Election Candidates
The open positions for the 2023 NCSM Election are: Second Vice President, and Regional Directors for C2, E2, W2. 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 is now closed!
Directions for Voting
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
Bill Tate
Bill Tate
Current Employment & Job Duties
Interim Principal, Dobyns-Bennett High School
My current job duties include the operation of a 2500 student school. I was asked in November to move from Assistant Principal to Interim Principal at Dobyns-Bennett High School. My daily routine covers the scope from curriculum development, evaluations of teachers and staff, fiscal duties, parent contacts and everything in between.
Previous Experience:
- In my role as Assistant Principal, one of my responsibilities was to lead the 25 teacher math department. I was in this role for 12 years. We instituted a new textbook free, student guided curriculum and new grading practices for our lowest level math (Algebra and Geometry).
Current and Past Professional Activities
- Leading a high performing department consumed most of my time and therefore not much in regards to leadership at a regional or national level.
- I did spend several years on the State of Tennessee Materials (Textbook) Commission and served as chairman for three of those years.
Awards/Recognitions:
- Several Grant awards
Candidate's Statement
In thinking about serving on the NCSM Board of Directors, I concluded that just being nominated to run for a position is an honor. Reflecting on my work over the last 32 years in the math world has given me many opportunities to work with teachers to ensure the best interest of students is in mind when making any decisions. Working with the Board of Directors gives me an opportunity to reach more than just my small piece of the nation but hopefully be a voice in more discussions. My work at ETSU as an adjunct professor for over 10 years has also equipped me to see the need to prepare our teachers in mathematical content and practices. NCSM gives me a platform to work with people to influence our preservice training practices.
How will you support the NCSM Mission and Vision during your term?
The leadership I have offered in my region through my role as an admin within the math department and work at the local university has helped prepare me to be a voice for students and teachers alike. Working to find relevant interventions for high school math continues to be a struggle as foundational math skills are lacking at an alarming rate. Making sure the curriculum is taught effectively with relevance using the current technology should be at the forefront of what NCSM is focusing efforts toward. I have witnessed how focusing curriculum for the content and not a standardized test brought students to a better contextual understanding and therefore better success. Pedagogically, I have helped transform a school from textbooks to content creators based on students' needs and effective teaching. I welcome the opportunity to share what I have learned and listen to how others have addressed math teaching as well.
Barbara Griffin
Barbara Griffin
Current Employment & Job Duties
Director, K-12 Mathematics, Curriculum, and Instruction
Clark County School District, Las Vegas, NV
I provide leadership and support for Grades K-12 teachers and administrators to provide high-quality mathematics instruction in the fifth largest school district in the country. My job responsibilities include the development, revision, alignment, and implementation of the K-12 mathematics curriculum; the development and implementation of professional learning programs for teachers and administrators; and the coordination of mathematics events and activities for students, teachers, administrators, parents/guardians, and community members. I also provide individualized support to regions and schools based on specific mathematics instructional needs.
Previous Experience:
- My previous position was Mathematics Curriculum Supervisor in Broward County Public Schools (BCPS), FL. In that role, In that role, I developed and facilitated professional learning for administrators, math coaches, and K-12 mathematics teachers, developed curriculum and resources for Mathematics Common Core State Standards implementation, facilitated vertical teaming meetings between middle school and high school mathematics teachers to ensure effective student transitions to high school, and I supported school administration, guidance counselors, and parents regarding mathematics curriculum and course progressions.
- Prior to that, I served as an Advanced Studies Coordinator at BCPS. My primary role was to coordinate, monitor and evaluate curriculum and instruction for the districtwide accelerated middle school mathematics program. I observed and coached middle school mathematics teachers to improve instructional practices. I regularly engaged with all stakeholders to communicate with school personnel, parents, and the community regarding policies, procedures, programs, and curricula related to the middle school accelerated mathematics program. I also developed resources and provided professional learning to teachers and administrators to transition the district from the Sunshine State Standards to the Common Core State Standards.
- I was a middle school and high school mathematics teacher for seven years. I taught grades 7 and 8, Algebra I, Geometry, Algebra II, Analysis of Functions, and Precalculus.
Current and past professional activities
- Current Board member of the Nevada Mathematics Education Leadership Council (N-MELC), the Nevada affiliate of NCSM.
- Current NCSM Regional Team Leader for Nevada
- N-MELC Advocacy Committee, 2018
- I have reviewed proposals for NCTM/NCSM presentations for the annual meetings for the past three years
- 2017 NCTM Innov8 Conference Volunteer Committee Chair
- Broward County Council of Teachers of Mathematics (BCCTM), Middle School Math Director, 2011
- Broward County Council of Teachers of Mathematics (BCCTM), Teacher of the Year Committee, 2011
- Broward County Council of Teachers of Mathematics (BCCTM), Competitions Committee, 2009-2011
- I have reviewed proposals for NCTM/NCSM presentations for the annual meetings for the past three years.
Awards/Recognitions:
- National Board Certification, Mathematics, Early Adolescence
Candidate's Statement
My role as a mathematics education leader has prepared me to do this work. In my current position, I support mathematics teachers and administrators to provide high-quality mathematics instruction to all students. I am passionate about building the capacity for bold leadership in mathematics to increase access and equity for all students. All of my work as Director of K–12 Mathematics has been focused on developing this capacity since I work in such a large district with limited staff. Having strong mathematics leadership is critical to impacting the teaching and learning of mathematics.
As a longtime member of NCSM, I have had the opportunity to attend many annual meetings and professional learning opportunities, as well as engage with the resources developed by NCSM. I feel that these have contributed to my professional growth and expertise, and I think that my knowledge and expertise would help the organization further its work to develop bold leadership in the mathematics education community.
My work is guided by my beliefs and commitments to high expectations, accountability, equity, integrity, communication, and trust. I believe that my core values are aligned with the vision and mission of the organization and can contribute significantly to the work of NCSM. That, paired with my experience in designing and delivering professional learning, supporting and coaching mathematics teachers and administrators, and designing standards-aligned curricular materials has equipped me to contribute as a board member of the NCSM.
How will you support the NCSM Mission and Vision during your term?
In my role as a mathematics education leader in the fifth largest school district in the nation, I have designed and implemented professional learning to build the capacity of mathematics educators to provide high-quality, standards-aligned mathematics instruction to all students. I have overseen the rollout of mathematics Tier I instructional materials to over 350 K–12 schools and provided support and curriculum-based professional learning to over 7,000 teachers to ensure that all of our students have equitable access to high-quality mathematics instruction and instructional materials. I believe that my experience provides me with the knowledge and skills needed to support the NCSM in its vision to equip and empower a diverse education community to engage in leadership that supports, sustains, and inspires high-quality mathematics teaching and learning every day for each and every learner.
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
Rebecca Angus This is my 20th year in education and have served in many roles in both urban and rural school districts. In my previous roles I served as a High School Mathematics Coach, Principal, Assistant Principal of Instruction, and a high school and middle school math teacher. I currently work for the Oconto Falls Public School District as an Instructional Coach. This is a new role to our district and I dedicate much of my time developing coaching plans and cycles that lead to visible student learning gains. I also collaborate with the school leadership team and building principal to establish a school culture of trust to continuously design and implement collaborative, job-embedded, student-centered, professional learning for instructional staff. It is a true privilege to work with teachers to provide guidance through co-planning, co-teaching, providing feedback, and promoting reflection. I am honored to return to where I grew up and support the next generation of teachers and students! 2018 – 2021 Al Nahda National Schools: Principal, Abu Dhabi, UAE 2017 – 2018 Phoenix Union High School District: Assistant Principal of Instruction, Phoenix, AZ 2013 – 2017 Phoenix Union High School District: High School Math Grades 9-12, Phoenix, AZ 2008 – 2013 In the beginning of my mathematics leadership journey, I was blessed to have strong, bold, mentors who helped me be the type of mathematics teacher and leader needed to support all students learning at high mathematical levels! I would be honored to serve as the NCSM Regional Director, Central US 2, because I am deeply committed to empowering the next generation of mathematics leaders. Mathematics education needs bold leaders, who fight for equity in instruction and support culturally relevant work. [add a sentence about why culturally relevant leadership practices are needed] The many roles I have had throughout my career – teacher, department chair, mathematics coach, assistant principal of instruction, and principal have prepared me for the Regional Director position. The various roles have provided me the ability to see the global big picture of what is needed to support learners. We have made great strides but there is still more work to be done to support teachers and teams with making the best instructional decisions to support all students learning mathematics at high levels. My experience includes supervising the culture change from teacher isolation to professional learning communities, how to embed formative assessment into daily curriculum, creating rigorous district assessments aligned with state standards and rolling out standards-based grading district wide in mathematics. I have had the privilege of serving on the NCSM board in an appointed position since 2020 and am consistently impressed by the depth of understanding NCSM has of the system of mathematics education in which we live and breathe – one that perpetuates racial and systematic inequalities, and NCSM understands that it is time to dismantle that system. The NCSM vision is something I rely on every day in my mathematics profession. The Essential Action Series to challenge and strengthen my understanding of what it means to be a bold leader and how there is still much to do to ensure the NCSM vision becomes true in every school and in every mathematics classroom. I especially use The Framework for Leadership in Mathematics Education for the tools and strategies needed to analyze our current environment and to empower leaders I serve to advocate for the work we must continue to accomplish until “every student in every classroom, has access to effective mathematics teachers, relevant curricula, culturally responsive pedagogy, and current technology”. Susie Katt K-2 Mathematics Coordinator for Lincoln Public Schools In this role, I work directly with teachers and administrators in a large, urban school district with over 40,000 students. My focus is K-2 mathematics, so I serve approximately 450 teachers and more than 80 elementary building administrators. I coordinate, create, and facilitate professional learning opportunities, support curriculum implementations, design and monitor assessments, support district wide initiatives, and collaborate with others to ensure all students receive high-quality mathematics instruction. I strongly believe if our young students develop a strong foundation of mathematics and develop a positive math identity during their early elementary years, they are more likely to be successful in mathematics as they progress through future schooling. National Council of Supervisors of Mathematics National Council of Teachers of Mathematics State of Nebraska Other Related Service Speaker at National, State, and Regional Conferences Invited: Peer Reviewed and Accepted: Degree/Certification Publications My NCSM membership has been invaluable. Members of NCSM have become the network of people who I learn from. I feel fortunate to have had the opportunity to meet other leaders in similar roles from across the country which would not have happened without being involved in this organization. They have engaged me in conversations that make me think deeply about my leadership in mathematics education. The collaborative nature and work of NCSM has pushed me professionally and I’ve grown as a leader of mathematics in ways I never would have imagined as a result. It is my wish to serve the organization so it can continue to provide for other mathematics leaders in a similar way. Through NCSM I have engaged in purposeful and relevant learning opportunities that are directly connected to my work. This has taken place in formal and informal settings. The various opportunities to learn, along with the resources that NCSM provides, have urged me to reflect on my current practices, and added to my leadership toolbox. If elected as a NCSM Board member, I would strive to find ways to encourage others to take full advantage of all the organization offers. I would also seek ways to expand upon what NCSM currently provides. I’ve been preparing for the important work of the NCSM Board through various leadership roles in NCTM, involvement in my state, and leadership work in my district and beyond. Through my fifteen-year membership and attendance at approximately ten annual conferences, I’ve come to understand the mission of NCSM, and I feel it strongly aligns with my personal commitment of empowering leaders in mathematics education. I fully support NCSM’s advocacy efforts. If elected, I will serve as a strong advocate for all students (especially those in elementary school as this is my area of expertise) as they are directly impacted by our work as leaders. I will also continue to encourage leaders of mathematics to uphold high expectations for ourselves and strive for the betterment of teaching and learning for our students. If I am fortunate to become NCSM Regional Director (Central 2), I will encourage current members to remain active through offering opportunities for networking and learning collaboratively. Understanding members have different preferences, I believe it is important to offer an array of opportunities that members can chose to be engaged in. These might vary from “bite-sized bits” of professional learning to the coordination of events across the year that would bring members together to discuss timely topics associated with our important work. NCSM must support teachers in both content and pedagogy to ensure learning takes place for each and every student in mathematics. Sharing current research findings would ignite conversations about how this new learning relates to classroom practice and encourage teachers to reflect upon their own instructional practices. It is also crucial we think deeply about equitable teaching practices to ensure learning for all students. Engaging teachers in professional learning is necessary as often teachers desire more opportunities to learn than are offered in their respective contexts. Teaching and learning needs to be at the forefront of our work as leaders. In addition to the goals above, it will be important to seek out members who have yet to submit a proposal to present at an annual conference. NCSM is full of leaders who have a wealth of knowledge and expertise, however there are many who might not feel as if what they have to share is worthwhile. This isn’t the case at all! Efforts such as this would further expand the content of presentations as well as diversify the pool of presenters. I would work diligently with other NCSM Board members to grow NCSM’s membership by extending invitations to potential new members. I believe there are many people who serve in leadership roles who might not be aware of what the organization has to offer. Math coaches, district-level curriculum coordinators, building administrators, and anyone else who supports teaching and learning of mathematics can benefit from membership in NCSM. In today’s world, professional organization membership does not mirror what it has been in the past. I believe, however, it is the responsibility of current members to inform others about how valuable a membership can be. Empowering others is something I feel is valuable to do, as without receiving a “nudge” myself I may not have become as involved or invested in mathematics education. If I am elected, I will maintain NCSM’s vision and mission, and continue the momentum of the current work of the Board to support both existing and new leaders in their work within mathematics education.
Rebecca Angus
Current Employment & Job Duties
Previous Experience:
Increased student attendance each year by 2% through development and implementation of innovative strategies
Blended math & technology courses in order to provide blocked classes in which students could apply abstract mathematical concepts.
Vertically/horizontally align curriculum in PLCsCurrent and past professional activities
Awards/Recognitions:
Candidate's Statement
How will you support the NCSM Mission and Vision during your term?
Susie Katt
Current Employment & Job Duties
Previous Experience
Current and past professional activities
(Chicago); 2018-2020
(Baltimore); 2017
Practices (Atlanta); 2016
2015-2017
2012-2014
Education; 2017
Achievement in Mathematics and Science (TEAMS); 2016-2017
Member of the Nebraska PK-12 Career Readiness Learning Progression Committee;
2016
Conference; 2022
Awards
University of Nebraska-Lincoln; 2020
Awards
R.L. Fredstrom Leadership Award; 2008Candidate's Statement
How will you support the NCSM Mission and Vision during your term?
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
Karen Riley Jeffers
Karen Riley Jeffers
Current Employment & Job Duties
Coordinator of Elementary Mathematics
Anne Arundel County Public Schools, Maryland
- Coordinates, supervises, and plans the implementation and evaluation of the elementary mathematics program to improve teaching and learning.
- Partners with school administration and other stakeholders to support and build teacher capacity through collaborative planning, observations, and professional development, to aid student achievement in mathematics.
- Facilitate and monitor the writing and implementation of curriculum and assessments, ensuring alignment to standards, focus, coherence, rigor, equitable practices, and cultural relevancy.
- Analyze district and school assessment data to develop next step of instructional foci.
- Coach, supervise, and lead a team of elementary math resource teachers and specialists.
- Support and build the capacity of the elementary math team to support school based math leaders and teachers.
- Organize for collaborative work involving professional development of staff, teachers, and administrators of 85 elementary schools
Previous Experience:
- The majority of my educational career has been focused on educating students and building the capacity of teachers in elementary mathematics. Those roles are listed and summarized below.
- District Elementary Math Resource Teacher, Prince George’s County, MD - 2021-2022
- District Elementary Numeracy Coach, Prince George’s County, MD - 2016 - 2021
- Instructional Lead Teacher of Mathematics, Prince George’s County, MD - 2012 - 2016
- Teacher of Mathematics, Grades 4-6, Prince George’s County, MD - 2002 - 2012
- Create and facilitate systemic professional development sessions to build the capacity of school based math leaders for 138 schools.
- Partner with math leaders and school administrators to support and measure individual school goals to increase math achievement for all students.
- Developed a professional development community to support teacher implementation of math content via the creation of curriculum documents, systemic virtual office hours, and group coaching sessions.
- Developed and executed differentiated lessons and activities aligned to Maryland College and Career Ready Standards.
Current and past professional activities
- National Council of Supervisors of Mathematics Member
- Active participant in conferences and virtual networking nights
- NCSM Proposal Reviewer, 2020, 2021, 2022
- National Council of Teachers of Mathematics Member
- New Orleans Regional Committee Member, 2022
- Collaborated with team to develop theme, strands, and select speakers for conference
- Reviewed proposals
- Supported organization and facilitation of the conference
- National and Regional Presenter, 2016 - 2022
- Video contributor to aid in reframing conversations about “learning loss” for NCTM-NCSM-ASSM joint effort, 2021
- Maryland Council of Teachers of Mathematics Member
- Presenter, 2017 - 2019
- Benjamin Banneker Association Member
- Proposal Reviewer, 2022
- TODOS: Mathematics for ALL Member
- Math Coaches Virtual Professional Learning Network Member
- “Five to Thrive: Answers to Your Biggest Questions About Teaching Elementary Math”, by John Sangiovanni, Susie Katt, Georgina Rivera, and Latrenda Knighten
- Reviewed and wrote an endorsement for the book
- Continuous Instructional Improvement Cycle Leaders
- New Teacher Academy
- Formerly a member of PBIS, BEHS in the Community, Designing Effective Engaging Lessons (DEEL), Advisory Committees, District Climate Committee, BEHS (School-Based) Climate Committee
Awards/Recognitions:
- Mathematically Gifted and Black 2022 Honoree
- Maryland PBS Learning Media: Featured in Video “Improving Instruction”
- 2013 US-China Education Delegate, 2006
- Published Work: “Literacy”, English 195 Course Packet Brown University, 2004
- In June 2021, I received one of five district-wide Staff Achievement Awards for my work supporting students, teachers, parents, and administrators as a District-wide Mathematics coach during the 2020-2021 school year.
Candidate's Statement
One of my greatest passions in life is to help children and adults make sense of mathematics, see the beauty of it around them, and view themselves as confident doers of mathematics. However, experiences revealing the lack of number sense and fluency needed for a young adult to refund change without a device (due to a store’s register being down), thereby prompting the youth to offer the product for free, while commenting that “their math is not good”, is evidence that inequitable structures and resources for students in mathematics still exist.
Tackling these structures is an enormous feat that NCSM does well. It rises above those structures as a dynamic leader and organization in the field, using various resources, networking nights, professional communities, and current research to guide, prepare, and build the capacity of educators working to dismantle the structures that hinder student achievement in mathematics. This work has many moving parts and requires a staunch commitment to professionally develop stakeholders to center students’ needs in mathematics. I share this commitment and I want to do more to support this work.
Throughout my tenure in mathematics education, I always remained a learner while leading from where I was. As a classroom teacher I supported my colleagues in understanding the focus, coherence, and rigor needed to teach conceptually. As a District Numeracy Coach and Resource Teacher I created district wide learning communities, to support instructional strategies, and school wide math initiatives. I ensured high-quality mathematics teaching and learning by analyzing, unpacking, and creating curricula and assessments aligned to state standards, to provide equitable access to rigorous instruction for all students. I curated, facilitated, and engaged elementary math leaders in professional development that aligned to best practices in mathematics instruction, building their capacity as instructional leaders, and enabling them to utilize data-informed instruction, to develop the reasoning and modeling abilities of elementary students. This commitment to supporting equitable mathematics education for all, extends beyond my local purview to include educators across our region and nation through my consistent participation as a presenter at national and regional conferences. Thus, these experiences have prepared me for the work of a Regional Director.
How will you support the NCSM Mission and Vision during your term?
I will first support the NCSM vision in my role as the Elementary Coordinator of Mathematics of Anne Arundel County Public Schools. It includes partnering with schools, to use various methods to gauge their progress in ensuring every student in every classroom has access to effective mathematics teachers, relevant curricula, culturally responsive pedagogy, and current technology. Based on our findings we can prioritize areas of support to develop a comprehensive plan of professional development, inclusive of progress monitoring and reflection to determine its effectiveness and whether goals set will be reached. Additionally, in our partnership with schools, we can aid in formal and informal evaluations as well as the interview process of new candidates to support the goal of having diverse and effective mathematics teachers.
While our team stays abreast of current instructional strategies and practices pertinent to our lessons and curricula, an internal analysis of the curriculum pertaining to its relevancy and cultural responsive pedagogy will be ongoing to ensure students have windows and mirrors to see themselves and see others in the lessons they are taught.
Secondly, as Regional Director, it will be important to partner with and learn more about the needs of the communities within our region to represent their voice at the table of our board. I will aim to create a professional learning community within our region to support and grow the members of this work. I will use written communication to showcase the great strategies and methods used to achieve our goals, to encourage, inspire, and spark ideas for others to ensure equitable mathematics for all.
Lastly, I will show up at all tables as my true, authentic self, representing the lens of those historically marginalized and those whose cultures tend to be unseen.
Natalie Crist
Natalie Crist
Current Employment & Job Duties
Senior Manager of Content Development, The Math Learning Center
Baltimore, Md
I am currently the Senior Manager of Content Development with the Math Learning Center where I manage a team of writers and school-based partners to develop curriculum materials that meet the needs of a wide range of learners in elementary mathematics. My goal is to create a mathematics curriculum rooted in equity principles that is both accessible and rigorous, is student-centered, and promotes reasoning and problem-solving.
I am also an adjunct professor at Towson University and McDaniel College where I teach undergraduate students elementary math methods and graduate studies in elementary math curriculum, mathematics content, and assessment.
Previous Experience:
In the 26+ years that I have been in education, I have had the pleasure of teaching in grades 1-5 and middle school mathematics. My most recent employment in public education was as the Coordinator of Elementary Mathematics for Baltimore County Public Schools in Maryland. Baltimore County serves a diverse population of students consisting of approximately 60,000 PreK-5 students and 3,200 elementary teachers in 113 schools located in rural, suburban, and urban settings. My responsibilities included curriculum development, service to schools related to school progress planning, professional development, and program monitoring of the implementation of curriculum and assessment. I also spent a great deal of time building the capacity of mathematics resource teachers both in the central office setting and in schools.
Upon graduating with a Bachelor of Science in education from the University of Delaware, I started my career teaching ELL students in Southern California. After relocating to Maryland, I taught in 2 school systems, one rural and one more urban closer to the nation’s capital.
While teaching, I earned my master’s degrees at McDaniel College in educational leadership (administration) and mathematics leadership (math specialist) which resulted in my serving as a math resource teacher and then an elementary school assistant principal and principal. This allowed me the opportunity to focus on teacher development and effective pedagogical practices.
Current and past professional activities
I have had the privilege of serving on various committees including designing the CAEP standards for Elementary Mathematics Teacher Candidates and various projects through the Elementary Mathematics and Teacher Leader Project. I have also worked with the State of Maryland to design, review, and align assessments in K-5 mathematics. I am currently serving on the Equity Committee for the Math Learning Center and have served on various committees centered around equity, inclusion, teacher and leadership development, and SEL in my past roles. Throughout my career, my experience and expertise has resulted in many opportunities to provide feedback and support to multiple authors of various publications.
NCTM
- Member
- Presenter 2020 and 2021 Virtual
- Presenter 2022 Baltimore Regional
- Supported Focal Point Work-Parent Communication
NCSM
- Board member: Web Editor (2016-2023)
- Redesigned the NCSM website in 2020
- Presenter: Presented at NCSM conferences from 2016- 2021 on leadership, school improvement, and equity in mathematics
- Supported the revision of Great Tasks for Kindergarten
- Conference Committee: Currently serving as a member of the conference committee 2021-2023
- Inspiration Article: EQUITY DIALOGUE: ENGAGING IN THE ANTIRACIST JOURNEY THROUGH MULTIPLE PERSPECTIVES Fall 2020
- Communications Committee Member 2016-2023
- Membership Committee Member 2022-2023
- Communications Exchange Initiative Member 2016-2021
- Building Capacity Initiative Chair 2022-2023
- Conference volunteer 2015 to present
- Contributing author NCSM Essential Action: Culturally Relevant Leadership
Contributing author Upper Elementary Mathematics Lessons to Explore, Understand, and Respond to Social Injustice: Playground Prejudice
Presentations at local and state level conferences (2006-2020)
Awards/Recognitions
- Rita Dowd Leadership Award Candidate: 2012 Carroll County Public School
- Leadership Award of Excellence: Baltimore County Public Schools 2021
- Recognition as a conference committee member for NCSM 2022
- Recognition as a contributing author for NCSM 2022
Candidate's Statement
It is a moral imperative that all students have access to rigorous mathematics and a mathematics education rooted in equity. I have dedicated my career to developing and supporting teachers in learning content and pedagogy that will enable students to meet their potential. Professional learning is the backbone of teacher growth and development. Learning from mathematical giants at NCSM conferences supported my growth as a mathematics leader.
Unless we change our current practices, students will continue to be challenged to complete basic math requirements. We need to provide teachers and leaders with professional learning and networking opportunities that will push them to consider what students need to thrive. Changing the trajectory of low expectations for and tracking of BIPOC students is critically necessary. Opportunities to support leaders with understanding the need for change, challenging beliefs, and supporting them with actionable next steps is what I believe is necessary to help all students become thinkers, problem solvers, and innovators.
I have worked in a wide range of schools and systems in varying capacities. Student success has always been at the forefront of my work. In recent years, I have devoted my career to providing professional development for educators from pre-service to those in executive roles to change mindsets and beliefs about what students can do and to develop their capacity to provide high-quality mathematics instruction based on equity principles.
As a regional director, I would work to ensure that this is the focus of the professional learning that is part of NCSM and provide opportunities for educators in my region to learn from each other. We need to challenge beliefs and create change for a better future of mathematics education
How will you support the NCSM Mission and Vision during your term?
Supporting the vision of NCSM would be my primary responsibility. Creating opportunities for leaders and educators to engage in dialogue and collaboration through professional learning and networking would be a primary focus.
I will uphold the beliefs of NCSM by challenging the status quo, engaging in crucial conversations, and acting as a model for other educators.
It is more than just words, leaders must walk the walk, and engage in activities that ask hard questions and find solutions so that all students can thrive. The opportunities we provide educators to engage in professionally can help to spark the change needed to support all students to become great.
We need to work together to make real change.
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
Sean Nank Mathematics Teacher, Oceanside Unified School District, Oceanside, CA, 2001 My interest in serving on the NCSM Board of Directors is rooted in all my relationships with students, colleagues, and leaders during my 27 years of teaching K-12 mathematics. Every interaction helps me grow as a leader and I wish to be part of an organization that helps people and entities grow. I wish to have the conversations desperately needed that address true equity, diversity, and voice for all involved in mathematics education. We cannot hear the voices of our diverse students without hearing the voices of our diverse leaders. I look forward to listening to stories, building relationships, and having difficult conversations needed now more than ever, with the outcome of looking at NCSM’s support structure through the lens of diverse leaders, educators, and students. My experience as a math teacher in a highly diverse community while teaching at universities and being a leader in the mathematics education community, serving on boards and consulting for districts as well as educational companies provides a uniquely diverse perspective from all angles of education. With my perspective comes the sentiment of decades of underrepresented students. I can make a difference in my classrooms, but I want to be part of the global transition toward actionable outcomes as we support leaders. At the heart of NCSM’s mission is the sentiment of providing high quality teaching and learning every day for every student. Although I have a diverse professional experience, I am in the classroom, and I cherish every moment with my K-12 students. This is my biggest strength, that I am always rooted in integrated classrooms of diverse cultures, languages, and disabilities. My conversations as a mathematics education leader are always centered on how the work impacts classrooms. Leaders are not in charge of people but rather are honored with the trust of the people in their charge. I think of all my students who have the ability but not the opportunity to pursue their full potential. Personally, I think of my daughter who struggled in mathematics with an undiagnosed disability only to thrive years later and the duty we have as leaders to help all students find this success. My reasons for wanting to serve on NCSM’s board are diverse but threaded throughout the reasons is a personal aspect as it reflects my desire for ALL students to authentically find themselves through mathematics. The cornerstone of my plans to support NCSM in its vision lies in the relationships I will build as the Regional Director coupled with the goal of listening to member stories to inform the direction of NCSM while using my experience as a classroom teacher and national mathematics education leader. I will ensure every relationship, conversation, and endeavor center on how it materializes in concrete ways in every mathematics classroom to support effective and culturally responsive pedagogy, relevant curricula, and the proper use of current technology. The best way to know what an organization needs is to ask its members while understanding the history of the organization. A diverse learning community of educational leaders requires a diverse offering of opportunities to learn together. The key to moving forward is proactively ensuring an eclectically diverse range of voices and perspectives. Our mathematics leaders and voices should be as diverse as our student population, ensuring we bring this richness of conversations and shared stories to our mathematics leaders’ community. The fundamental means of supporting NCSM’s vision is to lead with empathy so we can build relationships, know our why and our purpose so we can target our actions, and understand diverse perspectives. This is how we merge the vision with the reality that the worst thing you can do to an educator is change them into an employee and as we emerge from the pandemic, this transition is more prevalent than ever before. Only when our purpose aligns with our NCSM vision can we create tangible and profound changes in classrooms. My cultural proficiency training and implementation in diverse settings will continually inform every interaction and every opportunity to support NCSM’s vision. I plan on supporting leaders in implementing truly relevant curricula while facilitating conversations that merge theories and action, offering concrete examples to bring relevance authentically into the classroom through student-led voice and choice. I will not say I have all the answers. Rather, I have the eclectic background needed to bridge and unite conversations and efforts. Listening to leaders while providing adaptive equality of access through diverse avenues of learning, adaptive assessments, using technology for equity and diversity, and pivoting from conveyance technology to mathematical action technology is fundamental in ensuring every student has access to relevant and culturally responsive curricula and resources. Similarly, as mathematics leaders, we should use technology to invite a diversity of perspectives, affording multiple avenues of interaction, and use our position at NCSM to help mathematics educators and leaders do and be better. I offer this and other experiences as examples that endorse NCSM’s vision of supporting students through effective mathematics teaching, relevant curricula, culturally responsive pedagogy, and current technology with the goal of our work purposefully permeating every student’s experiences. Dionne Aminata Math Collaborative Advisor, Council of Chief State School Officers (CCSSO) 2020–present, CEO, MathTrust: PreK-12 Math program implementation and coaching 2021–present, Senior Director of Strategic Initiatives, Illustrative Mathematics 2022–present, Math Collaborative Advisor, Council of Chief State School Officers (CCSSO): 2018–2020 Lead Author, IM K–5 Math, Illustrative Mathematics: 2020–2021 Curriculum Implementation Support Specialist for Los Angeles Unified School District (LAUSD), Illustrative Mathematics: 2013–2019 Lead Math Content Specialist, Aspire Public Schools: 2022 NCTM Annual Meeting Program Committee: 2022 NCSM Book Reviewer: Illustrative Mathematics Educator Award 2020: recognition for bringing a lens on Culturally Responsive Pedagogy to the organization, and supporting knowledge development of employee subject matter experts in the Content and Curriculum and Professional Learning departments, and on the senior leadership team. I am interested in serving on the NCSM Board of Directors because NCSM’s mission to support, sustain and inspire “high quality mathematics teaching and learning every day for each and every learner” by equipping and empowering education leaders is perfectly aligned with my passions and current work. I developed a passion for empowering math education leaders while working as a Math Content Specialist at Aspire Public Schools in the Los Angeles region. As the role evolved from working as instructional coach to new teachers, to math leadership development, I began to recognize the importance of the instructional leadership role of principals, school-based coaches, and administrators in ensuring equitable math instruction for all learners. I designed professional learning opportunities for leaders to develop their math content knowledge, helping them learn to identify the standards and the aspects of rigor called for by the standards so that they could understand associated teacher moves and support equitable teaching practices. I conducted strategic and curriculum planning PLCs with school-based instructional leaders so that they could support their teachers with the planning process and understand systems that might need to be adjusted to ensure that teachers had the proper time and resources to plan and execute lessons. I also scheduled time to walk schools alongside leaders, supporting them to observe classrooms and prepare for feedback conversations with their teachers. These activities were effective, not only in equipping leaders with the tools to better support all of their teachers, but they also led to significant improvements in teaching and student learning. In my current roles as curriculum author, marketing director, and consultant, I have had the opportunity to not only support, sustain, and inspire a diverse range of formidable state, district, and school level math leaders across the nation, but I have also been able to change the way we think about high-quality instructional materials, and help create resources for teachers to improve learning experiences and outcomes for all students. At every turn, I have used my position to help ensure that teaching materials reflect our societal needs for racial justice in math education, family engagement, educational collaboration, and access to math education for all students including multilingual learners and students with disabilities. These experiences have each contributed to preparing me for service on the NCSM Board of Directors. I believe that one of the biggest deterrents to student access to high-quality instruction is teacher access to high-quality educational resources and professional learning. As a former elementary and middle school teacher, I taught solely in urban Title I schools in Los Angeles and Brooklyn. I understand first-hand the demands placed on teachers and the barriers to access, including funding, timing, and awareness of quality professional learning opportunities. I will help support NCSM’s vision by using my networks that I have developed being a part of organizations such as Black Womxn in Math Education, Black Women Rock Math, and the National Association of African American Parents and Youth (NAAAPY) to support outreach efforts and ensure that our professional learning community is diverse. I will also use my math education content, marketing, and industry expertise in the areas of curriculum development, educational technology, access, and equity, and culturally relevant and responsive pedagogy to further advance NCSM’s initiatives.
Sean Nank
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Current and past professional activities
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Candidate's Statement
How will you support the NCSM Mission and Vision during your term?
Dionne Aminata
Current Employment & Job Duties
Previous Experience:
Current and past professional activities
Awards/Recognitions:
Candidate's Statement
How will you support the NCSM Mission and Vision during your term?