Meet the Candidates

As Christine Weber (Member-at-Large and Representative to the CEC Assembly), Kim Chandler (Newsletter Editor), and Javetta Jones-Roberson (co-chair of the Diversity, Equity, and Access Committee) complete their terms December 31, 2017, we would like to thank them for their service and dedication.

The following people have come forward to run for those positions. Please read their biographies and statements carefully. Election ballots will be emailed November 6, 2017. Members have until November 20 at midnight (central time) to vote.

Candidates Running for Elected Positions

(Member-at-Large and Representative to CEC Assembly)

 

Member-at-Large Candidates (2018-2019)

An Almquist, Ph.D. (c) is an educator, advocate, and mother. She previously served as a
professor and founding faculty member at the Center for Urban Education at the
University of the District of Columbia teaching Special Education and Case Studies of
Effective Teaching and Learning. She has been a CEC member since 2008. Throughout
her career, An has focused on advancements in special education and advocated for
individuals with exceptionalities.

Statement
As an At-Large representative on the CEC TAG board, I would like the opportunity to
continue the strong tradition of advocacy for children with exceptionalities and
giftedness. I see my role in advancing the Board’s mission and vision in the following
ways:
• Serve as the voice of TAG and represent the Board at CEC meetings.
• Serve as a Representative from TAG to the annual CEC Representative Assembly.
• Attend all annual Representative Assembly (RA) meetings.
• Prepare reports for TAG on relevant CEC business and issues.
• Increase collaboration with our members, teachers, and teacher educators committed
to supporting students with exceptionalities and giftedness.
• Advocate for the advancements in research and funding to enhance evidence-based
practices for effective teaching for individuals with exceptionalities and giftedness.
• Collaborate with fellow board members and other organizations to bridge the gap
between research and practice in our implementation of effective practices for gifted
learners.
• Assist the Executive Board in increasing the relevance of TAG to all of its members.
Seek ways and opportunities to expand outreach to local and state chapters.
• Obtain feedback from current members to determine how TAG can better address the
needs of its members.

 

Eleonoor van Gerven earned a double degree in educational sociology and philosophy and history of education at Radboud University Nijmegen. After being a researcher at the university, she left in the early ‘90s to start her own teacher education institute, Slim! Educatief, specializing in gifted education. Eleonoor created the first Dutch master studies in gifted education,  post-graduate teacher education Specialist in Gifted Education, and post master teacher education Specialist in Educating Twice-Exceptionals. She wrote 13 books and nearly 100 articles. She developed the Digital Toolkit for Education of the Gifted, an RtI-based instrument for seeing/responding to gifted primary students’ needs. Eleonoor won the Mensa-award.

Statement
The more and more intense and worldwide call to approach education from an inclusive perspective, is likely to be the most influential change for the education of gifted students over the last 20 years. As a result of this call initiatives offering opportunities for diverse interventions to serve the educational needs of the gifted are often closed down. At some points the concept of inclusion seems to work contradictionally to what it aims for. Inclusion should create situations to optimize development. This calls for the ability to see, to understand and respond adequately to the educational needs of all students, including the gifted. However, in day-to-day practice due to the heavy caseload teachers experience and regardless all their good intentions this is often not the case. This development demonstrates the need to intensify the professionalization of teachers and the need to intensify the advocacy for an adequate response to the needs of gifted students. CEC-TAG is already playing an important role in this. Knowledge construction by and for TAG members is in my opinion the underpinning for this process. Sharing and passing on knowledge worldwide, discussing good practices and stimulating research is a good way to grasp chances for change that can be profitable for gifted students within the current educational system.

 

Priscilla Ramirez Lurz, M.Ed.  was a GT teacher in Alamo Heights ISD in San Antonio, Texas, in Howard County Public School System in Columbia, Maryland and District Coordinator of GT Programs in Northside ISD in San Antonio, Texas.  She is a member of the Texas Commissioner’s Advisory Council – GT and Board of Directors member for the Texas Association for the Gifted & Talented. December completes her two-year term as TAGT Board President.

Statement
One of my main passions in life is advocating for gifted and high ability learners.  In the 21st century it seems the mindset of valuing our nation’s greatest natural resource, the minds of gifted and talented children and youth, would be noted as a necessity for education reform and global success as a nation.  Yet, these bright young minds continue to be overlooked in most educational systems as evidenced by state accountability measures.  States which do work to identify and serve gifted and talented students still contend with understanding issues around ensuring representation from low income populations, minority groups, and learners with multiple exceptionalities. There is still vital work to be done in heightening the awareness of the needs of the gifted and talented. I would like to be part of moving the mission of CEC-TAG   forward by joining efforts in advancing the success of children with exceptionalities, specifically our brightest learners. My goal is and has been over the years to help these gifted learners be optimal in reaching their fullest potential. Advocating, promoting standards, and offering professional development to educators, parents, and other leaders are indeed ways to focus on the strength of America’s brightest young minds.

 

Representative to the CEC Assembly (2018-2020)

Christine Weber, Ph.D., is a Professor in the Department of Childhood Education, Literacy and TESOL at the University of North Florida. She instructs teachers in strategies for conceptual teaching and learning, assessment tools, and meeting the needs of gifted learners. She has published numerous articles and presented at state, national, and international conferences related to the education of gifted children.  Currently, she is editing three books on Best Practices in Professional Development and Teacher Preparation in Gifted Education

Statement
After serving as the TAG Representative to the CEC Assembly for the past three years, I am seeking re-election because of my strong commitment to serving educators working with multi-exceptional and other diverse learners.  Recently, I have participated in a TAG Board strategic planning session to develop a set of new initiatives and would like to assist with advocating these exciting proposals inside and outside of CEC and TAG.  My various experiences working with gifted learners provides a strong basis for leadership on this board. Since 1998, I have served on the Editorial Review Board for Gifted Child Today and presented at various conferences about issues unique to this population of students including CEC, NAGC, the World Council for Gifted and Talented Children, and the Asia Pacific Conference on Giftedness. My strong interest in professional learning has led me to serve as chair-elect to the NAGC Professional Development Network. My newest book with Boswell and Behrens on case studies for differentiation focuses on cases supporting the standards of excellence set forth in the revised NAGC – CEC Teacher Preparation Standards in Gifted and Talented Education (2014) and the NAGC – CEC Advanced Standards in Gifted Education Teacher Preparation (2014).  It would a pleasure and an honor to continue serving on CEC-TAG.

 

Candidates for Ratified Positions

(Newsletter Editor and Co-chair of the Diversity, Equity, and Access Committee)

 

Newsletter Editor

Kim Hardin, PhD, is an Assistant Professor in the Teacher Education Department at Abilene Christian University. She spent ten years teaching in the Texas public schools where she served students from all academic and socioeconomic backgrounds. Her areas of focus while completing her Ph.D. were Gifted and Talented Instruction and Learning and Development. While completing her doctoral studies, Kim developed an interest in serving gifted learners and providing professional development opportunities for teachers of gifted learners, which is a focus of her work in school partnerships in Abilene.

Statement
As a teacher in the public school system and now as a teacher of teachers, I see the benefit of accessible and informative resources for classroom teachers, especially concerning gifted and talented student populations. The CEC-TAG Newsletter is an opportunity to provide members and their colleagues with important and up-to-date news about gifted education as well as opportunities for learning, sharing, and advocating within the field. As newsletter editor for CEC-TAG I would work to create a document each quarter that is accessible, informative, and attractive to our members in a format that is in-step with current technology and media trends. My knowledge of the Microsoft Office suite as well as access to Adobe’s full Creative Cloud will allow me to create CEC-TAG’s newsletter efficiently while at the same time generating a professional product. I look forward to the opportunity to collaborate and be more involved with the CEC-TAG board as well as to serve the teachers, administrators, and parents in our membership.

 

Co-chair of the Diversity, Equity, and Access Committee

Javetta Jones-Roberson,

Javetta Jones-Roberson is a Dean of Instruction at Haltom High School in Birdville ISD located in Haltom City, Texas. Previously, she has served as a high school Advanced Academics Coordinator, Gifted Campus Coordinator/Liaison, District professional development facilitator for Advanced Academics and Gifted teacher. She is very involved in the Texas Association for the Gifted & Talented as a Board member as well as the Council for Exceptional Children-TAG as the co-chair of Diversity, Equity, and Access committee. Currently, Javetta is a doctoral candidate in the Educational Leadership program at Texas A&M University-Commerce, where her research focus is Ethical leadership practices in Title 1 and Low SES schools towards Gifted underrepresented populations.

Statement

Serving on the board for the Council for Exceptional Children-Association for the Gifted has been such an awesome opportunity for me to continue my advocacy for diverse populations of the Gifted on a larger platform. Being in this leadership role and working with this dynamic group of individuals have furthered my researching ability, deepened my understanding of the values and goals of the organization, and work collaboratively with other stakeholders in the field who have a deep passion for student success within diverse populations. I currently serve on the state level board of directors for the Texas Association of the Gifted and Talented and through committee work with the National Associational of Gifted Children. I enjoy working with others by sharing ideas and concepts for schools, districts, and universities to implement with future teachers on advancing our Gifted populations and understanding the instructional piece needed in order for them to be successful in the classroom. This board serves as a catalyst for integrating positive change for policies, instructional practices, and community engagement for the Gifted diverse learner. By continuing to serve on this board, I believe I will bring a refreshing point of view on the 21st-century gifted student, support of families from diverse populations, and a practitioner’s perspective of ensuring academic success for these students.

 

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