The newly elected positions for the 2020 NCSM Election are: President Elect, Second Vice President and Regional Directors for C2, E2, and W2

Look for details in the spring NCSM Newsletter. New Board members will be inducted at the NCSM Annual Meeting in Chicago, IL, March 30 - April 1, 2020.

Read the candidate statements of our newly elected board members.

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

Paul Gray

Email:

Current Employment & Job Duties

Chief Curriculum Officer, Cosenza & Associates, LLC
Cosenza & Associates, LLC, is an education consulting and publishing firm based in Dallas, Texas. As the Chief Curriculum Officer, I oversee the production and maintenance of print and digital curriculum resources for K-12 mathematics. We focus primarily on Texas and develop materials for the Texas Essential Knowledge and Skills. I also lead a team of consultants that provides professional learning for teachers in Texas and across the United States. Our workshops and services focus on using research-affirmed, inquiry-based instruction and other instructional strategies in order to improve student learning and increase student achievement.

Previous Experience:

  • The University of Texas at Austin, Institute for Public School Initiatives
  • 2012-2015, Project Manager, developing online course materials
  • Pearland Independent School District, Pearland, Texas
  • 2009-2011, Director of Mathematics and Science, leading a team of grade-band specialists
  • Region 4 Education Service Center, Houston, Texas
  • 2003-2008, High School Mathematics Specialist, developing and facilitating professional development and authoring instructional materials for use across the state of Texas
  • Aldine Independent School District, Houston, Texas
  • 1997-2003, Mathematics Teacher at Eisenhower Senior High School, teaching Geometry, Mathematical Models with Applications, and Algebra 2, serving as Geometry team leader
  • Chickasha Public Schools, Chickasha, Oklahoma
  • 1995-1997, Science and Mathematics Teacher at Chickasha Junior High School, teaching 8th and 9th grade mathematics and science

Current and past professional activities:

Member of the Following Associations

  • NCSM: Leadership in Mathematics Education
  • National Council of Teachers of Mathematics (NCTM)
  • Benjamin Banneker Association
  • TODOS: Mathematics for ALL
  • Texas Council of Teachers of Mathematics (TCTM)
  • Texas Association of Supervisors of Mathematics (TASM)
  • Association for Supervision and Curriculum Development (ASCD)
  • Georgia Council of Teachers of Mathematics (GCTM)
  • Oklahoma Council of Teachers of Mathematics (OCTM)
  • Arkansas Council of Teachers of Mathematics (ACTM)

Board of Directors/Leadership Experience

NCSM: Leadership in Mathematics Education

  • NCTM Representative (2019-2020)
  • Editor, NCSM Essential Actions: Framework for Leadership in Mathematics Education
  • Southern 2 Regional Director (2016-2019)
  • Lead Regional Director (2018-2019)
  • NCSM Bold Leadership Summit (St. Louis, 2020) Committee
  • NCSM 2016 Program Committee Reviewer
  • NCSM 2015 Program Committee Reviewer and Onsite Program Committee

National Council of Teachers of Mathematics

  • National Council of Teachers of Mathematics 2014 Regional Conference (Houston) - Volunteer Chair
  • National Council of Teachers of Mathematics 2007 Regional Conference (Houston) - Local Arrangements Committee, Volunteers Coordinator

Texas Council of Teachers of Mathematics

  • Government Relations Representative (2017-2020)
  • CAMT Board Representative (2008-2020)
  • President (2008-2010)
  • Southeast Regional Director (2005-2007)

Conference for the Advancement of Mathematics Teaching (CAMT) Board of Directors

  • President (2010-2014)
  • Member (2008-2020)
  • Volunteers Chair (2006-2007)

Texas Association of Supervisors of Mathematics

  • Secretary (2011-2015)

Association of Mathematics Teacher Educators - Texas Section

  • Vice President for Advocacy (2019-2020)

Awards/Recognitions

  • Texas Council of Teachers of Mathematics Leadership Award, Texas Council of Teachers of Mathematics, 2012
  • Eisenhower High School Teacher of the Year Finalist, Aldine Independent School District, 2003
  • Phi Delta Kappa Outstanding Student Paper, University of Houston, 2002
  • Anti-Defamation League Teacher Excellence Award Finalist, 2001

Selected Publications

  • Gray, P., Weilmuenster, J., & Hylemon, J. (2017). Algebraic Reasoning. Dallas: Cosenza & Associates, LLC.
  • Kelley, M., Reid, D. J., Gray, P. D., & Craig, C. (2014). The political dimension of a teacher researcher group. In M. L. Buffington & S. W. McKay (Eds.), Practice theory: Seeing the power of art teacher researchers. Reston, VA: National Art Education Association.
  • Curtis, G., Reid, D., Craig, C., Gray, P., Kelley, M., Martindell, T., & Glamser, M. (2012). Braided journeys:. A self-study of sustained teacher collaboration. In J . Young, L. Erickson, & S. Pinnegar (Eds.), The ninth international conference on self-study of teacher education practices. Provo, UT: Brigham Young University.
  • Knowlton, T., & Gray, P. (2012). Mathematics for Financial Literacy. Tinley Park, IL: Goodheart-Willcox Publisher.
  • Kelley, M., Gray, P. Reid, D., & Craig, C. (2010). Within K-12 schools for school reform: What does it take? In N. Lyons (Ed.) Handbook of reflection and reflective practice: Mapping a way of knowing for professional reflective inquiry (pp. 273-298). New York: Springer.
  • Cosenza, G., Gray, P., & Horn, J. (2006). Modeling with Mathematics: A Bridge to Algebra 2. Cambridge, MA: Bedford, Freeman, & Worth.

Candidate's Statement

NCSM: Leadership in Mathematics Education truly is the premiere mathematics education leadership organization in the world. In our first 51 years, we have accomplished much. However, much work remains. While research and better practices tell us quite a bit about effective mathematics instruction, we have struggled to deliver on those promises to all of our students. We must maintain a laser-like focus on equity regarding race and ethnicity, gender, geography, socio-economic status, learning ability, language ability, among many characteristics and lived experiences. I want to lead NCSM as we focus on taking action about equity and access in order to provide learning opportunities for all of our students in Canada, the United States, and beyond.

Being President of NCSM affords a unique opportunity to influence not just NCSM but mathematics education leadership as a field. As President, I would like to ensure that we include a diversity of perspectives in all NCSM offerings, including conferences, professional learning, and publications, so that we may model ways to take action about equity for others who work in mathematics education.

I also feel that as an organization, we need to more deeply engage the next generation of mathematics leaders, bringing in younger, digitally-savvy leaders and emerging leaders. Much of their learning is occurring in collaboration through social media and other in-person and digital forums. They have a depth of experience that would enrich NCSM and its membership. I would like to lead NCSM as we whole-heartedly embrace multiple media, including face-to-face learning, social media, print resources, and online artifacts, to involve all types of mathematics leaders. It is important to honor our roots, the giants on whose shoulders we stand, as we move forward, more fully incorporating the digital world so that we may pass on the lessons we've learned from their wisdom to the next generation of leaders. It would be my privilege to lead my colleagues in that effort.

I believe in the power of collaborative leadership. The NCSM Board of Directors is a coalition of elected and appointed leaders with a unique depth of expertise and experience. Our best work emerges when the Board is empowered to draw from that well of expertise and leverage it to the benefit of our members. As President, I want to facilitate that empowerment so that we can renew our commitment, supported by action, to equity.

Previous Experience

I have been a leader in mathematics education for many years now, including as a teacher leader, regional leader, district mathematics supervisor, instructional coach, and leader in professional organizations at the state and national levels. These different layers of leadership have allowed me to experience first-hand the needs for leaders in a variety of roles that compose our NCSM membership.

As a classroom teacher and emerging leader, I shared ideas at team and department meetings, led the content team on my campus, and learned how to facilitate professional learning among my colleagues in the school district. I have served as a director of mathematics and science for a school district, working with specialists and principals in order to implement high-quality instructional experiences for our students and powerful learning opportunities for our teachers. At the regional level, I had the opportunity to lead professional learning for teachers in school districts across Texas and participate in the development and deployment of statewide professional learning initiatives. Having lived these different experiences, I believe that I will be able to help my colleagues from a variety of leadership roles identify the NCSM resources that will help them in their own work contexts. These experiences have prepared me to be better able to listen and learn more about new tools and resources that mathematics education leaders need in order to be more successful in their own work.

I have been privileged with the ability to serve my colleagues in professional organizations, both in Texas and at the national level. In Texas, I have served on the Board of Directors for the Conference for the Advancement of Mathematics Teaching (CAMT), which produces the one of the largest mathematics education conferences in North America. During my tenure on the board, we have modernized the depth of technology that is used to facilitate teacher learning experiences, creating a platform in which nationally and internationally recognized experts share their knowledge with classroom teachers from Texas and nearby states. This experience helps position me to be able to work with NCSM leadership to make our world-class event, the NCSM Annual Meeting, even stronger.

As the Southern 2 Regional Director for NCSM from 2016-2019, I was able to learn more about how different states do things. I served mathematics education leaders in seven states and was fortunate enough to learn alongside many of them. I learned about amazing efforts that are going on in each of those states to harness the strength, talents, and vision of professional educators to the benefit of their students. NCSM has professional learning modules and print resources that can help take this work to the next level. We can build on the experiences of leaders in all provinces and states, weaving them into new NCSM resources that share the lessons learned with leaders across the continent.

Plan to support the NCSM Mission and Vision

To me, the NCSM Mission and Vision are all about ensuring that every mathematics leader has the knowledge and tools necessary for each and every teacher to be successful with every single one of her or his students. This ambitious vision requires bold leadership with an intense focus on equity for all stakeholders in mathematics education.

Jean Clandinin and Michael Connelly (Narrative Inquiry: Experience and Story in Qualitative Research, 2000) describe a grand narrative in education as a dominant story or way of knowing that has become so engrained in the way that we do things that few people question it. For mathematics education, part of that grand narrative includes high-quality mathematics learning for some, but not all, students, or an emphasis on rote skills proficiency at the expense of a depth of understanding. We must engage in bold leadership - actions that require us to take risks - in order to counter the grand narrative of mathematics and mathematics education. As an organization, it is up to us to create safer spaces for mathematics education leaders to take those risks.

NCSM has several vehicles through which to encourage our members to cultivate their own bold leadership. We have an Annual Meeting and a variety of year-round professional learning opportunities. As President, I will work hard to ensure that multiple perspectives and lived experiences are represented at these events. We must bring voices from outside the grand narrative of mathematics education in order to enrich and deepen what we know about leading mathematics education programs. Culturally diverse perspectives, including African-American, Hispanic, Asian, and Indigenous experiences, must be an integral part of our professional learning experiences. Gender perspectives are essential. Rural, urban, and suburban perspectives paint a broader picture of leadership and learning experiences.

In order for NCSM to grow and thrive as an organization, we must seek out ways to engage emerging leaders and provide them with necessary support for their own learning. That requires us to think outside the traditional boundaries of a professional organization and boldly engage with each other using new technologies, social media, and other digital platforms. Technology has great potential to bring ideas from new experts toward new audiences as it broadens the platform from which mathematics leaders may speak. Not only does this bring more representative views into national and international conversations but it also makes NCSM more relevant to more people and helps NCSM grow as an organization and better serve a more diverse membership.

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

Sharon Rendon

Email:

Current Employment & Job Duties

In my current position as the Director of Professional Learning for CPM Educational Program (2018 - present), I am responsible for overseeing the professional learning provided by CPM. I coordinate the structures that support the vision of providing learning opportunities for teachers and ensure the various components of professional learning are connected. I have a team of over 200 teacher leaders, regional coordinators and coaches that provide workshops, support visits and coaching to teachers across the United States. My department also coordinates and hosts an annual conference for over 400 teachers in the San Francisco area each February.

Prior to my role as the director, I served as the Coaching Coordinator where I designed and implemented a coaching program for CPM. The coaching cadre currently has 40 coaches that work with teachers to provide job embedded learning. I was able to work as a coach myself providing professional learning for teachers through classroom visits and collaboration.

My early career started as a middle school and high school math teacher. After graduating, I taught both middle school and high school math in Arizona, middle school math and science overseas for the Department of Defense, and high school math in South Dakota. After 17 years in the classroom fulltime, I became a math coach and the secondary math coordinator for the district in which I was teaching.

Current and past professional activities:

Member of the following associations/organizations:

  • NCSM (2008-present)
  • ASCD: Association for Supervision and Curriculum Development (2010-present)
  • Learning Forward (2010-present)
  • National Council of Mathematics Teachers (2002-present)
  • SD Council of Teachers of Mathematics
  • TODOS (2010 - present)

Central 2 Regional Director (2017-present)

  • NCSM: Math Ed Leadership Organization

Membership & Marketing Chairperson (2013-2017)

  • NCSM: Math Ed Leadership Organization

South Dakota Team Leader (2010-2017)

  • NCSM: Math Ed Leadership Organization

SD/ND/Iowa/Montana CCSSO Common Core Transition Committee (2010)

District Committee Chairperson (2019-present)

  • Black Hills Area Council, Rapid City, South Dakota

Candidate's Statement

"Ultimately there are two kinds of schools: learning enriched schools and learning impoverished schools. I have yet to see a school where the learning curves…of the adults were steep upward and those of the students were not. Teachers and students go hand and hand as learners…or they don't go at all," quoted from Learning by heart by Roland Barth.

This quote has become the motto for my professional work and the vision that inspires me as I work with teachers, coaches and colleagues. The word school can be replaced with organization to encompass my vision of how this quote applies to my work. One component that I value most about my involvement with NCSM is the organization's commitment to learning and thinking deeply about how we can become more effective in achieving our mission of equipping and empowering leaders in math education.

As a professional development specialist, the NCSM community of leaders has inspired me to expand the strategies I use to support both teachers and leaders. When I first joined NCSM, I was a new math coach looking for strategies in order to increase my capacity of working with teachers in that role. The relationships I formed through this organization provided me new learning, strategies, and encouragement as I began my leadership journey. Since then, I have expanded my knowledge about the many different roles of leaders. My work as a part of the author team for the NCSM Essential Actions: Leadership in Mathematics Education book required me to think about building administrators and the key role they play in our community.

Since NCSM has research-based knowledge, I want to continue providing a strategic plan for supporting leaders at all levels to impact mathematics teaching and learning that reaches each and every learner. NCSM is a conduit for engaging individual members, groups, affiliates, and other professional organizations to examine needs and support collaboration.

One of the many strengths of this organization is its commitment to collaboration and collegial relationships. I will strive to maximize these relationships as 2nd Vice President at the annual conference, as well as throughout the year.

NCSM is key player in the future of leadership in mathematics education. As the premier leadership organization, I am honored to be a candidate for 2nd Vice-President for NCSM in order to continue strengthening this community of leaders.

Previous Experience

I have a strong foundation of leadership experience both within NCSM and my professional life. For the past three years, I have served on the NCSM board as the regional director for Central 2. I have been privileged to connect with members throughout my region. Together we will host two NCSM learning events over the next year as a result of my team's leadership. It has been a privilege to collaborate with and learn from outstanding leaders in this region.

Prior to this position, I served on the board as the membership and marketing chairperson. I was responsible for maintaining membership benefits and working with the board to increase efforts to market NCSM as an organization.

I have also been active in my local area and at the state level. I am a member of the South Dakota Council of math teachers. I have served as a member of the conference committee and been honored to be the lead speaker at the summer symposium. I have also served on various standards committees with the South Dakota state department of education.

Plan to support the NCSM Mission and Vision

I have a strong understanding of NCSM's purpose and mission. I am excited about the future possibilities for involving and supporting leaders to take bold and brave steps in mathematics education to ensure that every student experiences meaningful and relevant mathematics. This is a personal passion as I am responsible for providing professional development that provides supports to teachers on how to create learning experiences that are rigorous for all students.

As NCSM 2nd Vice President, I will commit to continued support of diversity and equity. NCSM is in a prime position to provide resources to a variety of leaders in different environments to equip them in developing vision and supporting instruction, which will impact students learning of mathematics. I will continue focusing on this organization's work to support leaders as they create and sustain equitable learning experiences for all students.

Region includes: Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota, Wisconsin

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

Astrid Fossum

Email:

Current Employment & Job Duties

Senior Mathematics Specialist, Student Achievement Partners (SAP)

At SAP, Astrid is primarily responsible for providing mathematics content expertise across assessment, instructional practice, and instructional materials. She works to strategically develop capacity of partners' organizations, states, and districts in building and implementing standards-aligned comprehensive systems in mathematics.

  • Lead and/or support development of training materials, conduct training, and provide advisory support to states and other partners on alignment of their products and services
  • Lead and/or participate in review of instructional and assessment programs and materials, including but not limited to review of comprehensive and supplementary curricular programs, assessment items, tasks, test blueprints, etc. and classroom walkthroughs/observations and onsite data analysis/gathering
  • Write comprehensive, clear, and professional client-facing summary reports with results from alignment analysis and review and recommendations for improvement
  • Establish and maintain relationships with partner organizations/publishers/vendors/ districts/clients, manage communication with the client and all stakeholders
  • Establish and maintain relationships with mathematics experts in the field
  • Support SAP in developing concrete steps to increase equity in mathematics, including leading SAP's Equity Working Group, and leading small group (internal) discussions using the Courageous Conversations model
  • Recruit and support (e.g., provide professional learning, train teacher consultants, support the elevation of teacher voice through matching educators with opportunities) members of Student Achievement Partners' Core Advocate Network of 12k+ educators

Current and past professional activities:

  • 2018 NCSM Program Review Committee
  • NCSM Annual Conference Speaker, multiple times since 2008
  • NCTM Annual Conference Speaker, multiple times since 2010
  • Wisconsin Math Council (WMC), 2008-2015 Board Member, Executive Board Member, Newsletter Editor
  • WMC Annual Conference Speaker, multiple times since 2006

Publications:

  • Spring 2010 -- A Connection to Consider, Wisconsin Teacher of Mathematics
  • November 2017-January 2019 -- Author of three articles within the Math Interventions series on Aligned. One of the articles, "Designing Shifts-Aligned Interventions in the Math Classroom" is the second most popular article in the lifetime of the Aligned blog, and has been accessed nearly 63,000 times (as of 6.6.19)
  • May 2019 -- Integrating Social, Emotional and Academic Development: An Action Guide for School Leadership Teams - Co-author

Candidate's Statement

I am honored to receive a nomination to serve as Central 2 Regional Director for NCSM. I have worked in education for more than 23 years, playing a variety of roles, all of which have given me a unique perspective on how the education ecosystem functions and evolves. I have had the pleasure of working in three unique Central Region districts. First as a teacher in Northfield, Minnesota, and Volga, South Dakota and then in Milwaukee, Wisconsin where I taught, coached, and worked in district mathematics administration. Milwaukee is where I call home. I have also served as an adjunct professor at University of Wisconsin-Milwaukee and Marquette University preparing pre- and post- service teachers and principals.

I currently work as a Senior Mathematics Specialist at Student Achievement Partners, a non-profit organization dedicated to improving student achievement. The central priority of SAP is to impact outcomes for K-12 students nationally, with a particular focus on accelerating academic progress for students who face barriers of racism or poverty. My work at SAP focuses on increasing the availability of high-quality instructional resources, increasing awareness and selection of those resources; and building the capacity of educators to align instruction for all students to college- and career- ready standards. My day-to-day work supports individual classroom teachers and coaches, through direct work with districts and states to provide students with the rigorous academic experiences they deserve.

I believe my career in education would be an asset to the board as I have served in multiple capacities and have worked with a wide range of educators across my state, the region and the nation. Furthermore, I am committed to and have a passion for equity in mathematics and hold a strong belief in pursuing instruction that reduces bias and increases access. At SAP I channel that passion by leading the Equity Work Group and I am strongly committed to NCSM's Strategic Initiative: Equity and Access In Action.

Though my role has changed over the past few decades and my perspective broadened on math education broadened, one thing has remained a constant: my connection to professional math organizations, especially NSCM. Being a member of NCSM has provided me a network of colleagues in the region and throughout the nation to connect with on new ideas and best practices in mathematics education. NCSM publications are relevant and informative, contributing evidence and research-based best practices to the field of mathematics teaching and learning, and are my first go-to when I want ideas and am making connections in my work. Serving in the Regional Director role would allow me to contribute to the continued growth of NCSM, positively contributing to the discussion, publications, and events that I have benefited from in the past.

Previous Experience

I come to this nomination with a varied scope of roles within education and I believe these roles will allow me to bring valuable insight to the NCSM Board. As a classroom teacher, I taught in three Central 2 states, Minnesota, South Dakota and Wisconsin. One might assume these were all pretty similar experiences but, in fact, they were vastly different from one another.

It was one of my first teaching jobs that taught me the role seasonal farming played in the stability of a school system, and more importantly, in the academic stability of my students who would frequently miss school with no notice as their families moved to the next job.

In Milwaukee Public Schools, I was met with the challenges of racism and poverty and what that meant not only in my classroom as a teacher, but also later as a coach and Math Curriculum Specialist for the district. From implementing new programs, to creating common assessments, to leading professional learning, supervising and leading K-12 mathematics was hands-down the most challenging and rewarding position I've ever held. I would bring my large district experience and lens to the Board, contributing valuable insight into what it take to support coherent, content-focused instructional systems that reflect the latest research on what works for raising student achievement.

Serving on the Wisconsin Mathematics Council has prepared me to be a contributing member in a collaborative leadership and decision-making entity.. I understand the trust NCSM members would place in me to contribute to the mission and vision of NCSM as the leading mathematics leadership organization. This is not a role that I would enter into lightly and would work to uphold the support to all stakeholders as well as the guarantee for all students to engage in equitable, high-quality mathematical experiences. The professional experiences I have gathered throughout my career will inform my actions in Board discussions and have become part of my advocacy for historically underserved students. I welcome the opportunity to serve in this capacity.

Plan to support the NCSM Mission and Vision

I remember the first NCSM conference that I attended. Steve Leinwand stood before the group at a luncheon and asked us to rise by years of experience. I was one of the first to stand up-a passionate, excited, but also uncertain educational leader, anxious to grow and improve the way I served teachers and students. He charged those of us who stood early to continue our journey with NCSM. He charged those who stood later to support someone already standing. I felt instantly supported, confident that I wasn't going to have to do this alone. I had the physical proof standing beside me in that room!

NCSM is a leadership organization that has the ability to support educational leaders in incredibly ways. Whether it's elevating the voices of educators and their insights, helping navigate new terrain in best practices and standards, providing guidance to teachers looking to improve their instruction, NCSM is a strong leader. It is an organization well-positioned to create change, which is why I became an educator in the first place. As we think about what needs to happen so that we truly support all of our learners, and ensure every student has access to rich math experiences, I know NCSM will be courageously in the center of the discussion-holding firm on what matters academically for students and demanding improvements in how that academic content is delivered.

I believe I am ready to contribute to this work in a deeper way though this role and believe I can contribute valuable expertise, but more importantly, aligned passion, to NCSM's mission to grow and improve math instruction.

Region includes: Delaware, District of Columbia, Maryland, New Jersey, Pennsylvania, West 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

John SanGiovanni

Email:

Current Employment & Job Duties

  • Coordinator of Elementary Mathematics (Howard County Public School System): Lead curriculum and assessment development, provide professional learning, and supervise elementary mathematics coaches for 42 elementary schools.
  • Coordinator of Elementary Mathematics Instructional Leadership Program (McDaniel College): manage instructional leadership program, recruit and develop new mathematics leaders.
  • Author (Corwin, Heinemann, McGraw-Hill): write books and textbook series to promote high-quality mathematics for each and every student.
  • Consultant (independent): provide content, pedagogical, and leadership professional learning for districts and organizations throughout the United States.

Current and past professional activities:

  • President, Maryland Council of Supervisors of Mathematics (2017 - present, term ending soon).
  • Board of Directors, National Council of Teachers of Mathematics (2015 - 2018)
  • Board of Directors, Maryland Council of Teachers of Mathematics (2011 - 2014)
  • Regional Conference Chair, National Council of Teachers of Mathematics (2011)
  • Conference Volunteer, National Council of Supervisors (most every year)

Candidate's Statement

Advances in mathematics teaching and learning are not realized without effective mathematics leadership. The National Council of Supervisors of Mathematics is an essential voice and advocate for mathematics leaders. The Council has provided me with opportunities for learning and community that have enabled me to help each and every one of our mathematics students, teachers, coaches, and administrators. I am interested in being a Regional Director so that I can participate at a high-level within the organization, help the organization find and grow new leaders/members, help the Council strengthen its position to connect and support current members, and most importantly give back to the organization that has helped me so very much.

Previous Experience

I have been blessed with opportunities to contribute and lead various professional organizations in my career. Each opportunity has taught me something about being a leader. As a Board member for the Maryland Council of Teachers of Mathematics, I first learned about being an advocate. I learned about growing new members. I learned the value of participating and giving many hours to my professional organization. As a program chair for state and national (NCTM) conferences, I learned how to help an organization improve efficiencies, develop new strategies, and to develop inclusive relationships of all sorts so that we could "get the job done." As a Board member for the National Council of Teachers of Mathematics, I learned much more than I can write about in these few lines. The lessons that resonate most loudly are those that taught me about making hard decisions for the betterment of an organization. There were lessons about building and maintaining relationships. There were lessons about the need for frequent, full, and transparent communication. There were lessons about teamwork, rallying support, and making proactive strategic decisions. I also add that I learned the value of building bridges among and across a variety of mathematics groups, people, and organizations. As noted, these are just a few thoughts about how these experiences have shaped me as a leader. I believe that what I have learned positions me to be a highly-effective and highly-involved Board member. Yet, I also believe there are more lessons to be learned and that I can experience them as a Board member for the National Council of Supervisors of Mathematics.

Plan to support the NCSM Mission and Vision

A premiere mathematics education leadership organization is only as strong as each and every one of its members. It must be engaged, responsive, and connected. I recognize that in NCSM. I believe that I can help the Council strengthen its position of leadership and advocacy while helping to move it forward. My experiences have enabled me learn how to galvanize community. I have learned how to develop new leaders. I have learned how to develop new resources and different pathways so that more can and want to be involved in the organization. During my term, I plan to work with other leaders to continue to grow the organization. I hope to increase membership so that we are better positioned to advocate equity and high-quality teaching of mathematics. I hope that we can support current and new members in new, meaningful ways so that they are able to lead their programs, districts, institutions, schools, or organizations. I also hope that we can help those leaders grow new leaders in their smaller communities that can in turn contribute to our larger leadership community. To do some of this, I plan to participate actively and fully. I plan to collaborate with other NCSM Board members to continue to improve current offerings including journals and conferences. I think there are opportunities to better support district leaders with tools that help them collaborate and advocate with their Boards of Education, administrators, families, and communities. I think there are opportunities to better support institutions that develop mathematics leaders. I think there are opportunities to provide support to mathematics leaders who work as coaches, team leaders, department chairs, and so on. But there are needs and emerging issues that are priorities for members that aren't on my radar. Because of this, I also look forward to collaborating with Board members and the community at large to determine those needs and possibilities for meeting them.

Region includes: California, Far West: American Samoa, Federated States (Guam, Marshall Islands, Micronesia, Northern Mariana Island, Palau Islands), Hawaii, Military AP: AFO/FPO, Oregon, Washington

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

Rosa Serratore

Email:

Current Employment & Job Duties

PreK-12 District Mathematics Coordinator for Santa Monica-Malibu Unified

Professional Activities

  • CA Mathematics Council Southern Section President and past Secretary
  • Los Angeles County Region XI Leader (efforts with fellow area college and county
  • office leaders)
  • Member of CA Partnership in Mathematics and Science Education, CAPMSE (efforts in collaboration with CA Dept of Ed and other leading state organizations)
  • Part of the CA Mathematics Framework writing team in 2013

Candidate's Statement

Having been involved in the Executive Board of the Southern Section of the California Mathematics Council, CMC-S, for the past eight years, I have had the pleasure in supporting and networking in the southern California area around excellence in instruction and learning for all our students. My current Pre-K-12 mathematics coordinator role gives me a district level perspective for excellence in leadership. It would be an honor to be able to expand what I have learned locally to support our larger region and in so doing, affect leadership in instruction and achievement for a larger number of educators and their students nationally.

Previous Experience

As an active member of CMC-S's executive board, I have supported our eight local affiliates within our southern sections, similar to the duties of a NCSM regional director. I've planned board meetings around sharing of ideas to engage CMC members and affiliates. As a council, we have planned leadership conferences to support affiliate leaders and build the organization's capacity, and we've also provided leadership strands within our larger annual conferences. CMC-South proudly plans and puts on an annual conference in Palm Springs for ~3500 mathematics educators because we are committed "to providing professional activities that will ensure continual improvement towards excellence in the teaching of mathematics".

Plan to support the NCSM Mission and Vision

Since NCSM's mission and vision has much that mirrors CMC-South's belief "that all students have the capacity to become mathematically competent and confident when provided a rigorous and challenging mathematical program supported by high expectations", and both match my beliefs, it would not be difficult to uphold NCSM's Mission and Vision. As President of CMC-S, it has been my goal to highlight and emphasize our mission and commitment to equity and diversity. To that end, I've supported, facilitated, and nurtured our Re-Envisioning Mathematics Instruction and our Equity-Access-Empowerment committees. Much of mine and CMC-S's work under my leadership has been anchored around NCSM-TODOS position paper on teaching mathematics with a social justice lens along with our participation in the national call to collective awareness and action around topics and issues related to equity and social justice in mathematics. My district work also centers around doing the same across content areas and with regards to culturally relevant practices. I would support this work and vision throughout Western Region 2. And, since my contribution to our State CA Mathematics Council has been to support its communication and advocacy methods including social media and write ups, this too would be part of my support of our Western Region 2 Leaders.

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