Alan Schoenfeld

Professor of Education and Affiliated Professor of Mathematics, University of California at Berkeley

Schoenfeld’s career has been devoted to the study of mathematical thinking, teaching and learning. Author of Mathematical Problem Solving and How We Think, Schoenfeld is a fellow of the American Association for the Advancement of Science (AAAS) and the American Educational Research Association (AERA), and a Laureate of Kappa Delta Pi.

He holds the International Commission on Mathematics Instruction’s Klein Medal, AERA’s Distinguished Contributions to Research in Education award, and the Mathematical Association of America’s Mary P. Dolciani award for contributions to the mathematical education of K-16 students. Alan’s main work these days is on the Teaching for Robust Understanding framework, which helps us focus on what really counts in powerful learning environments.

Paul Sutton

Visiting Assistant Professor of Education, Pacific Lutheran University

Sutton teaches in both the undergraduate and graduate teacher education programs and teaches courses in the sociocultural foundations of education, secondary literacy and various seminar courses. Before teaching at PLU, Sutton worked as a post doctorate scholar at the Institute for Science and Math Education at the University of Washington where he researched teacher learning in a context of problem-based learning focused school transformation.

He received his doctorate in Curriculum and Instruction from the University of Washington. Prior to his doctorate studies, Sutton worked in a language school in Istanbul, Turkey, several community colleges in the greater Seattle area, and for eight years as a public high school English teacher.

Wanda Audrict

Formative Assessment Initiative Liaison and 2012-15 NCSM Regional Director-Southern 1

Audrict knows preparing teachers to implement MDC and supporting them through their journey can be a daunting task for school administrators and district leaders. She will share how the principles of MDC and the effective implementation of these principles using tools such as formative assessment lessons and tasks enhance student engagement in mathematics. The result is students who are prepared for the rigors of postsecondary study and the challenges of the world of work to come.

Suzanne Simons

Chief of Instruction and Design, Literacy Design Collaborative

Simons is a longtime “book whisperer” and teacher and student advocate, supporting student achievement through literacy instruction, systems redesign and leadership development. She has taught in a range of educational settings, including Head Start, ESL, adult education, elementary and high school, as well as at the university level. Simons most recently worked as Vice President for Professional Development & Turnaround Partnerships for American Reading Company.

Leslie Texas and Tammy Jones

Educational Consultants and Trainers, Leslie Texas Consulting and TLJ Consulting

Collectively, Texas and Jones have almost 40 years of classroom experience teaching in elementary, middle grade and high schools. This has included urban, suburban, rural and private school settings. In their 20-plus years of combined consulting work, they have had opportunities to work with teachers and students from kindergarten through college level in almost all 50 states.

Texas and Jones co-authored the 2013 series from Eye On Education/Routledge-Taylor & Francis Group, Strategies for Common Core Standards for Mathematics: Implementing the Standards for Mathematical Practice (Grades K-5, 6-8 and 9-12). Their new book series Strategic Journeys for Building Logical Reasoning (Grades K–5, 6–8, and 9–12): Activities Across the Content Areas is to be released in July 2016.

Amelia Philbrook and Lauren Cuff

Teachers, Sandhoke Early College High School

Instructors of English/language arts and history will present on interdisciplinary-style high school courses through the use of LDC. Using student feedback, testing and overall growth data collected from a combined American History and American Literature class, these instructors will discuss the challenges, successes and possibilities of interdisciplinary classrooms.

Erica Fortenberry and Rosa Bailey

Principal, Sandy Grove Middle School and Director of Elementary Education, Hoke County Schools

Spice up your lessons with student engagement while exploring how to insert text-dependent questions, research strategies and writing across disciplines. During their session, Fortenberry and Bailey will demonstrate ways to tantalize student’s thinking and align lessons to the standards through LDC and MDC.