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Erin Lehmann
Erin Lehmann, EdD, currently serves as an assistant professor for the University of South Dakota. She is an author, leader, and facilitator, advocating for mathematics and high levels of learning for all.
Erin Lehmann
Erin Lehmann, EdD, is an assistant professor for the University of South Dakota. She has experience as an elementary principal at a Title I school, as well as being a math teacher, math coach, and curriculum specialist. Her diverse background has afforded her the opportunities to facilitate content, pedagogy, and implement realistic strategies for beginning and veteran teachers while utilizing data-driven instruction. Her vast knowledge in professional learning communities and professional development has lead to strong implementation of best practices in teaching and learning.
Dr. Lehmann has authored Teaching Mathematics Today, second edition, as well as coauthoring several works. She is a frequent speaker at NCTM, ASCD, and NCTM, advocating for mathematics and grading practices. She successfully facilitated the transition from traditional to standards-based grading at one middle school. Dr. Lehmann was awarded the Innovative Team Award in 2015.
Dr. Lehmann holds a BA in elementary education, an MA in curriculum and instruction, and an EdD in educational leadership from the University of South Dakota.
Mathematics at Work™
Mathematics at Work™ experts are practitioners with deep expertise in research-affirmed mathematics instruction and assessment processes that ensure improved student learning. Work with them to develop a collaborative teacher culture focused on engaging instruction and formative feedback assessment practices.
Wellness Solutions for Educators™️
Certified associates in Wellness Solutions for Educators™️ deliver a research-backed approach to overall teacher well-being that focuses on four key dimensions--physical, mental, social, and emotional—to help you bring your best self to your students and colleagues each day.
Presentations by Erin Lehmann
- Exploring the Purpose and Nature of Grading Practices
- Standards-Based Grading: How to Show What Students Know
- Removing “Hoops” to Increase Student Learning Through Standards-Based Grading
- One School’s Journey to Standards-Based Grading Within a Professional Learning Community
- To Write a Thing Is to Know That Thing … in Mathematics
- Fostering a Classroom Culture of Discourse
- Principals’ Leadership Development
- The Never-Ending Data Cycle
- Crucial Conversations and How to Have Them
