Kelly Lee

Candidate for Director – At Large

Position

Dual-credit Mathematics Teacher, Blue Springs High School, Blue Springs, Missouri (1996-Present); Adjunct Instructor, KCATM Board Member

Education

B.S. (Secondary Education), Rockhurst University; M.S. (Curriculum and Instruction/Mathematics Education), Central Methodist University; Ed.S. (Educational Leadership), William Woods University; PhD (Curriculum and Instruction, Mathematics), University of Missouri–Kansas City (UMKC)

Previous Experience

K–12 SPED Mathematics Co-Teacher, Blue Springs (Missouri) School District; Adjunct Professor, Metropolitan Community College (MCC), Rockhurst University (Missouri), University of Missouri – Kansas City and Chillicothe Correctional Facility (Missouri); Department Chair, Inclusion and Equity Committee and Curriculum Cadre, Blue Springs High School

Professional Memberships

National Council of Teachers of Mathematics (NCTM); Kansas City Area Teachers of Mathematics (KCATM); Missouri Council of Teachers of Mathematics (MCTM); National Board for Professional Teaching Standards (NBPTS)

Leadership Experiences in Mathematics Education

Math Competition Committee, Conference Committee, Presenter, KCATM; Interface Conference Presenter, Missouri Educator Gateway Assessments Test Development Contributor (2022), EOC Writing Standards, Algebra I and Geometry (2017), Missouri Department of Elementary & Secondary Education (DESE); Professional Development Presenter, Urban and Rural School Districts (Missouri and Kansas); Blue Springs Education Foundation Classroom Grants

Publications

Dissertation: The Effects of Teachers’ Mathematical Practices on Student Achievement in the Diverse Classroom

Honors

Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST) State Finalist (2023), Jedel Excellence in Mathematics Education Award (2020), Dr. Shirley Hill Scholarship Recipient (2016)

Statement

Improving access, equity, and empowerment in mathematics education is critical for all educators. NCTM has made great progress in implementing the inclusion of diverse perspectives, cultures, and backgrounds in math curriculum and teaching materials. Using data from recent publications on culturally relevant teaching, NCTM can enhance teacher effectiveness in providing training and resources for both teachers and districts on culturally responsive teaching methods, so they can better meet the needs of their diverse student population. 

NCTM’s efforts to advocate for and support the development of Principles to Actions is a significant aspect of promoting the mission. Teachers must have access and support to the professional development programs that focus on culturally responsive teaching, differentiated instruction, and strategies to close the gaps we have experienced since the quarantine, especially the resulting digital divide between educators and students.

By addressing the digital divide in mathematics education through advocacy, professional development, resources, and community engagement, NCTM can help its members and educators navigate the challenges of unequal access to technology, ultimately promoting access, equity, and empowerment in mathematics education.

I am passionate about continuing the efforts that NCTM has made in achieving this mission, and I look forward to bringing my experience in secondary education to help further NCTM’s objectives and values.