Program Director, Math Leadership, Interim
Some of the Values that Shape My Work
I believe that all of us must be provided with opportunities to immerse ourselves in our own learning. This learning is based on the needs of each of us, is constructed around sound content and pedagogy, gives us the opportunity to contribute to and learn from each other, and inspires inquiry and reflection. What we want for our students we should want for ourselves—unlimited learning opportunities that engage us in creating, experiencing, and solving deep and relevant problems in a collaborative and nurturing environment. I care deeply about nurturing the intellect of teachers. My goal as a teacher and leader is to nurture independent, reflective teachers and to support them in making sound judgments about their teaching.
Work with Families, Children, Schools, and Communities
I taught fifth grade through high school in public schools for over 25 years. I taught history at the high school level, English and mathematics in the middle school grades, and all subjects in the upper elementary grades. Later I was a math specialist for elementary school teachers.
Recent Professional Contributions
I created and taught a course that focuses on deepening the math content knowledge and advancing the pedagogy of teachers. I facilitated sustained professional development for colleagues through action research and created and taught a course on assessment across the curriculum. I have also implemented sessions in mathematics for teachers and coaches throughout the country.
- M.S.Ed., Math Leadership, Bank Street College of Education
- B.A., History, Rutgers, The State University of New Jersey
Selected Publications and Presentations
Hummel, R. (2009). Leading without permission. In G. Schmerler (Ed.), Occasional paper series 23: Teacher leaders: Transforming schools from the inside (pp. 67-72). New York: Bank Street College of Education.