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Election Candidates 2024

The open positions for the 2024 NCSM Election are: President-Elect, 2nd Vice President, and Regional Directors for Western 1, Southern 1, and Canada. 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.

Voting ends on March 15th!

Directions for Voting

 

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

Brian Buckhalter

Brian Buckhalter

Brian Buckhalter

Current Employment & Job Duties

Mathematics Consultant and CoachBuck Wild About Math, LLC and Solution Tree

Current job duties include:

  • Contacting clients for scheduling of mathematics support
  • Planning and facilitating professional development
  • Analyzing various level of student data
  • Modeling, co-teaching, and observing mathematics instruction
  • Researching effective teaching practices and strategies
  • Analyzing feedback from session evaluations

Previous Experience

  • NCSM past Awards Chair (2021-2023)
  • NCSM past Journal Editor (2019-2021)
  • NCSM past assistant journal editor (2018-2019)
  • District Mathematics Coach (2013-2019)
  • Graduate Research Fellow- Center for Mathematics and Science Education (2013-2019)

Current and Past Professional Activities

  • NCSM current Professional Learning Director
  • NCSM Fellows Program- leader
  • NCTM member
  • MSMSN (MS Mathematics Specialist Network) current President & Founding member
  • Buck Wild About Math, LLC- Founder and lead consultant

Awards/Recognitions:

  • Griffin Family IMPACT Award- 2019
  • NCSM Spotlight Member- 2018
  • Graduate Student of the Month, University of Mississippi- 2013

Candidate's Statement

In initially joining the NCSM Board of Directors in 2018, I was unsure of what I could contribute to the organization at the forefront of supporting teachers and leaders in Mathematics education. Since that time, I have come to learn several things about myself and the organization:

  1. Every member of NCSM, including the Board of Directors brings a valued background of experience and expertise that is necessary in acknowledging the diversity of the learners- leaders and students- that our impact influences.
  2. The collective influence of our membership sets the precedent, not only for our organization, but for other organizations of influence in establishing and sustaining the practices necessary for supporting long-term organizational growth of its membership.
  3. It is important that our membership sees itself reflected in the Board of Directors to encourage the growth of and advocacy for the future leaders of our organization.

The policies, practices, and positions established and supported through NCSM require bold leadership that is both aware of the current landscape of Mathematics education and willing to see the vision of NCSM manifest in every level of Mathematics education. I am willing to not only acknowledge the many voices that contribute to sustaining NCSM as the premiere leadership in Mathematics Education, but to advocate for those voices often unheard. I recognize that leadership is not defined by acts of dictatorship, but by acts of servitude in supporting both the well being of the collective organization and its individual members.

How will you support the NCSM Mission and Vision during your term?

I look forward to ensuring that NCSM represents the communities of the leaders and learners supported through the organization. By ensuring that all leaders within the organization feel a sense of belonging through valuing personal interactions, providing continued opportunities for growth tailored to the needs of the membership, exploring new avenues for connecting and supporting members from traditionally underrepresented populations, and ensuring that the resources needed to support local levels of learning are accessible to all members. As a minority in the world of Mathematics leadership, I never thought that I would be afforded the opportunity to serve as in this capacity NCSM. Yet, when I reflect on my first interaction with the organization, I realize that it was someone who looked like me that welcomed me into NCSM. Now, six years later, I welcome the responsibility of ensuring the door to NCSM remains open for all leaders, and all are welcomed and valued.

Eric Milou

Eric Milou

Eric Milou

Current Employment & Job Duties

Professor of Mathematics
Rowan University (1997- )

I teach undergraduate and graduate courses in mathematics and mathematics education.

Previous Experience

  • Math Teacher (1994-1997), Pennsylvania Institute of Technology

Current and past professional activities

  • Activities in NCTM: Co-author: Catalyzing Change in the Middle School (2020), Member: Conference Program Development Advisory Group (2012–15), Member: High School Sense Making Media Cluster Editorial Panel (2012–14), Chairperson: Professional Development Services Committee (2009–10), Member: Professional Development Task Force (2008–09), Chairperson: Annual Meeting Program, Atlanta (2007), Chairperson: Regional Meeting Program, Somerset, NJ (2001), Member: Program Committee Annual Meeting, Philadelphia (2004)
  • Activities in NCSM: Regional director, Eastern 2 Region (2012–14), Speaker at NCSM Annual meeting (2010-2021), Founding Executive Director (2016-current), NJ Association of Supervisors and Leaders (NJAMSL), NCSM affiliate.
  • Other Activities: TODOS: Conference program co-chair (2020), AMTE: Chairperson, Membership Committee (2012), AMTNJ: President (2005–06).

Awards/Recognitions:

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

Candidate's Statement

I believe that NCSM is the premiere mathematics education leadership organization. However, to maintain this role, NCSM must continue to expand its many successful and important focuses and identify its membership needs more than ever. The landscape of mathematics education faces many great challenges. We must:

  • be willing to talk openly about access to high quality instruction for all students and locate and scale up best practices that address both opportunity gaps and differential achievement;
  • be willing to dismantle tracking, an insidious practice, that places students into different tracks based on a variety of nonacademic factors;
  • be willing to address the persistent culture of low expectations and especially deficit language that exist in mathematics education especially with respect to underrepresented populations and;
  • be willing to recognize that our job is to lead to ensure more mathematics learning while recognizing that students’ feelings of safety, belonging, and being valued as people impact how much they learn.

I also believe that it is time for NCSM to lead in updating mathematics standards. No math education organization has led on this front since the Common Core was published over 10 years ago. Specifically, high school mathematics is mired in an out-of-date curriculum that not only fails to stimulate but also increasingly exacerbates inequity by closing off options and failing to prepare the vast majority of students for the realities of citizenship and work in the twenty-first
century. Bold leadership is needed to move the mathematics curriculum forward.

Finally, If I am elected President of NCSM, I will continue to speak passionately and tirelessly about policy issues impacting mathematics education, listen intently to others to seek their opinions and insights on significant issues, and promote equity and excellence for all.

How will you support the NCSM Mission and Vision during your term?

There is little doubt that access and equity is a huge issue that requires continued focus and attention with a renewed vigor. We must be willing to talk openly about access to high quality instruction and instructional materials for all students and scale up best practices in addressing both the opportunity and achievement gaps. We must be willing to dismantle tracking, an insidious practice, that places students into different tracks based on a variety of nonacademic factors. We must be willing to address the persistent culture of low expectations and deficit language that exist in mathematics education especially with respect to underrepresented populations. We must recognize that our job is to lead and ultimately teach students mathematics and that their feelings of safety, belonging, and being valued as people and learners ultimately determine how much they will learn and succeed. I look forward to working with the NCSM board and membership to effectively implement this agenda.

 

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

Martin Cardenas

Martin Cardenas

Martin Cardenas

Current Employment & Job Duties

District Secondary Mathematics Facilitator and K-12 Academic Response to Intervention (RTI) LeadGrand Prairie ISD

As the District Secondary Mathematics Facilitator and K-12 Academic Response to Intervention (RTI) Lead in Grand Prairie ISD, I guide mathematics strategists, lead district-wide assessment creation, and drive inclusive curriculum development. Additionally, I take the lead in establishing an instructional coaching model tailored to diverse educators, plan staff development for inclusivity, and collaborate with administrators for equitable mathematics instruction and RTI processes. My role is dedicated to fostering an inclusive and diverse educational environment.

Previous Experience

My experience includes roles that deepen my understanding of inclusive practices and engagement with diverse populations:

    • Elementary Instructional Aide: Actively contributed to creating an inclusive learning environment for young learners, addressing diverse needs.
    • HS Mathematics Teacher: Engaged with students from diverse backgrounds, fostering a classroom environment that encouraged high-level learning for all.
    • Mathematics Strategist: Provided targeted support to students with diverse learning needs, maintaining a commitment to inclusivity.
    • CollegeBoard Reviewer: Ensured fairness and inclusivity in assessment items, contributing to the development of equitable assessment tools.
    • TCC Adjunct Professor: Brought inclusive teaching practices to higher education, promoting a diverse and valued learning environment.

Throughout my career, my mission has been to facilitate high-level learning experiences for both students and educators, guided by the principles of inclusion and diversity.

Current and Past Professional Activities

As an advocate for equitable math education, I collaborate with various organizations for better opportunities.

  • Some of these key roles on boards of directors include TASM, CAMT, NTCTM, and TCTM. In these various roles I advocate for change, fostering equitable teaching practices and collaborating with community partners.
  • I had the amazing opportunity to serve as 2023 CAMT program chair where I got to impact about 4500 attendees. As program chair I had a commitment to equitable teaching and diverse voices in mathematics education.
  • I have also had the opportunity to present at various conferences with a strong focus using technology in order to support our multilingual learners. I’ve presented at the state level at CAMT, ASCD, and Learning Council and at the National Level at NCTM and NCSM.
  • In summary, my roles demonstrate a dedication to positive change, advocating for equity in teaching and learning mathematics, and collaborating for an better educational experiences.

Awards/Recognitions:

  • In my district, the department under my leadership has received the prestigious Sawubona Award. This award is presented to the department voted by principals for delivering exceptional support and collaboration to their respective campuses.
  • Additionally, I have received recognition for my contributions to the Texas Council of Teachers of Mathematics.

Candidate's Statement

Throughout my career, my commitment has been to foster high-level learning experiences for all students, a mission that has grown as I've gained experience and insight. As a proud graduate of South Grand Prairie High School and a Hispanic male, I recognized the need for greater representation among the staff and sought to be a positive role model for our students. Hearing students express that they could succeed because they saw me succeed further fueled my dedication.

Over the years, diverse opportunities have provided me with invaluable insights, allowing me to appreciate multiple perspectives crucial to supporting my mission. To extend the impact of my mission, I established a teacher leadership cadre comprising a diverse group of educators. This cadre serves as a platform for them to contribute to and carry forward my commitment to equitable learning opportunities.

Recognizing the importance of students seeing themselves reflected in their teachers and curriculum, we've taken deliberate steps to ensure diversity in both. Our curriculum incorporates varied experiences and backgrounds, fostering an inclusive learning environment that resonates with all students.

In my role within academic Response to Intervention (RTI), I strive to ensure that every student receives the necessary support for success. This stems from the belief that, with the right assistance, all students can achieve at high levels. In leading these initiatives, my focus remains on advancing equitable mathematics teaching and learning, always prioritizing the collective goal over personal recognition.

Volunteering to serve and lead in various capacities is rooted in the sincere belief that my contributions can positively impact the mathematics community. Without ego, my involvement aims to elevate the profession, promote representation, and create an inclusive learning environment for all students.

How will you support the NCSM Mission and Vision during your term?

In my pursuit of professional excellence, I am dedicated to fostering equitable, high-quality mathematical experiences that empower each learner daily. Actively seeking diverse leadership, I aim to provide enriching perspectives in line with my mission of ensuring all students learn at high levels. For example as CAMT Program Chair, I prioritized diverse viewpoints, fostering an inclusive learning environment.

Continual learning is vital to my philosophy, enabling me to advocate for mathematics educators' success. Passionate about leveraging technology, I integrate it across roles to enhance the implementation of equitable mathematical experiences. In summary, I am committed to promoting equity, embracing diverse perspectives, and using technology strategically to inspire success in mathematics education.

Haley Galyean

Haley Galyean

Haley Galyean

Current Employment & Job Duties

District Math Specialist
Tomball ISD

Haley Galyean is a leader of mathematics curriculum, instruction, and assessment in the Houston area. She is currently a District Math Specialist serving grades 3-6 in Tomball ISD with additional experience in 7th and 8th grade classrooms in Cypress- Fairbanks ISD. Haley organizes and manages the math curriculum including the revision process, which includes monthly meetings with campus teams of teachers and specialists. She attends campus planning and collaborative meetings to design instruction for student learning with effective practices. She updates district common unit assessments based on feedback from campuses to match the rigor of state tests. Additionally, she analyzes data, writes reports, and presents to campus administrators that focus on areas of strength as well as areas that need additional support. Haley presents professional learning sessions frequently within her district as well as at Regional, State, and National mathematics conferences.

Previous Experience

  • Haley graduated from Oklahoma Christian University in 2012 with a Bachelor’s degree in Early Childhood and Elementary Education. She completed her student teaching with experience in Kindergarten, Fourth Grade, and Fifth Grade classrooms. Her first teaching experience was at Labay Middle School in Cypress-Fairbanks ISD where she taught Seventh Grade, Eighth Grade, and Math Lab over a three year period. During this time, she earned her Masters in Curriculum & Instruction from Texas A&M in 2014. In 2015, Haley was hired as the Sixth Grade teacher at the opening of Oakcrest Intermediate School in Tomball ISD. Haley taught both level and advanced Sixth Grade and served as the team lead. During her three years at Oakcrest, Haley served on the district math curriculum design team. She attended Project Based Learning training through EcoRise and implemented this into her classroom and professional development presentations.

Current and past professional activities

  • Haley is a member of NCSM and NCTM as well as the state affiliate of NCSM in Texas, TASM. Haley is the Secretary for the Houston Math Leadership Network which is a group of math leaders from the Greater Houston area. Haley has presented most recently at NCTM Washington DC 2023, NCSM Washington DC 2023, and NCTM Virtual 2021. Her session was also selected for presentation coming up at NCTM Virtual in 2024. Haley also presents at the state level conference, CAMT, as well as locally at Region 4 and Tomball ISD professional development days.

Awards/Recognitions:

  • Tomball ISD District Secondary Teacher of the Year
  • PAEMST Math Honorary Mention
  • Conoco Phillips Math Teacher of the Month
  • EcoRise Ambassador & Award Winner.

Candidate's Statement

I am a service minded leader in mathematics curriculum and instruction with a passion for supporting teachers and leaders to engage students in high quality learning experiences. As a highly self-motivated individual, I always go beyond what is required. I work to serve other mathematics leaders in a professional and personal manner by building authentic relationships with all stakeholders. I am in a doctoral program at Vanderbilt University, working towards a Doctorate of Education in Leadership, Learning, and Organizations. Recently, my research interests include mathematics identity and how that is formed not only for students but for teachers and leaders of mathematics. Identity along with emotional states, beliefs, motivations, values, and goals profoundly influence how and what people learn (Hand and Gresalfi, 2015). As a mathematics community, a focus on identity formation is critical to student and teacher success in and out of the classroom. As a leader in mathematics education, equity in the instructional practices and resources for all learners is vital to our success as a society.

How will you support the NCSM Mission and Vision during your term?

I believe that all students have the right to high-quality math instruction which begins with the work of leaders in the field having equitable access to the latest research on inclusive and effective practices. Leaders in mathematics education must be equipped with a diverse knowledge base that supports equity for all learners. As Second Vice President, I will advocate for equity and access for all students by taking a bold stance on the fact that students deserve high quality mathematics experiences beginning in the primary grades and all the way up through their secondary years. Mathematics is for all and there should not be gatekeeping or barriers for students and teachers. Personal and professional growth is critical to the success of teachers and leaders, which impacts student outcomes.

 

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

Kris Cunningham

Kris Cunningham

Kris Cunningham

Current Employment & Job Duties

Math Specialist
Phoenix Union High School District

I work as the Math Specialist for Phoenix Union High School District. The district has a diverse population of students and teachers. Our district serves many multi-lingual learners with over 100 languages spoken. My job includes supporting teachers through professional learning and classroom support. I support the facilitation of curriculum and assessment. I facilitate meetings with math leaders at each campus to work toward on our vision of mathematics. I work with a team of specialists to develop and promote common district visions for teaching and learning in the district. Working in one of the largest high school districts in the state also provides me with opportunities at the state level. These opportunities allow me to advocate on behalf of the students I serve. I participate in math collaboratives with specialists from school districts outside of Phoenix where we problem solve, share ideas and solutions on how to best provide exception math experiences for all students.

Previous Experience

I engage in opportunities through the state of Arizona and on national committees to advocate and promote change in high school mathematics teaching and learning. I have worked as a reviewer for Achieve utilizing the EQuIp framework. I have reviewed curriculum for instructional supports and provided feedback. I work on state level committees for standards revisions and state assessments. I have done alignment studies for standards to college entrance exams. I currently serve on a state team focused on pathways from high school to higher education and Algebra II revisions. I am also working on a writing team to put out guidance on changes needed for high school mathematics.

Current and Past Professional Activities

  • NCSM Membership Chair ( 2019-2021)
  • NCSM NCTM representative (2021-2023)
  • Arizona Math Leaders Webmaster (2014-2018)
  • Arizona Math Leaders Treasurer (2018 - 2023)
  • Arizona Math Leaders President Elect (2022-2023)
  • Arizona Math Leaders President (2023-2025)

Awards/Recognitions:

  • Nominated as the President of Arizona Math Leaders
  • Phoenix Union District Office Employee of Excellence October 2019
  • Nominated as lead for Arizona Math Collaborative

Candidate's Statement

I have been an NCSM member for over ten years and it all began when I was encouraged to attend an annual conference. Since then, I have been honored to serve on both the NCSM board as well as our Arizona affiliate board. NCSM has been the most valuable resource to me as a math leader. The connections I have made through the organization have helped me along the way in supporting and growing math teachers in both my district and state. I am a better educator, mentor, and advocate because of the learning and opportunities provided to me through NCSM.

Serving on the Arizona Math Leaders and NCSM boards has given me the opportunity to understand how different boards function and most importantly how to reach out and build relationships with individuals from different backgrounds, with different skills and varied ideas.

I view my most valuable contribution to both organizations as any leader should, my dedication to promoting and supporting new leaders. In Arizona, I reached out to and facilitated the participation of teachers and coaches not only in my own district, but within my professional network by making it clear how these organizations can help grow their own knowledge and their leadership skills as well as providing a community for them to lean into.

As Regional Director I can take what I have learned from these experiences and opportunities along with my enthusiasm for improving mathematics teaching and learning to promote and connect leaders across the West. State lines do not need to hold us back from cross-pollinating our networks, ideas and advocacy to build stronger systems for our students.

I would be honored to serve on the NCSM board as the Regional Director for Western Region 1. I want to continue the work of the amazing regional directors who have come before and maintain a strong network of bold math leaders in Alaska, Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah, and Wyoming!

How will you support the NCSM Mission and Vision during your term?

As regional director, I want to make sure to keep members across the region up to date on all of the work that NCSM is doing as well as the events that NCSM provides to engage members and leaders in moving the work forward. Members need continual opportunities to network with each other and share ideas around common challenges as well as sharing successes. We can use these opportunities to learn from each other, encourage each other, and grow together as leaders. We can share with each other how we are bringing relevant resources into our school communities, and what we are doing to supporting change in our systems. We can share the ways we are serving our diverse student populations, so they all see themselves in the math we ask them to engage with. Our students come to us with strong cultural backgrounds that can be seen as an asset. Together we can promote that asset-based view. Communication with our members is critical and my priority if elected to the board.

Samantha Royer

Samantha Royer

Samantha Royer

Current Employment & Job Duties

Professor of Elementary Education
University of Alaska Fairbanks

My current job is as a professor of Elementary Education at the University of Alaska Fairbanks. My job duties are teaching pre-service teachers, supervising interns in urban and rural Alaska, and collaborating with districts in Alaska to support teaching and learning across our diverse state. One challenge of my job is respecting the over 70 languages spoken while addressing the rural and urban perspectives. Currently, I am teaching courses on child development, assessment, technology, math methods, and science methods. A major focus of the School of Education is on the Core Practices from the SILKAT grant where we work to sustain indigenous and local knowledge, art, and teaching. All courses I teach integrate the core practices and foster growth mindsets for future educators.

Previous Experience

Prior to the University of Alaska Fairbanks, I taught in the Fairbanks North Star Borough School District for 28 years. Much of that time, I coached and mentored elementary and secondary teachers in mathematics where I modeled lessons and shared current research on best practices. I supported teachers new to the profession, many of whom were also new to Alaska and its unique cultures. I worked with K-12 educators to integrate technology into lessons to enhance instruction. Additionally, I worked within the Special Education department to bridge best practice mathematics instruction and improve achievement outcomes for students with special needs. During my work for the school district, I established a summer math camp for middle school students from traditionally under-performing groups. I also became certified as an administrator. These experiences have shaped my knowledge and spurred my passion to help all students find agency and identity in mathematics.

Current and past professional activities

  • Awards Chair, NCSM, 2019 to 2021
  • Regional Team Leader, Alaska, NCSM, 2012 to present
  • Reviewer, Program Committee, NCSM, 2015, 2016, 2017, 2018, 2024
  • Reviewer, Nominations Committee, NCSM, 2022
  • President, Alaska Council of Teachers of Mathematics, 2017-2019
  • Vice President, Alaska Council of Teachers of Mathematics, 2022-present
  • Presenter, NCSM Annual Conference, 2015, 2016, 2017, 2018
  • Presenter, NCTM Annual Conference, 2015, 2016, 2019
  • Presenter, Alaska State Special Education Conference, 2014, 2017
  • Presenter, Alaska Principals Conference, 2018
  • Member, TODOS, 2016 to present
  • Member, NCSM, 2011 to present
  • Member, Alaska Council of Teachers of Mathematics, 2000 to present
  • Member, NCTM, 1993 to present

Awards/Recognitions:

  • Contributor, NCSM Essential Actions Series: Culturally Revelant Leadership in Mathematics Education
  • Panelist, NCTM’s President Address: Journey from Conversation to Action: Catayling Change for PK-12 Mathematics Moving Us Forward, 2021 NCTM Virtual Conference
  • Iris Carl Grant Awardee, NCSM, 2012
  • Fellow, National Academy for Science and Mathematics Education Leadership: Cohort 6, WestEd Regional Laboratory, 2005-2007
  • Presidential Award of Excellence of Mathematics and Science Teaching Awardee, Secondary Mathematics, 2002
  • Awardee, Verizon’s Growth Initiative for Teachers, Water Quality of Beaver Slough, 2001-2002

Candidate's Statement

As a leadership organization, NCSM strives to ensure all students are provided with the best mathematics education. As an active member in NCSM, I have the opportunity to learn, share ideas, and collaborate with others. I want to support members of NCSM in the work that we do to support students, teachers, administrators, and others whose work involves mathematics education, especially around equity.

I am passionate about equity, especially for students. It is important for all educators to recognize and value what each person brings and shares in the classroom. Diverse perspectives, histories and experiences can create a better understanding of what it is we are all trying to learn, while cultivating respect for what others have to offer. It is important for us to recognize and value the contributions of each person.

Working in a local high school, I collaborated with colleagues and administration to create high quality instructional pathways accessible to all students. The first step to equity of outcomes is equity of access. Coordinating across departments within a local school district, I co-created a successful summer math camp for students who received support from special education, Alaska Native Education, English Language Learners, migrant education, or McKinney Vento. Our goals were to develop growth mindsets and positive identities in mathematics. Alaska Council of Teachers of Mathematics, when I served as president, collaborated with other state organizations to bring inspirational presenters that promoted equity in mathematics. I am proud of my leadership in these areas fostering conversations among educators, students and parents, leading to better mathematics teaching and learning.

These experiences have been possible because of the connections provided through NCSM. As a Regional Director, I look forward to supporting and encouraging more opportunities where educators and leaders can create the change for mathematics education.

How will you support the NCSM Mission and Vision during your term?

The vision of NCSM, where we are building capacity, humanizing mathematics, and providing professional learning, are passions that I share. In each position that I have held, I have advocated for mathematics education that is high quality, inclusive and accessible to every student. Through teaching, coaching, working with varied federal programs, and now preparing future teachers, I gained a unique perspective of education. These experiences, and membership in organizations such as NCSM, made me more aware of opportunities and challenges of supporting effective mathematics teaching that promotes equity and fosters culturally responsive pedagogy. Becoming a regional director will allow me to use my professional experience, perspective, and passion for mathematics education to support the vision of NCSM.

 

Region includes: Florida, Georgia, North Carolina, South Carolina, 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

Abi Ruiz

Abi Ruiz

Abi Ruiz

Current Employment & Job Duties

Fourth Grade Mathematics and Science Teacher

As a Fourth Grade Mathematics and Science Teacher, I create and deliver engaging lesson plans that adhere to curriculum standards. My role involves fostering a supportive and stimulating classroom environment to enhance student learning and conceptual understanding in mathematics and science. I am also a doctoral candidate at the University of Central Florida. I am currently conducting research at my school site regarding equitable mathematics teaching.

Previous Experience

As a Fourth Grade Mathematics and Science Teacher and doctoral candidate, my role surpasses classroom teaching to include leading educational projects and improving curricula with peers. My doctoral research focuses on equitable, Culturally Relevant pedagogy, showcasing my dedication to equity and academic excellence. I actively engage with various mathematics organizations, present at conferences, and mentor at City Year, an organization aiding schools in underserved areas. This blend of teaching, research, organizational involvement, and mentorship highlights my readiness for a leadership role in education.

Current and Past Professional Activities

  • Current member of NCSM, NCTM, FCTM. I have presented at all three conferences, which includes being a guest speaker at NCSM's first 'Uncovering Stories' event. I have also moderated a Twitter chat for FCTM.

Awards/Recognitions:

  • Fully Funded Master's degree by Lockheed Martin.
  • Fully Funded doctoral degree by the University of Central Florida and the National Science Foundation.
  • Featured in AAAS publications on recent speaking events and conference presentations.

Candidate's Statement

My interest in serving as an NCSM Regional Director stems from a deep-seated belief in the transformative power of mathematics education and a commitment to equity and inclusion in the classroom. As a mathematics and science teacher, I have witnessed firsthand the disparities in learning outcomes that stem from unequal access to quality education. My identity as an educator is intertwined with a responsibility to bridge these opportunity gaps, ensuring that every student has the opportunity to excel in mathematics.

My doctoral research on equitable mathematics teaching has equipped me with a comprehensive understanding of the systemic barriers that affect students' educational experiences. It has also prepared me to advocate for change at a higher level, crafting policies and programs that can dismantle these barriers. My work is informed by an empathy born of my journey, recognizing the unique challenges underrepresented and marginalized communities face.

I aim to blend practical classroom experience and a scholarly perspective on educational equity. My vision for NCSM is one where the organization leads the charge in setting standards for culturally responsive pedagogy through collaborative efforts.

I will advocate for initiatives that empower teachers to become facilitators of equitable learning environments. I believe in building a community where educators can share best practices, learn from one another, and collectively strive towards excellence in mathematics education for all students.

I am eager to contribute to the NCSM to create a future where every student has access to the mathematics education they deserve—one that is inclusive, empowering, and reflective of our diverse society.

How will you support the NCSM Mission and Vision during your term?

I will support NCSM's vision by promoting a culture of continuous improvement and collaborative learning among mathematics educators. Leveraging my experience and doctoral research focused on equitable mathematics instruction, I plan to advocate for curricula that reflect cultural responsiveness. My goal is to ensure that effective teaching practices are shared and implemented across classrooms, guaranteeing that every student benefits from high-quality mathematics education. By contributing to the development of professional learning communities, I aim to facilitate the growth of educational leaders who are equipped to make a lasting impact on student achievement in mathematics.

India White

India White

India White

Current Employment & Job Duties

Coauthor and National Ed Consultant
Big Ideas Learning and National Geographic Learning

I am a Coauthor and National Ed Consultant for Big Ideas Learning and National Geographic Learning where I fulfill my role as a coauthor for math textbooks, Grades K-12. Further, I conduct trainings on Equitable Math Practices, Socio-emotional Learning and Grit, and Cross-Cultural Communication and Interhumanism in efforts to bridge the achievement gap and to ensure equitable practices exist in the math classroom.

Previous Experience

I was a former math coach, grades 6-12 of a turnaround public Title 1 School where I oversaw a math team that had math proficiency scores increase from 27% proficiency to 77% proficiency in 1 year. Further, I was an Assistant Principal of a Title 1 public High School in Tampa, Fl where we saw growth in our student proficiency, graduation rates and helped close the achievement gap. I was a former 2x Teacher of the Year for 2 different districts in Florida as a Grades 6-12 Math Teacher.

Current and past professional activities

  • I am currently a member of the National School Board Association, the Superintendent’s Association, National Alliance of Black School Educators, and National Council of Teachers in Mathematics and National Council of Supervisors in Mathematics. As a member of these organization, I've been privileged to work with various leaders in legislation, department of education and throughout various organizations that speak to equity, diversity and inclusion. Further, I've recently created courses that speak to equity and is working on several book projects and events that address equity, diversity and inclusion.

Awards/Recognitions:

  • 2022 Gators 40Under40- University of Florida Honoree
  • 2022 TEDxSpeaker- TEDxOcala
  • 2020 Successful Woman in Business Award- 100 Successful Women in Business
  • 2018 International Honor Society- University of Florida Inductee

Candidate's Statement

I am interested in serving on the NCSM Board of Directors because I believe in taking part in the mission of ensuring that equitable practices are taking place with fidelity in classrooms across the nation. I know that I have the expertise and experience to utilize various resources and help teachers and leaders thrive in helping students from all backgrounds understand math, soar in their math identity and prove their proficiency in the math classroom. I'd be honored to work with a great team like NCSM to help push this amazing vision forward.

How will you support the NCSM Mission and Vision during your term?

I would help to spread awareness on the great professional development already offered from NCSM, help with membership and recruitment for NCSM Conferences, webinars and future events, and help celebrate and support teachers that are involved in the work of implementing culturally responsive pedagogy while expanding the network so that teachers can access other effective teacher and technological resources while they champion this work of equitable practices, closing the achievement gap and supporting all learners in the math classroom.

 

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

Kyle Pearce

Kyle Pearce

Kyle Pearce

Current Employment & Job Duties

K-12 Mathematics Consultant at the Greater Essex County District School Board and Co-Founder of Make Math Moments Inc.

Previous Experience

  • 2022-Current K-12 Mentor and Coach for Make Math Moments District Improvement Program
  • 2018-2019 Rubicon Publishing - MathUp Curriculum Writer
  • 2017-2018 Math P/J Part 1 Additional Qualifications (AQ) - Course Instructor / Facilitator
  • 2016-Current K-12 Mathematics Consultant for Greater Essex County District School Board
  • 2014-Current Consultant and Advisor for many math publishers and educational technology companies including Knowledgehook, Zorbit’s, Pearson, PrepBox, and many others.
  • 2012-2016 Apple Authorized Educator – Facilitator for Apple Professional Development
  • 2011-2016 Grade 7-10 Mathematics Coach for Greater Essex County District School Board
  • 2009 GECDSB – Adult Continuing Education - Facilitator
  • 2008-2010 Homework Help / Mathify Provincial Online Tutor
  • 2006-2016 Grade 9-12 Mathematics Teacher for Greater Essex County District School Board
  • 2006-2007 IRC Adult Learning Centre – Facilitator
  • 2003-2004 University of Windsor - Teacher Assistant (TA)

Current and Past Professional Activities

  • 2020-2022 Co-Chair of the 2022 Ontario Association of Mathematics Educators (OAME) Annual Conference
  • 2019-2020 Participant in the Israel/Canada Math Project
  • 2019-Current Co-Founder and Co-Chair of the Make Math Moments Annual Virtual Summit
  • 2018-Current Co-Host of The Making Math Moments That Matter Podcast
  • 2015-2018 NorCan Project – Participant in the Alberta, Norway and Ontario Math Project
  • 2014-Current Past Keynote/Featured/General Speaker at many national and international conferences such as NCTM, NCSM, NCTM Regionals, OAME, MAMT, CAMT, and many others.
  • 2014-2016 Apple Distinguished Educators (ADE) Canadian Board Member
  • 2011-2016 Teacher Leadership & Learning Program (TLLP) – Paperless Math Classroom Project
  • 2011-2012 Ontario Math Olympics (OMO) – Committee Member
  • 2009-2011 Chair of the Promotions Committee for the 2011 Ontario Association of Mathematics Educators (OAME) Annual Conference
  • 2007-2013 GECDSB – Subject-Specific Professional Development Organizer

Awards/Recognitions:

  • 2020 - Nominated to run for National Council of Supervisors of Mathematics (NCSM) Board of Directors - Canadian Director
  • 2014 Google Certified Innovator (GCI) – Google Teacher Academy (Austin, TX)
  • 2013 Outstanding Service Award, Greater Essex County District School Board
  • 2013-present Apple Distinguished Educator, Class of 2013

Candidate's Statement

In my current role as a K-12 Mathematics Consultant with the Greater Essex County District School Board, I fulfill diverse responsibilities, including consulting with decision-makers, coordinating system-wide professional learning, and serving as a mathematics coach. Beyond these district duties, my colleague Jon Orr and I co-founded Make Math Moments in 2010 with a global mission to provide mathematics educators worldwide with access to high-quality professional learning opportunities. Through our platform, which includes blogs, open-access rich tasks, a weekly podcast, and an annual virtual summit, we aim to elevate teaching practices and foster an equitable learning experience for all students.

Acknowledging that our identities as white, heterosexual, cisgender males have been shaped by past experiences, particularly in middle-class families, we recognize the significance and urgency of understanding the experiences of marginalized individuals. Despite being early in our journey toward access, equity, diversity, and inclusion, we remain committed to continuous learning, implementation, and sharing, prioritizing this work in our personal and professional goals each year.

As an advocate for enhancing content knowledge and pedagogical practices in K-12 Mathematics Classrooms, I am enthusiastic about extending this work in the role of NCSM Canadian Regional Director. Leveraging my experience in presenting and amplifying voices through the Make Math Moments Podcast, Virtual Summit, and our District Improvement Program, I believe I can make a substantial impact as a connector between NCSM and mathematics educators in Canada. This role offers a unique opportunity to further the collaborative efforts between NCSM and Canadian educators, contributing to the ongoing improvement of mathematics education.

How will you support the NCSM Mission and Vision during your term?

My vision aligns seamlessly with that of NCSM as emphasized through our key beliefs highlighted in our metaphor relating a robust mathematics program to a well-balanced tree.
Leadership, the trunk, signifies the vision for mathematics. The roots symbolize deep content knowledge and mathematical proficiency, crucial for nourishing the program. Just as a tree needs soil, water, and sunlight, effective math education requires a productive mindset and belief in every student's potential regardless of their cultural backgrounds, socio-economic experiences, or learner profiles.
Professional learning, portrayed by the limbs, forms the structure necessary to build and sustain momentum. The branches represent the development of pedagogical-content knowledge and equity-based teaching practices—necessary if we intend to create impactful learning experiences for all.
Finally, the leaves represent effective resources and a productive classroom environment necessary to enact this work effectively.