Instructional Intervention for Mathematics, Windward District Office, Hawaii
M.Ed. (Curriculum and Instruction), University of Hawaii at Manoa; B.Ed. (Elementary Education), University of Hawaii at Manoa
State Mathematics Resource Teacher, Hawaii (2020-2021, 2016-2018 and 2011-2015); Math Coach, Salt Lake Elementary, Hawaii (2018-2020 and 2007-2009), Kaneohe Elementary, Hawaii (2015-2016); Complex Area Resource Teacher, Hawaii (2009-2011); Elementary Teacher, Salt Lake Elementary, Hawaii (1997-2007), Kaewai Elementary, Hawaii (1995-1997)
National Council of Teachers of Mathematics (NCTM), National Council of Supervisors of Mathematics (NCSM), Council of Presidential Awardees in Mathematics (CPAM), Association for Supervision and Curriculum Development (ASCD), Hawaii Council of Teachers of Mathematics (HCTM), Hawaii Association for Supervision and Curriculum Development (HASCD), National Board Certified Teachers (NBCT).
Leadership Experiences in Mathematics Education
President (2017-2020), Vice-President (2022-Present), Elementary Director (2016 and 2008-2010), and member (2008-Present), Hawaii Council Teachers of Mathematics; Reviewer (2020-Present) EdReports; Member (2020-Present) Smarter Balanced Performance and Practice Committee; Grant Recipient, Presenter & Participant (2012), International Congress on Mathematics Education (ICME-12) U.S.-Korea Post-Congress Workshop.
Hawaii State Teacher Fellows (2020-2022); National Board Certified Teacher, (2007 initial, 2017 renewal); Presidential Awards for Excellence in Science and Mathematics Teaching (2004).
To the NCTM Board of Directors, I bring a practitioner’s heart and my dynamic experience having taught in the classroom, coached at the school level, and served at the district, and state leadership levels. I firmly believe that all teachers deserve the support to effectively teach all students high levels of mathematics.
NCTM can support teachers by providing evidence-based resources on inclusive instructional strategies that are practical and allow multiple access points for students. This guidance will instill high expectations for teachers and learners, fortifying the belief that all students, including those with exceptionalities and students who struggle, can achieve success in high levels of mathematics.
One action that will have far-reaching effects would be for NCTM to support and motivate research on effective instruction for students who struggle and provide recommendations for how learning can be fostered while promoting learners to experience the productive struggle that is necessary to make sense of the mathematics. Supporting deep thinking is a priority for me and I know we can do this with the right direction and support. I am honored for this opportunity to be an advocate for students and teachers to ensure meaningful learning opportunities are experienced by all.