Adam Blomberg is a high school math, science, and engineering teacher. I have taught for 16 years, been married for 18, and have 3 children. My family and I enjoy the outdoors in northern Wisconsin. We love to swim, cross-country ski, hunt, and fish. In the spring we make maple syrup and in the fall we harvest Christmas trees.
Alexis Reid was born and raised in Queens, New York. I’ve been teaching High School math for 14 years. Currently I teach at High School for Construction Trades, Engineering, and Architecture in Ozone Park. This will be my 2nd year teaching geometry using the CPM curriculum. When I’m not in the classroom, I enjoy traveling with my husband and spending time with our children. My main goal is to bring true equality to the classroom so all students can be successful.
Amanda Ethridge is a high school math teacher from Boston, Massachusetts. She earned her Bachelor’s in History and a Master’s in Public Administration from Clark University and a Master’s in Education from University of Massachusetts Boston. She has been teaching for 7 years and has been using CPM for the last 2 years. Her research this year will focus on how to deepen mathematical understanding through reading and writing in the math classroom.
Amy Bowden – My name is Amy Bowden and I am a high school math teacher in Baltimore, MD. I have been teaching high school math for 5 years and graduated with my Masters in Teaching degree last summer. I was lucky enough to participate in CPM’s Academy of Best Practices in 2018 and this year I begin my third year as a teacher researcher for CPM. I have an eccentric teaching style that involves a great deal of humor, collaboration, inquiry and discussion. I have a passion for mathematics and am determined to make math achievable for all learners. I am looking forward to my team’s research this school year!
Angela Kraft – My name is Angela Kraft and I’m an Instructional Specialist and Math Coach in Oconomowoc, WI. I have been teaching middle school math for 15 years. My passion as a math educator is to help students grow a love for learning and solve problems to help prepare students for the world beyond high school and college. My personal pedagogy involves collaboration among peers and allowing students to tackle problems through discovery rather than direct instruction. This type of teaching allows students to learn from one another, learn to ask questions, justify their thinking, and learn to work in a team. Through this type of math education, hopefully, in a few years, we will hear fewer adults say, “I am not a math person.”
Brooke Raven-Sandberg – I have been teaching high school math in Fortuna, CA for the last 10 years. I am currently teaching CC Algebra 2 and CC Geometry using the CPM curriculum. I enjoy the challenge of getting students to work together as they develop their math skills. This is my sixth year as a TRC member and I am grateful for the opportunity to collaborate with other teachers around the country to make our classrooms more engaging.
Carrie Velasco – My name is Carrie Velasco and I have been teaching high school mathematics for 11 years. I started my teaching career in Southern California and now teach in Colorado. I have been using CPM for 8 years. I was lucky enough to be able to participate in the Academy of Best Practices for Veteran CPM teachers and this will be my third year participating in TRC. I have a passion for teaching mathematics for understanding and for helping students develop a growth mindset in mathematics.
Cathy Sinnen – I am Cathy Sinnen and I live in Mckinleyville, California. I have been teaching middle school math and CPM for twenty
–five years and still find it exciting and challenging. I have been a TRC member and researcher for five years. I have had the opportunity to work with great TRC teams and investigate goal setting, feedback and whole class discourse.
Jamie Kaper – My name is Jamie Kaper. I am heading into my fifth year of teaching at Sonoma Valley High in Sonoma California and I teach CC Algebra. I participated in the Academy of Best Practices in 2018 which was one of the best PDs I’ve done and led me to TRC. This will be my third year participating in TRC and I am very excited to work with my team and grow as an educator this year. I feel like this last year and a half has allowed us to come at the new school year with fresh ideas, ready to try new things.
Janine Scott – My name is Janine Scott, and I am a second career High School Mathematics Master Teacher at Davis Aerospace High School in Detroit, Michigan. I have been teaching in Detroit Public Schools Community District (DPSCD) since August of 2003 for a total of 18 years. I have taught the CPM Algebra 2 curriculum for the past two years and I love the conceptual development of the curriculum. In addition to giving my all inside of my math classroom, I am active in my district as well as both professional and public service organizations. I worked with the DPSCD textbook selection committee to select the CPM curriculum and helped the district to write the HS math curriculum guides. I am currently the president of Chalkbeat’s reader advisory board, and I sat on the national K-12 education board for SAE. I serve as an Advisor for the Davis Aerospace HS National Honor Society and I am also a mentor teacher for the Davis Aerospace Robotics team. I am also a life member of Delta Sigma Theta Sorority Incorporated, Detroit Alumnae Chapter. I have one dog, and I love to read and dance. Janine Scott, pronounced Janeen Scott Preferred Pronouns (She, Her and Hers)
Jennifer McCalla – I have been teaching math for over 20 years at a first-ring suburb high school in Cleveland, OH. Our district is considered urban based on our population of students. Currently I am teaching Algebra 1, Algebra 2, and AP Calculus (AB) and for the past 6 years have used the CPM curriculum. I’ve been a teacher researcher for 4 years and a CPM Teacher Leader for the last 5 years. My goal with my students and their parents is to ensure that they have positive experiences in my classroom that help them see that, with perseverance, ongoing communication, and a growth mindset, anyone can be a “math person”.
Jennifer Moriarty – I’ve been a high school math teacher in Kansas City, Missouri for 7 years. I earned my Bachelors degrees and Mathematics and Economics from The University of Kansas, and my Master of Education from The University of Missouri – St. Louis. I have a deep passion for making mathematics more accessible to all students, especially our most marginalized students, so everyone can reap the benefits of thinking and acting like a mathematician! It’s important in the growth of our society that everyone has the critical thinking and collaboration skills that great math education fosters, and I am excited to further that cause in the TRC!
Karen Kurcz – My name is Karen Kurcz and I teach at Chelsea High School in Chelsea, Michigan. I have been teaching high school math for over 30 years, and this is my seventh year with CPM. I feel that CPM instruction and my TRC research has breathed new life into my teaching and into my classroom – and for this, I am so thankful! Through the years, my husband, Mike, and my four beautiful, grown children have been my greatest gifts and support.
Laura Bell – I have been teaching middle school for 15 years. I spent 7 of those years teaching predominantly social studies before switching to teaching 8th grade math and algebra using the CPM curriculum. I have had the opportunity to teach CC1 through CCA and seen the connections that the CPM curriculum provides. I am in my 6th year as a CPM TRC researcher. This has given me the opportunity to collaborate with math educators all over the country, allowing me to improve my teaching and classroom. Aside from teaching, I am a wife, mother to 3 beautiful children, runner, hobby photographer and wannabe traveler!
Matt Rector – I’m Matt Rector. I’ve been a teacher for 28 years. I currently teach Integrated Mathematics 2 and 3 at Grant High School in Sacramento, California. My current research targets increasing the effectiveness of mathematics instruction through a focus on literacy.
Michelle Lo is a second-year teacher in California and has used CPM since she started student teaching. She teaches high school mathematics and this is her first year as a CPM Teacher Researcher. Michelle is interested in in
Mollie Siegel – Mollie Siegel is a Nationally Board Certified secondary mathematics teacher in Louisville, KY. She earned her Bachelor’s of Science in Mathematics from Bellarmine University in 2012 and Master’s of Education from Western Kentucky University in 2013 with an endorsement for English as a Second Language from the University of Louisville in 2015. She has taught CPM curriculum since her pre-service year in 2012 as a Graduate Resident Intern of the GSKyTEACH program and participated in the CPM Academy of Best Practices in 2016. This is her ninth year teaching in public education and her fifth year as a CPM Teacher Researcher.
Pamela Propst – I have been teaching middle school math for the last five years in Mississippi. I am currently teaching 7th grade math and have been using CPM curriculum for the past five years. One of my favorite parts of teaching middle school math is that I like to encourage my students to become mathematical thinkers as they develop their math skills while working together with other students in the classroom. This is my second year as a TRC member and I am looking forward to the opportunity to work with other teachers to gain more insights into how a focus on literacy supports mathematics instruction.
Penny Smits – Penny is an
Sarah Shon – My name is Sarah Shon, and I’m a high school math teacher at New Albany High School in New Albany, Ohio. I’ve been teaching all levels of high school math – Algebra through Calculus – for 17 years. Motivating students to ignite passion and confidence in themselves and their mathematics work has always been my primary goal as an educator. CPM has transformed my students into brave leaders and team innovators who are unafraid to dive into intricate problems and persevere through any situation. As a TRC Researcher, I am thrilled to share my passion for powerful, lasting, exciting math education with math teachers around the country. I live in the suburbs of Columbus with my husband and 2 wonderful daughters.
Simon Terrell – Simon Terrell is a native of Sonoma County, California and is in his 14th year of teaching middle school mathematics and 8th year of teaching CPM. Simon is interested in the Japanese methods of teaching math which have a focus on teaching through problem solving and classroom discourse. He also is striving to learn how to better serve all of his students through learning about equity and complex instruction.