Dewey E. Gottlieb

  • Desiree Harrison

    Dewey E. Gottlieb
    Candidate for Director

    Educational specialist, Hawaii Department of Education (HIDOE), Honolulu (2018–).

    BS (secondary education: mathematics and history), University of Dayton (Ohio); MEd (educational foundations), University of Hawaii.

    Previous Experience:
    Educational specialist for mathematics, HIDOE (2008–2018); mathematics resource teacher, Leeward District (Hawaii) (2004–2008); mathematics teacher, Pearl City High School (Hawaii) (1994–2005); mathematics teacher, Hawaii Center for the Deaf and the Blind (Summer 2000); mathematics teacher, Fairborn High School (Ohio) (1991–1994).

    Professional Memberships:
    NCTM, Association of State Supervisors of Mathematics (ASSM), Benjamin Banneker Association, Council of Presidential Awardees of Mathematics, Hawaii Council of Teachers of Mathematics (HCTM).

    Leadership Experiences in Mathematics Education:
    President (2018–2020), ASSM; vice-president for membership (2014–2018), ASSM; advisory board member (2013–2018), University of Hawaii Ethnomathematics Institute; middle school director (2007–2011), HCTM.

    Early Leadership Award, ASSM (2011); Leeward District Teacher of the Year, HI (2004); Milken Family Foundation National Educator Award (2003); Presidential Award for Excellence in Mathematics and Science Teaching for Secondary Mathematics (2002).

    Many passionate teachers are trying to do what is best for their students, yet they work in a system that often hampers their innovation and spirit. Mathematics teachers need their leadership (school, district, and state) to involve them in the process of creating policies and structures that allow teachers to flourish in a system that purposefully organizes their curricula around the essential concepts and takes meaningful steps to implement equitable instructional practices. NCTM could establish forums to dialogue with members about the issues that teachers face, and subsequently work with other organizations to influence educational leaders to address the systemic structures that inhibit teacher creativity and growth. NCTM could develop tools that provide concrete examples of how to actualize the Catalyzing Change vision.

    Innovation and technology are changing the parameters that teachers operate in faster than schools and the educational system can keep up. Hence, NCTM is compelled to address current issues about access, equity, and empowerment, while being bold and visionary to initiate a movement that will dismantle the persistent structures, beliefs, and practices that sort students and serve as barriers to students’ self-efficacy.

    I supported work at the University of Hawaii’s Ethnomathematics Institute in engaging teachers in placed-based, experiential learning opportunities to use in developing learning experiences for students that integrate culture, social and geographic contexts, and indigenous wisdom with 21st century skills and perspectives. This experience gives me a unique perspective on issues related to access, equity, culturally responsive teaching and learning, teacher identity, and effective professional development opportunities.