Mark Ellis, NBCT

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Mark is a Professor in the College of Education at California State University, Fullerton where he directs the Mathematics and Science Teacher Initiative and is Principal Investigator (PI) or co-PI for four externally-funded projects involving innovative approaches to teacher preparation and teacher development. He served on the National Council of Teachers of Mathematics (NCTM) Board of Directors from 2011-2014 and contributed to the development of NCTM’s Principles to Action: Ensuring Mathematical Success for All. In 2015 he received NCTM’s Linking Research to Practice award as co-author of the Mathematics Teaching in the Middle School article, “Multidimensional Mathematics Teaching.” Prior to entering higher education, Mark taught mathematics in grades 6-12 in northern California public schools for six years, earning National Board certification in early adolescence mathematics in 1999.  All of his work is driven by a belief that every student has the potential to be successful in learning mathematics and a commitment to ensuring this potential is fulfilled in every classroom.
Making Instructional Shifts with Video Cases
Mark Ellis, NBCTApril 29, 2016

We’ve all been there. In the current education environment, we’ve all faced the challenge of figuring out how to translate instructional shifts from theory to practice. Is this even feasible in a real classroom? How will that work with my students? Variations of these questions are coming up frequently, I suspect, for educators all over the country right now. At least they are in my world, as they represent common concerns voiced by my colleagues and peers as we determine the best ways to support deeper learning that’s reflective of changing state standards. They are valid concerns as well, coming…

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