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  • Gina Kilday

    Gina Kilday

    Director, Elementary

    Position: Elementary mathematics coach, Exeter-West Greenwich Regional School District (EWGRSD), Rhode Island (2012–).

    Education: B.A. (elementary education), Syracuse University; Certificate of Graduate Studies (elementary mathematics content specialist), Rhode Island College.

    Previous Experience: Classroom teacher (grade 3), Metcalf Elementary School (1994–2005, 2008–12); elementary math coach/math sabbatical, EWGRSD (2005–07), Spanish teacher (secondary), EWGRSD (1992–94, 2007–08).

    Memberships: NCTM, National Council of Supervisors of Mathematics, Association of Teachers of Mathematics in New England (ATMNE), Rhode Island Mathematics Teachers Association (RIMTA), Council of Presidential Awardees in Mathematics, Women in Mathematics Education, TODOS: Mathematics for ALL.

    Activities in NCTM: Member: Program Committee, Regional Conference, Atlantic City (2015), and Program Committee, Annual Meeting, Philadelphia (2012); program co-chair, Regional Conference, Boston (2009); participant, Affiliate Leaders Conference (2008, 2010, 2012, 2013); presenter at numerous NCTM conferences.

    Other Activities: RIMTA: president-elect/president (2011–14) and board member (2004–); ATMNE: secretary (2010–) and board member (2005–); Rhode Island Elementary Math Leaders Group: leader (2014–); Southern Rhode Island Collaborative (SORICO): member, CCSS-M Curriculum Writing and Leadership Teams (2010–12), and leader, Assessment Writing/Revisions for SORICO Curriculum; Partnership for Assessment of Readiness for College and Careers (PARCC): reviewer, PARCC Item Review (2014).

    Publications: Kindergarten Unit 12 (LearnZillion 2015), multiple articles in RIMTA newsletter.

    Honors: Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST) (2012), PAEMST State Finalist (2010), Teacher of the Year, EWGRSD (2007), A Teacher to Remember, National Education Association of Rhode Island (2005).

    Statement: As professional development funds are diminishing, NCTM must think creatively to meet professional development needs—especially while transitioning to a fall annual meeting. To increase access and participation, I suggest the following: (1) increase variety in professional development opportunities, (2) provide incentives to districts and participants to make participation more affordable, and (3) create relationships with Affiliates to better align NCTM professional development and Affiliate initiatives. Teachers desire support for effective technology integration in mathematics classrooms. NCTM must provide that support.

    NCTM faces challenges in reaching and retaining active members. NCTM must continue developing student affiliates and consider partnerships with local affiliates and professional organizations to offer combination memberships, especially for elementary members who wrestle with which organization to join. NCTM must offer membership referral incentives and provide information promoting NCTM resources to current members to motivate them to renew.

    To the NCTM Board, I bring energy and vision and the ability to get things done. I strive to bring groups together and work tirelessly to identify and meet goals. I would love to apply my energy and leadership skills to help NCTM support its members, Affiliates, and other mathematics teachers.