TABLE OF CONTENTS BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES BOLD Mathematics Education Leaders: A Broader View by katey arrington................................................................................................ 1 Lessons from the National Civil Rights Museum by paul gray.......................... 5 Links to Volunteer and Order Membership…page 4 BOARD MEMBERS AT WORK 2024 Board Contact List..................................................................................... 8 Building Networks Within and Beyond Your Context. NCSM Regional Directors from US Southern 2, US Eastern 1, and US Central 1 share ways to build networks ....................... 8 Engage in the Future of Mathematics Education. Board elections updates ............... 11 EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR 56th NCSM Annual Conference by grace anne mckay and jenny novak .......... 12 2024 Call for Award Nominations by george cage........................................... 13 Request for NCSM Journal Manuscripts. by paula jakopovic and sean nank .... 14 NCSM Affiliates News by joanie funderburk ..................................................... 15 Upcoming NCTM Events .................................................................................... 15 Learnings from Leaders: NCSM Regional Directors from Southern 1, Southern 2, and Western 1 have found leaders in their regions to discuss what motivates them, their mathematical leadership journey, their most memorable moments or mentors, and impactful professional development............................... 16 About Your NCSM Inspiration! ......................................................................... 21 –1– NCSM IS THE PREMIERE MATHEMATICS EDUCATION LEADERSHIP ORGANIZATION. Our bold leadership in the mathematics education community develops vision, ensures support, and guarantees that all students engage in equitable, high-quality mathematical experiences that lead to powerful, flexible uses of mathematical understanding to affect their lives and to improve the world. Our mission is to equip and empower a diverse education community to engage in leadership that supports, sustains, and inspires high quality mathematics teaching and learning every day for each and every learner. What does it mean for NCSM to work toward equipping and empowering a diverse education community to engage in leadership? Who are we talking about and to whom when we say we serve BOLD math education leaders? A Brief History of NCSM and the Organization’s Title The National Council of Supervisors of Mathematics (NCSM) started as a special interest group of the National Council of Teachers of Mathematics (NCTM) in 1968 for leaders who felt like they needed an additional learning space to talk about their roles and responsibilities beyond the classroom. By 1970, NCSM was an independent organization but still with an affiliation with NCTM. The President that year was Louis Scholl, the pattern of holding our annual meeting just before NCTM’s annual meeting was established, and there were 124 members. Mr. Scholl said “one of the chief objectives of this organization was the continuing study of problems in mathematics education” and, that our meetings FROM THE NCSM PRESIDENT… KATEY ARRINGTON BOLD MATHEMATICS EDUCATION LEADERS: A BROADER VIEW BOLD LEADERSHIP IN MATHEMATICS EDUCATION Inspiration! iration! CLICK TO RETURN TO PG 1 (CONTINUED ON NEXT PAGE) KATEY ARRINGTON SPRING 2024 ı VOLUME 54, NUMBER 3
s p r i n g 2 0 2 4 –2– m a t h e d l e a d e r s h i p . o r g BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES should be a place for sharing suggested solutions and interchanging ideas. In 2018, NCSM celebrated 50 years and had grown to be close to 3,000 members strong, with nearly 2000 leaders gathering at the annual meeting to network and share successes and challenges. Along the way, the word “supervisor” in the organization’s title started to seem not quite right. While there are certainly math education leaders in supervisory roles of both programs and faculty and staff, NCSM recognized that leadership can take on many forms and that leaders lead from many roles. The consideration of problems and their possible solutions and sharing ideas seemed to need perspectives from many leaders, and so while the official name of the organization is still National Council of Supervisors of Mathematics as it was founded, we choose to begin using the more inclusive title NCSM: Leadership in Mathematics Education. “Supervisor” or “Leader” What is the big difference in the shift in language from supervisor of mathematics to leadership in mathematics education? The word supervisor has a definition that is straightforward: one who supervises workers or work done by others. When NCSM started, “supervisor” was regularly used in education (and this definition still appears on Dictionary.com) as “an official responsible for assisting teachers in the preparation of syllabuses, in devising teaching methods, etc., in a department of instruction, especially in public schools.” We find the title of supervisor less and less prominent, though, and the responsibilities of supporting teaching and learning being distributed to many different roles outside of supervisors. “Leader” is a bit harder to define. Dictionary.com alone provides 18 definitions and sub definitions of leader, though there are some commonalities when you look across varied definitions. Some focus on formal titles and the authority the titles bring. Many definitions go past that to include leadership as influencing and guiding others, innovating, communicating effectively, taking accountability, and creating a productive culture for teams. This latter, broader definition of leadership is the one I see in NCSM’s chosen title of “Leadership in Mathematics Education”, and those characteristics and attributes are found in people across many leadership roles. Leadership in Mathematics Education: It Takes a Village The education system has layers of leadership. For all students to receive an excellent mathematics education, all leaders in the system need to work to create a shared vision of instruction, define how each of them contributes to enacting that vision, and engage the community in learning about and understanding that vision. The NCSM Essential Actions: Framework for Leadership defines six leadership roles that contribute to the success of our school systems and the students in them (NCSM, 2020, p. 5) [see figure I.1]: • State/Provincial Leaders • District Leaders • Site Leaders • Instructional Coaches • Teacher Leaders • Teachers Figure I.1. Mathematics Education Leadership Roles The Framework notes that there are many roles outside of these six that are supportive of student and educator success (examples might include From the NCSM President (CONTINUED FROM PREVIOUS PAGE) (CONTINUED ON NEXT PAGE)
m a t h e d l e a d e r s h i p . o r g –3– s p r i n g 2 0 2 4 BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES curriculum writers, technology producers, etc…) but we will focus on these six leadership roles for now. These leadership roles vary in their titles and authority conferred from those titles, but the people taking on each of these roles manifests influence and power in their own way. Cathy Seeley (2018, Chapter 10), NCTM past president and experienced leader in mathematics education, said “Regardless of a person’s job title … a leader has the potential to influence mathematics teaching and learning in many positive ways, some obvious, and some much more subtle.” Below is a summary of these roles as described in the Framework: Teachers are in the unique position of leading in their own classrooms and through their interactions with students. NCSM recognizes that there is no more powerful position in the education system than the primary leader in each classroom for the students in our systems. Teacher leaders extend their influence from the classroom to the school level by serving as grade or content-level leads, department chairs, or through facilitating teamwork. Some teachers and teacher leaders, with or without a formal leadership title, are more influential than anyone else on campus or in the district. Instructional coaches have become much more prevalent in today’s schools due to the evidence that effective coaching has a substantial impact on teaching and learning. Coaches typically are not supervisors of teachers, but instead work alongside and with teachers for continuous improvement of instruction, collecting and analyzing data to inform practices, providing job-embedded professional learning, modeling, and providing resources. They collaborate with teacher leaders and site and district leaders to ensure structures and supports are helping to move toward the shared vision and goals. Site leaders are focused on facilitating the development of a shared campus-based vision and goals for mathematics instruction, providing support, resources, and feedback to their teachers, teams, and other leaders for improvement, and guiding discussions about data and adjustments when needed. Similarly, district leaders are focused on development of a district-wide vision and goals and monitoring progress toward those goals through data. They also provide curriculum and instruction documents that address the needs of the district student population and support the teachers in implementation. District leaders provide teachers, coaches, and sitebased leaders opportunities to deepen their learning of the curriculum and instructional practices. Finally, State/Provincial leaders may work outside of school districts but have a major role to play in the success of our districts and schools. They advocate for and support implementation of effective and equitable education policies, ensure allocation of resources, as well as collecting data to examine trends across the state/province. Each of these roles contributes to our success, so the leaders across our system must align their efforts to ensure equitable and effective teaching and learning for all students. The mindset at each level must be on leading for impact, advocating for high expectations for all students and taking a stand against low expectations, empowering educators in a culture of productive professionalism, and monitoring for evidence of movement toward the shared vision of mathematics. “… a leader has the potential to influence mathematics teaching and learning in many positive ways, some obvious, and some much more subtle.” What leadership role are you playing in the system? How are you contributing to building and enacting a shared vision across the community? From the NCSM President (CONTINUED FROM PREVIOUS PAGE) (CONTINUED ON NEXT PAGE)
s p r i n g 2 0 2 4 –4– m a t h e d l e a d e r s h i p . o r g BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES WANT TO GET INVOLVED IN NCSM? WE LOVE OUR VOLUNTEERS AND NEED VOLUNTEERS! CLICK HERE TO SEE ALL THE WAYS YOU COULD GET INVOLVED. Interested in joining NCSM? Need a Membership Application? Go to: mathedleadership.org/membership/ How are you aligning your efforts with other leaders? Leaders, especially when they are new to their role, need support to be most effective. Leaders should seek out professional learning and mentorship to build on strengths and grow in areas less developed. More experienced leaders should make a point of mentoring emergent leaders, inviting those they see with potential to build their identity as a leader and encouraging potential leaders to intentionally develop their leadership skills. What are you doing to communicate with other leaders, seek advice, and collaborate with those in similar and dissimilar leadership roles? Are you in a position where you can invite potential leaders to consider taking on more responsibility and encourage emergent leaders to grow? Who is a BOLD mathematics education leader? It is my opinion that if you are deeply considering growth and putting your efforts towards improving the school experience for students and educators in your system, you are a leader. Maybe you have a title that gives you leadership authority and maybe you do not, but effective leaders set their minds to making a difference and then act accordingly. You can lead, you can be a change agent, you can bring about a positive impact from wherever you stand. If you are not content with the status quo and are determined to make positive change, that makes you a leader in my book. Our schools need BOLD mathematics education leaders working at every level of the system to provide the excellent education our students deserve. Representation matters. Our schools are getting more and more diverse in student population so our teacher and leader population should follow suit, and we can make that happen faster with intention. NCSM wants to support you in your leadership from whatever title or position you hold! We aim to equip and empower YOU so that you can engage in leadership that supports, sustains, and inspires high quality mathematics teaching and learning every day for each and every learner. Whether you are a teacher, a site or district leader, an instructional coach, or otherwise—we hope that you find the resources, networking, and learning opportunities you are seeking through NCSM. We also hope to engage new members of the community, emergent leaders, in growing their leadership identities and skills. And further, I invite YOU to get involved in the organization through volunteer opportunities and professional learning and networking events available on the website as they arise, including the First Annual Virtual Mini-Conference this spring. Encourage potential or new leaders to investigate opportunities to grow their skills, including options like the NCSM Fellows Program or coming with you to an NCSM event. Communicate with your Regional Director (RD) about events in your area or get connected with other leaders with similar challenges. Take some time to explore the resources NCSM offers now, especially if you haven’t done so in a From the NCSM President (CONTINUED FROM PREVIOUS PAGE) (REFERENCES ON NEXT PAGE)
m a t h e d l e a d e r s h i p . o r g –5– s p r i n g 2 0 2 4 BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES while. If there are resources or opportunities that you would find beneficial that are not currently offered, please let us know by emailing the office or your RD! NCSM: Leadership in Mathematics Education is here to support the diverse pool of leaders, with all different lived and levels of experience, in various roles across our system, to ensure all students get the best education possible. Thank you for all you do and for being a member of our community! s RECENTLY, I HAD THE OPPORTUNITY TO VISIT THE NATIONAL CIVIL RIGHTS MUSEUM IN MEMPHIS, TENNESSEE. It is housed at the former Lorraine Motel where the Reverend Dr. Martin Luther King, Junior, was assassinated in 1968. The exhibits take you on a powerful tour of the African-American experience in North America beginning with slavery, through the Reconstruction and Jim Crow eras, the Civil Rights Movement in the 1950s and 1960s, and beyond into today. As I have reflected on that visit, it struck me that there are many lessons we can fold into our own work to make mathematics education more equitable for all of our students. Dr. Robert Moses once described access to algebra as a civil right, so it makes sense to look to the national Civil Rights Movement—its history, its present, and its future—to inform our own work. First, a constellation of small organizations working together in concert with larger national organizations is how you affect change. As I moved through the exhibits in the museum, key moments in the national Civil Rights Movement were illustrated with photographs, videos, audio, and stories of the people involved. I knew that Dr. King’s Southern Christian Leadership Conference (SCLC) was a national organization coordinating the Civil Rights Movement. But one thing I did not know was the acronym soup I would see on the walls of the museum in its exhibits. People organized locally to make change happen in their communities. But they were not working alone. Advisors from the national organization helped them to think strategically about how to accomplish their goals and work toward their mission of equality and civil rights for all, particularly Black people. As I read the stories of some of these local organizations, it reminded me of some wisdom shared by a trusted colleague in the Dallas area. Local organizations and local leadership are important because these are places where you feel a close sense of community. These are your immediate mentors in your own backyard. These LESSONS FROM THE NATIONAL CIVIL RIGHTS MUSEUM By Paul Gray, Jr. ȷ NCSM Past President (@Dr_PaulGray) “The moral arc of the universe is long, but it bends toward justice.” —The Rev. Dr. Martin Luther King, Jr. PAUL GRAY, JR. From the NCSM President (CONTINUED FROM PREVIOUS PAGE) (CONTINUED ON NEXT PAGE) Dictionary.com (2020). Supervisor definition and usage examples. Dictionary.com https://www.dictionary.com/browse/supervisor Lott, J., Lott, C., Edwards, C., Fulmore, L. (2018). 50 Years of leadership in mathematics education—where do we go from here? [Monograph]. NCSM Monograph Series, 50th Anniversary Edition. NCSM: Leadership in Mathematics Education (2020). NCSM Essential Actions: Framework for leadership in mathematics education.
s p r i n g 2 0 2 4 –6– m a t h e d l e a d e r s h i p . o r g BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES are the networks that first help strengthen you. She was talking about local affiliates of national professional education organizations. But her words, alongside the stories I learned at the National Civil Rights Museum, reminded me that our local and provincial/state mathematics professional organizations are more important than ever. For NCSM, these are our affiliates. NCSM is a national organization. We can marshal resources, provide policy statements, and advise our members about advocacy, research, and better practices. But we can’t do our work alone. We need the local, provincial, and state affiliates to take those ideas and help put them into action where it counts—in our schools and school board rooms. And like the vast network of local civil rights organizations, this is where the true power lies. As former U.S. Speaker of the House Thomas P. “Tip” O’Neill once said, all politics is local. And making change in education policy is a political action. Second, progress is a cha-cha, not a march. It’s two steps forward and one step back, not a continual movement forward. But the trajectory is forward. The national Civil Rights Movement followed a forward trajectory that contained victories and setbacks. Every time we dismantled a barrier of segregation, white supremacy pushed back. While lunch counters were integrated, churches were bombed. While schools were integrated, voter registration workers were murdered. While workplaces and public accommodations became integrated and “whites only” signs were removed, civil rights leaders were gunned down. Yet, we kept moving forward. Often, a setback becomes a catalyst for further action, as in 2020 when George Floyd was murdered by Minneapolis, Minnesota, police. In mathematics education, we are dancing our own cha-cha. We know from experience, evidence, and extensive research that students do better at mathematics when they understand why they are doing the mathematics we teach them to do. Yet, for a multitude of reasons, we do not always teach this way. Hence, our own mathematical cha-cha. Generally speaking, we do a terrible job serving some student populations. Particularly students with special learning needs or multilingual learners. Because we do not serve all groups of students well, advocates for those students search for solutions and better ways. And when they find one, they cling to it. So while we are taking two steps forward with better teaching through procedural fluency that is anchored in conceptual understanding, well-intentioned advocacy groups push back with an emphasis on instruction that is exclusively skills-based and devoid of student exploration and thinking. Phrases like “ours is not to reason why, just invert and multiply” make my blood boil. Of course, ours is to reason why! When students know only a set of skills, we end up with a group of adults that do not reason why then invert and multiply every time they see a fraction. Then they get frustrated, throw their hands up, proclaim an intense hatred of mathematics, and become adults and policymakers who hate mathematics and behave and govern accordingly. The reality is that From the Past President (CONTINUED FROM PREVIOUS PAGE) (REFERENCES ON NEXT PAGE)
m a t h e d l e a d e r s h i p . o r g –7– s p r i n g 2 0 2 4 BOLD MATHEMATICS LEADERSHIP: REFLECTIONS ON/IDEAS FOR LEADING DURING THESE CRITICAL TIMES they do not hate mathematics, they hate feeling unintelligent. And you know what? I cannot blame them for that. So, What Can We Do? Join an Affiliate! The first thing you can do, if you have not already, is join your local, state, or provincial NCSM or NCTM affiliate. You can find a list of NCSM affiliates on our website and a list of NCTM affiliates on their website. Many local affiliates, like those in New York or California, have robust conferences and professional learning opportunities for teachers like you in your area. If you’re a mathematics leader, model continuing learning by taking a team of your teachers to one of these conferences, join them in sessions, and then meet together to debrief afterwards. Almost every provincial or state affiliate has an annual conference or meeting, from Rhode Island, where the Rhode Island Mathematics Teachers Association (RIMTA) hosts an annual meeting each fall, to Texas, which boasts the Conference for the Advancement of Mathematics Teaching (CAMT), one of the largest mathematics teaching conferences in North America, each summer. Affiliates also collect and share resources such as publications and classroom ready activities. Many have grant opportunities for their members. And if you are not able to make it to conferences, many affiliates host online book studies, webinars, and other professional learning events. For example, the Association of Teachers of Mathematics in Massachusetts (ATMIM) hosted a webinar series in winter 2023–2024 spotlighting some of the favorite speakers from their 2023 annual conference. Identify Progress in Your Own Leadership Journey I’ll confess, I’m old. I’ve been in teaching long enough now to see things that were new to me back in the 1990s come back around again. Some of them will work like they did then, some won’t. But they are coming. Some of what’s coming back around again are old fights that we thought we had settled. We have groups of parents and community members continuing to push back against instructional strategies that we haven’t clearly communicated with them. Combine this with the hot-button political climate we find ourselves in and school board meetings become much more, how shall I say this politely, exciting than they used to be. Please do keep an eye on the prize. Remember, progress is a cha-cha not a march. We move forwards and backwards, but we are always trending forwards. As educators, we know that sometimes a better idea comes along, and we must seize it. We adapt our practice to new information and data. We adjust so that we can better meet the needs of each and every child in our classrooms. As mathematics leaders, we also adjust as our teachers change. You know how teachers every year say that kids aren’t what they used to be? Well, neither are teachers now. Or principals. Or community members. 2024 is a different world than 1984 was. We must adapt and evolve. And no one can do that better than an educator. s From the Past President (CONTINUED FROM PREVIOUS PAGE)
s p r i n g 2 0 2 4 –8– m a t h e d l e a d e r s h i p . o r g BOARD MEMBERS AT WORK 2024 NCSM BOARD PRESIDENT Katey Arrington PAST PRESIDENT Paul Gray FIRST VICE PRESIDENT Jenny Novak SECOND VICE PRESIDENT Barbara Griffin REGIONAL DIRECTORS Deanna Brajcich: Canada Nicole Stommel: Central 1 Susie Katt: Central 2 Amy Lucenta: Eastern 1 Karen Riley Jeffers: Eastern 2 Ian Shenk: Southern 1 Michael Greenlee: Southern 2 Tara Fulton: Western 1 Sean Nank: Western 2 AFFILIATE COORDINATOR Joanie Funderburk AWARDS CHAIR George Cage MARKETING CHAIR Alison Kothe COACHING COORDINATOR Nicora Placa CONFERENCE COORDINATOR Grace Anne McKay INSPIRATION! Judy Dunmire: Editor Heather Crawford-Ferre: Associate Editor JOURNAL Paula Jakopovic: Co-Editor Evthokia Stephanie Saclarides: Co-Editor MEMBERSHIP & VOLUNTEER CHAIR Candies Cook NCTM REPRESENTATIVE Josh Males NOMINATIONS CHAIR Pamela Seda POSITION PAPERS Cory Bennett: Editor PROFESSIONAL LEARNING DIRECTORS Brian Buckhalter Erin Lehmann SECRETARY Astrid Fossum SOCIAL MEDIA CHAIR Dionne Aminata SPONSOR PARTNER LIAISONS Brea Ratliff Sherita Wilson-Rodgers TREASURER Steven Shadel WEB EDITOR Stephanie Jacques REGIONAL REPORTS BUILDING NETWORKS WITHIN AND BEYOND YOUR CONTEXT NCSM Regional Directors from US Southern 2, US Eastern 1, and US Central 1 share ways to build networks. (CONTINUED ON NEXT PAGE) Michael Greenlee, NCSM US S o ut h e rn 2 Re g i o na l Di r e c t o r Building Networks Within and Beyond Your Context: EMPOWERING MATHEMATICS EDUCATION THROUGH ORGANIZATIONAL ENGAGEMENT MICHAEL GREENLEE As mathematics teacher leaders and educators, the journey to professional growth and impact thrives on connections and collaborations. Embracing the vitality of networks within and beyond your immediate circle is pivotal, and actively engaging with esteemed organizations like NCTM and NCSM stands as a cornerstone in this pursuit. Find Your People: The bedrock of network building often begins by affiliating with renowned organizations such as NCTM and NCSM. These platforms serve as hubs where passionate educators converge, fostering a community rich in expertise, innovation, and shared dedication to advancing mathematics education. Build Your Network: Attending conferences hosted by NCTM and NCSM provides an unparalleled opportunity to connect with like-minded individuals deeply invested in elevating mathematics education. Engaging in networking events, workshops, and seminars not only expands your professional horizon but also cultivates relationships with mentors, collaborators, and potential partners. Dive into discussions, collaborate on projects, and seize the chance to exchange ideas that can revolutionize your approach to teaching mathematics. Sustain Your Network: Becoming an active member within these esteemed organizations allows for sustained and meaningful engagement. Volunteerism or board involvement amplifies your contribution and influence within the community. By actively participating in committees, contributing to initiatives, or taking on leadership roles, you not only enrich your own professional growth but also contribute to the collective advancement of mathematics education on a larger scale. Joining NCTM and NCSM is not just about being part of an organization; it is about joining a movement. By immersing yourself in these communities, you gain access to resources, best
m a t h e d l e a d e r s h i p . o r g –9– s p r i n g 2 0 2 4 BOARD MEMBERS AT WORK (CONTINUED ON NEXT PAGE) practices, and cutting-edge research that continually enhances your teaching methodologies. The Power of Organizational Engagement: These organizations serve as catalysts, propelling you beyond the boundaries of your immediate context. They offer a bridge to connect with educators from diverse backgrounds, experiences, and geographical locations. Through these connections, you gain exposure to varied perspectives, methodologies, and innovative practices, enriching your teaching approach and fostering inclusivity within mathematics education. Committing to active engagement with NCTM and NCSM is not just a professional choice; it’s a commitment to driving positive change within the realm of mathematics education. Your involvement does not just benefit you—it elevates the collective expertise and impact of mathematics educators worldwide. In the quest to fortify networks, the significance of affiliating with esteemed organizations like NCTM and NCSM cannot be overstated. Their conferences, networking events, and avenues for active participation not only enhance your professional growth but also empower you to play an instrumental role in shaping the future of mathematics education. Embrace this opportunity, engage wholeheartedly, and witness how your involvement amplifies the collective strength and impact of the mathematics education community. s Michael Greenlee, NCSM US S o ut h e rn 2 (CONTINUED FROM PREVIOUS PAGE) Amy Lucenta, NCSM US East e rn 1 Re g i o na l Di r e c t o r Seven Steps to Building Networks Within and Beyond Your Context Building and maintaining professional networks within leadership in mathematics education is essential to our own continuous learning that ultimately results in improving learning experiences for students. AMY LUCENTA Professional collaborations inspire us to continue the challenging work and fuel us to face what otherwise may seem as insurmountable challenges. Yet, many leaders in mathematics education find themselves in positions with few job-alike colleagues. Here are seven steps to find your people, build your network, and sustain it. 1. Let people know that you are looking to expand your professional contacts. Oftentimes, the contacts we already have are our most valuable assets because they know our contexts, our work, and our goals. 2. Join a local affiliate of NCTM or NCSM to engage in leadership work with those who share a common position, are working on common goals, or are challenging themselves in ways you’d also like to. It goes without saying that the conference opportunities the organizations offer provide ample and ideal circumstances. 3. When you attend a conference, strike up conversation with those at the same session. If you find yourselves interested in the same session, you already have common ground. During the NCSM conference last fall, I saw two attendees exchange information after a brief interaction during a session! 4. Volunteer! Offer your support to an organization or conference. Committee work is a bonding experience, but don’t let it end there. Get to know those you serve with—work to understand their roles and contexts, read articles/books they’ve written, inquire about their past contributions and current projects. All too often, we serve alongside each other, 7
s p r i n g 2 0 2 4 –10– m a t h e d l e a d e r s h i p . o r g BOARD MEMBERS AT WORK but don’t take the time to connect our professional roles while we stuff bags or plan upcoming events. 5. Participate in—or even host/launch a book study. The book you choose to read together is a natural connector—the group already established that they are interested in learning about the same content. And, with ongoing meetings to discuss the ideas in the book and chances to test-drive some ideas and share, there are multiple opportunities to find commonalities with participants. 6. Host professional learning events that expand beyond your own context—invite teachers and leaders beyond your school, or district. Doing so not only allows for shared costs, but it also opens the doors for shared learning and collaboration. During one of my first years as a mathematics coach, our district partnered with another district, and our two small cadres of coaches learned together and collaborated in the years that followed. 7. Give back. Look to reach out to those who are new to their positions. Be giving of your experience and learn from those who are beginning to navigate their leadership or seeking out new connections. s Get involved with NCSM! Many mathematics leaders and coaches are isolated in their professional environments which necessitates going beyond the immediate environment to collaborate, share information, and problem-solve. As a bold mathematics leader, cultivating meaningful relationships within and beyond one’s own community can open doors to valuable resources, diverse perspectives, and innovative practices. This is just one story of how a group of mathematics education leaders in Northern Illinois have built and sustained a professional network that serves to support one another to better serve students. Founded in 1986, The North Suburban Mathematics Council (NSMC) stands as a beacon of educational leadership in the realm of mathematics instruction, curriculum, and relevance in the North and Northwest collar counties of Cook, Lake, and McHenry in Illinois. This dynamic organization, known as NSMC, has dedicated itself to the noble cause of elevating the standards of mathematics education, ensuring that all students receive a robust and meaningful learning experience. Nicole Stommel, NCSM US Cent r a l 1 Re g i o na l Di r e c t o r The North Suburban Mathematics Council: A STORY OF BUILDING AND SUSTAINING A PROFESSIONAL NETWORK TO ELEVATE MATHEMATICS INSTRUCTION In the ever-evolving landscape of education, building and leveraging networks has become a pivotal strategy for educational leaders seeking professional growth and development. NICOLE STOMMEL Amy Lucenta, NCSM US East e rn 1 (CONTINUED FROM PREVIOUS PAGE) (CONTINUED ON NEXT PAGE)
m a t h e d l e a d e r s h i p . o r g –11– s p r i n g 2 0 2 4 BOARD MEMBERS AT WORK At the heart of NSMC’s mission is the commitment to collegiality and a shared responsibility for all students. The council recognizes that collaboration is key to advancing mathematics education, and it actively promotes an environment where mathematics leaders work together towards common goals. Through quarterly meetings at different districts, NSMC facilitates the exchange of ideas and sharing of best practices. NSMC not only focuses on academic excellence but also places a significant emphasis on creating a safe environment that fosters the building of friendships and collegial relationships. This commitment to camaraderie ensures that members of NSMC are not only colleagues but also friends who are invested in each other’s success and the success of their students. As NSMC has evolved over the years, the organization began hosting an annual leadership summit in addition to the quarterly meetings. The annual leadership summit is located off-site and consists of two full days of professional learning and collaboration. While the focus of the time is to learn from one another, there is also an emphasis on strengthening the relationships between members within the organization through team building activities and opportunities to learn about one another outside of a professional context. As a 10-year member of NSMC I can say with confidence that having a network of like-minded mathematics leaders outside of my own immediate context has not only propelled my professional growth to better serve my district, but it has provided me with life-long friendships that challenge my thinking and inspire personal transformation. NSMC is a testament to the transformative power of professional networks, showcasing how collaborative efforts and meaningful relationships can not only advance individual professional trajectories, but also contribute significantly to the broader goal of enhancing mathematics education for all students. s Amy Lucenta, NCSM US East e rn 1 (CONTINUED FROM PREVIOUS PAGE) ENGAGE IN THE FUTURE OF MATHEMATICS EDUCATION ATTENTION ALL MATHEMATICS EDUCATORS, ADMINISTRATORS, AND LEADERS! While the NCSM election window has closed, we want you to be current on the status of our nominations and elections because YOU shape the direction of math education by casting your vote for leaders who champion equity, innovation, and student-centered learning. Voting started on February 15 and ended on March 15 for the following positions: • President Elect • Second Vice President • Regional Directors for US Western 1, US Southern 1, and Canada Your vote matters in driving forward initiatives that promote inclusive practices, culturally relevant curricula, and high expectations for all learners. Don’t miss opportunities to be part of the democratic process that shapes the future of mathematics education. Exercise your voice and make an impact by participating in the NCSM elections. Visit our website to learn more and cast your vote. Together, let’s empower all students to excel in mathematics. s
s p r i n g 2 0 2 4 –12– m a t h e d l e a d e r s h i p . o r g EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR In 2024, NCSM celebrates its 56th annual conference, continuing our dedication to the life-long learning of bold mathematics education leaders. NCSM is committed to supporting leaders’ work in inspiring high-quality mathematics teaching and learning every day for each and every learner. Join us in Chicago, Illinois—a city filled with rich histories of innovation and resilience—as we focus on Breaking Barriers with Bold Mathematics Leadership. We can’t wait to see you in Chicago! Registration is open now! 56TH NCSM ANNUAL CONFERENCE SEPTEMBER 23–25, 2024 2024 NCSM CONFERENCE • CHICAGO, ILLINOIS • SEPTEMBER 23–25 Here are the Strands: •Disrupting the Status Quo: Bold mathematics leaders challenge long-standing practices or beliefs that are not aligned with research and best practices for teaching and learning. Sessions in this strand will focus on ways that leaders have disrupted the status quo, including: °Applying culturally relevant leadership practices to empower, design, monitor, and advocate for culturally relevant practices °Implementing practices that have led to greater student outcomes and/or teacher growth °Engaging stakeholders in the process to support equitable mathematics instruction •Overcoming Challenges: Bold mathematics leaders face many challenges as they support a vision for effective mathematics instruction. Sessions in this strand will focus on overcoming challenges at the classroom, school/institution, and/or district level, including: °Ensuring each teacher has a deep understanding of mathematics standards, processes and assessment practices to ensure equitable student outcomes °Creating innovative ways to support mathematics teachers as schools face a growing teacher shortage °Developing plans of action to address gaps, inequities, or areas of need identified through thoughtful data analysis •Eliminating Structural, Cultural, and/or Instructional Barriers: Bold mathematics leaders support educational equity and actively work to eliminate barriers for student access and success. Sessions in this strand will focus on actions to eliminate barriers, including: °Ensuring each and every student has access to grade level content and intensification based on evidence of student learning °Addressing unproductive beliefs that impact the quality of instruction students receive °Addressing policies, norms, and practices that support inequities at the classroom, school, or system level •Breaking Through: Coaching to Support Change: Bold mathematics leaders leverage coaching as a vehicle for change. Sessions in this strand will focus on the coach’s role in supporting all aspects of the teaching and learning of mathematics, including: °Supporting mathematics teachers in redesigning classroom instruction which supports all learners °Building a coaching culture of reflection, refinement, and action focused on the continuous improvement in mathematical learning for teachers and their students °Applying research-informed coaching practices to enhance teaching practices s CONFERENCE INFORMATION CAN BE FOUND ON THE NCSM WEBSITE: https://www.mathedleadership.org/56th_annual_conference/ Grace Anne McKay, NCSM Conference Coordinator, 2023–2025 ȷ Jenny Novak, NCSM First Vice President and Program Chair, 2023–2024
m a t h e d l e a d e r s h i p . o r g –13– s p r i n g 2 0 2 4 EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR 2024 CALL FOR AWARD NOMINATIONS NCSM Kay Gilliland Equity Lecture Award Kay Gilliland was a vibrant and service-oriented NCSM President and served as a conscientious editor for the organization. She has worked locally, nationally, and internationally to improve the teaching and learning of mathematics while promoting a focus on equity in mathematics education. Each year, NCSM honors her through the Kay Gilliland Equity Lecture Award, which recognizes a person who exhibits the same kind of unique and dedicated contributions to equity in mathematics education. NCSM is now accepting nominations for the 2024 Kay Gilliland Equity Lecture Award recipient. For more information, please refer to the website’s awards tab. KAY GILLILAND All nominations must be submitted by April 1, 2024. https://www.mathedleadership.org/kay-gilliland-equity-lecture-award/ Iris Carl Travel Grant Each year, NCSM honors Iris Carl, NCSM Past President, Glenn Gilbert Awardee, and International Leader through the NCSM Iris Carl Travel Grant. This grant supports mathematics educators and future leaders in mathematics education in attending an NCSM Annual Conference, thus supporting the NCSM vision of a cadre of well-trained, broadly informed, and perceptive mathematics education leaders at all levels. NCSM is now accepting applications for the 2024 recipients. For more information on how to complete the application, please refer to the website’s awards tab. IRIS CARL All nominations must be submitted by May 1, 2024. https://www.mathedleadership.org/iris-carl-travel-grant/ Ross Taylor/Glenn Gilbert National Leadership Award Each year, NCSM seeks to recognize a leader in mathematics education who has a record of significant and describable contributions to mathematics education, with an emphasis on contributions occurring in recent years; demonstrates concern for their fellow mathematics educators; demonstrates a clear knowledge of mathematics education, especially current issues, and problems; and has contributed to mathematics education by furthering one or more of the stated purposes of NCSM. NCSM is now accepting nominations for the 2024 Ross Taylor/Glenn Gilbert National Leadership Award recipient. For more information on how to complete the nomination, please refer to the website’s awards tab. ROSS TAYLOR GLENN GILBERT All nominations must be submitted by June 1, 2024. https://www.mathedleadership.org/ross-taylor-glenn-gilbert-national-leadership-award/ Any questions about applications for any of these awards can be sent to the NCSM Awards Chair, George Cage [[email protected]].
s p r i n g 2 0 2 4 –14– m a t h e d l e a d e r s h i p . o r g EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR The Journal of Mathematics Education Leadership connects current research to practice on topics related to mathematics education leadership. Current and back issues are available open access at the link above.
m a t h e d l e a d e r s h i p . o r g –15– s p r i n g 2 0 2 4 EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR If you are an NCSM affiliate leader, you have or will soon hear from me about your relationship with NCSM. I am here to help you ensure that the information for your affiliate on the affiliates page of the NCSM Website is accurate, to help you access your affiliate benefits, and to support that work that you are doing locally, as our bold leadership partners, to ensure that all students engage in equitable, high-quality mathematical experiences. In addition to information on the NCSM Website, affiliates are provided additional NCSM resources to promote and enhance their individual work, including assistance from your Regional Director, opportunities to connect with the NCSM President, Board of Directors, connections to speakers, and special professional learning opportunities throughout the year. If you are part of an organization that is not yet an NCSM affiliate, please refer to the Affiliates Overview page of the NCSM Website for more information about applying for and the benefits of affiliation. NCSM is excited to announce our newest affiliate, the Oklahoma Association of Math Leaders! Please contact OAML President Andrea Wood [[email protected]] for more information. s Welcome to NCSM’s newest affiliate: the Oklahoma Association of Math Leaders NCSM AFFILIATES NEWS By Joanie Funderburk I NCSM Affiliate Coordinator (2023–2025) HELLO MEMBERS! I AM JOANIE FUNDERBURK, YOUR NCSM AFFILIATES COORDINATOR FOR 2023–2025. JOANIE FUNDERBURK UPCOMING NCTM EVENTS NCTM 2024 Virtual Conference — April 10–13, 2024 Rediscovering Joy in Teaching and Learning Mathematics: The NCTM 2024 Virtual Conference aims to promote ways in which teachers can empower their students through prioritization of student-centered instruction that encapsulates the wonder and joy students experience in learning mathematics. FOR MORE INFORMATION AND TO REGISTER NEW Conference — June 17–19, 2024 • New Orleans Joint NCTE–NCTM Conference on Elementary Literacy and Mathematics: The joint NCTE–NCTM conference will provide elementary teachers and leaders with the opportunity to develop their skills in mathematics and language arts as well as engage in teaching practices and strategies that support connected learning and engagement in both domains. FOR MORE INFORMATION AND TO REGISTER
s p r i n g 2 0 2 4 –16– m a t h e d l e a d e r s h i p . o r g EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR (CONTINUED ON NEXT PAGE) LEARNINGS FROM LEADERS NCSM Regional Directors from Southern 1, Southern 2, and Western 1 have found leaders in their regions to discuss what motivates them, their mathematical leadership journey, their most memorable moments or mentors, and impactful professional development. US SOUTHERN 2 REGION Mary Davis serves as a Professional Learning Specialist at the Charles A. Dana Center, located at the University of Texas at Austin. In this role, she is responsible for creating and leading learning sessions and providing technical assistance to K-12 educators and administrators. Her primary objective is to drive school enhancements that ultimately enhance students’ achievements in mathematics and elevate their preparedness for advanced college and career pursuits. Mary’s most recent endeavors have centered on rural schools within the state of Texas. I had the privilege of speaking with her to delve into the details of her work and its far-reaching impact. —Michael Greenlee, S2 Regional Director MARY DAVIS There are many reasons that I am motivated to be a leader in mathematics education. And they all focus on one important factor: students. •Educational Equity: I believe that ALL students should have access to a rigorous mathematics education. It shouldn’t look different based on how they were raised, how much money is in the bank, the color of their skin, or anything else. •The importance of STEM: We do not need to be getting students ready to do mathematics the same way our parents did years ago. We need to get them ready to be problem solvers of the future that drive innovation. •Personal experience: I graduated from high school hating school. Teachers just didn’t get me. I would like to help other educators recognize when students are struggling and researchbased strategies to help them. When I was 12, I moved from a town of just over 15,000 to Houston, Texas with 2.3 million. My graduating class had 475 students. When I was a new teacher, I was in a suburb of Dallas, Texas and ended up in San Antonio at a school with over 4,500 students. I tell you this because in the last two years I have had the honor to work with a network of five school districts in the Coastal Bend area of Texas that are classified as rural. These are towns with 2– to 3,000 people. The challenges these districts are facing are so different from those I faced as a teacher, or in the districts I have worked with as a leader. These challenges include finding certified teachers that desire to live in the area. Many urban areas have bonuses for their mathematics teachers now, and can offer better pay rates than the rural schools can. They may also have to take on multiple courses or multiple roles. Some of the mathematics teachers that I have met have also had to teach social studies, PE or other “duties as assigned.” The administration isn’t immune from this either, as they often find themselves doing yard work, substituting at the daycare or teaching classes themselves. Collaboration is difficult as well, since many of the teachers are singletons with little or no time to meet with other teachers within their discipline. And where all the schools I worked or went to have enough students to offer multiple choices and pathways, these schools are often challenged to find ways to offer other courses for their students. It isn’t all doom and gloom, though. As I walk the halls in these schools, it amazes me at how every teacher, administrator and volunteer can name every student and ask about their lives. These students all know every adult knows them and expects the best out of them.
m a t h e d l e a d e r s h i p . o r g –17– s p r i n g 2 0 2 4 EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR I can actually say that I have learned as much from them as they have from us. The most valuable professional development that I ever received was a trip on a school bus. When I was a new teacher, I fell into the “trap” that I had a misconception that all of my students had the same life at home that I did growing up. I grew up in a middle class, white, twoparent family who believed in education. We had their support to do our homework, a comfortable place to complete it, and the expectations that the grades must stay high. One day, we were teamed up and did home visits. My initial response was that of shock and I turned inward, thinking about how wrong I was. By the third home, however, the other more “seasoned” members of our team helped me move from thinking inward to thinking about how I needed to change to meet the needs of these students. My belief in equity began that day and has grown for 30 years. I wish that I had an opportunity to shadow a mathematics leader as I was in my teacher prep program. I did my observations and student teaching, but in both instances, I just became pretty much a free substitute. I was teaching all day and working all night … both at a job and grading papers and planning lessons. I was not set up for success. Mathematics education was NOT my first career. I have a degree in marketing. I was a manager of an Eckerd Drug Store first. I opted for a career that I could make money, bonuses and all the accolades that management provides. Yes. I soon found out this was not reality. And soon I found out that the time I spent tutoring my part timers after the store closed (sometimes into the wee hours of the morning during finals) was much more rewarding than a day in the store. This is when I returned to get my mathematics certification. I was older when I began student teaching, and I was still unprepared for my first real class. We must get a better support system in place for our future teachers. s Interview by Michael Greenlee I NCSM US Southern 2 Regional Director LEARNINGS FROM LEADERS (CONTINUED FROM PREVIOUS PAGE) (LEARNINGS FROM LEADERS CONTINUES ON NEXT PAGE)
s p r i n g 2 0 2 4 –18– m a t h e d l e a d e r s h i p . o r g EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR LEARNINGS FROM LEADERS (CONTINUED FROM PREVIOUS PAGE) What has been your journey to mathematics leadership? My leadership journey started early in my career thanks to a former principal who not only had a policy that everyone in her building were to be on a committee, but also had a voice on that committee. Being on a committee, even non mathematics related, helped me to find my voice and also come to understand the importance of hearing from all voices, not just the bold ones. As I stepped into a more formal leadership role as PLC lead and then department chair, I was grateful to have mentors that believed in me and pushed me into those positions. Looking back on my entire career, I am fortunate for those who saw something in me I didn’t necessarily see in myself at the time. There were also times when they encouraged me to trust my own gut when making a decision if a move was right. I remember being encouraged by others to go for a coaching role after being in the classroom for only three years, but there was something in me that said that it was not the right time yet. I waited another four years to pursue that role and I am so thankful for that time to continue to learn and grow as a mathematics educator and a leader. Those four years gave me just as many opportunities to learn how to lead and gave me the space to develop a deeper understanding of how to teach mathematics. After becoming a coach, I moved to the district office, and now work with districts across the state of Florida on improving mathematics outcomes for students. Other experiences that shaped my leadership were joining mathematics organizations and getting involved in the larger movement of mathematics education. One of the mentors I previously mentioned helped get me involved in our local affiliate of NCTM and then later our state affiliate and our state mathematics coach organization. At the same time, I also started to work with the state on mathematics initiatives. When I moved to Florida, joining the Florida Council for Teachers of Math and the Florida Association of Math Supervisors was one of the first things I did because I knew the value of being a part of a larger group that was all working towards the same goal of supporting student success in mathematics. I also began writing professional learning and creating resources with FLDOE. It is so easy as an educator and a leader to get so tunnel visioned on the direct work in front of you, but stepping out into the larger picture and getting to work with leaders from other districts has shaped my beliefs about mathematics education and leadership in ways I wouldn’t have gotten if just living within the walls of my school or district. What aspects of your job give you the most satisfaction? I get the most satisfaction when I see the lightbulb come on for someone. This could be a student who understands a concept or a teacher who sees a US SOUTHERN 1 REGION Dr. Katelyn Devine is the Director of Math Success for Impact Florida, a nonprofit organization focused on improving the quality of classroom instruction. This follows her prior work as a classroom teacher, coach, and district specialist. I first got to know Kate when she worked with professional organizations in Virginia and was pleased to reconnect with her at the 2023 summer conference of the Florida Association of Mathematics Supervisors. Here she shares some insight about her journey to mathematics leadership and how she stays motivated to keep working for positive change. Pay close attention to the impact that other leaders had and continued to have on her journey and consider how you can be that mentor for others. —Ian Shenk, S1 Regional Director DR. KATELYN DEVINE (CONTINUED ON NEXT PAGE)
m a t h e d l e a d e r s h i p . o r g –19– s p r i n g 2 0 2 4 EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR connection or the importance of a strategy. At the end of the day, my role as a leader isn’t to make a bunch of principals and teachers do everything my way or students solve problems my way, it is to empower everyone to do the best in their role. I rely on my coaching experience when working with others and seeing leaders and teachers change their practice to better meet the needs of their students in any way is always a win in my book. What keeps you motivated in your role? I used to think that students were the only thing that kept me motivated. I have centered my decisionmaking on what I knew to be best for students at that time, or going out and finding what was best. Until we have 100 percent of students exiting our K–2 system believing that they are a mathematics person, our work isn’t close to being done. Don’t get me wrong, they are still my number one motivator and I still believe that students should be centered in everything we do as mathematics leaders. However, I also have found that I am motivated by teachers. There is nothing more satisfying than when a teacher tells you they tried something new and then goes on to excitedly tell you the impact it had on his/her students. s Interview by Ian Shenk I NCSM US Southern 1 Regional Director LEARNINGS FROM LEADERS (CONTINUED FROM PREVIOUS PAGE) (CONTINUED ON NEXT PAGE) What motivates you to be a leader in mathematics education? My passion is mathematics education! For 26 years, I loved teaching mathematics to my students. I loved the challenge of creating lessons that helped students build their knowledge, find the connections, and make sense of mathematics. For the past five years, I have transitioned to the Secondary Mathematics Curriculum Coordinator in my district. Now I have the opportunity to redirect that passion to ensuring students across the district have access to high quality curriculum, instruction, and assessment. I love working with teachers to increase our capacity to implement high-quality instructional practices and engage students in the learning of mathematics. What is one area in which you feel you have really grown/developed in the past several years? In the past five years, I believe I have grown in my understanding of mathematics education as a K–12 system. During this time, I completed my PhD in Curriculum and Instruction in Mathematics Education. As a part of this program, I was afforded the opportunity to study the current research in mathematics education and translate that research into practice as the curriculum coordinator in my district. In addition, working alongside the elementary mathematics coordinator, we have created our vision and mission for our district’s mathematics department and used vision US WESTERN 1 REGION Dr. Amy Kassel is the Secondary Mathematics Curriculum Coordinator for the Laramie County School District 1 in Wyoming. As a veteran classroom teacher and seasoned leader, Amy holds a PhD in Mathematics Education, is National Board Certified in Adolescence and Young Adulthood Mathematics, and is a past recipient of the Presidential Award for Excellence in Mathematics and Science Teaching. With a deep passion for mathematics leadership in her state, Dr. Kassel has recently joined as NCSM’s Western 1 State Team Leader for Wyoming. Learn more about how Amy has devoted her career to supporting others to transform teaching and learning experiences at all levels and the advice she has for emerging leaders in the field. —Tara Fulton, W1 Regional Director DR. AMY KASSEL
s p r i n g 2 0 2 4 –20– m a t h e d l e a d e r s h i p . o r g EMPOWER MATHEMATICS LEADERS: CONNECT, LEARN, AND HONOR to guide our decisions around curriculum, instruction, and assessment. Observing teachers from all grade levels allows us to clearly articulate how students grow mathematically from kindergarten through 12th grade and create a unified approach to mathematics curriculum, instruction, and assessment in our district. What is the most valuable professional development you have ever received? I have been blessed throughout my career to have many professional development opportunities from mathematics seminars at the University of Wyoming, to the Math Teacher Leadership Program at the University of Northern Colorado, to doctoral work in mathematics education. However, I believe the process of obtaining National Board Certification and the subsequent years of mentoring National Board Certification Teacher candidates has been the most valuable professional development of my career. The National Board Certification process requires teachers to critically examine and reflect on all aspects of their practice. The candidate must deeply understand what students should know and how to teach it, understand their students and how they learn, and know if their students learned the content and what to do next. Learning to think systematically about my practice, the teaching of my content, and how students learned was a transformative process early in my career. Mentoring candidates through the National Board Certification process continues to remind me of the importance of critical analysis and reflection throughout all aspects of my work. What words of wisdom would you offer to someone “new” in the field, one who is interested in developing his/her leadership potential? First, I would recommend that for teachers who would like to build their leadership potential to create a community of like-minded teachers where you can challenge yourselves to grow in practice. You may find that community in your school or through professional development opportunities at the state or university level. Second, I would suggest that you always continue to learn about mathematics education whether that be through continued educational experiences or more informal coaching or observational opportunities. Taking advantage of professional learning opportunities from your local universities or conferences or classes is a great way to both network and continue to grow in your knowledge. Third, I might recommend volunteering to serve on curriculum committees at the district or state level. Analyzing standards, curriculum, and assessments with others in your district or state is a great way to build your knowledge of the teaching and learning of mathematics as well as build a community of colleagues. What is the most important issue for leaders in mathematics education today? I think the most important issue for leaders in mathematics education today is working together with other stakeholders to ensure we have qualified mathematics educators entering and staying in the profession. In addition, mathematics leaders need to continue to provide professional development and learning opportunities to both in-service and pre-service teachers to ensure teachers are prepared to facilitate learning in the classroom focused around utilizing discourse, student thinking, multiple representations, questioning, conceptual understanding, and productive struggle. s Interview by Tara Fulton I NCSM US Western 1 Regional Director LEARNINGS FROM LEADERS (CONTINUED FROM PREVIOUS PAGE)
m a t h e d l e a d e r s h i p . o r g –21– s p r i n g 2 0 2 4 The purpose of your NCSM Inspiration! is to advance the mission and vision of NCSM by informing the membership of the on-going activities of NCSM, by providing up-to-date information about issues, trends, programs, policy, and practice in mathematics education, and by promoting networking and collaboration among NCSM members and other stakeholders in the education community. Inspiration! is published electronically four times a year—fall, winter, spring, and summer—and is available to NCSM members only via the NCSM Website, as a benefit of your NCSM membership. Inspiration! seeks articles on issues of interest to mathematics educators, especially K–12 classroom teacher leaders. All readers are encouraged to contribute articles. Please send newsletter articles and comments to: Judy Dunmire • [email protected] Permission to photocopy material from Inspiration! will be granted for instructional use when the material is to be distributed free of charge (or only at cost), provided it is duplicated with full credit given to the authors of the material and Inspiration! This permission can be obtained by writing to: NCSM, P.O. Box 3406, Englewood, CO 80155 or email: [email protected] ABOUT YOUR NCSM INSPIRATION! JUDY DUNMIRE NCSM INSPIRATION! EDITOR NCSM MISSION STATEMENT NCSM is a mathematics education leadership organization that equips and empowers a diverse education community to engage in leadership that supports, sustains, and inspires high-quality mathematics teaching and learning every day for each and every learner. NCSM VISION STATEMENT NCSM is the premiere mathematics education leadership organization. Our bold leadership in the mathematics education community develops vision, ensures support, and guarantees that all students engage in equitable, high-quality mathematical experiences that lead to powerful, flexible uses of mathematical understanding to affect their lives and to improve the world. High-quality leadership is vital to this vision. NCSM is committed to: Developing and Informing Vision • Provide leadership to influence issues and policies affecting mathematics education in ways consistent with the mission and vision of NCSM; • Equip leaders to be critical consumers of educational information, research, and policy to become change agents in their communities; • Support leaders to develop an actionable vision of mathematics instruction consistent with a view of mathematics as a sense-making endeavor. Ensuring Support to All Stakeholders • Develop networking and communication opportunities that connect the mathematics education community, as well as the broader education community; • Equip leaders with the tools to create and sustain systems that fully align with the vision of mathematics and mathematics instruction promoted by NCSM; • Equip leaders with the understanding, knowledge, and skills to continue their own personal growth, support emerging leaders, and further develop excellence in mathematics teaching. Guaranteeing All Students Engage in Equitable, High-Quality Mathematical Experiences • Provide advocacy and support regarding issues and policies affecting mathematics education in ways consistent with the mission and vision of NCSM; • Provide resources for implementation of research-informed instruction to ensure students engage in relevant and meaningful learning experiences that promote mathematics as a sense-making endeavor; • Advocate for each and every student to have access to rigorous mathematics that develops their understanding, skills, and knowledge, along with the confidence to leverage their learning, in order to improve their world. HEATHER CRAWFORD-FERRE NCSM INSPIRATION! ASSOCIATE EDITOR