Strengthening a Community of Teacher Leaders NebraskaNOYCE in collaboration with NebraskaMATH

UNIVERSITY OF NEBRASKA-LINCOLN Robert Noyce Teacher Scholarship Program Working with a university is Contents rewarding if for no other reason “ than knowing that professionals Strengthening a Community of who already have the respect, Teacher Leaders admiration and support of the 4 NebraskaNOYCE Overview: public believe in you and what Strengthening Teacher Leaders you do and that they value your 8 Leading the Way knowledge, skills and ideas. 16 Sharing Expertise

Partnering with the university as 18 Award-Winning Teaching

an equal makes me feel like the 21 Pursuing Doctorates

professional educator that I envision 22 Seizing Opportunities: Shelby Aaberg

in my career. I do what I do out of 24 Teaching Peers

the belief that it matters in making 26 Interacting with Faculty life better for my community, state 28 Defining Rural and country. This fellowship has 31 Rising to the Challenge: Amber Vlasnik inspired and re-motivated my career 32 Urban Environments by solidifying my belief in myself and the importance of what I do. 34 Developing Partnerships: Laura Janssen I wish more teachers could feel 35 Looking Ahead: Phase II valued and appreciated in the ways 36 Building a Community that I have in the past five years.” 47 Noyce Project Leadership

NebraskaNOYCE is supported by the National Science Foundation grant DUE-1035268, with additional support from the Center for Science, Mathematics and Computer Education, Jason Vitosh located at the University of Nebraska–Lincoln, and our local school district partners. Any opinions, findings and conclusions or recommendations expressed in this material are Noyce Master Teaching Fellow those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

COVER PHOTOS (CLOCKWISE FROM TOP LEFT): SHELBY AABERG AT 2014 NEBRASKA SUMMIT ON MATH AND SCIENCE EDUCATION BY CRAIG CHANDLER, UNIVERSITY COMMUNICATIONS; TANYA ARCHIE MODERATING PANEL AND ANNE SCHMIDT AND ALICIA DAVIS LEADING A WORKSHOP AT 2015 MIDWEST REGIONAL NOYCE CONNECTIONS CONFERENCE BY RANDY HAMPTON 2 Alan Holdorf is one of 3 Tanya Archie (standing 1 OPS MTF Brent Larson the 13 TFs who was attract- right) is one of the 30 4 MTFs Pat Janike, Katie 5 MTF Katie Garcia of was the cooperating ed to the NebraskaNOYCE MTFs who has instructed Soto and Shelby Aaberg OPS’ Bryan High School teacher for TF Pat Spieler program. He now teaches at graduate courses for discuss readings in Noyce co-teaches with her TF Strengthening (right) at Central High. a LPS high school. teachers at UNL. graduate course TEAC 949A. Lauren Beitel. Teacher Leaders

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trengthening the number of Fellows (TFs), who since have and mathematics teachers fees at UNL for coursework that Smathematics teachers and the graduated from the Master of Arts work together to strengthen emphasizes developing leadership NOYCE PARTNER SCHOOL DISTRICTS quality of mathematics teaching with an emphasis in mathematics the teaching and learning of skills, teaching diverse learners in In addition to funds received high-need Nebraska school represent critical steps toward teaching (MAmt) degree program mathematics in schools. high-need schools and motivating from NSF, UNL and its local districts to be NSF Noyce improving K-12 mathematics at UNL and become teachers The 30 MTFs were chosen students in the classroom. school-district partners Master Teaching Fellows (MTFs), achievement. NebraskaNOYCE, in a partner high-need school between Spring 2011 and Fall MTFs were encouraged provided a $1.5 million match to making the cohort one of the a $3 million National Science district (see box on page 5). The 2013. These outstanding teachers to pursue National Board support the NebraskaNOYCE largest groups of MTFs to be award. The Omaha Public selected for a single Noyce Foundation (NSF) Robert Noyce grant program supports had to: be a math teacher or math Certification to validate their Schools (OPS), Lincoln Public Noyce Teacher Scholarship these teachers with mentoring, coach in a high-need school knowledge and ability as a master award. The group includes 10 Schools (LPS) and Grand Island from OPS, 11 from LPS, and three Public Schools (GIPS), the Program grant awarded to the professional development and district; have earned a master’s teacher (see page 18). The MTF from GIPS. In addition, six MTFs state’s three largest high-need University of Nebraska-Lincoln salary supplements while they degree; be seeking additional program informs the nation as teach in smaller, rural high-need districts, were core partners for (UNL) in 2010, builds on a fulfill their teaching commitments. opportunities to take graduate to what can be achieved by a districts. Achieving one of the NebraskaNOYCE. Nebraska’s robust statewide partnership Competitiveness for the coursework that would strengthen strong university and local school Educational Service Units Noyce program’s goals, i.e. the and two past NSF Math Science United States depends in part on their ability to be a master partnership, engaging master Coordinating Council also joined retention of master teachers in Partnerships – the Math in the dramatic improvements in the teacher; demonstrate superb teachers as leaders. as a partner to ensure that high- high-need districts, all 30 of the MTFs are still working in high- Middle Institute Partnership math and science education of knowledge of mathematics on During the first year of the need rural districts were eligible 2 to be part of NebraskaNOYCE. need Nebraska school districts, (M ) and NebraskaMATH – to its K-12 students, which in turn Praxis II Mathematics Exams; NebraskaNOYCE award, the Over the life of the grant, as well as 12 of the TFs, seven of increase the number of high- depends on improving the overall agree to teach in a high-need grant’s principal investigators NebraskaNOYCE selected 30 which are in OPS and three in quality mathematics teachers in quality, quantity and placement school district for at least five (PIs) worked with colleagues in outstanding teachers from LPS (in the 2015-16 school year). Nebraska’s high-need schools. of mathematics teachers. UNL years; and want to make major the UNL Department of Teaching, NebraskaNOYCE, under and its school-district partners contributions to mathematics Learning and Teacher Education the overarching brand of are responding to these challenges teaching and learning in their as they developed the MAmt graduates who wanted to consider Research (Ball, Hill, & NebraskaMATH, has successfully through NebraskaNOYCE and school and district. MTFs received program, a 14-month master’s becoming a mathematics teacher) Bass, 2005; Ball, Thames & recruited and significantly the preceding NebraskaMATH a $10,000 salary supplement for degree with teaching certification finished and became Nebraska Phelps, 2008; CBMS, 2001/ supported 30 remarkable Robert partnerships, all of which are participating in the 24-credit- program. During the grant’s teachers. Twelve of the TFs are still 2012; Cuoco, 2001; Heid, 2008; Noyce NSF Master Teaching creating a national model for how hour program and a fellowship second and third years, 13 TFs teaching in a high-need Nebraska NCTM, 2000) concludes that Fellows (MTFs) and 13 Teaching faculty and K-12 administrators to cover the cost of tuition and (STEM professionals and college school district. to be successful, mathematics CONT. >>

4 5 STATEWIDE SUPPORT NOYCE BY THE NUMBERS

The NebraskaNOYCE grant and the All of the MTFs have been MTFs and TFs supported by the grant employed as either a lead have benefited from a robust statewide partnership led by UNL faculty that is instructor or supporting focused on providing content-rich graduate instructor for a UNL graduate 30 course for teachers education opportunities for Nebraska mathematics teachers. The partnership TFs have been employed as either began with two NSF-funded Math Science Partnerships: the Math in the Middle a lead instructor or supporting Institute Partnership and NebraskaMATH. instructor for a UNL graduate UNL Noyce co-PI Lorraine Males (third from right) with Noyce Master Teaching Fellows (from left) Dan Schaben, Jason Vitosh, Alicia Davis, Shelby Aaberg, As part of these grants, UNL established course for teachers (see page 24) the Nebraska Math and Science Summer 4 Teaching Fellows (from left, Joseph Steele, Collin Holmquist, Susie Katt, Jerel Welker, Cindy Beaman, Josh Males, Edie Ronhovde, Connie Colton, Jill Luschen, Institutes (NMSSI) to institutionalize pursuing Lauren Beitel, Jamisen Goodell and Jeremy Jank) at the 2014 Katie Soto, Tanya Archie, Jill Edgren, Katie Garcia, Phil LaFleur, Sherry West, Pat Janike, Matt UNL’s commitment to the education of doctorates Midwest Regional Noyce Connections Conference in Omaha Timm, Anne Schmidt, Brent Larson and Delise Andrews at the 2014 Midwest Noyce conference mathematics teachers begun by these two or graduated grants. Subsequently, the NebraskaMATH (see page 21) Omaha Public Schools Teacher Leader 13 + 1 Academy, which was funded by The << CONT. teachers need a knowledge of 2008). Before NebraskaNOYCE, Sherwood Foundation® and the Lozier to attract and retain high-quality articles math mathematics that differs from UNL’s post-baccalaureate program mathematics teachers, many of Foundation, as well as several grants from LPS have made it possible to continue the published department other mathematics users, such required two years to earn whom are attracted to positions in work of the two MSP grants. As a result, in journals heads / as a deep understanding of certification and did not lead to a suburban districts that have more during the summers of 2012-2016, UNL has (see page 10) liaisons the mathematical concepts, master’s degree. The shorter, but offered an average of 42 graduate courses 6 resources to pay higher salaries 8 procedures and reasoning skills intense, MAmt program offers and provide opportunities to teach designed especially for mathematics MTFs are winners of the prestigious central to the grade levels they an attractive path to becoming a in less challenging conditions. teachers. As reported elsewhere in this publication, NebraskaNOYCE MTFs and NSF-funded Presidential Award will be teaching. This level of teacher. High-need districts end up with TFs have been a significant part of the for Excellence in Mathematics and deeper mathematical knowledge Beyond the problem of the least-qualified mathematics instructional teams that teach these courses. 3 Science Teaching is beyond what most teachers certifying enough high-quality teachers teaching the highest- experience in standard pre-service secondary mathematics teachers need students. Strong support and mathematics courses in the United to fill the need for mathematics content-specific mentoring can needed to support mathematics practitioners with the knowledge UNL teacher education program. States (NCTM, 2000, 2014). teachers, there is the additional help increase the retention rates for teachers in high-need schools. and ability to meet the needs of Care has been taken by UNL’s While STEM professionals problem of keeping newly new teachers (Gschwend & Moir, The Noyce partner districts serve a diverse student population. NebraskaNOYCE leadership team can become teachers without certified teachers in the classroom, 2007; Morgan & Kritsonis, 2008), 31 percent of Nebraska’s public Each TF joins NebraskaMATH’s to individualize each fellow’s participating in a credentialing especially high-need classrooms. as can enculturating teachers into school students, but 43.4 percent New Teacher Network, utilizing opportunities to ensure rich process in many states, there Ingersoll and Perda (2010) show communities of practice (Dalgarno of Nebraska students from families the resources of that partnership experiences and strengthen this is more to good teaching than the number of newly certified & Colgan, 2007; McGinnis, Randy, below the poverty line, 78 percent to build a strong, supportive community, but not to detract knowing content deeply (e.g., math teachers is more than double & Graeber, 2004). of the African-American students community and continue graduate from the main job of teaching Ball, Thames, & Phelps, 2008; the number of those retiring, Equipping these new teachers, and 46 percent of the Hispanic coursework. students. Grier & Johnston, 2008). Darling- but this is only enough to fill 60 and the 30 MTFs, to successfully students. The NebraskaNOYCE To support the MTFs’ Learn more in this publication Hammond et al. (2005) studied percent of the positions available teach mathematics in high-need partnership is an important effort continued growth as master about the accomplishments of Teach for America participants, because so many teachers leave school districts greatly impacts to strengthen teacher quality teachers with strong leadership these fellows and the benefits choosing those from elite for other reasons. National data mathematics within the state. where it is needed most. skills, each partner district made reaped from strengthening universities considered the indicate 40 percent of secondary Nearly all of the TFs were placed Mentoring and professional the commitment to provide each the leadership roles of a Noyce brightest in their fields, and math teachers certified in a given in the classroom of a MTF for a development for TFs and MTF with release time from community. These fellows have they found student test scores year leave the classroom within yearlong field experience. This MTFs is ongoing. For TFs, the their normal teaching duties become leaders not only in increased significantly only once five years, with greater percentages tightly knit collaboration offered NebraskaNOYCE leadership each semester to work with the Nebraska, but also nationally. This the teachers completed credential for high-need school districts the TFs intensive, sustained field team focuses on the process of NebraskaNOYCE co-PIs and exploration of their leadership programs. The often lengthy (Ingersoll, 2000, 2012; Ingersoll, experience in diverse classrooms integration into the culture of key district mathematics leaders. roles, speaking engagements, credentialing process and its cost Merrill, & May, 2014; Smith & designed to connect theory and the TFs’ education community, While some MTFs became math awards, work as instructors for can be a barrier to attracting Ingersoll, 2004). methods to classroom practice developing and refining their coaches for their districts, most graduate courses for teachers STEM professionals to return to Moreover, Darling-Hammond under the direct guidance of a skills as teachers, and helping MTFs remain in the classroom and pursuit of doctoral degrees colleges to pursue certification (2007) makes the point that high- MTF. However, to truly impact them become lifelong learners as they work to give back to their showcases this remarkable to teach (e.g., Grier & Johnston, need school districts often struggle all students, a special effort is of mathematics and reflective school and district and to the community they have built. l

6 7 1 Delise Andrews, Paula 3 Shelby Aaberg and Dan 4 TFs Brianna Pinquoch Regional Noyce Connections Jakopovic and Matthew 2 Susie Katt (third from Schaben traveled to Wash- (left) and Sarah Fischbein are Conference will be held at Timm became OGAP Fraction left) was a member of the ington to the 2014 National summer 2016 consultants at KSC for scholars and Progressions Framework NCTM Minneapolis Regional Board for Professional Teach- Camp KSC at Kennedy Space fellows from all of the trainers in 2015. Planning Committee. ing Standards Conference. Center. The 2016 Midwest Midwest Noyce projects. Leading the Way

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NATM presidents present and perspective as well as the new a highly regarded speaker and Alfie Kohn at the What Really Conference in Washington. They said Schaben, who has been vision as teacher leaders ideas that surface regularly as we chief academic officer at Desmos, Works Conference at California attended talks by U.S. Secretary of teaching in rural communities join together in efforts to support as the keynote speaker at the 2016 State University, Northridge; Education Arne Duncan, Deborah since 1998. hree of the Nebraska’s Noyce Nebraska teachers.” annual conference in Kearney. share his experience as a student Ball, Linda Darling-Hammond, Schaben said he has been TMaster Teaching Fellows Edgren said the Noyce 2015 was a tremendous year and educator in rural Nebraska Pedro Noguera and Bill Gates, building two “orienteering” (MTFs) have served as president program has provided her for Aaberg, the math department as a featured speaker at the and met Sarah Wessling, Maddie problems with YouTube, of the state’s association for the opportunity to become a chair at Scottsbluff High School. Chief Council of State School Fennell and a host of other GeoGebraTube, Google Earth, mathematics teachers, one before leader within her district and By being named the 2015 Officers Rural Chiefs Meeting in national leaders in education. compasses and an aviation becoming a Noyce fellow, one at beyond. She is part of the teacher Nebraska Teacher of the Year and Omaha; travel to Kaiserslautern, map. The first problem, titled the beginning of the Noyce grant advisory, negotiating and school a winner of the Presidential Award Germany, to observe the MTFs utilize technology “Find My Location,” has two and the third at its end. improvement steering committees for Excellence in Mathematics and classroom instruction of the Alge- to aid student learning videos on YouTube. Schaben Jill Edgren of Wood River for her district, and she has Science Teaching (PAEMST), he bros (http://www.flippedmath. also has his own website, http:// 2 Rural School served as president presented technology topics to shook President Barack Obama’s com); and present “Making ince 2010, Schaben, a M searchingformath.com. of the Nebraska Association of her co-workers. Edgren also has hand three times (see page 22). Mistakes in a Good Direction” in Sgraduate, has been creating “My favorite thing about Teachers of Mathematics (NATM) traveled across the state to observe “Noyce gave me the validation Toulouse, France, at the Practical mathematical videos on YouTube teaching is all the new ways we in 2011-12. math classrooms of the other and professional courage to take a Pedagogies Conference held at the for his students, for all of the can visualize mathematics with “I learned many details and MTFs and presented at three Math risk and apply for Teacher of the International School of Toulouse. classes he teaches. In 2013, technology – not that technology behind the scenes logistics for Teachers’ Circles in Grand Island, Year,” Aaberg said. In 2013, Aaberg earned Schaben’s YouTube channel had should drive our instruction, holding and hosting events,” said Kearney and Superior. Throughout 2015, Aaberg National Board Certification in anywhere from 100 to 400 views a on the contrary,” Schaben said, Edgren, who graduated with her Edgren and Dan Schaben, was able to spend a week in early adolescent mathematics, day on 183 videos, and views have “technology has a power to master’s degree through Math a MTF in Arapahoe, who was Phoenix with the other State along with six other MTFs grown steadily. Today, his channel enhance and connect what we in the Middle (M2). “I was in NATM president before Noyce, Teachers of the Year; attend the that year (see page 18). This has hit 750,000 views, with a already teach.” charge of organizing the annual later encouraged fellow MTF Midwest Mathematics Meeting achievement, combined with retention rate of 2.5 minutes – Jerel Welker, secondary conference in 2011, and I have Shelby Aaberg to run for president of the Minds (M4) Conference Noyce travel support, allowed translating to 2 million minutes of mathematics coordinator for presented a breakout session from of NATM. Aaberg currently serves in Iowa and participate in a Aaberg and Schaben to travel total viewing. Lincoln Public Schools, who that year onward. I admire others as president for 2015-16. Aaberg is workshop led by Jo Boaler of to the 2014 National Board for “I have subscribers from all became a MTF in 2013, frequently on the board with their history proud to have secured Dan Meyer, Stanford University; introduce Professional Teaching Standards over the world, just under 1,000,” uses GeoGebra like Schaben. CONT. >>

8 9 << CONT. Welker said his graduate courses Sherry West of Lincoln Southeast Progressions Framework (read they received extremely positive with teachers and administrators in statistics have been useful High School attended the Texas more at www.ogapmath.com). feedback on the content and that I didn’t have previously. PUBLICATIONS when dealing with technology. Instruments (T3) conference in The major elements of the facilitation of the sessions. Spending more time in these Shelby Aaberg and Jason For the past few years, Welker Orlando, Florida, to look for framework include problem Timm will be an OGAP buildings has provided me with Vitosh: The legend of the has been assisting LPS with the more ways that technology could structures, analyzing evidence facilitator in Charleston, South a greater understanding of the Indian wrapper. Mathematics assessment module of its new enhance instruction, since LPS of student work and recognizing Carolina, in the summer of 2016. specific needs and challenges Teacher. (Accepted/to appear in 2016). Co-author: Noyce PI student information system. He will be receiving Chromebooks. evidence of underlying errors facing teachers,” Katt said. “It also Wendy Smith, UNL provides assessments to students Teachers came away from T3 with or misconceptions related LPS leaders serve on has helped me identify untapped and meaningful views of the results classroom activities for practicing to a learning progression for influential committees leadership potential among our Darla Berks and Amber to teachers and administrators. transformational skills, using fractions. The work included a primary-level teachers.” Vlasnik: Working the system. Welker is also a member of the programming to grasp reasoning study of fractions as numbers, ince becoming a MTF in Andrews, LPS’s grades 3-5 Mathematics Teacher, 107(7), National Council of Teachers of behind solving equations and visual models and number S2012, Susie Katt, LPS’s K-2 mathematics 542-545 (2014) Mathematics (NCTM) Classroom using TI-inspired software to have lines, equivalence and ordering, mathematics coordinator, has coordinator, Resources Committee on building. students explore and recognize equipartitioning and fraction been able to take the work she was appointed Connie Colton: Successfully does with more than 450 teachers transitioning to linear Working in teams, teachers patterns. operations. The training included to NCTM’s in her district and make an impact equation. Mathematics build an activity with rigor and West’s Southeast colleague strategies for instruction and Professional at a national level. Teacher, 107(6), 452-457 coherence, integrating multiple Alan Holdorf, a TF who majored also strategies for facilitating Development (2014). Co-author: Wendy Katt lessons into a unit of study. The in math and computer science at professional development around Services Smith, UNL has had the activity frequently involves a UNL, has used his Noyce travel fraction instruction. Committee, opportunity technology component to allow funds to attend annual conferences “The of which she Alicia Davis and to serve Delise Andrews students to engage and explore a of the Computer Science Teachers training we was chair from Katie Garcia: Problem on several Analysis: Challenging All specific topic. As teacher teams Association as well as Advanced attended was 2014-16. She is also part of the committees: Learners. Mathematics develop, teach and revise a lesson Placement. intended for planning committee for NCTM’s Teacher (2013) the 2015- to share with others, Welker said “Each of these conferences has us to become newest conference, Innov8, which the teachers often say it was one of given me strategies and professional 18 NCTM To read the article: http:// ‘OGAP trained will be held in St. Louis, Nov. 16- www.nctm.org/publications/ the best professional development contacts that have greatly helped to Teaching facilitators,’ Susie Katt 18, 2016. mathematics-teacher/ activities they have experienced. shape me as a teacher,” Holdorf said. Children which is a bit Andrews and LPS colleague The use of Mathematics Editorial Board; the Paula Jakopovic: different than and fellow MTF Darla Berks also technology in Math coaches dive into Paula Jakopovic 2017 NCTM Annual Meeting and Infrastructure Redesign the training presented on NCTM’s “Principles and Instructional Reform the classroom Exposition Planning Committee OGAP fractions training a teacher to Actions” at an ESU 13 (area in Mathematics: Formal also has been for San Antonio; the 2015 would receive,” around Scottsbluff, Nebraska) Structure and the Practice a focus for hen elementary math NCTM Regional Conference and of Teacher Leadership. Jakopovic professional development day in Danielle coaches and MTFs Delise Exposition Planning Committee Elementary School Journal W said. “What February 2016. (2013) Buhrman, a Andrews of LPS and Paula for Minneapolis; and the 2014 was unique “I have long been convinced Co-authors: James Spillane MTF at Grand Jakopovic and Matt Timm of OPS NCTM Annual Meeting and were looking for professional about our Exposition Planning Committee that I could be better at teaching and Megan Hopkins, Danielle Buhrman Island Senior Northwestern University, High. A story development opportunities that version of the for New Orleans. mathematics. Early in my career, and Ruth Heaton, UNL featuring Buhrman that appeared focused on fractions, Noyce co-PI/ training was She also was asked to serve the beauty of mathematics was To read the article: http://hub. in the Grand Island Independent PI Wendy Smith put them in touch Matthew Timm that at times, on the Nebraska Department eclipsed by my determination mspnet.org/index.cfm/26083 in December 2012 was picked up with Marge Petit of the Ongoing we would take of Education’s Math Standards to teach students rules and by NCTM and featured in its daily Assessment Project (OGAP). on the role of ‘teacher participant,’ Writing Team during the 2014- procedures. My journey to deeper Jerel Welker: Essential news brief. Buhrman created a Petit, who was a member of the doing the mathematics and 15 school year. She worked on mathematical and pedagogical Elements for Building analyzing student work, but then understanding began after I Community: The New Teacher website to offer extra assistance NebraskaMATH National Advisory the K-2 subcommittee, which Network. Mathematics to students in preparation for the Board, had come to UNL a few we would often step outside of the had one-half of its representation had been teaching for many Teacher Retention (2012) Advanced Placement Calculus years earlier and done training training and into the ‘facilitator’s from NebraskaNOYCE. Katt years,” Andrews said. “It started Co-authors: Wendy Smith, class. The “Math With Buhrman” with graduate students on the role’ to consider the issues and also presented in 2012 at a with participation in a math UNL; former LPS educator site includes “notes” Buhrman multiplicative framework. considerations needed to lead summer training for teachers in curriculum and book study with Sue Graupner; and retired In August of 2015, Andrews, teachers through the training on Educational Service Unit (ESU) 5, several colleagues. Soon thereafter, Papillion-La Vista teacher has created for each math chapter, Linda Hayek along with videos and images she Jakopovic and Timm attended our own later on.” the area near Beatrice, Nebraska. I had the opportunity to join the creates addressing concepts and a weeklong OGAP training Jakopovic and Timm provided Katt focuses on teachers in the inaugural cohort of UNL’s Math To read the article: http:// material she thinks students might program with Petit in Concord, this training to the other OPS high-need buildings of LPS, which in the Middle program. I began go.unl.edu/ntn_bldgcomm struggle with on their own. New Hampshire, to become math coaches throughout the has helped her grow as a leader. to learn that mathematics was so In February 2016, LPS MTF trainers for the OGAP Fraction 2015-16 school year and said “I have cultivated relationships much more than a set of rules to CONT. >>

10 11 << CONT. be memorized. I learned about the content knowledge and pedagogy Schools benefiting from create real-life scenarios to help free or reduced lunches, one of and been on several committees many connections between and topics. Davis utilized a book study fellows’ professional students see the connection,” the most difficult challenges is to pilot new content in OPS. She among mathematical concepts, to focus discussions, worked with development Fischbein said. “It was a wonderful recruiting and keeping good then became a lead teacher for and I learned how to reason and teachers to set goals, and offered experience and allowed me to teachers. Over the last five years, that content in her building, Alice make sense of the math I was feedback throughout the year everal of the fellows have collaborate with teachers from Colton has mentored three new Buffett Magnet Middle School. teaching. For years, I had used to support individual teacher Sdesigned professional other schools.” teachers and one student teacher “I have taken the lead working algorithm after algorithm without progress. development for the other In an effort to raise student and hosted several practicum with high-need students in understanding, never really “I have an unwavering pursuit teachers in their buildings, as well achievement students. She also recruited my building,” Luschen said. “I knowing why they worked. As I of excellence, and I hold this as their districts, and become at McMillan three of McMillan’s veteran math developed curriculum through our developed an understanding of same high expectation for my highly involved as leaders in their Magnet Middle teachers to pursue master’s degrees homeroom to help students better how and why those algorithms colleagues,” Davis said. “I look for schools. School in through the OPS Teacher Leader prepare for NeSA (Nebraska State 2 worked, I began to see teaching ways to promote collaboration, LPS TF Sarah Fischbein has OPS, math Academy’s (TLA) M program and Accountability exams). I also have mathematics as so much more and I have worked to implement been teaching math at Goodrich department recruited several K-3 elementary continued my work with students than memorization and drill.” change in my new school, such as Middle School for four years and head Connie teachers at McMillan’s feeder after school in our tutoring Alicia redefining our math intervention became the math liaison, who Colton asked schools to participate in TLA’s program. Two days a week I work Davis, a math attends district meetings and holds McMillan Primarily Math program. with high-need students for an approach and facilitating our Connie Colton teacher at Scott professional learning community.” department meetings, two years teachers Colton, who has taught the hour on building math skills.” Middle School Davis has presented at the ago. Goodrich, a Title I school to demonstrate ideas on how first two courses of Primarily At Paula Jakopovic’s school in Lincoln, NCTM Regional Conference in with a 73 percent free or reduced to incorporate math in all Math to four different cohorts in OPS, Field Club Elementary, content areas, as well as provide of teachers, continues to provide where approximately 86 percent also served 2012, the NATM Math Teachers’ lunch rate, has high diversity and bell work questions targeting monthly workshops, designed to of the students receive free or on the State Circle in 2012 and 2015, the behavioral issues, but Fischbein specific areas of weakness illustrate connections between reduced lunches, the NeSA math of Nebraska NATM Pre-Professionals said she has found her passion in Mathematics working at a high-need school. As for the school’s students. Her elementary and secondary scores have improved steadily Conference in 2014, the NATM Alicia Davis Standards a result, she has become a part of administration bolstered support content, on a voluntary basis to since the first year of testing and annual conference in 2011 and Revision many communities at Goodrich. for cross-curricular instruction the Primarily Math teachers. during her time as the building’s 2012, the Nebraska Mathematical Writing Team in 2014-15, during During her first year, she was by implementing project-based “These informal gatherings math coach. Association of Two-Year Colleges which she worked with a team the sponsor of a district-funded learning (PBL) on a school-wide provide teachers with an Jakopovic helps staff to Conference in 2014, and Greater of educators from across the group called Empowerment, basis. opportunity to extend their become familiar with new Nebraska Math Teachers’ Circles state to revise the 2009 Nebraska which was geared toward “Through collaboration with learning while maintaining the curriculum, understand the in 2011 and 2012. State Mathematics Standards. minorities, to empower the science teachers and language arts social and professional network importance of using a variety Andrews, Davis and Katt She served on the small editing students and give them a sense teachers, students incorporated developed in Primarily Math,” of strategies to develop a deep team, and emphasized conceptual have served on the instructional of cultural identity. Since then, mathematics skills in their study of said Colton, who also now teaches conceptual understanding of math knowledge, problem-solving team for graduate courses for she also has been involved in the local weather the first year of PBL. both math content and pedagogy content, incorporate math talk and the creation of standards teachers participating in other family engagement committee, This year, students invested more courses for pre-service teachers at and student discourse into math that promote College and Career continuing education programs which helps plan family nights heavily into their projects and Buena Vista University in Iowa. lessons and make math engaging 2 Readiness. She also collaborated such as Primarily Math, M and at the school and works to better used mathematics to understand Katt, of LPS, also teaches and accessible for all students. with educators from across the the Nebraska Math and Science inform parents, and the dragon the impact of fast food on health. courses for Primarily Math and She is also an active member state in 2015 to identify indicators Summer Institutes (see page 24). zone committee, in which she These projects culminated in follows up with her teachers after of both her school’s student to be included on the State of “I believe supporting teachers, helped create lesson plans for the student presentations open to each cohort ends. Katt has helped assistance team and instructional Nebraska Mathematics Table of upholding high expectations for school to teach once a month. the public. As students presented teach five of the six Primarily leadership team. Specifications review. both teachers and students, and Fischbein’s principal also their findings to parents and Math courses to three different “I can honestly say that Davis, the current recording exploring ways to build student asked her to be the teacher community members, the positive cohorts of teachers. being a Noyce MTF has given secretary of NATM, also has understanding of essential math trainer for the school’s new impact PBL had on students Colton’s OPS colleague Jill me opportunities that I never created and implemented a concepts collectively contribute grading system, participate in became clear. Many of the typically Luschen has been a cooperating dreamed would be possible in my yearlong professional development to the success of students in a three-day training experience indifferent, underperforming teacher twice since becoming a career as an elementary school series for mathematics teachers in these high-need buildings,” Katt called “Classroom Instruction students had developed a positive MTF, has been a mentor to two teacher, some of which push me ESU 16 (area around North Platte said. “In return, I have grown that Works 2,” and help create a attitude toward mathematics and new teachers, and has led more well beyond my comfort zone,” and Ogallala, Nebraska) since as an educator. Engaging in curriculum for summer school had begun to see mathematics as than 10 professional development Jakopovic said. 2013. She structured the course for conversations with teachers and along with other teachers from more than a set of meaningless sessions at content area meetings, Fremont Middle School math teachers (middle school teachers exploring new avenues in which to Title I buildings. procedures,” Colton said. faculty meetings, district department chair Edie Ronhovde in 2013-14, high school teachers in reach particular groups of students “We based the curriculum In high-need buildings such meetings and a pre-professionals also strives to make herself 2014-15 and grades 7-12 teachers has added to my repertoire as a off concepts we knew students as McMillan, which has nearly 80 conference. Luschen also has accessible to her colleagues and to in 2015-16) to improve in both teacher.” struggled with and tried to percent of the students receiving written curriculum for the district parents. Ronhovde, a M2 graduate, CONT. >>

12 13 Jill Edgren (right) at Wood River Jerel Welker (right) teaches Math 802T Several fellows attend NCTM in Denver in 2013 Connie Colton (left) teaches Math 801P Edie Ronhovde in New York City Dan Schaben sits in Thomas Jefferson’s backyard at Monticello at a reflection pool during his University of Virginia trip

<< CONT. previously taught sixth grade, then department once a month during two most impactful beliefs for Mathematical Practices like in an actual classroom. and Welker led the session moved up to the middle school to a school day, to now committing about education and make my Conference Oct. 21-22, 2011, l Jill Edgren provided “Developing and Supporting teach eighth grade and went on to to weekly collaboration time for all efforts worth it,” Vitosh said. “I which brought together experts professional development at ESU Professional Communities become the math chair. math teachers. believe that all students can do from the field of mathematics 10 in Kearney on two separate of Mathematics Teachers in “I am constantly looking for As a master teacher of mathematics at high levels, and and mathematics education. topics and presented at the 2014 Nebraska.” ways to help our department be high-need students in a rural I believe that a teacher’s time The conference discussed the Nebraska Educational Technology In 2012, Jakopovic also better at what we do,” Ronhovde community, Vitosh also takes working with other teachers is nationwide problem of how to Association conference. co-presented with MTF Edie said. “I love pride in the equally important as a teacher’s operationalize and implement l Sarah Fischbein and Ronhovde at the NCTM regional coming to evolution time working with students.” the processes and profiencies Brianna Pinquoch have been conference in Chicago on work each day, of the math embedded in the standards of selected to plan new math using non-routine problems to OTHER LEADERSHIP OF NOTE: and my goal is course mathematical practice from the activities as consultants for Camp encourage problem solving and to inspire the offerings at l Shelby Aaberg, Delise Common Core State Standards in KSC for middle and high school reasoning in mathematics. kids to enjoy Falls City. Andrews, Cindy Beaman, Susie K-12 classrooms in meaningful, students at the Kennedy Space l Josh Males, the math math. They do When he Katt, Matt Timm and Jason high-quality ways. Slides from the Center in Titusville, Florida, in department not all have began his Vitosh, along with Smith and co- MTFs’ breakout sessions can be the summer of 2016. Each of them chair at to be ‘math career, the PI Stephen Swidler, moderated, found at: http://scimath.unl.edu/ will observe the camps, create a Lincoln Edie Ronhovde Jason Vitosh wizards,’ but district had presented or served on panels conferences/#esmp2011. pilot lesson and help enhance the Northeast they need to enjoy the process, two distinct learning pathways at the 2014 Nebraska Summit l Connie Colton was invited math curriculum for the camps. High School, and they need to want to know the for students in mathematics: the on Math and Science Education to review tasks and write solutions The 2016 Midwest Regional Noyce has moved ‘why’ of the answer and not just traditional college-prep route and at UNL’s Nebraska Innovation for the Illustrative Mathematics Connections conference will be to the LPS the answer.” a route leading to the workforce. Campus on Dec. 8. At the Summit, Project during its first two years. held at the KSC Visitors Complex district office Ronhovde also serves on First, he advocated for and created leaders in math and science Colton was a member of a team for Noyce scholars and fellows this year as Josh Males the grading committee, which courses to expose students to the education collaborated and of experts who compiled a set of from all of the Midwest Noyce part of a plan drafts new grading practices same college-prep mathematics, worked with attendees to assess mathematical tasks to promote projects (see page 16). to cover Matt Larson’s duties, as that she volunteers to test in her believing algebra skills to be the strengths and challenges in the development of students’ l Paula Jakopovic, Jerel Larson assumes his position as classrooms, and she routinely a gateway to both college and ensuring high-quality education in reasoning and sense making as Welker and Greg Sand traveled the national president of NCTM. checks in on all of the new career success. Soon thereafter, Nebraska. To view slides from the related to the Common Core to Reston, Virginia, in October Males, who joined the MTF cohort teachers in her building, not just students who entered the high conference, see http://scimath.unl. State Standards. Colton reviewed 2011 with Jim Lewis and Smith in 2013, started his LPS career at in math. Ronhovde has had the school working below grade level edu/conferences/#summit2014. tasks submitted through the task- for the Conference Board of the Lincoln High. opportunity to teach or co-teach in mathematics were seeing the l Cindy writing contests for mathematical Mathematical Sciences Forum, l Dan Schaben traveled to the classes in Harlem and Brooklyn, same curricular content as college- Beaman correctness, bias and readability which convened to discuss MET2 University of Virginia’s Institute New York; Bentonville, Arkansas; bound students, Vitosh said. Now, presented at and alignment with Common in light of the adoption of the on Academic Diversity in 2012 and Macy and Omaha, Nebraska, the district ceases to offer two the Shickley Core. Colton also wrote solutions Common Core State Standards by to study diversified education since becoming a MTF. different pathways and places all Blue River for tasks when they were not a majority of states. under Carol Tomlinson. Schaben For Jason Vitosh of Falls students in the same courses, with Cohort Day provided by the task author and Jakopovic was one of three also has been a part of three City High School, the leadership a plan to support students who in Shickley, provided alternate solutions when panelists at a plenary session titled school-district evaluation teams Noyce afforded him led to his are currently working off of grade Nebraska, in appropriate. Colton’s class was “Teachers’ Perspectives on Teacher in Nebraska: he helped evaluate implementation of changes in level to keep pace with their peers January 2016. videotaped in order to develop a Education.” The panel of teachers Shelton under the Nebraska Cindy Beaman planning for both teachers and and be successful in Algebra 2 l Danielle collection of video clips that can discussed what they wished they Frameworks, evaluated Franklin students. In the past five years, before graduation. Buhrman, Connie Colton, Susie be used to illustrate one or more had learned in college and what Public School under AdvancED Vitosh influenced his school to go “If I had done nothing Katt, Brent Larson, Greg Sand of the mathematical practice they wanted from professional ED, and was the associate lead from no teacher collaboration time else in the last five years, these and Anne Schmidt presented standards in action and to shed development opportunities. for AdvancED ED’s evaluation of for math teachers, to meeting as a accomplishments embody my at UNL’s Enacting Standards light on what the standard looks Jakopovic, Sand, Smith Heartland Community Schools. l

14 15 NebraskaNOYCE Toulouse, France MTFs and TFs have presented at Practical Pedagogies Conference, International School of Toulouse, 2015 Sharing Expertise these conferences: Shelby Aaberg

Omaha, NE Minneapolis, MN Chicago, IL Hartford, CT Boston, MA Midwest Regional Noyce Conference, 2014 and 2015 NCTM, 2015 NCTM, 2012 NCTM, 2012 NCSM, 2015 15 MTFs and 6 TFs (see below) Cindy Beaman Alicia Davis and Anne Schmidt Gary Furse Delise Andrews Gary Furse Josh Males Paula Jakopovic and Edie Ronhovde Susie Katt Jerel Walker Boston, MA NCTM, 2015 Brent Larson, Brianna Pinquoch and Pat Delise Andrews Reston, VA Janike at the AMTE Conference in 2014 Katie Garcia CBMS 2011 Susie Katt Paula Jakopovic and Greg Sand Joseph Steele

San Francisco, CA Philadelphia, PA NCTM, 2016 NCTM, 2016 Delise Andrews Paula Jakopovic Susie Katt Baltimore, MD Irvine, CA NCTM, 2013 AMTE, 2014 Delise Andrews and Gary Furse Brent Larson and Brianna Pinquoch Washington, D.C. National Noyce Conference, 2011 Las Vegas, NV Greg Sand Nebraska fellows present at NCTM, 2013 Midwest Noyce conferences Susie Katt wenty-one NebraskaNOYCE Washington, D.C. TMTFs and TFs have presented, National Noyce Conference, 2012 moderated or served on panels at Houston, TX Molly Jensen the 2014 and 2015 Midwest Regional NCTM, 2014 Noyce Connections conferences Gary Furse Louisville, KY Columbus, OH in Omaha, Nebraska. Another 14 NCTM 2013 National Association of School Librarians, 2015 Washington, D.C. National Noyce Conference, 2016 have attended one or both of these photo, top right), as well as presented Delise Andrews Phil LaFleur Jamisen Goodell, Susie Katt and Jason Vitosh conferences (see their 2014 group a workshop on avoiding reliance on photos on page 6). memory techniques. New Orleans, LA Oxford, OH Tanya Archie, a MTF and district TF Collin Holmquist of OPS NCTM, 2014 North American GeoGebra Conference, 2013 math coach for Omaha Public Schools, served on the Voices from the Field Delise Andrews Dan Schaben participated on a coaching panel and panel in 2014 (see photo on page 17). The 2016 presented with MTF Amber Vlasnik Slides from the Noyce conferences conference was held on building trust with students in can be found at: at Kennedy Space Center in 2014, then moderated the Voices from http://scimath.unl.edu/noyce/ June and focused on exploring the Field panel in 2015 (see cover conferences/2014 and /2015. space science in STEM. l

16 17 2 Greg Sand assists a 5 Katie Soto and Alicia 6 Pat Janike (left) 1 Shelby Aaberg speaks at student at Central High in 4 Gary Furse sits near Davis hold their National was presented with his the 2014 Nebraska Summit Omaha. the deck of the replica of Professional Board National Professional Board on Math and Science 3 Sherry West teaches at the original Mayflower in Certification awards at a Certification award in 2016 Award-Winning Education. Lincoln Southeast. Plymouth, Massachusetts. ceremony in 2013. by Matt Larson of LPS. Teaching

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Nine MTFs receive • Shelby Aaberg, Scottsbluff LPS math coach Darla Berks and Aaberg wins PAEMST, The 2013 awardees, all 7-12th award he won during a trip with national board High School, Scottsbluff OPS McMillan Magnet Middle state teacher of year grade teachers, received $10,000 all of the State Teachers of the Year Public Schools School math department head from NSF and an expense-paid in July 2015 at the International certification since 2013 helby Aaberg, MTF at • Danielle Buhrman, Grand Connie Colton. trip to Washington. Space Camp in Huntsville, ine Nebraska middle and Scottsbluff High School, Island Senior High School, Board-certified teachers are S During a surprise award Alabama. Aaberg won the “Right high school mathematics was honored in August 2015 N Grand Island Public Schools leading the way to improved presentation Aaberg also was Stuff Award,” for the individual teachers who are MTFs at UNL with a Presidential Award for • Alicia Davis, Scott Middle teaching and learning through named Nebraska’s 2015 Teacher that demonstrates the strongest have earned National Professional Excellence in Mathematics and School, Lincoln Public Schools effective classroom practices, of the Year on Oct. 10, 2014. leadership. Board Certification since Science Teaching (PAEMST) in • Katie Garcia, Bryan High standards-based instruction and Nebraska Commissioner of “I may be the only Nebraskan becoming a MTF, seven during the Washington (from the 2013 cycle.) School, Omaha Public Schools Education Matt Blomstedt that has ever won the award,” 2013 application cycle, one in 2014 a focus on student achievement. Fellow MTFs Delise Andrews • Pat Janike, Lincoln High presented him with the award. he said. “The person that hung and another in 2015. Nationally, the number of teachers and Jerel Welker also are PAEMST School, Lincoln Public Schools Scottsbluff Public Schools the medal around my neck Six of the state’s nine active who have achieved National winners, in 2006 and 2007, • Jill Luschen, Alice Buffett Superintendent Richard Myles was astronaut Dottie Metcalf- Board-certified teachers in Board Certification is equivalent respectively. Magnet Middle School, said leadership is one of Aaberg’s Lindenburger.” mathematics/adolescence young to approximately 3 percent of the These awards are the Omaha Public Schools most important talents. 2016 NEBRASKA TEACHER adulthood and five of the 11 in teaching force. Almost half of the highest honor bestowed by • Dan Schaben, Arapahoe “His dedicated passion for OF THE YEAR: Congratulations mathematics/early adolescence are nation’s NBCTs teach in high- the government on K-12 students combined with his deep Public School to Schaben for being one of five MTFs. need schools and 15 percent are mathematics and science teachers understanding of great teaching • Katie Soto, Westridge Middle finalists for the 2016 Nebraska Three Nebraska teachers certified in STEM-related areas. in the U.S. The NSF receives provides an exemplar for all School, Grand Island Public Teacher of the Year award. earned certification in any subject Research shows that students recommendations from states teachers in our district,” Myles Schools Schaben was recognized as an in 2015, bringing the total number taught by Board-certified teachers and territories of some of their wrote in his recommendation • Sherry West, Lincoln Award of Excellence winner. of teachers in the state with board consistently achieve higher gains best and most inspiring teachers of Aaberg. “His expectations of Southeast High School, certification to 117. in student achievement compared for the award. NSF reviews excellence – of himself and of Archie, Sand named The nine MTFs who became Lincoln Public Schools to peers who are not taught by the submissions and forwards his students – are such that he Board-certified mathematics These nine teachers join two Board-certified teachers, making recommendations to the White empowers others to develop a Buffett award winners teachers during the Noyce of their Noyce colleagues who had learning gains equivalent to an House Office of Science and greater belief in themselves.” PS teachers Tanya Archie program are: received this honor previously: extra one to two months in school. Technology Policy. Aaberg is also proud of an Oand Greg Sand, MTFs, CONT. >>

18 19 << CONT. won the Alice Buffett Outstanding OTHER AWARDS OF NOTE: Teacher Award in 2013 and 2011, l Each year since 1992, the DISSERTATION respectively. Each won $10,000 Lincoln (Neb.) Rotary Club #14 Pursuing Doctorates Darla R. Kelberlau- from the Susan Thompson Buffett proudly presents the Donald Foundation. Berks, Ed.D., 2015 W. Miller Math Recognition Archie, a math coach, and f the 30 MTFs, 13 currently “I have enjoyed the courses Award, recognizing outstanding Examining Factors of Sand, a teacher at Central High, Success in Math: A Case are pursuing a doctorate in about conducting research mathematics educators in the O also received a medallion and $500 Study of African-American Educational Studies at UNL, and more than I ever expected,” said Lincoln area. The club endowed this in McDonald’s gift certificates. Males’ Math Achievement one already has graduated. Thompson of Superior Jr/Sr High. award in honor of former member, The award, presented since 1988, This study examined the Lincoln Public Schools math “My goal is to build a strong past club president and Rotary annually goes to 15 OPS teachers. complex topic of the coach Darla Berks was one of six pedagogical foundation to become leader, Donald W. Miller, a former The award is named for an aunt of achievement gap that exists MTFs who began her coursework an educator like Dr. Yvonne Chan, UNL mathematics professor. Noyce with many African-American Omaha investor Warren Buffett who in Summer 2011, near the onset of who put her learning into action to teachers Susie Katt (2009), Sherry male students. Parting taught in OPS for over 35 years. company with previous the Noyce grant. She graduated in COURTESY PHOTO change the lives of her students.” West (2011), Jerel Welker (2013) studies of the under- May 2015, and said she benefited For Paula Jakopovic of OPS, and Delise Andrews (2014) have Darla Berks (second from left), her husband UNL College of Education achievement of African- from taking courses with people in and daughters after her Ed.D. graduation who began her doctoral work selects West for award been recipients of this award. American students, this a variety of professions and areas before Noyce, her utlimate goal is l study considered factors that Amber Vlasnik, MTF, of of interest, after taking courses Janike and Susie Katt of LPS are to become a college professor. She herry West, MTF of Lincoln have led to success in high Lincoln High School, won the Miss with a cohort of teachers for her also preparing for their exams. is earning a Ph.D., as is Josh Males Southeast, was a 2011 Freda school math achievement S Myrtle Clark master’s. “As I round the curve toward of LPS and Matt Timm of OPS, Battey by listening to the voices of Outstanding six African-American male “Through many of the courses the end of my coursework, I feel while the other MTFs chose Ed.Ds. Distinguished Mathematics students. Using in-depth I took, I frequently came back to fortunate to be able to spend time Jakopovic is using her Educator Educator Award individual interviewing as the idea of the great importance studying aspects of mathematics experience with Noyce and as a Award winner, a methodology, the study and $1,000 in of teachers. Although that’s not a education that have sparked my coach for her school and district presented by the investigated the students’ April 2016 from novel idea, I was often reminded intellectual curiosity,” said Katt, for her dissertation. UNL College perspectives on the impact the Lincoln of the teacher, instructional of that in regard to how important a district math coach who began “Shadowing six of the other of Education Public Schools strategies and the students’ my professors were to me Noyce in the summer of 2012 district math coaches gave me and Human Foundation. The own beliefs about their throughout my doctoral journey,” along with her doctoral work. insights into the role of the coach Sciences. The Amber Vlasnik Sherry West award is given to math abilities. The following Berks said (see Berks’ dissertation “I have gained an appreciation that have helped me to improve the award is given themes were found to be recognize excellence in mathematics title and abstract on page 20). of the influences the history of work that I do with teachers in my each year to an exemplary Nebraska significant to the success of “They pushed my thinking much own school. I also, unintentionally, teaching and provide a source these six African-American mathematics has had on the secondary school teacher who has further than I thought possible.” began building questions and of funding for LPS mathematics males: world of math education as well demonstrated excellence in teaching Omaha Public Schools teacher as the shared values among the conversations in and among the educators for summer school a) Factors related to self and support of students in extra- Connie Colton agreed. coaches about how we plan for and courses to advance teaching skills or (including ideas related to community. When I’ve had the curricular activities. West received “Throughout the formal opportunity to study what is most reflect on our work with teachers,” for pursuit of an advanced degree in attitude toward math, view of a check for $6,000, and her school own mathematical abilities, courses I have taken toward my important to me, I feel as if I can’t said Jakopovic, who expects to mathematics. received $3,000. and the role of race). doctorate, the thing that has learn enough – and the more I graduate in May 2017. l Gary Furse, MTF and math “The Battey Award was b) Factors related to the impressed me most is the depth learn the more I realize there is to “The experiences I have had department chair of Pound Middle extremely rewarding since a person teacher (including engaging of knowledge of the instructors k n ow.” along the way, as a classroom can only be nominated by a former School in LPS, was a February 2012 learning tasks, positive teaching the courses, and the true Besides the five LPS and teacher, as a Math in the Middle student going into education recipient of the Lincoln Journal classroom environment, passion for both teaching and the five OPS teachers working on student, as a math coach, a Noyce and a display of care for themselves,” West said. “It meant Star’s A+ Educator award. He was content these instructors exhibit,” doctorates, the other three are MTF, and now as a doctoral students). so much to find out that one of nominated by one of his students, said Colton, who is now prepping teachers in Fremont, Grand Island student, have all helped me to grow my former students viewed me as Hailey Bunde, who said, “The c) Factors related to for her comps. “I have learned and Superior. and prepare me for the next part the support of learning first thing that really makes Mr. of my professional journey,” she one of the role models for the type (including access to help, far more than will be shown by Grand Island teacher Danielle of teacher she wants to be. Being Furse different from other teachers involvement in school and any degree and have felt more Buhrman currently is writing said. “I truly would not be where I singled out for recognition in a is the fact that he really teaches other supporting adults). supported throughout the process her dissertation and expects to am today, or where I will be in five room full of people you hold in algebra. With past math teachers, Contrary to other research than I ever thought I would be. The graduate by May 2017. years, without the inspiration and the highest regard is an experience they just tell you what to do, but findings, the role of race was journey to date has been extremely Buhrman said that earning this support I have received every step that fills you with an almost not necessarily why. ... He’s made not clearly identified as a fulfilling.” degree is for her personal growth, of the way from my mentors and overwhelming sense of gratitude for algebra way more understandable significant factor. Greg Sand of OPS and Pat and Jessica Thompson agreed. NebraskaMATH.” l all you’ve been given in this life.” than I thought it could be.” l

20 21 Shelby Aaberg The teaching profession needs Seizing Opportunities more opportunities to recognize

ot many people can say they Jim Lewis, former PI of the teacher leaders and to distinguish Nhave shaken a President’s NebraskaNOYCE grant, at “ hand three times in four months, the NSF during a professional exemplary classroom practice.” as Shelby Aaberg can. development day for the PAEMST Two of those three times winners. Shelby Aaberg, Noyce Master Teaching Fellow almost didn’t happen. “Teaching is the single most Aaberg, a Noyce Master important human endeavor,” Teaching Fellow, was scheduled Aaberg, a 10-year veteran teacher to fly to Washington on April 25, said. “The teaching profession In 2015, Aaberg also led his as the Scottsbluff building sessions, sharing ideas. The group 2015, for the celebration of the needs more opportunities to Math Club students to earn a coordinator for English Language agreed it would be beneficial to State Teachers of the Year at The recognize teacher leaders and to Class II Math Bowl first-place Learners and the High Ability have an easy way to continue to White House. distinguish exemplary classroom finish at UNL Math Day, one of Learners as well as National share ideas with one another after COURTESY PHOTO His wife, Laura, went into practice. For these reasons, I his proudest accomplishments Honor Society (NHS) sponsor, the conference. Aaberg pitched Shelby Aaberg (top left corner) shook Presi- labor with their second child on wanted to become a Noyce Master (see photo on page 40). during which he installed a an idea for a Sunday night Twitter April 24, and their son, Emmett, dent Obama’s hand at the end of this outdoor Teaching Fellow. Many of the “I took 49 students and four community service requirement chat, and with that, #noycechat was born that afternoon. ceremony at The White House, honoring all of professional opportunities that adults on the 400-mile trip to for NHS inductees. He has helped was off and running. The 2015 Nebraska Teacher of the 2015 State Teachers of the Year. have come my way have been a Lincoln,” said Aaberg, who has select the district’s elementary These weekly chats during the Year changed his flight to April result of my involvement with the been the math department chair mathematics curriculum and the school year are usually 26 and arrived late to the initial President’s hand again, this time Noyce program.” since 2012. “This marks the has represented the district on moderated by Aaberg, but guests event, held at the home of Vice in front of all these people,’ ” the A Gering High School fourth year we have taken roughly the Teacher Principal Evaluation are welcome to come up with a President Joe Biden. (Small world: Scottsbluff High School teacher graduate, a school found in the 50 of our students to the math Revision Pilot. theme and questions and lead He discovered the guard at the said. “Immediately after the hand far western Nebraska Panhandle, contest. In 2006, my first year Aaberg did not begin his the discussion. All Midwest Naval Observatory gate was his shake, my phone buzzed in my Aaberg earned a bachelor’s degree at Scottsbluff High, I took four college years in teacher education. Noyce personnel are invited to distant relative.) Later that week, pocket. Lora Sypal, the Nebraska from UNL and a master’s degree students in a Crown Victoria. He started out in chemical participate. Aaberg shook President Obama’s coordinator of the Teacher of the at the University of Nebraska at The math contest has become engineering, but he found he Aaberg uses Storify to archive hand in the Oval Office before all Year program, had actually screen- Omaha in mathematics education, an annual highlight of students’ did not have a passion for it. The #noycechat, which can be read at of the teachers were honored at captured photos of my handshake as well as endorsements in experience at Scottsbluff, due in influence of two math teachers he https://storify.com/ShelbyAaberg. the Rose Garden in an outdoor immediately after it happened. The assessment leadership and English part to many people involved had while growing up led Aaberg Aaberg said the Noyce ceremony. photo is my background banner as a Second Language. He is with Noyce.” to change paths. He also had program has shown him that Little did he know an on my Twitter profile.” currently working on his doctorate Aaberg, who is active in enjoyed playing school as a child, he is not alone in his craft and upcoming second hand shake was Aaberg’s second trip to in education at UNL. several professional organizations, using his brother, Sean, as his first that resources are out there to about to be captured on TV, in Washington in 2015 was He spent his first two years including the NATM, NCTM, “student.” empower him to do better for his front of a huge crowd outside. [A unexpected. After applying for the as a high school educator at the Nebraska Council on Teacher Over the past few years, students. video of the recognition event can Presidential Award for Excellence Omaha Westside High School, Education and the Scottsbluff Aaberg said he has learned that “The late night conversations be found at https://www.youtube. in Mathematics and Science but moved back to the Gering Education Association, has leadership is rarely about position with Dan Schaben and Jason com/watch?v=efilOT3cQrM.] Teaching (PAEMST) in 2013 and area to Scottsbluff, to be closer taught almost every course at and more about empowering Vitosh, the summers we roomed “Dean Aamodt, the 2015 becoming a finalist, it wasn’t until to his wife’s family. At Scottsbluff Scottsbluff. Currently, he teaches others. He has enjoyed traveling together at UNL and stayed up all North Dakota Teacher of the Year the summer of 2015 that he was High School, where 40 percent AP Statistics, Precalculus/ around the state to observe the hours working on mathematics and a music teacher, had written a told he had won the 2013 award. of the students are Hispanic and Trigonometry, Geometry, and classroom teaching of the other problems for our Noyce graduate song for the President that all of us This time, he made sure to approximately 54 percent of the a STEM course he authored in fellows and has taken the lead on courses, were spectacular,” Aaberg sang. The President was surprised bring his wife along on the trip, students receive free or reduced 2008 titled “Mathematical Theory building connections between said. “I have gained lifetime by this and decided to walk since traveling in April was out lunches, Aaberg started an AP and Problem Solving,” which is them. friends, colleagues I can trust, through the crowd of teachers to of the question for her. On the Calculus course, as well as Math an elective math course where During the 2014 Midwest colleagues in front of which I can exit the ceremony. As he walked second trip for PAEMST, he shook Club, and has been the sprint the students prepare for contest Regional Noyce Connections remove my professional armor through the middle of the crowd, President Obama’s hand a third coach since 2006. He coached the mathematics and do project- Conference in Omaha in October, and be a vulnerable, imperfect my heart started racing. I thought, time. girls team to a state championship based learning. the Nebraska MTFs in attendance teacher doing the best I know ‘I am going to get to shake the Aaberg also got to visit in 2007 and the boys team in 2012. Previously, he has served were sitting in a circle between h ow.” l

22 23 3 Matt Timm (standing at demonstration of a math Middle course for LPS 2 Delise Andrews right) assists with Primarily problem in Math 804P for teachers in 2015. 1 Kesha King (center) co- (standing center) leads Math in OPS TLA in 2013. ITEAM in OPS TLA in 2015. 6 Jill Edgren (left) teaches Math 802P for OPS instruction for Math 803P 4 Lead instructor Katie 5 Alicia Davis (center) teaches Math 804T in the TLA Primarily Math in 2016. in the NMSSI in 2013. Garcia (far right) leads the assists in a Math in the NMSSI in 2013. Teaching Peers

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y working with the 30 Omaha Public Schools Teacher help future students gain mastery direct her instruction. Teaching effective and in tune with my own also broadened her perspective: BMTFs and 12 current TFs Leader Academy or the UNL- of the concepts.” your peers puts your own practice practices.” “I have a better sense of the issues throughout Nebraska, Noyce LPS Professional Development MTF Jason Vitosh of Falls under a microscope, added MTF Teachers as the students also faced by elementary and middle increases the leadership capacity of Partnership. City High School, who has taken LPS teacher Alicia Davis, but the can ask some tough questions, school teachers as well as the mathematics education. The UNL The 30 MTFs have served on graduate courses at UNL before role brings a certain credibility so deep content knowledge is scope and depth of the curriculum Center for Science, Mathematics between two and 11 instructional and during his Noyce fellowship, that other instructors might not as essential. OPS TF Jamisen Goodell students have seen before they get and Computer Education supports teams each, with the average said he has seen and appreciated easily earn. discovered this quickly in his first to high school.” these teachers in their efforts to across five years at five, and 23 the commitment of UNL to It’s also important to be experience as a teaching assistant Lincoln High School MTF Pat not only offer more professional of the MTFs have served as a develop worthwhile courses for humble, said TF OPS teacher in the summer of 2015. Janike has had the opportunity to development in mathematics to lead instructor at least once. teachers, but his experiences Collin Holmquist, adding that the “You really have to know the teach or assist with six different teachers, but also to contribute The four TFs have served on a teaching the NMSSI courses have teachers instructing have to want content you are teaching, because classes involving educators and to the development of a cadre of total of six instructional teams. been even more valuable. to improve their own teaching and if you don’t, they will find it. You pre-professionals, including UNL’s truly outstanding teacher leaders MTFs also have served as teacher “The decisions I have to not just be there to share their own have to be extra prepared. It can math methods course. capable of providing high-quality liaisons (mentors) for novice make when considering what methods as the best way to teach – be intimidating helping teach a “Interacting with other professional development to their teachers, including serving as the other teachers need for their own teaching and learning go together. class where some of the teachers teachers causes me to reflect on peers. cooperating teachers and then the classrooms have made me grow “I am constantly surprised in the class have been teaching my own beliefs and take action to NebraskaNOYCE provides for mentors for TFs. as a teacher in ways that I never by the different approaches to longer than I have been alive,” improve my own practice,” Janike MTFs the opportunity to be part “I have been fortunate to thought possible,” Vitosh said. solving a problem or to answering Goodell said. “It’s a reminder to said. “These experiences have of an instructional team offering cooperate with three student Self-reflection, for both the a question that appear in every me that age is not a qualifier for challenged me to further my own graduate education courses for teachers in the last two years, and MTFs and the teachers in the class for teachers,” said Gary knowledge. It gives me confidence understanding.” other teachers. Over the past five I truly feel they have strengthened courses in the role of student, is Furse, a MTF in LPS. “I have for teaching and leading in my The broad impact of building years, all 30 MTFs and four of my abilities as much as I have a powerful outcome of providing come to realize in many instances high school when I can feel this knowledge for both MTFs the TFs have been a part of an assisted them,” said Kesha King, this professional development that I was stuck in old habits that comfortable teaching peers.” and for educators across the instructional team for a course a MTF in OPS at Chandler View opportunity. LPS building math were not necessarily aligned with Goodell’s cooperative teacher state, working together, has the in either the Nebraska Math Elementary. “You want to ensure coach Anne Schmidt relies on my own teaching philosophy. I during his Noyce fellowship, great potential to increase K-12 and Science Summer Institutes that you provide future teachers this feedback, whether verbal have been able to make changes MTF Sherry West, said teaching student success in the discipline of (NMSSI), the NebraskaMATH with the best arsenal of tools to or non-verbal, to help refine or in my pedagogy that are more teachers from all grade levels has mathematics. l

24 25 Heaton and co-PI Wendy Smith Lindsay Augustyn, Stephanie co-taught this course with Vendetti, Jane Kaufmann and Spangler. The course was created Brenda West – have gone to great as a new version of an existing lengths to keep me informed about course, TEAC 949A: Seminar in these opportunities.” Interacting the Curriculum and Teaching of Growing the professional Secondary Mathematics. networks of the MTFs has been In summer 2012, Smith an important component of with Faculty created another new course Wendy Smith Stephen Swidler NebraskaNOYCE. LPS district for MTFs, TEAC 923: Seminar math coach and MTF Delise in Mathematics Education. an applied course that involves Andrews understands that the This course was based on one learning the mathematics needed vast amount of dollars and Spangler taught the previous to consult with a local business or time invested by UNL and LPS government agency about an issue academic year to mathematics equipped her to do the curriculum it faces. education doctoral students at development work in which she “Working with UNL faculty Georgia. In addition to those is involved. She also now can has been a not-so-gentle reminder teachers pursuing a doctorate, the reach out to math education that I don’t know everything,” said course also attracted three other experts across the country for help Greg Sand, a MTF with Central MTFs and six other graduate with a pedagogical strategy or High School in Omaha. “However, students interested in research in mathematical concept. my teaching has been enhanced mathematics education, making it Omaha Public Schools MTF by these interactions. For example, one of the most exciting learning Paula Jakopovic has developed UNL's Dr. David Pitts (right) teaches Math 807. Katie Soto presents in Math in the City. Jason Vitosh and UNL's Dr. Tom Marley in Math 810T. working with Ruth Heaton has opportunities for doctoral students relationships and built resources helped make my thinking clearer interested in mathematics teaching not only with current and former to students. Working with Wendy that UNL has ever offered. Smith has exposed me to research graduate students along her s one component of While mathematical content the activities suggested in the “It has been an honor to teach that I was unaware of and how to journey as a coach and to earning Asupporting Master Teaching knowledge deepened for the textbook would work in a high courses to the MTFs,” Smith utilize it in teaching. Working with her doctorate, but also with Fellows with professional master teachers, their instructors school classroom and could say said. “I always learn so much Brian Harbourne helped expand professors at the University of development opportunities, each gained an appreciation for how they’d do things differently.” when engaged in rich discussions my understanding of mathematics. Nebraska at Omaha, which began MTF was awarded the opportunity the classroom interaction and UNL faculty, staff and around mathematics teaching, Because of these interactions, my its own Noyce grant in 2015. to take eight graduate courses (24 curriculum awareness of these graduate students often visit the learning and assessment, with professional life has grown to a Perhaps most notably, this credit hours) in mathematics and teachers. classrooms of the MTFs. Lincoln master teachers. Developing greater extent over the past five network gives master teachers mathematics pedagogy at UNL, UNL Professor of Public Schools teacher Alicia reflective teachers is a goal years than it did in the prior 14.” more credibility and confidence. taught by NebraskaNOYCE co-PIs Mathematics David Pitts taught Davis appreciates these visits of many of our professional MTF Shelby Aaberg said he Gary Furse of LPS successfully and other UNL faculty. in-service teachers for the first and the willingness of university development courses and has gained valuable perspectives campaigned to place tables in The effects of this interaction time in his career in 2011 in Math contacts to discuss instructional activities. The MTFs are deeply from the university with respect math classrooms instead of between master teachers and 807, a NebraskaNOYCE course. practices with her. reflective, and thus are able to help to leading NATM and expanding individual desks to promote better university faculty has broadened “I found the Noyce teachers “Their guidance and lead such activities for their peers.” professional development learning environments in math. the perspectives of both groups very talented, hard-working encouragement pushed me In the fall of 2011, a special opportunities for math teachers. A former Math in the Middle and established an open line and eager to gain mathematical to challenge myself to pursue online section of TEAC 840D: “Access to exemplary faculty participant, MTF Phil LaFleur of communication for asking knowledge,” Pitts said. “When I professional opportunities outside Culture and Schooling was like Jim Lewis, Wendy Smith of OPS knew he wanted to take questions and identifying began the course, I was uncertain of my comfort zone,” Davis said. offered to MTFs and the first and Michelle Homp has helped advantage of the value Noyce and resources. what it would be like having in- To meet the needs of the cohort of TFs. Taught by Noyce me learn about professional its courses would bring. Each MTF outlined an service teachers as students, but MTFs who are pursuing a co-PI Stephen Swidler, the course development opportunities for “When the opportunity to education plan as part of his or her the great thing about that was doctorate, in the summer of focused on issues of diversity and not only myself, but also my work with Jim Lewis and Wendy application to NebraskaNOYCE. that they brought perspectives 2011, then-PI Jim Lewis invited equity related to mathematics colleagues, and working with Smith as a Noyce MTF came Several MTFs took three graduate about mathematics and how to Denise Spangler, associate dean teaching and learning. graduate students has reinforced to around, I couldn’t pass it up,” courses in the summer of 2011, a teach it which I had never seen, of the College of Education at In the spring of 2012, Math me the importance of developing LaFleur said. “I cannot begin diversity course in the fall of 2011, and which would be impossible the University of Georgia who is 816T: Math in the City for pedagogical content knowledge,” to quantify what impact my an applied mathematics course in for pre-service teachers to have. well known nationally in math Teachers was developed and Aaberg said. “The staff at the interactions with UNL have had the spring of 2012, and at least two For example, they could look at education, to come to Lincoln taught by two UNL professors in Center for Science, Mathematics on my professional career. I would courses in the summer of 2012. a textbook and talk about how to teach a Noyce course. Ruth mathematics. Math in the City is and Computer Education – namely, not be the teacher I am today.” l

26 27 Her first year teaching, she had nine preps, for classes ranging from STUDYING THE AMBIGUITY OF ‘RURAL’ Algebra 1 to Calculus 1. Kalkwarf ath in the Middle (M2) we consider ourselves not one also is responsible for making sure M(2004-2011) grant leaders, of the rural schools, because the curriculum aligns with state including Noyce PI Wendy we have all the smaller ones standards since her district has no Smith, interviewed M2 teachers like Bayard, Bridgeport and curriculum specialists. to research the ambiguity of Gordon around us. I mean all Defining Rural 2 rural in 2007-08. those really small towns. So She agreed with the M Researchers found that since we’re the biggest one out teachers that it’s easy to feel like an teachers in areas called “rural” there, we don’t feel rural, but in outsider. “I am not from the area did not necessarily refer to the big scheme of everything, where I teach, nor do I live near themselves that way, and we are considered rural.” sometimes even teachers from Still others defined rural it. I commute 45 minutes each the same town did not agree as proximity to shopping and direction,” she added. on whether to call themselves other services. A M2 teacher MTF Jason Vitosh of Falls City rural. These sentiments have from a town of 6,000 noted, “I in the southeastern corner of the not changed amongst Noyce wouldn’t say my town is rural, teachers. per se, because we have a lot state, is the only person teaching When interviewing two of amenities that even Lincoln the math courses that he has, and, M2 teachers working in far has. You know, we’ve got a while he can collaborate with western Nebraska, nearly 500 Walmart, we’ve got a hospital, the other two math teachers and miles from Lincoln, in a town of we’ve got those kinds of discuss students and ideas, he is 9,000, amidst vast ranches, one things.” Another teacher from teacher said: “Oh, yes [we are a town of 8,000 remarked, doing all of the prep, planning and rural] … Just the fact that it’s “There are times when I think reflecting on his own. so community-based and there my town is big, because we Dan Schaben of Arapahoe (school at right) shared these photos of plowing a February 2016 snowstorm, which closed schools across Nebraska for several days. “It is easy to feel isolated are ranchers, which contribute do have things to offer, but as and unsure of your choices or so much to what’s happening soon as I get anywhere else there. We’re far away from and I see the traffic, I realize to fall into an ineffective routine anything that’s city life. … If we we’re very rural.” that takes longer to realize and eographical distances across been defined” (p. 624). For Some rural teachers comprise a want to shop, we often times There were still others that change without other teachers drive three hours to Rapid City researchers found had less Nebraska are large and NebraskaMATH projects, rural is G school’s entire math department. working on the same classes,” or three hours to Cheyenne tangible ways of defining rural, add to the challenge of offering typically whatever is “not Lincoln and that sort of thing; so we’re based on feelings, sometimes Other rural teachers are part of Vitosh said. “There is no turnover professional development and and Omaha.” a math department with just one pretty rural.” intermixed with more at my school, which can be a 2 building a network of teacher However, this simplistic other teacher. Some rural teachers Yet another M teacher measurable ways. positive, but it can also leads to working in the same town A M2 teacher from a town leaders. Nebraska is about 77,000 classification reveals the difficulty feel like community outsiders, comfortable, stale or outdated seemed slightly put off by of 300 offered her definition square miles, making it the in defining “rural” in Nebraska, living in one town but teaching ideas. That is why reaching out the question of whether of rural: “It just has a feeling of she considered the school a smaller town … the attitudes 16th largest state in the country, and the different set of issues rural in another. Desire to collaborate and finding the Noyce Fellowship though it is sparsely populated. teachers face when compared to with others around matters of she taught in rural. She of the people and the pace of was vital to maintaining my commented, “Kind of, in the the people make it rural … an Ninety‐three percent of the state’s urban teachers. curriculum, instruction and growth as an educator and Lincoln sense. You guys think attitude of calmness, I guess. total land area is dedicated to During the Math in the ways to engage students were top probably saved my career, keeping we are rural, but I don’t think Not to beat out the other guy, agriculture. Over half of the state’s Middle (M2) grant, a high priorities for most teachers. we are. To us, rural schools are but to help the other guy, I me in education by connecting me the small, small, small country guess; I think it’s rural versus 1,882,000 citizens reside in the percentage of teachers were l l l with other teachers outside of my eastern part of the state in two considered to be from rural areas, schools. … We’re in town. We’re the city people and we’re kind own school.” not, you know, clear out in the of all in it together, so it’s a These feelings of isolation metropolitan areas, Lincoln and leading UNL researchers to study Jessica Thompson, a MTF middle of nowhere.” community effort on anything are echoed in recent discussions 2 Omaha. the issues they faced (see box on in Superior, has seven different Another M teacher from we do … you get a real sense with the 11 a town of 14,700 near the of community because the Seventeen of the Noyce fellows page 29). A prominent theme that preps and teaches eight class teach in Omaha Public Schools, emerged was a sense of isolation. Noyce fellows western border of the state community is small enough periods without a planning period. compared his town to towns that everyone has a stake in working and 14 teach in Lincoln Public While teacher isolation (Lortie, However, she said she enjoys around it and said, “Out there, everything that goes on.” outside Lincoln Schools. The other 11 work in 2002/1975) is not an inherently having the freedom to adjust her and Omaha. areas referred to as “rural” and rural phenomenon, it was one curriculum as needed. are spread out across the state. By quite apparent within the M2 data. TF Sonja Ann “I am always Mr. Vitosh, the a parent, grandparent, former l l l using “rural” in this sense, grant For example, many M2 teachers Kalkwarf of high school math teacher. I cannot student or future student,” Vitosh leaders are doing what Farmer reported there was no one of Cedar Bluffs Expectations on teachers’ avoid representing my school said. “Teaching in a small, rural (1997) says some people do to whom to ask questions regarding Sonja Ann High School is time are also different for rural and my profession at any time. district is a lifestyle, not just a define rural, “the rural is whatever mathematics or teaching. Many Kalkwarf the only math teachers. Essentially, you are Everyone in a small town knows career, and definitely not just a job.” is left over after the urban has have no time for collaboration. teacher for grades 7 through 12. always “on the job.” who you are – they are either Dan Schaben, MTF at CONT. >>

28 29 Amber Vlasnik

<< CONT. Arapahoe Public School, described population of nearly 50,000, Buhrman with the secondary. it as feeling “famous.” Grand Island is the fourth-largest Not unlike other small “I talk to parents on a city in Nebraska – the epitome districts in Nebraska, GIPS Rising to the Challenge daily basis because I see them of the ambiguity that surrounds also does not have any math downtown and talk with them. defining rural. Teachers in Grand coordinators or a mathematics incoln High School math of ideas and They know me, and I know them. Island experience issues that face curriculum specialist. teacher Amber Vlasnik has wealth of There is some safety in that, but not only rural teachers, but also “This makes for a constant L been showing others the beauty information that’s part of the reason that urban teachers. effort to keep the teaching and in mathematics since she was a from which to outsiders often feel unwelcome in Danielle Buhrman teaches learning of mathematics at the student in high school. draw, and by a small town.” math at GIPS’ only high school. forefront,” Beaman said. “Without Early on, she became the one which to solve Schaben added that it’s also a She said the perception that Grand the networking of other Noyce her peers went to for help. She each unique struggle to find not only enough Island is rural presents a challenge, fellows and those from UNL realized that if she could find more problem or teachers to cover all of the courses due to the composition of the city’s involved in NebraskaMATH, it than one way to solve a problem, intervene in students need and want, but also population. Hispanic students would be a very lonely endeavor.” she was more likely to be able to each situation. to attract qualified teachers to fill make up 49 percent of GIPS. l l l explain the process. One of her open positions. “To people not familiar with “Math became more about challenges as “Our district also doesn’t have One thing all rural teachers Grand Island, they see us as a making sense than just finding the department computer programming courses. could agree on was the benefit to LINDSAY AUGUSTYN | UNL CSMCE large farming community in the right answer,” the Lincoln native chair is how We have a great agriculture teaching in a small community: Amber Vlasnik has led the math department at Lincoln High since 2015. middle of the state surrounded by said. “It was at this time, I realized to bridge the program, but it can only focus on the close relationships you build fields. Except, most of my students that being a math teacher could be After three years, Vlasnik became gap between crops and animals,” Schaben said. with your students. have never set foot on a farm, and the perfect blend of my strengths the math department chair school and family. Coordinating “An instructor may teach seven Thompson said she teaches our high school is larger and has and passions.” and began teaching Advanced with community organizations preps a day, coach three sports and most of her students for four of more minority students than any In 2011, Vlasnik got the Algebra Differentiated and math like Lighthouse and The HUB drive the bus.” of the high schools in Lincoln. their secondary years, establishing chance to fulfill her passion for English Language Learners, helps connect Lincoln High Schaben and other rural As a result, we have some of the a bond often in seventh grade. by helping struggling students allowing for another opportunity students and their teachers with teachers expressed the difficulty same ‘issues’ that Lincoln/Omaha She also strives to contact parents gain confidence in math in a to employ her skills helping others. parents, families and support of teaching around their students’ teachers face, but we generally regularly, especially in high-need brand-new position as a math The ELL math class is designed systems to have an open line of involvement in sports and have to justify those issues,” families, to help build that bond. interventionist for Lincoln Public to help students gain skills to communication and bring all extracurricular activities. In Buhrman said. “People don’t think Kalkwarf agreed: “I know who Schools. Three high schools in be better equipped in learning involved into the educational a small school, students may a community in the heart of farm- loves to sing, who spends every LPS were chosen to pioneer a Algebra. At Lincoln High, she process. participate on multiple teams country Nebraska will have such a available weekend hunting or program funded by the High works with diverse populations, Vlasnik works with 17 and miss class for several days. At high English-Language-Learning, fishing, who has younger siblings to School Graduation Initiative grant. some of which are Lincoln’s large department members and is the Kalkwarf’s school, there is a policy free or reduced lunch, minority take care of, who has ailing parents Vlasnik helped create the program refugee groups, namely from Iraq liaison between the department, that if more than half of the class (which is actually the majority), who they are worried about, and at Lincoln High, an urban school and Myanmar (see page 33). school administration and the is gone for an activity, then there or behavior/mental health what their dream jobs are.” in downtown Lincoln. “An increasing number of our district office. In addition she is not supposed to be new material population. They don’t understand Even though its population is As a math interventionist, she students have little to no formal serves on test writing committees presented that day. how much work we put into our large, Grand Island Senior High is worked with students in a one- schooling when they come to and leads staff development However, if these students are kids, how much of our aid must the only high school, “so there is to-one ratio or in small groups, the United States,” Vlasnik said. sessions. In April 2016, Vlasnik struggling, said Schaben, they are be distributed to these specialized no ‘good school’ or ‘bad school,’” overcoming any barriers in already “This means that they may not was the recipient of the Miss easy to identify. “Our staff is small, programs and how much our Buhrman said. busy schedules, and tailoring even know what numbers mean, Myrtle Clark Outstanding so when a student is struggling, we students must overcome to find “We gain a lot of perspective the learning experience to the let alone be able to perform basic Mathematics Educator Award can usually zero in on the behavior success and independence.” and appreciation for others’ students’ specific needs. Vlasnik operations with those numbers.” from the LPS Foundation. because they are doing the same While the district used to backgrounds and experiences as a said she liked seeing the change Making sure these students The current NATM treasurer thing in multiple classes,” Schaben result,” she added. in students’ attitudes toward math are prepared and equipped with said she views the connections that said. “My class sizes are small, less have its teachers work as more Vitosh said, “[Rural areas] and the resulting improvements, the information they need for she has made through Noyce as a than 18, and sometimes can be of a K-12 team, elementary math share a purpose to raise children such as grades that improved on college is quite an undertaking, “priceless resource.” just one student. Students can get coach Cindy Beaman said they to continue the community and average by a full letter. Vlasnik said. However, “The world needs people a ton of one-on-one help.” now work in separate small groups connected to grade level educate future leaders of the During this time, Vlasnik through her involvement with who can think mathematically l l l or specific content. While Beaman area. There is a lot of satisfaction graduated with a Master of Arts NebraskaMATH, NMSSI and and problem solve, and the math Three of the Noyce MTFs collaborates with the primary in continuing to know former for Teachers degree from UNL NebraskaNOYCE, Vlasnik feels classroom is our opportunity to teach in Grand Island, near teachers, Katie Soto communicates students, hear from them, and see and was selected as a Noyce MTF. as though she has a multiplicity hone these skills,” Vlasnik said. l the center of the state. With a with the middle-level teachers and them succeed in the community.” l

30 31 fall. She also has students who Nebraska’s Largest School District Data wear buttons on their clothing OPS LPS State to represent family members or Total number of students 51,928 39,842 353,934 friends who have died in gang Urban Environments violence. Students who receive free or reduced lunch 38,581 16,818 143,608 Percentage of students in poverty 74 42 41 maha Public Schools (OPS) and Besides the daunting issues of Percentage of non-white students 71 33 31 OLincoln Public Schools (LPS) poverty, gangs, violence and drugs, TRAUMA Many students students in urban areas are often Student mobility percentage 17* 13* 12* in high-need areas are coming from are the two largest school districts in very fluid and some quite traumatic Nebraska, respectively, and make up dealing with cultural differences, Average years of teacher experience 11.56* 14.22* 14.34* environments. At Culler Middle School 26 percent of the students in the state. their parents being deported, *Data from 2014-2015 State Report Card; all other data are 2015-2016 data in Lincoln, we have students constantly Seventy-four percent of the students parents who do not speak English, reported to the state and last updated 11/24/15. Nebraska defines a student to moving in and out of school depending being parents themselves and be in poverty if he or she receives free or reduced lunch prices. on their living situation. Some students in OPS are considered in poverty, change schools many times through compared to 41 percent of all students thoughts of suicide. elementary and middle school and so Archie often sees students in the state. teachers at the same high-need the learning gap can be substantial taking on the role of parenting “The problem with that is that my Anne Schmidt The Omaha-Council Bluffs, Iowa, for our incoming sixth-graders. It is so their younger siblings, such as real life is different from some of school has especially helped difficult to present curriculum that builds from lesson to metro area eclipsed 900,000 people theirs. I spent much of my first year picking them up from school, the newer teachers face these lesson and provide re-learning opportunities for students for the first time in 2015, hitting an building relationships and learning feeding them supper and putting challenges. Three Noyce TFs teach who need it due to lack of stability outside of school. estimated 904,421, according to the what I could about the different them to bed at night, which at Bryan (Beitel, Collin Holmquist latest population figures from the U.S. populations within the school.” and Jamisen Goodell), and they are Census Bureau (Cordes, 2015). With forces teachers to make sure these TRUST Many students have not been able to trust Pinquoch credits TEAC 840D: mentored by MTF Katie Garcia. this large population comes higher students are always on task during adults from early parts of their lives. Parents may lack Culture and Schooling, which the “Now that we have taught the skills to provide a nurturing learning environment due crime rates. In 2015, the Omaha Police class because it is hard for them TFs took from Noyce co-PI Steve here together for three years, we to mental illness, economic issues or the willingness to Department reported 2,331 violent to get homework done. “Those Swidler and focused on issues have shared some students and are develop priorities that put educational goals high on the crimes, with 50 of those being criminal students have a family priority list. Children may be shuttled from one adult to another of diversity and equity related able to find out on a case-by-case homicides. that far outweighs their student on a moment's notice. Trust is an essential part of a solid to mathematics teaching and basis what works for each student,” learning environment for students in light of the risks we “Gangs and violence had a huge priorities,” Archie said. learning, with educating her on Beitel said. “Each of us has had ask students to take as they construct their learning of impact on the environment at Benson At Bryan High, the student cultural sensitivity (see page 27). successes in varying ways with mathematics. High School,” said MTF Tanya Archie, population is 70 percent Hispanic Since the 1980s, refugee different students and groups of who used to teach at Benson before and many are first- or second- populations have been resettled students.” In our school, we offer several becoming a district math coach for generation immigrants to the U.S., in Lincoln and Lancaster County, SUPPORTS Holmquist has found helping different supports for students depending on their OPS. “It is hard to have students focus Beitel said. “Because their parents and Lincoln’s population has been individual needs. Special needs students have access students develop consistent habits on studies when they are mourning or don’t speak English, it is difficult steadily growing, recently nearing to a resource period. English Language Learners (ELL has been a key to success. thinking about retaliation attempts. to engage the parents in what is 275,000. students) are in up to four ELL classes each day to help “Many students struggle to facilitate the transition from their home country to life We also had students who were in going on at the school. Lincoln High School’s find consistency in their home life in Lincoln. We have our three grade-level counselors to foster homes and group homes due to “I’ve learned how vital parent Amber Vlasnik, an MTF and help provide emotional support, keep track of academic and school life,” Holmquist said. their parents being drug-dependent. involvement is in the success of math department chair, said an progress and communicate with families when needed. Lots of time was spent on life skills and each student, and when there is increasing number of incoming “Since most math builds on itself, We have two part-time social workers who meet with it’s tough for some students to get some students with deeper issues. We offer academic building relationships, so very often a language disconnect with the students have had little or no supports such as reading and math intervention classes pacing guides and content had to be parents, it is hard to cultivate that formal schooling. a good footing in math because of to diagnose and treat issues with learning. shifted and re-prioritized to make up involvement,” Beitel added. “We are adding more and inconsistent habits, behaviors and

for loss of instruction.” For Brianna Pinquoch, a TF more sections of our Accelerated attendance. I have seen students drastically change from the TIME To affect true student learning within the OPS students are bused from all at Central High, drawing pictures Math class, which is a course confines of a seven-hour school day is a daunting task over the community to the high school and diagrams has helped to bridge focused on giving students the beginning of the semester to the when given the realities of trauma and trust. Within the of their choice. Lauren Beitel, a TF the gap when she has students skills they will need to move on end of it, both for better and for school day, student support programs will take students who teaches at Bryan High School, whose first language is not to Algebra as quickly as possible,” worse. While most of the reasons out of class to address basic human needs. To help our students make up some of the gaps in their learning said she had a student whose brother English. However, there are often said Vlasnik, who previously was may be due to events outside of and to keep up with their counterparts in other schools, was shot and killed by his bus stop. disconnects when students come the math interventionist (see school, they directly affect their we need to find ways for students to engage with Omaha Central’s Molly Jensen, a TF, from very dissimilar backgrounds. page 31). “Preparing students for performance inside it. I think mathematics outside of school. experienced having a student get in a “Students respond well when College and Career Readiness that is why poverty is so difficult to combat. You have to look - Anne Schmidt, MTF, Lincoln Public Schools fight after school outside of the school you can introduce them to areas standards in a timely manner is a building, and he fell backward after in which the math they learn is huge challenge.” at all facets of life and see how being punched and died from the helpful in real life,” Pinquoch said. Having multiple Noyce everything is interconnected.” l

32 33 Laura Janssen

Developing Partnerships Looking Ahead: aura Janssen wants her seventh- graduated with a bachelor’s degree, has the luxury of 90-minute class Lgraders to think deeply about and went on to get a master’s and periods. “I have time to do some simple things they normally take a teaching credential through deep conceptual things, and then Phase II for granted. Her students are NebraskaNOYCE in cohort 1. build on to the procedural, all adding integers, and Janssen has She started out teaching at a LPS in the same day,” she says. (For the NebraskaNOYCE program to uncover the mathematical them close their workbooks. She middle school in a low-income instance, using integer chips to contributed to MTFs’ and TFs’ knowledge for teaching invoked passes out colored plastic chips. If area. Many of the students were explore what addition looks like!) work as professionals in high-need in these instantiations of teaching. these chips represent integers, what eating all three meals at school Janssen frequently consults school districts, their commitment Through a deeper understanding does it look like to add integers? Can every day. Math wasn’t a priority. her husband when planning her to the teaching profession, their of how MTFs and TFs plan you develop your own procedure The school, however, had a classes. “There are so many times development as intellectual lessons, Phase II gains insight into for adding? When we return to the strong extracurricular program: when I go to Mike with a question leaders in their districts and their how teachers interpret curriculum workbook, which method will you A Boys and Girls Club that about mathematics, like, ‘I want commitment to teaching in a materials, what teachers attend to choose to solve the problems? worked with teachers to provide to teach something conceptual, high-need school district. in planning lessons for students, Janssen is after-school programming and is this a good way to motivate it?’ Phase II’s goals are to under- and the ways teachers use their in her fourth homework help. With the support And it’s a two-way street. Things stand the factors and resources mathematical knowledge for year as a of the Boys and Girls Club, and that are good for seventh graders that shaped the TFs’ capacity teaching to make decisions when middle school with a generous supply of snacks instructionally are also good for for and commitment to teach- planning lessons. teacher, and and juice, Janssen thought she college students.” ing mathematics in a high-need By observing teachers, this is the might be able to interest students Serendipitously, Clark also district; the MTFs’ development as researchers see the connections first year she in an after-school math club. ended up at Dordt College, where master teachers and their capacity between the intended curricula has been able She told Clark about the idea. he teaches a mix of engineering for and commitment to teaching (planned lessons) and enacted to integrate With permission from UNL, Clark Laura Janssen students, math majors, and math mathematics in their high-need curricula (what actually happens problem decided to help out. education majors. As promised, district; and the interactions in the classroom). This helps to solving into her classroom, “The math club was very Clark started the Northwest Iowa TRENT BALLARD | UNL CSMCE between the MTFs and TFs that advance the field of mathematics thanks in part to her school successful,” Janssen said. “It Math Teachers’ Circle in late 2014. Yvonne Lai teaches Math 808T in the summer influenced these factors and education research, particularly district’s decision to dedicate 90 was where I was able to start Laura Janssen attends most of of 2016 to Nebraska in-service teachers. resources. The project focuses on understanding teacher decision- minutes per day to math. Part of implementing things I learned the meetings and helps facilitate the impact of personal, social and making and supporting teachers Janssen’s confidence comes from from Noyce. I could do interesting discussion among the different n 2014, UNL was awarded a knowledge resources and factors in making purposeful designs. her close collaboration with two problems, like finding the border tables. She said the MTC helps IPhase II Noyce grant, in the on MTFs’ and TFs’ professional Along with the research into mathematicians: her husband, you get when you line n hexagons teachers see math with a broader monitoring and evaluation track, practice. how Noyce teachers plan and Mike Janssen, and his colleague, up next to each other.” perspective and provides support as a research grant to study the Additionally, Phase II enact lessons, the grant has been Tom Clark, both of whom she Janssen said it was also a good for teachers who want to take this NebraskaNOYCE participants. evaluates the program’s ability to focusing on the habits of mind of met eight years ago at UNL. Laura experience for her students to be more expansive view of math into This grant, a three-year, recruit and retain teachers, the a mathematical thinker, and how Janssen was an undergraduate around a mathematician like Clark their classrooms despite pressure to $299,878 endeavor, is led by impact of the program on UNL’s these habits of mind influence math major. Her husband and and see him as a person who was focus on large-scale assessments. Wendy Smith as principal Department of Mathematics the choices of mathematical tasks Clark, both graduate students in funny and made addition errors, She also has presented about investigator, with Yvonne Lai and and Department of Teaching, in graduate courses for teachers. mathematics, shared an office. too. graph theory in the game of SET at Lorraine Males of UNL as the Learning, and Teacher Education, Interviews have found that While at UNL, Laura Janssen Now, Janssen teaches in South a MTC session. co-PIs. and the impact of the program on mathematicians lack confidence and Clark both got involved Sioux City, a town on the Iowa “As a math teacher, I feel like I The overarching agenda the school districts. in their ability to enact habits in the Lincoln Math Teachers’ border on the northeastern edge of have such an advantage having this of NebraskaNOYCE Phase II A cornerstone of the research of mind tasks with teachers. Circle, a professional development Nebraska. About 50 miles away, her community of mathematicians,” is to examine the longitudinal efforts involves understanding With MTFs and TFs serving community for teachers and husband teaches at Dordt College the Teaching Fellow said. “I think impact of NebraskaNOYCE what mathematical knowledge on instructional teams with university educators. Clark in Sioux Center, Iowa. it would be nice to give more on recruitment and retention for teaching looks like in action. mathematicians for professional decided he wanted to start an This middle school, like her teachers that advantage.” l of MTFs and TFs and the MTFs and TFs have been asked development courses for in-service MTC wherever he ended up after first one, serves a large number of development of their professional to plan specific lessons, be teachers, this provides an avenue - by Hana Silverstein, AIM MTCircular practice. The proposed graduation. first- and second-generation Latino Winter/Spring 2016, reprinted and observed teaching, and asked to for mathematicians to learn from Meanwhile, Laura Janssen immigrants. Now, however, Janssen edited with permission activities investigate how reflect upon the lessons. Semi- master teachers about connecting resources developed through structured interviews helped the mathematics to students. l

34 35 1 Gary Furse (back row, 2 Jeremy Jank and 3 Brianna Pinquoch enjoys 5 Phil LaFleur and his wife, fourth from left) is in the Jamisen Goodell competed hiking in Alaska. Kelly, both completed Math 6 Danielle Buhrman sings Lincoln Ukelele Group, together in tennis at the 4 Martial-arts enthusiast in the Middle and teach at a concert in April 2015 at affectionately known as the 2014 Nebraska State Paula Jakopovic earns her at Lewis and Clark Middle the Grand Theatre in Grand Building a LUG Nuts. Games. third-degree black belt. School in Omaha. Island, Nebraska. Community

5

1 2 3 4 6 MATT DIXON, THE GRAND ISLAND INDEPENDENT, APRIL 2, 2015

DISTRICT TEACHING AT IN 2015-16 professional family to me. They opportunities for learning to I am able to use with teachers been instrumental in helping I enjoy having conversations SCHOOL | YEAR JOINED NOYCE provide me with inspiration and happen and then carefully foster who are all in different places my district develop professional about teaching with other Noyce motivation to be the best teacher I students’ understanding. The in their careers and with very learning for elementary teachers participants at conferences and can be for my students. in the area of mathematics. While district meetings. The Noyce Shelby Aaberg Noyce fellowship has given me different challenges. I continue opportunities to share my own to lead professional development this district’s focus is shifting program prepared us to be in these SCOTTSBLUFF PUBLIC SCHOOLS Delise Andrews mathematical learning journey sessions throughout the district to the area of reading, I will do schools with the attitude that good SCOTTSBLUFF HIGH | MTF 2011 with many other teachers in my my best to keep mathematics instruction can make a difference. LINCOLN PUBLIC SCHOOLS to principals, teachers and district and state. other district leaders at both instruction in our discussions I underestimated all the challenges have learned and grown DISTRICT COACH | MTF 2011 I tremendously as a professional the elementary and secondary and will look for opportunities a high-need school would bring, mathematics educator through y experiences with Math in Tanya Archie levels. I would say that the Noyce for elementary teachers that will but this experience has helped me the Middle and Noyce have improve math instruction. grow in so many ways as a teacher. the Noyce Master Teaching M OMAHA PUBLIC SCHOOLS program polished the skills that worked to reshape my beliefs Fellows community. The program I already had and have made about teaching and learning DISTRICT COACH | MTF 2011 accelerated my growth as a my experiences and others’ Lauren Beitel Darla Berks, Ed.D. mathematics. I now see the have always had a very good mathematics teacher through experiences with me just that OMAHA PUBLIC SCHOOLS LINCOLN PUBLIC SCHOOLS elegance and connectedness in relationship with students, and the freedom to use professional I much better. the language of mathematics. even before becoming a MTF, I BRYAN HIGH | TF 2012 DISTRICT COACH | MTF 2011 days to observe and network My renewed perspective as a had many leadership roles, but I Cindy Beaman am lucky to have two Noyce he Noyce community with other Noyce MTFs across learner of mathematics has wasn’t quite sure what to do with Teaching Fellows and one Master has given me a group of GRAND ISLAND PUBLIC SCHOOLS I T Nebraska. Every time I meet with helped me to understand that those roles. My tool belt was based Teaching Fellow as co-workers experts that I can turn to for these outstanding educators I students need opportunities to on my own experiences, and I was DISTRICT COACH | MTF 2013 in my math department at my needed advice, suggestions and learn something about how to be interact with, reason about and not equipped with professional s the only elementary math school. We are able to collaborate brainstorming. The Noyce MTFs a better mathematics educator. discuss mathematical ideas. I support when addressing needs Acurriculum specialist in my and push one another to become who are in my building have There are teachers of all disciplines am convinced that every student as a leader. I transitioned into district, I have tried to develop better teachers. Because of our been a frequent support for me. doing extraordinary, fantastic can learn, understand and a secondary math coach role leadership capacity in the area of common background with Noyce, We meet on a regular basis to things to better students’ life apply mathematical concepts. mid-year of 2013. My experiences mathematics at the elementary we are often working together discuss the direction of the math trajectories every single day. I believe strongly that the through this program have given level. I have led the elementary and discussing how to improve department and have planned The Noyce MTFs are truly a role of a teacher is to create me a well-equipped tool belt that math task force, and I have the math education at our school. professional development to keep CONT. >>

36 37 Katie Garcia and her husband are trying to see a Major League Jill Edgren enjoys playing the Sonja Ann Kalkwarf and her husband, Trevor. Amber Vlasnik and her family visit Roca Scary Farm Jill Luschen is a clogger with the Jason Vitosh and his family love to travel from Falls City, Baseball game at each of the 30 ballparks - they’ve been to 25! piano and singing. in Roca, Nebraska, for Halloween in 2015. Foggy Mountain Cloggers in Iowa. Nebraska, to Kansas City, Missouri, for Royals MLB games.

<< CONT. the teachers moving forward. work with central office personnel NebraskaMATH programs large and small ways. I refuse to is going and talk about new and Usually we share what we taught, Delise Andrews and I have on the direction of mathematics offered by UNL, I felt isolated be one of them. I work relentlessly exciting things we have done. We what worked and what we are presented together at a conference education in our district. Because in my classroom; this program to help my students meet high also have relied on each other over going to teach. This Noyce cohort about “Principles to Actions.” We of these conversations, my passion has permanently eliminated that academic and personal standards. the years for materials or ideas. has given me the opportunity to also have turned to other MTFs for our students, and constant powerless, lonely feeling. The If I had never joined the Noyce discuss mathematic pedagogy. for input as we work with our regard for student learning and Noyce Master Teaching Fellowship Jill Edgren program, I wouldn’t have these We don’t share the same students, department. overall well-being, my district now program has provided a WOOD RIVER RURAL SCHOOL | MTF 2011 wonderful people that I consider the same district objectives or turns to me for ideas, suggestions permanent support system for me family cheering me on throughout the same demographics, but Danielle Buhrman and recommendations. Noyce as both an educator and a lifelong wo main impacts of my career and helping me when we can talk about the specifics tapped into my potential to be learner. The impact of the Noyce TNebraskaNOYCE include I get stuck. For me, this family of how to teach. We share our GRAND ISLAND PUBLIC SCHOOLS becoming a more responsive GRAND ISLAND SENIOR HIGH | MTF 2011 a teacher leader and gave me program also reaches beyond has been one of the most valuable own perspectives and our own opportunities to flourish. I had a Nebraska, as I am now teaching teacher and joining Twitter. As things I’ve gotten from Noyce — a methods of delivery. We share was 24 years old when I was voice that could and needed to be both math content and pedagogy a result of becoming a more community of teachers who care what we learned from reading such Iselected for this program. heard, and I am forever grateful courses for pre-service teachers responsive teacher in a high-need and uplift one another. authors as Carol Dweck and Jo I was the youngest in my that they helped me realize the at Buena Vista University (BVU) district, I have made connections Boaler. We share what we learned department and in the MTF impact I could have on students, in Iowa. Several of the teachers with students, including students Gary Furse from different conferences and group. Compared to others, I who have never been in my teachers and our district as a completed their degree through LINCOLN PUBLIC SCHOOLS webinars. We share how to be a had minimal accomplishments, whole. BVU and secured OPS positions. classes. This change was noticed, teacher. but I was selected because of the and I was invited to be a part of POUND MIDDLE | MTF 2011 potential impact I could have on Connie Colton Alicia Davis the principal’s teacher advisory eachers don’t teach within Katie Garcia the profession. They took a chance team. #Noycechat (see page 23) Tcommunities as much as on me. I had potential as a teacher OMAHA PUBLIC SCHOOLS LINCOLN PUBLIC SCHOOLS was the beginning of Twitter they teach next to one another. OMAHA PUBLIC SCHOOLS leader but I was still learning MCMILLAN MAGNET MIDDLE | MTF 2011 SCOTT MIDDLE | MTF 2011 for me and brought so many Each is isolated in a classroom BRYAN HIGH | MTF 2011 about who I was as a teacher and hrough this program, I have he Noyce community has transformative ideas to my screen without another adult and charged have learned that I am more how to interact with colleagues Tlearned how important it Tprovided me with a group of and processed in my mathematical with teaching students how to Icapable than I give myself credit who had a lot more experience is for teachers to collaborate colleagues that share my same learning and teaching. study, how to behave, how to for. I have learned that I am not than me. Throughout the course with higher education leaders. passion and drive to help all communicate and how to master alone in my struggles, challenges of the past five years, I gained Each member of the educational students grow as mathematicians Sarah Fischbein the objectives and skills of the and triumphs. I have learned that confidence more than anything: community brings a different view and as people. I am in weekly lessons. Potentially during plan there is tremendous capacity for LINCOLN PUBLIC SCHOOLS confidence to express my ideas and expertise to the table. What communication with members time, teachers get to talk about support within a community of about the teaching and learning this means for me personally is of this community and they will GOODRICH MIDDLE | TF 2011 what we have learned about dedicated people. I have learned of mathematics, confidence to that when I reach an impasse continue to be some of my most have been so lucky to have such how to teach. Usually plan-time that it is my responsibility speak up when I felt we as a in my practice, I have access to respected colleagues and closest I a close-knit family in the Noyce discussions are about the specifics to advocate for quality math district weren’t doing what was virtually unlimited resources as I friends. I am a teacher leader program. I have relied on my of what incidences derailed the education for my students not only best for students, confidence to seek a resolution. These resources because of my unwavering pursuit Noyce counterparts throughout instruction train and/or which in my own classroom and my own listen to and provide suggestions include academic, pedagogical, of excellence. Far too many of my my years of teaching. We try to students understand the lessons; school, but also in the community to colleagues and administrators, philosophical and emotional students have people in their lives get together at least once a year more often, it’s about which and beyond. I have learned that and confidence to disagree and support. Prior to joining the that have given up on them – in in person to discuss how our year students disrupted the class. educators are dedicated, passionate CONT. >>

38 39 Shelby Aaberg and the Scottsbluff Math Bowl team won first place Sarah Fischbein (top right) goes scuba diving, one of her favorite hobbies, in the Jamisen Goodell (right) is an assistant coach of the Joseph Steele suggests a strategy during Lauren Beitel, Jamisen Goodell and Collin Holmquist in Class II at UNL’s 2015 Math Day. Grand Caymans in March 2015. boys’ varsity tennis team at Omaha Bryan High School. Chess Club at Omaha Northwest High. take a picture together at UNL graduation in 2013.

<< CONT. people – teachers just needs to seek statewide organizations, I have had Paula Jakopovic Patrick Janike to me. The message that I want which I teach. Since the staff is out and surround themselves with familiar faces each time thanks OMAHA PUBLIC SCHOOLS LINCOLN PUBLIC SCHOOLS students to continually hear is to so large, I take pride in how well the right people. to my inclusion in the Noyce FIELD CLUB ELEMENTARY | MTF 2011 LINCOLN HIGH | MTF 2011 do what is right, which includes I get along and interact with all community. The members of this treating brothers, sisters, parents, of my colleagues. I try to keep a Jamisen Goodell community are so widespread oing through the Noyce he Noyce community has teachers, friends and other family positive and upbeat demeanor at coursework as a cohort given me an opportunity OMAHA PUBLIC SCHOOLS throughout the profession in G T members well, as well as taking all times. I want the staff to feed allowed me the chance to really to both have a voice in and BRYAN HIGH | TF 2012 Nebraska that I have been able to responsibility for their education off my energy and, hopefully, it make helpful connections across get to know the other Master listen to conversations about by consistently putting in the encourages them to act the same feel like I have gained access the state. Teaching Fellows. As the only mathematics education, including time and effort to achieve at their way. I create a lot of fun material to the collective knowledge of I elementary school teacher from topics around how to improve highest potential. for my students to work on: my Noyce colleagues for lesson Collin Holmquist Omaha who participated in the student achievement, how games, puzzles, whiteboard races planning, classroom management OMAHA PUBLIC SCHOOLS original coursework, I gained so to help colleagues and pre- Laura Janssen and projects. I share as much of and activities. I also gained professionals, and how to make BRYAN HIGH | TF 2012 many new connections to which SOUTH SIOUX CITY COMM. SCHOOLS my material as possible. I talk a passion for teaching and better decisions regarding school I could reach out for advice and about what I’m doing in class improving as a teacher. Many of am so grateful that this program leadership. Being selected to be SOUTH SIOUX CITY MIDDLE | TF 2011 support. As I began my journey and offer suggestions when other the Noyce teachers are striving to led me to teach at Omaha Bryan. a part of such a dedicated group e have all been through I in the new role of math coach, I teachers are looking for ideas. improve their teaching and do not The Noyce program prepared me was able to connect with Delise of teachers challenged me to step Wa rigorous teacher for this by providing insight into accept anything as ‘good enough.’ Andrews and Anne Schmidt, up my efforts as an educator, take preparation program focused Noyce teachers are constantly an entire year of student teaching. Sonja Ann Kalkwarf who are math coaches for Lincoln opportunities to lead within my on mathematics, and I’ve always working to improve themselves as Having a full year of student CEDAR BLUFFS SCHOOL | TF 2012 Public Schools, and ask them for district and further my education found my cohort to be a place teachers to bring the best learning teaching gave me a head-start to ideas and advice in how I might as it pertains to my profession. to turn for expertise on how s a Noyce member, I have experience to their students. That my teaching career. It also helped go about enacting this new role to teach different concepts. been able to offer a wider sort of mentality rubs off on others me develop stronger positive A within my own district. I also got Jeremy Jank Since we all teach in high-need variety of courses at my high-need among the Noyce community and relationships with students and schools, we can offer one another to know middle and high school LINCOLN PUBLIC SCHOOLS school. Due to my highly qualified among the teachers we interact be a more responsive teacher. strategies to engage and motivate teachers in my own district as well LINCOLN NORTH STAR | TF 2012 status and extensive graduate math with at our respective schools. While every school and student students. Most of all, my Noyce as others, and I have reached out coursework, I have been able to has specific needs, the needs try to relay to my students on a colleagues have been a source of to different members of our cohort expand the dual-credit offerings at derived from poverty are more Iconsistent basis that no matter encouragement – encouragement Alan Holdorf on a variety of occasions to ask for my school. I have taken over the far reaching than I realized. The the circumstances they come from to keep trying new things, to keep LINCOLN PUBLIC SCHOOLS advice, expertise and a secondary role of math curriculum specialist/ Noyce courses provided thought- or their prior experience with pushing kids to think deeply and LINCOLN SOUTHEAST | TF 2011 perspective on a variety of issues. math department chair, and I help provoking questions and in-depth mathematics, they now are given to keep getting better. eing a part of the Noyce discussion. All of this culminates I have gained a deep appreciation an opportunity to take advantage make the major decisions about textbooks and other curriculum Bcommunity has helped me in my ability to be aware of the for these amazing teachers and the of the academics in front of Molly Jensen gain a foothold in several other issues surrounding the educational expertise we have here in the state them. Building relationships that the middle school and high OMAHA PUBLIC SCHOOLS communities throughout the system and to think deeply and act of Nebraska. These Noyce teachers with my students, holding them school use. All of this has been profession. When I have joined responsively with the confidence are faces I look forward to seeing accountable, and focusing on the CENTRAL HIGH | TF 2011 done to ensure that our students in new communities, such as that the knowledge I have will at conferences and events around positives in their character and here are 21 math teachers are prepared for the next phase of Math Teachers’ Circle events or better the environment around me. the state and the region. work is of utmost importance Tat the urban high school at their lives. CONT. >>

40 41 << CONT. Susie Katt back to my classroom. Finally, I knowledge as well as confidence in ideas related to mathematics teaching has become much better Noyce scholar. I got to observe LINCOLN PUBLIC SCHOOLS have a better understanding of being a leader in my building and and pedagogy. I have found from having the opportunity to excellent teaching each and every DISTRICT COACH | MTF 2012 where my students are going, and a mentor to teachers across the that collaboration is valuable in listen to and work with this group. day, and learned so much from the background knowledge that district. This was an experience the education profession. I feel that experience. I have been able have enjoyed collaborating with they need. The classes that we that truly changed my teaching comfortable asking for input from Dan Schaben to continue the collaborative other MTFs who represent a I took as a group went well beyond and my impact on students for the the other TFs, the MTFs and the ARAPAHOE PUBLIC SCHOOL | MTF 2011 efforts and communication even wide range of grade levels and the level of mathematics that I rest of my career. principal investigators. after moving outside of Lincoln, those who work outside of my had taken previously. The MTFs See page 46 mostly through email. It is a district, expanding upon my helped me through the content Josh Males Edie Ronhovde blessing to have the support of professional learning network. Anne Schmidt that I had not been exposed to, as LINCOLN PUBLIC SCHOOLS FREMONT PUBLIC SCHOOLS such bright, innovative teachers. This has also allowed me to gain well as showed me how it connects DISTRICT OFFICE | MTF 2013 FREMONT MIDDLE | MTF 2011 LINCOLN PUBLIC SCHOOLS a better perspective of math to what I teach in the middle CULLER MIDDLE | MTF 2011 Patrick Spieler education across K-12, the state became a Noyce MTF right after am constantly looking for ways school. OMAHA PUBLIC SCHOOLS of Nebraska and beyond. The I became the department chair to help our department be better ith inspiration from my I I colleagues, I am constantly CENTRAL HIGH | TF 2012 Nebraska MTFs have unique Brent Larson at Lincoln Northeast. I’m now a at what we do. I make myself W gifts to share, and I have been secondary math coordinator at accessible to anyone that has trying to find ways to illustrate wanted to be a part of the Noyce OMAHA PUBLIC SCHOOLS very fortunate to get to learn the district level. This has given questions. I work very hard with for other educators different program because I wanted to CENTRAL HIGH | MTF 2011 I from those whom I have had me the opportunity to have a big the parents of my students to make perspectives to use when planning make a difference in the lives of the opportunity to meet during or a long time I have been picture view and to help teachers sure that they know what they can lessons that engage students in young people. I believe that all the past four years. The time Fcomfortable teaching a in all of the high schools improve do to help their child be successful. new ways. The cornerstone of my students have the ability to spent with other math educators variety of classes, but the Noyce their instruction. Teaching other I share with parents regularly both my teaching has been based on learn math, and I try to help them from the Noyce community is community has given me a teachers forces me to clarify in good and bad happenings so that collaboration. I have a strong build their confidence and belief something for which I’ll be forever sounding board to bounce ideas my own mind my expectations we can both see the success taking belief any teaching situation can in themselves. This starts with grateful. off of and resources to revisit for my students. I want to create place in the classroom. This Noyce be enhanced when thoughtful developing relationships with my practice and see it through experiences for my peers to stretch community is a support system planning is done in a positive them and building their trust. Kesha King multiple lenses. I feel that the their thinking and understanding for me when I am trying to make collaborative session. My focus Students leave my class with a at Culler Middle School has OMAHA PUBLIC SCHOOLS Noyce community has helped me of both mathematical content a change in the way things have better understanding of math take my practice to a new level. and pedagogy. Seeing colleagues been done in the past and I meet been based on building strong and a greater belief that they CHANDLER VIEW ELEMENTARY | MTF 2013 The way I question my kids, the struggle with ideas and content is resistance. relationships with teams to can persevere and overcome any elonging to this Noyce way I assess my students, the very much like looking in a mirror help them communicate more challenge they face. Bcommunity has motivated way I build lessons and units, and helps me to see the process Greg Sand effectively with one another. At me to be more ambitious and and the way I watch others in the that I’ve been through as a teacher OMAHA PUBLIC SCHOOLS my urging, the administration has Joseph Steele, Ph.D. committed to my profession. I will supported common plan times for profession have all been impacted and the same process that I want CENTRAL HIGH | MTF 2011 OMAHA PUBLIC SCHOOLS embark on a degree in educational teaching teams as well as training by my peers in the Noyce the students in my classroom to go NORTHWEST MAGNET HIGH | TF 2012 administration beginning this community. through. he Noyce community is made in Cooperative Learning for use summer. This is an endeavor that I Tup of a group of teachers from in all math classrooms as well he most important experience would have postponed indefinitely, Jill Luschen Brianna Pinquoch diverse professional backgrounds as staff throughout the building. Tfrom my Noyce collaboration as well as the unique communities has been the way that it modeled but participants in my Noyce OMAHA PUBLIC SCHOOLS OMAHA PUBLIC SCHOOLS Extended collaborative practice to that they serve. I have realized that students allows for math talk and the encouragement of student community are so inspirational. I ALICE BUFFETT MAGNET MIDDLE | MTF 2011 CENTRAL HIGH | TF 2011 feel driven to achieve as they share there are many teachers who are self-assessment of the task at hand. collaboration and group work. I their achievements. hen I joined the Noyce contribute the majority of my struggling with the same issues have had a great deal of schooling, Wcommunity, it was like I dedication to professional I am, so I have found myself Katie Soto and I have usually worked alone being reunited with a long-lost development and self- serving as both a supporter of my in those classes. But, in my Noyce Phil LaFleur GRAND ISLAND PUBLIC SCHOOLS family; it is refreshing to be with improvement to the Noyce peers as well as being supported classes, we were organized into a OMAHA PUBLIC SCHOOLS like-minded peers. I have learned program. I am surrounded by by them. Additionally, I have had WESTRIDGE MIDDLE | MTF 2011 cohort and encouraged to work LEWIS AND CLARK MIDDLE | MTF 2011 more from my fellows than I have people who encourage me to the opportunity to grow in my t has been an honor to be a together in every class and in orking with outstanding ever learned in any college class, learn and teach more – and understanding of the challenges I part of the Noyce community. I various ways. I participated in Wteachers from across the and their patience with me when better. I have learned so much faced by teachers outside of enjoyed the summer courses we all more group work than I ever state exposed me to different ways they had to explain themselves from attending conferences, the Omaha/Lincoln areas. It is took together. The collaboration have before, and I benefited from of teaching beyond my education multiple times also showed their taking and teaching graduate extremely easy to become isolated was excellent, and I learned so it more than I would have ever and district peers. Every time that phenomenal ability as teachers of classes and collaborating with within my own districts’ issues much from my bright colleagues. guessed. It’s a mindset and a we come together as a group, I math. From my community, I have peers. I frequently get to converse when in reality, everyone is I also had the privilege of sharing teaching technique that I carry leave with another idea that I take gained confidence in my content with others about profound fighting similar battles. My own a classroom one year with a fellow into every classroom. CONT. >>

42 43 Jerel Welker LINCOLN PUBLIC SCHOOLS Heaton, R. M., Smith, W. M., Kromminga, MY JOURNEY WITH CANCER References R., & Hartman, D. (2008). The ambiguity DISTRICT OFFICE | MTF 2013 of rural. Rural Mathematics Educator, 7(1). Ball, D. L., Hill, H.C, & Bass, H. (2005). y cancer journey began in quilt from my UNL Available online at http://www.acclaim- hrough the years that the Noyce Knowing mathematics for teaching: Who MFebruary 2013 and continues and Noyce friends knows mathematics well enough to teach math.org//newsletter.aspx?id=55 project has been in place, I third grade, and how can we decide? today. Leiomyosarcoma is rare. was presented to me T Heid, M. K. (2008). Mathematical have transitioned from teacher to American Educator, 29, 14-17, 20-22, My doctors from Superior and during a blizzard at 43-46. knowledge for secondary school mathematics coach and coordinator. mathematics teaching. Paper presented Hastings, Nebraska, and the the Lincoln airport is at the International Congress on This journey demonstrates the Ball, D. L., Thames, M. H., & Phelps, Cancer Treatment Centers of a day I cherish. G. (2008). Content knowledge for Mathematical Education, Monterrey, impact of the Noyce program and teaching: What makes it special? Journal Mexico. America in Chicago have been Cancer also has of Teacher Education, 59(5), 389-407. how others view my leadership wonderful. In meeting new helped me to become Ingersoll, R. & Perda, D. (2010). Is the skills. The courses I have taken Conference Board of Mathematical supply of mathematics and science doctors, when they find out I am more tech-savvy. Sciences. (2001). The mathematical teachers sufficient? American Educational and taught have further developed education of teachers. Washington, DC: a math teacher, their faces light I have undergone Research Journal, 20(3), 1-32. my skills, particularly related to American Mathematical Society. up, and they smile and say, “I surgeries, radiation Jessica Thompson uses Google+ with a teacher across the hall to Ingersoll, R. (2000). Turnover among assessment development and Conference Board of the Mathematical love math!” They have enormous and chemotherapy. practice teaching remotely. mathematics and science teachers in the analysis of assessment data. The Sciences. (2012). The Mathematical U.S. Report prepared for the National respect for educators. By using the video Education of Teachers II. Providence, RI, and Commission on Mathematics and Science members as they have reached use of technology in the classroom Washington, DC: American Mathematical Teaching for the 21st Century. John Glenn, In many ways, this journey feature on Google+, Society and Mathematical Association of has been a focus. GeoGebra is Chair. has been a blessing. I’ve had great I was able to teach my students amazing landmarks. Their America. achievements are inspiring. one of my favorite tools, as it can Ingersoll, R. (2012). Beginning teacher experiences that have allowed from Chicago during the radiation Cordes, H. J. (2015, March 27.) For induction: What the data tell us. Kappan, be used to make mathematics the Omaha metro area, population me to meet so many amazing portion of my treatment. Thankfully, I have had the 93(8), 47-51. visual and provide help in solving milestone of 1 million is in sight. Omaha people. I have had the opportunity Although I have not best-behaved students and the World-Herald. Retrieved from http://www. problems. Through Noyce, I have Ingersoll, R., Merrill, L., & May, H. to prioritize and strengthen completed all of the Noyce finest substitute. I am striving to omaha.com connected with others as a colleague (2014). What are the effects of teacher relationships. Finding out how leadership activities I envisioned, I offer them the kindness and grace Cuoco, A. (2001). Mathematics for education and preparation on beginning who can assist in building online teaching. Notices of the AMS, 48(2), teacher attrition? Research Report (#RR- supportive people can be is very have found great joy in observing they have consistently shown me. tools. Working with teachers, I am 168-174. 82). Philadelphia: Consortium for Policy humbling. The day a beautiful and cheering on other Noyce - Jessica Thompson Research in Education, University of constantly challenged to model best Dalgarno, N. & Colgan, L. (2007). Pennsylvania. Supporting novice elementary teaching practices. mathematics teachers’ induction in Lortie, D. C. (2002/1975). professional communities and providing Schoolteacher: A sociological study. << CONT. Jessica Thompson make connections with teachers Amber Vlasnik innovative forms of pedagogical content Chicago: University of Chicago Press. Sherry West knowledge through information and throughout the state, in particular, SUPERIOR PUBLIC SCHOOLS LINCOLN PUBLIC SCHOOLS LINCOLN PUBLIC SCHOOLS communication technology. Teaching and McGinnis, J., Randy, C. P. & Graeber, my district, that otherwise I Teacher Education, 23(7), 1051-1065. A. O. (2004). A cultural perspective of SUPERIOR JR/SR HIGH | MTF 2011 LINCOLN HIGH | MTF 2012 LINCOLN SOUTHEAST | MTF 2011 the induction of five reform-minded would never make. Working in Darling-Hammond, L., Holtzman, D., beginning mathematics and science his Noyce community has Omaha, this has helped me gain have had the privilege of being have been in education for more Gatlin, S.J., & Heilig, J.V. (2005). Does teachers. Journal of Research in Science teacher preparation matter? Evidence Teaching, 41(7), 720-747. Ttaught me it’s possible to perspective on teaching math in Ipart of several NebraskaMATH I than 25 years. The Noyce MTFs about teacher certification, Teach for America, and teacher effectiveness. stretch a teacher’s circle of communities. I participated in the Morgan, M. M. & Kritsonis, W.A. (2008). smaller communities, and more have been the most inspirational Education Policy Analysis Archives, A national focus: the recruitment, influence far beyond her district New Teacher Network, Nebraska 13(42). importantly I have been able teachers I have ever met. Their retention, and development of quality Algebra and completed my teachers in hard-to-staff schools. National and state. My peers have shown to develop a K-12 perspective passion for mathematics and Darling-Hammond, L. (2007). me, by their actions, that reaching on teaching and learning master’s degree at UNL through education combined with a desire Race, inequality and educational Journal for Publishing and Mentoring accountability: The irony of No Child Left Doctoral Student Research, 5(1), 1-7. out to other math educators mathematics. Both in graduate the Nebraska Math and Science to consistently improve and achieve Behind. Race, Ethnicity and Education, Summer Institutes. I have gained 10(3), 245-260. National Council of Teachers of across the nation, and the globe, courses and at conferences, I more professionally is beyond Mathematics. (2000). Principles and can improve student learning. have been able to have enriching so much from each of these any other. Some have modeled Farmer, F. L. (1997). Rural, definition of. standards for school mathematics. By taking the geographical communities, but have personally how to persevere under difficult In G. A. Goreham (Ed.), Encyclopedia of Reston, VA: Author. conversations with these Rural America: The Land and the People boundaries away, I have learned colleagues, and I have co-taught a benefited the most from the circumstances. Others have modeled (pp. 623-626). Santa Barbara, CA: ABC- National Council of Teachers of Noyce community. I joined the CLIO, Inc. Mathematics. (2014). Principles to the importance of reaching out to class with approximately 10 MTFs. the importance of getting involved, Actions. Reston, VA: Author. community late, but this group of others, to those who are driven to I have learned a great deal from while others have modeled using Grier, J. M., Johnston, C. C. (2008). improve. watching and working side by side professionals is welcoming and technology to improve education. STEM career-changers transition to Silverstein, H. (2016). Two-way street: Old teaching: I have to become a student friendships, new collaborations. with each of them. uplifting. I am challenged every Through this group I’ve gained a again. Paper presented to the annual MTCircular, Winter/Spring, 10-12. day to provide the highest quality broader, more balanced perspective NARST International Conference, Matthew Timm Smith T. & Ingersoll, R. (2004). What are instruction to my students, and I Baltimore, MD. OMAHA PUBLIC SCHOOLS Jason Vitosh of the issues facing math education the effects of induction and mentoring feel like the network of teachers I in Nebraska. This perspective helps Gschwend, L., & Moir, E. (2007). on beginning teacher turnover? American FALLS CITY PUBLIC SCHOOLS Growing together. Journal of Staff Educational Research Journal, 41(3), DISTRICT COACH | MTF 2013 have found in Noyce has provided FALLS CITY HIGH | MTF 2011 me take a more balanced approach Development, 28(4), 20-24. 681–714. eing a Noyce MTF has created the support I need to do that. to changes that are suggested in my Bopportunities for me to See page 2 own district. l

44 45 All of these experiences have given Noyce Project Leadership me vision. After working in Noyce, Leadership Team Project Staff I have learned that a leader is Jim Lewis, Aaron Douglas Professor, UNL UNL Center for Science, Mathematics and “ Department of Mathematics and Director, Center Computer Education: for Science, Mathematics and Computer Education Lindsay Augustyn, Outreach and Communications someone with deep understanding (PI 2010-2014; 2015-2016 at National Science Foundation) Andy Frederick, Web and Database Specialist of what needs to be done and then Jane Kaufmann, Secretary Wendy Smith, Research Associate Professor and Associate Director, UNL Center for Science, Deb Klimes, Business Associate the fortitude to carry through with Mathematics and Computer Education Stephanie Vendetti, Events Coordinator (PI 2015-2016, co-PI 2010-2014) Brenda West, Accountant it, even when no one else is moving Stephen Swidler, Associate Professor, UNL Department of Teaching, Learning & Teacher Glossary in that direction. Noyce has given Education (co-PI 2010-2016) GIPS - Grand Island Public Schools, Nebraska Ira Papick, Emeritus Professor, UNL Department of LPS - Lincoln Public Schools, Nebraska me the tools to carry out what Mathematics (co-PI 2010-2011) MTF - Master Teaching Fellow David Fowler, Emeritus Professor, UNL Department NATM - Nebraska Association of Teachers of needs to be done and shown me of Teaching, Learning & Teacher Education (co-PI Mathematics 2010-2012) NCTM - National Council of Teachers of Mathematics that my expertise in math education NMSSI - Nebraska Math and Science Summer Doug Kauffman, formerly UNL Department of Institutes Educational Psychology (co-PI 2010-2013) OPS - Omaha Public Schools, Nebraska is too valuable to stop at my own PAEMST - Presidential Award for Excellence in Yvonne Lai, Assistant Professor, UNL Department of Mathematics and Science Teaching Mathematics (co-PI 2014-2016) district. Because of Noyce, my TF - Teaching Fellow Lorraine Males, Assistant Professor, UNL Department UNL - University of Nebraska-Lincoln students and the students of rural of Teaching, Learning & Teacher Education (co-PI 2014-2016) Acknowledgments Nebraska have gained a champion. Thank you to all of the Noyce Master Teaching Consultants Fellows and Teaching Fellows for providing us with Project evaluation by RMC Research Corporation, photos of yourselves and for sharing your thoughts They have gained a teacher who will including team members Arlene Mitchell and beliefs about teaching throughout your (2010-2015), Emma Espel (2016) and John Sutton experience in the Noyce project. You all are fight to provide them with the high- (2010-2016) an inspiration to the profession. quality math program every student in rural Nebraska deserves.” CENTER FOR SCIENCE, MATHEMATICS AND COMPUTER EDUCATION

Dan Schaben Designer, editor and lead author: Lindsay Augustyn http://scimath.unl.edu Photography by: Lindsay Augustyn, Trent Ballard, Noyce Master Teaching Fellow Craig Chandler, Randy Hampton and Stephanie Vendetti [email protected] | @NebraskaMath

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