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Dr. Natasha T. K. Murray is an award-winning scholar practitioner, speaker, and author with extensive experience in K-12 and university settings. As a product of the New York public school system, after earning her doctorate from the University of Pennsylvania, she decided to return to New York to dedicate herself professionally and personally to increasing and improving educational opportunities for diverse and underserved populations.

Dr. Murray has served within the field of education in myriad capacities including New York State Master Teacher Emerita and Professional Learning Team Facilitator; New York State Teacher of the Year Ambassador; New York State Teachers Summit Advisor; State University of New York at Old Westbury’s School of Education Advisory Board; Past President of the New York State Association of Mathematics Supervisors Executive Board; Penn Literacy Network faculty; and Editorial Panel Chair of Mathematics Teaching in the Middle School, a teacher journal published by the National Council of Teachers of Mathematics. She’s been recognized as a Fulbright Specialist and the recipient of several awards that highlight her exceptional teaching, leadership, and contributions — including Excellence in Mathematics and Science Teaching; and Excellence in Educational Leadership; University of Pennsylvania’s Graduate School of Education’s Sustained Leadership in Education; and as an Emerging Leader and Distinguished Educator by Phi Delta Kappa International. She’s held influential leadership roles on boards and organizations dedicated to advancing education, teacher development, and systemic reform including Chair of the Board of Directors for the National Network of State Teachers of the Year and formerly on the Board of Directors for Phi Delta Kappa International, the Professional Association in Education.     

As an expert practitioner, author, teacher educator, administrator, and researcher with experience teaching in urban and suburban K-12 settings, she has the unique perspective and experience that cultivates significant and effective connections between practice and research. With degrees and certifications in English, English education, mathematics, mathematics education, education administration, education leadership, as well as school district business leadership from several universities including UPenn and Harvard, she effectively demonstrates ways in which efficacious teaching should be enacted for diverse student populations within all educational levels.

She has presented at numerous local, regional, and national conferences within the field of education on topics ranging from data-driven instruction to the reconceptualization of the role of a mathematics methods course. As a researcher, her interests include informal and tacit mathematical understanding, development and influence of students' mathematical identities, and effective teacher education programs and practices. Through her dynamic teaching, mentorshipp, workshops, presentations, leadership, consulting, and research, she has influenced the learning experiences of hundreds of thousands of students and educators nationwide — empowering them to unlock their full potential and redefine what’s possible in education.