Welcome to Joleigh Honey
Transforming Systems and Classrooms Using Asset Based Teaching
Joleigh Honey has 30-plus years of experience as a mathematics educator. Her experience includes being a classroom teacher, academic coach, specialist, building administrator, K-12 district and state-level mathematics supervisor, and the PK-12 STEM Coordinator and Equity Specialist for the state of Utah.
She writes task-based instruction curricula, is the author of Transform Your Math Class Using Asset-based Perspectives, supports states with standards and pathways implementation and policy through the Dana Center at the University of Texas, Austin, and designs/provides professional learning services to educators and leaders nationally.
She is the Past President of the Association of State Supervisors of Mathematics (ASSM), serves on the Executive Board of the National Council of Teachers of Mathematics (NCTM) and on the Executive Committee of the Conference Board for Mathematical Sciences (CBMS).
Over the years, she has focused on student engagement and ensuring all students, including students with disabilities, have access to and success with meaningful mathematics.
Speaking
Building A New STEM Identity:
Math educators are, by definition, STEM educators. Through the conversations and activities of this session, and with attention to the unique components of math as situated in the STEM learning space, educators will:
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understand three aspects that comprise one’s identity in STEM: a sense of capability, a sense of belonging, and a sense of purpose;
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explore the impact of educators’ STEM identities as well as students’ STEM identities on student learning, achievement, and motivation;
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create an action plan for changes to professional practice that create better learning outcomes.
Consulting
Joleigh Honey has over 30 years of experience in a variety of roles in mathematics education and has made significant impact working with state and district leaders to transform mathematics education. Joleigh is known for consulting with state, district, and school leaders to:
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Implement systemic changes to increase mathematics opportunities and outcomes for students with disabilities
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Coaching to increase content and pedagogical knowledge
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Consultation to examine and improve IEP’s (including using asset-based perspectives to shift PLAFFP language and using student choice when writing effective IEP goals)
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Create progress monitoring rubrics that Work! Student’s learn concepts more deeply and have a breadth of understanding the major concepts using grade level content
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Modify high school courses so that students have better results and teachers have more joy in their work.
