Election Candidates 2026

President Elect Summary of Duties

Summary of Duties (as President Elect):

Serve as a member of the Annual Conference Committee for the conference held during the years in office as President.
Serve as a member of the Program Committee for the annual meeting.
Serve in lieu of the President when appropriate.
Prior to taking office as President, prepare a list of nominees for appointments. This list is to be presented to the Board for approval at the Board meeting immediately preceding the annual meeting.
Assume such duties as the President and/or Board may determine.

Summary of Duties (as President):

Serve as a member of the Annual Conference Committee for the conference held during the years in office as President.
Serve as executive officer of the Council and Board, using his/her centralizing leadership and direction to unify and focus on the continuation and furtherance of the purposes of the Council. The President shall be an ex-officio member of all committees.
Organize and publish an agenda for Board meetings concerning topics of vital concern to the Council and provide adequate time for discussion and committee work within the stated length of time for which the Board was convened.
Preside at all Board meetings and at the annual business meetings of the Council.
Appoint Committee chairpersons as provided by the articles and Bylaws. Each chairperson is to receive a written description of the committee work within one month of appointment.
Forward to the NCTM representative copies of any correspondence resulting from the NCTM-NCSM relationship.
Work with the contractor providing membership and registration services to facilitate delivery of these services.
Prepare an annual report for the membership of the Council, which is to appear in the post-annual-meeting issue of the official NCSM publication.
Make provisions for the study of future needs and direction of the Council.
Exercise leadership in assisting the Board to develop the on-going activities of the Council.
Perform such other duties as shall be assigned by the Board.

Summary of Duties (as Past President):

Assist the President relative to the transfer of office.
Serve in an advisory capacity in order to enable the officers to carry out the purposes of the Council and to better serve the membership.
Act as a major advisor to the President.
Serve as member of the Program Committee for the annual meeting.
Serve in lieu of the President when necessary.
Assist the Secretary in compiling the records of the previous two years.
Assume such duties as the President and/or the Board may determine.

Term of Office: One year as President Elect, two years as President, and one year as Past President

Amy Lucenta

Upon joining the NCSM Board of Directors as Regional Director, I quickly realized that I was learning just as much as I was serving. I learned how fellow board members led in roles beyond the board and leveraged expertise to inform our work. I saw how they built shared vision and ownership, used intentional processes to center equity, and actively sought perspectives to guide decisions.

I had opportunities to serve, learn, and lead in NCSM board roles as Lead Regional Director, Lead of the DEI Governance Committee, Lead of the HQIM-M Project, and a member of the executive committee. I, along with team members, re-established structures for the regional directors to ensure our work aligned with NCSM goals, integrated DEI as a governance committee rather than an initiative, and facilitated the HQIM-M team’s production of content for a multi-phase, multimedia guide for leaders to plan for, select, and implement HQIM-M. Each role deepened my learning and revealed the impact and importance of the board’s work. I continue to be inspired by the collaborations.

My identity as a practice-based leader positions me to listen authentically to educators and drives my dedication as a leader to developing environments where every student’s thinking and perspective is honored and strengths are recognized. I have brought, and will continue to bring to the role of president, my ever-present attention to whose thinking is elevated and whose voices are not heard. My work alongside teachers, coaches, and administrators across the country informs my understanding of common challenges in the field of mathematics education and those unique to local contexts while keeping me grounded as I continue to enact bold leadership.

It would be an incredible honor to serve as president of NCSM, an organization that has been a source of my own professional growth for many years, and to continue the collaborative and inclusive leadership that is responsive to the needs of its membership.

Sean Nank

I’m the person in the kilt! I recall my first NCSM conference 15 years ago where I was instantly hooked. The conversations, people, diverse perspectives, spirit of community, along with NCSM’s purpose, are why I seek to serve as your president.

I believe in empowered leadership grounded in empathy, evidence, and equity, and in building systems where every educator is supported and every student has access to powerful learning.

Two amazing people shaped my leadership: my high school math teacher, Mr. Kamin, who believed in me when I grew up in poverty and instability, and my daughter, Keiran, a beautifully neurodivergent student once labeled “behind,” now majoring in math becoming a teacher. They remind me that leadership is about believing in people and removing barriers so all can thrive.

Within NCSM, I have extensive service on the Board as:

Journal editor
Lead Regional Director
Chair of the Creating Connections Committee
Chair of the DEI Governance Committee
Founded our Affiliate Leadership Pre-conference, which continues to thrive

Across 30 years in education, I have worked as a:

Teacher
Professor
National presenter
Author
Consultant
NCTM MARC committee member
Council of Presidential Awardees in Mathematics Board Member
California Mathematics Council Board Member
GSDMC President
US Dept. of Education/NSF contributor

These experiences shape my belief that strong leadership embraces both classroom realities and systems level thinking.

As president, I will preserve what we love about NCSM while moving boldly forward. I will support our shift to a strategic board, lead with humility and active listening, and center equity, fiscal responsibility, and long-term sustainability. I will champion policies and professional learning that expand access, disrupt inequities, and create pathways for emerging leaders.

I believe in NCSM, its members, and in the power of collective leadership to transform mathematics education for every student and every leader, including ones yet to come, like Keiran.

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

Amber Candela

Candidate's Statement

My interest in serving on the NCSM Board of Directors grew from my first NCSM conference in Chicago in 2024. My research team shared work on incremental professional development, or “nudges,” designed to support mathematics leaders through small, intentional shifts in practice. The strong engagement in our sessions and the welcoming, joyful culture of the conference immediately stood out. Presenting again in Atlanta, my interactions with NCSM leaders and members reinforced my desire to serve an organization that values collaboration, innovation, and meeting the needs of teacher leaders in mathematics education. The welcome and connectedness I felt motivated me to seek opportunities to volunteer and contribute more meaningfully to NCSM, especially related to the annual conference. That is why I am seeking a position on the NCSM Board of Directors as Second Vice President.

I believe mathematics should be a source of joy, belonging and possibility for both students and educators. Serving on the NCSM Board would allow me to amplify innovative ideas, support inclusive practices among mathematics teachers and leaders, and help strengthen systems that empower mathematics leaders to advance equitable practices nationwide. I am especially impressed by the organizations focus on teacher leaders, a group with unique experiences at the intersection of research and practice whose skill and expertise can get list in other professional organizations.

With over 20 years in mathematics education in multiple roles, I am prepared to support the growth and development of teacher leaders in ways that are collaborative and balance attention to practitioner knowledge and research. The gratifying part of all my experiences as a mathematics teacher educator is finding joy in mathematics and helping others to find that joy. Being involved in NCSM has enriched me professionally and personally and I would like to be a part bringing that experience to others as leader in the organization.

Denise Schulz

Candidate's Statement

My interest in serving on the NCSM Board of Directors stems from my personal alignment with NCSM’s mission and my commitment to advancing equitable mathematics education. NCSM’s focus on equity, high-quality teaching, and impactful leadership strongly resonates with me.

My understanding of myself and my role in the world continues to evolve. Although I am often perceived as a white woman, I am also an Asian woman, an aspect of my identity that is frequently overlooked due to my appearance. Through my educational and professional experiences, I have encountered comments and actions based on assumptions about my identity, and these moments have highlighted the complexity and impact of misperceived identity. As a first-generation college graduate from a military family, my background influenced my worldview. Through research and collaboration with diverse colleagues, I have broadened and deepened my perspectives. These experiences fuel my passion for equity and inform my work to address disparities in mathematics education. I am committed to supporting educators in creating learning environments where every student feels seen, valued, and capable.

Throughout my career, I have served as a mathematics educator, curriculum developer, instructional coach, mathematics consultant in a state education agency, and professional learning specialist. In these roles, I have led district and state initiatives to strengthen mathematics instruction and support teachers. My ongoing engagement in professional learning, as both a participant and facilitator, reflects my commitment to continuous improvement and collaboration.

I am actively involved in professional organizations dedicated to advancing mathematics education and have led efforts at the district, state, and national levels. These experiences have equipped me with the skills and insights necessary to contribute meaningfully to the NCSM Board of Directors.

Region includes: Iowa, Kansas, Minnesota, Missouri, North Dakota, Nebraska, South Dakota, Wisconsin

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

Judy Carlisle-Dunmire

Candidate's Statement

Every student deserves the opportunity to succeed in mathematics, regardless of their identity. My interest in serving as Regional Director is rooted in this career-long commitment. Having served as NCSM Professional Learning Director and as a key architect of the NCSM Fellows Program, I have seen how bold, coherent leadership can transform systems and expand access to high-quality mathematics learning.

I am motivated to serve in a role that represents NCSM within the Central 2 Region by equipping and empowering leaders to align their work to NCSM’s vision and priorities. NCSM has profoundly shaped my leadership, and serving as Regional Director is an opportunity to give back by strengthening the organization’s presence—helping leaders connect to resources, learning opportunities, and one another so the region advances with shared purpose.

My experience spans classroom teaching, district and state leadership, and national service. As NCSM Professional Learning Director, Editor of Inspiration!, and contributor to Board reporting, event planning, and publications, I supported leaders nationwide. Regionally, I have served on an NCSM Regional leadership team, as an affiliate president, and in growing membership, coordinating conferences, and supporting the development of new NCSM affiliate structures. I also worked alongside a team to support the founding and acceptance of the Kansas NCSM affiliate, establishing a strong foundation for long-term engagement.

My leadership balances strategic vision with practical implementation. I advocate for equity, and I lead work that moves systems toward it in actionable ways that benefit all learners. In a prior district role, I led initiatives recognized by the state for the rate at which equity gaps were narrowed compared to statewide trends and supported 100% retention of middle and high school mathematics teachers in a high-turnover system. I also helped scale the NCSM Fellows Program by 400%, contributing to a diverse and capable pipeline of mathematics leaders.

My identity as a practitioner and leader shapes how I approach this work. I believe every student brings mathematical brilliance, and leadership systems must intentionally recognize, support, and extend that brilliance. As Regional Director, I will serve with consistency and follow-through. I will connect NCSM to the Central 2 Region, empower leaders, and ensure the region is positioned to advance NCSM’s mission for all learners.

Region includes: District of Columbia, Delaware, Maryland, New Jersey, Pennsylvania, West Virginia

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

MichelleHawley

Michelle Hawley

Candidate's Statement

Over 26 years in education, I have been shaped by experiences that have influenced me as a person, mathematics educator, and leader. Early in my career, high-quality professional learning inspired me with the power of mathematics to shape how students see themselves—and what they believe is possible. The energy and joy of strong mathematics communities continue to fuel my commitment to ensuring every student has access to meaningful, engaging, and equitable learning.

I currently serve as the K–12 Supervisor of Mathematics in the Brandywine School District, where I have spent more than a decade leading systemwide efforts to strengthen instruction and increase student ownership and voice in the classroom. I have led multiple adoptions of high-quality instructional materials, designing sustained professional learning and coaching to support implementation. At the center of this work is my core belief: students’ backgrounds should never determine their opportunities or success.

Beyond my district, I serve as President of the Delaware Math Coalition, supporting statewide professional learning and conferences for math supervisors, building leaders, and teachers. I am also a founding member of our NCSM affiliate, Delaware Council for Mathematics Leaders (DCML), designed to expand our leadership networks across the state. These roles led me to a state workgroup that created the Delaware K–12 Mathematics Framework.

I am especially proud of my work supporting administrators through the Dismantling Inequities in Mathematics Education (DIME) initiative and sharing how districts can use feedback from the Delaware teacher evaluation system to affect meaningful change in the mathematics classroom. These efforts focus on equipping leaders - those closest to the work - to disrupt inequities in mathematics education.

As a Regional Director, I would bring a strong commitment to equity, collaboration, and leadership development to support NCSM’s mission.

Tenisha Marcel-Herbert

Candidate's Statement

I am honored to be considered for service on the NCSM Board, an organization that has long stood at the forefront of developing mathematics leaders committed to equity, access, and instructional excellence. My work as a Secondary Mathematics Instructional Coach in DC Public Schools and an Adjunct Professor is grounded in one belief: every student deserves meaningful access to rigorous mathematics that affirms their identity and develops their voice as a mather.

Throughout my 22-year career as a mathematics educator and leader, I have worked within complex, high-needs school systems to support teachers and leaders in transforming classrooms into communities where all students are expected and supported to reason, communicate, and make sense of mathematics. I design and lead professional learning, facilitate data-driven instructional cycles, and coach educators to align curriculum, assessment, and daily instruction in ways that move student outcomes. My work is not theoretical; it lives in classrooms, in student thinking, and in the measurable growth of students who have historically been underserved.

As a mathematics educator, I understand both the power of mathematics as a gatekeeper and its potential as a gateway. My leadership is rooted in ensuring that all students, especially those furthest from opportunity, experience mathematics as a space where they belong, where their ideas matter, and where their brilliance is developed and not overlooked. It is this perspective drives my commitment to building systems that do more than name equity; they operationalize it in daily practice. I am seeking this role to contribute to NCSM’s continued impact by strengthening the connection between school leaders’ vision and instructional reality. I offer a unique skillset to translate high-level priorities into actionable structures that support teachers and leaders in real time.

If elected as Eastern 2 Regional Director, I will work to strengthen leadership capacity across our region by supporting professional learning, fostering collaboration, and elevating effective practices that improve mathematics teaching and learning. In this role, I will:

Champion leadership development that centers equity, professional practice, and student achievement
Support systems that align curriculum, assessment, and instruction to improve outcomes for all learners
Elevate practical tools and strategies that help leaders move from vision to implementation
Amplify the voices and experiences of educators and students from historically marginalized communities

I am not only committed to the vision of NCSM, but I am actively doing the work required to realize it. I would be honored to serve, collaborate, and contribute to advancing high-quality mathematics teaching and learning for all.

Region includes: California, Far West: American Samoa, Federated States (Guam, Marshall Islands, Micronesia, Northern Mariana Island, Palau Islands), Hawaii, Military AP: AFO/FPO, Oregon, Washington

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

Margaret Peg Cagle

Candidate's Statement

In professions, excellence is achieved in collaboration with fellow practitioners; good to great is not a solo climb, and we must lift as we climb. I would be honored to contribute to realizing NCSM’s commitment to bold leadership, intentionally working to close some of the most persistently and egregiously harmful gaps in math education, the disconnect between research and practice, the divide between leaders and classrooms, and the chasm between far too many Americans and a love of mathematics.

My career can be characterized as one of advocacy, continually speaking truth to power on behalf of my students, my discipline, and my profession. Having entered the profession amid the math wars in California, I realize the impact of external policies/programs and their outsized impact, particularly on historically marginalized and fragile learners. As a leader in schools and districts, board member of the National Council of Teachers of Math, Council of Presidential Awardees in Math and CA Math Council, director of PCMI Teacher Leadership Program, and Einstein Fellow on Capitol Hill, I join in community with others to craft invitations and on-ramps for all students to feel welcomed and valued in every math classroom, for all educators to recognize and embrace their role as professionals and leaders in this work, and for every member of the public to see themselves as a math person.

California is leveraging a new Framework, Hawaii is leading integration of ethnomathematics, Oregon is increasing the role of data science in k-12 math and Washington is adopting new standards, while we all balance confronting issues from the past such as tracking and systemic racism, and responding to what is on the horizon such as emerging AI technologies. NCSM is uniquely positioned to map our way forward to the high-quality teaching and learning of mathematics that our young people need, to realize the future they deserve. I am eager to join in that effort on behalf of Western Region 2.

Monique Harrison

Candidate's Statement

I am seeking to serve on the NCSM Board of Directors because my life’s work is grounded in transforming mathematics systems so that all students, especially those historically marginalized, have access to, experience, and find joy in mathematics. I believe deeply in NCSM’s commitment to bold leadership and equitable outcomes, and I am prepared to contribute at the national level.

I currently serve as the Secondary Mathematics Program Specialist for Kent School District, leading districtwide mathematics initiatives focused on high-quality Tier 1 instruction, MTSS, culturally responsive practices, and professional learning. My leadership experience spans classroom teaching, instructional coaching, and school administration, allowing me to bridge vision with implementation. I work in a district serving a highly diverse student population, where equity-centered decision-making is not optional; it is essential.

Nationally, my leadership with the Benjamin Banneker Association includes the development of the Benjamin Banneker Math Room, support for national replication efforts, and the facilitation of teacher collectives that center identity, culture, and community knowledge in mathematics. I also teach national and international STEM and mathematics enrichment programs, expanding my understanding of mathematics leadership across global contexts.

My identity as a Black woman, educator, and leader shapes my commitment to advocacy, access, and systems change. I lead with high expectations, deep care, and an asset-based lens, working to dismantle inequities while amplifying brilliance. Serving on the NCSM Board would allow me to extend this work by supporting leaders nationwide in creating equitable, high-quality mathematical experiences for every student.