Did you know that AMTE welcomed over 60 school- or district-based mathematics teacher educators (MTEs) at our 2023 annual conference in New Orleans? Attendance at the conference has broadened in much needed ways to include the perspectives of school- and district-based leaders and some K-12 mathematics teachers. Additionally, amongst the approximately 700 MTEs in attendance, there were about 200 first-time attendees. Broadening the conference experience with new attendees, including school and district-based MTEs, is exciting as they bring new ideas and experiences. 

In a recent 2023 AMTE conference follow-up membership survey, school and district-based attendees reported there were times that presenters used deficit language to describe school-/district-based MTEs. The AMTE Standards for Preparing Teachers of Mathematics argue that we must prepare teaching candidates to cultivate the mathematical identities of the students they will teach by resisting “explanations that position a student as inferior or on the margins of the classroom culture when they do not participate in the ways expected.” In a similar spirit, we suggest that AMTE members adopt the same disposition and asset-based language when talking about school- and district-based leaders and teachers who graciously work alongside university-based MTEs on research projects and as mentors of preservice teachers in preparation programs. Exclusion of any MTE, K-12 mathematics teacher, first-time attendee, or AMTE member is hurtful and contrary to our ideals.

Whether you are a first-time attendee, an MTE from a school or district, a graduate student, or someone who has attended the AMTE conference numerous times, we all know that a sense of belonging and a sense of value are incredibly important.  Neuroscience tells us that human beings are social creatures who long for connection. When we feel valued, seen, heard, and human, we feel a sense of belonging and consequently are more likely to continue our interactions with a group. Many AMTE members recall a particular person who visited with them in a meaningful way during their first conference experience. These experiences of AMTE hospitality prompt members to engage in AMTE activities and attend additional conferences. We invite all AMTE members to extend hospitality by inviting new attendees into meaningful conversations about their work and helping them identify how AMTE can support them.

In the bulleted list below, we offer a few tips on how we can best welcome everyone to the upcoming AMTE conference in Orlando. 

• Honor the expertise of everyone when presenting and engaging in group conversations. While many of AMTE’s members are university-based MTEs, it is paramount that we recognize and amplify the expertise of school- and district-based MTEs.  
• Use strengths-based language when referring to all MTEs and mathematics teachers, and in particular those who work full-time in K-12 schools and districts.
• When you meet a school- or district-based leader, ask them about their work, both challenges and successes. Brainstorm ways that AMTE can support MTEs across various contexts (e.g., districts, schools, universities).
• If you see someone sitting or standing alone, introduce yourself. In fact, make it your mission to get to know one new person each day of the conference.
• If you meet a young scholar, ask them about their work. Actively listen to their interests. Share tips from the trade and research connections, if appropriate.