Jen Roggi, veteran mathematics teacher at Vernon Center Middle School in Vernon, Connecticut, was recently honored at the 2026 Associated Teachers of Mathematics in Connecticut (ATOMIC) Conference with the Charlene Tate Nichols Pre-K–8 Award! This award recognizes Jen’s outstanding dedication to mathematics education and her commitment and successful service to students and the education community, grades pre-K through 8. Congratulations, Jen!

William McKinney, a veteran secondary mathematics teacher and department chair in New Haven Public Schools at the Engineering & Science University Magnet School (ESUMS), was named a Connecticut state finalist for the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). He was recognized at the 2026 Associated Teachers of Mathematics in Connecticut (ATOMIC) Conference in March. Congratulations, William, on this well-earned recognition!     

Leigh Lessard, Hartford Public Schools

Leigh Lessard is a passionate mathematics educator and instructional leader whose work centers on creating classrooms where all students can see themselves as capable mathematicians. With more than twelve years of instructional experience at Hartford Public Schools, Leigh currently teaches at Pathways Academy of Technology & Design, where she brings energy and creativity to courses including Geometry, Algebra II, and AP Statistics. Her teaching is grounded in student-centered learning and culturally responsive instruction, and she actively incorporates strategies from Building Thinking Classrooms to foster collaboration, discussion, and deepen mathematical understanding.  

Leigh’s leadership extends well beyond her classroom. She serves as the mathematics department lead at Pathways Academy, coordinating departmental initiatives, supporting colleagues, and helping guide instructional decision-making. Leigh is a TEAM mentor and cooperating teacher, supporting the development of new educators entering the profession. Additionally, Leigh is hosting a UConn Neag Master’s intern for AY 25 – 26, in which she is supporting, mentoring, and collaborating with her intern as part of their master’s year change project. Leigh regularly facilitates professional development for teachers across the district, including a series focused on equitable grading and Building Thinking Classrooms strategies. Leigh was selected as Pathways Academy’s Teacher of the Year in 2022 and regularly hosts mathematics-centric events at her school, including but not limited to a Pi Day celebration! 

Through her participation in the University of Connecticut’s Noyce Math Teacher Leadership Program, Leigh continues to deepen her commitment to equitable instruction. Her independent leadership project (ILP), Empowering Minds: Engaging Math Tasks to Promote Equity (’24-’25), explores how thoughtfully designed mathematical tasks can create more inclusive learning environments and support meaningful participation for all students. 

Leigh also worked alongside fellow MTL participants to research and create a webinar for the Connecticut State Department of Education ahead of the 2026 Alliance District Symposium titled “Post Secondary Readiness”. Their session explored mathematics students’ postsecondary readiness and encouraged educators to consider how instructional decisions and course pathways can ensure that every student experience mathematics that prepares them for college, career, and civic life. 

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. 

Maureen Ringrose, Vernon Public Schools 

Maureen Ringrose brings more than fourteen years of experience as a mathematics educator to the Noyce Math Teacher Leadership Program. Currently teaching at Rockville High School in Vernon, Connecticut, Maureen cultivates classrooms that emphasize growth mindset, student discourse, and meaningful math engagement. She teaches a wide range of mathematics courses, from Algebra and Geometry to advanced topics in precalculus.

In addition to her classroom work, Maureen plays an active leadership role within her school and the broader education community. She serves as a Connecticut TEAM mentor and cooperating teacher, supporting preservice and early-career teachers as they develop their instructional practice. Maureen leads her school’s Algebra I Professional Learning Committee and contributes to professional development efforts that strengthen mathematics teaching across her district. Her leadership extends to higher education as well: she serves as adjunct faculty at the University of Connecticut’s Neag School of Education, helping prepare the next generation of secondary mathematics teachers.  

As a Noyce MTL Fellow, Maureen engages in practitioner research that focuses on building student confidence and advancing equitable classroom practices. Her independent leadership projects (ILPs) include Helping Students Build Math Confidence (’23-’24), which explored how collaborative learning structures influence student confidence and achievement, and Student Achievement Through Equitable Grading Practices (’24-’25), which investigated grading approaches that more accurately reflect student learning while promoting fairness and transparency. Maureen found that students were excited to utilize a navigation tool where they shared completed math work from each lesson with their classmates. Students used their own and their classmates’ work to prepare for summative assessments. 

Maureen also collaborated with fellow Noyce participants to research and deliver a webinar titled “Post Secondary Readiness” for the Connecticut State Department of Education in preparation for the 2026 Alliance District Symposium. The webinar focuses on mathematics students’ postsecondary readiness, encouraging educators to consider how instructional practices and course pathways can ensure that all students experience mathematics that prepares them for future opportunities in college, career, and civic life.