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.

The Meriden Public Schools are engaged in a digital transformation that supports student-centered learning.  Staff and students are encouraged to Take Charge of your Learning. Innovative teachers are recognized through the “I’m Charged!” initiative and embody the concepts of student-centered learning by learning, experimenting, planning, enhancing, and strategically integrating AI tools. One teacher recently recognized is Noyce MTL Fellow Kari Baransky. From their website: 

“Kari uses custom Gemini “Gems” and NotebookLM to generate tiered math assignments and performance tasks that include scaffolded supports for ELL and SPED students. She streamlines administrative duties by using AI to summarize teacher observation notes and creates immediate feedback loops for students through AI-generated quizzes and flashcards.” 

Congratulations, Kari! 

Marta Soto-Johnson, Maloney High School, Meriden Public Schools

Marta is a dedicated mathematics educator with a decade of experience teaching secondary school students across a wide range of courses, including Algebra 1, Geometry, Algebra 2, Calculus, Statistics, AP Statistics, and Principles of Engineering. From 2020 to 2025, Marta taught Math 7 and Pre-Algebra in Meriden Public Schools. This year, Marta has moved back to teaching Algebra 1 at Maloney High School. Marta’s academic background is as diverse as her teaching: she holds a B.E. in Mechanical Engineering, an M.S. in Management of Technology, and an M.B.A., reflecting her strong foundation in both technical and applied problem-solving. Fluent in English and Spanish, she brings accessibility and inclusivity to her classrooms, ensuring students of different backgrounds can thrive. Her commitment to instructional innovation is evident in her professional presentations, including two poster sessions at the Alliance District Symposium in 2025 on the use of manipulatives to deepen understanding (2022–2023) and on embedding geometry standards intentionally within the Grade 7 math curriculum (2024–2025). Beyond her classroom, Marta has served her community as a board member for the Meriden, Berlin, and New Britain YMCAs.   

Becks Olthoff, Engineering and Science University Magnet School, New Haven Public Schools

Becks Olthoff is an accomplished mathematics educator with 17 years of experience teaching grades 6–12, from Pre-Algebra through AP Calculus BC. He currently teaches at the Engineering and Science University Magnet School (ESUMS) in New Haven, where he has been since 2020. Becks holds a master’s in mathematics for teaching from Harvard University and began his career teaching at an international school in the Dominican Republic (2011–2017), where he ultimately became the lead math teacher. A Yale Teaching Fellow and mentor teacher (2025- present), Becks has also participated in the Yale Partner Teachers Program (2022 – 2025). Fluent in conversational Spanish and a guitar player and teacher, Becks is deeply committed to creating safe, collaborative, and confidence-building learning environments where students can thrive. These commitments are reflected in his many leadership roles and constant innovation of his practice.  

Becks has adopted the Building Thinking Classroom model extensively and has adjusted assessment processes in his classroom to help students understand their own engagement, the non-math skills they are developing (e.g., collaboration, communication), with documented impact on achievement and students’ identity. Dedicated to inclusion and equity, he has written curriculum, presented district-wide professional development on Building Thinking Classrooms, developed lessons for multilingual learners and co-presented at major mathematics education conferences such as ATOMIC and ATMNE in 2024. Beyond the classroom, he has served as a TEAM Mentor for other math teachers, junior class advisor, SAT prep instructor, Lunch Bunch advisor, and middle and high school soccer and basketball coach. This fall, Becks was honored with the 2025 Yale Educator Award after being nominated by a former student who joined Yale’s class of 2029. 

Carson Dunn, University High School of Science and Engineering, Hartford Public Schools

Carson teaches algebra and statistics at University High School of Science and Engineering in Hartford. Carson began his teaching journey with Teach for America (2018–2020) at his current high school, where he laid the foundation for his commitment to educational equity and student success. By 2021, he expanded his impact beyond the classroom, serving as head girls’ varsity volleyball coach at the University High School of Science and Engineering. In 2024, Carson stepped into leadership as Mathematics Department Chair, while also mentoring graduate students through the UConn Neag Internship Program, supervising their work 10–20 hours per week.  

Carson has taken a lead role in supporting other teachers in Hartford in learning about and implementing a Building Thinking Classrooms lesson model in their classrooms. Early efforts included leading a Building Thinking Classrooms (BTC) book study with his colleagues and presenting district-wide professional development sessions. Carson focused on designing and facilitating sessions for thirteen Algebra 1 instructors to support their professional application of BTC practices. He documented this work and showcased it at the Alliance District Symposium, presenting his Individual Learning Project on facilitating a teacher-led cohort of Algebra 1 educators as a model of how districts can support year-long impactful professional learning as teachers work to change their practice. Across his roles as teacher, mentor, coach, and leader, Carson has consistently worked to foster equitable, collaborative, and student-centered learning environments. 

 

 

Courtney Sobanski (Thompson) and Jen Roggi (Vernon) represented our Noyce Math Teacher Leaders at the 2025 Noyce Summit! This annual gathering brings together Noyce Fellows, Scholars, and Project Leads from programs across the country to exchange ideas, share innovative teaching practices, and highlight the work happening in classrooms and communities. 

Courtney and Jennifer presented posters highlighting their Year 3 Independent Leadership Project. Courtney’s project was Professional Development, BTC Coaching, and Peer Observation. Jen’s project was Grade What You Value and Value What you Grade. Along with Megan Staples, they also presented a workshop on Advancing Fellows’ Math Teacher Leadership Skills.  

Congratulations to Courtney and Jen on their incredible work and continued contributions to math education! 

On May 17th, 2025, the Fellows met for their Spring Workshop went really well! Fellows brought great energy and thoughtfulness to the session. We also wrapped up the year with a joyful teacher field day! It was a fun and much-needed moment to reconnect, celebrate each other, and reflect on all we’ve accomplished together. Grateful for this community and everything we’ve built this year.

Jen Roggi is the 2024-25 Vernon Center Middle School Teacher of the Year at Vernon Center Middle School! Congratulations Jen!!