State exams. I wrote state mathematics units to use with lower-achieving students, which led me to an authorship role on a Math A textbook and accompanying portfolio builder. For nine years, I was an instructor for the Monterey Bay Area Math Project (part of the California Mathematics Project).

Volunteering my time in schools and classrooms continues to be an integral part of my life. I have given demonstration math lessons in elementary classrooms, run an after-school math enrichment program for grades 3-6, led an elementary math club to a first-place finish in a county math competition, and served on school advisory committees and textbook selection committees that were not a part of my district. I have been a regular conference speaker throughout the United States.

The past 10 years, I was a visiting lecturer at Colorado College. Eager to understand the beginning progressions of teaching, I taught elementary and secondary math methods, supervised student teachers, and advised on graduate students' action research papers. For the mathematics department, I taught Mathematics for Elementary Educators, a course I collaborated with the math department to create in order to further the math content needs of our undergraduates pursuing an academic focus in elementary education.

Summer 2015 gave me an opportunity to work with Jo Boaler at YouCubed Summer Math Camp at Stanford University. My goal was to inspire my class of 23 Hispanic, underachieving, and disillusioned middle school students to develop a growth mindset. I accomplished this by working on algebraic problem solving, the visualization of mathematics, and making connections between representations and ideas.

Professional Activities

NCSM

  • Regional Director, Western 1 (Alaska, Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah, and Wyoming (2015-2018)
  • First- and Second- Vice President and Annual Conference (Indianapolis) Program Chair (2009-2011)
  • Conference speaker:
    • Implementing Growth Mindset in Summer School to Prepare Students for Future Coursework (2017)
    • A Common Core: New ways of working with student teachers (2013)
    • Supporting the Development of Algebraic Thinking in Lower-Achieving Students: What does it take? (2003)

NCTM

  • Member (1976-present)
  • Gilliam, S., Staples, M., & Lahey, J. (2008). Yes, you can: Teaming to support lower-attaining students in accessing algebra. In C. E. Malloy & A. Flores (Eds.), Mathematics for every student: Responding to diversity, grades 9-12 (pp. 49-58). Reston VA: National Council of Teachers of Mathematics, 2008.
  • Conference speaker

Colorado Council of Teachers of Mathematics (CCTM)

  • Journal Editor, Colorado Mathematics Teacher (2012-present)
  • Board Member (2012-present)
  • Conference Speaker

California Mathematics Council (CMC)

  • Awards and Recognition Chair (2002-2008)
  • Business Outreach Chair (1998-2001)
  • Mathematics Coordinator for PAEMST program
  • Regular Conference Speaker
  • Member (1976-present)

Other

  • Member, Council for Presidential Awardees (CPAM)
  • Emeritus Member, California Teacher Advisory Council (CalTAC), an effort led by the California Council on Science and Technology to strengthen mathematics and science instruction in California.
  • Member, Association of Mathematics Teacher Educators (AMTE)

Awards/Recognitions

  • NCTM 2016 Publication Award for outstanding newsletter (Colorado Mathematics Teacher)
  • Presidential Awardee for Excellence in Mathematics Teaching (PAEMST) (2000)
  • National Board Certified Teacher-Adolescent and Young Adulthood Mathematics (renewed, 2010)
  • Carnegie Scholar, Carnegie Academy for the Scholarship of Teaching and Learning
  • George Polya Memorial Award, California Mathematics Council (2006)

Mona Toncheff

Candidate's Statement

I am honored to be a candidate for NCSM President. My passion for NCSM began at my first conference in Philadelphia in 2004. I went to the conference as a "newbie" and left as a leader, wanting more. My mathematics leadership experiences have been cultivated through the relationships I have established and the professional learning I have participated in as an NCSM member. As a district leader, NCSM became my go-to mathematics leadership organization for support and continual learning as I navigated the changing roles and responsibilities of my job. And now, NCSM continues to support my growth as a leader through opportunities to network and collaborate with other leaders from across the country. NCSM and its members have set high expectations for and work to achieve high-quality mathematics leadership.

Mathematics leaders have many roles and responsibilities. Within those, I truly enjoy time spent in classrooms coaching teachers and collaborating with teams as we dive deeply into focused conversations about student understanding and the impact of mathematics teaching. Through these conversations and reflective moments, I have come to understand my core values and beliefs about teaching and learning mathematics.

I believe that each and every child can learn mathematics and that my role as a teacher and leader is to ensure that each and every learner has access to meaningful mathematics instruction and support. The evolving demands of mathematics teaching and learning are a process for teachers and teams to work toward, rather than a to-do list. Collaboration and forward thinking are strengths of NCSM, and I am committed to ensuring NCSM continues to provide support to mathematics teachers and leaders as they continually strive to meet our vision of equity and excellence for all students and teachers.

As president, I will continue to support a legacy of strong collaboration and use the processes of continuous reflection, revision and action along with strong and consistent professional learning to reach a shared vision of meeting high expectations for students, teachers, leaders and community members. Kouznes and Posner (2012) stated, "Leadership isn't about imposing a leader's solo dream: it's about developing a shared sense of destiny." Every year, mathematics educators, teacher leaders, and administrators gather to network and learn from their peers - thought leaders in the field.

As president, I will support this tradition and work to expand the quality of these opportunities to create unique, continuous professional learning that extends beyond the annual conference experience. The future of mathematics education will rely on shared leadership across all educational stakeholders as we strive to teach to a deeper level of understanding.

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

Teacher leaders across the country diligently work to support a shared vision of mathematics teaching and learning steeped with high expectations for mathematics curriculum, instruction, and assessment for each and every learner. If our core value as NCSM members is all students can learn, it is imperative that our actions support continued learning and understanding for both leaders and teachers on how to guarantee equity and access for each and every child. In the classroom, there should be an emphasis on how students are engaging in mathematical concepts so each student is engaged in learning. The instructional shifts required to do so challenge teachers and mathematics leaders to more deeply understand and implement teaching and learning practices that develop students' conceptual understanding and procedural knowledge.

As mathematics leaders, we need to establish a clear vision and action plan to ensure all students have access to rich mathematical tasks designed to develop this student understanding. Principles to Action (NCTM, 2014) states that it is a mathematics leader's responsibility to ensure all students learning experiences are equitable. Thus, it is the responsibility of NCSM to provide guidance and research-affirmed actions aligned to this vision.

For all students to demonstrate understanding of the content, teachers and leaders need to create processes to ensure demonstrations and evaluation of student learning. This is a task larger than any one teacher, especially when considering equity. Through the work of building a collaborative culture, such as found in a professional learning community, teachers learn from one another and work together to create equity and access to mathematical tasks at varying levels to help and support the successful learning of all students. Mathematics teachers need support within their collaborative teams, as well as in their classrooms, for ensuring students learn a rigorous and focused set of standards.

It is through our shared commitment at NCSM to continuous professional learning and creating supportive conditions for teachers and leaders to grow, that equity in student learning experiences and expectations can be developed and implemented in classrooms across the nation. The success of each and every learner counts on us. As President, I will continue to collaborate with our partner organizations, NCTM, TODOS, and others, as we make our vision a reality.

Through my own experiences working in an urban district and now with districts across the country, as well as my continued collaboration with NCSM, I will pursue developing high quality resources for leaders with the end result in mind - increased student achievement for each and every learner and a sparked passion for mathematics necessary for our future.

Current Employment & Job Duties

I am currently working as a project manager for the Arizona Mathematics Partnership (AMP - a National Science Foundation-funded grant), focused on building middle school mathematics teacher content knowledge and serve as a supervisor teacher for the University of Arizona Teach Program. Additionally, I work as an education consultant and author. Previously, I worked as both a mathematics teacher and as a mathematics content specialist for the Phoenix Union High School District in Arizona for 23 years. In the latter role, I provided professional development to high school teachers and administrators related to quality mathematics teaching and learning, working in effective collaborative teams, and creating access and equity opportunities for our urban, diverse population. In my role as AMP project manager and as a supervisor teacher for the University of Arizona (U of A) Teach Program, I provide coaching to classroom teachers and teams for instructional planning and research-informed teaching and assessment strategies.

Previous Experience

AMP Project Manager: NSF Grant (July 2015-Current)

  • Oversee sustainability efforts with partner districts. Complete site visits and provide feedback to sites involved in the grant regarding what elements of the professional learning has become systemic and what aspects they need to continue building (i.e. student-to-student discourse, process standards)
  • Facilitate lesson design modules for year II participants
  • Facilitate Collaborative Community of Learners ( CCOL) teams monthly and provide feedback to teachers

Supervisor Teacher: U of A Teach Program (July 2016-Current)

  • Mentor and coach student teachers in a year-long internship and student teaching

Math Content Specialist: Phoenix Union High School District, Phoenix, AZ (March 2004-May 2015)

  • Coordinate and lead district professional development activities for mathematics teachers designed to improve mathematics instruction and student achievement
  • Implement mathematics collaborative teams by course to improve student learning within a professional learning community
  • Create curriculum and common assessments for all mathematics courses
  • Provide coaching to individual classroom teachers and teams with instructional planning and strategies
  • Articulate with the PUHSD feeder districts to coordinate the Algebra Qualifying and Geometry Qualifying Test for incoming 9th graders

PARCC Educator Leader Cadre Member: (August 2012-May 2013)

  • Support local educators with implementing the CCSS standards and the PARCC assessments
  • Participate in training annually to develop expertise on the CCSS standards and the PARCC assessments

Project Manager: MSP Grant (July 2009-September 2010)

  • Oversee grant requirements, liaison between PUHSD and Arizona State University, and completed RTOP evaluations
  • Coordinate MMP trainings (135 hours of teacher instruction)

Consultant for Mathematics in a PLC At Work™ (August 2006-Present)

  • Provide coaching to classroom teachers with emphasis on instructional planning, formative assessment process development and student engagement strategies
  • Facilitate Professional Learning Community collaborative team meetings for improvement in student learning

Mathematics Teacher Camelback High School, Phoenix, AZ, (October 1992-March 2004)

  • Aligned instruction with district, state and national standards
  • Designed and planned lessons to include a variety of instructional methods, materials, and resources
  • Communicated standards and expectations for student learning and behavior
  • Related learning to student experience and prior knowledge
  • Monitored student learning of lesson and unit objectives
  • Used assessment results to drive instructional decisions

Professional Activities

Member of the following associations:

  • ASCD: Association for Supervision and Curriculum Development (2007-present)
  • AZ Mathematics Leaders (AML), Co-founder, 2013-present
  • CMC California Math Council (2014-present)
  • Learning Forward (formerly National Staff Development Council), (2007-present)
  • National Supervisors of Mathematics, 2004-present
  • National Council of Mathematics Teachers, 1999-present
  • TODOS, 2017-present

Arizona Mathematics Leaders

  • President (September 2016- September 2018)
  • President-Elect (September 2015-September 2016)
  • Vice-President (January 2014- September 2015)

National Council of Supervisors of Mathematics

  • Marketing and E-news Editor (April 2017-April 2019)
  • 1st Vice President and Program Chair (April 2016-April 2017)
  • 2nd Vice President (April 2015-April 2016)
  • Western Region 1 Regional Director (April 2012- April 2015)
  • Western Region 1 Team Leader: Arizona (April 2009 to April 2012)
  • Secretary (April 2008 - April 2009)

National Council of Teachers of Mathematics

  • Signs Committee Chairperson: NCTM Regional Conference, Phoenix, AZ. (August 2005 - October 2006)

Awards/Recognitions

  • 2014 Arizona Association of Teachers of Mathematics (AATM) Copper Apple Award for Leadership in Mathematics
  • 2009 Employee of the year: Special Achievement for Phoenix Union High school District
  • 1999 Intel Innovations in Teaching Semi-Finalist

Publications

  • Barnes, B. & Toncheff, M. (2016) Activating the vision. The four keys of mathematics leadership, IN. Solution Tree Press
  • Toncheff, M. & Kanold, T. (2015) Beyond the Common Core: Mathematics in a PLC at Work™, Bloomington, IN. Solution Tree Press
  • Kanold, T., Zimmerman, G., Carter, J., Toncheff, M. (2012) Common Core Mathematics in a PLC at Work™, High School. Bloomington, IN. Solution Tree Press
  • Kanold, T., Toncheff, M., & Douglas, C. (2008). Two high school districts recite the ABCs of professional learning communities. JSD Journal of Staff Development: The Authority of Professional Learning, volume number 29 (3), 22-27.


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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

Lynn Columba

Candidate's Statement

If elected, I would enthusiastically look forward to serving as the 2nd Vice-President of NCSM Mathematics Education Leaders and working with President Connie Schrock, the president-elect, the leadership staff, the board of directors, and the membership of NCSM. I dedicate myself to encouraging other educators to join our organization. Together, we will strive to enhance the learning, networking, and leadership skills that will advance mathematics education and achievement for ALL students. My goal would be for other educators, locally and nationally, to join our organization, in order to enhance their learning, networking, and leadership skills and, in turn, to advance the membership of NCSM. "If the primary role of classroom teachers is to teach, who provides guidance on what to teach, support for improving how to teach, and assistance with interpreting assessment results...? The answer is leaders. These critical supportive roles require designated, trained, empowered leaders who are responsible for coordinating the planning, implementation, and evaluation of all aspects of the mathematics program...Leadership matters. A single mathematics education leader can have an incredible impact on the development and effectiveness of others." (It's Time pp. 15-16) My focus would be to support mathematics education leaders through networking, professional learning and by guiding policy. Mathematics education leaders are the champions of the beauty and power of mathematics.

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

If elected, I will act with a commitment to equity; contribute to quality learning events, assist in developing position statements, honor outstanding mathematics education leaders, work to influence education policy, network with mathematics education leaders, share resources and research, and work for equity access, and success for all students. Our students deserve and need the best mathematics education possible, to fulfill personal ambitions and career goals in an ever-changing world. Excellence in mathematics education requires equity-high expectations and strong support for ALL students

Current Employment & Job Duties

Currently, I am an Associate Professor at Lehigh University in the College of Education and the Program Director for the Teaching, Learning, and Technology Program where I teach elementary and secondary mathematics methods courses, online courses, and supervise intern teachers in the field. I advise students in 5-year Masters' teacher certification program and doctoral students in our Teaching, Learning, and Technology PhD program. Also, I serve on the Faculty Personnel Committee, a Co-Lead for Standard IV Assessment for the Middle States Self-Study Committee Review, and the University Committee on Discipline.

Previous Experience

I taught in Jefferson County Public Schools In Louisville, Kentucky and at the University of Louisville in the Early and Middle Childhood Education Department in Louisville, Kentucky. After receiving my doctorate, I continued my career at Lehigh University in the College of Education I have provided professional development for over 30 school districts in Kentucky, Indiana, Pennsylvania, New Jersey, and Maryland; and in International Schools in Guatemala, Thailand, and Philippines.

Professional Activities

I have served on the Board of Directors of NCSM since 2011 as the Associate Editor (2011-2013) and the Editor (2013-2017) of the NCSM Newsletter. As the editor, I invited and solicited submissions from other mathematics leaders for publication in the NCSM Newsletter and I frequently review mathematics books for the newsletter. Also, I served as a member of the Communications Committee for six years. In December 2017, I participated in the Leadership Learning Workshop in Atlanta, Georgia. I was a member of the writing team that authored It's TIME: Themes and Imperatives for Mathematics Pre-service Teachers' Promoting Students' Mathematical Discourse, School Science and Mathematics Association, Phoenix, AZ, October, 2016

  • STEM in the Classroom: Salta, Coquí, Salta (Jump, Frog, Jump), School Science and Mathematics Association, Phoenix, AZ, October, 2016
  • Education: A Leadership Framework for Common Core Mathematics.
  • Frequently, I present at the NCSM national conferences:
    • Picture Books to Invite Purposeful "Math-Talk," National Council of Supervisors of Mathematics, San Antonio, TX, April, 2017.
    • Strategies to Support the CCSS for Mathematical Practice Through Mathematical Discourse, National Council of Supervisors of Mathematics, Oakland, CA, April, 2016.
    • It's TIME: Themes and Imperatives for Mathematics Education, with B. Barnes, Pennsylvania Council of Leaders of Mathematics (PCLM), Annual State Conference, Lancaster, PA, August, 2015.
    • So, Here's the Story: Multiple Representations Using Picture Books, National Council of Teachers of Mathematics, New Orleans, LA, April, 2014
.

NCTM: In 2013, I co-authored a series of K-2 E-books that were published by NCTM:

  • Dougherty, B., Lingo, A., & Columba, L. (2013). Math of Tomorrow (MOTO)-Clockwise: Learning time with the MOTO family. [E-reader] Retrieved from http://www.nctm.org/catalog/product.aspx?id=14741
  • Dougherty, B., Lingo, A., & Columba, L. (2013). Math of Tomorrow (MOTO)-What comes next? Making patterns with the MOTO family. [E-reader] Retrieved from http://www.nctm.org/catalog/product.aspx?id=14737
  • Dougherty, B., Lingo, A., & Columba, L. (2013). Math of Tomorrow (MOTO)-Shapes and sizes: Learning geometry with the MOTO family. [E-reader] Retrieved from http://www.nctm.org/catalog/product.aspx?id=14736
  • Dougherty, B., Lingo, A., & Columba, L. (2013). Math of Tomorrow (MOTO)-One foot, two feet: Measuring with the MOTO family. [E-reader] Retrieved from http://www.nctm.org/catalog/product.aspx?id=14738
  • Dougherty, B., Lingo, A., & Columba, L. (2013). Math of Tomorrow (MOTO)-Everybody counts: Learning to count with the MOTO family. [E-reader] Retrieved from http://www.nctm.org/catalog/product.aspx?id=14736
  • Dougherty, B., Lingo, A., & Columba, L. (2013). Math of Tomorrow (MOTO)-It all adds up! Learning to add and subtract with the MOTO family. [E-reader] Retrieved from http://www.nctm.org/catalog/product.aspx?id=14735
  • Dougherty, B., Lingo, A., & Columba, L. (2013). Math of Tomorrow (MOTO)-Bits and pieces: Sorting and representing data with the MOTO family. [E-reader] Retrieved http://www.nctm.org/catalog/product.aspx?id=14739
  • In 2011-2012, I served on the Program Committee for the regional conference in Hartford, Connecticut and I reviewed over 200 proposals.
  • Frequently, I present at the NCTM national and regional conferences:
    • Picture Books to Invite Purposeful "Math-Talk," National Council of Supervisors of Mathematics, San Antonio, TX, April, 2017
    • So, Here's the Story: Multiple Representations Using Picture Books, National Council of Teachers of Mathematics, New Orleans, LA, April, 2014.

SSMA School Science and Mathematics Association:

  • Board of Directors, School Science and Mathematics Association (SSMA), 2011-2014 (Elected)
  • Membership Committee, Member, School Science and Mathematics Association (SSMA), 2015-2018
  • Reviewer, School Science and Mathematics Journal, 2014 to present
  • Frequently, I present at the SSMA national conferences with doctoral students:
    • Pre-service Teachers' Mathematical Planning for Mathematical Discourse, School Science and Mathematics Association, Lexington, Kentucky, October, 2017.
    • Promoting Math-Talk with Intentional Actions, School Science and Mathematics Association, Lexington, Kentucky, October, 2017.
    • Pre-service Teachers' Promoting Students' Mathematical Discourse, School Science and Mathematics Association, Phoenix, AZ, October, 2016
    • STEM in the Classroom: Salta, Coquí, Salta (Jump, Frog, Jump), School Science and Mathematics Association, Phoenix, AZ, October, 2016
    • "Math Talk" in Preschool Classroom: Effect of Book Type and Teacher Training, School Science and Mathematics Association, October 29-31, 2015.

PCTM:

  • Pennsylvania Council of Teachers of Mathematics (PCTM)-President-elect-2015-2016; President-2016-2018; Immediate Past-President-2018-2019
  • Nominations and Election Committee, Chair, Pennsylvania Council of Teachers of Mathematics (PCTM), 2015-16
  • Pennsylvania Council of Teachers of Mathematics (PCTM) Conference Planning Committee-2015-16
  • Regional Caucus Representative, NCTM Boston Conference, April 2015; San Antonio Conference 2017
  • PCTM Delegate Assembly at NCTM Boston Conference, April 2015; San Antonio Conference 2017
  • Frequently, I present at the PCTM state conference:
    • Challenges of Enhancing, Empowering, Energizing, & Engaging our Teaching of Mathematics with L. Allen, Pennsylvania Council of Teachers of Mathematics, Harrisburg, Pennslyvania, August 2017.
    • Exploring Calculus with a Colorful Calculator with L. Allen, Pennsylvania Council of Teachers of Mathematics, Seven Springs, Pennsylvania, August, 2016.
    • Subitizing! What is it? Teaching Subitizing to Young Children, Pennsylvania Council of Teachers of Mathematics (PCTM), Annual State Conference, Lancaster, PA, August, 2015.

Awards/Recognitions

  • 2017 NCSM Leadership in Mathematics Education-Network, Communicate, Support, Motivate, Award in Appreciation for Leadership as the Newsletter Editor, 2013-2017
  • 2014 School Science and Mathematics Association-In appreciation for Outstanding Leadership for service as Director-at-Large, 2011- 2014
  • 2014 NCSM Leadership in Mathematics Education-In recognition of contributions to the success of It's TIME: Themes and Imperatives for Mathematics Education
  • 2013 NCSM Leadership in Mathematics Education-Network, Communicate, Support, Motivate, Award in Appreciation for Leadership as the Associate Newsletter Editor, 2011-2013
  • 2012 S.T.A.R. Math, Science & Technology Camp, Lehigh University, Certificate of Appreciation for Commitment to the Summer Camp.
  • 2007 People to People Ambassador Education Forum, Mathematics Education Delegation, Cairo, Egypt, November, 2007

Maria Everett

Candidate's Statement

On May 23, 2017 I received an email from NCSM's Nomination Committee stating that I have been nominated for NCSM Second Vice President. After reading the email, I was not only touched but also speechless. To be considered for Second Vice President is truly an honor. I would enthusiastically look forward to serving our membership as the Second Vice President.

Principals are judged on the success of their school and teachers on the success of their students - so as math leaders, we are judged on our supports for teachers - the curriculum, the assessments, and the professional development. Knowing that, I encourage Inspirational Teaching - promoting positive self-beliefs and addressing negative attitudes towards mathematics. Why should it be acceptable not to like mathematics and to be able to joke about it? We need to change the mindset of those who share this belief. Research has shown that when teachers develop positive teacher-student relationships along with engaging positive experiences in the classroom, there is an increase in academic motivation, engagement, and achievement. As I work with the math leaders in my district, I conclude each professional learning by challenging them to 1.) Promote a Positive Mindset and to 2.) Spark the Passion - Share the Love of Mathematics. To each of you, I challenge the same!

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

We need to encourage our teachers to have positive teacher-student relationships and promote positive self-beliefs in order to foster a favorable learning environment. Including Inspirational Teaching as a thread in all professional development offerings is essential. We must believe that all students can achieve these standards for mathematics and we must engage and challenge our students so they can excel. Research shows that students' attitudes toward mathematics is a major factor in their ability to learn mathematics. We must help our students to have the confidence in their mathematical abilities in order to thrive in high level mathematics courses.

As educators, it is our responsibility to prepare all students for careers in the 21st century. Students need to meet the high standards that will prepare them to problem solve, think critically, and communicate effectively in this global society. We need to work together to prepare our students to be successful. This includes working collaboratively with our partners in gifted education, special education, English for Speakers of Other Languages, and our career and technology programs. As a member of the NCSM Board, I would help foster the partnerships between our professional organizations to promote equity and access for all students. Students who typically do not receive equal access to high level mathematics should have doors opened for them through collaborative efforts to promote high academic achievement regardless of race, gender, ethnicity, language, etc. Students from all student groups can and should achieve at high levels. It is important that together we help our students reach their educational goals by providing them academic support and guidance. Partnerships will help facilitate and drive this work. Together we can provide our students with the support and learning opportunities for them to reach their potential.

Current Employment & Job Duties

Currently I am the Secondary Mathematics Coordinator for Baltimore County Public Schools, Towson, Maryland. My responsibilities as coordinator range from providing leadership in the design and development of the secondary curricula and assessments to providing ongoing support to secondary schools in order to guide the implementation of the mathematics curriculum. I am responsible for providing professional learning opportunities in secondary mathematics content and instructional strategies for our parents, teachers, department chairs, and administrators. Other responsibilities include identifying and recommending mathematics intervention and enrichment opportunities for students; collaborating with other offices; evaluating the performance and professional growth and development of personnel within secondary mathematics; and planning, budgeting and assessing office expenditures. Having the opportunity to help teachers provide an engaging and challenging instructional program to our students is very rewarding.

Previous Experience

I have been in education since 1988 when I began my teaching career as a high school mathematics teacher at Bermudian Springs High School in Pennsylvania. Before establishing roots in Baltimore County Public Schools, I also taught in Prince George's County, Maryland at Francis Scott Key Middle School. During my time in Baltimore County, I have taught at both the middle and high school level, held the position of a middle school mathematics department chair, worked at the central office as a Gifted and Talented Mathematics/Science Resource Teacher, Secondary Mathematics Resource Teacher, Secondary Mathematics Specialist, and currently as the Secondary Mathematics Coordinator.

Professional Activities

  • National Council of Supervisors of Mathematics, Secretary, 2015-2017
  • National Council of Supervisors of Mathematics member
  • National Council of Teachers of Mathematics member
  • Maryland Council of Supervisors of Mathematics member
  • Maryland Council of Teachers of Mathematics member
  • Presented at NCSM 2016, 2014, 2011, 2008
  • Presented at T^3 International Conference 2016
  • Presented at NCTM 2008, 2002, 2000
  • Co-chaired Maryland State Gifted and Talented Conference Proposal Selection Committee 2002
  • Member of the Maryland State GT Education Conference Steering Committee 2002, 2001
  • Presented at National Association of Gifted Children 2000, 1999
  • Presented at Dwight D. Eisenhower Mathematics, Science, and Technology Conference 1993

Awards/Recognitions

  • Dwight D. Eisenhower Mathematics Award, 1986


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Region includes: Alberta, British Columbia, Manitoba, New Brunswick, Newfoundland, Northwest Territories, Nova Scotia, Nunavut Territory, Ontario, Prince Edward Island, Quebec, Saskatchewan, Yukon Territory

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

Cheryl Cantin

Candidate's Statement

I am very honoured to run for the NCSM board of directors as the Director of the Canada Region. Canada is a country with two (2) official languages and although Qu&eactue;bec often gets the spotlight with respect to the French, I know that we have colleagues in the other provinces and territories that support teachers and administrators that work in French on a daily basis. As Director of the Canada Region, I will continue to advocate for access to key NCSM resources, like position papers, in French.

NCSM has a strong commitment to equity and social justice. In my role as the Director of the Canada Region I would like to explore how we, as leaders in mathematics, can support reconciliation with our First People. In particular, the Truth and Reconciliation Commission called for teachers to integrate Indigenous knowledge and teaching methods into classroom. What could that look like in a Mathematics classroom?

Another aspect of equity that, in my opinion, requires more careful consideration is access for children with handicaps or learning disabilities. Whether it be through the framework of Universal Design for Learning or another framework, we have to consider how to make mathematics learning more accessible. As Director of the Canada Region I would advocate for the development of resources to support coaches and teachers in increasing accessibility.

I feel very encouraged by the "success stories" that teachers share with others around them. These success stories not only indicate that shifts in instruction are happening but that teachers are experiencing positive outcomes from these shifts. Unfortunately, they are often pockets within the wider system. With the support of NCSM's Connecting Leaders initiative and Leadership Learning initiative, coaches and other mathematics leaders will continue to receive research-informed knowledge that enable them to support and accompany classroom teachers. More importantly, however, these initiatives create the opportunity to amplify the "success stories" and build bridges between pockets of excellence to create a greater network of believers.

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

In order to achieve our vision of equity and access for all students we have to come from a place of listening and shifting beliefs. I have found that one of the most difficult beliefs to shift is the belief that all students can learn. Most educators we speak to will tell you that they believe that all students can learn mathematics except… Somehow we have to shift the belief that exceptions exist.

As Regional Director of the Canada Region I would like to reach out to organizations that represent our First People and people affected by disabilities to understand what their experience of access and equity has been like, and how we can advocate to make it better.

Current Employment & Job Duties

I am currently the Mathematics, Science and Technology Consultant for the Eastern Townships School Board in Qu&eactue;bec (Canada). As the consultant, my role is to support the math and science teachers the school board's three regional high schools (7-11) and twenty elementary schools (K-6). The work entails, supporting the teaching, learning and assessment of mathematics through coaching, resources creation, workshops, math labs and other support mechanisms. I have been in the position since August 2010.

Previous Experience

  • Three (3) years teaching middle school science in the private sector.
  • Two (2) years teaching middle and senior school science and mathematics in the public sector.
  • One (1) year as an assessment consultant for a non-profit organization.

Professional Activities

NCSM:

  • Canadian Regional NCSM Leadership Team, Québec
  • Program Committee, 2016 NCSM Annual Conference
  • Conference Proposal Review Committee, 2015, 2016
  • Kay Gilliland Equity Lecture Award Review Committee, 2016

NCTM:

  • Member 2011 - present

Marj Farris

Candidate's Statement

It would be my honor to serve as the Canadian Regional Director for NCSM for the next three years. I believe that this organization is one of the best resources that teachers and teacher leaders have access to. I have been a NSCM provincial leader for the last several years.

I feel my work as president and past president of the Mathematics Council of the Alberta Teachers' Association and the NCTM Affiliates Representation Committee have given me good understanding for the role of Regional Director.

I worked with Alberta Education to give workshops to teachers to help them develop new strategies to improve pedagogy for 6 years. I have also spent the last 5 years working with First Nation schools in Northern Alberta as a math consultant. Starting in October 2016, I have been serving on the Curriculum Redesign Committee for Alberta Education.

Thank you for the opportunity to continue to be of service to students, teachers, math educators and researchers.

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

My work with the First Nation schools in Northern Alberta have given me a good understanding of how to help address inequities in education. In addition to the monetary and structural inequities to address access, we need to change beliefs to motivate equity.

As Canadian Regional Director, I would like to reach out to organizations that represent our First People and people affected by disabilities to understand how we can advocate to make equity and access better for them.

Current Employment & Job Duties

  • Substitute teacher
  • Math consultant

Previous Experience

  • Math Teacher (26 years)
  • Full time math consultant for First Nations (4 years)

Professional Activities

  • President of Mathematics Council of the Alberta Teachers Association (MCATA) 5 years
  • Currently Past President of MCATA
  • Member of NCTM since 1993
  • Member of NCSM since 2004
  • Member of TODOS
  • Member of WME
  • Canadian Representative on the NCTM Affiliates Representative Committee 2014-2017
  • Volunteer at NCSM annual conference 2014-2017
  • Volunteer for WME at the NCTM Annual Conference


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Region includes: Bermuda, Florida, Georgia, Military AA: APO/FPO, Puerto Rico, North Carolina, South Carolina, Virgin Islands, Virginia

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

Tonya Clarke

Candidate's Statement

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

Collaborating with teachers from various backgrounds, who have diverse experiences and knowledge levels will expose teachers to numerous methods that can be refined and applied to support different student groups. I will support NCSM in its vision of motivating equity and access for all students by facilitating opportunities for educators to reflect, collaborate, and share. Teachers will be able to reflect on their understanding of evidence based teaching methods, collaborate to establish the appropriate applications for these methods, and share their experiences with other educators. These learning opportunities will increase access to the methods and programs that work for diverse student groups. I am also willing to facilitate professional development sessions and share my experiences as an educator and a community stakeholder. To remain a useful resource and effective facilitator, I will also commit to remaining aware of issues, trends and developments in mathematics education.

Current Employment & Job Duties

2014-Present, Clayton County District Office, Clayton County, Jonesboro, GA
Coordinator of K-12 Mathematics

  • Provide direction and leadership for the overall administration and coordination of the mathematics program
  • Ensure the effective implementation of the Georgia Standards of Excellence
  • Develop, implement and monitor the mathematics programs within the schools
  • Provide leadership for district-wide initiatives
  • Provide direction and leadership for the overall administration and coordination of mathematics education in support of effective instructional practices
  • Assist in the planning and development of district and school-wide instructional in-service programs for teachers, aides and parent volunteers to assist in raising the level of instructional performance and student achievement in mathematics.
  • Coordinates development of common assessments, field tests and revision processes relating to the mathematics curriculum.
  • Coordinates the selection of instructional materials, supplies, equipment, and textbooks to support the mathematics curriculum
  • Assist in the development of a proposed annual budget relating to curriculum development and the required instructional materials Assist in the implementation of the district's strategic goals.
  • Develop and implement long and short-term strategic plans consistent with the district's vision and mission.
  • Participate as a member of the senior leadership team in the development and implementation of a long-term strategic plan and standard operating procedures across departments and schools.
  • Supervise assigned personnel, aid, conduct performance appraisals, and make recommendations for appropriate employment actions.
  • Coordinate, plan, implement and evaluate the professional development of assigned personnel.

Previous Experience

Instructional Facilitator for Secondary Mathematics

  • Support, train, and mentor instructional staff in content delivery
  • Provide effective leadership and support in standards-based curriculum implementation
  • Support the development of curriculum and assessments
  • Build capacity in the department leaders to effectively guide the direction of the department
  • Supervise and support the organization and facilitation of collaborative planning, data analysis, and instructional implementation
  • Support administration with development and implementation of improvement plan and teacher tiers
  • Provided documentation demonstrating growth plan and progress of teachers
  • Develop and facilitate workshops and training for teachers
  • Teacher Development Specialist for Clayton County Alternative Teacher Preparation Program
  • Supervise, observe, support, and train teachers in the Teacher Alternative Preparation Program (TAPP)
  • Develop, schedule, and facilitate workshops and training for interns
  • Serve as chairperson for the Candidate Support Team of assigned teachers; communicate and coordinate program details and candidate progress with mentor teachers and administrators
  • Provided and organize documentation demonstrating the growth and progress of assigned teachers
  • Complete documentation for submission to PSC for certification

Adjunct Virtual Math Teacher for Georgia Virtual School

Mathematics Teacher and Department Chair

Professional Activities

  • Georgia Council of Supervisors of Mathematics - Secretary
  • Georgia Council of Teachers of Mathematics - member
  • National Council of Supervisors of Mathematics - member
  • National Council of Teachers of Mathematics - member
  • ASCD - member

Awards/Recognitions

  • Georgia Master Teacher
  • NAACP Woman on the Rise Award for Education
  • Walmart Teacher of the Year
  • School Teacher of the Year

Dr. Bernard E. Frost

Candidate's Statement

With over 12 years of teaching experience, conducting professional developments and leading state organizations, I bring a wide range of experience to this position. My strong undergraduate and graduate foundations at Furman University, Converse College, and Walden University has influenced my classroom practices, curriculum building and leadership skills, which are guided by inquiry based learning strategies, integrated units and authentic assessments. A snapshot into my classroom or one of my professional development workshops would reveal richly developed lessons that are based on my students'/teachers' needs but directly tied to College and Career Readiness State Standards where students are engaged hands-on activities that will allow students' thinking to move from concrete to abstract. My commitment to individualized and small group instruction through conferences, cooperative learning activities, and mini lessons speaks volumes on my ability to meet the needs of all students and teachers.

I have developed curriculum guides and lesson plans for grade levels Kindergarten -Algebra 1 and advised 10th through collegiate colleagues locally and regionally on best practices for mathematics instruction, which speaks highly about my ability to interact professionally with my colleagues. My graduate work in Gifted Education has given me the knowledge on how to effectively accommodate students' strengths and weaknesses in regards to using their giftedness and a tool to enhance their complexity to learning. I have a strong understanding of the Common Core State Standards for Mathematics and College and Career Readiness State Standards. In fact, I was selected to serve as my district's Mathematics representative for Common Core training in the district and surrounding school districts, where I host monthly professional development sessions to get educators informed on best practices within Common Core standards. Leading professional development has given me the opportunity to travel around the country as well as a Mathematics Master Practitioner with Carnegie Learning.

I have served as Regional Director of South Carolina Council of Teachers of Mathematics (SCCTM), Vice President-Middle Level of SCCTM and President of South Carolina Leaders of Mathematics Education. In each role, planning and scheduling meetings was evident. Collaboration with members was done through emails and Google-live documents to allow every member to contribute to discussions and monthly focus topics. I have also promoted the organization and increased membership to the organizations by making members aware of the benefits as well as highlighting the organization at various speaking engagements. In additional to leading some meetings, I have also motivated others members to present and share their expertise with others. As a leader, I strongly believe that we work better with we all are contributing and working together with one common vision and goal and that goal is very similar to NCSM.

My passion for education is evident in my willingness to put forth 100% in my curriculum planning, implementation of instruction and investment into my students and teachers. I possess strong organization skills and am able to manage multiple tasks, as well as my time, very well. I am continuously looking for opportunities to develop professionally. An additional position in instructional leadership will allow me to be able to take my strengths beyond the state of South Carolina, while still having a direct and positive impact on students, teachers and other mathematics educators.

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

This past year, I had the honor and privilege to serve as the president of South Carolina Leaders of Mathematics Education. As the president this year, my first priority was to become an affiliate of NCSM. During the process of waiting to become an affiliate, I focused the monthly meetings around the PRIME Leadership framework. The members enjoyed learning about the key principles of teaching and learning, equity, assessment and curriculum. Each month allowed members to reflect on their practices and make sure that we are informing teachers who are under our leadership of the four components and how the components need to exist in our schools if we want all students to experience improved achievement in mathematics. I will continue to support NCSM's vision with teachers in my district as well as teacher leaders who are in the organization at monthly meeting and other speaking engagements that I have throughout the state. My passion for being in education is to ensure that all students have access to quality education. Quality education requires effective mathematics teachers, relevant curriculum and culturally responsive pedagogy, which is the heart of NCSM.

Current Employment & Job Duties

District Mathematics Specialist

  • Analyze State, District and Nationally Normed student assessment results to assess the effectiveness of the curriculum and to plan professional development for district math teachers.
  • Assist in the development, implementation and analysis of district-wide benchmark items and assessments
  • Ensure alignment of the District math curricula to the South Carolina mathematics standards
  • Work directly with principals and faculty of all District schools in order to identify and implement an effective mathematics curriculum addressing South Carolina standards
  • Assist in the development and implementation of district-wide units of study
  • Provide a variety of training to address weaknesses in the curriculum (i.e. summer institutes, staff development workshops, coaching, etc.)
  • Develop and provide a variety of staff development opportunities for individuals, grade-level and department teams, small groups and the staff as a whole within the school and district.
  • Demonstrate model lessons integrating best practices into the mathematics curriculum by coaching and modeling for teachers
  • Collaborate with coordinators of other disciplines and directors of federal programs to provide leadership, support and assistance to all teachers of mathematics

Previous Experience

Middle Level Teacher

  • Grade Level Math Curriculum coordinator (6th)
  • 21st Century Afterschool and Summer Enrichment Program head Math teacher
  • Modify and implement instructional models for students in inclusive settings
  • Design curriculum, facilitate analysis of common assessment and develop intervention strategies for at-risk students
  • Design pacing guide for various levels of Math (6th-8th)
  • Design a Food Curriculum Guide
  • Teach and assist with curriculum selection for the after school program
  • Conduct professional development for school staff
  • Math Textbook Selection committee

Professional Activities

  • National Council of Supervisors of Mathematics
  • National Council of Teachers of Mathematics
  • South Carolina Association of School Administrators
  • Learning Forward Professional Learning Association
  • SC State Math Standards & Assessment Alignment Committee
  • South Carolina State Board of Education Meeting- Public Speaker
  • South Carolina Leaders of Math Educators
  • Math Counts Foundation State Competition Scorer
  • Ben Frost Scholarship Board Member
  • Association for Supervision and Curriculum Development
  • Spartanburg School District 6 Mathematics Common Core Assistant/Trainer
  • Focus: Design curriculum and instructional strategies to assist teachers with understanding common core standards
  • South Carolina Odyssey of the Mind Liaison and Competition Judge
  • Carolina TESOL Association
  • South Carolina Council of Teacher of Mathematics
  • Advisory Board Member: Upstate Region
  • Vice President-Middle Level
  • Spartanburg School District 6 Math Placement Committee
  • Focus: Designing an evaluation tool to help place students in the most appropriate math course
  • Spartanburg School District 6 Leadership Team
  • Focus: Teacher Retention and Mentoring
  • Palmetto State Teachers' Association

South Carolina Middle School Association

Awards/Recognitions

  • National Council of Supervisors of Mathematics State Director-SC
  • National Council of Supervisors of Mathematics Iris Carl Grant Recipient
  • South Carolina Leaders of Mathematics Education- President
  • Dreambox Learning Administrator of the Year
  • South Carolina Leaders of Mathematics Education President-Elect
  • Palmetto State Teacher Association STAR Teacher Participant
  • Fostering Mathematics Mastery with Ipads Grant
  • Donors Choose Grant
  • Carnegie Learning Series Lead by Doing Award Nominee
  • Teacher of the Year, Fairforest Middle School
  • Presidential Award for Excellence of Mathematics and Science Teaching Nominee
  • South Carolina Middle School Association Magic Teacher Award Recipient
  • Award Concept: A Funeral for Remainder
  • The Praxis Series ETS Recognition of Excellence: Outstanding Score on the Principles of Learning and Teaching Grades 5-9
  • SC Odyssey of the Mind Coach, State Champions


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Region includes: Alaska, Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah, Wyoming

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 N. Trakas


Candidate's Statement

Teaching and Learning Mathematics:
I am currently a Teacher on Special Assignment (TOSA) coordinating the mathematics program for 31,000 Kindergarten through 5h grade students in a K-12 school district in Nevada. I am passionate about furthering mathematical understanding and building strong communities of learners for all. Supporting relationship building with mathematics, whether it be toddlers forming initial ideas around number concepts and spatial structuring; elementary students grappling with the most efficient strategy based on the numbers or context of a problem; or even adult learners who are just beginning to connect and understand big mathematical ideas is the foundation of all I do. I am passionate about sharing my love of mathematics with others and connecting their understanding to a larger mathematics picture. I find building excitement around understanding problems and thinking deeply about ways to solve them is one of the most fulfilling experiences. I used to think about the future in terms of what I wanted to be or what I want to do; now I just ask myself what types of problems I want to solve. Ensuring that young children, students and adults have the opportunity to engage in high quality mathematical situations that build understanding and mathematical habits of mind is critical. Everyone should have the opportunity to solve the types of problems they choose, I want to be a part of making that happen.

Mathematics Leadership:
Building and supporting mathematics leaders at all levels of the education system is critical. NCSM is the organization that is leading this charge and offering differing support for the many different types of leaders that exist within the system. Integrating the ideas in PRIME to the framework in It's Time have been instrumental in my work as a K-5 Mathematics Program Coordinator and a mathematics leader. In 2012 building from PRIME, I worked on a Mathematics and Science Partnership grant designed to build a cohort of 80 teacher leaders from five (5) school districts in Nevada. The goal was to build teacher leadership skills and mathematics understandings to better support schools and districts in transitioning to the Nevada Academic Content Standards. Stemming from this original grant, and wanting to ensure scalability and sustainability of the work that was started, the Mathematics Content Leaders Team (MCLT) was created. The focus is to provide continued opportunities to engage in mathematical experiences, reflect, and collaborate; building a team of passionate practitioners, peer coaches and embedded support at their schools, district and state. A secondary goal is to ensure that teacher leaders are supported with leadership tools and strategies as they move between the classroom and teacher leader roles. During the 2016/2017 school year two additional Mathematics and Science Partnership grants were awarded and from these a second MCLT cohort was created.

In addition to building teacher leaders, I also strive to continually support classroom instructional practice. Intrigued by ideas presented at an NCSM annual conference and those in It's Time, I partnered with a classroom teacher to create a professional learning and intercession model called "Intensification Lab". In this setting we work with a cohort of teachers (novice, developing, and master level) while intensifying instruction for a wide-range of students. Through this co-teaching and collaboration model, we are able to embed practitioners in our professional practice. The result is all of us, teachers, leaders and children grow mathematically.

These are just a few examples of how I have used some of the leadership resources that NCSM has provided to build and support mathematics leaders and increase access and equity to deep mathematical learning for student as well.

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

I will continue the work that NCSM has begun by providing resources, information and support to understanding that all students are able to work deeply with mathematical ideas at all educational levels. As a Regional Director, I will ensure that this vision is lived through the work of this position by focusing on equity and access to increase active involvement by all members in the region. Additionally, I would like to expand the network of leaders in the Western Region through actively recruiting, engaging and supporting non-members to understand the power of this professional organization and the resources available to support the vision of motivating equity and access for all students.

Additionally, I will continue to advocate to further NCSM's work around equity and access that may otherwise prevent or limit instructional opportunities. I will do this through sharing information and actively seeking out education opportunities. Through the work of the Western I Regional Director, I will contribute to this vision and ensure support for both NCSM members and NCSM affiliates through advocacy, access, clear communication and support during presentations and the work of the position.

Current Employment & Job Duties

Washoe County School District Washoe County, NV.
K-6 Mathematics Program Coordinator October 2011- Present

Responsible for all aspects of mathematics instruction, professional learning, and curriculum for Kindergarten through 5th grade in Washoe County School District (65,000 students, about 33,000 of those in K-5). This includes work with developing sustainable and scalable professional learning for novice, experienced and teacher leaders; writing and managing grants to enhance quality mathematics instruction for all learners; researching and engaging in professional activities to enhance the mathematics program; as well as, working with students directly through work with schools, classrooms or intersession activities. Additional duties include planning and reviewing professional development, evaluating instructional programs and materials, creating and supporting curricular materials and documents, maintaining a mathematics plan, supporting teachers in all aspects of the mathematics program, building mathematics leadership opportunities; in addition to, supporting the district transition to the Nevada Academic Content Standards. This is a teacher leader position, thus I am a "teacher on special assignment". Washoe County has 64 elementary schools located within a 6,542 square mile area; in addition to, five (5) district charter schools.

University of Nevada, Reno
Adjunct Faculty: Mathematics Foundations (Fall 2017)

Responsible for preparing pre-service teachers to work with young children in the area of mathematics. Course includes content and methods from birth to age 8.

Previous Experience

Responsible for enhancing teacher pedagogical content knowledge and the specialized content needed to teach mathematics as guided by the Nevada State Standards and the Nevada Academic Content Standards. Also responsible for analyzing data, designing programs and curriculum support materials in addition to providing professional development opportunities for teachers, administrators, school staff, and community members in Washoe, Carson, Douglas, Lyon, Churchill, Pershing and Story Counties. Majority of time spent working with adult learners in collaborating, consulting, and coaching modalities centered primarily on mathematics professional learning. This pre-k-6 position served 109 elementary school with over 45,000 students within a 20,803 mi2 area comprised of urban, rural, suburban and frontier schools/districts. Active experience beyond mathematics included work as part of the School Leadership team and School Improvement Team (State) member, Classroom and School Instruction that Works, Stiggins Assessment for Learning Trainer, Depth of Knowledge trainer, and Teach 4 Success observer.

Sierra Nevada College (Nevada)
Adjunct Faculty May 2009-Spring 2016

Responsible for planning, creating, evaluating and teaching a graduate level mathematics and science methods course and later a mathematics methods course for K-8 pre-service teachers. The dual focus of this course is to increase the content knowledge that teachers need to know to teach elementary students in addition to pedagogical practices to increase student understanding and application of knowledge.

Professional Activities

NCSM

  • Nevada State Lead 2012-Present
  • 2017 Program Committee and on-site Program Committee
  • 2017 Annual Conference Presenter
  • Elections committee 2015
  • Attended the 2013 and 2014 NCSM Leadership Conference in Las Vegas and Richmond; in addition to most of the annual conferences over the past 10 years.

NCTM

  • Affiliate Relations Committee (formerly Affiliate Services Committee), Western Region 1 (May 2013-April 2016).
    • Affiliate Leadership Conference Presenter (July 2015)
    • Partnership Chair June 2014- June 2015
  • 2014 Richmond Regional Program Committee (PK-2);
  • 2016 San Francisco Annual, presenter;2013 Las Vegas Regional, presenter
  • 2008 NCTM Reno Regional, Local Arrangements Co-Chair

Northern Nevada Math Council (NNMC)

  • Northern Nevada Mathematics Council NCTM representative June 2008- January 2015.
  • Northern Nevada Mathematics Council President/past-President: 2005-2007;
  • Northern Nevada Mathematics Council Secretary 2002-2005.
  • 2012 Mathematics Conference Organizer (Co-sponsors: Washoe County School District, Nevada Math Council, Northern Nevada Math Council, University of Nevada, Reno).
  • 2015 Presented at California Math Council Conference (North), CMC Member
  • Nevada Math Council Member

Additional Leadership Roles

  • Creating a leadership in mathematics state-wide organization. Nevada Mathematics Education Leadership Council (N-MELC) has a planned affiliation for Fall 2017 or Spring 2018 with NCSM. Coordinated the first event for this group in Las Vegas in 2013 during the NCTM regional conference and am currently coordinating and supporting the leaders who are building this new organization.
  • 2016/2017 Nevada Mathematics and Science Partnership Grant (Grant Director) ($263,000 award)
    • K-3 Developing Mathematical Modeling: Number and Operations
    • Partnership with University of Nevada, Las Vegas (Dr. Jeff Shih, Dr. Travis Olson, Dr. Carryn Warren), Washoe County School District, Northern Nevada Regional Professional Development Program.
    • 90 teachers
  • 2016/2017 Nevada Mathematics and Science Partnership Grant (Grant Director) ($170,000 award)
    • K-12 Developing Mathematical Mindset
    • K-12 teachers and administrators across the State
    • Grant Partners: Travis Olson, Carryn Warren (UNLV)
    • Currently 800 teachers and administrators
  • 2012 MSP Co-director: Assisted in writing and running a Nevada Mathematics and Science Partnership grant to develop mathematics leaders. From this developed a team of district teacher-leaders to continue to develop mathematics content (WCSD Mathematics Content Leaders Team)

Awards/Recognitions

  • 2016 National Learning Hero Award
  • Outstanding Mathematics Educator Award (2005): Northern Nevada Math Council.
  • Washoe County School District:
  • "RAVE" award: February 2015 "Service to Customers"
  • "RAVE" award: September 2014: Communication, Creativity and Innovation, Culture of Respect, Service to Customers, and Collaboration (Curriculum and Instruction and one from Assessment

Samantha Wuttig

Candidate's Statement

There are certain people and events that help shape you and reinvigorate your passion for what you do. In my life, it began with Mary Laycock making yearly pilgrimages to Alaska to share her wisdom and passion for learning mathematics where her enthusiasm for learning was instilled in me. When I first began teaching, NCTM was the first experience with the same passion for teaching mathematics. It was through a regional NCTM meeting that I discovered the power of NCSM when I attended a leadership workshop. At that conference, I worked the NCSM booth and became determined that I would attend an annual NCSM conference. I was able to attend my first NCSM conference when I was awarded the Iris Carl Grant and have been involved since then as a state team leader. NCSM offers opportunities to connect and learn with those who are most passionate about teaching and learning mathematics. Through these connections and opportunities to learn, I feel that I can make a difference in teaching and leading mathematics to impact students and teachers in a meaningful way.

As a Regional Director, I hope to continue to build on the work of the Regional Directors that I have had the opportunity to work with as a state team leader. I would like to continue to find ways to engage educators and leaders to be involved in NCSM. Being from a rural area, it is important to share what NCSM has to offer to teachers and leaders across the Western Region who have not heard of NCSM. As a Regional Director, I hope to create a sense of community where leaders are able to share their thinking and their solutions to the challenges that mathematics leaders face every day. Through this sharing of work, other leaders are able to listen, learn, and build off of the work of others. As a Regional Director, I want to support states in the recruitment of new members to NCSM to help support our future leaders.

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

Equity and access to high levels of mathematics is important to me. In Alaska, we have a wide range of ethnicities and cultures, which includes some of the most diverse schools in the nation as well as the most remote. Every student deserves the opportunity to learn mathematics to high levels no matter where they are from or what they believe. We need to work on acknowledging the disparities that exist and addressing the fears about change that people have. We need to take action on changing beliefs that teachers, principals, parents, and community members have about what mathematics is, who can learn it, and how it is taught. All students should have the opportunity to have high quality math instruction that focuses on thinking and making connections through mathematical discourse and rich mathematical tasks. Through communication and interactions with families and community members, we need to share what effective mathematics teaching looks like and how it makes a difference for all students. Finally, we need to have accountability to make sure that we are ensuring equity and access for all students.

I am willing to support NCSM's vision of equity and access for all students. It begins with discussions with policy members, parents, educators, students, and community members about what the disparities in mathematics education are, why it needs to change, and how it needs to be changed. In my role as Regional Director, I will support the professional learning of educators around equity and access for all students.

Current Employment & Job Duties

I currently work as a math mentor teacher in special education for the Fairbanks North Star Borough School District. In my work with K-12 educators, my goal is to changing math instruction so that all students are challenged to learn mathematics to high levels. A few ways that I reach educators are through professional development and through modeling lessons. These opportunities allow me to research, implement, and communicate effective math strategies to educators who work with special education students.

Previous Experience

I began my work as an educator as a high school math teacher in 1995. At North Pole High School, I taught everything from two year pre-algebra to precalculus to computer programming while coaching swimming. In 2002, I was offered the opportunity to work with teachers new to the profession or our district. During this time, I learned ways to collaborate with teachers from all disciplines to focus on student work. In 2005, when our district adopted new elementary math materials, I worked as math mentor where I supported teachers implementing a new curriculum with new materials. While mentoring, I became interested in leadership and pursued certification to become a principal where I interned at an elementary school. After interning, I became an instructional technology teacher where I helped K-12 teachers integrate technology into their practice. In 2010, the opportunity to return to a focus on math became available as a content coach. In this position, I worked with our curriculum department to help our K-12 teachers shift to new standards in mathematics through professional development and mentoring.

Professional Activities

  • National Council of Supervisors of Mathematics - 2011 to present
  • National Council of Teachers of Mathematics - 1993 to present
  • Alaska Council of Teachers of Mathematics - 2000 to present
  • TODOS: Mathematics for ALL - 2016 to present

Awards/Recognitions

  • Iris Carl Awardee, 2012
  • Alaska State Leader for NCSM, 2012 to present
  • President, Alaska Council of Teachers of Mathematics,
  • PAEMST, 2002
  • National Academy for Science and Mathematics Educational Leadership, WestEd, Cohort 6, 2005-2007


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