Election Candidates 2025

The open positions for the 2025 NCSM Election are: Second Vice President, Regional Director Central 1, Regional Director Eastern 1 and Regional Director Southern 2.

Learn more about the candidates below:

Summary of Duties (as Second Vice President):

Serve as a member of the Annual Conference Committee.
Serve as a member of the Program Committee.
Serve as the Volunteer Recruitment and Management Chair for the annual meeting during the year in office.
Recruit, schedule, and manage volunteers to assist with Annual Conference logistics and events including conference bag stuffing, early bird registration, on site registration, and ticketed events.
Become First Vice President the second year in office.
Assume such duties as the Board and/or President may determine.

Summary of Duties (as First Vice President):

Serve as a member of the Annual Conference Committee.
Serve as Chairperson of the Program Committee for the annual meeting during the year in office.
Appoint the members of the Program Committee, which shall include the Past President or the President-Elect, and the Second Vice-President.
Organize and develop the Annual Conference theme, strands, and speaker proposal forms.
Set the conference program timeline and speaker deadlines.
Schedule all program sessions including sponsor showcases, regional caucuses, and special interest groups.
Serve as executive officer of the Board whenever the President, Past President or the President-Elect is unavailable.
Assume such duties as the Board and/or President may determine.

Term of Office: One year as Second Vice President, one year as First Vice President

Crystal Lancour

Candidate's Statement

I have been an NCSM member since I was a teacher, and it is my passion to serve on the NCSM Board of Directors! My experiences directly relate to the duties of Second Vice President, leading to First Vice President. I have planned, organized, and implemented virtual and face-to-face conferences at the district, state, and national level from inception to reflection including soliciting speakers and sponsors, detailed planning of logistics/structures, recruiting and coordinating volunteers, full conference implementation, and post conference reflection/follow-up tasks. Examples of my leadership in this capacity are:

District Equity Team

I lead a team that designs/facilitates our district wide professional development, created a personal learning journey for staff (Equity: Engage-Reflect-Act), a district book club (Cultivating Genius), and hosted community-based equity events. A contributing factor to my growth was an Equity Practitioner Program for administrators enabling me to find my voice and better advocate for our staff, students, and families.

State Level

Delaware Mathematics Coalition: I support the planning and implementation of our State Math Equity Conference each year and often facilitate sessions. I helped to lead the creation of a statewide mathematics equity committee and supported the design/implementation of a PD series for administrators called, Dismantling Inequities in Mathematics Education (DIME) that we presented at our local Policy and Practice Institute and NCSM.
As the founding President, and now conference chair, of our NCSM affiliate, the Delaware Council of Mathematic Leaders (DCML), I plan and implement our annual Triple Crown Conference, which includes local and national presenters on topics relevant to equity, coaching, and leadership in mathematics. I led DCML to host community-based events advocating for equity in mathematics education such as hosting screenings of the Counted Out documentary across our state.

National Level

I’m actively involved in the Association of State Supervisors of Mathematics (ASSM) and have played a key role in planning and implementing our annual conference each year. This includes participating on the planning coming through all stages of conference planning from start to finish.

Cathy Beals

Candidate's Statement

Each chapter of my career shaped my identity as a math advocate in different ways. As a classroom teacher and a Title I Math Intervention Teacher in high-poverty schools, I found ways to modify a grade level lesson so that all students could participate. I studied strategies to support students who struggled with mathematics and learned about the neuropsychology of mathematics. For my dissertation, I developed a framework for Tier 2 Intervention and piloted it with four fourth grade students who were in the process of being evaluated for learning disabilities. These four students taught me that the reasons children struggle to learn mathematics are multi-faceted and unique to each learner. All children have both strengths and struggles in learning mathematics. They can overcome their struggles by learning through their strengths.

My chapter as a secondary school administrator gave me a different perspective on why children fail mathematics at the middle school and high school levels. If students do not enter middle school strong in mathematics, there are few resources for providing any support or intervention for them in secondary systems. One of my areas of responsibility was supporting students at risk of not graduating. Many students that I worked with had lost confidence that they could graduate from high school because they did not believe they could ever pass Algebra. I wanted to help them stay in school, and I knew that the best way to do that was to help them pass math. I convinced my principal to let me create a math intervention class called Algebra Lab that students took along with Algebra 1 and resigned from my administrative role to teach it. The next school year, I was teaching the same kids I had suspended the year before. Most of them passed Algebra that year.

Finishing my doctorate led me to leadership roles where I could have an impact on the system factors that contribute to failure in mathematics. As a professor of teacher education, I prepared teachers to deliver effective core instruction and intervention. I taught them to differentiate instruction within their classroom so that no students are removed from grade level instruction. As a district administrator, I helped a small district adopt high quality curricular materials and develop strong systems for their multi-tiered system of support protocols. As a state level mathematics coordinator. have established a common statewide vision for mathematics instruction. I have created professional development programs for mathematics educators and leaders to examine the systemic factors that cause barriers for students. We are having hard conversations in our state about the fact that it is not the students who are failing, but the system who is failing the students. I strive to be a strong, courageous advocate for all students to have an opportunity to learn grade level mathematics and change policies that create barriers to student success.

Region includes: Illinois, Indiana, Kentucky, Michigan, Ohio

Summary of Duties:

Reside or be employed in the region represented. If during the term of office a Director moves from the region, a new Director shall be appointed by the President.
Represent the region at all Board meetings.
Organize events for members of the Council at NCTM and/or meetings within the region as appropriate.
Plan meetings for members of the Council at any NCTM conference scheduled through December of the year the Director’s term expires.
Promote membership in the Council among those eligible.
Encourage the support of Council activities.
Recommend members from the region to be considered by the Nominations Committee as candidates for offices in the Council.
Seek Glenn Gilbert National Leadership Award nominees.
Prepare written reports of regional activities to be submitted at meetings of the Board.
Assist in planning the Annual Conference.
If the Annual Conference is located in the region served during the term of office: coordinate all Regional Director assistance at ticketed, major, and special conference events; and provide local assistance, support, and publicity within the region.
Write and solicit articles for official NCSM publications from Council members within the region.
Assume such duties as the President and/or Board may determine.

Term of Office: Three years

Jennifer Jensen

Candidate's Statement

Mathematics education and leadership is my passion. I also see mathematics literacy as essential to promoting economic and social mobility as well as maintaining our democracy. While I have been active as a state leader throughout Indiana, I am excited to serve on the NCSM Board of Directors to participate more fully in the national conversation. I am also excited for the opportunity to be a thought partner and learn from some of the best mathematics education leaders in the world. I have had the opportunity to lead in mathematics from many positions, first as a classroom teacher, then school and district administrator, to state director, and finally as a consultant. I would bring these varied experiences and perspectives to the Board.

While my identity as a mathematician is now strong, that was not always the case. In school, math was my most difficult subject, and in college, I almost dropped out of the mathematics education program. I did not feel like I belonged in my mathematics classes. However, I persisted, likely because the privilege inherent in my racial identity also created a strong sense of self-efficacy. When I started teaching, it was part of my mission to build that efficacy in students and instill in them a love for math, or at least a recognition that math had power outside of the classroom. It is this perspective of struggle and persistence that I would also bring to the Board.

As a Board member, one must be able to work across lines of difference, view issues from multiple perspectives, and value others’ voices. As a state leader, I consistently worked with committees across multiple agencies. I have also served on the board of ICTM, as the Treasurer and a member of the conference committee. My work with the Association of State Supervisors of Mathematics (ASSM) conference committee has opened my eyes to various mathematics issues and perspectives around the country. It would be a true privilege to work with the Board to boldly support the mathematics education community at large.

Kristen Miller

Candidate's Statement

I am interested in serving on the NCSM Board of Directors to increase my impact on mathematics education and collaborate with others who share my passion for equitable math instruction and experiences for all students. When I attended my first NCSM Conference in Washington DC, I finally felt that I had found a community of like-minded educators, who saw the same potential I saw for math education in my district and across the country. I felt empowered by the energy at the conference and still utilize many of the connections and resources that I learned about there.

I believe that I have many experiences that have prepared me to do this work. In my role as Coordinator of Math and Science for Kalamazoo Public Schools, I am responsible for leading all work around mathematics with our K-12 teachers. In this role, I am constantly working with our math teachers through the curriculum provided and also through the professional development delivered. I focus my leadership in these areas guided by the belief that all students deserve high-quality mathematics experiences that will help them build an identity that allows them to see success and future opportunities with mathematics.

I identify as an educator, leader, and lifelong learner. Throughout my career in education, I have elected to serve within buildings of high needs and students from traditionally marginalized communities. My identity allows me to hold the belief that all students can learn high-level mathematics and should be provided with mathematics courses and experiences that help all students view themselves as mathematicians. In all of my work as a mathematics leader, I stand by my beliefs in all students and their ability to engage with high-quality mathematics.

Region includes: Connecticut, Maine, Massachusetts, Military AE: APO/FPO, New Hampshire, New York, Rhode Island, Vermont

Summary of Duties:

Reside or be employed in the region represented. If during the term of office a Director moves from the region, a new Director shall be appointed by the President.
Represent the region at all Board meetings.
Organize events for members of the Council at NCTM and/or meetings within the region as appropriate.
Plan meetings for members of the Council at any NCTM conference scheduled through December of the year the Director’s term expires.
Promote membership in the Council among those eligible.
Encourage the support of Council activities.
Recommend members from the region to be considered by the Nominations Committee as candidates for offices in the Council.
Seek Glenn Gilbert National Leadership Award nominees.
Prepare written reports of regional activities to be submitted at meetings of the Board.
Assist in planning the Annual Conference.
If the Annual Conference is located in the region served during the term of office: coordinate all Regional Director assistance at ticketed, major, and special conference events; and provide local assistance, support, and publicity within the region.
Write and solicit articles for official NCSM publications from Council members within the region.
Assume such duties as the President and/or Board may determine.

Term of Office: Three years

Jeffrey Corbishley

Candidate's Statement

I believe that NCSM has a unique role in providing mathematics leadership across the country through position statements, publications, and professional learning experiences to support leaders in making needed educational changes and work toward providing a more equitable mathematics experience for all students. I look to organizations like NCSM to provide guidance and resources to make arguments for needed improvements to mathematics instruction and programming. As the Mathematics and Science Supervisor in Ridgefield, Connecticut I have led instructional and programmatic changes to create greater student interest and engagement.

As the former President of ATMNE, I helped to lead our New England Affiliates through Covid and the new challenges that formed as a result of the pandemic. As a Board member for ATOMIC and current President-Elect, I have taken impactful leadership positions at the state level to develop guidance and programming for districts. At the national level, I served on the NCTM Membership and Affiliate Relationship Committee as the Eastern 1 Representative and the Chairperson.

On MARC, we worked to develop ideas and strategies to improve the NCTM member experience and to support Affiliates across the country in their more localized work. I was a student who did well in mathematics through high school. Once I reached college, I realized the ineffectiveness of memorizing without deep conceptual understanding. Once I began teaching, I discovered we were in a system where only a small few saw themselves as mathematicians.

In my professional life, my identity as part of the LGBTQ community has helped me see that not all voices are represented and listened to at the table. It is our job as mathematics leaders to seek out all voices and to highlight them so everyone’s perspective and backgrounds are both honored and included in all conversations. It would be a profound honor to have the ability to serve NCSM and bring my own voice to the table.

Alison Mello

Candidate's Statement

In 2022, I made the difficult decision to resign from my position as Assistant Superintendent to focus on serving the mathematics community. My aim was to dedicate myself to fostering equitable, accessible, and engaging mathematics instruction by working directly with teachers and leaders in their schools and districts. The messaging coming from NCSM was instrumental in nudging my transition back into the field of mathematics and my membership has enhanced my professional practice in countless ways over the years. I believe that serving on the board presents an opportunity for me to give back by contributing to and advocating for the vision, mission, and values that so closely mirror my own.

In my district, I took pride in cultivating teacher leaders and creating support systems for teachers and students. Our efforts led to student-centered, asset-based math instruction and inclusive learning environments that removed barriers for all learners and made learning a joyful experience. I was privileged to contribute to building the collective efficacy needed to ensure enduring change. Since leaving, I've worked with teachers and leaders across various states and contexts. Many lack the support and knowledge to drive and sustain the changes needed to ensure all students succeed in mathematics, and it has been an honor to support them.

Prior to beginning my doctoral work, my years of service on the Board of Directors for my NCTM and AMTE affiliates brought significant professional growth both to our members and to me personally. It was exciting, rewarding, and added value to our organization. If elected to the NCSM board, I will use my background as a student, teacher, and leader to support and inspire high-quality mathematics teaching and learning for all learners. For me, this includes students, as well as the adult learners who create the conditions for learning. Ensuring access to high-quality professional learning is a vital part of ensuring equitable opportunities for students regardless of where they go to school or which teacher they have. It’s thrilling to see how small shifts result in significant changes in disposition, achievement, and engagement, and for teachers and leaders to feel the pride of owning those results. It excites me to represent an organization that is passionate about equity and honors the work of educators as essential professionals.

Region includes: Alabama, Arkansas, Louisiana, Mississippi, Oklahoma, Tennessee, Texas

Summary of Duties:

Reside or be employed in the region represented. If during the term of office a Director moves from the region, a new Director shall be appointed by the President.
Represent the region at all Board meetings.
Organize events for members of the Council at NCTM and/or meetings within the region as appropriate.
Plan meetings for members of the Council at any NCTM conference scheduled through December of the year the Director’s term expires.
Promote membership in the Council among those eligible.
Encourage the support of Council activities.
Recommend members from the region to be considered by the Nominations Committee as candidates for offices in the Council.
Seek Glenn Gilbert National Leadership Award nominees.
Prepare written reports of regional activities to be submitted at meetings of the Board.
Assist in planning the Annual Conference.
If the Annual Conference is located in the region served during the term of office: coordinate all Regional Director assistance at ticketed, major, and special conference events; and provide local assistance, support, and publicity within the region.
Write and solicit articles for official NCSM publications from Council members within the region.
Assume such duties as the President and/or Board may determine.

Term of Office: Three years

Mary Davis

Candidate's Statement

The NCSM Board of Directors serves as the collective voice for all stakeholders in mathematics education—teacher leaders, campus leaders, district administrators, and state policymakers. At this year’s national conference, one message resonated with me: “We have to increase our membership.” I believe I can contribute meaningfully to this effort.

Throughout my career, I’ve encountered countless educators who should be part of NCSM but haven’t yet recognized their own leadership potential. These individuals, including teachers and mathematics coaches striving to make a difference, often need the resources, support, and community that NCSM uniquely provides to amplify their impact. By connecting with these educators and helping them see the value of NCSM membership, we can grow our community and strengthen our collective voice.

Additionally, my background in marketing equips me with tools to support this initiative. I understand the importance of crafting messages that resonate, building relationships, and creating strategies to reach new audiences effectively. Combining this expertise with my passion for fostering leadership in mathematics education, I am eager to help expand NCSM’s reach and influence, ensuring that more educators can benefit from the resources and opportunities that this organization offers. Together, we can build a larger, stronger community dedicated to equitable, high-quality mathematics education for all.

Tara Foster

Candidate's Statement

I am deeply committed to advancing equitable and high-quality mathematics education, and I see serving on the NCSM Board of Directors as an opportunity to contribute to systemic change. My journey in education—from classroom teacher to math and science trainer, principal, and math regional coordinator—has provided me with a comprehensive understanding of the challenges and opportunities at every level of our education system.

As a classroom teacher, I experienced firsthand the transformative power of meaningful math instruction and the barriers students face in accessing it. This perspective drove me to become a math and science trainer, where I worked to equip teachers with tools and strategies to foster student success. As a principal, I embraced the role of instructional leader, ensuring that equity, inclusion, and excellence were at the heart of school practices. Now, as a regional math coordinator, I collaborate with diverse stakeholders to align instructional goals, analyze data, and implement professional learning that empowers educators to close achievement gaps.

My identity is central to my work. As someone who has navigated and challenged systemic inequities, I bring a personal commitment to creating spaces where every student and educator feels seen, heard, and valued. This commitment informs my advocacy for culturally responsive teaching, data-driven decision-making, and the intentional dismantling of barriers to access and achievement.

NCSM’s mission to lead mathematics education leadership resonates deeply with me. I am eager to bring my diverse experiences, collaborative spirit, and unwavering belief in the potential of all students to the Board, ensuring we continue to innovate and inspire leaders who are shaping the future of math education.