ABSTRACT
Of all the teachers and professors of practice who participate in the MAT program and partnership, I perhaps exist more than anyone else in the worlds of both the school and the University and the world that we forge together. I have a dual role in that I split my time as a high-school mathematics teacher and a teacher educator. As a teacher at University Park Campus School, I teach geometry to high-school sophomores for two 90-minute periods, four days a week, in a heterogeneous classroom. As a teacher educator and University mentor, I supervise and teach secondary mathematics MATs. My classroom doubles as an authentic learning space for MATs, allowing me to support the development of their practice and reflect on my own practice at the same time.
