Adrian C. began her career in education as a first-grade teacher in 1989 and served most recently as 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 earn 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.

Alex P. has worked in math education for the past 14 years, teaching students in grades 6-8 and designing K-6 curriculum. After earning aBA from Barnard College and an MA in Teaching from Relay Graduate School of Education, Alex taught in her native Minnesota before moving to New York. She loves to find ways to help all students see the beauty of mathematics and make connections between mathematical ideas. When Alex is not working, she enjoys stand-up comedy, theater, film, and taking long walks in NYC.

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 both 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.

Amanda H. began her career in education over 15 years ago as a middle school mathematics teacher in Wyoming, Michigan, and has an MA in Curriculum and Instruction. She is currently a mathematics teacher at East Grand Rapids Middle School and a contractor for ASSISTments. Amanda is a member of her district’s K–12 math implementation team and was a leader in her district’s adoption of the Illustrative Mathematics curriculum. Amanda has personally used the IM curriculum in her classroom for more than four years and is passionate about sharing this high-quality curriculum with other teachers. Amanda believes that students deserve a curriculum that promotes collaboration and problem solving while providing access and challenge for all. Outside of the classroom, Amanda enjoys reading, riding the Peloton, and hanging out by the pool with her family and friends.

Amanda P. discovered her passion for teaching while playing school with her cousins as a child. She pursued this passion in Danbury, Connecticut, where she spent twelve years as a high school mathematics teacher and recently assumed a new role as a 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, and is pursuing a PhD in Instructional Leadership. Amanda’s 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.

Amy H. began her teaching career in Shenzhen, China, and 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 professional learning communities 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.

Amy K. has been a high school and middle school math teacher in Frankenmuth, Michigan, since 2000. Aleader 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 before going 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.

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 an NSF research project with the Iowa State University Mathematics Education Department and 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.

Annette L. has been an Iowa educator for more than 30 years. She most recently served as a consultant with the 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 Making Sense of Mathematics and Teaching, a series of courses for DoDea Impact schools through the University of Northern Iowa. 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.

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 four years, all students in her high school were fully engaged in student-centered instruction. It was quite a joy for Arlene 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, similar movement in NYC, leading curriculum professional development sessions for NYC teachers.
Arlene now conducts professional development workshops, coaches teachers throughout NYC, and teaches graduate mathematics education classes. When not focused on her work, Arlene enjoys reading, jazzercising, and being a new grandma.

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 sixth-grade teacher working committee to revise the Common Core state standards for Georgia, and in 2019 was selected by the State Schools Superintendent and Governor of Georgia to serve as the fifth-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.

Brendan S. began his career in education as a middle school math teacher in Vermont in 1998, and is presently a fourth-grade classroom teacher in Hanover, New Hampshire. He earned an MA 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 and 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.

Bronwyn G. began her career in education as an elementary and middle school teacher. She taught Pre-K, second-, fifth-, and eighth-grade students. She later became a math content leader for grades 3–8, then a 6–8 math coach. Currently, Bronwyn is the Middle School Assistant Principal at a charter school in New Orleans, LA. During the beginning of the pandemic, she worked with School Kit Group as a content writer and adapted Illustrative Mathematics’ eighth-grade lessons for School Kit’s video learning series, which partnered with Louisiana Public Broadcasting and PBS. In addition, she also recorded many of the eighth-grade video lessons for the project, which helped 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 mathematics degree 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.

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 honed her teaching skills while earning an MA 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 her knowledge of math education and project-based learning to the UK, where she served as an education consultant for The Innovation Unit, ltd. Cara strongly believes that every child can build a deep understanding of 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.

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.

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 providing 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.

Cheryl M. was an elementary classroom teacher for 14 years before becoming a K–12 mathematics instructional coach, a role she has held for more than eight 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 an educator’s role is to give students the opportunity to shine in that brilliance. When she’s not supporting educators, Cheryl enjoys running with her dog, reading, or spending time with her family.

Christine C. began her career in education as a fifth grade dual-language math and science teacher in Dallas, Texas. Currently, she is the district math specialist overseeing all K–12 math curriculum, as well as offerings and materials. She creates and facilitates valuable professional development targeting her passions of standards alignment and content knowledge. After her dual-language experience, Christine has become a champion for equity in math and science education. She firmly believes students of all ethnicities should have the same opportunities and experiences with high-quality instruction. When she is not working, Christine enjoys spending time with her children, painting, and singing karaoke.

Christy V. began her career as a middle and high school math teacher in the suburbs of Chicago, IL. She is currently 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, Christy enjoys swimming, biking, running, and spending time with her family.

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.

Dan I. began his career as a middle school mathematics teacher in New Jersey. After teaching high school and serving as a district supervisor, he became a teacher educator at the university level. 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 engages them in discourse, promotes collaboration, and emphasizes 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.

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, supporting educators and their administrators across the region, state, and nation in recognizing and removing inequities in students’ educational lives to help realize the power of mathematics for all students. Danielle is committed to further developing her abilities to recognize, respond to, and eradicate biased, racist systems within her spheres of influence. One of Danielle’s hobbies is home design and renovation. You just might find her knocking down walls with a sledgehammer next time you see her.

Darlene R. began her 28-year career with Orchard Park Central School District as a fifth-grade classroom teacher. Over the years, her role shifted to a “gifted and talented” teacher, differentiated instruction specialist, and most recently to 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, contributing 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.

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 supports the implementation of Illustrative Mathematics at the high school level by facilitating professional learning communities and co-teaching in the classroom. He has provided leadership in programs to support students’ successful transition to high school. He also 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 who enjoys spending time with family and friends outside when the Minnesota weather allows.

David S. began his career as a high school math teacher, spending 20 years in the classroom before moving to a leadership and support role as a mathematics consultant at Wayne Regional Educational Service Agency in Wayne County, Michigan, providing support to 32 independent school districts and over 100 independent charter school academies. He is also an adjunct faculty member at Wayne State University, and he has delivered professional development throughout the country on the effective use of graphing calculators as a T3 National Instructor. David is very passionate about the teaching and learning of mathematics, and he believes that everyone can know, do, and enjoy math if given access to high-quality curriculum and instruction. David loves to spend time with his family, playing board games, camping, hiking, hunting, fishing, and playing guitar and singing on his church worship team.

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 author assessment items at the state and national level and 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.

Dr. Candies W. began her career in public education in 2004. She has taught third-, fifth-, and sixth-grade mathematics. She is an elementary instructional math coach and a professor. She earned a PhD in Elementary Education from The University of Mississippi in the spring of 2022. She is passionate about mathematics because she believes all individuals should experience the wonder, joy, and beauty that mathematics has to offer. Her favorite hobbies include tennis, running, and exploring the world with her husband.

Dr. Linelle B. began her teaching career in elementary education. She has taught grades K–5 and has served as a district math academic coach as well as 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 include traveling and reading.

Dr. Neeraj (Nick) S. has been an educator for over 15 years. He started his teaching career in Alaska, where he received his MA inTeaching 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 first-grade math to calculus. Dr. Satyal received his PhD from Loyola Marymount University in 2014, and wrote a dissertation on how fifth-grade teaching affects eighth-grade math achievement. He has helped support multiple schools in transforming their math departments, from both a qualitative lens and as measured by state test scores. Dr. Satyal believes math education is a social justice issue and that kids need mathematics to be full participants in a democracy. Dr. Satyal was a former college baseball player who still plays competitively. He also enjoys spending time with his wife and newborn daughter.

Dr. Olu A. began her education career as a middle school mathematics teacher forNew York City Public Schools. 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 and inclusion. She embodies equity and diversity, believing that all children can learn regardless of 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.

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, supporting 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 as a third-grade teacher, when she discovered the meaning of a square root 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.

Eric K. began his career by spending thirteen years as an elementary classroom teacher and three years as a district math coach. 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 that all students should have the opportunity to experience high-quality math instruction and to see themselves as thinkers and doers of mathematics. When he is not working, Eric enjoys spending time with his wife and four kids, as well as doing various outdoor activities.

Eric P. (he/him) is currently a PhD in math education at the University of Missouri. Prior to moving to Columbia, he completed his MAand teacher training through the Seattle Teacher Residency and taught for five years across two Title I schools in the Seattle Public Schools District. As a third-, fourth-, and fifth-grade teacher, his instruction centered around 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.

Greta A. has been teaching and supporting mathematics in New Orleans, Louisiana, since 2005 and has an MA in Instructional Leadership in Mathematics. Greta has 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.

Griselda L. began her career in NYC after joining Teach for America. She is currently in her twelfth year and serves as STEM lead for her school, as well as third-grade math teacher. Through the years, she has taught grades 1–4, which has given her a wide range of knowledge, along with an understanding of how all the math standards are interconnected. She has been a math specialist for the past five years and loves seeing students apply their reasoning and problem solving skills to many subjects beyond math. When she is not teaching or learning, she loves playing with her kids and reading!

Heather P. began her career as a K–5 teacher in Phoenix, AZ. In 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 models, and equitable teaching practices in multiple schools and districts. She holds an MA 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 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.

Jamie R. began her career in education as a middle school math teacher in Buffalo, MN, before transitioning into the upper-elementary world as a teacher and instructional coach. Throughout her career, she has specifically focused on mathematics instructional coaching as well as technology integration into the mathematics classroom. Jamie believes that math should be a source of joy for students and that through building both an engaging curriculum and an inclusive mathematics community, all students can reach their greatest mathematical potential. In her free time, Jamie enjoys being active with her two young children, trying out new restaurants, knitting, and traveling.

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 fifth-grade teacher at San Diego Cooperative Charter School (SDCCS) in 2014, and she is the SDCCS Math Lead, K–8. Jean received her MA in 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.”

Jen H. is a math consultant who works with teachers and curriculum project teams to promote mathematics education. She was the pilot coordinator for the Illustrative Mathematics Elementary Curriculum project and a writer for IM Explorations. She has a BA in Elementary Education with a concentration in Mathematics from the University of the Virgin Islands and an MA in Teaching Mathematics from Mount Holyoke College. 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 a 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.

Jen O. began her career teaching grades K–5. After 17 years, she became a district math coordinator supporting grades K–8. Jenmoved back to the classroom, teaching sixth-grade 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 her 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 can.

Jenni T. began her teaching career teaching math to sixth- and seventh-graders. She won first-year teacher of the year and went on to get her MA in Educational Technology as well as achieve National Boards in Early Adolescence/Mathematics. Jenniis currently a math facilitator for a local middle school in Charlotte, NC, where she 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 years, people were labeled as math people and non-math people. She believes everyone has it in them to understand math, and it’s her goal to help students achieve this. In her spare time, Jenni enjoys shopping, cooking, being near the water, and chasing her three kids and golden retriever around.

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 a teacher on special assignments for elementary mathematics and a 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 MEd with an Elementary Mathematics emphasis from University of California San Diego and an MA in Educational Administration from California State University San Marcos. She is passionate about 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.

Jessica N. began her teaching career in Kentucky after receiving her MA in Curriculum and Instruction at age 23. She then moved to Illinois, where she taught kindergarten and grades 2–4 before becoming a math coach. Utilizing her next MA in Mathematics Education, Jessica developed and facilitated a wide variety of professional development sessions specializing in kindergarten and how best to support our youngest learners. Co-teaching and collaborating with teachers has been a highlight of her career, all while implementing the Illustrative Math curriculum. After knowing so many people in her life who just “weren’t math people,” Jessica found a passion in mathematics education, helping all learners (teachers and students alike) to love, enjoy, and see themselves as “math people!” When Jessica is not trying to instill a love of math in all people, she is most likely to be found reading a book with an iced coffee!

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).

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 at Springhurst Elementary School in Dobbs Ferry, NY. During his time there, he has facilitated Lesson Study research groups, and in 2014, he 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.

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 instructional practices that allow all students to receive the rigorous mathematics instruction they deserve. She firmly believes that all students can achieve the demand of the standards and that it is the responsibility of educators to provide that for them. In her free time, Julie can usually be found hiking or skiing in the mountains.

Kaneka T. is a learning enthusiast! Her greatest joy is coming to understand and reside in the space where confusion meets clarity. She designs and facilitates professional learning experiences for local school districts across North Carolina. Kaneka served Charlotte-Mecklenburg Schools for 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.

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

Keely M. has taught mathematics to grades 7–16 and is a middle school math coach for Oakland Unified School District. She has a BS in Mathematics from Stanford University and a PhD 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 that engage all learners in math talk. She is passionate about creating opportunities for under-served student populations to have access to powerful mathematics learning.

Kelly G. began her career as an elementary educator in Sioux City, IA, and Eau Claire, WI, where she served as a fourth-grade 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 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, Kellyenjoys running, kayaking, and biking with her family and watching her four children compete in sports.

Kelly H. has been with the Syracuse City School District in New York since September of 2000, where she began as a middle school teacher prior to becoming an instructional coach in 2008. Kelly earned an MS in Mathematics Education from Syracuse University in 2006. She then earned her certificate of advanced studies at Syracuse University in 2016 and an EdD in Executive Leadership from St. John Fisher College in December 2021. Kelly has presented at several state and national conferences, including NCTM (National Council of Teachers of Mathematics) and the Expeditionary Learning National Conference. She is passionate about providing students with high quality, engaging Tier I instruction, while also establishing a robust intervention program. In her limited spare time, Kelly enjoys reading and baking.

Kelly R. has spent the last 25 years as an elementary classroom teacher. Currently an elementary math teacher in Abington, PA, she works with IM in her classroom. She has been an educational consultant for the last 18 years—sharing her enthusiasm for mathematics. Kelly believes collaboration is the key to a successful classroom and is passionate about supporting teachers. In her spare time, she enjoys spending time with her husband and two daughters at the beach and walking her golden retrievers.

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 shares 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.

Kim M. began her teaching career as a fifth-grade math and science teacher in Massachusetts. After 10 years teaching fourth and fifth grades and eighth-grade math, Kim earned a PhD in Teacher Education. As a teacher educator at Western Washington University, Kim discovered a passion for developing and supporting mathematics curricula that enable all students to succeed. Kim loves to read, mountain bike, paddle board, and hike in and around her Pacific Northwest home.

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 from Pre-K–12 and administrators at grades Pre-K–8. 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.

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 in Macomb County, MI, serving over 125,000 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. Kristine is passionate about uniting teachers across all grade levels and 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.

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.

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 a 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 expand her learning and to share her passion for equitable mathematics practices 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.

Lauren G. began her career as a fifth-grade 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 K–5 math specialist. 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. She has also 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 when they are given the opportunity and time to explore concepts, 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.

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 but left classroom teaching when she found herself with more questions than answers. She completed a PhD, focusing on how school culture influences achievement for different subgroups in diverse schools. Today, she is a full-time instructional coach for middle and high school math teachers.
Libby continues to pursue equitable access to meaningful learning and educational opportunities. She believes we have an obligation to help each and every student see themself as a competent mathematician by nurturing individualized sense-making for mathematical ideas. While mathematics is an important artistic outlet for her, Libby’s primary artistic work happens in the kitchen.

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 is committed 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.

Lindsey R. began her career as a high school teacher in Manchester, CT. During her ten years in the classroom, her experience spanned from Algebra I to Calculus. Lindsey 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 on supporting teachers of secondary mathematics both in and out of the classroom. This involves 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.

Lisa M. began her career in education as a high school science and math teacher. For the past 20 years, she 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. Lisa spent the first 15 years of her math education career focusing on 6–12. For the past 5 years, however, she has been 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.
Lisa believes students need to construct the meaning of mathematical ideas in ways that make sense to them, and she is passionate about helping teachers learn 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.

Lisa S. began her career as a 5/6 combined teacher in Waterloo, WI. From there, she spent 10 years as a fourth-grade teacher with the School District of Fort Atkinson, also in WI. She recently retired from Fort Atkinson after serving as a district math interventionist. She was an integral part of the adoption of the Illustrative Mathematics program in that district and is now a proud certified K–5 facilitator for IM. Lisa is trained in Math Recovery and, with a colleague, presented at the 2018 National Math Recovery Conference in Colorado. Lisa is passionate about helping ALL learners succeed in math.. In her free time, Lisa enjoys traveling, playing golf, and spending time by the pool and with her family and dog, Rosey.

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

Lizzy S. resides in Dallas, Texas, where she writes curriculum for Illustrative Mathematics. She has taught middle school, high school, and collegiate mathematics. Her focus is on helping underperforming students succeed, and she is passionate about building a robust understanding of mathematics for students at every age and level. Lizzy 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, Lizzy competes in Taekwondo tournaments and is currently ranked in the top 10 of the state.

Mallory S. began her career in education as a high school math teacher in Elkhart, IN, and currently works as an instructional coach in Hartford, WI. She was a member of the Wisconsin State Superintendent's Standards Review Council. She led her department in the adoption of 9–12 Illustrative Mathematics and earned her Master's Degree in Curriculum and Instruction from the University of Wisconsin-Milwaukee. Mallory believes that all students deserve access to high-quality curriculum and instruction. She enjoys reading, spending time with her family, and watching her two boys play sports.

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 and a co-author of Making Mathematics Accessible to English Learners: A Guidebook for Teachers as well as 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 the theater, and spending time with family.

Margaret B. began her teaching career in 2007 as a first-grade teacher for the Easthampton Public School District in Easthampton, MA, where she is currently a K–5 Instructional Coach. In 2013, she helped 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 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.

Marla G. began her career in education as a middle school teacher in 2008. For the past 13 years, she has been teaching fifth- and sixth-grade math and science in a public, progressive school district in Winnetka, IL. Marla has mentored new math teachers and has served as a leader on both her district math committee and grade-level professional learning community. She has also presented at regional NCTM conferences on problem solving in the classroom, something she is enthusiastic about. Marla is a passionate math educator who believes that math invites students to explore the world around them and prepares them for a brighter tomorrow. One fun fact about Marla is that she was a middle school math learner of a problem-based curriculum!

Mary M. began her career in education teaching eighth-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.

Mary S. began her career in education as a second- and third-grade multi-age teacher in rural North Carolina. She has 25 years of experience in education, serving as a teacher, coach, and professional learning facilitator. Currently, she is an instructional coach in Charlotte, NC. Mary received her BS 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 solve problems using real-world and mathematical contexts. In her free time, she enjoys traveling and spending time with her family and friends.

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. 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, where she may be found fishing or biking.

Maureen G. retired after 30 years as a high school math teacher, middle school math coach, and master teacher. She is currently an adjunct professor at UCLA for pre- and in-service teachers earning an authorization to teach computer science. Maureen won a six-year 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. She believes 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.

Maureen O. is passionate about supporting elementary teachers and their students. Before retiring, she spent 25 years as a primary grades classroom teacher and K–5 math specialist in Ipswich, MA. As an IM K–5 math pilot teacher and coach, she was dazzled by the impact of the IM curriculum on students’ math understanding and discourse. All students were welcomed to math class! She has an AB in Education and Child Study from Smith College and an MA in Education of the Deaf and Hearing Impaired from Gallaudet University, where she worked as a training specialist. Maureen is an eternal optimist, a life long learner, an autism advocate, and a proud mother of two. When she’s not walking beautiful Crane Beach, she is dedicated to making math irresistible through high-quality and equitable instruction.

Melissa H. began her career in education as an elementary school teacher in 2007. For the past eight years, she has been teaching fifth-grade 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 focused 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.

Melissa J. has been teaching math in Toledo, Ohio, since the beginning of her career. After many years of 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. Passionate about learning, Melissa is 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.

Melissa R. began her teaching career as an elementary educator in Helena, MT. She was the 2018 Montana Teacher of the Year, serving as a spokesperson and advocate for the teaching profession. She was 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. As an educator and instructional coach, Melissa has developed and delivered professional development and instructional coaching nationwide. She 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.

Meredith A. began her career as a member of the Urban Catholic Teacher Corps at Boston College, where she taught fifth-grade while working toward her masters’ degree. She then moved to California, where she worked for 14 years as a teacher and dean for Aspire Public Schools. 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 deserves 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.

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.

Montana S. began her career in education teaching second-grade in NC and went on to teach Kindergarten, third-, and fourth-grade. Recognizing a need and desire to better support her students in math, she 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 PhD in Educational Studies, and she currently teaches elementary math methods courses to students at Georgia Southern University. Montana continues her love for learning through her research, which focuses on understanding 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.

Nancy P. began her career in education 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. Nancy is a fellow of the Maine Governor’s Academy for math and science leadership and is trained as a math recovery specialist. She served as a coach and facilitator in the Math4ME project, which is designed to not only improve math proficiency of students with disabilities but to improve instructional practices for these students as well. Nancy also has extensive training in formative assessment in the mathematics classroom through the Education Development Center (EDC). She believes that no one is “not a math person” and that all students are capable learners of mathematics. Nancy enjoys being outdoors year-round and can be found hiking, cross-country skiing, or paddling on rivers and lakes.

Nikki H. has been a classroom teacher for 18 years and is currently teaching fourth-grade math/science in Mechanicsburg, PA. For the past 15 years, she has also worked as an educational consultant, facilitating professional development focused on elementary math curriculum and instruction across the United States. Nikki has presented at national mathematics conferences and worked with countless school districts to assist with successful implementation of K–5 curricula. She believes that math is for all students and that no one is “good” or “bad” at math! Rather, all students are capable of understanding 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.

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. 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, as well as traveling and spending time with her husband and their 6-year-old twin girls.

Randi R. began 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 instructional shifts in math that have occurred over the last six years. Randi collaborated with district math leaders to create an inquiry-based lesson framework and spearheaded the work to build a curated curriculum 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 downtime, Randi enjoys spending time with friends and family, shopping, and going to Broadway shows.

Rebecca H. began her career in education over 25 years ago as a middle school classroom teacher for New York City Public Schools. 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 in developing an inquiry-based approach to instruction. Rebecca is passionate about helping 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.

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 of her career has been her current role as a curriculum coordinator at Burton School District, where she supports secondary math teachers through coaching and professional development. Rebecca is passionate about mathematics and strives to spread a love of learning, just as her 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.

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 as well as 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 that 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!

Robin A. began her teaching career in Atlanta, GA, as a second-grade teacher. She has 16 years of experience teaching grades K–5. Throughout her career, she has served as a teacher leader and mentor, with acknowledgements for Outstanding Technology Teacher of the Year in both 2015 and 2016. She was also awarded the 2022 FPAD Teacher of the Year award in her community. Although Robin has been in Georgia for most of her professional career, she has also had the pleasure of educating students in South Carolina and Tennessee. Robin believes that all students are capable of learning and growing when provided with intentional and sound instruction! When Robin is not teaching, she enjoys attending her sons’ football games, spending time with her five children, reading, and occasionally traveling.

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 eighth-grade math, Algebra 1, Geometry, Algebra 2, and advanced math. Robin has a BS in Secondary Education from Louisiana Tech University with certifications in 6–12 mathematics and business education.

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

Rosanne O. began her career in education as an elementary teacher and assistant principal in Plymouth, MA. She earned an MEd 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 the impact of quality instruction. 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 with instruction that is tailored to individual learning styles. Rosanne’s interests are gardening, cooking, and spending time along the New England coast.

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. She retired in 2018 after 24 years of math teaching. She taught seventh-grade 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 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.

Sandra U. began her career as a seventh- and eighth-grade 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 twenty years. She 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 has facilitated classes with PreK–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.

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 an MS in Curriculum and Instruction with a concentration in Mathematics Leadership, and has completed Cognitive Coaching-Foundation and Adaptive Schools-Foundation courses. Statistics is one of her favorite topics to continue learning about, and she happily serves as a director for the Wisconsin Chapter of the American Statistical Association. Sara is passionate about supporting teachers and helping them develop students’ beliefs that they are capable of “doing” mathematics. She also believes in 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.

Sari T. began teaching in the Bronx, NY, as an elementary special education teacher and now runs a math tutoring organization, Make It Count Math, in New Orleans, LA. She worked as an elementary teacher, special education teacher, math specialist, assistant principal, and founded the math intervention program at Bricolage Academy in New Orleans. Sari believes that math should be a joyful experience for students and teachers. Shevalues the roles of discussion, feedback, and game playing in math teaching and learning. When she is not spending time with her friends and family, Sari enjoys hand embroidery, dance, and reading.

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. He is an educator, coach, and liaison in Oceanside, CA.
Sean 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.

Shari H. began her career as a fifth-grade teacher and is currently a learning coordinator for the Mead School District in Spokane, Washington. Shari spent many years teaching mathematics as an interventionist and a teacher of the highly capable, both of 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 seven 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.

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 out of state. 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 alos enjoys reading, playing with her granddaughter, and traveling.

Shelby S. began her career as a secondary math teacher in the Greater New Orleans area and has an MAr 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, Shelby 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 and spending time with friends and family.

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.

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 around shifts in the Common Core State Standards. She has also 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. She is passionate about creating mathematics classrooms where ALL students have access to high quality, equitable, and FUN math instruction. In her free time, Sonja enjoys traveling, reading, and spending time with her family.

Stephanie R. began her career in education as a middle school math teacher in the Boston suburbs. After eight 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 can do math at a high level and that it is up to 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, Stephanie 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.

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 MS 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.

Susan H. has worked in education for more than 24 years. She began her career as an upper elementary classroom teacher 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.” Susan is passionate about collaborating with teachers and students to create positive mathematical communities as she believes that being a member of a math community is an important part of our math identity and story. Also important is giving students equal “airtime” in math discussions to share their thinking, wonderings, and ideas, since 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.”

Tammy F. began her career in education teaching bilingual education in Palm Springs, California, for 10 years. Before that, she was an active-duty Air Force linguist. Today, Tammy is an instructional coach in elementary mathematics in San Diego County. She 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 accessible to all teachers and all students. In her free time, Tammy enjoys being outdoors. She especially likes hiking, camping, and fishing.

Teresa M. began her 22-year teaching career as a third-grade teacher in San Bernardino, CA. After getting married, she moved to San Marcos, CA, and taught middle school special education, then fifth-grade, and most recently sixth-grade math. Since receiving her Master’s in K–8 mathematics from San Diego State University, Teresa has been serving as a workgroup member for the Mathematics Diagnostic Testing Project (MDTP) as well as a board member for the San Diego NCTM affiliate (GSDMC). She is also 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 she believes that all students deserve access to high-quality curricula and instruction. When not working, Teresa enjoys relaxing in a rustic mountain cabin or going camping with her family.

Tiayana M. began her career in education as an elementary and middle school teacher. She worked for many years as a mathematics content specialist for the New York City Department of Education overseeing the development of city-wide mathematics assessments. She also supported the development of state and national assessments and the development of high-quality instructional materials. As the executive director, mathematics at a national nonprofit, Tiayana focused on supporting teachers, districts, and instructional and school leaders 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 that 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.

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, she is working with the Georgia Department of Education 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. Timesha also continues to work with several GA districts as a math consultant. Her 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 nights.

Traci J. began her career teaching mathematics in grades 5–12 at a small private school. After many years of classroom teaching at all levels, she is now a mathematics teacher on special assignment working with K–12 teachers. Traci is a current doctoral student in mathematics education, with a research interest in cultivating curiosity in mathematics classrooms. She is a National Board Certified Teacher and a recipient of the Rosenthal Prize for Innovation and Inspiration in Math Teaching. Traci finds joy and satisfaction in watching students embrace and trust their mathematical thinking. She believes mathematics learning should be playful, social, challenging, and rewarding. In her free time, Traci enjoys camping, hiking, and spelunking.

Tricia B. is a K–-12 outreach specialist for the mathematics department at the University of Oregon. In this role, she teaches math content courses for pre-service elementary teachers and provides professional learning to K–12 math teachers. Over the past 15 years, Triciahas been involved with efforts to promote coherence in math education, consulting on projects such as Standards For Success, Smarter Balanced Digital Library, and reviewing Khan Academy Common Core State Standards math items.
Always working to improve the implementation of best pedagogical practices in her own teaching, Tricia is a member of the UO’s Teaching Academy and a participant in the Summer Institutes for Scientific Teaching. With a rocky start in elementary math that eventually led to a Master’s 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.

Trish K. began her career in education as a New York City teaching fellow in Brooklyn, NY. Today, she is the director of nursery – fifth-grade mathematics at an independent school in Connecticut. In this role, Trish has overhauled the mathematics curriculum to create a climate that cultivates student mathematicians rather than simply math students. She has taught fourth-, fifth-, and seventh-grade, 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, Trish 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 two children, Grace and Asher.

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 accomplishments have occurred at the micro-level, in the classroom, impacting teachers’ practices, 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. This passion only grew stronger 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.