Tonya Clarke

  • Tonya Clarke

    Tonya Clarke

    Candidate for Director – At-Large


    Mathematics Coordinator, Clayton County Public Schools, Georgia (2014-Present)


    Ph.D. (Curriculum and Instruction), Capella University; M.S. (Technological Innovation), Western Governors University; B.S. (Mathematics) Georgia State University


    Mathematics Coach, Teacher Development Specialist, Clayton County Public Schools, Georgia (2007-2014), Secondary Mathematics Teacher and Department Chair, Clayton County Public Schools, Georgia (1998-2007)

    Professional Memberships 

    National Council of Teachers of Mathematics (NCTM), Leadership in Mathematics Education (NCSM), Benjamin Banneker Association (BBA), Georgia Council of Teacher of Mathematics (GCTM), Georgia Council of Supervisors of Mathematics (GCSM)     

    Leadership Experiences in Mathematics Education 

    NCSM Nominating Committee (2018-2020); GCSM Secretary (2016-2018); GCTM Central West Representative (2021-Present); NCTM Volunteer (2016-2019); Feature Presenter, PBS Learning Media Culturally Relevant Pedagogy in Mathematics Instruction (2020); Panelist, EdWeb Instructional Implementations of Interventions That Address Today’s Diverse Classroom (2021); Georgia Standards Revision and Curriculum Development Team (2019-22)


    Author, Correlation Between Teachers’ Perceptions of Students with Attention Deficit Hyperactivity Disorder and Use of Supportive Instructional Strategies (2014); Author, Programs that Promote Student Authority, Access, and Achievement - The Ladies of Distinction Academic Enrichment Program (2007)


    Honoree, Mathematically Gifted and Black (2021); Support Leader of the Year Finalist, Clayton County (2017); Women Who Rise Award in Education, NAACP Clayton (2017); Georgia Master Teacher (2009)


    The pathway to equitable access in mathematics is marred by a lack of support, knowledge, skills, and/or exposure to the effective implementation of equitable teaching practices. This is especially true in lower income neighborhoods where the school systems’ ability to attract experienced teachers and coaches is challenged. These systems become overwhelmed with teachers who find the mathematical concepts challenging, the teaching practices foreign, and the time to prepare lessons unavailable. Leaders are distracted by conflicting priorities which result in improvement plans that fall short of providing the guidance necessary for comprehensive and consistent teacher support. Teachers need sufficient support.

    NCTM is a recognized leader in advocacy, research, and resources; however, providing individualized guidance for productive mathematics improvement plans, personalized instructional implementation support, and/or collaborative lesson development may seem too daunting for one organization to affect. It is not. To fill these voids, Clayton’s Mathematics Department established partnerships with universities and educational organizations who assisted with the development of teacher support structures that provided more time for planning and collaborating. Additionally, partners assisted with incorporating job embedded training and coaching. Forming these partnerships takes time, knowledge, and networks. I will work with NCTM to establish partnerships that empower teachers to implement equitable teaching practices that lead to access and empowerment in mathematics for all students.