MEET THE IM CERTIFIED™ FACILITATOR TEAM
Our team of IM Certified™ Facilitators includes talented math educators from across the country, representing a variety of grade levels, teaching experiences, and learning environments.
Read the Facilitators’ bios below and learn more about the skilled educators who lead IM Certified Professional Learning and support teachers as they implement IM K–12 Math.
Learn more about IM Professional Learning.
Becca P. has been tutoring and teaching math for more than half her life! As a National Board Certified Teacher and Huntsville City Schools Secondary Teacher of the Year (2018), she believes that all students can learn math and should be given access to high-quality instruction and curriculum. Currently a stay-at-home parent, Becca is excited to be able to work with IM to forward their mission and so that she can stay current in the Math Ed world. . . and because she just loves doing math with kids.
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.
Dr. Neeraj (Nick) S.
Dr. Neeraj (Nick) S. has been an educator for over 15 years. He started his teaching career in Alaska, where he received his Masters of Arts and Teaching from the University of Alaska-Anchorage. A National Board Certified Teacher, former teacher of the year, network math coach, and Assistant Principal, Nick has taught everything from grade 1 math to Calculus. Dr. Satyal received his doctorate from Loyola Marymount University in 2014, and wrote a dissertation on how grade 5 teaching affects grade 8 math achievement. He has helped support multiple schools in transforming their math department from both a qualitative lens, and as measured by state test scores. Dr. Satyal believes math education is a social justice issue where kids need mathematics to be full participants in a democracy. Dr. Satyal was a former college baseball player who still plays competitively, and enjoys spending time with his wife, and newborn daughter.
Nicole Szajkowski began her career as an elementary teacher in Anchorage, Alaska. Nicole (Nikki) has taught multiple grade levels in three different states (AK, CO, ND), as well as working as an instructional coach. Nikki is currently a district math curriculum specialist. During her time as a curriculum specialist, Nikki has the opportunity to lead teachers through unpacking their standards, digging into math concepts, and engage in building and district PLCs to support all learners. Nikki has spoken at various state and regional math conferences and loves to learn from the great educators she meets. Outside of education Nikki loves to garden, keep chickens, travel, and do all the great outdoor adventures Alaska affords with her husband and three sons.
Veronica C. began her career in education as a high school mathematics teacher in Phoenix, AZ, where she most recently taught College Algebra and was a Math Coach. She has received the Presidential Award for Excellence in Mathematics Teaching and was a Disney Award Teacher. Veronica developed a summer math enrichment program for incoming freshmen that has also served as a National model for other school districts. In addition, Veronica created an afterschool help center for students to receive tutoring and resources in their coursework. Her passions include helping other teachers see the power in having students explore mathematics concepts through the use of technology as well as helping students make connections between math and the real world. Whenever possible, Veronica enjoys spending time with her family either hiking or traveling. We also are a family of foodies who enjoy trying new restaurants.
Allison P. began teaching after falling in love with her education internship in college. Although it was focused on the business side of schools, she knew the classroom is where she was supposed to be. Allison taught middle and high school math and STEM for seven years and now works at New Teacher Center supporting instructional coaches navigate coaching through curriculum implementation. Her greatest accomplishments have been supporting the founding of a middle/high school in Phoenix, AZ and teaching a co-taught Geometry in Construction course where students applied mathematical concepts to build projects to improve their school and community. She believes creating genuine, hands on learning experiences where students can explore and investigate is the key to high quality math instruction. Outside of work, Allison enjoys sipping iced tea and reading a book at a local coffee shop and fostering dogs from a local shelter.
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.
LeeAnn R. serves her school as a math coach and interventionist. During her career she has served as an elementary teacher in grades 2 and 3 and as a library media specialist. During her time as an IM K-5 Beta pilot teacher, she saw her students identify themselves as mathematicians who could persevere through rigorous tasks. The following year, she moved to a role to help build teacher capacity, and not only develop students’ mathematical mindsets, but teachers’ as well. She has a steadfast belief that there is no math person, rather our experiences with math shape us into the mathematicians we believe ourselves to be. She feels a sense of urgency for equitable instruction that allows all students to develop a future where mathematics serves a vital role. When not immersed in elementary mathematics, she enjoys spending time with family and friends, being outdoors, and watching her daughter’s curiosity spark new knowledge.
Ma Bernadette A.
Ma Bernadette A. has been to K–12 classrooms teaching, coaching teachers, and providing professional learning for teachers, site and district administrators, and parents, since joining SCCOE, . She continues to “walk the talk” by being in the classrooms doing lesson demonstrations embedding English language development (ELD) standards and strategies for English language learners and students with disabilities.
Her expertise also includes curriculum development that fosters a growth mindset through the lens of culturally responsive pedagogy and social justice. She developed summer school curricula for grades 8 and 9 through the ELEVATE math program of the Silicon Valley Education Foundation. The curricula highlight lessons and strategies that promote student agency and identity.
Included in the lessons are a variety of activities that support academic language acquisition, critical abilities from CCSS-Math—that is, communication in many forms, collaboration and interpersonal interaction, use of technology, modeling, design, problem-solving, and formative assessment.
Angela B. began her career in math education as a young math tutor for the University of California, Riverside Learning Center back in the year 2000. Almost twenty years later, she has taught nearly everything from grade 6 through community college and now supports secondary classroom teachers and students as a Math TOSA and instructional coach in a small district in Southern California.
In 2009, she earned a master’s degree in mathematics with an emphasis in math education from the University of Montana, where she deepened her theoretical understanding of how people learn mathematics. Angela believes that the role of sense-making and connecting ideas is central to how people learn and strives to embed this in all of her professional work. When she’s not working, Angela enjoys quality time with her husband and 6-year old son learning all about Godzilla and T-Rex while playing old school console video games.
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.
Kia B. spent over twenty years as a multiple-subject teacher in various grade levels across private, public, and charter school districts in California. As a Math Coordinator in her county’s office of education, Kia has been able to share her passion for implementing instructional practices that invite all learners into mathematics by offering interactive professional learning experiences and instructional coaching for TK-12 educators. She believes that math curriculum should bolster equity by embedding high-efficacy routines into each and every lesson, freeing teachers from the need to spend time finding and integrating these strategies on their own. When not reading, writing, and thinking about best practices in education, Kia enjoys spending time with her family outdoors in the beautiful Sierra Nevada mountains.
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.
Meg B. began her career in education teaching high school in France and is currently an elementary school teacher and mentor for graduate students in Los Angeles. Meg has enjoyed teaching in charter, private, public and Australian schools. She ran a one room schoolhouse in the Silicon Valley where she had the opportunity to experiment with the best practices and resources for student curricular gains, while using the wealth of personal and digital resources at Stanford University and the local tech industry. Mathematics rose to the top as the biggest area of need for quality, problem-based curriculum. She came to love math instruction when she saw an opportunity for concept mastery through new ways of thinking about the subject. Meg’s favorite places to spend time are Australia, where her sister is a dairy farmer, and the French Alps, where she eats too many pastries.
Valentyna B. began her career as a grade 4 educator at a school for Somali refugees. She is currently the Director of Academic Achievement at San Diego Global Vision Academy, a Title One Tk–8 charter school with a focus on inquiry, social justice, leadership, and social-emotional learning. She oversees the school’s Multi-Tiered System of Supports (MTSS) and student programs. Valentyna has a master’s degree in Teaching Tk–8 Mathematics and a master’s in Curriculum and Teaching. She is also a teaching consultant for the San Diego Area Writing Project where she leads professional learning in all content areas. She believes that all students are capable of brilliance and deserve a high-quality education with access to high-level mathematics. She enjoys spending time at the beach and event planning.
Jennifer C. began her career in education as a behavioral interventionist working with children with autism and as an elementary classroom teacher. Jenn currently serves as an instructional mathematics coach at an International Baccalaureate TK–8 school in North San Diego County. She has also served as an elementary classroom teacher, teacher on special assignment for elementary mathematics, and mathematics intervention specialist. She is an experienced professional learning facilitator and has been a speaker at the California Mathematics Council – South Conference and UCSD Teaching and Learning Conference. Jenn received an M.Ed. with an elementary mathematics emphasis from University of California San Diego and an M.A. in Educational Administration from California State University San Marcos. Her passion lies in helping teachers design culturally responsive mathematical experiences that elicit sense-making, curiosity, and a positive disposition towards math in their students. Her research interests include the impact of culturally responsive mathematics teaching on students’ self-beliefs, particularly students’ self-efficacy. In her free time, Jenn enjoys traveling with her husband and two children.
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.
Jean D. began her career in education as a dance instructor in San Diego, CA, and has continued to teach dance for over twenty years. She became a grade 5 classroom teacher at San Diego Cooperative Charter School (SDCCS) in 2014, and she is the SDCCS Math Lead, K–8. Jean received her Masters of Education with a specialization in Teaching Mathematics in September 2019. She has presented at the Greater San Diego Math Council conference and designs and facilitates professional learning at SDCCS.
Jean is passionate about providing the space and experiences for all students to construct a deep understanding of mathematics through hands-on experiences and problem-solving. She incorporates movement and music into her math instruction and believes that they provide equity and access for her students. Jean is inspired by her mom, who is a lifelong learner with a zest for life. “Life is good.”
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.
Jamie G. is the director of mathematics at the Stanislaus County Office of Education. She has a BA in Liberal Studies, an MA in Curriculum and Instruction, both with a focus on elementary education, and holds both California teaching and administrative credentials. During her 12 years in the classroom, she taught Kindergarten, 1st and 6th grades in many settings, including charter, public, and magnet schools. Jamie was named as the Stanislaus County Teacher of the Year in 2013 and awarded the Presidential Award for Excellence in Math and Science Teaching in 2012. She is passionate about teaching, math, and teaching math and is an advocate for equitable access to high quality math instruction for ALL students. In her free time, she loves to bake and go to the gym because you can’t have one without the other.
Mardi G. began her career as an elementary teacher, later moving to secondary. Since working in the classroom, she has written assessments and was selected to present at the National Summit on Assessment. She was a director of the California Mathematics Renaissance K–12 program and for the IES project Making Middle School Mathematics Accessible for All Students. Mardi is the primary curriculum developer for WestEd’s Aim for Algebra, a co-author of Making Mathematics Accessible to English Learners: A Guidebook for Teachers, and of Common Core Mathematics in a PLC at Work, Grades 6-8. She is a PL designer and facilitator for the WestEd/Silicon Valley Mathematics Initiative. Her most powerful experiences come from watching students and teachers recognize and share their math insights. Mardi and her husband have traveled extensively and strive to “be uncomfortable” as they explore new experiences. When home, she enjoys cooking, going to theater, and spending time with family.
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.
Joe H. began teaching as a Math for America DC Fellow and later Master Teacher. He has extensive experience teaching students from diverse linguistic backgrounds, including students who are newcomers to the US and students with interrupted formal education. Joe believes in finding and elevating the mathematical brilliance of every child and is passionate about helping teachers view all students from a strengths-based framework.
He is also committed to his own continued learning and growth and has attended the Teacher Leadership Program at the Park City Mathematics Institute (PCMI), as well as numerous conferences of the National Council of Teachers of Mathematics (NCTM). Joe can frequently be found learning with other teachers on Twitter using the hashtags #MTBoS (Math-Twitter-Blog-o-Sphere) and #ClearTheAir (a community of educators committed to equity and social justice).
Wilma K. started her career as a middle school math teacher over 40 years ago. She is currently an educational consultant. Due to her leadership and knowledge of instruction, she has been the catalyst for major changes in classroom practice and beliefs about whether or not students can learn. The highlight of her career was in a small rural district in central Washington state.
Under her leadership as Assistant Superintendent, the district was recognized as scoring in the 99th percentile of growth nationwide over 5 years. Her areas of specialty include mathematics, leadership, and literacy. She has worked with several districts in helping them change how they view math instruction to make it accessible and equitable for all students and learn how to create a classroom in which mathematical discourse is a norm. During her spare time, she loves to travel and spend time with her two grandchildren.
Gretchen M. began her career in education as a middle school math and science teacher in southern California over 30 years ago. Since then, she has worked as a middle school math and technology teacher, coach, math specialist, and project coordinator districts in the San Francisco Bay Area. Some of her accomplishments include developing and coordinating a mathematics performance assessment program across a consortium of 11 districts and supporting the sense-making and implementation of the CCSSM in local districts.
Gretchen believes each student should have not only access but also the opportunity to learn challenging and rigorous mathematics. She is currently the executive secretary for the California Mathematics Council, a regional lead for a CA Gear-Up Federal grant, and a presenter for the California Math Festival program. Gretchen likes to spend her free time with her dog, Blue, and her nieces and nephews. She enjoys knitting and traveling.
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.
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.
Teresa M. began her 22-year teaching career as a grade 3 teacher in San Bernardino, CA. After getting married, she moved to San Marcos, CA, and taught middle school special education, then grade 5 for ten years, and most recently grade 6 math. Since receiving her masters in K–8 mathematics from San Diego State University, Teresa has been serving as a workgroup member for the Mathematics Diagnostic Testing Project (MDTP), a board member for the San Diego NCTM affiliate (GSDMC), and is a recent alumna of Park City Mathematics Institute’s Teacher Leadership Program.
Teresa enjoys listening to the variety of ways students think about and make sense of math when problem-solving and believes that all students deserve to have access to high-quality curricula and instruction. When not working, Teresa enjoys relaxing in a rustic mountain cabin or going camping with her family.
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.
Courtney O. is a National Board Certified Teacher and taught math and science in middle schools and high schools across the Bay Area before transitioning to district leadership. She is currently the Secondary Math Coordinator for Oakland Unified School District in California.
Courtney has developed professional learning systems grounded in lesson study, the TRU math framework, and site-based content coaching. She believes that lesson study is an essential collaborative structure that empowers teams of teachers, of all experience levels, to engage in an inquiry that puts the focus back onto students. Outside of her work in education, Courtney enjoys dancing, reading, and spending time with her husband and son.
Mary R. taught high school math and physics in NYC before relocating to the Bay Area, where she currently works as HS Math Specialist for Oakland Unified. She has enjoyed working on several grant projects involving Lesson Study, the TRU Math Framework, and bridging the gap between high school and post-secondary education. Mary focuses on building site capacity while continuing to develop cross site collaboration systems, believing in the power of teams. She is passionate about rehumanizing mathematics and creating environments where students develop agency. Mary enjoys spending time with her friends and family, hiking, playing tennis, board games and telling corny jokes.
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.
Julie P. began her career in education as a middle school math teacher. She went on to be part of a team that opened two new campuses on the South Side of Chicago where she was the Math Instructional Coach and then the Principal. She has since moved to Colorado to continue to support school principals and leadership teams in the instructional practices that allow all students to receive the rigorous mathematics instruction that they deserve. She firmly believes that all students can achieve the demand of the standards and that it is our responsibility as educators to provide that for them. In her free time, Julie can usually be found hiking or skiing in the mountains.
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.
Sara B. is currently the K–12 STEM Coordinator at Regional School District 6 (Warren, Morris, and Goshen). Sara was the Grade 1 lead writer for the K–5 Curriculum writing team. She began her 24 year career as an elementary school teacher, and her passion for understanding how children learn mathematics led her to become an elementary Mathematics Specialist. Sara has served as the elementary math leader of the Connecticut Student Achievement Partners Core Advocate Network and as a LearnZillion Dream Team Coach. She believes the key to developing all students’ mathematical identities hinges on fostering positive relationships with students by valuing their thinking, supporting them in their learning trajectory, and asking genuine questions. Sara sees her work with IM as a natural extension of her career goals as a dedicated and passionate mathematics educator. Sara enjoys time with her husband and 3 bullies: Eloise, Bentley, and Bailey.
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.
Lindsey J. started her career in education as an elementary teacher in High Point, NC, and started working as an instructional coach after moving to Connecticut. She currently works as an elementary math specialist for the Capitol Region Education Council Magnet Schools. In her coaching position, she has developed and delivered professional development, analyzed school-wide data to prepare and facilitate data team meetings, and thoroughly enjoys collaborating with teachers to strengthen their craft. Lindsey believes that all students have the ability to learn mathematics and she has committed her career to helping students access their mathematical potential. When she is not working, she is busy with her husband and two children running to dance and soccer and having adventures outside.
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.
Trish K. started her career in education as a New York City Teaching Fellow in Brooklyn, NY. Currently, Trish is the Director of Nursery – Grade 5 Mathematics at an independent school in Connecticut. In this role, she has worked to overhaul the mathematics curriculum, nourishing a climate that cultivates student mathematicians rather than simply math students by making math class look more like mathematics. She has taught fourth, fifth, and seventh grades, served as a curriculum developer and assessment writer, facilitated professional learning at Mt. Holyoke College, and is a regional and national conference presenter. By leaning on common experiences and routines, deep conceptual understanding on the part of teachers, and mathematically rich classroom environments, she strives to catalyze learning that is engaging, cohesive, and rigorous. In her free time, she enjoys reading, snowboarding, boxing, and being a hockey mom to her children, Grace and Asher.
Robin M. is currently the Lead Curriculum Renewal Coordinator at EdAdvance, one of Connecticut’s six Regional Educational Service Centers (RESCs). She started her journey 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 looking for ways to help 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 Core Advocates, 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, Zumba, and spending time with her husband, Jared, and children, Evan and Emily.
Amanda P. began her career with playing school with her cousins when she was younger. This passion to teach led her to pursue a career in teaching in Danbury, Connecticut where she spent twelve years as a high school mathematics teacher and has recently started a role as the Middle School STEM Coach. She has worked on state and local curriculum initiatives, is a board member of her state NCTM affiliate, and has participated in many grants such as the Better Math Teaching Network. She will have her doctorate in Instructional Leadership by the end of this year. Her personal goal is to help students understand, appreciate, and make connections throughout mathematics in the most engaging ways possible. Some of her favorite hobbies are skiing in the winter and fishing in the summer and she loves anything to do with llamas.
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.
Rachel R. began her career as a fourth grade teacher in the Bronx, NY. There, she completed her master’s degree. After four years, Rachel moved to Connecticut and was a founding fourth grade teacher at a charter school in New Haven. In this role, Rachel’s determination to advance the thinking of all students grew, and she became a teacher at a Multiple Intelligence magnet school in Hartford, CT. There, Rachel realized her love of professionally developing and supporting fellow teachers. She currently works as an Elementary Math Specialist in Hartford, CT. Rachel’s favorite part of her job is supporting teachers in building equitable math classrooms that are grounded in the belief that all students can learn. When Rachel isn’t diving into math, she enjoys the outdoors, traveling, and spending time with her husband and their 6-year-old twin girls.
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.
Sue R. began her career in education as a math teacher in a PreK–8 school, and most recently held the position of Managing Director of Professional Learning for a regional education service center. Sue has provided professional learning and coaching to educators in a variety of content areas including mathematics, leadership, equity, assessment, teacher evaluation, culturally relevant pedagogy, and instructional coaching. Sue is committed to building school and district capacity to embrace equity and inclusion by developing knowledge and skills through job-embedded professional learning. She believes that high-quality and equitable math instruction begins with teachers who are comfortable with doing the math themselves, and who appreciate the importance of allowing students access to problem-based learning experiences.
Debbie V. began her career as a fourth grade teacher in Arlington, VA, and then became a K–12 math specialist. After a move to Annapolis, MD, she became a K–5 math specialist and eventually the Elementary Mathematics Supervisor. Now, living in Connecticut, she has been a K–5 math coach for the past 10 years. Debbie has helped to author assessment items at the state and national level as well as worked on the 2005 NAEP Mathematics Framework. She enjoys leading professional learning sessions and working collaboratively with teachers to unpack content and plan rigorous instructional activities. She is passionate about helping others to find the beauty and joy in mathematics, as well as creating opportunities for all students to have access to high quality instructional materials. When she isn’t teaching, Debbie enjoys spending time with her family, walking with her dog along the Farmington River, playing board games, and reading.
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.
Faith M., Ph.D., is a former secondary mathematics and physics teacher in New York City public schools and a school administrator who currently serves as the Senior Associate Director of the Professional Development Center for Educators at the University of Delaware. She has written professional development materials, taught for over a decade in both traditional and non-traditional teacher certification programs, worked as a mathematics coach, a coach for mentor teachers and coaches, and served as project director for the targeted MSPinNYC. She is immersed the coaching of both practicing and prospective teachers in order to identify and explore how to improve teaching and learning. She is passionate about students and teachers working in high-needs schools in urban and rural contexts, particularly from typically underrepresented groups. She dabbles in woodworking and is always looking for a project to develop her carpentry skills.
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.
Alicia C. began her career in elementary education in Sarasota County, Florida. During her time as an Elementary Math Specialist in Sarasota, she lead the district in a mathematical mindset shift and developed the district’s website. Alicia also became president of the Florida Association of Mathematics Supervisors, assisted in the creation of Florida’s B.E.S.T. Standards, and worked with the Florida Department of Education to develop and deliver professional development and instructional coaching state-wide. Alicia believes that all students should engage in meaningful mathematics, learning through equitable, individual and collaborative experiences that promote their abilities to make sense of mathematical ideas, reason mathematically, and develop strong math identities. When she is not immersed in her work as an educator, Alicia enjoys traveling in her Airstream with her family.
Brandy B. began her career in education as a middle school math teacher. She now serves as an academic coach in the Atlanta Metro area. When Brandy was in the classroom, she was a member of the district’s instructional technology team, where she delivered ongoing professional development pertaining to use of technology for math instruction. She has served on the Math Assessment Team helping to revise and develop new assessments for her county. She has presented at the Georgia Educator Technology Conference (GaETC) multiple times, sharing her love of math and technology integration. She specializes in differentiating and personalizing math instruction to meet student needs. Brandy believes that all students can learn, we must meet them where they are, foster the love of math, and teach to mastery. During her downtime she enjoys reading, going to the beach, traveling internationally, and spending time with family.
Dr. Linelle B.
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.
Timesha B. began her career as a high school math teacher in Clayton County, GA. In 2018, after 15 years of service to public school systems, Timesha started her own educational consulting company, “I’m Mathematically Unique” (AKA “IMUnique LLC”). In her role as a Math Implementation Specialist, she has trained and presented to teachers and leaders across the country. Currently, Timesha is working with the GA DoE in their efforts to revise the GA Math Standards, and create resources to help teachers implement equitable math practices and promote high level tasks that engage young learners. In addition, she continues to work with several districts in the state of GA as a math consultant. Timesha’s passion for math education stems from her belief that EVERYONE can be successful in math given the right training, a little patience, and some grit! When Timesha is not servicing her educational community, she enjoys reading, exploring new places with her family, riding her horse (Goldie), and family movie night.
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.
Brian L. began his career in 2000 as an elementary school teacher in Athens, GA. He has taught Kindergarten, 3rd, 4th, 5th, and 6th grade math, as well as undergraduate methods courses in elementary education. Brian earned his Ph.D. in early childhood education in 2010 and became the K-8 district mathematics content specialist for Forsyth County Schools in 2013. Over the last several years, he has authored instructional tasks and professional learning for the GADOE, served on state standards review committees, and coordinated math competitions for the northeast Georgia chapter of MATHCOUNTS. In 2018, Brian was presented the John Neff Award by the Georgia Council of Teachers of Mathematics for his contributions to the field of mathematics education. He is most passionate about developing reasoning and problem solving habits in students through the use of interesting, non-routine thinking tasks. Once the drummer and lead singer of a rock band, Brian has written and recorded over a dozen songs and would probably be performing and producing music for a living had he not discovered his passion as a math educator.
Cherelle M. began her career as a third grade teacher in Rockdale County. She is a newly retired educator, last serving as a district curriculum and instruction specialist in Newton County. Cherelle has had the pleasure of serving as Teacher of the Year, reviewing state standards with the Georgia Department of Education, and conducting ongoing professional learning in districts across Georgia. Cherelle believes culturally responsive teaching and conceptual understanding is imperative in order for students to receive the education they deserve. In Cherelle’s free time she enjoys playing tennis, golf, softball, and basketball.
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.
Kenneth S. began his career as a middle school math teacher in Michigan. He has 14 years experience in the classroom and is currently supporting teachers as an Instructional Math Coach at an elementary school north of Atlanta, Georgia. He has created curriculum and assessment resources for his school district and has created and delivered professional development at the district and state level. He is an expert at guiding student learning through the use of questioning in problem based tasks. Rigorous tasks should be utilized for students at all levels with the teacher facilitating the learning path . Ken believes all kids have a strong curiosity about numbers and patterns. Instruction should lean into this curiosity to build engagement. In his free time, he loves to cook and work on remodeling his home. He and his wife have four kids and a Great Dane, so life is busy and full of wonder!
Linda S. began her career as a middle school math, algebra, and programming teacher and has been teacher of the year in two districts, a Georgia Roundtable Math/Science awardee, district-level instructional coach, curriculum specialist, and K–12 math coordinator. She also has developed DOE professional learning, authored CCSSM units, completed the Dana Center Urban Mathematics Leadership Academy, worked alongside the Inside Mathematics team, served national teams such as Achieve EQuIP and LearnZillion, won and managed a six-figure formative assessment professional learning grant, and worked on the initial math curriculum review tool for EdReports. Linda’s passion is social justice and collaborating with educators to ensure that every student has equitable access to the rigorous expectations, aligned content, and engaging instruction that lead to lifelong enjoyment of mathematics. When she is not consulting to support educators, Linda enjoys her chihuahuas, kayaking, and volunteering at Zoo Atlanta.
Montana S. began her career in education teaching 2nd grade in NC and went on to teach Kindergarten, 3rd and 4th grades. While teaching, she recognized the desire to better support her students in math and earned a Master’s degree in Elementary Education with a focus in mathematics. Her life forever changed as she saw math for what it was—a social activity that can be creative and used to enact change in communities. The pandemic did not stop her from finishing her Ph.D. in Educational Studies and currently teaches elementary math methods courses to students at Georgia Southern University. Montana follows her love for learning in her research to understand how teachers learn to teach mathematics in culturally relevant ways—in particular facilitating conversations around children’s mathematical thinking and problem solving. When she is not in education mode, Montana spends time with her family and is a frequent beach-goer.
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.
Moniquea W. began her career in education as an elementary school teacher in Austell, GA. After 10 years in education, she transitioned out of the classroom and now supports K–5 teachers in math as an elementary-level academic coach. Throughout her 14 years in education, she has facilitated professional learning sessions in math both domestically as well as internationally while working in the United Arab Emirate of Abu Dhabi. She has also recently authored a children’s book. Moniquea has a passion for ensuring all students receive high-quality and effective mathematics instruction regardless of their zip code. In her leisure time, Moniquea enjoys spending time with family and friends, reading, and traveling the world.
Melissa H. began her career in education as an elementary school teacher in 2007. For the past 8 years, she has been teaching grade 5 math and science in a progressive, public school district in Winnetka, IL. Melissa has played an integral role on her district’s math committee. Her contributions include writing curriculum, developing growth mindset strategies for all grade levels, strengthening differentiation practices, examining student math identity, and integrating inquiry into classroom practices. Melissa has also led professional development sessions on diverse topics such as the power of number talks, co-teaching with special education teachers, and cross-grades content progressions. Throughout her teaching career, Melissa has developed a passion for teaching and learning mathematics with a focus on cultivating a mathematical community where her students are engaged in mathematics by making sense of problems, sharing ideas with one another, and using critical thinking skills. When she is not teaching, Melissa enjoys spending time outdoors with her family.
Alanna M. began teaching in Chicago Public Schools in the 1990s. Her students learned that math is beautiful and makes sense! After 20 years, she left the classroom to support educators as they grappled with the increased rigor and conceptual understanding required by the Common Core in her role of State Math Specialist. Now at the STEM Center at DePaul University, she works closely with the CPS Department of STEM to support the vision of high-quality math education for all students by providing professional learning opportunities for teachers and district leaders. She is excited to be given the chance to work with educators as they think deeply about ways to provide truly powerful math instruction. She believes that everyone is a math person and works to support teachers and students as they develop positive math identities. She finds joy in connecting with people and places around the world.
Cathy S. began her career teaching middle school and currently is a consultant and math coach for several public school districts in Illinois. She served on the state committee to develop and deliver professional development of the Common Core State Standards. Her vast experience and training in mathematics, assessment, and differentiation has been shared with schools and teachers in the Midwest. The greatest accomplishment is when students tell her “You should be a math teacher!” Her passion is to help all students develop their math power, to see mathematics as useful and fun! In her free time, Cathy loves spending time with her grandchildren and riding her horses.
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.
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.
Margaret G. began her elementary teaching career 30 years ago. She has experience teaching many roles including 4/5 multiage, 4th and 5th grades. She is currently an elementary instructional math coach. She helped create the Chicago Coaching Center which trains and certifies instructional coaches across the country and serves as a mentor coach with Illinois Council for Instructional Coaches. She is deeply passionate about partnering with teachers to develop collective efficacy and classroom cultures that focus on equity and access for every single learner. She believes integrating social emotional learning and the standards of mathematical practice enable teachers to leverage the power of collaborative learning to strengthen the depth of knowledge for all students. Outside of enjoying mathematics teaching and learning, she loves running, gardening and spending time with her family and pets.
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.
Alanna M. (NBPTS) began teaching life in Chicago Public Schools in the 1990s. Her students learned that math is beautiful and makes sense! After 20 years, she left the classroom to support educators as they grappled with the increased rigor and conceptual understanding required by the Common Core in her role of State Math Specialist. Now at the STEM Center at DePaul University, she works closely with the CPS Department of STEM, Networks, and Schools to support the vision of high-quality math education for all students by providing professional learning opportunities for teachers and district leaders. She is excited to be given the chance to work with educators as they think deeply about ways to provide truly powerful math instruction. She believes that everyone is a Math Person and works to support teachers and students as they develop positive math identities.
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.
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.
Michelle J. began her educational career as an elementary classroom teacher in Goose Lake, Iowa where she taught second, third, and fourth grade. She currently works as a Math and School Improvement Consultant in eastern Iowa and teaches several courses at Upper Iowa University as an adjunct professor of education. She specializes in delivering professional learning for teachers based on mathematics, PLCs, MTSS, and social-emotional learning focusing on trauma-informed practices. Michelle is passionate about supporting the mathematical pedagogical knowledge and practices of teachers in the areas of academic safety, effective facilitation, and high-quality tasks which in turn foster positive perceptions of mathematics for students where they see themselves as mathematicians. When Michelle is not busy supporting teacher education students and current classroom teachers, she enjoys spending time with her husband and children, reading, bow hunting, traveling, and being on the lake.
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.
Angie S. taught both elementary and middle school math and currently serves schools in southwest Iowa as a math consultant. While teaching at Nodaway Valley CSD she participated in a teacher action-research study to analyze instruction and mathematics discourse for a NSF research project with Iowa State University Mathematics Education Department. She contributed a chapter for a major publication for NCTM describing her action-research project. She was also a 2001 Presidential Awardee for Excellence in Mathematics Teaching. Angie believes that high-quality instruction, high-quality materials, and strong relationships are the essential elements for improving instruction so that all students are successful in learning mathematics. When she’s not working, Angie enjoys concerts and traveling.
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!
Tiffany W. began her career in education as a middle school math teacher in 1999. Since then she has led mathematics instruction in both teacher and administrative roles for over 20 years. Most recently, Tiffany has served as an elementary principal for a National Blue Ribbon School. As both a teacher and observer of mathematics education, her passion is built around students truly understanding numbers, their connection to each other, and the world in which we live. When she is not working on developing “mathletes,” she enjoys traveling, reading, and camping lakeside with her family.
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.
Robin C. is a Math Curriculum Coordinator for DeSoto Parish Schools in Louisiana where she develops and provides professional learning opportunities for K–12 math teachers in her district. She works on alignment of mathematical standards in all grades and provides feedback and support for teachers and administrators. Prior to that, she spent eight years as a TAP Master Teacher, focusing on math teacher support in grades 6–12. Her love of mathematics and student success began in the classroom teaching a combination of grade 8 math, Algebra 1, Geometry, Algebra 2, and advanced math. Robin has a B.S. in Secondary Education from Louisiana Tech University with certifications in 6–12 mathematics and business education.
Bronwyn G. began her career in education as an elementary school teacher. She taught Pre–K, 2nd and 5th grade students. She transitioned into teaching 8th grade math and became a math content leader for grades 3–8. Currently, Bronwyn is the 6–8 math coach 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.
Latrenda K. began her teaching career as a Kindergarten teacher and is currently an Elementary Mathematics Instructional Coach in Baton Rouge, LA. She has been an educator for more than 30 years during which she has been a classroom teacher, an elementary science specialist, and an elementary mathematics coach. Latrenda is firm believer that all students should experience engaging, high-quality, inquiry-based mathematics instruction. As an active member in many professional mathematics organizations, she often attends professional conferences to extend her learning and to share her passion for equitable mathematics practices with colleagues by facilitating professional learning sessions. Latrenda is also a past member of the NCTM (National Council of Teachers of Mathematics) Board of Directors. In her spare time, she enjoys, being the “field trip” aunt to her niece and nephew, reading mystery books, attending concerts with her sisters, and traveling.
Shelby S. began her career as a secondary math teacher in the Greater New Orleans area and has a Master of Arts in Teaching Mathematics from Mount Holyoke College. During her time as a math teacher, she served as a Louisiana Teacher Leader and helped develop supplemental curriculum supports for her district. She has facilitated professional development at the local, state, and national level, including presenting for the Association for Middle Level Education (AMLE), the Louisiana NCTM affiliate (LATM), and writing a series of blog posts for NCTM and an article for Edutopia. In 2021, she launched her educational consulting company, Stronger Math, LLC. She believes in disrupting the myth of the “math person” and helping everyone find joy in mathematics. When she is not discussing math education, she enjoys losing herself in a good book or video game, or spending time with friends and family.
Sari T. began teaching in the Bronx, NY as a Elementary Special Education teacher, and now run a math tutoring organization, Make It Count Math, in New Orleans, Louisiana. Sari worked as an elementary teacher, special education teacher, math specialist, assistant principal, and founded the math intervention program at Bricolage Academy. Sari believes that math should be a joyful experience for students and teachers, and values the role of discussion, feedback, and game playing in math teaching and learning. Sari enjoys hand embroidery, dance, and reading when she is not spending time with her friends and family.
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”.
Alexandra L. began her teaching career 23 years ago as a Head Start teacher in New York City while completing her MA in Bilingual Education at Teachers College, Columbia University. For the past nine years, she has been a math coach and interventionist at Riverton, a Portland school with a student body that includes many recent immigrants. Having grown up in Mexico, Alex has always been drawn to students from other cultures, and at Riverton she has the welcome challenge of figuring out how best to help students succeed in math class despite very basic English skills or interrupted schooling. Alex has been excited to witness how the Illustrative Mathematics curriculum engages her students in challenging, grade-level math. When not at Riverton, Alex enjoys reading, cross-country skiing, watching her children’s basketball games, and learning how to quilt.
Kelley N. began her career in education working for 10+ years as a classroom teacher in the primary grades. As her interest in mathematics instruction evolved, she worked as an interventionist in grades 3, 4, and 5, which led to a mathematics instructional coaching position, K–5. Kelley has first-hand experience coaching teachers at her home school in Portland, ME, who participated in the Illustrative Mathematics K–5 Math alpha pilot. Working with teachers and students in the alpha pilot has proven to be an incredibly rewarding experience for her, witnessing teachers grow in their facilitation of problem-based learning and watching young students think and reason as mathematicians. Kelley loves playing cribbage, paddle boarding, traveling, and spending time with her family.
Nancy P. began her teaching career teaching fifth and sixth-grade in Oxford, Maine where she served on the district’s math committee. Currently, she is a math coach at a K-6 building in Lewiston, Maine. She is a fellow of the Maine Governor’s Academy for math and science leadership and served as a coach and facilitator in the Math4ME project designed to improve math proficiency of students with disabilities and to improve instructional practices of teachers of these students. She is trained as a Math Recovery specialist. Nancy also has extensive training in formative assess in the mathematics classroom through the Education Development Center (CDC). She believes that no one is “not a math person” and that all students are capable learners of mathematics. Nancy enjoys being outside year-round and can be found hiking, cross country skiing, or paddle on rivers and lakes.
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.
Nancy S. began teaching preschool when her youngest daughter was 2 and eventually became a special education teacher before becoming a classroom teacher almost 20 years ago. She has taught in all grades from PreK to 7, including being a middle school math and science teacher in Taiwan. Nancy has been a math coach and interventionist in Portland, ME for almost 5 years and continues to learn more about what deep and rich mathematical coaching and instruction is all about. Nancy has always had a love of math and enjoys working with elementary teachers on classroom instruction and developing a deeper understanding of Common Core Math Standards as well and building good instructional routines and practices. When not working, Nancy enjoys reading, cooking, and traveling. Two years ago she spent the whole summer driving 13,000 miles around the United States.
Bianca W. began her career in special education, then transitioned to primary and intermediate elementary grades, spending the bulk of her experience as a grade 4 teacher. For the past few years she has been the Math Coach in Portland, ME, supporting the implementation of the Illustrative Mathematics alpha pilot. Bianca recently accomplished a masters in Literacy, supports the implementation of Illustrative Mathematics and professional learning at Rowe Elementary, is a mentor for University of Maine students and Portland employees, and is the Math Team Coach for 4th and 5th graders. Working in an asylum city in a school district with over 60 languages spoken, Bianca believes in equal opportunity for all students to access high-quality education. She believes that a diverse community of learners fosters compassion and academic excellence through community partnership and collaboration. When Bianca is not immersed in fulfilling her duties as a math coach, she enjoys watercolor painting, gardening, reading, and exploring the great outdoors with her two children, Aria and Ian, and husband, Ken.
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!
Patricia E., while volunteering at her daughter’s school in 2010, made the decision to leave a 16-year career in corporate finance and dive into her passion: education. Over these past ten years, Patricia has earned her Masters in Education, supported ESL students at her community’s school and been a third grade teacher at The Potomac School in McLean, Virginia. Before becoming a full-time instructional coach and tutor, Patricia was an early elementary math coordinator at Potomac, where she supported students and coached teachers. Patricia is passionate about developing flexible problem solvers with a depth of understanding and a willingness to share their mathematical thinking from an early age. Children learn best through constructing understanding in a social setting and she believes every child deserves to receive such high-quality math instruction every day. Patricia speaks Spanish and studied in Salamanca and walked El Camino in 2019.
Jennifer M. has been a mathematics educator and educational consultant for over 20 years. She has taught 6–12 mathematics in the Howard County Public School System and currently serves there as a secondary math instructional coach. Jennifer completed her undergraduate degree in mathematics education at Penn State, and went on to study at both Towson and Johns Hopkins for her graduate work. She is a speaker at MCTM and regional conferences, and has served on the state educational data board. All students can learn mathematics, and Jennifer is passionate about giving them access to high-quality instruction. Outside of education, she participates in dog sports and 4-H activities with her family.
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.
Lauren G. began her career as a grade 5 homeroom teacher in Chestnut Hill, MA. After teaching middle school math for several years, Lauren returned to elementary education and took on her current role as a math specialist working with teachers and students across K–5. She recently completed a second graduate degree in K–8 Mathematics Teaching through Mount Holyoke’s Math Leadership Program. Lauren has led a range of math workshops for teachers and parents and helped plan and deliver professional learning events for a network of other math specialists in the Boston area. Lauren believes that all students are capable of understanding mathematics deeply when they are given the opportunity and time to explore concepts and discover meaning, and with teachers serving as facilitators along their learning journey. When she is not immersed in her work as a math educator, Lauren enjoys reading, cooking, and spending time with her family.
Jen H. is the Alpha/Beta Pilot Coordinator for the Illustrative Mathematics Elementary Curriculum project and a freelance math consultant. 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.
Nancy J. began her career teaching high school mathematics immediately after graduating from Skidmore College. She went on to work with teachers and students as a mathematics curriculum director and instructor for 7–12 mathematics. Most recently Nancy has been designing and giving workshops on integrating purposeful technology into the mathematics curriculum and in so doing promote discovery, curiosity, discussion, and deep understanding. Nancy has received several awards for teaching including the Presidential Award for Excellence in Mathematics and Science Teaching state finalist, as well as awards for innovative teaching and learning. Nancy’s focus on mathematics education has always been to invite all learners to enjoy using mathematics and to assist teachers and students on their mathematician’s journey. Besides continuing to learn with and from others, Nancy enjoys the company of her 8 grandchildren, walking in the woods with her three golden retrievers, reading, swimming, and skiing.
Maureen O. brings her passion for supporting elementary teachers and their students to IM Professional Learning. She retired after 25 years as a primary grades classroom teacher and K-5 Math Specialist in Ipswich, MA. During this time she was an IM K–5 Math pilot teacher and coach who was dazzled by the impact of the curriculum on students’ math understanding and discourse. All students were welcomed to math class! She has an A.B. from Smith College in Education and Child Study and her M.A. in Education of the Deaf and Hearing Impaired from Gallaudet University where she worked as a training specialist. She is an eternal optimist, a life long learner, an autism advocate and proud mother of two. When she’s not walking beautiful Crane Beach, Maureen is dedicated to making math irresistible through high-quality and equitable instruction.
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.
Dr. Molly R.
Dr. Molly R. is currently a K–5 Math Coach/Specialist in Lexington, MA. She began her career as a middle school math teacher in New Hampshire and then taught and coached in northern Virginia. Molly has developed and facilitated mathematics professional learning at district, state, and national levels. She enjoys collaborating with others so that all students experience mathematics in ways that encourage connections, sense-making, and joy. She is passionate about all students developing positive identities as problem solvers and mathematicians.
She earned a B.S. in elementary education with a concentration in mathematics from SUNY Geneseo, a M.Ed. in educational leadership from University of Southern Maine, and a PhD in mathematics educational leadership from George Mason University. Outside of her work as a math educator, Molly enjoys gardening, walking, doing puzzles, playing board games, and spending time with her family.
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.
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.
Jason G. began his career in education as a high school mathematics teacher focused primarily on teaching Algebra 1. For the past ten years, he has been the mathematics education consultant for an ISD. He recently completed his Ph.D. in mathematics education, and previously, Jason served for several years on the board of directors for NCSM: Leadership in Mathematics Education as a Fall Seminar Director and Regional Director. During that time, he had the honor of serving on the writing team for NCSM Essential Actions: Coaching in Mathematics Education. His specialties are in curriculum and instruction in mathematics, grades K through 12. Jason’s most powerful mathematical experiences have been in collaborative problem-solving situations, exchanging ideas and conceptualizations with others. He especially likes when someone has a way of attacking a problem that he would never have thought of. He absolutely loves reading and SCUBA diving in his spare time.
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.
Melissa J. has been teaching math in Toledo, Ohio, since the beginning of her career. After spending many years teaching middle school math, she became a mathematics instructional coach—a role in which she still serves. As a math coach, Melissa has received extensive Thinking Mathematics training from the American Federation of Teachers (AFT), now serving as national trainer for AFT’s Thinking Mathematics 6–8 course. Melissa has a passion for learning, currently working on her dissertation in Educational Technology with a focus on mathematics. When she’s not teaching, Melissa enjoys cooking, running, and being a mom to her three children.
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.
Lea M. began her career as an elementary and middle school teacher in Clinton Township, Michigan. After teaching for 19 years, Lea left the classroom to become a mathematics consultant with the Macomb Intermediate School District. In this role, she has the opportunity to work with teachers and students in all of the twenty-one districts in Macomb County. She has facilitated professional development around a range of mathematics topics including number talks, mathematical mindset, and Add+Vantage Math Recovery courses. Lea is passionate about making mathematics accessible to all students and all students seeing themselves as mathematicians. In her free time, she enjoys spending time with her husband and two daughters, reading, and enjoying the outdoors.
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.
Sarah P. graduated from Grand Valley State University with a degree in Elementary Education and Mathematics. Upon graduating, she started her career as an AVMR Math Recovery certified K-5 math interventionist. From there, she taught 3rd grade for 1 year before joining the East Grand Rapids Public Schools team, teaching 6th and 7th grade math using the Illustrative curriculum. She completed her Masters in Educational Leadership in 2020 and started a 2nd Masters program in Curriculum and Instruction. She gave a TedTalk titled “Mindset Matters” in 2018 as students’ positive math mindsets are her biggest passion and focus. When not in the classroom, Sarah enjoys spending time traveling and hiking around the country’s National Parks.
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 remove biased, racist systems within her spheres of influence. One of Danielle’s hobbies is home design and renovation. You might just find her with a sledgehammer, knocking down walls, next time you see her.
Danielle V. began her career in 2003 as a middle school classroom teacher, teaching grades 6–8 and Algebra I in Mathematics and also English Language Arts. Currently, she is a Mathematics Instructional Coach for the Muskegon Area Intermediate School District. She has earned a Masters Degree in School Leadership, has served on numerous committees, and presented at local, state, and national levels on mathematics instruction, differentiation, formative assessment, School Improvement/MTSS and school climate and culture. Danielle’s passion is driven in building communities within mathematics classrooms that support and encourage student equity and identity, while also engaging students in high-quality problem solving and reasoning through student-centered discussion-based lessons. In Danielle’s spare time she is an avid runner, loves spending time with family and friends, and just relaxing watching movies.
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., Ph.D. began her career in education as a 7–8 math teacher and is currently an Associate Professor of Mathematics. Liza’s research focuses on the beliefs, practices, and tools that contribute to mathematics teacher effectiveness and large-scale data analysis. Liza is the president of the Mississippi Association of Mathematics Teacher Educators professional organization. She has written and edited curricular materials for Illustrative Mathematics, CK–12, and LearnZillion. She also has experience facilitating professional learning with the Math Science Partnership, LearnZillion, Illustrative Mathematics, and Math Teachers’ Circles. Liza has published two articles in NCTM Mathematics Teacher and regularly presents at NCTM conferences. Liza was the recipient of the John Wiley & Sons 2018 Best Overall Course Award (Higher Education). Outside of her professional work, Liza enjoys crafting, exercising, and spending quality time with her family.
Catherine C. started her career in education as a first grade teacher in Springfield, MO. Catherine has spent her career working with Title 1 schools as a classroom teacher, instructional numeracy coach, and Math Recovery intervention specialist and now serves as a K-12 math coordinator. Catherine has presented at state and national conventions on topics ranging from open tasks to arts integration. Catherine is passionate about helping students see math as a creative and collaborative experience by finding new ways to engage students in sense making through deep conversation and sustained exploration. She believes that all students deserve access to high quality mathematics instruction and continues to advocate for equity in mathematics instruction to insure all students see themselves as mathematicians and are provided the opportunity to follow their chosen career path. Catherine loves to travel and spend time in and around the ocean with her boys.
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.
Kristen T. has been a teacher, instructional coach, curriculum coach, assistant principal, and a principal in urban districts and charter schools. She is currently an instructional coach who works with teachers and administrators to ensure that they are working for the benefit of all students in their care every day. Kristen has supported teachers at all levels in PreK through 12 and administrators at the PK – 8 grades. Kristen knows that as a math teacher the hard work is important, but all work doesn’t have to be hard. As a human being, Kristen loves to travel, hang out with fuzzy friends, and read fiction.
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.
Anne K., NBCT, started her 30 year career in education as a middle school math teacher. She also worked as a K-5 Instructional coach. Anne was honored with the Presidential Award for Excellence in Math Teaching and proudly served as Montana’s Teacher of the Year. Anne believes the most important ingredient for students is the teacher orchestrating a meaningful classroom experience. She believes that high quality math instruction allows all students to thrive and deeply understand mathematics. She has designed a wide variety of professional learning opportunities at the local, state and national levels and loves working with teachers to strengthen their confidence and expertise in mathematics. Anne enjoys reading, traveling and spending time with her family in the beautiful Montana outdoors.
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.
Lisa S. began her career in education teaching high school and middle school mathematics in Joliet, MT. She also served as a mathematics teacher, curriculum and assessment director, and mathematics coach for Billings Public Schools. Lisa was the Math/Science Grant STREAM Project Manager for seven years and is currently a mathematics education consultant. She has provided professional development in mathematics, assessment, and other topics nationally over the past twenty-five years.
Lisa believes in equitable mathematics education for all students and has passionately pursued working with organizations that support this belief. Lisa served as President of the Montana Council of Teachers of Mathematics, on the Affiliate Services Committee for NCTM and the board of directors for NCSM. She earned the Presidential Award for Excellence in Mathematics Teaching in 2002. Lisa enjoys spending time with her family at their cabin in the mountains, hiking, riding ATVs, snowmobiling, and boating.
Mina H. began her career in education as a middle school mathematics teacher in Piscataway, NJ. She coached teachers and leaders on the east and west coast, and now serves as the Director, Great Schools Portfolio with Opportunity 180 serving kids across the state of Nevada. Mina’s specialty is helping people identify and develop their strengths, then strategically applying them to result in positive change for the community. Mina has seen how the lack of consistent high-quality materials, systems support, and equitable math instruction perpetuate the opportunity gap. She is committed to doing her part to ensure every student has access to high-quality, equitable instruction so that adults no longer meet students where they are, rather where our students dream themselves to be.
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.
Bobby M. began his career in Camden NJ, once voted the poorest city in the nation. It is there that he began to see that brilliance ignores socio-economic status as he taught some of the most exceptional students. Having spent over 12 years in education, Bobby maintains the conviction that every child can learn. He is passionate about providing the highest quality mathematics education particularly as part of his commitment to empowering Black and Brown communities through equitable and reimagined education. Outside of education, Bobby enjoys being a ‘superhero’ father to his two kids.
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.
Marcelle G. has taught secondary math in New York City since 2008. She currently teaches at a small, progressive K–8 school in Brooklyn, teaching grade 7 math and Algebra 1. Throughout her career, she has focused on using structured routines to bring students who don’t identify as “math people” into the fold and finding ways to structure her classes so that students who struggle can access grade-level content. She has been a part of Math for America since she began teaching, most recently as an MFA Renewal Master Teacher.
Kelly H. is an Instructional Coach in the Syracuse City School District in New York. She has been with the district since September of 2000, teaching middle school prior to coaching in 2008. Kelly earned a Master of Science degree in Mathematics Education from Syracuse University in 2006, then earned her certificate of advanced studies at Syracuse University in 2016. Kelly most recently earned a Doctor of Education in Executive Leadership from St. John fisher College in December 2021. Kelly has presented at several state and national conferences over the years including NCTM (National Council of Teachers of Mathematics) and the Expeditionary Learning National Conference. Kelly is passionate about providing students with high quality, engaging Tier I instruction while also providing a robust intervention program. Kelly enjoys reading and baking in her limited spare time.
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.
Darlene R. began her 28 year career with Orchard Park Central School District as a 5th grade classroom teacher. Over the years, her role shifted to a “gifted and talented” teacher, differentiated instruction specialist, and most recently she serves as a K–5 math instructional coach. During her time as a mathematics Instructional Coach, she was selected to be part of the 2015 LearnZillion Dream Team where she contributed to a K–8 math curriculum based on the CCSSM. She also masterfully co-facilitated a professional development series based on the Landscapes of Mathematics, through the Master Teachers Program at Buffalo State College. Darlene believes that the teaching and learning of mathematics should take place in safe, growth minded mathematical communities that promote the development of mathematical thinking and reasoning. When she is not immersed in her work as an educator, Darlene enjoys exercising, leisurely travel, and spending time with her family.
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.
Immediately upon her graduation from college, Arlene S. began her career in mathematics education as a high school teacher and later as an assistant principal of mathematics in New York City. Her passion was to transform teaching in her own classroom and department, and as a result, she began teaching and implementing an inquiry-based curriculum in the mid-1990s, continuing until her retirement in 2011.
Within 4 years, all students in her high school were fully engaged in student-centered instruction. It was quite a joy to see students not only learning mathematics but developing a love for it. Students no longer asked, “When will I ever use this?” During this time, Arlene also became part of a larger yet similar movement in NYC, leading curriculum professional development sessions for NYC teachers.
Upon retirement, Arlene has continued to conduct professional development workshops, coach teachers throughout NYC, and teach graduate Mathematics Education classes. When not focused on her work, Arlene enjoys reading, jazzercising, and being a new grandma.
Rachel W. began her career in education as a Dual Language Elementary teacher in Brooklyn, New York. She taught in Dual Language elementary school classes for 13 years before becoming a Middle School Dual Language Math and Science teacher. She is now a Math Coach and works hard in that role to bring equitable access to all students. Rachel’s areas of specialty are concept based learning and the intersection of language and math learning. She has presented in these areas locally, nationally, and internationally, including at the National Council of Supervisors of Mathematics (NCSM)and the International Conference on Mathematical Education (ICME). Rachel is passionate about bringing out the full potential of students and teachers. When she is not immersed in her work as an educator, Rachel enjoys reading, biking, hiking, and learning languages through study and travel.
Dr. Olu A.
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.
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.
Vanita B. began her career in education as an elementary teacher in Charlotte, NC. Her professional path has offered her several rich experiences as a K–5 math facilitator, instructional coach, and school administrator. Through these roles, her greatest accomplishment occurs at the micro-level, in the classroom, impacting teachers’ practice, extending their effectiveness, and helping them to fall deeper in love with their craft.
Vanita’s passion for mathematics education grew out of her personal struggles with math as a K–12 learner, which later blossomed as she began dismantling math fears for herself and her students. When she is not engaged in her work as an educator, Vanita loves good food, hot yoga, and visiting new places.
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.
Emily H. began her career in education as a high school math teacher in Asheboro, NC. During her time as a doctoral student at UNC-Greensboro she worked on a statewide collaborative research project (NC2ML) around aligning a vision for high quality mathematics instruction across North Carolina, spending much of that time creating research-based professional learning materials. Currently she is a mathematics leader for a large urban district in NC where she works with mathematics coaches and teachers to support effective teaching practices around student-centered, high quality mathematics instruction. Emily believes that each and every student brings powerful and brilliant contributions to the mathematics classroom and is committed to any work that focusses on fostering a sense of belonging in our students to mathematics. Outside of work Emily loves cooking/baking and listening to Audible while spending time outside in her garden.
Kim M. recently retired from Brunswick County Schools in NC as an instructional math coach and is currently teaching 7th-grade math in Dillon, SC. She has a B.S. in Special Education from Winthrop University and an M.S.A. in School Administration from UNC at Pembroke. Her passions include exploring the IM curriculum with students and teachers and improving her craft through lesson study cycles.
Kathleen S. began her career as a middle school math teacher and is currently a K-12 Mathematics Director for a large district in North Carolina. As a Middle School Math Coordinator and now as a Director, she has helped support curriculum adoption and implementation with over 25 middle schools. Kat continues to provide ongoing coaching and support to teachers, coaches, and administrators in their efforts to provide high quality math instruction for each and everyone of their students. It is her passion to help ensure that every student sees themselves as a math person! When she is not focusing on the math world, she enjoys spending time with her family and her many animals and going to the beach any time possible.
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.
Jenni T. began her teaching career teaching middle school math to 6th and 7th graders, she currently is a math facilitator for a local middle school in Charlotte, NC. Jenni won first-year teacher of the year and went on to get her master’s degree in Educational Technology and achieved National Boards in Early Adolescence/Mathematics. She currently specializes in assisting math teachers with the conceptual understanding of math and how to best engage students.
Jenni is passionate about math education because for most of her educational year’s people were labeled as math people and non-math people. Everyone has it in them to understand math and it’s her goal to help achieve this. In her spare time, Jenni enjoys shopping, cooking, being near the water, and chasing her 3 kids and golden retriever around.
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.
Melissa J. has been a middle school math teacher in Toledo, OH since 2001 and currently serves as a math coach. In that role, she actively facilitates professional learning at the district level. Melissa is also a national trainer for AFT’s Thinking Mathematics. She is currently working on her dissertation in educational technology, focusing on computational thinking in mathematics classrooms.
As a student, teacher, coach, parent, and friend, Melissa works to empower people in their mathematical learning, regardless of where they are on their individual journeys. When she is not instilling the love of learning math in others, Melissa loves to test recipes (through cooking and eating!) and spend time connecting with nature and her three teenaged children.
David P. is currently a Curriculum Writing Team Lead for Illustrative Mathematics, writing and editing materials for the Middle School curriculum. David taught high school mathematics in Tennessee and Missouri for 10 years prior to joining IM. David has a master’s degree in mathematics from Vanderbilt University.
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.
Atiyah H. is a middle school principal at a charter school in New York City where she coached teachers, tutors, and instructional leaders. Prior to that, Atiyah taught middle school math for seven years in Philadelphia before moving into a leadership role as Director of Curriculum and Instruction for grades 6–8. Atiyah has also served as Assistant Principal and Director of Curriculum and Instruction for a turnaround middle school in Trenton, NJ where she focused on math education in grades 4–8.
Her love of mathematics with a specific focus in urban education began will she was a founding member of Philadelphia Teaching Fellows. Atiyah has deepened her love and appreciation for mathematics while serving on the state of New Jersey Common Core Standards revision in the fall of 2015.
Atiyah holds an advanced master’s degree from Teachers College, Columbia University in Public School Leadership, a master’s in education from the University of Pennsylvania and a bachelor’s from The Pennsylvania State University.
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.
Dan I. began his career as a middle school mathematics teacher in New Jersey. After teaching high school and being a district supervisor, he moved to the university level where he is a teacher educator. Dan enjoys presenting at conferences and working as an instructional coach to learn with teachers around the country.
Dan is passionate about mathematics education because it is so important for all students to be successful in mathematics to be successful in life. Outside of work, Dan enjoys spending time with his family.
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.
Sallie K. began her career in education in 1994 after six years in the US Army and five years as a stay-at-home mom. In 2018 she retired after 24 years of math teaching. She taught grade 7 math for 9 years and served 15 years as the district’s K–8 mathematics coach. As a math coach, she coordinated consistent implementation of the district’s K–8 math program by supporting the teachers through professional learning sessions, co-planning, and co-teaching. She also had the exciting privilege of presenting at numerous local, regional, and national math conferences.
Sallie is passionate about providing all students with high-quality math instruction in a classroom where mistakes are expected, respected, and inspected. She believes that sense-making matters more than memorization. You might be surprised to learn that during Sallie’s US Army enlistments she served in the Military Police Corps and was a special agent in the Criminal Investigation Division.
Patti D. began her career as an elementary teacher and now draws upon 33 years of teaching experience in public education at the elementary, middle, high school, and post-secondary levels in her current work supporting mathematics learning in grades K–12. She worked with a statewide NSF Systemic Initiative to change math and science education in South Carolina, served on the SC Leaders of Mathematics Education board, reviewed federal grants, and developed pilot items for state assessments. Patti co-designed professional learning for a state-level grades K–5 mathematics coaching initiative, achieved agency trainer status for Cognitive CoachingSM, and co-wrote and managed a federal grant in collaboration with two universities that increased mathematics, science, and special education teachers’ pedagogical content knowledge. As a National Board Certified Teacher since 2002, Patti seeks to spark curiosity and joyful, deep learning that transforms learning spaces. She enjoys reading, playing the piano, and spending time with family.
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.
Sherman R. began his career as a middle school teacher specializing in English language arts and supporting math educators. Upon transitioning from the classroom to a support role, Sherman began writing curriculum for various school districts. He’s also facilitated professional learning and provided instructional support across the nation. Although he began his career teaching another content area, math has always been his favorite subject, and he is elated now to be able to supplement quality math instruction. When he is not busy educating, Sherman enjoys watching classic films.
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.
Christine C. began her career as a middle school math teacher in Federal Way, Washington and is currently an instructional coach at Muckleshoot Tribal School in Auburn. During her time as a math instructional coach and a math consultant, she developed, designed, and delivered K-12 professional developments to at least fifteen school districts. She believes that all students can enjoy learning mathematics, access quality instruction, and achieve the highest level regardless of demographic background, gender, or race. She is committed to sharing this same vision with other educators and supporting student learning in mathematics. When she is not immersed in her work, Christine enjoys traveling, spending time with family, running, and playing video games.
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.
Shari H. began her career as a grade 5 teacher and is currently a learning coordinator for the Mead School District in Spokane, Washington. Shari spent many years teaching mathematics both as an interventionist and a teacher of the highly capable which fed her passion for ensuring all students receive high-quality instruction to meet their individual needs. She has been a Washington State Math Fellow for over 7 years working to support teachers in her district and region. She also specializes in assessment and has worked with her state and the Smarter Balanced Assessment Consortium in developing assessment items and performance tasks. When not supporting teachers in their math learning, she enjoys working in her garden and creating with her kids in their craft room.
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.
Cheryl M. was an elementary classroom teacher for 14 years before becoming a K-12 Mathematics Instructional Coach, a role she has had for the last 8 years. Along with her work in district-level math education, Cheryl serves on the board of the Washington State Math Council, working with a dedicated team to create and deliver high-quality professional learning opportunities for math teachers across Washington State. Cheryl believes that all learners of mathematics are capable of brilliance, and giving students the opportunity to shine in that brilliance is the role of educators. When she’s not working supporting educators, Cheryl enjoys running with her dog, reading, or spending time with her family.
Mary T. has been a math teacher for more than 30 years. She currently serves as the high school math curriculum developer for her district. Mary is a National Board certified teacher and is passionate about supporting teachers so they can be their best for students. She believes that all students deserve a joyful experience with mathematics and advocates for math classrooms that are inclusive, welcoming, and engaging. She loves spending time at her lake cabin in northern Minnesota, fishing, and biking.
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.
Eric K. spent thirteen years as an elementary classroom teacher and three years as a district math coach to begin his career. He currently works as a K–8 math specialist at the Mathematics Institute of Wisconsin. During his time as a district math coach, Eric facilitated professional learning around the CCSSM to educators throughout the state of Wisconsin. He continues to develop and provide professional opportunities for K-8 educators and administrators in his current role. Eric believes each and every student should have an opportunity to experience high-quality math instruction and see themselves as a thinker and doer of mathematics. When he is not working, Eric enjoys spending time with his wife and four kids, as well as doing various outdoor activities.
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.
Paige R. began her career in education as a special education teacher in Milwaukee, Wisconsin. She has served in a variety of roles over the past two decades. A few examples of the work that she has been involved in includes working for a large National Science Foundation grant to improve math learning for K–12 students and creating math courses for teachers to dive into the Common Core Standards. Currently, Paige works at the Mathematics Institute of Wisconsin where she supports teachers, coaches, and administrators in deepening their understanding of mathematics and effective teaching practices.
Paige is driven to change the world through education by empowering students to see themselves as mathematicians. She believes in the transformational power of teaching. Paige is an Agency Trainer for Cognitive Coaching and serves on the NCTM Professional Development Services Committee. Paige loves to explore new places with her husband and two daughters.
Sonja T. began her career as a middle school math teacher in Oregon, WI. She is currently a middle school math instructional coach and interventionist in Fort Atkinson, WI. Sonja has led K-8 professional development in her district around the Common Core State Standards Shifts, and has led book discussions in her district and on Twitter around The 5 Practices In Practice and Culturally Responsive Teaching And The Brain. Trained in Math Recovery, she and a colleague presented Beyond The Algorithm: Getting Students Ready For Algebra Through Structuring at the 2018 National Math Recovery Conference. Sonja believes in the power that high quality mathematics instruction has as an equalizer of opportunity for underserved and underrepresented students, and is passionate about creating mathematics classrooms where ALL students have access to high quality, equitable, and FUN math instruction. In her free time, she enjoys traveling, reading, and spending time with her family.