Frederick L. Dillon
Candidate for President-Elect

Position:  Lesley University (Massachusetts) Adjunct Professor (mathematics education); Consultant

Education :  BS (education and mathematics), Kent State University (Ohio); MA (mathematics), The Ohio State University

Previous Experience:  University of Pittsburgh (Pennsylvania) Institute for Learning Mathematics Fellow (IFL, 2016–2020); Strongsville (Ohio) City Schools Mathematics Teacher (1979–2012); Elyria (Ohio) City Schools Mathematics Teacher (1977–1979)

Memberships:  National Council of Teachers of Mathematics (NCTM); Ohio Council of Teachers of Mathematics (OCTM); National Council of Supervisors of Mathematics; Association of Mathematics Teacher Educators; Greater Cleveland Council of Teachers of Mathematics (GCCTM); TODOS: Mathematics for All

NCTM Activities:  Board of Directors (2008–2011); Executive Committee (2010–2011); Mathematics Teaching in the Middle School Editorial Panel (2009–2012, 2014–2015); Program Development Group (2013–2015, 2018); Annual Meeting Program Committee Member or Chair (2003, 2005, 2013, 2014); Professional Development Services Committee (2003–2006)

Other Activities:  OCTM Vice President (1999–2002), District Director (1991–1994), Newsletter Editor (1989–1994), NCTM Representative (2013–2015); GCCTM President (1992–1995), Vice President (1997–2000), Treasurer, District Director (1988–1991)

Publications :  Co-author: Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9–12 (NCTM 2017); The Common Core Mathematics Companion: The Standards Decoded, 9–12 (NCTM/Corwin 2017), Your Mathematics Standards Companion, High School: What They Mean and How to Teach Them (NCTM/Corwin 2018); Co-author, Writing Team: Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014)

Honors:  Christofferson–Fawcett Award Lifetime Contributions to Ohio Math Education (2012); Presidential Award for Excellence in Mathematics and Science Teaching (Ohio, 1995); Tandy Scholar (1995); OCTM Outstanding Secondary Teacher (1997); GCCTM Lifetime Contributions to Math Education (2020); US Department of Education American Star of Teaching (2006); Strongsville High School Most Influential Teacher (awarded by student selection 1987, 1995, 2001, 2007, 2008, 2010, 2011)

Statement:  The goals of detracking students and not tracking teachers are difficult. NCTM should consider advocacy steps for teachers to use at the building, district, and state level. Because national education is a local-, district-, and state-directed policy, advocacy about the benefits of detracking and implementing equitable teaching needs to happen locally instead of nationally. Reaching teacher leaders and administration at the district and building level is the ideal place to advocate for detracking and for having the most effective instructors in classrooms. 

Expanding and creating opportunities so our members can share their experiences and philosophies will strengthen the mathematics education community. The recent Mathematics Teacher: Learning and Teaching PK–12 “Nuggets” call for articles from teachers is a good step in this direction, as is the virtual session on presenting at conferences. One of my passions is mentoring teachers. A task force will investigate ways we can offer mentoring or aid for teachers. The task force will determine ways to identify and recruit both mentors and mentees to share teaching practices and offer assistance in growing professionally as a writer, facilitator, and helpful peer.

My greatest strength is my 35+ years of classroom teaching grades 7–12, as well as at the postsecondary level. Additionally, as a mathematics coach and an IFL fellow, my work has focused on equitable teaching, improving students’ math identities, and fostering mathematical agency. Because of my numerous opportunities to work with districts whose students are traditionally underserved and under resourced and my work with researchers and the university mathematics education community, I am able to span many aspects of the practitioner and researcher worlds. These attributes will help me address the goals already mentioned as well as maintaining and enhancing NCTM’s position as a leader for mathematics education, growing membership by providing quality resources and opportunities, and increasing knowledge and implementation of equitable teaching practices.