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Vanessa Cleaver, Candidate for Director, At-Large

  • Vanessa Cleaver

    Vanessa Cleaver

    Candidate for Director, At-Large

    Position: Director of K–12 mathematics, Little Rock School District (LRSD), Little Rock, Arkansas (2009–).

    Education: B.A. (mathematics), Hendrix College; M.Ed. (secondary education) and Ed.D. (educational administration), University of Arkansas at Little Rock.

    Previous Experience: Coordinator, Advanced Placement Incentive Program, LRSD (2004–09); coordinator, Comprehensive Partnerships for Math and Science Achievement, LRSD (1998–2003); coordinator of mathematics, LRSD (1994–98); mathematics teacher (grades 7–9), LRSD (1991–94).

    Memberships: NCTM, Benjamin Banneker Association (BBA), National Council of Supervisors of Mathematics (NCSM), TODOS: Mathematics for ALL, Women and Mathematics Education, Arkansas Council of Teachers of Mathematics, Arkansas Association of Mathematics Leaders.

    Activities in NCTM: Regional representative, Affiliate Services Committee (2009–12); member: Research to Practice Task Force (2007), Leadership Task Force (2006).

    Other Activities: BBA: president-elect, president, past-president (2012–16); NCSM: Nominations and Elections Committee chair (2007–09); LRSD: co-founder, two district-level student-support programs (designed to help students succeed in algebra 1).

    Publications: NCSM writing team member, It’s TIME: Themes and Imperatives for Mathematics Education (Solution Tree, 2014).

    Statement: I applaud the Council for publishing Teaching Mathematics for Social Justice (NCTM, 2012). While “equity and access” is a widely used phrase, I believe it has become a buzzword that many give lip service to without making a deep commitment to empowering all students to achieve in mathematics. Students, regardless of their race, gender, religious or sexual preference, or any other attribute, have a right to learn mathematics in the context of what is important and meaningful to them. As the Council continues to have conversations about equity, I would suggest that those discussions include fierce conversations focused on social justice—or injustices.

    These conversations can bring about change only if NCTM has strength through numbers. One challenge facing the recruitment of new members to NCTM is social media. Although I am a huge fan of Facebook, Twitter, LinkedIn, and other social media, I believe that these sources are to some extent now meeting the needs of educators for interaction with one another and exchange of information in non–face-to-face settings. I would like to see the Council consider a new level of membership, which I would suggest calling NCTM Ambassador. Eligible NCTM members who refer five or more new members could be recognized during the annual meetings and receive an incentive. This would increase the membership and provide recognition for those who are diligently working to promote the organization.

    To the NCTM Board, I will bring practical insight from the field, especially with respect to diverse groups of students. I will also bring an ability to reconcile the thinking of administrators, teachers, and parents with the needs and best interests of students.