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  • Susie Katt

    Susie Katt

    Candidate for Director, Elementary School Level 

    Position: K–2 mathematics coordinator, Lincoln Public Schools, Lincoln, Nebraska (2008–).

    Education: B.S. (early childhood/elementary education), M.E. (educational administration), and K–3 math specialist certificate, University of Nebraska–Lincoln (UNL). 

     Previous Experience: Special appointment lecturer, UNL (2010–15); Lincoln Public Schools: K–2 mathematics teacher leader (2006–08), math interventionist (2006–08), and classroom teacher (1996–2006).

    Memberships: NCTM; National Council of Supervisors of Mathematics; Nebraska Association of Teachers of Mathematics (NATM); TODOS: Mathematics for ALL; The Benjamin Banneker Association; California Math Council–South; Association of Mathematics Teacher Educators (AMTE).

    Activities in NCTM: Editorial panel chair (2017–18), editorial panel member (2015–18), and referee (2013–15), Teaching Children Mathematics; member, Annual Program Committee, Centennial/Chicago (2020), San Diego (2019), San Antonio (2017), and New Orleans (2014); member, Regional Program Committee, Minneapolis (2015); facilitator, Innov8 Conference, St. Louis (2016); presenter, NCTM Institutes (2016–17).

    Other Activities: Item writer and bias review committee member (2017); member, Nebraska PK–12 Career Readiness Learning Progression Committee (2016); member, State Standards Revision Writing and Editing Committees, Nebraska Department of Education (2014–15); NebraskaMATH: planning committee member (2008–09), participant (2009–10), and master teacher (2010–15).

    Honors: Robert Noyce National Science Foundation Master Teaching Fellowship, UNL (2012); R. L. Fredstrom Leadership Award, LPS (2008); A+ Teacher of the Week, Lincoln Journal Star (2006).

    Statement: As NCTM approaches its one hundredth anniversary, its future longevity is contingent on its membership. The more teachers feel connected within the organization, the longer they will remain active. NCTM and its affiliates must purposefully cultivate relationships among teachers with similar needs and interests, creating smaller communities within the larger organization. Tighter connections among members will foster greater collaboration and leadership, empower teachers to share their expertise, and provide ongoing support for the work of teaching mathematics.

    NCTM promotes a culture of effective teaching and equitable learning for our diverse population of students. To support this vision, NCTM must provide guidance and robust resources to assist building leaders as they support, encourage, and evaluate mathematics teachers. Routine virtual sessions, facilitated by NCTM, would invite leaders to network and discuss timely issues related to their work. A new guidebook, such as Principles to Actions for Leaders: Supporting Effective Teaching of Mathematics, could support leaders as they foster teachers’ movement toward greater excellence.

    Through my work and varied experiences, I have collaborated with hundreds of teachers. To the Board, I will bring a perspective grounded in the reality of K–5 teachers and a passion for teaching and learning mathematics. I will advocate for high-quality supports for students and teachers, pre-K–16, promoting ideals of equity, access, and mathematical success for all.