MEET THE IM CERTIFIED™ FACILITATOR TEAM

Jeanne S. began teaching middle school mathematics in Ringgold, Georgia, then moved to Decatur, Alabama where she taught middle and high school before becoming a Secondary Math Specialist for the Alabama Math, Science, and Technology Initiative. She holds National Board Certification in Early Adolescent Mathematics, and she has master’s degrees in Integrating Classroom Technology and in Teaching English to Speakers of Other Languages. She was part of Alabama’s team to plan and provide professional learning across the state when the Common Core was adopted. Jeanne believes that all students can learn mathematics at high levels given the proper access and support, and she is passionate about giving teachers the tools and support they need to make this happen in their classrooms. She and her husband have three children who have grown up too quickly, and she loves to read, crochet, and run.

Denise B. began her career as a mathematics teacher, expanding her experiences to include building administrator, PK–12 mathematics consultant, and US Math Recovery Facilitator. Denise served on the board of directors for NCSM: Leadership in Mathematics Education as a Fall seminar director, awards chair, and had the distinct honor of serving on the writing team for NCSM Essential Actions: Coaching in Mathematics Education. Denise’s specialties lie in the areas of curriculum, instruction and assessment, grades Pk–12 where she has served on the board of directors for the Michigan Assessment Consortium and Michigan Early Mathematics Taskforce. Denise’s passion lies in developing and facilitating professional learning, immersing mathematics educators in content and pedagogy that enriches their abilities to facilitate learning for all students and supports them as leaders in their respective roles. Denise’s hobbies include traveling, spending time outdoors, and enjoying time with her family.

Judy D. began her mathematics education journey as a secondary teacher in Charleston, Arkansas. She enjoyed serving middle and high school students for 9 years as a classroom teacher before transitioning into teacher support. She served 8 years in K–12 professional development and classroom support as a state mathematics specialist and as the state’s high school lead specialist. She enjoys collaborating with other passionate educators, discovering new ways to “see” mathematics, and learning new ways to support learners. She is starting her first year as a district mathematics specialist, is President-Elect of the NCTM affiliate, Arkansas Council for Teachers of Mathematics, and initiated a state-wide online community for instructional facilitators to learn together. Judy enjoys being an IM-Certified trainer because the curriculum and training empower teachers to provide engaging instruction that invites all mathematics learners to know, do, and enjoy mathematics.

Jessica B. started her career as a HS math teacher in Norther California. After 10 years of teaching she left the classroom to support math teachers full time as a math education consultant. Jessica has worked with K-12 educators from all over the world, supporting them with instructional practices, innovative assessments, and implementing IM curriculum. Jessica is passionate about supporting teachers in their efforts to identify and build upon students’ mathematical assets. Jessica’s favorite hobbies are traveling (she’s visited over 60 countries), knitting, and playing tennis.

Libby B. began her career in education as an AVID tutor during her undergraduate studies. She went on to teach high school math for 15 years before leaving the classroom and is now a full-time instructional coach for middle and high school math teachers. She left classroom teaching when she found herself with more questions than answers and completed a Ph.D., focusing on how school culture influences achievement for different subgroups in diverse schools.

She continues to pursue equitable access to meaningful learning and educational opportunities. She believes we have an obligation to help each and every student see themselves as competent mathematicians by nurturing individualized sense-making for mathematical ideas. While mathematics is an important artistic outlet for her, her primary artistic work happens in the kitchen.

Vanessa C. started her journey as an educator, curriculum developer, and workshop facilitator over 20 years ago. She taught high school mathematics in Los Angeles and Orange County before joining her local county office as a math coordinator. She has developed a unique perspective on the problems we face every day, through her work with diverse learning communities: a site with predominantly English language learners in Title I schools, a math and science academy, and an academy grounded in the arts.

She currently supports teachers, administrators, and various grade K–12 stakeholders to foster a love for teaching and learning mathematics! Vanessa is never too busy to drop a beat and dance with her husband and kids.

Before beginning her career in education, Tammy F. was an active-duty Air Force Linguist. She spent the next ten years teaching Bilingual Education in Palm Springs, California. She is now an instructional coach in elementary mathematics in San Diego County. Tammy is a National Board Certified Teacher in English as a New Language, and she wrote many of the suggested Math Language Routine supports for IM K-5 Math. Her expertise is in working with English Language Learners, but she is passionate about making math make sense to all teachers and all students. In her free time, Tammy enjoys being outdoors. She especially likes hiking, camping and fishing.

Maureen G. retired after 30 years as a HS Math Teacher, MS Math Coach, and Master Teacher. She is an Adjunct Prof at UCLA, for Pre- and In-service teachers earning an authorization to teach Computer Science. Maureen won a 6-yr grant from Math for America, LA, where she wrote CCSS math curriculum for her high school by incorporating engaging and rich tasks, such as IM. Her belief is that teacher collaboration is key to creating an equitable and safe learning environment for students’ diverse needs and learning styles. Maureen loves to read, garden, play piano, and swim in icy cold lakes in the Sierras.

Julie M. is a former classroom teacher in the San Francisco Bay Area and is an Associate Professor of Mathematics Education at CSU East Bay in Hayward, California. Her classroom experience led her to pursue graduate studies at UC Berkeley, and to earn her MA and Ph.D. in mathematics education. Her research focuses on the teaching and learning of mathematics concepts that are foundational but considered “hard to teach and hard to learn.” She is the coauthor (with Meghan Shaughnessy) of Beyond Pizzas and Pies: 10 Essential Strategies for Supporting Fraction Sense, 2nd ed. (Math Solutions 2015) and author of Beyond Invert and Multiply: Making Sense of Fraction Computation (Math Solutions 2015). She cares deeply about the mathematics education of all children, especially those from traditionally marginalized communities. In her free time she likes to run, knit, spend time with her family, and cuddle with her two goofy pit bulls.

Sean N., Ph.D. received the Presidential Awards for Excellence in Mathematics and Science Teaching. He has published multiple books and articles, is a LearnZillion Ambassador, and has presented at over 40 conferences. Sean is a professor at California State University San Marcos and the American College of Education. Sean is an educator, coach, and liaison in Oceanside, CA.

He has worked with the US Department of Education, White House Office of Science and Technology Policy, National Science Foundation, California Department of Education, Commission on Teacher Credentialing, and Smarter Balanced Assessment Consortium. He was a representative of the USA at ICME-12. Sean is the President and Program Chair of the Greater San Diego Mathematics Council. He consults for various districts at the K–12 level training teachers and administrators. His research agenda includes how teachers negotiate the balance between the procedural, conceptual, and application via technological resources.

Rebecca R. began student teaching in 2013, in Los Angeles, California. She had the opportunity to serve the students of LAUSD from 2014-16, and the students of Green Dot Public Schools from 2016-2019. A highlight within her career history is her current role at Burton School District. Working as a Curriculum Coordinator has allowed her to support secondary math teachers through coaching and professional development. Rebecca is passionate about mathematics and strives to spread a love of learning, just as her past teachers have done for her. She believes that every student should have access to high-quality math instruction, from highly trained teachers. In her free time she enjoys spearheading side projects such as after school programs and math intervention.

Jen O. began her career teaching grades K–5 but after 17 years, Jen decided to take a district math coordinator position supporting grades K–8. She moved back to the classroom, teaching grade 6 for two years, until her most recent role as a math coach in a K–5 school. Outside of her district role, she is active in Colorado’s Council of Teachers of Mathematics as Regional Representative and Conference Chair, facilitates the Add+Vantage Math courses through the Math Recovery Council, and partners with local universities to bring the most up-to-date research in best practices to their district. She considers her efforts to bring more equitable math experiences to all of her students through de-tracking and supporting teachers with rich and growth-minded resources to be the most impactful work of her teaching career. She loves spending time in the mountains with family and friends whenever she has free time.

Heather P. began her career as a K-5 teacher in Phoenix, AZ. Within her 20 years in education, Heather has worked as a K-8 math coach, English Language Specialist, and District Elementary Mathematics Coordinator. As the mathematics coordinator in Aurora, CO, she was a co-creator of the district’s first ever K-12 Mathematics Teaching and Learning Framework. Heather has developed and delivered professional development, coaching, and consulting around math standards, workshop model, and equitable teaching practices in multiple schools and districts. She holds a Masters degree in both Educational Leadership and Linguistically Diverse Education. Heather passionately works to ensure every child has access to a rigorous, high-quality mathematics education regardless of their race, culture, language, or socio-economic status. As a leader, she looks at systems and practices through an equity lens and works to act in a way that demonstrates her commitment to the welfare and achievement of all students. When she is not immersed in her work as an educator, Heather enjoys exercising and spending time with her husband and two boys.

Elise A. began her career as an elementary classroom teacher and is currently a Math Coach for the Consolidated School District of New Britain in Connecticut. As a coach, Elise collaborates with teachers and supports them in delivering rigorous problem based instruction. She is a CT State Network Educator, having contributed to Smarter Balanced Tools for Teachers and SBAC task analyses. Elise is the co-founder of the Connecticut Illustrative Mathematics Consortium and currently serves on the Board for the Connecticut Council of Leaders of Mathematics. Elise’s “aha” moment came when she discovered the meaning of a square root as a third grade teacher by building square numbers with her students. She is committed to helping all learners experience that “aha” moment by tapping into their creativity and engaging in rich and relevant math tasks. In her spare time, Elise makes jewelry, gardens and dominates the microphone in karaoke.

Cristina F. began her career in education as a third grade teacher at a project-based charter school in Providence, RI. After teaching in the classroom for many years, she worked as a district elementary mathematics curriculum specialist where she created assessments and curriculum documents, designed and delivered professional learning, and collaborated with other district leaders in order to further the district’s mission and vision as a social justice institution. As an instructional coach, she supports elementary teachers in grades PreK–5 by coaching teachers and grade level teams, leading district PLCs, and using student work and data to improve teacher practice. Cristina believes that high quality and equitable instruction starts with a classroom community that values and respects the contributions of all students, celebrates mistakes, and holds all students to high expectations. When she is not working, Cristina loves to ski, hike, run, and travel with her family.

Jessica K. began her career in education as an elementary school teacher in Hartford, CT. She has taught students in grades Kindergarten through fifth grade and served as an Instructional Coach in a Kindergarten through 8th grade building. Jessica has also worked at an International Baccalaureate school and focused her work on inquiry for primary learners. Currently Jessica works for a Regional Education Service Center as an Elementary Education Consultant and supports teachers and coaches statewide. She also is the President of Learning Forward Connecticut, and affiliate of Learning Forward. Jessica believes mathematics instruction should be engaging, meaningful and equitable for all students. In her spare time, Jessica enjoys spending time with her friends and family by traveling, spending time outside, and reading.

Robin M.Robin Moore is a lead curriculum renewal coordinator at EdAdvance, one of Connecticut’s six Regional Educational Service Centers (RESCs). She is also an educational consultant for Exemplars. She started her journey well over 20 years ago as an elementary classroom teacher. Robin’s passion for modeling a growth mindset for students and colleagues as well as an interest in helping build an understanding and love of mathematics led her to pursue a position as a math specialist. Over time, she became a K-8 math coordinator and then a K-12 STEM coordinator. She actively participates in multiple organizations such as Connecticut Council of Leaders of Mathematics and Associated Teachers of Mathematics in Connecticut. In addition, she loves to share her experiences at various conferences such as ATMNE, NCTM, and NCSM. When not promoting a love for mathematics, Robin enjoys gardening, gymnastics, and spending time with her family.

Lindsey R. began her career as a high school teacher in Manchester, CT. During her ten years in the classroom her experience ranges the span from Algebra I to Calculus. Furthermore, she has spent many years working on data-driven decision making teams to analyze student data and develop plans for intervention. Currently, she is an education specialist with the Capitol Region Education Council Resource Group. In this role, Lindsey focuses her work on supporting teachers of secondary mathematics both in and out of the classroom. Some areas of her work focus on instructional coaching and delivering high-quality professional learning. Lindsey continues to be driven by experiences that make students feel empowered by the mathematics that they are learning. When she is not immersed in her work as an educator, Lindsey enjoys spending time with her family and being a mom to four wonderful children.

Randi R. started her career in education 26 years ago as a classroom teacher in first, fifth, and sixth grade. Currently, she is a Math Instructional Coach for an upper elementary school in Wilton, CT. She is the first and only math instructional coach at her school, and has been a catalyst for the math instructional shifts that have occurred over the last six years. She collaborated with district math leaders to create an inquiry based lesson framework and spearheaded the work to build a curated curriculum to use while her district waited for IM to be released for K-5. She believes that all students can learn math and is passionate about helping teachers and students make connections between strategies that can be used across grade levels and concepts. In her down time, Randi enjoys spending time with friends and family, shopping, and going to Broadway shows.

Joanna V. began her career as a fourth grade teacher in Harwinton, Connecticut, followed by six years as a special education teacher. She currently serves as an Elementary Math Coach in Bristol, Connecticut.  In this role, Joanna provides job-embedded professional learning at two schools and curricular support city-wide. One of Joanna’s specialties is collaborating with general and special education staff to provide grade-level, problem-based instruction to all students. She also enjoys facilitating professional learning at the local level as well as state and national math education conferences. Joanna believes that all students, regardless of their background or IEP status, come to school with a wealth of mathematical knowledge. She is passionate about centering students’ voices and ideas in math classrooms, and about empowering teachers to honor these voices in their instructional practice. Outside of education, Joanna enjoys hiking with her family, home renovation projects, and her cats.

Erin L. began her career in education as a middle school math teacher in Newark, Delaware before working to support teachers and students in the role as an instructional coach. Erin has been actively involved in both statewide and district-led coaching initiatives that support teachers in creating equitable and high-quality mathematical experiences for students. Erin believes strongly that all students should have access to teachers and mathematical experiences that hold them to high expectations. When not working to create high-quality mathematical learning environments, Erin enjoys spending time with her family and travelling.

Jacqueline A. began her career in education as a middle school math teacher in Saint Petersburg, FL. Today, as she continues to pioneer through systematic barriers, injustice, and biases, she has dedicated her career to cultivating an inclusive classroom where every scholar can succeed. She is an inaugural writer of curriculum for her local school district, working with an elite team to design culturally inclusive resources and materials aligned to Pre-Algebra and Algebra 1 Honors mathematics standards. She is also a pillar within her school and district in delivering professional development and instructional coaching district-wide in her role as a professional learning facilitator. Jacqueline believes that all students, regardless of their demographic background, deserve access to high-quality curriculum and instruction, and she has committed to aligning with organizations whose work supports this belief. When she is not immersed in her work as an educator, Jacqueline enjoys mentoring, tutoring, and volunteering in her local community and Church.

Dr. Linelle B. began her teaching career in elementary education. She has taught all grades K–5 and has served as a district math academic coach and a state trainer in K–12 mathematics. She is the founder of S.T.E.A.M. Girls Rock, a mentoring program for teen girls to develop their skills in science, technology, engineering, art, and mathematics. Dr. Brunson is passionate about equity in mathematics and believes that all children are mathematicians. Her favorite hobbies are traveling and reading.

Nancy K. began her teaching career in Brooklyn, New York as a NYC Teaching Fellow where she was trained under the America’s Choice model. She has 18 years of experience with grades 6–8 math.   Throughout her teaching career she has served as a teacher-leader, mentor, and department chair. Nancy has been in Georgia for most of her professional career where she now serves as a Middle School District Academic Coach. She enjoys presenting at state conferences and connecting with educators across Georgia. Her recent accomplishments include obtaining an Education Specialist degree in Instructional Technology and Leadership Certification. She believes all students are capable of learning at high levels when given the opportunity to engage in meaningful tasks. Nancy takes pleasure in spending time with her husband and two children. Together, they take advantage of outdoor activities in the Atlanta area as well as traveling to visit family in Florida.

Ashley P., a recovering traditionalist, began her career in education as a middle school mathematics teacher in Columbus, GA. Guided by a core belief that all learners can achieve at high levels, Ashley serves as a K–12 instructional coach, where she develops and facilitates professional learning in the Cobb County School District. During her tenure as an educator she has served on the 6th-grade teacher working committee to revise the common core state standards for Georgia and in 2019 was selected by State Schools Superintendent and Governor of Georgia to serve as 5th-grade team lead for the 2020 Georgia standards revision team. Ashley enjoys curating problems for Robert Kaplinsky and Nannette Johnson’s Open Middle website, traveling, and being with friends and family.

Belinda T. began her career in education as a middle school math teacher. She has been a teacher of grades 5–9 in Kentucky, California, and North Carolina, an instructional coach in Philadelphia, Chicago, and Washington DC, and a virtual coach for math teachers in New York City. Over Belinda’s 25 years in education she has also spent time as a researcher, professional development writer and leader, and curriculum writer. Attaining National Board Certification in Early Adolescence/Mathematics sparked a career-long interest in learning from student responses to rich tasks, as well as the power of video in reflecting on one’s teaching practice. She is fascinated by the challenges of teaching and learning fractions and algebraic reasoning, and embraces opportunities to learn with and from teachers and students. A fun fact about Belinda is that she once appeared on the Tonight Show reciting the alphabet backwards in under four seconds.

Meredith A. began her career as a member of the Urban Catholic Teacher Corps at Boston College where she taught 5th grade while working towards her Masters’ degree. She then moved to California to work for Aspire Public Schools, where she worked for 14 years as a teacher and Dean. While at Aspire, Meredith received the California Charter School Teacher of the Year Award and became a Semi-Finalist for TNTP’s Fishman Prize for Superlative Classroom Practice. As a Dean of Instruction, she was able to effectively coach teachers to improve authentic academic discourse in math classrooms. Meredith believes every math classroom should have a highly effective teacher who consistently demonstrates equitable teaching practices and creates a student-centered environment where all students are given the tools they need to access the curriculum. In her free time, she loves to spend time at parks and museums with her three young children.

Rebecca H. began her career in education over 25 years ago as a middle school classroom teacher in the New York City public school system. After leaving the classroom, Rebecca has worked as a teacher educator in various capacities – providing professional development, instructional coaching and strategic consulting to districts, charter networks, teacher education programs and individual schools. Now based in Chicago, Rebecca works as an independent consultant to a number of schools in the Chicago region. Her approach supports educators to develop a teaching for understanding, sense-making and inquiry-based approach to instruction. Rebecca is passionate about supporting teachers and students alike to develop a positive math mindset and to experience meaning and joy in the classroom, which is what brings her to the Illustrative Mathematics team.

Cathie O. began her teaching career in the rural community of Poplar Grove, Illinois and currently serves as an instructional coach at a large middle school in Lake in the Hills, Illinois. Her experience as a teacher included time as a classroom teacher in grades 3,4 and 5 as well as time teaching math in grades 6,7 and 8. While making math fun for students (through hands-on activities, models, and math talks) has always been important to Cathie, her passion lies in helping teachers create environments where every student embraces being a ‘math’ person. When she’s not coaching teachers or working with students, Cathie enjoys traveling with her husband and rehabbing their mid century home.

Christy V. began her career as a middle and high school math teacher in the suburbs of Chicago, IL. Currently she is the Director of Mathematics and Science for grades 6–12 in a large diverse suburban school district. During her time as a high school math department chair she obtained her National Board Certification. Christy is passionate about challenging the traditional thinking that students learn best by watching and memorizing because she believes that every student deserves the opportunity to question, wonder, and analyze tasks that they are presented with in order to make connections on a day to day basis.  When taking a break she enjoys swimming, biking, running and spending time with her family.

Kelly G. began her career as an elementary educator in Sioux City, IA and Eau Claire, WI, where she served as a grade 4 teacher and mathematics instructional coach. Currently, Kelly works as a School Improvement and Math Consultant at Central Rivers Area Education Agency in Cedar Falls, Iowa, where she supports school leadership teams in designing and implementing action plans. She facilitates professional learning based on best practices in mathematics, instructional coaching, school improvement, growth mindset and social-emotional learning. Kelly believes that when environments are created that allow students to create, inquire, and miscue through problem-solving, students are able to gain skills to prepare them for an unpredictable future that extends far beyond just content standards. Though Kelly’s first degree was in Literacy, she quickly learned that her passion for developing the whole child was much better exercised within the mathematics environment. When she is not teaching or considering innovative approaches for empowering learners she enjoys running, kayaking, and biking with her family and watching her four children compete in sports.

An Iowa educator of more than 30 years, Annette L. has most recently served as a Consultant with Prairie Lakes Area Education Agency and as an Instructor for the University of Northern Iowa. In 2000, Annette became the Iowa Elementary Mathematics Awardee for the Presidential Award for Excellence in Mathematics and Science Teaching and also became Nationally Board Certified in Early Adolescent Mathematics. She currently teaches a series of courses for DoDea Impacted Schools through the University of Northern Iowa, titled Making Sense of Mathematics and Teaching. She has had the opportunity to teach this course series in Iowa, Illinois, and Hawaii. Annette is passionate about supporting educators and students in understanding mathematics and viewing themselves as mathematicians. In her free time, Annette enjoys golfing with her family, geocaching to learn about and explore new places, and reading historical fiction novels.

Sandra U. began her career as a grade 7 and 8 mathematics teacher in Des Moines, IA. After two years in the middle school classroom, she taught math education classes at the University of Northern Iowa for over 20 years and then worked as an Area Education Agency Mathematics Consultant for eight years. Sandy has delivered professional development courses to Department of Defense teachers in Hawaii, Japan, and Guam. She has also co-developed multiple professional learning courses for the Iowa Department of Education and facilitated classes with preschool through grade 12 teachers in Iowa. She believes all students can understand and enjoy mathematics when given opportunities to engage in rich tasks and meaningful discussions. Besides working with mathematics teachers, Sandy enjoys spending time with her family, serving in youth ministry, and riding horses.

Joe S. began his career in Cincinnati, Ohio and has taught kindergarten, 2nd grade, and 5th grade. His current role is an instructional coach in a suburban district in Cincinnati. He has been awarded the Myrtle Miller/Marijane Werner Award Elementary Math Teacher of the Year through the Ohio Council of Teachers of Mathematics. He is passionate about allowing students to share their thinking and making a stage to showcase students understanding. Joe truly believes all students regardless of background and ability can learn and make growth in their learning. He is also a believer in giving time for students to self-reflect on their learning. Joe enjoys traveling and seeing new places, and also enjoys running, swimming, and cycling!

Greta A. has been teaching and supporting mathematics in New Orleans, Louisiana since 2005 and has a Master’s of Education in instructional leadership in mathematics. Greta has also been working on the Illustrative Mathematics team as a task writer and reviewer since 2012 and is an alumna of Park City Mathematics Institute and the Dana Center’s International Facilitation Fellowship. She now works as a Professional Learning Facilitator for the 6–8 Illustrative Mathematics curriculum and with Achievement First in helping schools around the country adopt math story problem protocols grounded in the 5 Practices for Orchestrating Productive Mathematics Discussions. Greta believes that all students and teachers can fall in love with mathematics given the right tasks. Outside of her work in mathematics, Greta plays volleyball, gives her dog belly rubs, and enjoys the endless beauty of New Orleans.

Bronwyn G. Bronwyn G. began her career in education as an elementary and middle school teacher. She taught Pre–K, 2nd, 5th and 8th grade students. She later became a math content leader for grades 3–8, then a 6–8 math coach. Currently, Bronwyn is the Middle School Assistant Principal at a charter school in New Orleans, LA. During the beginning of the pandemic, she worked with School Kit Group as a Content Writer and adapted Illustrative Mathematics’ grade 8 lessons for School Kit’s video learning series, which partnered with Louisiana Public Broadcasting and PBS. In addition, she also recorded many of the grade 8 video lessons for the project, which helped to support distance learning across Louisiana and beyond. Her passion for math stems from her experience with both private and public schools in New Orleans and the inequitable access to highly qualified math teachers within the public school system. She sought to use her BS in mathematics to provide high-quality instruction to underserved students in her city. In her spare time, Bronwyn enjoys spending time with her family and friends, traveling, and catching up on her latest shows.

Susan H. has worked in education for 24+ years. She began her career as an upper elementary classroom teacher in a small Maine town and is currently enjoying her role as a K-5 Math Specialist and Instructional Coach. She has presented on state and national levels, including NCSM and NCTM conferences. Her favorite presentation was titled “Invisibly, Yet Intentionally Redefining Math Interventions”. Collaborating with teachers and students to create positive mathematical communities is a passion of hers. Being a member of a math community is an important part of our math identity and story. Another important part is giving all students equal “airtime” in math discussions, to share their thinking, wonderings and ideas. We are all learners and teachers of mathematics. Susan loves playing cribbage, camping, fishing, exercising, and spending time at the ocean. She also enjoys listening to “Country Gold Saturday Night”.

Abby S. has been in education for 15 years, filling a variety of roles, most recently serving as a K-12 Math Coordinator and Coach for a small school district in rural Maine. Her passion is in working with teachers and students to develop communities of mathematicians in and outside of the classroom. She has presented on this learning and work with teachers at annual NCTM and NCSM conferences, and continues to learn more about building communities where all students can learn, do, and talk about mathematics. Abby strongly believes that supporting teachers and students to build these communities where our students’ voices are valued is critical to providing equitable math instruction. Her favorite hobbies outside of talking about math are skiing (most any kind will do!), knitting, cooking, and reading page turning mysteries.

Matthew D. began teaching in Maryland independent schools in 1998 and is now serving as math department chair in Dorchester County Public Schools since 2020. He has found teaching virtually and in hybrid classrooms to be the most rewarding challenge of his career. He learned many creative ways to connect to students online and teach them using internet resources. He believes that math education needs to solve real world problems and prepare students for contemporary applications. When he is not teaching, you will find him riding all over Maryland’s Eastern Shore on his electric unicycle!

Margaret B. began her teaching career in 2007 as a first grade teacher for the Easthampton Public School District in Easthampton, MA and still works in the same district, now as a K-5 Instructional Coach. In 2013 she helped to transform her school’s 21st Century After School Program (EEASP) by using the Math Practices as the driving curriculum framework for after school enrichment. Margaret was a recipient of the 2021 Pioneer Valley Excellent in Teaching Award. She is passionate about helping children and adult learners more deeply understand the complexity, beauty and joy of our number system. Before becoming a teacher, Margaret was a lawyer with the Office of the Public Defender in Baltimore, Maryland.

Jen H.Jen H. is a math consultant who works with teachers and with curriculum project teams to promote mathematics education. She was the Pilot Coordinator for the Illustrative Mathematics Elementary Curriculum project and a writer for IM Explorations. She has a B.A. from the University of the Virgin Islands in elementary education with a concentration in mathematics and an M.A. from Mount Holyoke College in teaching mathematics. She has worked as a teacher (12 years) and as a math coach (5 years) in elementary schools and middle schools in both the Caribbean and in Massachusetts. For a number of years she left the classroom to focus on her passion for assessment, working at the Massachusetts DESE on the Mathematics MCAS test, first as a test developer and then as the administrator. She believes mathematics is the language of quantity and shape that everyone, with the right resources and support, can appreciate and enjoy. She loves to travel, collect vintage wares, and dance to great music..

Rosanne O. began her career in education as an elementary teacher and assistant principal in Plymouth, MA. She earned an M.Ed. in School Leadership with a focus on Curriculum and Instruction. Later, Rosanne moved to educational publishing, which led to working with UCSMP authors and the start of Everyday Mathematics K–6. As a field associate, she wrote and conducted promotional presentations,  implementation trainings, follow-up workshops, administrator overviews, user-conferences, and other topical sessions. Through this work, Rosanne experienced how quality instruction does make a difference. Later, as the Everyday Mathematics specialist at McGraw-Hill, she continued to support EM in the same capacity. Currently, Rosanne works as an independent math consultant, committed to helping elementary teachers change the way they view and teach mathematics. She believes that all students can learn to understand and appreciate mathematics if it is taught how they learn. Rosanne’s interests are gardening, cooking, and spending time along the coast of New England.

Stephanie R. began her career in education as a middle school math teacher in the Boston suburbs. After 8 years in the classroom, she became an elementary math specialist and interventionist and most recently a K-6 mathematics coach. She enjoys partnering with teachers to plan for optimizing student success in the mathematics classroom. Stephanie believes all students from all backgrounds can do math at a high level and that it is up to us as educators to unlock that potential within them. Additionally, Stephanie is a certified mindset and habits coach, in which she coaches individuals and groups around feel-good mindset practices and habits to help them live balanced, happy, and healthy lives. When she’s not working as an educator or coach, she loves to read, cook, and spend time with her husband and two beautiful daughters at the beach, on a hiking trail or traveling to new places.

Katie W. has taught math to grades 5-12 in the classroom and private 1-1 settings, and she currently teaches high school math in the Easton Public Schools. She has an undergraduate degree in math, a Masters and CAGS in Secondary Math Education, and she has been a Math for America Master Teacher fellow. She enjoys helping teachers expand their conceptualization of what it means to teach and learn mathematics. Katie is passionate about mathematics education because she sees its transformative power; when students are able to overcome whatever challenges they experience to learn mathematics, they can actually change what they believe about themselves. In addition to being a math educator, Katie is a mom, wife, and avid cyclist; Katie’s favorite hobby is riding her bike in the Pan Mass Challenge, which is a 192 mile bike ride across Massachusetts to fundraise for Dana Farber Cancer Institute.

Kristine H. began her career in education over 25 years ago as a high school mathematics teacher in Utica Community Schools, MI where she also held the leadership role of system-wide chairperson.  She is currently a K–12 mathematics education consultant for 226 public schools Macomb County, MI, serving 125,610 students. She develops and facilitates professional learning for mathematics educators and administrators in any capacity that advances STEM education at local, county, and state levels. She is passionate about uniting teachers vertically, across grade levels and across all content areas. Her goal is to provide long-term and ongoing change in classroom instructional strategies that raises student achievement.  During her time away from education, she is passionate about spending time with family and friends.

Amy K. has been a high school and middle school math teacher in Frankenmuth, Michigan since 2000. Amy has been a leader in her local math education community. She was selected to participate in the Math Specialist program at Saginaw Valley State University. She spent two years studying best practices in math education then went on to serve as a mentor to future participants. She is most passionate about developing meaningful co-teaching partnerships in special education classes. Amy believes that all students are capable of learning to high levels and is committed to working with others who share this belief. In her spare time, Amy is an avid runner and has recently learned to scuba dive.

Mary M. began her career in education teaching 8th grade mathematics. She is currently a district mathematics coach for Kalamazoo Public Schools, supporting K–12. She is proud of her work as a district math coach, providing teachers with innovative and engaging ways of teaching mathematics through modeling, professional development, and curriculum writing. Top on her list of career highlights is traveling abroad to provide professional development for teachers of DoDEA schools (Department of Defense) as they transitioned to the Common Core. Mary is passionate about mathematics education because it is a gatekeeper to so many future endeavors for students and she believes that it is attainable for every child. One fun fact about Mary is that the DoDEA math training she facilitated was the catalyst for her international travels. She has now visited seven countries and continues to plan trips abroad.

Danielle S. began her career teaching high school math and physics in Kalamazoo, MI. She had the privilege of consulting with the Charles A. Dana Center in Austin, TX where she co-authored the Academic Youth Development program, seeking to transform mathematics education for students. Later, Danielle returned to Michigan as a regional mathematics consultant and coach. Danielle currently serves as lead consultant and instructional coach for Bold Educational Consulting; focused on supporting educators and their administrators, across the region, state, and nation, in recognizing and removing inequities in students’ educational lives to help realize the power of mathematics for all students. Danielle is committed to further developing her abilities to recognize, respond to, and eradicate biased, racist systems within her spheres of influence. One of Danielle’s hobbies is home design and renovation. You just might find her with a sledgehammer, knocking down walls, next time you see her.

Shawna V. has proudly taught elementary school in Detroit, junior high in Utica, and for Armada High School in special education and general education roles. Currently, she serves as a special education and mathematics consultant for Oakland Schools and teaches Detroit by the Numbers, a quantitative literacy course, at Wayne State University. She provides professional learning, coaching, and consultation around math instruction, co-teaching, Universal Design for Learning, and assessment and is committed to making meaningful mathematics accessible to all students. Shawna is enthusiastic in supporting teachers as they refine their practice and understands the challenge of skillfully teaching multiple subject areas. She loves to hear aha’s and ooh’s as students and teachers find joy in a mathematically delicious moment. Shawna is a fan of public libraries, enjoys modern art (especially Calder mobiles), and spends her Sundays scratch and batch cooking for her family.

Dave L. began his career as a high school mathematics teacher in North St. Paul, MN. In his role as a secondary content specialist, he is supporting the implementation of Illustrative Mathematics at the high school level through facilitating professional learning communities and co-teaching in the classroom. He has provided leadership in programs to support students’ successful transition to high school. Also, he supported teachers and students in the development of college-level statistics curriculum in high schools around the country through professional development. Dave has seen the dramatic outcomes when a classroom fosters a mindset in which every student can learn and enjoy mathematics at the highest level. Outside of the classroom, Dave is a BBQ and cooking enthusiast that enjoys spending time with family and friends outside when the Minnesota weather allows.

Sara V. is a National Board Certified Teacher who taught middle and high school mathematics for Minneapolis Public Schools for 26 years, with 5 years leading K–12 mathematics for the large urban district. Currently, Sara consults with schools and districts around the United States on topics connected to English language learners, engagement and discourse strategies, and teaching student reasoning as students engage in the concepts and big ideas of mathematics. Outside of her work with teachers and leaders, Sara is involved in state and national math teacher councils and engages daily with the online community of teachers. Sara frequently writes about mathematics teaching. Her current passions in teaching are incorporating movement into the mathematics classroom and developing positive student mathematical identities.

Liza B., began her career as a 7-12 math teacher in upstate NY and is currently an Associate Professor of Mathematics. Her teaching and research areas of interest are grounded in equity and include teacher noticing, simulations, and math technology. She was selected as the College Teacher of the Year in 2020 by the Mississippi Council of Teachers of Mathematics (MCTM). She served as the President of the Mississippi Association of Mathematics Teacher Educators (MAMTE) 2017-2020. Liza enjoys staying active and crafting.

Eric P. (he/him) is currently a doctoral student in math education at the University of Missouri. Prior to moving to Columbia, he completed his master’s degree and teacher training through the Seattle Teacher Residency and taught for five years across two Title I schools in the Seattle Public Schools. As a third, fourth, and fifth grade teacher, his instruction centered student thinking and honored all contributions to combat traditional status dynamics in mathematics. Eric decided to pursue a PhD to think more about how elementary teachers can be prepared and supported to do student-centered, conceptual math instruction consistently at scale. Outside of education, Eric enjoys running, choral singing, traveling, watching sports, and theatergoing.

Rebecca V. spent the first fifteen years of her career teaching in upper elementary classrooms in Clinton, IA and O’Fallon, MO. Currently, she spends her days exploring mathematics with sixth grade students in the Fort Zumwalt School District. Rebecca has completed advanced degrees focusing on mathematics education in the middle grades and is always open to new learning opportunities and to sharing her experiences with others. She is proud of her work as a teacher leader and has facilitated professional development sessions at national, regional, and local conferences focusing on problem-based instruction, fostering thinking and understanding, modeling in middle school mathematics, and assessment practices. Becky is passionate about creating a classroom culture that supports thinking and providing rich mathematical tasks so all students feel safe to explore, grow, communicate, and be themselves. Outside of the classroom, Becky enjoys spending time with family, reading, gardening, and cheering for the St. Louis Cardinals!

Lei-Anna B. began her career in education as an upper elementary teacher of a multi-age classroom in San Jose, California in 1989. Since then, she has been a classroom teacher in grades K–8, instructional coach, curriculum specialist, education consultant, facilitator trainer, outreach coordinator, and adjunct faculty. She holds degrees from Santa Clara University, San Jose State University, and a Master of Science degree in mathematics education from Montana State University.

Her career has taken her from inner city schools in California to the rural communities of South Carolina and reservation towns of Montana. With each position and project, she has been guided by the principle that all students need access to high quality resources and instruction in an environment that nurtures a growth mindset. When not immersed in mathematics education, Lei-Anna loves to volunteer in her community and spend time with her husband and three kids exploring the backcountry of Montana.

Melissa R. began her teaching career as an elementary educator in Helena, MT. She is the 2018 Montana Teacher of the Year serving as a spokesperson and advocate for the teaching profession. She’s also the 2012 recipient of the National Science Foundation’s “Presidential Award for Excellence in Mathematics and Science Teaching” (PAEMST), acknowledging her accomplishments as an exemplary mathematics teacher. She’s developed and delivered professional development and instructional coaching nationwide in her roles as an educator and instructional coach. Melissa believes all children deserve a quality education and is passionate about advocating for educator access to resources needed to support students’ achievements.  A fun mathematical fact about Melissa is that she is a mirror image identical twin—she and her sister have reverse asymmetric features. When she is not delivering professional development, Melissa enjoys hiking, backpacking, and spending time with her family.

Melanie A. started teaching in Seattle, WA in a variety of elementary classrooms and SpEd lead teacher roles. Now an elementary Mathematics Instructional Coach for a southern Maine school district, she also provides professional development for New England school districts and educational companies. She’s been a part of two National Blue Ribbon schools and humbled by a nomination for the Presidential Award for Excellence in Mathematics Teaching.

Melanie has experienced how transformative the best instructional practices and routines and data-driven, equitable, accessible, precise, and culturally relevant teaching and learning can be. She is eager to work with educators, students, and parents to empower them to become mathematicians and scientists in their daily lives and seek careers in those fields. She lives in coastal New Hampshire with her family, including her 7- and 5-year-olds, and loves exploring the world, finding new math games to play, and dancing and laughing together daily.

Cheryl F. began her career in education as a computer teacher in Perth Amboy, NJ, but quickly realized that math was her true love. A former middle school math teacher and elementary math coach, Cheryl is now an independent consultant who provides professional development, coaching, and demo lessons to K–8 teachers nationwide. After earning her MS in Mathematics Learning and Teaching, Cheryl was part of an NSF-funded grant aimed at improving math teachers’ ability to formatively assess students’ understanding and provide appropriate and valuable feedback.

Cheryl believes that when students become active doers rather than passive consumers the greatest learning gains can be realized. She also believes that in order to teach in powerful and empowering ways, teachers must first have experienced learning in powerful and empowering ways. A fun fact about Cheryl is that she appeared on TV with The Fonz during the Statue of Liberty’s Centennial celebration.

Lisa M. began her career in education as a high school science and math teacher, and for the past 20 years has worked with Mathematically Connected Communities (MC2), an organization committed to improving K–12 math teaching and learning in her home state of New Mexico. While Lisa spent the first 15 years of her math education career focusing on 6–12, she has spent the past 5 years digging into K–5 learning trajectories, partnering with teachers in their classrooms, and implementing professional learning designed to help teachers understand how elementary students develop deep conceptual understanding.

She is passionate about the need for students to construct the meaning of mathematical ideas in ways that make sense to them, and learning with teachers how to develop the ability to truly listen to children’s thinking. Lisa lives on a small ranch in south-central New Mexico and enjoys hiking, yoga, knitting, cooking, and connecting with friends and family.

Tiayana M. began her career in education as an elementary and middle school teacher. She worked for many years as a mathematics content specialist for the New York City Department of Education overseeing the development of city-wide mathematics assessments. She also supported the development of state and national assessments and the development of high-quality instructional materials. As the Executive Director, Mathematics at a national nonprofit, she focused on supporting teachers, instructional and school leaders, and districts with implementing standards-aligned curriculum and improving instructional practice. Currently, she works as an education consultant, supporting universities, nonprofits, districts, and schools.

Tiayana believes all children should feel comfortable and supported in the learning of mathematics and teaching should leverage discipline-specific pedagogical practices that engage and value the capacity and humanity of all children. Tiayana enjoys spending time with family and friends and traveling as often as she can.

Josh R. has been an educator for 25 years.  He  began his career in education as an upper elementary teacher in New York City. Since 2006, he has served as the K–6 Mathematics Specialist in Dobbs Ferry, NY. During his time at Springhurst Elementary School, he has facilitated Lesson Study research groups, and in 2014 had the opportunity to visit math classrooms in Japan and participate in authentic Lesson Study activities. He is passionate about problem-based teaching and believes that all students have brilliant ideas when given opportunities to engage with rich mathematical tasks and equitable instructional practices. Josh is a huge fan of mathematical logic puzzles. In 2016, he co-authored a book entitled KenKen: Tried and True Tips & Techniques for Beginners.

In 2012, Josh was awarded the Presidential Award for Mathematics and Science Teaching. When not engaged in mathematical endeavors, Josh loves cooking and attending live sporting events.

Dr. Olu A. began her education career as a middle school mathematics teacher in the New York City Public School System. As university faculty, she teaches methods and content courses to pre-service and in-service teachers. She has significant experience in educational leadership and applies this knowledge across institutional levels through a collaborative approach. Olu also has a proven track record of successfully directing educational initiatives focused on Diversity & Inclusion. She embodies equity and diversity, and believes that all children can learn despite race, socio-economic status, religious affiliation, gender identity, etc. As a result, she ensures that her instructional practices focus on equipping teachers with effective strategies that allow them to engage students of all backgrounds in rich, meaningful and engaging educational experiences. When she is not teaching or coaching, she spends quality time with her husband and their 7-year-old daughter.

LaToya D. began her career in education as an elementary math teacher in Greensboro, NC. LaToya has excelled in the elementary classroom for the last 14 years. She began her work in professional development training K–5 teachers on the Common Core State Standards of Mathematics through the American Federation of Teachers and the Washington Teachers’ Union. LaToya was inspired by Illustrative Mathematics when she witnessed a transformation in her students’ attitudes and engagement in mathematics based on their experience with the IM Math Task. LaToya believes that all students deserve an opportunity to engage with mathematics on a level that is understandable, inclusive, and engaging. When LaToya is not working with teachers or students, she enjoys traveling and watching her two toddlers enjoy and explore the world around them. 

Mary S. began her career in education as a grades 2 and 3 multi-age teacher in rural North Carolina. She has 25 years of experience in education serving as a teacher, coach, and professional learning facilitator. She currently serves as an instructional coach in Charlotte, NC. Mary received her B.S. in Elementary Education from East Carolina University and her master’s degree in Curriculum and Supervision from the University of North Carolina at Charlotte. In addition, she is a National Board Certified Teacher as a Middle Childhood Generalist.

Mary believes in the value of curriculum and instruction that is accessible to all learners and allows students to learn by solving problems using real-world and mathematical contexts. In her free time, she enjoys traveling and spending time with her family and friends.

Kaneka T. is a learning enthusiast! Her greatest joy is coming to understand and residing in the space where confusion meets clarity. She designs and facilitates professional learning experiences for local school districts across North Carolina. She served Charlotte-Mecklenburg Schools for the past 18 years as a classroom teacher, building math coach, Title I math specialist and district math specialist, before leaving to work independently as a math consultant.

She has a passion for broadening the community of math learners to include the most unexpected and often rejected. She is pursuing this passion by teaching masters courses as a visiting instructor for Mount Holyoke’s Master of Arts in Math Teaching program, facilitating Investigations Workshops for Terc and facilitating DMI workshops for local districts in need.

Keely M. has taught mathematics to grades 7-16 and is a middle school math coach for Oakland Unified School District. She has a BS in Mathematics from Stanford University and a Ph.D. in Mathematics Education from the University of New Hampshire where her research focused on how novice mathematics teachers understand the Common Core Math Practices. Through coaching, PLCs, and district professional learning, Keely currently supports teachers to enact language routines and practices to engage all learners in math talk. She is passionate about creating opportunities for under-served student populations to have access to powerful mathematics learning.

Tricia B. teaches math content courses for pre-service elementary teachers and provides professional learning to K–12 math teachers in her role as the K-12 Outreach Specialist for the Mathematics Department at the University of Oregon. She has been involved with efforts to promote coherence in math education over the past 15 years, consulting on projects such as Standards For Success, Smarter Balanced Digital Library, and review of Khan Academy CCSSM items.

She is a member of the UO’s Teaching Academy and a participant in the Summer Institutes for Scientific Teaching to improve the implementation of best pedagogical practices in her own teaching. With a rocky start in elementary math that eventually led to a Masters in Mathematics from the University of Oregon, Tricia is passionate about supporting teachers in discovering the wonder and power of mathematics for themselves and their students.

Amanda H. began her educational adventure 14 years ago in a classroom. Her role has grown and adjusted over the years as she has moved to a K–12 instructional coaching role and then Math Specialist and contractor at LearnZillion. She has had the opportunity to use IM in the classroom, as a coach, and on the content and professional development side. She believes all students can grow and the most powerful conversations we can have in a classroom come from mistakes and challenges we encounter. She enjoys playing paddle ball and traveling the high seas on a Disney Cruise with her family. 

Nikki H. is currently a 4th grade math/science classroom teacher in Mechanicsburg, PA. She has been a classroom teacher for 18 years. For the past 15 years, she has facilitated professional development focused on elementary math curriculum and instruction across the United States in her role as an educational consultant. She has presented at national mathematics conferences and worked with countless school districts to assistant with successful implementation of K–5 curricula. Nikki believes that math is for all students and that no one is “good” or “bad” at math! All students are capable of understanding and being successful with math concepts, especially when working with an effective, engaging teacher. When she is not working with teachers or students in the classroom (or on Zoom), Nikki loves spending time with her two children at the beach, teaching preschool gymnastics, reading for pleasure, and watching police/medical dramas like NCIS or Chicago Med.

Daniel K. began his career teaching high school mathematics. For the past several years he has served as the K–12 Mathematics Instructional Coach and the 6–12 Mathematics Department Chair for the Wilson School District. Daniel’s passion for instruction, assessment, effective technology integration, and leadership has given him the opportunity to present throughout the country and at conferences such as ISTE, PCTM, PETE&C, and NCTM. Daniel believes that all students deserve access to a challenging curriculum that will engage them in discourse, promote collaboration, and emphasize process over product. Outside of the classroom, Daniel enjoys spending time with his family. They tent camp frequently throughout the Northeast. On rare occasions, you can find Daniel playing disc golf at the local courses.

Sheila B. has benefited from her 42 years of experience teaching students in both middle and high school, collaborating with teachers as an instructional coach, and facilitating professional development for teachers locally and in other districts and states. She is an active member of North Carolina Council of Teachers of Mathematics serving as Secondary Vice-President for the Western Region, Conference Program Co-chair and State Vice President for Middle School. Some of her professional accomplishments include attaining NBPTS certification, being chosen as a member of NC Teacher Leadership Network, being a lead teacher for the ARMS Project, participating as a trainer for NC Teacher Academy and facilitating for the MELT program at ASU. Although retired, she considers herself a life-long learner and continues to be actively involved in mathematics education. She enjoys reading, playing with her granddaughter and traveling.

Joe K. came to education through the New Teacher Project in Nashville, Tennessee. After 10 years of working in charter schools in Nashville and later Memphis as a teacher and Dean of Academics, he transitioned to an independent school in Memphis. There, he teaches Algebra I, Pre-Algebra and is the chair of the Middle School Math Department. Joe loves how mathematical thinking allows us to see more–more beauty, more opportunity, more solutions–of our world, and he tries to impart that to his students. When he’s not teaching or learning mathematics, he loves to read, exercise, and watch the Memphis Grizzlies.

Lizzy S. currently resides in Dallas, Texas, where she writes curriculum for Illustrative Mathematics. She has experience teaching middle school, high school, and collegiate mathematics. Her focus is on helping underperforming students succeed. She is passionate about building a robust understanding of mathematics for students at every age and level. She is completing a master’s degree in mathematics, with an emphasis on cognitive psychology, at Texas Woman’s University. She also teaches her five children, ranging in age from 1 to 12, how to be productive members of society. In her free time, she competes in Taekwondo tournaments and is currently ranked in the top 10 of the state.

Brendan S. began his career in education as a middle school math teacher in Vermont in 1998, and is presently a 4th grade classroom teacher in Hanover, New Hampshire. He earned his Masters in the Science of Teaching Mathematics from the Vermont Math Initiative. As a passionate classroom educator, he strives to be a mathematical identity builder with a keen focus on learning experiences that cultivate wonder, joy, and reveal the beauty of mathematics for all. Brendan also supports educators as a consultant with Exemplars Mathematics, with a strong commitment to building contextually relevant problem solving into established curriculums. An area of particular importance in his work is the power of productive discourse and how talk moves within a classroom. When he is not immersed in his work as an educator, he enjoys cycling, hiking, skiing, leisure travel, and crafting unique wood products.

Cara L. began her career in San Diego, CA, where she served as a middle school math teacher, math coach, and member of the district math leadership team. She is now an education consultant in the Washington, D.C. area. During her time in San Diego, she was able to hone her teaching skills while earning a masters degree in Inquiry Based Mathematics Education. She also had the honor of working for the world-class project-based learning school, High Tech High. Based on her work at HTH, she was recruited to bring both her knowledge of math education and project-based learning to the UK where she served as an education consultant for The Innovation Unit, ltd. She strongly believes that every child can build a deep understanding for math. She advocates providing a student-centered, active, inquiry-based learning approach that teaches children important questioning, critical thinking, and problem-solving skills. When she is not immersed in the world of math education, her favorite thing to do is spend time with her dog, Guinness.

Adrian C. began her career in education as a 1st Grade teacher in 1989 and has most recently been a teacher educator at the University of Washington in Seattle. After many years as a classroom teacher and instructional coach, Adrian returned to school to get a PhD in Mathematics Teacher Education. She has supported pre-service and in-service teacher learning for nearly two decades and is especially passionate about helping teachers see themselves and their students as mathematically powerful. Adrian loves to cook, is an avid reader, and is the mother of college-age twins.

After beginning her teaching career in Shenzhen, China, Amy H. now teaches high school math in Richland, Washington. A National Board Certified Teacher, she has worked with national leaders in math education and led algebra PLC’s for many years. Amy is a firm believer that all students can be successful in mathematics and is committed to using innovative approaches to build skills and confidence in students who have a history of struggles in math. When Amy is not developing future mathematicians, she coaches color-guard at her high school and enjoys spending time with her three young children.

Lisa L. began her career teaching at the community college level in Eastern Washington. Currently, she teaches math and ELA to middle school students in a small farming community with about 200 students, k-12. Additionally, she is the Title l director for the district. Besides teaching, Lisa has worked with the Washington Department of Education on all development levels of the State test as well as scoring and data analysis of results. She has also written and received many district-level grants. Lisa is passionate about teaching math and believes all students can not only learn math, but can learn to love it. She believes students learn best with hands-on experience and incorporates opportunities with most lessons. When not teaching, Lisa loves spending time with her 4 children and 6 grandchildren. She also hikes and walks with her dog and on quiet evenings, enjoys knitting.

Sara B. spent 15 years as a high school math teacher before joining the Mathematics Institute of Wisconsin in 2014 where she currently develops and provides professional learning opportunities for middle and high school math teachers across the state. She is a National Board Certified Teacher, holds a M.S. in Curriculum and Instruction with a concentration in Mathematics Leadership, and has completed Cognitive Coaching-Foundation and Adaptive Schools-Foundation courses. She serves as a director for the Wisconsin Chapter of the American Statistical Association and statistics is one of her favorite topics to continue learning about. Sara’s passion is supporting teachers to develop students’ beliefs that they are all capable of “doing” mathematics and redefining what it means to “do” mathematics. When not exploring statistics and instructional strategies, Sara enjoys traveling, sewing, and motorcycle rides, especially if they involve a stop for ice cream.

Steven M. is a Mathematics Consultant and Instructional Coach with CESA 2, an educational service agency serving south-central Wisconsin. Steven has experience in Mathematics across all grades. He taught middle and high school mathematics in Chicago Public Schools and worked as a K–8 STEM Curriculum and Instructional Coach in the Chicago suburbs. Steven received his Master of Science in Secondary Mathematics Education at Northwestern University. His research focused on developing student thinking through writing and discourse. Providing students with opportunities to write and talk about their mathematical thinking continues to be a passion for Steven.  Steven grew up speaking Serbian, enjoys traveling, and could eat Buffalo wings for every meal.