Candidate for Board Member-at-Large
University of Central Florida
Assistant Professor of Mathematics Education
Participation in AMTE and/or AMTE Affiliates(s)
I have been a member of AMTE since 2008 and been able to engage in professional leadership through my service on the AMTE program committee - first as a committee member, then as a strand leader, and eventually as Program Chair of the 2018 Annual Conference. Over the years I have had the privilege to serve AMTE in the following capacities:
- Member, AMTE Opening Session Planning Committee, 2019
- Associate Vice President for Local Arrangements, Annual AMTE Conference, 2019
- Conference Leadership Team, Annual AMTE Conference Committee, 2019
- Conference Program Chair, AMTE Annual Conference, 2018
- Task Force Member, AMTE Task Force Focusing on Equity and Social Justice in Mathematics Teacher Education, 2017-2018
- Associate Vice President for Annual Conference, 2017-2018
- Assistant Chair, Program Committee, AMTE Annual Conference, 2016-2017
- Member, Program Committee, AMTE Annual Conference, 2014-2018
- New Jersey AMTE, Secretary, 2013-2015
- New Jersey AMTE, Four-Year College Representative, 2011-2013
Participation in Related Organizations
I have been a contributing member of other national organizations including NCTM, PME-NA, and PME, as well as affiliate state professional organizations such as the New Jersey NCTM affiliate (AMTNJ) and the Florida Council of Teachers of Mathematics (FCTM).
- Program Committee Member, National Council of Teachers of Mathematics (NCTM) Regional Conference, Kansas City, 2017-2018
- Member, National Council of Teachers of Mathematics (NCTM) Committee for Review of Association of Mathematics Teacher Educators (AMTE) Standards for Preparing Teachers of Mathematics, 2016-2017
- Vice President, Association of Mathematics Teachers of New Jersey, 2014-2015
- Editor-in-Chief, The New Jersey Mathematics Teacher Journal, 2013-2015
- Executive Board Member, Association of Mathematics Teachers of New Jersey, 2013-2014
Qualifications for the Position
During the past several years, I have gained a deep appreciation and a detailed understanding of AMTE as an organization, first as a member and more recently through significant leadership positions on several committees in order to serve the needs of the broader mathematics education community. During each opportunity, I have succeeded in considering, contributing, and communicating significant issues and approaches while getting to know established, early career and newer members of our mathematics education community. Through connecting with, listening to, and reflecting with current and future members of the AMTE community, I am well positioned to serve and effectively address and implement important objectives in our field. As a board member, I intend to lead with a strong commitment, passion and agency to effectively collaborate and to bring about a more inclusive and intentional approach to advocate and build a stronger future for mathematics teacher education through AMTE.
Three Goals AMTE should make a Priority
- Fostering partnerships with national organizations to invigorate teacher education in the next 5-10 years while promoting equitable pathways to access and success in mathematics teacher education programs. This intentional inclusivity includes bringing together institutions, centers of learning, leading practitioners, and policy leaders to address critical issues in teacher education.
- Engaging, empowering and elevating diverse stakeholders and mathematics teacher educators into the AMTE membership and leadership. As an organizational priority, we need to remove obstacles that have hindered the visibility, values, and voices of marginalized groups and effectively include the brilliance and contributions from individuals and communities that have remained on the sidelines for too long.
- Creating AMTE-facilitated national opportunities for professional development, collaborative scholarship, and community centered teaching-research partnerships that combine efforts in advancing content, pedagogy, equity, and technology approaches that empower and elevate mathematics teacher educators to serve students, schools, and communities.