Session information last updated: 7-21-2018

Major Sessions -- Monday, April 23, 2012
104  9:30 AM to
10:30 AM
114Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Classroom Challenges: Making Formative Assessment a Reality
The power of formative assessment for learning, when well done, is firmly established in the research. But the challenge it presents to most teachers in taking them outside their current comfort zone is equally well-recognized. Previous implementation efforts have involved expensive programs of continuing professional development. MAP, the Mathematics Assessment Project, is the first to provide the necessary support primarily through curriculum materials, with professional development playing a supportive role. This talk will discuss formative assessment, show some lessons, and discuss the challenges of implementation in schools and school systems. Hugh Burkhardt has been at the Shell Centre for Mathematical Education at the University of Nottingham since 1976, as director until 1992. Since then he has led a series of collaborative projects with Berkeley, Michigan State, Harvard and many US school systems. He is director of MARS, the Mathematics Assessment Resource Service. Hugh takes an "engineering" view of educational research and development - that it is about using research-led imaginative design and systematic development to make a complex system work better. Currently, the Shell Centre team is leading the design of formative assessment and tests in the Mathematics Assessment Project, another collaboration with UC Berkeley, with support from the Gates Foundation. Hugh led the foundation of the International Society for Design and Development in Education, and the development of its e-journal Educational Designer. Presider: Valerie Mills, NCSM Regional Director , Central Region 1


Lead Speaker: Hugh Burkhardt

118  10:45 AM to
11:45 AM
114GeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Leadership Discipline: Removing Barriers and Sustaining a Coherent Effort to Translate Vision to Practice!
There are 1400+ books on vision development and only 131 on vision implementation. Why are there 10 times as many books on vision creation as vision implementation? Because it is just so hard to turn vision (such as the CCSS) into realized and sustainable action by adults and students. This motivational message will reveal ten essential leadership practices that will help you support and sustain meaningful vision implementation in your school programs and your leadership life. Based on the 2nd Disciopline in the Five Disciplines of PLC leaders, we will examine how to effectively weave accountability and celebration into a matched pair that achieves our vision for school improvement and change. Timothy D. Kanold, PhD, is an award-winning mathematics educational leader. He is the former director of mathematics and science, and superintendent at Stevenson HSD 125, Chicago, Illinois. He is a past president of NCSM (2007-2009) and led the task force development of The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders. He has authored numerous articles and books on school mathematics and leadership over the past decade. His latest books include The Five Disciplines of PLC Leaders (Solution Tree, 2012) and What Every Principal Needs to Know about the Teaching and Learning of Mathematics (Solution Tree, 2012 with Briars and Fennell). Kanold received the prestigious international 10 Damen Award for outstanding contributions to the leadership field in education from Loyola University Chicago and was a 1986 Presidential Award recipient for Excellence in Mathematics and Science Teaching. Kanold's blog, "Turning Vision Into Action," can be found at Presider: Donna Karsten, NCSM Regional Director, Canadian Regional


Lead Speaker: Timothy Kanold

128  12:15 PM to
1:15 PM
114GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Common Core State Standards in Mathematics-What Will it Look Like in the Classroom and How Will Students Be Assessed?
How will the new Common Core State Standards affect the teaching and learning of mathematics? How might the CCSS influence summative and formative assessments? How are the standards being addressed and embraced? What innovations are occuring in other states? How will curriculum change? What are some examples of curriculum and assessments for the CCSS? How will teaching and learning change? This session will address these questions and share work and products from several states that are embracing the new core standards. David Foster is the executive director of the Silicon Valley Mathematics Initiative (SVMI) comprised of 45 member districts in the greater San Francisco Bay Area. Besides the intensive work in California, SVMI consults across the country including New York, Illinois, Massachusetts, Ohio, Tennessee and Georgia. SVMI is affiliated with programs at University of California, Berkeley, Stanford University and San Jose State University. David established SVMI in 1996 working as Mathematics Director for the Robert N. Noyce Foundation. Foster is the primary author of Interactive Mathematics: Activities and Investigations, published by Glencoe/McGraw-Hill, 1994. David was a Regional Director for the Middle Grade Mathematics Renaissance, of the California State Systemic Initiative. David taught mathematics and computer science at middle school, high school, and community college for eighteen years. He also works part-time for San Jose State University. He is Co-Director of the Santa Clara Valley Math Project. He is also Co-Chair of the advisory committee of the Mathematics Assessment Resource Service/Balanced Assessment. He is a consultant to the Urban Math Leadership Network that works with the 25 largest school districts in America. Presider: Richard Seitz, NCSM Regional Director, W1


Lead Speaker: David Foster

150  2:45 PM to
3:45 PM
114GeneralALL Means ALL: Promoting Equity in Mathematics Education

Mathematics Scan (M-Scan): Using a Research Observational Measure for Professional Development in Mathematics Instructional Quality
This session describes a valid quantitative observational measure of mathematics instructional quality that can be used reliably, the Mathematics Scan (M-Scan). Presenter will discuss the nine dimensions of M-Scan by showing video clips of instruction. These dimensions are built on the work of researchers in mathematics education and the vision set forth by NCTM. Specifically, the measure takes theoretical principles and translates them into constructs that can be measured using classroom observational techniques. Session participants will be able to discuss ways the video clips are representative of the dimensions and measure quality of mathematics instruction. The presenter will present research findings and will include discussions among the presenter and session participants concerning ways to incorporate the nine M-Scan dimensions into professional development to provide educators with a framework for mathematics instructional quality. Robert Q. Berry, III., Ph.D is an Associate Professor of Mathematics Education at the University of Virginia in the Curry School of Education with an appointment in Curriculum Instruction and Special Education department, where he serves as the coordinator of the Elementary Education program. His research focuses on equity issues in mathematics education, mathematical instructional quality, and children's engineering. Currently he serves on the Board of Directors for the National Council of Teachers of Mathematics. Dr. Berry has served on several national mathematics education committees and task forces for NCTM, NCSM, AMTE, and the National Technology Leadership Summit (NTLS). He was recognized as the 2011 Mathematics Educator of the Year by the Virginia Council of Teachers of Mathematics (VCTM), and a recipient of the 2011 All-University Teaching Award from the University of Virginia. Presider: John Staley, NCSM Board


Lead Speaker: Robert Berry

164  4:00 PM to
5:00 PM
114GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Supporting the Implementation of the Common Core State Standards for Mathematical Practice
William G. McCallum is a University Distinguished Professor of Mathematics and Head of the Department of Mathematics at the University of Arizona. Born in Sydney, Australia in 1956, he received his Ph.D. in Mathematics from Harvard University in 1984, under the supervision of Barry Mazur. After spending two years at the University of California, Berkeley, and one at the Mathematical Sciences Research Institute in Berkeley, he joined the faculty at the University of Arizona in 1987. In 1989 he joined the Harvard calculus consortium, and is the lead author of the consortium's multivariable calculus and college algebra texts. In 1993-94 he spent a year at the Institut des Hautes Etudes Scientifiques, and in 1995-96 he spent a year at the Institute for Advanced Study on a Centennial Fellowship from the American Mathematical Society. In 2005 he received the Director's Award for Distinguished Teaching Scholars from the National Science Foundation. In 2006 he founded the Institute for Mathematics and Education at the University of Arizona. He was Director of the Institute until 2009 and now chairs its advisory board. In 2009-2010 he led the work team that developed the NGA/CCSSO Common Core Math Standards. His professional interests include arithmetical algebraic geometry and mathematics education. He has received grants and written articles, essays, and books in both areas. Presider: Vanessa Cleaver, Little Rock, Arkansas


Lead Speaker: William McCallum

Major Sessions -- Tuesday, April 24, 2012
202  8:45 AM to
9:45 AM
114GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Assessment and Curriculum in the Common Core State Standards Era
The presentation will provide an overview of earlier standards-based eras to draw lessons for assessment and curriculum policy in the new CCSS era. I will argue that standards and assessment are not the end points of reform, but rather should be viewed as part of a larger systemic change process with the end point being the overall improvement of the educational system. Challenges associated with relying too heavily on new assessments and curricula will be identified and a call will be issued to give "teacher learning" a seat at the table as an essential building block of whole system reform. Mary Kay Stein holds a joint appointment at the University of Pittsburgh as Professor of Learning Sciences and Policy and Senior Scientist at the Learning Research and Development Center. She is the Founding Director of the Learning Policy Center (founded in 2006), and in 2008 was named the Associate Director of the Learning Research and Development Center. Dr. Stein is a frequent advisor to the Center for Urban Education across disciplines including school improvement and best practice. Dr. Stein holds a PhD in Educational Psychology from the University of Pittsburgh. She also earned a MEd in Counselor Education from the Pennsylvania State University in 1976. Presider: Beverly Kimes, NCSM Awards


Lead Speaker: Mary Stein

215  10:00 AM to
11:00 AM
114GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Implementing the Common Core as Constellations of Content and Practice Standards
The Common Core State Standards for Mathematics were written to bring coherence to the teaching of K-12 mathematics. The authors organized the standards in terms of developing mathematical themes as students go through the grades. Yet, if the Common Core is interpreted by school districts as a set of discrete standards to be covered each in isolation, we return again to a disjointed, shallow curriculum. On the other hand, if we think in terms of sets of lessons as engaging students in a constellation of content standards and associated mathematical practices, we can maintain that coherence intended by the authors. In this talk, we will present one example of a constellation of content and practice standards related to the Common Core's emphasis on the properties of the operations in the elementary grades. We will illustrate this constellation with samples of student work, descriptions of lesson sequences, and classroom video. Deborah Schifter is a principal research scientist at Education Development Center, Inc. (EDC). Virginia Bastable became the Director of the SummerMath for Teachers Program at Mount Holyoke College in 1993 after teaching middle school and high school mathematics for more than twenty years. Susan Jo Russell was a classroom teacher and staff developer in elementary schools in Pennsylvania and Massachusetts. She is currently at the Education Research Collaborative at TERC, where she has directed research and development projects in mathematics education for over 25 years. Deborah Schifter, Virginia Bastable, and Susan Jo Russell have collaborated on major projects since 1993. Together they produced the Developing Mathematical Ideas professional development series, which includes seven case-based modules. They worked on the second edition of Investigations in Number, Data, and Space, developing the early algebra strand for the curriculum. Their recent book, Connecting Arithmetic to Algebra: Strategies for Building Algebraic Thinking in the Elementary Grades, uses extensive classroom examples to support teachers in integrating a focus on noticing, articulating, representing, and justifying general claims into their core arithmetic instruction. The book emphasizes how both students who are struggling with grade-level computation and students who are excelling with grade-level computation can engage in and benefit from this focus. They are currently working on the project, Using Routines as an Instructional Tool for Developing Elementary Students' Conceptions of Proof. Presider: Susan Birnie, NCSM Regional Director, S1


Lead Speaker: Deborah Schifter
Co-Presenter: Virginia Bastable
Co-Presenter: Susan Jo Russell

229  11:15 AM to
12:15 PM
114GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Practicing the Common Core State Standards: What is the Work of Teaching?
The Common Core State Standards call for all students to master core mathematical practices, such as representing ideas, evaluating arguments, using language precisely, and using mathematical structure. These are crucial to the development of students' mathematical skill and proficiency. For students to develop skill with these mathematical practices, instruction must explicitly support such learning. This presentation will examine in detail three core teaching competencies that are fundamental to helping students develop proficiency with mathematical practices: (1) making the practices explicit and learnable; (2) establishing norms and routines that support mathematical practice; and (3) assessing students' capabilities with mathematical practices. The session will use artifacts of practice, including video, curriculum, and student work. It will also be designed to be interactive, so that participants are actively engaged in considering. Deborah Loewenberg Ball is the William H. Payne Collegiate Professor in education at the University of Michigan, and an Arthur F. Thurmau Professor. She currently serves as dean of the School of Education and as director of a new organization called TeachingWorks. She taught elementary school for more than 15 years, and continues to teach mathematics to elementary students each summer. Ball's research focuses on the practice of mathematics instruction, and on the improvement of teacher training and development. She is an expert on teacher education, with a particular interest in how professional training and experience combine to equip beginning teachers with the skill and knowledge needed for responsible practice. Dr. Ball has served on several national and international commissions and panels focused on policy initiatives, including the National Mathematics Advisory Panel (appointed by President George W. Bush) and the National Board for Education Sciences (appointed by President Barack Obama). Presider: Sandie Gilliam, Colorado Springs


Lead Speaker: Deborah Loewenberg Ball

238  2:45 PM to
3:45 PM
114GeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

So, You're a Mathematics Instructional Leader, Specialist, or Coach? What's That All About Anyway?
This session will trace the background and challenges of those who, every day, serve schools and school disticts as math resource teachers, elementary mathematics specialists, coaches, and instructional leaders. We'll consider questions like: How'd you get this ob anyway? Does the princpal know you'r here today? Oh, I'm in charge of the CCSS implementation in my school? and others that relate to the role and impact of elementary school mathematics specialists, coaches, and instructional leaders. Dr. Francis (Skip) Fennell is a mathematics educator and has experience as a classroom teacher, a principal, and a supervisor of instruction. He is currently Professor of Education and coordinator of the graduate-level program in elementary education at McDaniel College. Recently, Dr. Fennell became the first recipient of the endowed Bowlsbey Chair at McDaniel College. He is also Past-President of the National Council of Teachers of Mathematics. Widely published in professional journals and textbooks related to elementary and middle-grade mathematics education, Skip has also authored chapters in yearbooks and resource books published in the National Council of Teachers of Mathematics. In addition, he has played key leadership roles. In the Research Council of Mathematics Learning, the Mathematics Sciences Education Board, the National Science Foundation, the Maryland Mathematics Commission, the United States National Commission for Mathematics Instruction, and the Association for Mathematics Teacher Educators. Dr. Fennell served on the National Mathematics Advisory Panel, chairing the Conceptual Knowledge and Skills Task Group. Dr. Fennell earned his bachelor's degree from Lock Haven University of Pennsylvania and a master's from Bloomsburg University of Pennsylvania before receiving a Ph.D from The Pennsylvania State University. Presider, Hope Bjerke, NCSM Regional Director


Lead Speaker: Francis (Skip) Fennell

Major Sessions -- Wednesday, April 25, 2012
302  8:45 AM to
9:45 AM
114GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Lessons Learned from Interviewing Students
Numerical proficiency is essential for students' continued math success with algebra and beyond. This session presents MRI, a web-based formative assessment tool funded by the Bill & Melinda Gates Foundation that provides teachers information about strategies essential for numerical reasoning and insights into their students' numerical reasoning skills. Marilyn Burns is the founder of Math Solutions, dedicated to the improvement of K-12 math instruction through professional development services, books, and DVDs. Her K-8 resource, About Teaching Mathematics, now in its third edition, is widely used by teachers and in pre-service courses. Marilyn's most recent contribution has been as lead author for Math Reasoning Inventory (MRI), a web-based formative assessment tool for middle school funded by the Bill & Melissa Gates Foundation. In 1991, Marilyn was awarded an honorary doctorate degree from Bank Street College of Education in New York. In 1996, she was the recipient of the NCSM Glenn Gilbert National Leadership Award. In 1997, she received the Louise Hay Award for Contributions to Mathematics Education by the Association for Women in Mathematics. In 2010, for her lifetime achievement in educational publishing, she was elected into the Association of Educational Publishers Hall of Fame. Presider: Mari Muri, NCSM Regional Director, Eastern 1


Lead Speaker: Marilyn Burns

315  10:00 AM to
11:00 AM
114GeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Essential Knowledge, Strategies, and Resources That Enable School Administrators to Be Effective Mathematics Instructional Leaders
Principals and other school-based administrators play key roles in supporting high quality mathematics instruction in their schools. Yet, many administrators have limited knowledge of mathematics learning, teaching and assessment, especially with respect to the increased expectations and emphasis on conceptual understanding and mathematical practices called for in the Common Core State Standards. This session focuses on the essential knowledge about high quality mathematics instruction that every administrator needs, strategies and resources to help them effectively monitor and improve mathematics teaching and learning, and how you, as a mathematics education leader, can support administrators to be effective mathematics instructional leaders. Diane J. Briars, NCSM Immediate Past President, is a mathematics education consultant and Co-Director of the Algebra Intensification Project, a joint venture of the Learning Science Research Institute, University of Illinois at Chicago, the Dana Center, University of Texas at Austin, and education technology company Agile Mind, Inc. Previously, she was Mathematics Director for the Pittsburgh Public Schools. Under her leadership, the Pittsburgh Schools made significant progress in increasing student achievement through standards-based curricula, instruction and assessment. She has served as a member of many national committees, including the National Commission on Mathematics and Science Teaching for the 21st Century, headed by Senator John Glenn, the Common Core State Standards for Mathematics Model Pathways writing team, and in leadership roles for various national organizations, including the National Council of Teachers of Mathematics, The College Board, and the National Science Foundation. She earned a Ph.D. in Mathematics Education, M.S. and B.S. in Mathematics from Northwestern University and did post-doctoral study in the Psychology Department of Carnegie-Mellon University. She began her career as a secondary mathematics teacher. Presider: Diana Kendrick, NCSM 2nd Vice President


Lead Speaker: Diane Briars

329  11:15 AM to
12:15 PM
114GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Panel: The PARCC and SBAC Assessments-Determining Evidence of Student Proficiency
We will describe various projects that are underway to support implementation of the PARCC and SBAC assessments. This will include a question and a as well time for the audience to discuss the roll-out and implementation process. At the Council of Chief State School Officers (CCSSO), Carrie Heath Phillips is responsible for implementation of the Common Core State Standards (Common Core) and next-generation state accountability systems. Carrie has been involved with the Common Core initiative since its inception and, during the standards development process, was responsible for building support for the initiative among national education stakeholders. Prior to working at CCSSO, Carrie was a fellow on Capitol Hill for Senator Chris Dodd, former chair of the Subcommittee on Children and Families. She began her career in education as a fourth and fifth grade classroom teacher in the Chicago Public Schools. Carrie holds a Bachelor's degree in Social Policy and a Master's degree in Education from Northwestern University in Evanston, Illinois. Carrie will serve as the moderator for the panel. Doug Sovde works for Achieve as Director, PARCC Instructional Supports and Educator Engagement. While at Achieve, Doug has worked with a dozen states to increase the rigor of their standards and align their standards and assessments. Recently, he participated as a member of the writing team of the Common Core State Standards, having principal responsibility for creating Appendix A to the mathematics standards, also known as the Model Course Pathways in Mathematics. Prior to joining Achieve, Doug spent 12 years in the Bellevue (WA) Public Schools as a teacher, an assistant principal and a principal. As a mathematics teacher, Doug taught courses from pre-algebra to AP Calculus BC and participated in district-wide curriculum development. He later became an assistant principal at Bellevue High School and Sammamish High School, where he supervised the mathematics departments and supported mathematics curriculum development. In 2006, Doug became the principal of Chinook Middle School, where he managed the development of new curriculum in mathematics, science, and social studies at the school level. Mr. Sovde earned his bachelor's degree in mathematics from the University of Washington, his master's degree in Curriculum and Instruction from Western Washington University, and his principal certification from the University of Washington's Danforth Educational Leadership and Policy Studies Program. Joe Willhoft is the Executive Director for the SMARTER Balanced Assessment Consortium. For the six years prior to that he was assistant superintendent for assessment and student information for the state of Washington, where his responsibilities included design and implementation of Washington's assessment program and collection and reporting of student information for the state's longitudinal student database. Before moving to state-level work, Joe directed assessment and evaluation activities at the local level for more than twenty years, primarily in the Tacoma School District in Washington and in Charles County schools in Maryland. Joe has a doctorate in educational measurement and statistics from the University of Maryland. He is past president of the Maryland Assessment Group and the Washington Educational Research Association, and was a founding member of the AERA Special Interest Group for Classroom- Based Assessment. He has been involved in several collaborative data and assessment efforts, including the Technical Work Group for a congressionally-mandated evaluation of the National Assessment of Educational Progress (NAEP), and as chair of the NAEP Policy Task Force for the National Assessment Governing Board, a collaborative effort co-sponsored by the Board and the Council of Chief State School Officers. Joe has served on the Technical Advisory Committee for several states. He has a master's degree in Special Education, and in his more than forty-year career has taught at all grade levels from kindergarten to graduate school - his favorite being third grade. He and Mark Twain share the same birthday. Presider: Laura Godfrey, NCSM Regional Director, Central Region 2


Co-Presenter: Doug Sovde
Lead Speaker: Carrie Heath Phillips
Co-Presenter: Joseph Willhoft

339  2:45 PM to
3:45 PM
114GeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Principals and Mathematics Specialists Embark on a Revolutionary Journey
"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness." Therefore be it resolved, that holding strongly to the belief that all students have an equal right to learn mathematics and convinced by research that Mathematics Specialists working in schools with classroom teachers can make a difference in student learning, and recognizing that teaching and learning are collaborative endeavors, members of the mathematics community in the sovereign Commonwealth of Virginia, have banded together to support principals and Mathematics Specialists on their Revolutionary Journey to improve the mathematics learning for All. During this session, we will set the stage for our current work through an historical accounting of our work with elementary Mathematics Specialists over the last 10 years, including evidence that although course work and professional development are critical components, they alone are not enough to ensure Mathematics Specialists' success. We learned that strong soldiers do not an army make. Strong administrators, who understand the mission, and can lead collaboratively, are essential to obtaining and sustaining success. The role of building principals and Central Office administrators has to be addressed. This is a key component of our new grant work in Virginia. We will share details on the series of workshops designed to help principals understand reform-based mathematics, the role of the mathematics specialist, and the positive impact that collaborative teaching and learning can have on student success. Evidence from our recent Rural Initiative (Discovery K-12) and our Middle School (MSP) NSF grants will be included. You are invited to join us as we put our vision to practice and embark on this Revolutionary Journey of Life, Liberty and Mathematics for ALL. William Haver, Vandi Hodges, and Vickie Inge have collaborated to lead the development and implementation of an effective mathematics specialist program in the Commonwealth of Virginia. They have served on the course development teams and have taught many of the mathematics courses and leadership courses that prepare individuals to serve as coaches. William (Bill) Haver is Professor of Mathematics and former chair of the mathematics department at Virginia Commonwealth University. He received his B.S. from Bates College, M.S. from Rutgers University and Ph.D. in mathematics from SUNY-Binghamton. He has held appointments at University of Tennessee, Bates College and the Institute for Advanced Study. He chaired the committee on Curriculum Renewal Across the First Two Years of the Mathematical Association of America that developed the MAA College Algebra Guidelines that call for a modeling based approach and is supporting institutions that are implementing these guidelines. He currently is PI on two MSP Institute grants that prepare individuals to serve as Mathematics Specialists in elementary and middle schools. Dr. Haver provides support for the research projects that are designed to determine the impact of Mathematics Specialists on the teachers with whom they work and on the learning of the students in their schools Vandi Hodges recently retired as the K-12 Mathematics Coordinator for Hanover County. She now works part time at Virginia Commonwealth University teaching and assisting with NSF- MSP grant work. She co-chaired the Middle School Taskforce initiated by the Virginia Mathematics and Science Coalition leading to the current MSP "Mathematics Specialist in Middle Schools" project. Vandi served as President of the Virginia Council of Teachers of Mathematics (VCTM), President of the Virginia Council for Mathematics Supervision (VCMS) and was honored in 2009 with the VCMS Leadership in Education Award. Vickie Inge is the Director of Mathematics Outreach at the University of Virginia School of Continuing and Professional Studies and serves as a member of the Virginia Mathematics and Science Coalition. In the fall of 2002, she chaired a task force, appointed by the Virginia Mathematics and Science Coalition (VMSC) board, to prepare a case and to write a report to present to LEAs, DOE, BOE and policy makers as to how a mathematics teacher specialist will improve student learning. preparation, and licensure. Vickie has served as President of the Virginia Council of Teachers of Mathematics (VCTM) and President of the Virginia Council of Mathematics Supervision (VCMS). Presider: Linda Fulmore, Arizona


Lead Speaker: William Haver
Co-Presenter: Vickie Inge
Co-Presenter: Vandi Hodges

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