Position: Education consultant, working with teacher teams in middle and high schools (2003–).
Education: B.S. (mathematics), Ball State University; M.S. (mathematics education), Indiana University Bloomington; Ed.D. (curriculum and instruction), Northern Arizona University.
Previous Experience: Assistant principal, curriculum and instruction: Camelback High School, Phoenix, Arizona (1999–2000); collaborative peer teacher: Phoenix Union High School District, Phoenix, Arizona (1996–98); Mathematics Department chair: Central High School, Phoenix, Arizona (1991–95); mathematics teacher: Central High School, Phoenix, Arizona (1973–95); adjunct faculty: Maricopa Community Colleges, Arizona (1990–2002).
Memberships: NCTM; National Council of Supervisors of Mathematics (NCSM); TODOS: Mathematics for ALL; Women in Mathematics Education (WME); Arizona Association of Teachers of Mathematics (AATM); California Mathematics Council (CMC).
Activities in NCTM: Presenter: Annual Meetings in San Antonio (2017), San Francisco (2016), and Philadelphia (2012), and Regional Conferences in Las Vegas (2013) and Baltimore (2013); Board member: Mathematics Education Trust (MET) (2014–); Program Committee member: Regional Conferences in Atlantic City (2015) and Phoenix (2006) and Annual Meeting in Salt Lake City (2008); participant: Equity Summit (2008); chair: Achievement Gap Task Force (2004).
Other Activities: NCSM Board: position papers editor (2012–), 1st vice president (2009–10), 2nd vice president (2008–09), secretary (2007–08); TODOS: chair, Professional Development Task Force (2015–), treasurer (2010–).
Publications: Writing team member: It’s TIME: Themes and Imperatives for Mathematics Education (NCSM 2014), The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders, (NCSM 2008); coauthor: Empowering the Mentor of the Experienced Mathematics Teacher (NCTM 2009); Editorial Panel member: Empowering the Mentor of the Mathematics Teacher series (NCTM 2007).
Honors: Outstanding Teacher of the Year (Central High School, Phoenix, Arizona, 1993, 1994).
Statement: To support the important work of teachers, NCTM must continue to offer innovative professional learning institutes and conferences. Today's educators are asked to ensure equity, access, and empowerment in their work so each and every student can realize success in mathematics. NCTM faces the challenge of advancing this knowledge with clarity and in ways that result in actions at the district, building, and classroom levels.
Integration of new technology provides opportunities to problem solve and reason when learning mathematics. NCTM should help teachers develop skills with new technology and conceptualize its use in instruction.
Advocating for social justice in mathematics education requires initiatives so stakeholders can build confidence and find voice when addressing this important issue. NCTM should collaborate with other education organizations in this effort.
My colleagues would say I am collaborative, efficient, dependable, and a good listener. Helping students and supporting teachers have been my life's work. It would be an honor to continue this journey by serving on the NCTM Board.