Dianna M. Sopala
Candidate
for Director, High School or Middle
School Level
Position: Northern
Valley (Demarest, New Jersey) Secondary Mathematics Teacher (2004–present)
Education: BS
(secondary education), University of Scranton (Pennsylvania); MS (mathematics),
Montclair State University (New Jersey)
Previous Experience:
Bergen Community College Adjunct Professor (2001–2004, 2017);
Association of Mathematics Teachers of New Jersey Workshop Presenter (AMTNJ
2004–present); New Jersey Virtual School 9–12 Mathematics Teacher, Financial
Literacy Teacher (2014–2016); Rutgers University Workshop Presenter
(2016–2017); Educational Testing Service Item Writer (2003–2015); Clifton High School
9–12 Mathematics Teacher (1997–2004)
Memberships: National
Council of Teachers of Mathematics (NCTM); National Council of Supervisors of
Mathematics (NCSM); AMTNJ; American Association for the Advancement of Science
(AAAS); Association for Supervision and Curriculum Development (ASCD);
International Society for Technology in Education (ISTE)
NCTM Activities: Editor
(2017–2020); Middle and High School Classroom Resource Development Team
Committee (2016); Regional Conference Volunteers Committee (2014–2015);
Regional Conference Local Arrangements Committee (2010–2011), Presenter
Other Activities: NCSM Eastern
Regional 2 Leader (2015–present); American College Testing (ACT) State Board
Chair (2014–present); AMTNJ Past
President (2012, 2013, 2020) and Executive Coordinator for Teacher Outreach
(2012–present); AMTNJ MathCounts Problem Writer and Reviewer
(2010–2015)
Honors: Max
Sobel Outstanding Educator for New Jersey Award (2015)
Statement: All
students can learn mathematics when taught with students’ needs in mind.
Teachers are expected to teach math; personalize learning; and create
multicultural, engaging lessons that infuse technology and address standards.
With the current environment, teachers are expected to do even more like meet
the students where they are and fill in the gaps standard by standard.
NCTM promotes inclusion and closing the opportunity gap, and
it offers many updated resources for teachers. NCTM can develop high-quality,
engaging, standards-based, technology-infused lessons. Some of these materials
will consist of inquiry-based learning lessons. STEM lessons, social justice
topics, and multicultural student interest must be incorporated into these
lessons as well as student choice on how to learn the lesson, practice the
skill, and assess the standard. These lessons could be a virtual book, videos,
a physical book, or a combination of these. These lessons must be versatile
enough that teachers can implement them whether they are teaching a live
lesson, an online class, or in a hybrid environment. To support these
resources, NCTM can provide professional development workshops.