Educational Background 

I graduated from Billings Senior High School and went on to earn a Bachelor’s Degree in Mathematics Education from the University of Montana. I later completed a Master’s Degree in Curriculum and Instruction from Montana State University, along with a certification in Culturally and Linguistically Diverse Education.

My educational experiences have helped shape both my teaching practice and my perspective as an educator. Through my graduate work, I developed a deeper understanding of curriculum, instructional design, research and the importance of supporting diverse learners in mathematics classrooms.

Current Teaching Assignment 

Honors Algebra 2 and Geometry Teacher at Billings Senior High School

Teaching Experience 

I consider my first teaching experience to be substitute teaching, because I learned so much during that time. I spent my subbing days in all three Missoula high schools, Meadowhill Middle School and Lewis and Clark Elementary School, where my children were attending school at the time.

My first full-time teaching position was at Florence High School, where I taught high school mathematics for five years. Teaching in a K–12 school allowed me to work in the same building as my children, which created a wonderful work-life balance. During this time, I also had the opportunity to teach for multiple summers with the Upward Bound program at the University of Montana, an experience I truly enjoyed and valued.

After my husband's job change brought our family to Billings, I taught sixth grade mathematics for four years at Lockwood Middle School. I have since spent the past thirteen years teaching mathematics at my alma mater, Billings Senior High School, and I was fortunate to teach there while my daughter was also a student.

I also had the opportunity to teach mathematics as an adjunct instructor at Rocky Mountain College for a couple of years while my son was attending school there. While my initial decision to teach where my children were attending school was intentional, the other opportunities simply worked out that way. I am grateful for those experiences, as it was incredibly meaningful to be part of my children’s educational journeys while also doing the work I loved as an educator.

Activities in MCTM 

I have enjoyed presenting at several conferences hosted by the Montana Education Association. For the past thirteen years, I have also had the privilege of participating in Math Teachers’ Circles as both a host and a participant. These experiences have allowed me to collaborate with fellow educators, explore mathematics more deeply, and share instructional ideas with colleagues across the state. I value opportunities like these that build community among mathematics teachers, provide meaningful opportunities for us to play with and investigate math and support continued professional growth.

Other Information 

Throughout my career I have valued being connected to the broader mathematics education community. Opportunities to collaborate with other teachers, share ideas, and learn together have always been some of the most meaningful parts of my professional growth.

I would be honored to serve on the board and contribute to the continued work of supporting mathematics teachers and students across Montana. I believe strongly in the importance of community among educators and would welcome the opportunity to help strengthen that community through MCTM.

What positive traits would you bring to the board? 

I would bring a collaborative mindset, creativity, a deep commitment to supporting mathematics teachers, and a broad perspective from teaching in multiple educational settings across Montana. Over the past two decades (plus some) I have taught mathematics at the middle school, high school, and college levels, and these experiences have helped me understand the challenges teachers face at different grade bands.

I value professional learning and community building among educators. My involvement with PLC's, Math Teachers’ Circles and my experiences attending (NCTM) and presenting at MEA conferences have reinforced how powerful it is when teachers share ideas, explore mathematics together, and support one another’s professional growth.

I also bring a willingness to listen and learn. I believe strong organizations grow when many voices are heard. I would work to ensure that teachers from a variety of districts and teaching contexts feel represented and supported by the work of the board.

What role should MCTM take in MT mathematics?

The Montana Council of Teachers of Mathematics plays an important role in connecting mathematics educators across the state and supporting high-quality mathematics teaching. I believe the organization should continue to serve as a professional home for teachers where they can share ideas, collaborate, and grow as educators. MCTM can help strengthen mathematics education in Montana by promoting meaningful professional development opportunities, supporting teacher leadership, and encouraging collaboration between teachers at different grade levels. Organizations like MCTM are also well positioned to highlight effective instructional practices and create spaces where teachers can explore mathematics together. Montana has many talented educators working in very different contexts, from small rural schools to larger districts. MCTM can help bridge those distances by fostering communication, sharing resources, and building a supportive statewide community of mathematics teachers.

Educational Background 

I earned a Master of Science in Curriculum and Instruction from Western Governors University in 2025. My graduate work focused on instructional design, MTSS systems, and data-informed teaching practices. My capstone research project examined how structured spiral review and distributed practice can support student mastery of previously unlearned standards in a rural multi-age classroom.

I received my Bachelor of Science in Elementary Education (K–8) from Montana State University in 2019. During my undergraduate program, I completed research with Dr. Megan Wickstrom focused on mathematical modeling and applied learning experiences in elementary mathematics. This research strengthened my belief that students benefit from engaging with authentic mathematical problems that connect classroom learning to real-world situations.

My educational experiences continue to shape my work as both a classroom teacher and MTSS coordinator, where I focus on building strong Tier 1 instruction while designing targeted supports that ensure all students have access to meaningful mathematical and academic learning opportunities.

Current Teaching Assignment 

Multi-age Kindergarten and First Grade Teacher, MTSS Coordinator K-12

Teaching Experience 

I am currently a multi-age kindergarten and first-grade teacher at Harrison K–12 School and serve as the school’s MTSS Coordinator for academics and behavior. In this role, I help organize and implement Multi-Tiered Systems of Support across the district, coordinating Tier 2 and Tier 3 interventions in reading, mathematics, and behavior. My work includes analyzing student data, supporting progress monitoring, and collaborating with teachers to design targeted supports for students.

Prior to joining Harrison Schools, I taught kindergarten at Thompson Falls Elementary School from 2019 to 2024. Across both roles, I have focused on creating engaging, developmentally appropriate learning experiences grounded in research-based instruction. My classroom emphasizes inquiry, hands-on learning, and interdisciplinary connections between literacy, science, and mathematics. I am particularly interested in helping students develop conceptual understanding through mathematical reasoning, modeling, and problem solving.

Activities in MCTM 

I have participated in professional learning opportunities focused on strengthening mathematics instruction in Montana, including the MCTM MCubed initiative and MFPE Educators Conferences. I have also served as a presenter at the MFPE Educators Conference since 2019, facilitating professional learning sessions on STEAM instruction, mathematical modeling, real-world learning, and instructional design. In 2025, I presented a two-hour session focused on supporting educators in implementing engaging, conceptually rich learning experiences in their classrooms. These experiences have allowed me to collaborate with educators across Montana while continuing to strengthen my own instructional practices in mathematics education and support meaningful connections between research and classroom practice.

Other Information 

I teach in a small rural K–12 district where collaboration and flexibility are essential. In addition to my classroom responsibilities, I help support district-wide instructional systems through my work with MTSS. This includes coordinating interventions, supporting progress monitoring systems, and working with teachers to strengthen both core instruction and targeted supports for students.

I am passionate about helping students build confidence and curiosity in mathematics by creating learning experiences that are hands-on, engaging, and connected to real-world contexts. I also work to build strong partnerships with families and the community to support student learning.

What positive traits would you bring to the board? 

I would bring a collaborative, research-informed, and systems-oriented perspective to the board. Working in a rural district has required creativity, flexibility, and the ability to build strong relationships with educators, families, and community members. Through my work with MTSS, I regularly analyze data, identify learning needs, and work alongside colleagues to develop practical strategies that support both teachers and students.

I also bring a strong commitment to connecting research with classroom practice. I enjoy exploring new ideas in education and translating them into meaningful, accessible strategies that teachers can implement in their classrooms. I value collaboration, thoughtful problem-solving, and supporting the professional growth of educators across Montana.

What role should MCTM take in MT mathematics?

MCTM plays an important role in strengthening mathematics education across Montana by supporting professional learning, fostering collaboration, and connecting educators with current research and best practices. As schools increasingly implement MTSS frameworks, MCTM can help teachers understand how strong Tier 1 mathematics instruction, targeted interventions, and effective progress monitoring work together to improve student outcomes. The organization can also support educators in integrating mathematical modeling, reasoning, and real-world problem solving so students experience mathematics as meaningful and applicable. In addition, MCTM serves as an important hub for collaboration across the state, particularly for rural educators who may have fewer opportunities for professional connection. By amplifying teacher voices, sharing innovative practices, and advocating for strong mathematics instruction, MCTM can continue to play a vital role in improving mathematics learning for students across Montana.