Victoria Bill is a former elementary and middle school mathematics teacher. She is currently a Fellow with the Institute for Learning at the Learning Research and Development Center, University of Pittsburgh. She serves as the Chair of the mathematics Disciplinary Literacy team for the Institute for Learning, where she works closely with Margaret Schwan Smith on the design and coordination of the practice-based professional development model for mathematics. She also developed and implemented a research-based elementary mathematics professional development course of study, which has been used in several of the IFL partner school districts. Collaborations that have added to her knowledge core and awareness of school systems include work with the National Alliance for Restructuring Education, the New Standards partnership, and the North Central Regional Laboratory. Bill's completion of a principal internship has also contributed to her understanding of school systems. She has co-authored several articles on mathematics instruction. Her most recent publications include a chapter in the book, Content Matters: A Disciplinary Literacy Approach to Improving Student Learning, and an article on a lesson planning protocol, Thinking Through a Lesson Plan. She has presented at professional conferences such as the National Council of Teachers of Mathematics, the National Supervisors of Mathematics, the Pennsylvania Council of Mathematics Teachers, and the American Education and Research Association. She also teaches a Methods of Mathematics Instruction course for pre-in-service teachers at the University of Pittsburgh and an Instructional Leadership course at the University of Pittsburgh School of Education for teachers who aspire to be elementary or secondary principals. Bill completed her studies at Carlow University and the University of Pittsburgh.