Position: K–6 math trainer, Fayetteville Public Schools, Fayetteville, Arkansas (2018–).
Education: B.S.E. (elementary education), University of Arkansas, Fayetteville; M.Ed. (elementary education), University of Arkansas, Fayetteville.
Previous Experience: Math interventionist/coach, Fayetteville School District, Asbell Elementary (2017-2018), district math coach, Fayetteville School District, Arkansas (2012–17); math and science teacher, Fayetteville School District, Asbell Elementary (2004–12); elementary classroom teacher, Fayetteville School District, Jefferson Elementary, Bates Elementary, Asbell Elementary (1984–2004).
Memberships: NCTM; Arkansas Council of Teachers of Mathematics (ACTM); National Council of Supervisors of Mathematics (NCSM); Arkansas Association of Math Leaders (AAML); National Education Association (NEA); Arkansas Education Association (AEA); Fayetteville Education Association (FEA).
Activities in NCTM: Conference program committee, ACTM (2018–); K-2 content corner facilitator, ACTM (2017–); ACTM executive board, elementary member at large (2016–).
Other Activities: Collaborator, Northwest Arkansas Analyzing Content, Connections, and Progressions Project (AACAAP) (2013–17); member, Fayetteville School District’s Math Task Force (2010–); member, Fayetteville School District’s Curriculum Coordinating Council (2010–17); member, state committees for Content Item Review, Statistics Review, Framework Review, and Revision Review for Common Core Standards (2006–10); trainer, Everyday Mathematics–McGraw Hill (2005–10); president, Fayetteville Education Association, (1996–98).
Publications: “Numbers: Attend to Precision / Strengthen Number Sense,” ACTM Journal (2017); “Getting the Gears Turning,” ACTM Journal (2017).
Statement: A major challenge for NCTM is supporting ESSA (Every Student Succeeds Act). Educators get excited when they see the real, relevant learning of mathematics. However, educators sometimes feel obligated to comply with the components and the guidance of district-purchased math textbooks, which serve as convenient guides to cover all of the required content. The NCTM publication Principles to Actions: Ensuring Mathematical Success for All (2014) must be in the hands and in the training of each administrator’s organization. Teachers will only change their belief and teaching practice when their evaluators change their beliefs about teaching practices. Intensive and purposeful professional development must be provided on how to satisfy the use of a district-purchased resources without compromising the best practices in mathematics instruction.
I am a strong supporter of quality teaching and learning of mathematics. My colleagues would say that I do not hesitate to justify the importance of mathematics. They know that I will defend mathematics no matter where I am and to anyone I meet.
As a member of the NCTM Board of Directors, I will be a strong advocate and promoter of quality, real-life mathematics. I love to help others understand and love mathematics. I have never been content with the status quo, and I am always seeking ways to better understand, improve, and promote instructional best practices.