About Jill Gough

jgough-doodles1Jill Gough, Director of Teaching and Learning at Trinity School since 2012, facilitates professional development opportunities, builds teacher-administrator partnerships to facilitate a collaborative learning community, and leads educator observations and assessments. She is a regular on the professional development circuit, speaking at several conferences across the country and leading dozens of webinars every year on subjects ranging from promoting productive struggle in the classroom to mathematizing read alouds. An expert in mathematical teaching best practices and the integration of technology in the classroom, Gough regularly teams up with the National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics to deliver professional learning opportunities. In addition, she is a National T³ Instructor, working with Texas Instruments and T³ to deliver quality professional development for educators interested in using technology to facilitate learning and assessment that is interactive, dynamic, and collaborative. An avid sketchnote artist, Gough’s sketches have been featured by the Harvard Graduate School of Education, KSU Conference, and various other conferences

With more than 30 years of experience in education, Gough spent 11 years at The Westminster Schools, where she co-taught Synergy, a non-departmentalized, non-graded, transdisciplinary, community-issues-problem-solving course; facilitated the Junior High Math/Science Professional Learning Community; and served as the Chief Technology Integration Specialist for the junior high. She also spent many years as an adjunct professor of mathematics at Mississippi College and as an advanced-level math teacher at The Kiski Schoolof Pennsylvania and various public school in Mississippi. A winner of the Presidential Award for Excellence in Mathematics and Science Teaching, Gough has received numerous other awards, including the NAIS Teacher of the Future and the Edyth May Sliffe Award for Distinguished Middle School Mathematics Teaching. She holds a Master of Computer Science in Mathematics and Computing Sciences and a Bachelor of Science in Mathematics from Mississippi College.

Come learn with Jill:
Blog:  https://jplgough.wordpress.com
Sketchnotes: http://jillgoughnotes.blog
Twitter: @jgough
Email: jgough@trinityatl.orgjplgough@gmail.com

Samples of Conference Attendance, Professional Learning, and Presentations

2020


2019


More information of additional presentations.

Exploration Books:

Gough, Jill, and Sam Gough. Work Smarter Not Harder Calculus Labs for the TI-Nspire CAS. Andover, MA: Venture Pub., 2011. Print.

Gough, Sam, Mary Ann. Gore, Debbie Crawford, and Jill Gough. Work Smarter Not Harder: Calculus Labs for the TI-83/84. Andover, MA: Venture Pub., 2000. Print.

Gough, Jill, and Sam Gough. TI InterActive! Math for High School. Dallas, TX: Texas Instruments, 2000. Print.

Antinone, Linda J., Sam Gough, and Jill Gough. Modeling Motion: High School Math Activities with the CBR. Dallas, TX: Texas Instruments, 2000. Print.

19 comments

  1. […] Jill Gough called to tell me that stories are flowing in after her workshop to train middle school math teachers in the Art of Questioning, also sourced in part from The Falconer.  As far as I am concerned, this is the toughest test for real classroom flipping: getting middle school kids to invest enough in math to become the ones who ask the questions. Three weeks ago those teachers were utter skeptics.  Now the story line from many goes something like this: “I tried to get the students to ask the questions but they really balked; it was hard.  But I stuck to my guns and to the methods you taught me, and ‘lo and behold the students are exploding with questions that they never would have asked before.” […]

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  2. Love the new blog banner! I usually read from my RSS reader, so the banner might not really be new, but I read straight from blog this morning, and I love the banner.

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  3. Hi Jill 🙂

    My name is Shannon Martin and I attended your session a couple of weeks ago in Las Vegas titled Leading Learners to Level Up: Formative Assessment that Builds Confidence and Skill. I was absolutely mesmerized by your presentation and accomplishments. I am currently on maternity leave and I am already brainstorming how to design formative assessments for next year using your tiered levels. Thank you so much for your dedication to learning. Ever since I started my teaching career my goal has been to help students track their own skill progress and the structure of your assessments is ideal. I was seriously in awe all day after your session. A smile did not leave my face when I shared with my family about my conference experience 🙂

    I did have a question in regards to the sample formative assessment you shared during the session “Negative Exponents”. After the students grade the test and fill out the table of specifications to record their level, what was the paragraph that was written below the “I can… ” table? Was that a paragraph the students wrote or did the teacher write that paragraph? If you are okay e-mailing the sample you used during the conference, then I would love to see it.

    Thank you so much for your time. You are awesome and if you have suggestions to help me develop your style of formative assessments 🙂 please share 🙂

    I am truly excited to reach out and help my 8th Grade students improve the way they assess and communicate mathematical ideas.

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