Susie Katt
Candidate for Director, At-Large
Position: K–2 Mathematics Coordinator, Lincoln Public Schools, Lincoln, Nebraska (2008–).
Education: B.S. (early childhood/elementary education), University of Nebraska–Lincoln; M.Ed. (educational administration), University of Nebraska–Lincoln; K–3 Math Specialist Certificate, University of Nebraska–Lincoln.
Previous Experience: Special appointment lecturer, University of Nebraska–Lincoln (2010–15); K–2 District Mathematics Teacher Leader (2006–2008); mathematics interventionist (2006–08); classroom teacher (1996–2006), Lincoln (Nebraska) Public Schools.
Memberships: NCTM; National Council of Supervisors of Mathematics; Nebraska Association of Teachers of Mathematics; TODOS: Mathematics for ALL; Benjamin Banneker Association; California Math Council–South; Association of Mathematics Teacher Educators.
Activities in NCTM: Teaching Children Mathematics Editorial Panel: chair (2017–), member (2015–); Program Committee member for Annual Meetings in San Diego (2017–), San Antonio (2015–2017), and New Orleans (2012–14), and for the Regional Conference in Minneapolis (2014–15); facilitator: Innov8 Conference in St. Louis (2016); presenter: NCTM Interactive Institutes in Baltimore (2017) and Atlanta (2016); referee: Teaching Children Mathematics (2013–15).
Other Activities: Nebraska PK–12 Career Readiness Learning Progression Committee member (2016); Nebraska Department of Education State Standards Revision Writing and Editing Committees member (2014–15); NebraskaMATH: planning committee member (2008–2009), participant (2009–2010), master teacher (2010–2015).
Honors: Robert Noyce National Science Foundation Master Teaching Fellowship (University of Nebraska–Lincoln, 2012); R. L. Fredstrom Leadership Award (Lincoln [Nebraska] Public Schools, 2008).
Statement: The purposeful creation of stronger connections among mathematics teachers has great potential to contribute to NCTM's long-term success. Without diminishing its resources and scope, NCTM must think differently about the experiences it offers to individual teachers and fully capitalize on a person's desire to be part of a community of likeminded individuals who share common interests, values, and goals. Professional development offerings and resources must be approached in new ways to encourage teachers to collaborate and learn from one another on a regular basis. NCTM's intentional moves to bring teachers together, and to invite those who may be underrepresented in the larger landscape, can better support teachers in the important work they do and contribute to increased, equitable learning opportunities for students.
Leadership and administration in schools and throughout districts emerges as a targeted audience for NCTM's advocacy efforts, as this community is directly involved in making critical decisions regarding the mathematical success of students. Seminars and other events held specifically for this group, in conjunction with NCTM conferences and meetings, would invite conversations regarding the current realities of the work. Additionally, companion resources to Principles to Actions, such as a Handbook for Leaders, would offer specialized support and suggestions for those who work directly with teachers to increase the effectiveness of teaching and learning mathematics.
In my professional role in K–12 mathematics education, I have the opportunity to collaborate with hundreds of teachers. I understand and live their challenges. I will bring to the Board an elementary teacher's perspective, grounded in the reality faced by teachers of K–12 mathematics. I will advocate for high-quality supports for teachers so they in turn can provide mathematics opportunities for each and every student in their classrooms.