MLC Team: People on a Mission

史蒂夫是咕咕叫ently the Director of Strategy for Clarity Innovations, an Oregon-based ed-tech professional services firm. He oversees development of new solutions for Clarity's clients which typically involves blending research-based practices with emerging technologies. Right now, he's paying attention to the education potential of new learning technologies as well as how changes in digital publishing are impacting the classroom. In working with educators and students for nearly two decades (both as a former high school teacher and principal) he is skilled at understanding a wide variety of technologies and their application to education.

伊丽莎白目前服务as the Executive Director of CPM Educational Program, a California nonprofit empowering mathematics students and teachers for grades 6–12 via exemplary curriculum, professional development, and leadership. In addition to being a classroom mathematics teacher for many years, she has also been a CPM author and workshop leader since 1993.

An Associate Professor at Oregon State University in Mathematics Education, Rebekah designs, researches, and facilitates professional learning of math teacher candidates, teachers, and leaders to meet ambitious learning goals for diverse students. She had the chance to see the ways in which MLC materials support students’ mathematical reasoning while studying educational reform in Kentucky and while working in her son’s primary math classroom. Prior to graduate school, Rebekah was a high school mathematics teacher in California.

数学教育的副教授Vanderbilt University, Dr. Joseph examines the role structural systems of oppression (i.e. racism or white supremacy) play in the mathematics learning experiences of Black girls and women across the pipeline. Dr. Joseph is a former middle school mathematics teacher and instructional coach in public/private schools in the Pacific Northwest. She has published her work in top journals such the Harvard Education Review. One important goal is to help mathematics teachers understand the complexities of Black girls' and women's social identities and how mathematics classrooms often exclude Black girls because of the ways their social identities can show up in classrooms.

Ranie is a language arts teacher turned strategic partnerships innovator, with experience in business development, partner retention, and team leadership within the K12 Education Technology sector. Her background is in traditional sales and management, as well as nonprofit development and market expansion. Ranie is passionate about strengthening and scaling equity, particularly for those in underserved populations. She currently works as a Director at Microsoft on the Education and Academic Medical Centers team.

Bill is an associate professor in the mathematics department at San Diego State University. He teaches mathematics and mathematics education courses for current and prospective teachers. He is also the associate director of the Center for Research in Mathematics and Science Education at SDSU. Bill's research investigates how teachers can design classroom learning environments so all of their students, including students who are learning English, have an opportunity to learn key mathematical ideas and concepts. Bill's interest in this research area was sparked by his experience teaching high school mathematics for three years in Chuuk, Federated States of Micronesia.