Tamara Smith-Moyler

Candidate for Director – At-Large

Position

Educational Specialist for Mathematics, Virginia Department of Education’s Training & Technical Assistance Center at Old Dominion University (T-TAC ODU) (2014-Present); Adjunct Professor, Regent University, Virginia (2020-Present)      

Education

Ed.D. (Advanced Educational Leadership), Regent University; Ed.S. (Educational Leadership and Special Education) Regent University; M.A. (Urban Education and Mathematics), Norfolk State University; B.S. (Interdisciplinary Studies) Norfolk State University

Previous Experience

Mathematics Specialist, Norfolk (Virginia) Public Schools (2007-2014); Classroom Teacher, Norfolk (Virginia) Public Schools (1999-2007)

Professional Memberships

National Council of Teachers of Mathematics (NCTM); Virginia Council of Teachers of Mathematics (VCTM); Tidewater Council of Teachers of Mathematics (TCTM); Virginia Council of Mathematics Specialists (VACMS); Council for Exceptional Children (CEC)

Leadership Experiences in Mathematics Education

President-Elect (2022-2024), TCTM; Presenter (2018), NCTM Annual Meeting & Exposition; Presenter (2017, 2023), VACMS Annual Conference; Presenter (2017, 2018), VCTM Annual Conference; NCTM/CEC Joint Mathematics Workgroup (2022-2023); Early Mathematics Assessment System (EMAS) Workgroup (2022-2023), Center for Advanced Study of Teaching and Learning (CASTL) 

Publications

Examining the relationship between co-teaching and special education teachers’ self-efficacy for teaching elementary mathematics. American Journal of Education and Learning (2022)

Honors

Marquis Who’s Who in American Education (2023); National Coalition of Black Women Community Service Award (2015); Norfolk Public Schools City-Wide Teacher of the Year (2013); Norfolk Public Schools Bell Award (2000-2002, 2004, 2007, 2009)

Statement

NCTM currently faces a significant challenge in navigating the politicization of mathematics education on both national and international levels, with terms like equity, de-tracking, and even access becoming politically divisive. To address this, NCTM can redirect the discourse by emphasizing its mission of advocating high-quality teaching and learning for each and every student, a unifying goal that transcends political divides. Additionally, to enhance access and equity in mathematics education, NCTM should establish a bridge linking general education research-informed practices and evidence-based strategies for specially designing instruction for students with disabilities. Priority should also be given to narrowing the opportunity gap for special education teachers in accessing high-quality mathematics professional development, particularly in inclusive classrooms where co-teaching is common but professional learning opportunities may differ from those of general education teachers. 

Equipped with experience in dealing with dissenting viewpoints, I believe my diverse leadership background, spanning from classroom teaching to professorship, uniquely qualifies me for the NCTM Board. My ability to understand challenges from diverse perspectives, ranging from students to state leaders, positions me to lead with empathy and insight, and effectively contribute to NCTM's mission of improving mathematics education for all.