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  • David Ebert

    David Ebert

    Director, High School

    Position: Mathematics teacher (1996–) and leadership team/department chair (2009–), Oregon High School, Oregon, Wisconsin.

    Education: B.S. (mathematics and education), Marquette University; M.A. (education), Viterbo University.

    Previous Experience: Mathematics teacher: Kromrey Middle School, Middleton, Wisconsin (1994–96), Bay View High School, Milwaukee, Wisconsin (1993–94).

    Memberships: NCTM, Wisconsin Mathematics Council (WMC), TODOS: Mathematics for ALL.

    Activities in NCTM: Member, Affiliate Relations Committee (2013–16); travel grant awardee, ICME-12 (2012); product reviewer, Mathematics Teacher (1998–); participant, Affiliate Leaders Conferences (2009–12).

    Other Activities: WMC: president (2011–13), board member (2006–14), annual conference chair (2008–); Wisconsin Mathematics Education Foundation: board member (2011–14); Wisconsin Education Leadership Alliance: founding member (2011–15); Smarter Balanced Assessment Consortium: Achievement Level Setting panelist (2014); U.S. Representative Mark Pocan’s K–12 Education Advisory Committee: member (2014–); presenter at multiple national, regional, and state conferences and workshops (1999–2016).

    Publications: Author: “Graphing Projects with Desmos” (Mathematics Teacher [MT], 2014), “Counting the Crowd” (Media Clips) (MT, 2015), Engaging Our Students in Upper-Level Mathematics series (Wisconsin Teacher of Mathematics [WTM], 2015–16); multiple contributions to MT (2002–15) and WTM (2006–16).

    Honors: Kohl Fellowship (Herb Kohl Educational Foundation, 2013), Young Alumnus of the Year (Marquette University School of Education, 2011), Best Buy Teach Award (2008), Miriam Connellan Mathematics Teaching Award (Marquette University, 1993).

    Statement: NCTM has had an incredible impact on my professional career. NCTM’s journals, publications, and professional development experiences have defined my career and helped make me the educator I am today. Our challenge as an organization is to ensure that NCTM remains the number one resource for both new and experienced teachers.

    NCTM needs to enact a membership plan that will bring in new members, retain current members, and invite back previous members. Our new membership efforts need to involve university professors in recruiting new teachers to be NCTM members through an expansion of our student affiliates. Additionally, there are many outstanding teachers and university professors who haven’t experienced the benefits of NCTM membership. We need to find a way to reach out to these educators and share with them the many rewards of membership.

    Although NCTM's conferences are the highest-quality mathematics professional development events in the world, NCTM needs to rethink what professional learning could and should look like, and how professional learning can impact all teachers of mathematics. Moving the Annual Meeting to the fall is an opportunity to allow NCTM to launch a professional development theme at the start of the school year and create professional learning opportunities focused on this theme. NCTM needs to consider all forms of professional learning, including electronic learning opportunities, sustained yearlong professional learning, and joint professional learning opportunities personalized for the needs of the teachers within an affiliate.

    It is an honor to be nominated for a position on the NCTM Board of Directors. It would be my privilege to passionately and enthusiastically serve all teachers and students of mathematics in this capacity.