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  • David J. Brancamp

    David J. Brancamp, Candidate for Director, At-Large

    Position: Assistant director, Standards and Instructional Support Department, Nevada Department of Education (2013–).

    Education: B.A. (environmental education, mathematics minor), Fresno State University; M.S. (education administration), University of Phoenix.

    Previous Experience: Director, Northwestern Nevada Regional Professional Development Program (2010–2013); state mathematics consultant, K–12, Nevada Department of Education (2004–2010); school principal, K–8, Reno, Nevada (2002–2004); middle school mathematics teacher, Reno, Nevada (1993–2002).

    Memberships: NCTM, National Council of Supervisors of Mathematics (NCSM), Nevada Mathematics Council (NMC), Northern Nevada Mathematics Council (NNMC), ASCD.

    Activities in NCTM: Chair, Program Committee, Regional Conference, Las Vegas (2013); chair (2009) and member (2006–10), Affiliate Services Committee—Western Region 1; member: Local Arrangements Committee, Annual Meeting, Las Vegas (2002); Make It Take It Committee, Regional Conference, Reno (1998).

    Other Activities: NCSM: representative for Nevada (2002–2004); NMC: president (2000—2002); NNMC: president (1998–2000).

    Honors: Nevada State Presidential Excellence in Mathematics Award (2000 and 2002); Who’s Who among American Teachers (1998, 2000, 2002, 2004, 2006); NNMC Outstanding Mathematics Teacher (1997).

    Statement:  NCTM should once again become the national voice for curriculum and instruction around the new standards through various professional development resources for the entire math community. The most recent polls and studies of teachers and administrators around the country on the implementation of these new standards show that most still need current and accurate guidance. NCTM has always had the highest respect of teachers of mathematics, and our teachers trust the resources supplied by NCTM.

    One major challenge for NCTM is the ability to adapt to the constantly changing school structure in this time of rich social media and the need for an immediate response for our teachers. We are in the middle of the perfect storm of tight budgets and new state standards and assessments that are all connected to new teacher evaluation systems. These initiatives are all putting a heavy burden on our teachers and, indirectly, our students. NCTM needs to market its services and benefits not only to our existing members but also to the university preservice divisions as well as our school site administrators. Many school administrators do not possess a strong mathematics background, and I believe NCTM can offer this group not only a valuable resource in what this new math classroom should look like but also tools to support their teachers in this time of change with the new standards and assessments.

    To the NCTM Board, I will bring a diverse background from my experience as a classroom teacher and school administrator and in state curriculum and standards administration. My passion for providing the foundation of success for today's students and teachers fits well with the vision and mission of NCTM.