William McKinney, New Haven Public Schools 
William McKinney brings over 15 years of classroom expertise, along with instructional leadership, and equity-driven vision to the Noyce Math Teacher Leadership (MTL) Program at the University of Connecticut. A mathematics teacher and department chair in New Haven Public Schools at the Engineering & Science University Magnet School (ESUMS), William has spent over a decade teaching a wide range of courses. From Algebra and Geometry to AP Calculus and AP Economics, William simultaneously builds systems that support both teachers and students. His leadership work includes developing a five-year Math Equity Plan for ESUMS designed to increase access to advanced mathematics courses, redesign math pathways, and strengthen alignment across grades 6-12. Through this work, William continues to advocate for classrooms where every student has access to rigorous and meaningful mathematical learning.
William’s commitment to teacher learning and collaboration is evident in the many roles he holds within his school and district. As department chair, he facilitates professional learning for teachers, organizes peer observation opportunities, and supports colleagues in implementing innovative instructional practices such as Building Thinking Classrooms. William has contributed to curriculum development, professional development workshops, and mentoring new teachers through Connecticut’s TEAM program. His dedication to improving mathematics teaching and learning has earned recognition across the state, including the Alfred P. Sloan Foundation Teaching Champion Award in 2020. In 2025, William was recognized as a Connecticut state finalist for the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST).
As a Noyce MTL Fellow, William has engaged in a series of practitioner research projects that explore how instructional decisions influence student participation and access to advanced mathematics. His independent leadership projects (ILPs) include The Iterative Development of Consolidation (’22-’23), Reducing Hesitation Through Exemplars (’23-’24), and Improving BOTH Equity of Access and Achievement in AP Math Classes (’24-’25). These projects reflect William’s ongoing commitment to designing classroom structures that empower students to contribute mathematical ideas with confidence.
William also collaborated with fellow Noyce MTL participants to research, design, and produce a webinar for the Connecticut State Department of Education in preparation for the 2026 Alliance District Symposium titled “Post Secondary Readiness”. The session invites educators to explore what it means for students to engage in mathematics that prepares them for college, career, and civic life, highlighting instructional practices and mathematics pathways decisions that promote strong postsecondary outcomes for all learners.