Valerie L. Mills
Candidate for Director
At-Large

Position:
Mathematics education project consultant, Michigan State University (2019–).

Education:
BS (mathematics), MA (counseling), Eastern Michigan University.

Previous Experience:
Supervisor, K–12 mathematics education consultant, Oakland Schools (Michigan) (regional center serving 28 districts) (2002–2019); K–12 mathematics curriculum coordinator, Ann Arbor Public Schools (Michigan) (1997–2002); teacher/chair, mathematics and computer science, Ypsilanti High School (Michigan) (1975–1997); adjunct lecturer, University of Michigan (1987–1992).

Professional Memberships:
NCTM, National Council of Supervisors of Mathematics (NCSM), Association of Mathematics Teacher Educators (AMTE), Benjamin Banneker Association, TODOS: Mathematics for ALL, Michigan Council of Teachers of Mathematics (MCTM), Michigan Association of Mathematics Teacher Educators (MI-AMTE).

Leadership Experiences in Mathematics Education:
President-elect (2012–2013), president (2013–2015), past-president (2015–2016), regional director (2010–2012), NCSM; chairperson and member, The Academy Services Committee, (1999–2003), member, New Orleans Regional Conference Committee, (2009–2010), NCTM; president (2000–2001), conference chair (2000–2001), journal editor (1989–1995), MCTM; member, MI-AMTE Conference Committees, (2017, 2018).

Publications:
Coeditor, contributor, A Fresh Look at Formative Assessment in Mathematics Teaching: Leveraging Its Connections to Tasks, Discourse, Equity, and More (NCTM 2018); coauthor, The Role of Professional Organizations (AMTE Elementary Mathematics Specialist 2017); author, Connections and Distinctions among Today’s Digital Innovations and Yesterday’s Innovative Curricula (IAP 2016); coauthor, Collaborative Problem Solving as a Basis for a Professional Learning Community (NCTM Yearbook 2012); coauthor, Lenses on Learning: Secondary (Corwin 2009); teacher-collaborator, CorePlus Mathematics Project (1993–1998).

Honors:
Outstanding Achievement in the Field of Mathematics Education, MCTM (2015); Presidential Award for Excellence in Mathematics and Science Teaching (1988); Milken National Educator Award (1990).

Statement:
NCTM’s current focus on advancing high school mathematics is a strategic choice to ensure all students have access to today’s technology-based economies. Further, the choice is critical if we are to ensure equitable access and success for each and every student. Now is the time to press forward and expand this initiative. Next steps must build understanding that change elements are interdependent components of a system versus discrete optional strategies. These changes require sustained efforts, resources, detailed implementation roadmaps, and partner organization collaboration.

Alarming new-teacher retention rates, despite induction programs—especially in high-needs schools—is another critical issue. An enhanced approach to teacher preparation/induction would develop learning trajectory models for teachers that leverage undergraduate and early teaching years in the sequenced development of skills, dispositions, and knowledge needed to thrive in today’s classrooms.

I would be honored to apply lessons learned with students and colleagues, especially around the design and implementation of large-scale initiatives, to advance NCTM’s mission of excellence and equity in mathematics for every student.