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Dear Kadelpians: You have an incredible opportunity during the month of February to cast your ballot for the next group of leaders of Kappa Delta Pi (KDP). Make your voice heard and vote! Exercise your privilege to select the officers of the Executive Council.

The Executive Council will be comprised of these elected positions: President, President-Elect, Past-President, and three additional members. Based on the needs of the newly elected Council, the current President, President-Elect, Past-President, and another Council member will appoint two more individuals, as well as a representative from the Laureate Chapter.

Per the recommendation of the Leadership Development and Nominations Committee, the nominees for the Society’s 2018–2020 Executive Council election are presented here. On the current ballot, for President-Elect, vote for one candidate. For additional Council members, vote for three.

According to the procedures specified in the KDP bylaws, voting begins on February 1, and ballots must be cast by the end of the day February 28.

Dr. Mary C. Clement
Chair, Leadership Development and Nominations Committee (2016–2018)
President (2018–2020)

Dr. Victoria Tusken
Following her service as President-Elect (2016–2018), Dr. Victoria Tusken will serve as President for the 2018–2020 Biennium.

Past-President (2018–2020)

Dr. Peggy Moch
By virtue of the position already held, Dr. Peggy Moch will assume the office of Past-President.

President-Elect (Vote for 1)

Dr. Elizabeth Elliott
(PhD in Human Ecology/Child Development, University of Tennessee) Professor, Director of the Family Resource Center and Educational Research Center for Child Development, and Program Leader of the Child and Youth Studies Program in the College of Education, Florida Gulf Coast University. Also Expert Witness and Parent Coordinating Consultant for child custody cases in Florida’s 20th Judicial Circuit.

Professional Accomplishments
These elected positions provided me with the opportunity and responsibility to work and collaborate with a diverse group of individuals involving a variety of issues:
  1. Chapter Counselor of Omega Epsilon for 13 years
  2. Serving on the Executive Board of the Florida Association for the Education of Young Children (FLAEYC) for more than 7 years
  3. Serving as the President of the United Faculty of Florida–FGCU Chapter for 4 years.

Service to Kappa Delta Pi
As a Kadelpian, I have served and chaired several committees: Chapter Counselor for 13 years, Chapter Services Committee, Convocation Planning Committee (Chair), Reviewer for The Educational Forum, Convo workshop reviewer, and currently Budget Committee (Chair). All of these service and leadership experiences have provided me multiple interactions with members who come from every level of membership—student to Laureate. These interactions provided me with great professional growth as I not only seek, but also enjoy, their input and commitment to KDP as we make group decisions. I believe that my growth and professional development has been as a direct result of collaboration with fellow members.

Statement of Direction for Kappa Delta Pi
The Society has opportunities for growth, sustainability, and advocacy for its ideals and purposes. First, we must connect with and communicate to the global society our mission and the challenges facing the field of education. Today’s undergraduate and graduate students’ sense of belonging to organizations differs from many of ours. Our challenge is to develop encompassing strategies for attracting and sustaining those students into lifelong membership. Next, we must focus on advocating for the practicing educator. We must also continue to foster relationships and partnerships with our international colleagues. Finally, we need to seek outside economic partners who embrace our ideals and who can enhance the Society in monetary ways.

Over the next few years, our challenges include membership growth, economic sustainability, and public policy issues that threaten the ability of our society to survive and thrive. So, fellow Kadelpians, those beginning the journey and those who have been on it for awhile, I think Knowledge is the ability to inspire a will to learn for our members, our Duty is to guide our members, and Power is the ability to enhance the growth of all minds. As President-Elect, I will serve with you to continue our journey together.

Value-Added Qualities
I bring several unique perspectives to the Executive Council, from being a Chapter Counselor to undergraduate and graduate student members to serving on a state Executive Board of another professional organization. I served three terms on the Executive Board of the Florida Association for the Education of Young Children, the state affiliate of NAEYC; twice elected SW Regional Representative and once elected the state Vice President. My ability to collaborate and learn from multiple perspectives has been broadened by these positions.

Council Member (Vote for 3)

Dr. Raymond J. Dagenais
(EdD in Curriculum and Supervision, Northern Illinois University) Adjunct Faculty in Physics, Mathematics, and Graduate Education, Aurora University in Aurora, Illinois. Prior to retirement, Professional Development and Curriculum Specialist in Science and Mathematics, Illinois Mathematics and Science Academy.

Professional Accomplishments
  1. U.S. Department of State Invited Speaker
    Responsibilities included presentations in Thailand to Ministry of Education officials, university professors, heads of school science departments, school teachers, and university students. The visit included presentations at Chiang Mai University, Mahidol Wittayanusorn School in Bangkok, and Prince of Songkla University in Hat Yai. Lecture topics included strategies and methods of gifted student identification and selection procedures, assessment of student performance, academic standards for science and mathematics, and professional development in science and mathematics.

  2. Illinois Science Teachers Association President
    Responsibilities included the planning and management of the annual statewide Illinois Science Teachers Conference, leading periodic Association leadership committee meetings, and oversight of the Association budget.

  3. Coordinator for Professional Development–Illinois Mathematics and Science Academy, Office of the Alliance (Outreach Division), Aurora, IL.
    Responsibilities included coordinating the ongoing development, implementation, evaluation, and refinement of the IMSA Leadership Conference Initiative; coordinating budget and operation of the IMSA Summer ‘AD’Ventures Program, a professional training and development initiative for practicing and aspiring teachers and administrators that emphasizes the interconnections between mathematics, science, arts, and the humanities; and designing and implementing staff development and curriculum materials in collaboration with academy personnel as well as teachers, administrators, and other educational leaders across the state of Illinois.

Service to Kappa Delta Pi
Kappa Delta Pi Northern Illinois Area Representative, 1993–1996; Delta Epsilon Chapter at Northern Illinois University Executive Board President, 1993–1995; Vice-President, 1991–1993; Historian, 1989–1991; inducted, 1987. My dissertation chair and mentor, Dr. Rodney Borstad, nominated me for induction into KDP, and my first responsibility as Delta Epsilon Chapter Historian led me to learn about the foundations of the Society. The opportunity to move into a leadership role came with election to chapter vice-president and president positions. These roles provided important experiences for future growth. Subsequently, I was invited to take on the position of KDP Northern Illinois Representative, where I served as a KDP Induction Ceremony Representative. During this time I was a contributing author to the Life Cycle of the Career Teacher (pp. 96–103, KDP & Corwin Press, 1999).

Statement of Direction for Kappa Delta Pi
The field of education faces formidable challenges. At the national level, public versus private education is being debated. A clear identification of the benefits and drawbacks of each approach could establish the foundation for agreement on how best to serve American students. The goal of serving all students needs to be the highest priority for Americans to agree upon. At the state and local level, the challenges are no less demanding. Without a common understanding of what it takes to shepherd along a diverse community of learners to the level of self-sufficiency, the contributions of various constituency groups will continue to ignore the greater issues. KDP is in a position to bring clarity to the discussion through its diverse membership. KDP voices, focused by the long-term knowledge and experience of the Society, can have an impact on these challenges. To accomplish these goals, KDP needs to:

a.) Provide direction based upon research.
b.) Identify opportunities for a variety of constituents at different levels: c.) Make clear the benefits of involvement and action.

The strength of KDP is the diversity and expertise of its membership and its investment in the issues. Working on a collaborative basis with groups and organizations invested in the issues will strengthen the initiative.

Value-Added Qualities
First and foremost, as a dedicated learner, I strive to listen to the voices of others. My background in the physical sciences and my social science research into the attributes of successful mentoring experiences have proven to be a marriage of ideas that have both supported my teaching and learning, and propelled me to explore ways to integrate content, skills, and habits of mind. Recently, I was honored to serve as a member of the KDP Public Policy Committee. As the committee worked together, I developed a strong belief in the statement written by Stephen Covey, “Seek first to understand and, then, be understood.” I will bring what I have learned through my experiences and what I have learned from others to the work of the KDP Executive Council and the membership. Our work will use the goals and guiding principles of KDP to strengthen the teaching profession and establish Kappa Delta Pi as the preeminent leader in the social context of American education.

Dr. Peggy Marciniec
(EdD in Curriculum and Instruction, Northern Illinois University) Associate Professor, University of Wisconsin–Platteville. Formerly, Professor of Teacher Education, University of Wisconsin–Superior.

Professional Accomplishments
  1. Revitalized Iota Rho Chapter of Kappa Delta Pi to increase membership and accountability.
  2. Restructured the Masters in Reading program to address Common Core State Standards and the updated International Literacy Association standards. The number of students in this program has tripled since I assumed this responsibility.
  3. Was on the Faculty Senate Executive Board at University of Wisconsin–Superior.
  4. Initiated outreach program to indigenous Alaskans and to the U.S. military in remote areas of Alaska while at Alaska Pacific University.

Service to Kappa Delta Pi
I was the treasurer of KDP in Anchorage, Alaska, but now serve as an Associate Counselor for the KDP chapter at University of Wisconsin–Platteville. Before becoming Associate Counselor, I was selected to be a keynote speaker at KDP’s initiation. The chapter asked me to be its Associate Counselor. All programming and service projects are now under my guidance. I arranged for our students to be speakers at a tri-state conference where I also managed all of the logistics. For Convos, I mentored students who were selected to present and also presented a webinar. I was selected to be featured in KDP’s Chapter Leader Spotlight.

Statement of Direction for Kappa Delta Pi
Kappa Delta Pi faces several current opportunities and challenges. This is a world where the human spirit prevails in the face of budget cuts and negative public opinion. At the end of the day, teachers continue to strive to do their best to support a population of the most diverse learners in our recent memory. To honor the work of teachers is of utmost importance. KDP has done this in several ways, and we will need to continue to support the work of teachers.

I believe KDP can augment membership by appealing to a larger base of teachers and making it a priority to include members that represent diverse populations. Retaining members can also be a goal; the teaching profession evidences teachers who, for various reasons, choose to leave the profession early on. We can tap into this and be the offer of mentorship and support. Another challenge I include is to honor the fact that attending Convo is an amazing experience, a place to grow as an educator. Let’s do what we can to keep it affordable and accessible.

Value-Added Qualities
I am the “go to person” for delivering difficult conversations in a sensitive, empathetic, and tactful manner. I am very detail-oriented and I also see the bigger picture. I am the chapter’s leader for holding everyone accountable, enthusiastic about their roles, and feeling valued. I willingly take on and enjoy big KDP projects. All the students know they can rely on me for advice, for humor, for information and resources, and for validation.

Dr. Barbara B. Meyer
(EdD in Instructional and Curriculum Leadership, University of Memphis) Associate Dean for Grants, Graduate Programs, Partnerships, and International Opportunities; Acting Director of the National Center for Urban Education, Chicago, Decatur, and Peoria Teacher Education Pipelines; and Associate Professor of Curriculum and Instruction in the College of Education, Illinois State University (ISU). Formerly, high school Spanish teacher.

Professional Accomplishments
I have been at Illinois State University for 16 years. Three of my most recent accomplishments follow. I have
  1. Served in various leadership roles, currently as Associate Dean. Responsibilities include work on grants, graduate programs, partnerships, internationalization, and leading the National Center for Urban Education.
  2. Expanded opportunities for internationalization and study abroad for faculty and students in the College of Education (COE).
  3. Provided opportunities for COE faculty research to be recognized.

Service to Kappa Delta Pi
When I first started work at ISU, I was asked to speak twice at the KDP colloquia offered for our teacher candidates regarding classroom management and character education. I have been a reviewer for the Kappa Delta Pi Record since 2012. I do my best to review at least 10 manuscripts per year.

I served as Co-Counselor for 2 years from 2012–2014, and since then I have served as Counselor.

In Spring 2017, I began serving on the KDP International Committee, chaired by Jason Schipper. I am currently focusing on moving the International Ambassador position forward with others on the committee.

Statement of Direction for Kappa Delta Pi
As a member of the Executive Council, my goals would be to support current efforts, ask questions, and research potential opportunities on behalf of KDP. KDP has already set goals regarding members, and the Membership Committee has already worked on finding ways to recruit new members and sustain those members we already have.

Providing support for international chapter formation and sustainability should evolve and be supported. The International Committee, of which I am a member, has several initiatives to do just this, including an International Ambassador Program and International Chapter Outreach, to name two. I anticipate participating in these and other initiatives.

Recognizing practicing teachers who are or were KDP members at the schools where they teach is an initiative to explore. Recognition could be a door sign and an invitation to participate in an online professional development that might entice those who were members to return, and those who are members to become more active with their local chapters (universities would love the help of practicing teachers for at least some of their events) and at the national level (along with receiving reading/supplemental materials). Many university chapters serve preservice teachers, and connecting school districts could be of great benefit.

Value-Added Qualities
Being a team player that values and supports all participants is important for leadership. I am never afraid to ask questions to increase my own knowledge, understand others’ perspectives, and obtain information for myself or others. Project facilitation and obtaining outcomes has been a recognized strength in my leadership positions. All of these characteristics would help me be of benefit as a member of the Executive Council.

Ms. Shannon L. Rice
(MS in Special Education, Grades 1–6, SUNY College at Oswego) Special Education Teacher, Grades 5–8, Jefferson Central School, Jefferson, New York.

Professional Accomplishments
One professional leadership accomplishment was chairing the Kappa Delta Pi Membership Committee 2014–2016. Our committee focused on improving member retention efforts through redesigned messaging.

A second position that I hold is on the Jefferson Teacher’s Association Negotiations Committee. I have participated in this committee through two different contract cycles.

The third accomplishment I wish to highlight has been supporting new teachers. I am not an official mentor in my district, however I make it a priority to develop relationships with new teachers and to serve as a resource whenever possible.

Service to Kappa Delta Pi
I have served as a chapter officer, chaired the Membership Committee, reviewed scholarships for several years, and written two articles for the New Teacher Advocate. I am currently working with the new Regional Professional Communities as a Regional Representative. Membership in Kappa Delta Pi has given me many opportunities beyond those offered by my school district. The variety of professional development opportunities has had a dramatic impact on my teaching. I have not only learned about new strategies, ideas, and resources, but have also had the opportunity to share my experiences with others. Most recently, I had the opportunity to present a workshop on collaboration at Convocation 2017.>

Statement of Direction for Kappa Delta Pi
One of the greatest challenges facing Kappa Delta Pi will be to continue to be a leader in promoting excellence in a changing educational climate. It is critical that our members find value in their memberships throughout their careers as educators. I would serve as the voice of practicing K–12 educators to ensure that KDP understands the needs of today’s teachers. As schools take on different forms, so too must our organization evolve to serve its members. If we are to maintain our position as a leader in the field, our Society needs to be responsive to the changing needs of our membership.

Many KDP members leave the organization shortly after their college graduation. I believe that membership in this Society can become even more valuable to members as they progress throughout their careers. Communicating the resources, rewards, and recognitions available through KDP, as well as ensuring that those elements are relevant to practicing educators, is a high priority.

Value-Added Qualities
I have 12 years of teaching experience in a rural, high poverty school district. I spend each day finding ways to be creative with limited resources. While I don’t have previous board experiences, I am committed to rolling up my sleeves to get things done. I believe my practical experiences as a classroom teacher can be an asset. As a member who is not affiliated with a specific chapter, I can be a voice for that large segment of our membership that is unaffiliated with a collegiate chapter.

Dr. Robert H. Voelkel, Jr.
(EdD in Educational Leadership, University of California, San Diego, and California State University, San Marcos) Assistant Professor of Teacher Education and Administration, University of North Texas. Formerly, middle school principal.br>

Professional Accomplishments
  1. First school in district to successfully work with union and district office personnel to implement Professional Learning Community (PLC) model.
  2. Moved staff from a toxic culture of isolation to a collaborative culture resulting in an Academic Performance Index (API) increase of 145 points in 6 years and the closing of our achievement gap.
  3. Successfully led implementation of Positive Behavioral Interventions and Supports (PBIS) and Science, Technology, Education and Mathematics (STEM), reducing out-of-school suspensions from 515 to 34 in 6 years. Successfully wrote a $30,000 STEM grant.

Service to Kappa Delta Pi
As a member of KDP since receiving my teaching credential in 1996, I speak to educators about joining the organization. I recently expressed my interest in becoming a reviewer of manuscripts and books. I also presented at the 50th Biennial Convocation. I conducted a workshop presentation titled “Design and Sustain PBIS Using a PLC Model” and an Idea Swap titled “Relationship Between Collective Efficacy and Professional Learning Community.” Now that I work at the university level, I want to become more involved in KDP as the organization has helped me grow personally and professionally over the past 21 years.

Statement of Direction for Kappa Delta Pi
One of the more pressing challenges facing KDP is providing ongoing support to all levels of educational experiences for its members as the accountability for educators continues to increase. Another challenge is providing the tools needed to help educators close the achievement gap and successfully implement new standards and assessment systems. These challenges are also opportunities for KDP to continue to discover ways to support all levels of education, thus increasing the retention rate of teachers and leaders within the profession and professional development organization. As an officer of the Executive Council, I will keep the opportunities and challenges facing all levels of educators in mind when making decisions to ensure KDP continues to provide the very best service to educators.

Value-Added Qualities
Since entering education 21 years ago, I have been fortunate to obtain a wide range of teaching and leadership experiences as a K–12 public school practitioner and a university professor, providing a unique range of educational experiences and expertise. I bring a passion for helping teachers and leaders develop sound practices and acquire the content knowledge and skills needed to address the many challenges that educators face as they work to close the achievement gap.

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