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2003 elections for ACTE Board of Directors.

Members of the Association for Career and Technical Education (ACTE) will choose a president-elect for the association and vice presidents for the following divisions and regions: Region II, Region V, Administration, Agricultural Education, Business Education, Family and Consumer Sciences Education, Guidance and Health Occupations Education. The ACTE president-elect will serve one year in that office, beginning July 1, 2003, followed by one year as president, and one year as past-president. The vice presidents will be elected for three-year terms, beginning July 1, 2003. The ACTE Bylaws permit divisions and regions to choose their vice presidents one year in advance, as vice presidents-elect. Vice presidents-elect will begin their three-year term on the Board of Directors July 1, 2004.

The three nominees for president-elect and 17 nominees for vice president and vice president-elect were chosen through official ACTE procedures. Nominating committees interviewed and nominated candidates for positions on the ACTE Board of Directors. Nominees for ACTE president-elect were then presented to the ACTE Assembly of Delegates, which met during the ACTE convention in Las Vegas. Nominees for division and region offices were submitted to their respective divisions or regions at annual business meetings held during the ACTE convention.

All ACTE affiliate, standard, direct, and life members whose membership dues were received at ACTE headquarters by January 15, 2003 are eligible to vote. All eligible members may vote for president-elect; members of all divisions and/or regions holding elections are also eligible to vote in those elections.

Please review the biographical information and platform statements for nominees and exercise your right to vote for the future leadership of the Association for Career and Technical Education. Use the enclosed envelope to return your ballot to the accounting firm of DeLeon & Stang, LLC of Gaithersburg, Maryland, which has been chosen to audit the tabulation of results for the Board of Directors Elections. Completed ballots must be postmarked by March 1, 2003 to be valid. Ballots will be counted and audited at the offices of DeLeon & Stang on March 15, 2003. Results will be posted immediately on the ACTE Web site and announced in the May issue of Techniques magazine.

Meet Your 2003-2004 President-Elect Candidates

ACTE asked the three president-elect candidates to answer the following questions to help members understand where the candidates stand on important issues facing the organization.

Why do you seek the office of President-Elect?

GILLISPIE. The main reason I want to serve as ACTE's president-elect is to continue my service to career and technical education by encouraging and growing our own potential leaders within our organization. Danny Cox once said, "Nobody in your organization will be able to sustain a level of motivation higher than you have as their leader." I believe that this is true and as your president-elect, my number-one priority will be to implement a Leadership Training Institute across the United States. Each state will identify potential leaders who will then come together for high-impact leadership training. The potential leaders we identify and train can then go back to their respective states where they will also implement a leadership training program. Developing quality leaders in an exponential fashion like this will impact ACTE abundantly. Not only will we develop leaders within our schools, communities and organization, but we will also begin to have an impact in the area of legislative advocacy.

MILLER. I have had many wonderful opportunities afforded to me through ACTE, and those experiences have only helped to enhance my career in education. ACTE has given me the opportunity to share ideas and network with fellow professionals across the country, thus strengthening my skills and abilities as an educator and leader. My service to ACTE as president-elect is an opportunity for me to excite others about the many benefits and professional opportunities available to them as members, thus giving back a portion of what's been given to me from ACTE professionals.

As president-elect, I will have the opportunity to share in a national forum the many benefits and rewards of CTE. I believe CTE is extremely important to our country's economic growth as a major component of the overall educational system. Development of an educationally based vision for career and technical education is a key task of the president-elect, and working with members and critics alike to develop this vision is a major role for this office. Partnerships between our ACTE members, other educators and their professional groups, as well as community leaders and policymakers will serve to sharpen and improve our vision while improving our understanding of each other's perspective.

RUSSELL. My commitment to run for ACTE president-elect was not made lightly. I spent hours thinking about why I should submit my application for candidacy. I pondered pros and cons at length. Then, the solution came clear--it can't be done alone. it takes the membership, the elected ACTE board, and the ACTE staff to make ACTE work. The job of ACTE President is to listen, advocate, represent, facilitate, guide and provide leadership to accomplish the mission, goals and strategic plan developed by the membership leaders. I have been part of the elected leadership that has been mentored and nurtured through years of active involvement. I have the backing needed from my workplace, the support of my family and I fully understand the time commitment. I want to give back to the organization that has so richly provided experiences to enhance my professionalism and hone my leadership skills. I want to use the knowledge I have gained to serve the members of ACTE as we increase membership and services, advocate to policymakers and strive to establish national recognition of CTE as the educational arm for economic development.

How will your background and experience contribute to your role as a leader in ACTE?

GILLISPIE. I am a product of career and technical education and a proponent of the benefits of being a member of this organization. My whole life has centered around people who have guided and directed me. My first Ag teacher taught me how to set goals and achieve them. My first teaching partner modeled leadership by being active in ACTE. I became a career and technical educator who was active in state and national organizations from the start. I have been honored to serve as Outstanding Young Agriculture Teacher for NAAE Region I; ACTE Region V Teacher of the Year; Legislative Affairs Chairman for AzACTE and the Az Ag Teachers' Association; ACTE Delegate to the Moroccan Educational Division of Government; President of both AzACTE and Az Ag Teachers' Association and most recently, your ACTE Region V Vice President. Because of this level of involvement, I realize that I have the ability to work with people from diverse backgrounds all across our great country and around the world. A good leader needs to have the ability to speak and listen to all people and I firmly believe that I have these characteristics. We all need support and guidance at times. Leaders look to other leaders for guidance. I believe that I possess the characteristics to help develop leaders within our profession. In my life, I have had many opportunities to take the wrong path. It was my community that helped me defy the odds. And now, ACTE is my community. I know there are others like me in this organization and as your ACTE president-elect, I will encourage others to also take on leadership and active roles in our organization.

MILLER. Twenty-three years of experience in a career and technical classroom have provided me with a wealth of knowledge. I know firsthand the struggles and rewards of academic integration; working within funding restraints; developing and retaining community, business, and industry support and involvement in education; and negotiating the political issues both inside and outside our profession. The opportunity to serve as a summer intern lobbyist in Washington, D.C., as well as my elected and appointed positions in my community, have provided me the skills necessary to work with policymakers. I know how to convey our ideas to those outside the field of education. My ability to work toward consensus and the best interests of the "community" has been influential in my leadership roles in ACrE and beyond.

I have also had the opportunity to work with educators across this country in a national technology forum. This program gave me a new perspective of how other educators view career and technical education. This experience will be helpful as we build coalitions and strengthen our position within the overall field of education. The most important experience I bring to ACTE is that of a strong family background. This background has instilled in me an appreciation for honesty and a disciplined work ethic. Both have served me well.

RUSSELL. Since junior high school, I have been involved in organized leadership training. My school did not have family and consumer science classes and the closest I could get to agriculture education was to be FFA Sweetheart, as girls did not enroll in agriculture classes. My option was 4-H, which served me well. After getting my teaching degree, I began my profession in CTE. Skills USA VICA was the student organization for my program and I involved all students who wished to participate. I learned as much as they did. I helped establish HERO in our state and later worked as local, regional, and state judge for FBLA, PBL, FFA, TSA, DECA, HOSA and FHA. On the national level, I was part of the task force that developed the Skills USA Professional Development Program and served as a national judge for the Opening and Closing Ceremony contest. Through all my experiences, I learned much about the diversity of our divisions and membership. Professionally, I have been a member of the Family and Consumer Science, Guidance, Administration and New and Related Services Divisions. I have served as State President for two of these divisions and State President for Oklahoma AcrE. Serving as an adjunct professor at four universities gave me insight to challenges at the post-secondary level.

Through my 30 years of involvement in my state, I have served on numerous committees, task forces, panels, workshops, and in other leadership roles. By serving as ACTE Region IV Vice President and Executive Committee Member to the ACTE Board, I have had the opportunity to learn about the inner mechanism of ACTE. I feel these past experiences, the leadership skills I have learned and practiced, plus my belief and commitment to ACTE qualifies me as a leader for the organization and a contender for the office of president-elect.

Research indicates a large number of CTE teachers will be retiring over the next several years. What role should ACTE play in teacher recruitment and what strategies should ACTE employee to address the challenge?

GILLISPIE. It is critical that ACTE proactively recruits and retains quality teachers. This can best be accomplished by establishing a well-defined and articulated recruitment/retention program. This program should be designed by a task force made up of representatives from across divisions and states. The task force should consider developing a plan that includes establishing partnerships with universities and technical schools, provides for direct communication among all stakeholders, utilizes business and industry resources, provides for ongoing teacher support and professional development and addresses the financial commitment and concerns of those going into career and technical education Professions.

Recruitment and retention of quality teachers is no easy task and ACTE should not assume a one-size-fits-all solution. Our organization would be wise to pilot variations of the task force's recruitment/retention program in different parts of the country and collect data on the successes and progress of these programs. Evaluations of this data would then ensure that ACTE is making continuous, informed improvements and refinements to our programs.

MILLER. First, we must identify how we as CTE professionals entered the profession. Each of us reached our position in career and technical education through positive experiences in CTE, encouragement of a mentor, or by other avenues. We can build upon these findings to recruit replacements in the field by spreading the word and mentoring young professionals.

CTE is an excellent career choice and way of life for many of us. The ACTE communication department can help us encourage students to enter the profession. ACTE can help to partner teachers, guidance departments, administrators, and college officials with promotional materials and events highlighting our profession. ACTE representatives at student career shows and conferences will help to promote the career and technical education profession. We must also work within ACTE to create programs to retain our current professionals. The responsibility lies with us to keep abreast of current professional needs and to work towards meeting them.

RUSSELL. Some issues for ACTE and the Teacher Quality Taskforce to consider and research are: governance of alternative licensure, degree versus non degree, traditional licensure versus alternative licensure, professional development activities for pre-service and in-service levels, student loan pardon incentives for future teachers, teacher preparation programs at colleges and universities and teacher retention. Research indicates that lack of peer support and professional development are the main reasons for teachers leaving the profession. ACTE can use the Web as a vehicle to deliver professional development activities and information or links to other professional development websites. ACTE can develop strategies for cooperation among our states, regions and divisions for professional development activities and peer support. ACTE can collaborate with other entities to study the teacher shortage, how states measure teacher quality and what standards are being used. ACTE can also gather student success stories and research indicating what does and doesn't work in CTE. All this information can be used as tangible support for CTE in the upcoming legislative agenda.

ACTE data shows a lack of cultural and ethnic diversity in the career and technical education teacher and administrator population. What strategies should ACTE implement to address this situation?

GILLISPIE. A focus on diversity is key to the future of ACTE. Career and technical educators are a diverse group representing all cultures, ethnicities and walks of life, yet this diversity isn't accurately represented in our membership. There must be no confusion as to our message or our commitment to become a model for successful integration of diversity into all aspects of our organization. I am committed to ensuring that diversity is valued in every aspect of our organizational life, that our members and communities understand the educational benefits of diversity and that we all respect diversity and work actively to further the role that diversity plays in our educational mission.

ACTE needs to seek out our diverse career and technical educators and invite them to take a leadership role. ACTE can value the expertise these educators and administrators can bring to our organization by including them in grassroots efforts to develop even more diverse active involvement in our organization. Ensuring that committees are made up of members from a variety of backgrounds and experiences can also enhance our diversity. We should initiate discussions with career and technical educators of diverse backgrounds to determine what obstacles keep them from being involved and develop a plan of action based on these findings. Communication is vital to continuous improvement in the area of diversity within ACTE.

MILLER. Diversity brings strength to our profession and to ACTE. ACTE needs to investigate, identify, and then draw upon our cultural, divisional, regional, and ethnic strengths. If we understand and appreciate the diversity within our profession we can use that strength to reach our goals. An open invitation extended to all (in CTE) to join the ACTE family, will enhance our perspective and ability to affect the future of career and technical education.

RUSSELL. We must grow our own by actively seeking out potential leadership. ACTE can help develop a mentorship program that can serve as the catalyst to identify and encourage members and potential members from culturally and ethnically diverse populations to seek teaching and/or administration credentials. Funding can be sought through the CTE business/industry community. Alliance with colleges and universities can secure tuition fee waivers or scholarships for the required educational courses. ACTE can promote effective professional development programs that help new and experienced teachers from diverse populations. Another strategy can involve career counseling for teacher recruitment at the high school and college level supported with scholarship incentives. ACTE can work on language to be incorporated into upcoming legislation addressing teacher shortages and targeting diverse populations for teacher preparation and advanced education funding. ACTE can develop a recognition program for school districts or individuals who actively recruit and help prepare individuals from diverse populations to become teachers or administrators.

How can ACTE speak for the profession when its membership base represents less than 10% of the professionals? What can ACTE do to strengthen its voice within this context?

GILLISPIE. I am a member of ACrE because I believe that this organization is a leader in the area of legislative advocacy. As a career and technical educator this aspect of ACTE is a top priority for me because whatever the legislature decides for career and technical education directly affects me and my students. By being a member of ACTE, I know that I have a voice in the legislative arena. Other ACTE members see the value in membership because of the availability of professional development or networking with others in their profession. Whatever our current members see as the main benefit of membership needs to be communicated to those in our profession who are not yet members. We can do this by surveying our professionals for their needs. We can then develop programs that will directly address those needs. Educators are always pressed for time and resources. Our programs should assist educators in ways that are tangible and readily useable.

If we are to take ACTE to a higher level of esteem and commitment with members of our profession, then we cannot ignore the voice of all career and technical educators. As the great leader Margaret Mead once said, "Never doubt that a small group of thoughtful, concerned citizens can change the world. Indeed it is the only thing that ever has."

MILLER. We can strengthen our voice in three ways. The first is through membership recruitment. We each need to take personal responsibility for recruiting new members by promoting the ACTE ideals and purposes. We can also partner with other educational organizations, business and industry, and policymakers towards strengthening the overall voice of education. Finally, we can all strengthen the voice of CTE by being proactive professionals and getting involved at the frontline of educational issues.

RUSSELL. I interpret this question to imply that "the profession" includes all facets of professional educators. There are many organizations that represent numerous aspects of education and affiliates. ACTE represents a specialized niche that prepares our nation's workforce. This preparation cannot successfully take place without collaboration with other education agencies to enhance all components of education. Traditionally CTE is first-rate at preparing students for success, but poor in publishing success stories. Let's find the research that proves CTE student success rate. Let's identify students who have been through our training, showcase their accomplishments and use them as testaments to CTE's contribution to economic development. Let them help change the negative public opinion of CTE. In fact, does that negative image still exist? ACTE can work towards measuring the current public opinion about CTE. The membership, legislators and our public needs to know how CTE has fared with our name change and program emphasis. ACTE should continue efforts to develop strategies and work in tandem with other educational entities, the media and our policymakers to increase positive public perception of the importance of CTE to the workforce and our national economy.

Visit the ACTE Web site at for president-elect video statements and convention speeches.

ACTE President-Elect

Name: Mike D. Gillispie

Occupation: Agriculture Occupational Program Director

Employment History: Agriculture Occupational Program Director, Glendale Community College (2001-present); Agriculture Instructor, Peoria Unified School District (1990-2001); Adjunct Faculty, Golf Course Management Phoenix College (1998-2000); Agriculture Instructor, Deer Valley Unified School District (1986-1990) Education: BS-Agriculture Education, University of Arizona

ACTE Involvement:

Division: Natl Council for Agric Educ AZ Team Trainer for Turf and Landscape (2001); Peoria Unified School District Outstanding Employee of the Year (1998); NAAE Region I Vice President Candidate (1998); AVA & NVATA Conference attendee (1997); Natl FFA Partners for a Safer Crate AZ Team Trainer (1996); AVA & NVATA Conference attendee (1994); NVATA Region I Cmte Member AZ Delegate Rep (1993); AVA & NVATA Conf attendee (1993); NVATA Region I Cmte Member (1992); President, AZ Delegation AVATA (1992); NVATA Region I Cmte Member (1991) NVATA Outstanding Young Member Region I (1991); NVATA Region I Cmte Member (1990)

Region: Region V Conference Director, Leadership Workshop (2002); Region V Conference Director (2001); Region V Business meeting facilitator (2001); ACTE Vice President Region V (2000); Policy Committee member (1999); ACTE Region V Conference Planning Committee (1999); Region V Teacher of the Year (1999); Policy Committee Member (1999-FL, 1998-WY, 1997-WA); AZ Voc Assn President (1994)

Committees: ACTE Finance and Organization Committee (2000-2002); ACTE Nominating Committee (2000); ACTE Structure Task Force (2000); ACTE Bylaws Committee (2002); ACTE Executive Committee Region Rep (2002-2003); ACTE Morocco International Delegate (2001); ACTE National Policy Seminar (1996-2002); peoria Block Scheduling Committee (1998-1999); Peoria High School NCA Committee (1997-1998); Legislative Affairs Committee Chairman-AATA & ACTE AZ (1995-2001)

Other National, State and Local Involvement

Habitat for Humanity Landscape Project (2001); Glendale Rotary, Lions Club and Kiwanis Club Presentation (1997-2001); Australian Agriculture Student Exchange Program Director (1996-1997)

Platform Statement

I am honored to have the opportunity to run for president-elect of ACTE. I am living proof that Career and Technical Education works. My successes today are a direct result of my positive agriculture education experiences and FFA involvement. The opportunity to run for president-elect allows me to continue to give back to Career and Technical Education. I will continue to further ACTE's efforts in defining core purposes, creating an envisioned future, determining research needs and addressing major issues for our association. My major areas of focus will be:

Leadership Development: I want to build an effective Leadership Program at the National Level. I believe that we have a multitude of professionalism and talent within our organization. We need to tap that talent by "growing our own" leaders, We should identify these potential leaders, provide opportunities for leadership training that specifically addresses the needs of our organization and then send these leaders back to their own states to institute similar programs at home.

Legislative Advocacy: It is vital that ACTE continues to participate in advocacy efforts with other organizations that support Career and Technical Education. This will assure that Career and Technical Education receives requested federal funding. We also need to implement professional legislative training workshops at the state level to ensure that statewide, grassroots efforts support Career and Technical Education.

Membership Needs: in order to best serve the professionals in our organization, we need to expand our efforts to develop programs for new and returning members. Support for our members should be easily accessible and readily useable. We should utilize technology for communication opportunities, showcasing best-practices and providing quality professional development. Technology is just one of the resources we can use to better serve our members. implementing opportunities like these will then attract and retain members.

ACTE President-Elect

Name: Charles E. Miller

Occupation: Agricultural Education Instructor

Employment History: Agriscience/Agri Business Instructor, Lancaster City School (1994-Present); Agriscience/Agri Business Instructor, Amanda-Clearcreek H.S. (1980-1993)

Education: MA, BA--The Ohio State University; post graduate work, The University of Wisconsin

ACTE Involvement:

Division: Division Vice President (1999-2003); Program Chair (1994); National Council for Ag Education (1999-2003); ACTE Conference Presenter (1989-1990); Chair, Perkins Reauthorization Position Paper (2002)

Region: Region I Policy Committee (1994); Region I Conference Presenter (1994); Region I Parliamentarian (1994, 1996, 1998); Region I Outstanding Teacher (1993); ACTE Regional Workshop on School to Work

Committees: Legislative Committee (1994-1997); Board Committee on Policy and Development (1999-2002); previous Chair; Task Force on Division, Chair (2002); Division Ag Ed Policy Committee (1999-2002); ACTE Executive Committee (2002)

Other National, State and Local Involvement

Ohio ACTE President (1995); Ohio Outstanding Teacher (1993); NAAE Outstanding Teacher (1994); NAAE Outstanding Program (1990); Legislative Chair-Ohio (1993); Kellogg Agriscience Fellow (1990); Christa McAulliffe Fellow (1989); Governmental Intern-FFA Alumni (1989); Clinton Administration Summit on Education (1993); Various Community and Church Activities

Platform Statement

Each and every day I have been given a wonderful opportunity in my life to share the message and purposes of Career and Technical Education on the front line of education better known as the classroom. What an awesome responsibility we have along with an awesome opportunity. My life has been influenced so much by Career and Technical Education that I believe I have an inborn fondness for its value and importance in our educational system of today. Little did I know in the early 1970's that entering a Career and Technical Education program as a sophomore would have such as important influence on my life. It is this importance and influence on which we, as ACTE members, need to capitalize in the future of education. Career and Technical Education has always been a leader in future trends in education such as accountability, business industry partnerships, and credentialing of students. As your president, I will work with you to bring about a resurgence of Career and Technical Education and also work not only with community members but also, and more importantly, with those who need to know more about our opportunities for students' futures. In a world of ever-constant change, ACTE needs to stand strong for your roles in Career and Technical Education whether it is as an administrator, a university professor, or a classroom teacher. ACTE will be the constant in your career and will provide for you the support of both your professional and personal needs so you can be the best you can be in your role. As your president, I would like to facilitate the strategic changes that our organization needs for the future while maintaining careful consideration for those things that make us strong and effective. It would be my pleasure to serve you.

ACTE President-Elect

Name: Francie Soliday Russell

Occupation: Director of Adult Education

Employment History: Dir. of Adult Educ., Eastern Oklahoma Co. Tech. Ctr. (2002-present); Dir. Short Term Adult Prog., Eastern Oklahoma Co. Tech. Ctr. (1997-2002); Dir. Adult Education, Mid-Del AVTS (1993-1997); Dir. Student Services, Gordon Cooper AVTS (1992-1993); Asst. Dir. Full-Time Prog., Gordon Cooper AVTS (1990-1992); Asst. Principal/Counselor, Gordon Cooper AVTS (1984-1990); Coord. Student Services, Gordon Cooper AVTS (1981-1984); Instructor, Needle Trades, Gordon Cooper AVTS (1979-1981)

Education: Ed.D.--Education, Oklahoma State University; M.Ed.--Education, University of Central Oklahoma; BS--Voc Home Econ., Oklahoma State University

ACTE Involvement:

Division: New & Related Services Division State President; Guidance Division State President; Guidance Division Bylaws Revision Committee; AVA Guidance Division Publications Committee Member; AVA Annual Convention--presentations to Guidance, T&I and T&I Research Sections; New & Related Services Nominating Chair; CBITS Division Mutual Benefit Plan Representative Region: Region IV Vice President; Region IV Policy Committee Member from Oklahoma; Revised Region IV Bylaws; Region IV Voc. Educator of the Year--Guidance Division; Attended 15 Region IV Conferences (since 1986); Workshop Presenter at Region IV Conferences; Co-Chair--Region IV Conference Planning Committee

Committees: ACTE Executive Committee; Chair, ACTE Board Subcommittee on Professional Development & Marketing; Region IV Nominating Committee Chair; Region IV Membership Committee Rep to Policy Committee

Other National, State and Local Involvement:

Oklahoma Voc Assn State President; OVA Political Action Committee Rep for Admin Division; Planning Committee Member for OVA Legislative Policy Seminar; OVA Policy Leadership Development Grant Recipient ($1000); State Guidance Award; State OVA Membership Committee; Presenter--OkACTE Potential Leaders Seminar; CBITS Bylaws Committee

Platform Statement

"Dramatic change is taking place in career and technical education ... in our classrooms, in the technology we use to teach our students, and in the legislation that governs and funds our programs." Career and technical education is a unifying voice for a diverse field of education programs and curricula. The diversity of our Association members can provide unlimited resourcefulness to address the constant changes if we unite our diversity with positive, productive strategies such as:

* Promoting CTE at every educational level, including inmate skills training.

* Using student successes to enhance our image with the general public, business and industry, and our legislators.

* Promoting legislative advocacy by grassroots membership. In the upcoming year, Perkins Act Reauthorization and the Workforce investment Act will be crucial issues for CTE. Imagine the impact if all stakeholders in CTE became aggressive advocates.

* Conquering membership apathy--Giant strides have been made by the ACTE staff to employ enhanced use of the Internet to deliver information, public awareness and connectivity to and for the membership. Many value added membership benefits are now in place. Check out the new website, read Techniques, and VOTE for the candidate of your choice. Involvement brings pride and understanding.

* Emphasizing ethics, honesty and integrity as essential components in core training of all disciplines.

* Developing leadership, retaining teachers and recruiting new teachers.

Thirty years in CTE, as a teacher and administrator, and my leadership involvement at state, regional and national levels are a testament of my belief that CTE holds critical answers to economic development, a prosperous workforce, and a stable economy. I am passionate and committed to the mission and goals of ACTE. I pledge my energies to provide leadership to our membership and Board of Directors as we continue to embark on the task that turns our ACTE vision into reality.

Business Education Division Vice President-Elect

Name: Roger L. Luft

Occupation: Professor

Employment History: Professor, Eastern Illinois University (1989-Present); Dept. Chair and Professor, University of Wyoming (1986-1989); Associate Professor, Southern Illinois University (1978-1986); Assistant Professor, Utah State University (1976-1978); Instructor/Coordinator, Forest Grove High School (1974); Instructor/Coordinator, Sentinel High School (1971-1973)

Education: Ed.D.--Education, Oregon State University (1977); MS, Montana State University (1974); BS, Montana State University (1971)

ACTE Involvement

Division: Member and Chair of Student Organization Awards Committee (10 yrs); Secretary of NATEBE (1997-1999); Member of NATEBE Executive Board (15 yrs); President Elect, NATEBE (present); Secretary of Business Education Policy Committee (2000)

Committees: Policy Committee (present)

Other National, State and Local Involvement

Illinois Vocational Association Board Member (3 yrs); Illinois Vocational Association Conference Presenter; Illinois Vocational Association Conference Photographer (3 yrs)

Platform Statement

It appears that we are in a downward spiral in several realms of education. Two of those downward trends are the number of new professionals entering education, and professional organization involvement. There are a number of indicators that reveal an impending teacher shortage in business education as well as other areas of career and technical education. Teacher education programs have declined in number for several years, and many of those that remain are staffed with a limited number of faculty. With each passing year, it becomes more difficult to fill the teaching vacancies caused by retirements and natural attrition. As the number of business education faculty becomes smaller, it is only natural that membership in professional organizations will follow the same pattern.

How can the decline be stopped? It would be foolish to think that one person serving as a leader of one affiliated organization can affect change to reverse the situation. However, that doesn't mean that everyone who is committed to business education shouldn't be involved and heard. Persistence will be needed to reverse any trend. It will take a cooperative effort of all business educators working with other career and technical educators to get the attention of legislators, school administrators, and anyone who might influence change in our educational systems. Professional involvement is a key to change.

Business Education Division Vice President-Elect

Name: Mary Nemesh

Occupation: Business Education Department Chair/Teacher

Employment History: Business Education Chair (2002-present)/Teacher, AACPS Arundel High (1998-present); Summer School Vice Principal, AACPS (1999-2002); Assistant in MIS, AACPS (1987-1998); Coordinator of Business Education & Data Processing, AACPS (1975-1985); Associate Professor & Program Head, Secretarial Science, Northern VA CC (1974-1975)

Education: Ph.D.--Educational Planning, Policy & Admin, University of Maryland; M.Ed.--Business Education, University of Maryland; B.S.-Business Education, The Pennsylvania State University

ACTE Involvement:

Division: BE Strategic Planning & Policy Committee-Vice Chair, Secretary; Operating Policies Chair, Awards; BE Program Proposal Evaluator; NASBE President, President-Elect, Secretary, Newsletter Editor; NATEBE Executive Board; Policies Commission for Business & Economic Education, Secretary-Treasurer; National Advertising Council; Service Bulletin Campaign Chair; BE Award of Merit; BE Foundation Committee; AVA Ballot Counter

Region: Region I Conference Attendee; Central Maryland Legislative Liaison; Delegate/Alternate Delegate

Committees: Awards; Membership; NASBE Awards Chair; NASBE Structure/Restructure & Bylaws; Program of Work; Public Relations.

Other National, State and Local Involvement:

Maryland Vocational Association Executive Board-BE Rep.; Convention Program Director; Membership Chair; Vocational Educator of the Year

Other: State Commission for Education Of the People's Republic of China; Eastern Business Education Association--Educator of the Year, President

Platform Statement

Since today's schools face tremendous challenges and startling changes-rising costs, increasingly diverse student populations, a shortage of certified teachers, and a demand for higher student achievement, we cannot back off from either challenge or change. Despite reduced faculties, program cutbacks, and restructured curriculum, we must do more.

At the center of this dynamic scene, we must be prepared to answer these questions: How can we train, motivate, and maintain our professionals? How can we ensure quality education for a new generation with new values? The answers are becoming increasingly complex. We must remain committed to preparing students to survive in the business environment; we must leave "no child behind." Professional growth must be a priority if we are to serve our students well. We cannot grow alone; we benefit from sharing.

We must:

* build programs meeting national standards

* cultivate relationships with national and international organizations

* utilize technology to

-- establish a BE Division website

-- market Business Education through websites

-- implement virtual business meetings for collaboration/decision making

-- recruit/renew membership in on-screen advertisements, movie theaters, and mobile billboards

-- create an online mentorship program for professionals

-- develop an electronic job search service

Business Education Division Vice President-Elect

Name: Kelly L. Wilkinson

Occupation: Assistant Professor

Employment History: Assistant Professor, University of Missouri-Columbia (2000-present); Assistant Professor, Indiana University of Pennsylvania (1997-2000); Graduate Teaching Assistant, University of Missouri-Columbia (1994-1997); Accountant, Consolidated Insurance Company (1990-1992); Accountant, AAA Ford New Holland (1991-1992); Accountant, Durabilt Marketing (1990-1991); Staff Accountant, Richard Rhoden, CPA (1988-1989); Manager, Me(disco (1987-1988)

Education: Ph.D.--Practical Arts & Vocational Education/Business Education, University of Missouri-Columbia (1997); MS--Education/Business Education, Arkansas State University (1994); BS--Accounting, Arkansas State University (1987)

ACTE Involvement:

Division: Professional Development Committee (1998-present); Business Division Professional Committee Chair (1999-2000); ACTE Professional Development Committee (1999-2001); Policy and Planning Committee Secretary (1999-2001); Policy and Planning Committee-Program of Work Vice Chair (2001); Research Session Facilitator for NATEBE Research Sessions (1995-1996); Developed Conference Proceedings for NATEBE.

Committees: Professional Development Committee (1998-2000); Professional Development Committee Chair (2001)

Other National, State and Local Involvement

Present at Missouri Assn of Career and Tech Educ (Business and Marketing Education); MACTE Presentation Facilitator

Platform Statement

Have you ever really had a teacher? One who saw you as a raw but precious thing, a jewel, that, with wisdom, could be polished to a proud shine? The quote from Mitch Albom in Tuesdays With Morrie sums up the role of business educators: to be a teacher, the individual who takes the precious raw material of the student and forms it into a finished product, one with the skills and aptitude to be successful in the workplace. The role of the Business Education Division of ACTE is two-fold: (1) to polish teachers to be the shining jewels of education and (2) to provide educators with the necessary tools to polish those "jewels in the rough," to make them good students in the classroom and good citizens in the world of work.

As Vice President of the Business Education Division, my goal is to continue the close collaboration among supervisors, classroom teachers, and teacher educators. This goal includes continually working to grow membership within these divisions and to continue to facilitate communication among supervisors, classroom teachers, and teacher educators so that we all "shine as jewels" in business education.

Region V Vice President

Name: Jenniene Kauer

Occupation: Teacher Education

Employment History: Teacher Education, Idaho State University; Voc-Ed Administration Teacher, Rigby School District

Education: MS Family Science, BYU; Administration, ISU; BA Consumer Economics Education

ACTE Involvement:

Division: NATFCS Committees and idaho Rep

Region: Committees: Region V Policy, National Awards, Region V Awards, Nominating, Convention 2002 Chair

Committees: Vice Chair Policy, Chair Awards, Nominating

Other National, State and Local Involvement:

Natl Leadership Instit for CTE; President, CTE of Idaho; FCS Division President; CTEI Exec Board: Awards & Recognition, Bylaw & Policy, Legislative, Financial, Membership, Conference Planning

Platform Statement

Effective leadership for Career and Technical Education is essential at this time when schools are making systemic changes, we must purposefully forge the role of Career and Technical Education as an integral partner in shaping the workforce of tomorrow. We must reach out to State Associations to maximize our resources and meet the diversified needs of the profession.

Critical issues that top this important agenda are:

* Membership--Recruit, retain, involve, recognize programs and individuals. Make it a worthwhile investment by giving a voice, providing useful information, communicating and collaborating as a team with strategies to effectively accomplish responsibilities.

* Connect Professional Development and Student Achievement--Disseminate pertinent in-service and information. Deliver content appropriate to current industry needs and standards.

* Provide Leadership Opportunities and Training--Reach out to identify, encourage, and train. Support those activities with fellowship programs and mentoring.

* Legislative Voice--Informed and active.

There are strategic opportunities for Career and Technical Educators right now. Let us work together to provide a unified message to the world. That message is: Leave no child behind means--No one program works for everyone. It is a matter of Equity. A relevant education, an effective education for all students with alternatives given, not a common curriculum only. Career and Technical Education is to some teens what advance placement/honors courses are to others. We are the ones who actually can--and do--bridge school and work.

We can and should lead by example. Let's provide a successful role model of constructive innovation, rigorous and relevant programs with training to support the programs. It is my privilege to serve in this profession with you. Together we can make incredible things happen for the nation's youth. Let us proceed to do so.

Region V Vice President

Name: Kathleen A. Lopp

Occupation: Executive Director

Employment History: Executive Director & Registered Lobbyist, Washington ACTE (1985-Present); Assistant to Director, Washington Vocational Assn, Assistant to Vocational Education Superintendent, Superintendent of Public Instruction.

Education: Olympia Vocational Technical College, Business Management (courses); South Puget Sound Community College, Political Science (courses); WSAE Association Management, Leadership, Membership and Budgeting (courses)

ACTE Involvement:

Life Member; National Executive Directors Association Secretary; National Executive Directors Association Treasurer; Legislative Committee; NCLA Member; NPS Presenter; Strategic Planning Group Discussions; STA Roundtable Presentation; NPS 16 consecutive conferences; 16 consecutive conventions; Convention Delegate; Quality State Association designation

Region: Region V Policy Committee Member; Policy Committee Secretary; Legislative Committee; Steering Committee Chair; Membership Committee

Other National, State and Local Involvement:

WA-ACTE Association Management, Legislative Committee, Conference Planning Committee (up to 4 per yr), Policy Seminar Planner, Membership Team, & Newsletter Editor; State Superintendent of Public Instruction Advisory Committee; Washington Vocational Administrators In-service Committee; Olympia High School Business Education Advisory Committee Chair; North Thurston Diversified Occupations Advisory Committee; Olympia Thurston

Platform Statement

As Region V Vice President, I will dedicate the time and energy to ensure a proactive collaborative partnership between state associations and ACTE. By listening to your wisdom, I will act on issues in the best interest of career and technical education and articulate the voice of Region V to the ACTE Board of Directors, keeping in mind that the basis for all our decision-making is the students we serve.

With 16 years experience as an executive director and registered lobbyist and an established excellent working relationship with state and federal legislators, I am confident of my ability to lead legislative efforts. Active participation in the legislative process is critical to ACTE's success in the reauthorization of the Perkins Act. For this to occur, a strong partnership with policymakers is essential.

In addition, I will provide leadership to:

* Build a collaborative team with state associations for professional development, networking, teacher recruitment, and recognition of members;

* Communicate issues by utilizing technology;

* Enhance public perception of CTE;

* Develop strategies to increase membership;

* Increase support for CTE Student Leadership Organizations; As your vice president I will build trust, listen, be open to new ideas, and responsive to change.

Administration Division Vice President

Name: James Alton Little

Occupation: Director

Employment History: Director, Kokomo Area Career Center, Kokomo, Indiana (2000-present); Director, Logansport (1996-2000); Vocational Consultant, Valparaiso (1988-1996); Purdue University (1978-1995); Owner, Pro-Music, Michigan City (1984-1996), Instructor, Michigan City (1977-1979); Instructor, Terre Haute (1976-1977)

Education: Vocational Director, completing Ph.D. Program in Curriculum and Instruction, Purdue University; M.S. & B.S. Secondary Education, Indiana State University

ACTE Involvement:

Division: ACTE Nominating Committee (2000-2003)

Region: President Indiana ACTE (2000-2001); Awards Chairman (2001-2002); Public Information Chairperson; Coordinated 2000 "Day at the Capitol" with IAAVD

Committees: Indiana ACTE Awards, Marketing & Public Information

Other National, State, and Local Involvement:

Indiana Association of Area Vocational Districts; Indiana ACTE Administrators; WIB Youth Council; Howard County Partners in Education

Platform Statement:

It would be a privilege and an honor to represent the ACTE as the Vice President of the Administration Division. I would strive to work closely with the ACTE Board of Directors, staff, and current ACTE members to help keep this outstanding organization moving forward, to maintain its leadership position in career and technical education, and to promote new membership in our state and national organizations. As an organization the ACTE must:

* Encourage the lines of communication and open dialogue at the national, state, and local levels for the promotion of career and technical education;

* Deliver educational experiences that inspire professional growth and surpass member expectations;

* Provide members with quality educational programs, professional development experiences, and support by working in partnership with business, industry, government, and education;

* Expand efforts to develop future leaders for career and technical education and the association;

* Maximize lobbying efforts to include all levels of government with the focus on advanced legislation and funding initiatives that support CTE;

* Enhance networking in the education community to promote career and technical education which will strengthen the relationship between all partners;

* Communicate the true value of career and technical education

If I am fortunate enough to receive your support, I pledge to lend the experience and knowledge that I have gained from working in business, administration, and education at the secondary and post-secondary levels, to support this outstanding organization and to support the ultimate goal of ACTE of preparing students for the workplace.

Administration Division Vice President

Name: Bonnie C. Marmor

Occupation: Associate Superintendent

Employment History: Associate Superintendent, Orange County (Florida) Public Schools (1999-present); Executive Director, Nassau County (New York) BOCES (1989-1999); Bergen County Vocational-Technical District: Director (1984-1989); Principal (1979-1984); Guidance Director (1975-1979); Counselor (1971-1975)

Education: Ed.D., Rutgers University; MA, Fairleigh Dickinson University; BA, Queens College

ACTE Involvement:

Division: ACTE Member (since 1985): Administration; Counseling

Region: NCLA Board of Directors-Region II

Other National, State and Local Involvement

State: Florida Council of Local Administrators (FCLA), Secretary (2001-present) member 3 yrs; Florida Assn for Career and Technical Education (FACTE) member 3 yrs; Florida Assn of Technical Center Educators (FATCE) member 3 yrs; Adult Community Education (ACE) member 13 yrs; Higher Education Funding Council (2001-present); New York State Council of Vocational Administrators member 5 yrs; Local: Long Island Association Vocational Education Administrators (LIAVEA)--President (1998-1999) member 10 yrs.

Platform Statement

The leadership skills of career and technical administrators are being tested as never before. The challenges are both operational and financial: budget reductions, state testing initiatives, a dwindling pool of administrative and instructional candidates, and public confusion about the value of workforce education. Whatever the age or needs of the populations with whom we work, it is critical that we, as educational leaders, demonstrate our ability to analyze options, focus on outcomes, and develop strategic and tactical plans to balance competing demands. A strong national professional organization is, I believe, pivotal to providing the support essential to achieving these expectations. The Administrative Division is uniquely placed to bring together people, ideas, and resources. In accordance with its commitment to professional and organizational development, our Division can, and should, provide linkages among and between us. It can, and should, provide us with access to proactive educational thinking, and with the ability to use this knowledge. While not easy tasks, these are the tasks that I believe must be the focus of anyone assuming the Divisional Vice Presidency. I would like to work with you and have the opportunity to help all of us make that focus a reality.

Agricultural Education Division Vice President

Name: Gary E. Moore

Occupation: Professor

Employment History: Professor, North Carolina State University (1989-present); Associate/Professor, Louisiana State University; (1982-1989); Assistant/Associate Professor, Purdue University (1976-1982); Assistant Professor, Alabama A&M University (1975-1976); Graduate Assistant, The Ohio State University (1973-1975); Agriculture Teacher, Fort Frye High School (1970-1973); Agriculture Teacher, Medicine Lodge High School (1969-1970)

Education: Ph.D.--Agricultural Education (1975), MS-Agricultural Education (1973), The Ohio State University; BS--Agricultural Education (1969), Tarleton State University

ACTE Involvement:

Division: Agricultural Education Division Secretary (1995-1997); Convention Program Chair, Agricultural Education Division (1984, 1988); Convention Program Chair, Research Section, New and Related Services Division (1991)

Committees: Chair-Nominating Committee, New and Related Services Division (1991)

Other National, State and Local Involvement

Editor, The Agricultural Education Magazine (1998-2000); Historian, American Association for Agricultural Education (1987-present); President, American Vocational Education Research Association (1992); President, Alpha Tau Alpha (1995-1997); National FFA Board of Directors-Consultant (1994-1996); ACTE, NAAE, AAAE Life memberships

Platform Statement

1. It is time to reclaim the profession. During the past couple of decades, special interest groups and bureaucrats have hijacked career and technical education while the classroom teacher has sat quietly on the sidelines. It is time to return the profession to the teachers.

2. The ACTE needs to address the critical issues facing career and technical education. Two pressing issues that must be addressed are:

Teacher Recruitment and Retention--We cannot continue to ignore the teacher shortage. The ACTE needs to be on the forefront in coming up with solutions for the problem. The future of both the profession and the association is at stake.

Image--We have to work on our image. Getting language in federal legislation emphasizing that career and technical education is for all students, including the gifted and talented would be a first step. AP courses also need to be developed.

3. Revitalize our professional organization. Other than a name change, our professional organization has remained basically the same. Some might call this stagnation. We need to answer the question of who is the ACTE serving, it is time for a complete reexamination of ACTE from the top to the bottom.

Agricultural Education Division Vice President

Name: Michael K. Swan

Occupation: Associate Professor

Employment History: Associate Professor, Biological Systems Engineering, Agricultural Technology & Education Program, Washington State University.

Education: PhD & MEd-Oregon State University, BS-Washington State University

ACTE Involvement:

Division: Agriculture Division-AAAE President-Elect, President, Past-President, Policy Committee, National Research Session Co-Chair, National Council for Agricultural Education Board Member and Officer, JAE Board Member, National ACTE Conference Planning Committee

AVERA President-Elect, President, Past-President, Policy Committee, Web Master, JVER Board, Chair-National Research Sessions

Central Region: AAAE Research Session Chair, SIG Chair, Professional Development Committee

Western Region: AAAE; WRAERC Research Session Chair, Legislative Committee, Research Committee, Regional Conference Co-Chair

Committees: National Conference Planning Committee-Ag Ed Division & AVERA, ACTE Professional Development Standing Committee

Other National, State and Local Involvement

State conference planning committee, Numerous presentations to members on issues related to Career and Technical Education, General Education, and Agricultural Education. Presented Keynote Address to 9 State ACTE Conferences

Platform Statement:

As we gaze into our crystal ball we see some challenges and opportunities confronting Career and Technical Education and more specifically Agricultural Education. One challenge is to attract and retain teachers, supervisors, and teacher educators while at the same time fund our programs at a level to meet the demands of our industry. Our goal should be to build a united educational community that will confront challenges and find ways to expand and enhance opportunities in Agricultural Education worldwide.

As your Agriculture Division vice-president, I will work within the Agricultural Education family and within Career & Technical Education to achieve the following goals:

* Promote Agricultural Education as a strong viable career option to all students, parents, and administrators.

* Promote and showcase quality programs in all of Career & Technical Education.

* Provide a mechanism to create a stronger partnership between and among the family of Agricultural Education and ACTE.

* Promote and facilitate decisions that will benefit all of Agricultural Education and Career & Technical Education.

I look forward to getting involved nationally and serving all of Agricultural Education. I look forward to facilitating quality decisions that will benefit all teachers, supervisors, and teacher educators of Agricultural Education. With your support, together we can make a difference and ensure that no student is left behind.

Region II Vice President-Elect

Name: Ruth Huff

Occupation: Health Sciences Teacher

Employment: Teacher, Granville County Schools (1984-present); Registered Nurse, Durham Regional Medical Center (1981-1984)

Education: Professional Registered Nurse, Watts School of Nursing (1981); Lateral Entry Teacher Certification/Health Science Education, NC State University (1986)

ACTE Involvement

Division: Health Occupations Representative on Resolutions Committee (1993-1996)

Region: Vice Chairperson, Region II Policy Committee (2001-2002); Chairperson Region II Conference Planning Committee (2001-2002)

Committees: Region II Policy Committee (2001-present); Resolutions Committee (1993-1996)

Other National, State and Local Involvement

North Carolina ACTE: President (2000-2001); Board of Directors (1991-present); ACTE Delegate representing NC (1996-present); ACTE Policy Seminar representing NC (2000-2001); State Committees: Professional Development Chairperson (2002-2003); Executive Director Search Committee (2002); Membership Committee Chairperson (2001); Executive Committee (2000-2002), Chairperson (2001); Resolutions Committee Chairperson (1996-1997); Strategic Planning Committee (1995), Chairperson (2000); North Carolina Health Occupations Divisions: President (1995-1996); Secretary (1993-1995); Treasurer (1991-1993); Division Committees: Program Area Leadership Chairperson (1987-1989, 1993-1994, 2002-present); Membership Committee Chairperson (1995-1996); Strategic Planning Chairperson (1994-1995); Ways and Means Chairperson (1991-1993)

Platform Statement

As a classroom teacher and ACTE member, I believe that a leader should be a visionary thinker who can plan for the future. I am a visionary thinker with the energy and courage to step forward into the unknown. We must be innovative in our strategic plans to ensure we keep abreast of legislative issues, membership growth and leadership development. ACTE members must look into the future with enthusiasm to embrace change with a passion to succeed. I possess traditional values, but I know that change can be healthy for everyone.

Our continued success in Career and Technical Education depends upon our ability to understand legislative issues and to be leaders in our states. Many of our members are not aware of congressional impacts on issues that could affect us. I see the regions as stepping stones between the states and ACTE to inform members of proposed changes and provide a professional network between teachers.

Leadership development must become a part of each publication and conference. As a teacher I depend on our leadership to keep us informed of changes and new developments in education. We must prepare ourselves in order to empower our students to prepare themselves for their future.

Now is the time for Region II members to work together to embrace the future with confidence by becoming a more productive part of ACTE. I need your vote to become a more productive member and your visionary leader.

Region II Vice President-Elect

Name: Kristina L. Yarborough

Occupation: Family and Consumer Sciences Education Consultant

Employment: Education Consultant, NC Dept. of Public Instruction (2001-present); Family and Consumer Sciences Teacher, Cape Fear High School (1994-2000); Family and Consumer Sciences Teacher, Seventy-First High School (1992-1994); Family and Consumer Sciences Teacher, Cape Fear High School (1990-1992); Teaching Assistant/Bus Driver, Van Story Elementary (1987-1990)

Education: MS, University of North Carolina-Greensboro; BS, Purdue University

ACTE Involvement

Division: State Level-Secretary/Newsletter (1995-1996); President-Elect (1996-1997); President (1997-1998); Past-President (1998-1999); Awards Committee Co-Chair (1998-1999); Parliamentarian (2001-2002); National Level-Registration Committee (1997-1998)

Region: North Carolina State President (1999-2000); North Carolina Interim Region II Representative (2000-2001)

Committees: Audit Committee (2001-present)

Other National, State and Local Involvement

State Committees: Newsletter, Strategic Plan, Membership, Awards, Public Information; Public Information Co-Chair for state association (present)

Platform Statement

I am strongly committed to Career and Technical Education. My employment history has enabled me to see various aspects of the educational system and understand the influence Career and Technical Education has on our students and society.

Career and Technical Education provides our students with the skills to support the foundation of American society. These are our mechanics, plumbers, contractors, chefs, day care directors, nurses, and computer programmers. This is only a partial list of the numerous skills students enrolled in Career and Technical Education have the opportunity of exploring and learning.

Our National and local legislators need to know and understand how extremely important Career and Technical Education skills are to them each day. These are the skills that make it possible for them to arrive at work each day with a nourished body. These are the skills watching and teaching their children while they are pondering over funding issues. These are the skills keeping them and their children healthy, and these are the skills allowing them to communicate with the public on a daily basis.

It is through this organization that we, Career and Technical Education teachers, can be heard. It is time to be heard.

Family and Consumer Sciences Education Division Vice President-Elect

Name: Wendy Ambrose

Occupation: Executive Director

Employment History: Executive Director, MN Assn of FCCLA (1986-present); Extension Service-Steele Co. (1986); FCS Teacher, Coach, Kimball Public Schools (1974-1986); FCS Teacher, Grove City Schools (1973-1974); 4-H Agent, Extension Service Steele and Meeker Co.

Education: MEd and BS- Education-Family & Consumer Sciences and Humphrey Institute Reflective Leadership Program, University of Minnesota; Leadership Program, Lakewood College, (PEL) Professional Educational Leadership Program.

ACTE Involvement:

Division: FACS Division--Policy Meeting (2001, 2002); ACTE Conference Planning Committee (2001, 2002); National Association of State Supervisors of Family & Consumer Sciences (NASAFACS), President, Pres Elect (2000-2002); Executive Council (2002); NASAFACS Leadership Committee-Strategic Planning (1998-1999, 2000-2002)

Region: ACTE National Policy Seminar (2001, 2002); Delegation to visit Congressional members (2001-2002).

Committees: Cross Organizational Task Force (FACS National Organizations) 2002; FACS Division Public Information Committee (2002)

Other National, State and Local Involvement

NASAFACS, Bylaws Committee (1999-2000); FCCLA--(SACC) Chair-State Advisors Coordinating Council, National Network for FCS Character Education, National Mentoring Task Force-CTSO Organizations, FCCLA Program development including: Learning is Fun Together (LIFT) Mentoring Project; Jamaica Project (w/Prime Minister of Jamaica); FCS Teacher Professional Development; Leadership Camp; Grant Writing; Service Learning, Promise Fellow Supervisor, Natl FCCLA Distinguished Service Award (1999),Organized National Service Learning Congressional hearing (1989)

Platform Statement

Family and Consumer Sciences Education professionals have unique contributions to the lives of future families, communities and to the world. FACS professionals help to shape the future of a workforce and American communities as they prepare youth to become employed, engaged in service and builders of families.

By strategically planning and working in coalitions, we can fulfill America's Promise to mobilize every sector of American life, businesses, schools and colleges, non profit organizations, government offices and leaders, and individuals to build the character and competence of our nation's youth. We can be a young person's mentor, ensure that youth are safe, protected and have a healthy start, develop their marketable skills and give youth opportunities to serve.

To be effective leaders we must encourage young professionals, use participatory leadership, work with networks and seek support from public and private sectors. We must market our message effectively to internal and external audiences. Our work is important and essential.

Family and Consumer Sciences Education Division Vice President-Elect

Name: Karen Mason

Occupation: Family and Consumer Sciences Teacher

Employment History: Voc. Family and Consumer Sciences Teacher, East Newton High School (1994-present); Family and Consumer Sciences Teacher, East Newton Junior High Schools (1988-1994); Voc. Home Economics, McDonald County High School (1982-1988); Home Economics, McDonald County Junior High Schools (1981-1982)

Education: M.Ed.--Secondary Education, Southwest Baptist University; Vocational BSED, Pittsburg State University; AA--Arts, Crowder College

ACTE Involvement:

Division: FCSE Public Information Committee, Chair; NATFACS Committees including Registration, Financial Growth; ACTE National Policy Seminar (2000-2002); ACTE Assembly of Delegates; ACTE, FCSE, NATFACS Memberships

Committees: ACTE Public Information

Other National, State and Local Involvement

MoACTE Policy Committee Chair; MoACTE Legislative Activities; MoACTE House of Delegates; MoEFACS President (1998-2000); MoEFACS Legislative Committee Chair; MoEFACS Committees including Membership, Public Relations, Special Functions; Missouri Teacher Leader Cadre; MoEFACS New and Returning Teacher In-service Training Leader (2000-2002); FCCLA Advisor; East Newton Career Ladder Chairperson; MSTA; past ENCTA President and Secretary

Platform Statement

Family and Consumer Sciences is a vital part of the high school curriculum. As stated in our Family and Consumer Sciences Education vision statement: "We empower individuals and families across the life span to manage the challenges of living and working in a diverse, global society. Our unique focus is on families, work and their interrelationships." I believe this to be very true; we must strive to educate our students to become productive citizens in our society. Our world has changed and as educators we must be willing to change and meet the needs of students. Vocational Education has undergone many changes over the last several years as evidenced by our curriculums and the changes in our technological world. We must prepare students to meet the daily challenges they face through critical and creative thinking skills to help them address problems within family, community and work environments. As a family and consumer sciences educator I must also prepare my students to balance work and family life. We must be willing to accept change and be flexible in our teaching so we can meet the challenges that are facing education and more importantly career and technical education.

Guidance Division Vice President

Name: Jan Olson

Occupation: School Counselor

Employment: School Counselor and Facilitator-Beginning Educator Mentor Program, Sioux City, IA Community Schools (1989-present); Adjunct Instructor, Morningside College (1990-present); Career Development Consultant, IA Dept of Educ. (1987-1989); School Counselor (1978-1987); Director of Career Development (1976-1978); Social Studies Teacher (1968-1976)

Education: Administrative Endorsement, Drake University; MS--Education, Central MO State University; BS--Education, Central MO State University

ACTE Involvement:

Division: Guidance Policy Committee (1996-present); Conference Presentations (2000-2002); Contributor to Techniques Magazine; Guidance-Service Award 2002

Region: Guidance Division Midwest Region Rep

Committees: Resolutions Committee

Other National, State and Local Involvement

NBPTS--School Counseling Standards Committee chair; State of Iowa Task Force to define criteria for Iowa Teaching Standards; National Education Association-Rep Assembly, Midwest Regional Conference presenter, Urban Grant Recipient; Iowa SEA--Executive Board, Professional Development Cadre

Platform Statement

During these days of school accountability driven by the "No Child Left Behind" act, career development programs across the United States are again under scrutiny. Never before has there been a greater need for school counselors and career development specialists to unify in their mission of meeting today's challenges.

The advocacy of the academic, personal, social and career needs of students through data-driven comprehensive school counseling programs is critical. School counseling programs are essential to the school improvement process, and they facilitate the need for more avenues of communication among our members and various professional associations and boards.

If elected to the office of vice-president of the ACTE Guidance Division, I will focus on the needs of our constituents through the following action priorities:

* Encourage implementation of data-driven comprehensive school counseling programs

* Promote membership involvement in local, state, and national political action and policy writing

* Continue to develop the ACTE Guidance Division Partnerships with businesses and professional organizations

* Seek advocates for career counseling programs

* Promote high standards for the profession through quality, reflective practice and certification

* Continue refinement of the ACTE Strategic Plan

In challenging times, a strong and vibrant professional organization is critical to the well being of our profession. If selected as your vice-president, I will work to insure a significant role for counselors in the critical decisions that now face education.

Guidance Division Vice President

Name: Judy Whitaker

Occupation: Career Counselor

Employment History: Career Counselor/ATE Coordinator, Taylorsville High School (1993-present); Guidance Counselor, Cyprus High School (1990-1993); Spanish Teacher, Bonneville JHS (1987-1990)

Education: PhD Candidate--Educational Leadership and Policy (2002), University of Utah; MEd-School Counseling, University of Utah (1994); MEd-Education, University of Utah (1974)

ACTE Involvement:

Assembly of Delegates (1995-2002); National Policy Seminar (2001, 2002); ACTE Conference Presenter (1996, 1997, 1999, 2000)

Division: ACTE Guidance Division Program Chair (2002); ACTE Guidance Division Policy Board (2001-2003); ACTE Guidance Division Awards Chair (2001, 2002)

Region: ACTE Region V Policy Committee (2001-2004); ACTE Region V Conference Co-Chair (2001)

Other National, State and Local Involvement

State (UACTE)--Executive Secretary (2001-2003); UACTE President (2000-2001); President Utah School Counselor Assn (1996-1997, 1998-1999); Presenter Informed Career Decision Making--Women and Work; ASCA Leadership Development Institute; ASCA Advocacy and Public Policy Seminar; Counselor of the Year, Utah School Counselor Assn (1998); Presenter on Women and Workplace Issues, Comprehensive Guidance and Career Activities

Platform Statement

Thank you for the opportunity to run for ACTE Guidance Division Vice President. There has never been a more critical time for career and technical education. We need to work together to celebrate our success and advocate for our profession.

A few years ago, we stood at Sequoia National Park admiring the magnificent, giant trees, each one unique and strong. The ranger/naturalist asked us if we knew why Sequoia trees grow in groves? The trees are not single, isolated trees; instead, they grow in clusters. The naturalist explained, "they look tall and independent, but underneath, underground, their roots are connected."

That is the secret. Their roots are intertwined; they depend on each other for support. They get strength from being together. Underground, their roots are connected! As career educators we are like the Sequoia groves. We are all independent and unique. We have different assignments, different responsibilities but our association, our connectedness, can hold us up. Our roots are connected!

The message is clear. We need each other, we need to work together. I would be honored to represent guidance and counseling professionals as we all work toward the larger career and technical education goals of career development for all people.

Health Occupations Education Division Vice President

Name: Gina L. Doyle

Occupation: Practical Nursing Instructor/Coordinator

Employment History: Practical Nursing Instruc/Coord., Mid-America Technology Center (1995-present); Practical Nursing Instructor, Mid-America Technology Center (1992-1995); Health Science instructor, Mid-Del Technology Center (1987-1992); Practical Nursing Instructor, Mid-Del Technology Center (1985-1987); Testing Specialist, OK Dept of Career and Tech Educ (1984-1985); Practical Nursing Instructor, Mid-Del Technology Center (1981-1984); Clinic Nurse/Supervisor, Variety Health Center (1978-1981); Staff Nurse, University of South Alabama Med Ctr. (1976-1978)

Education: M.Ed.-Secondary Admin; BA-Psychology, University of Central Oklahoma; Diploma in Nursing, Mastin School of Nursing

ACTE Involvement:

Division: ACTE-HOE Policy Committee (1999-2002); HOE Critical Issues/Legislation/Resolutions (1996-1999); HOE-COHOT (prev. NAHOT) Secretary (1995-1998); attended 10 ACTE conventions

Region: attended 7 Region IV Conferences

Committees: HOE Finance/Budget Committee;.Scholarship Committee

Other National, State and Local Involvement

OHOETA (Oklahoma Health Occupations Education Teachers Association) Treasurer (1986-1987; 1989-1990) President (1992-1993; 1997-1998); President Elect Oklahoma Practical Nursing Directors (2002-2003); HOSA Advisor/Member (1981-present); Presenter for State HOSA mtg (2001 & 2002); Contributing Author Contemporary Pediatric Nursing, 1997; Reviewer Foundation of Nursing/Adult Health Nursing, 1998 and Nursing Diagnosis: Application to Clinical Practice, Carpenito, 2002.

Platform Statement

The future of ACTE depends on the quality and involvement of the membership. Active membership within state and national has provided me with experience in various leadership capacities within health occupations. I recognize the need for organizational membership to be mutual so that both the member and the organization benefit from the relationship, With both secondary and post-secondary teaching experience, I recognize the importance of organizational support to best meet the common and unique needs of each of these educational areas. My present capacity as classroom teacher and program director affords an increased awareness for the changing needs of both students and teachers, the impact of legislation on the implementation of career education, and the need for proactive and creative measures in preparing educators and students for the future.

The primary goal will be to serve as an advocate for the membership. This will require making more connections between state and national health occupations education organizations, promoting the HOE-HOSA partnership while assuring avenues for all health occupations students, and identifying and implementing innovative membership resources to meet the needs of fast paced changes in technology while addressing the human factors that are critical within health occupations education.

Health Occupations Education Division Vice President

Name: Donna W. Meyer

Occupation: Health Science Technology Education Program Specialist

Employment History: Program Specialist, Health Science Technology Education, Texas Education Agency (1999-present); Instructor, Health Science Technology Education, Silva Health Magnet H.S. (1994-1999)

Education: MS-Education, Texas A & M University-CC; Bachelor of Health Science/Medical Technology (MT(ASCP)), University of Kentucky

ACTE Involvement

Division: ACTE-HOE Division Committee Member; ACTE Annual Conventions (1995-present); National Policy Seminars (2000-present); ACTE-HOE Budget Team (2000-2001); Secured presenters for ACTE Annual Conventions; Promoted ACTE-HOE partnership with Health Occupations Students of America (HOSA) as HOSA Board member; Promoted ACTE-HOE membership drive at National Health Occupations Curriculum & Research Conference; Promoted participation in 2002 ACTE Annual Convention and NPS in National Health Occupations Curriculum & Research Conference Program; ACTE-HOE Session Facilitator for ACTE Annual Convention.

Region: Region IV Representative on ACTE-HOE Committees

Committees: ACTE Legislative Committee (2001-2004); ACTE-HOE Policy Committee (2000-2003); Policy Committee Liaison (2000-2003); ACTE-HOE Critical Issues/Legislation/Resolutions Committee-Region IV (2001-2004); ACTE-HOE Awards Committee-Region IV (1997-2000)

Platform Statement

The critical need for a highly qualified healthcare workforce requires a collaborative effort among healthcare professionals, educators, business/community partners, and government officials. ACTE-HOE should be the most effective premier organization for pooling our resources, best practices, skills, and community/business partners promoting advocacy and professional development for all individuals involved--preparing the future healthcare workforce.

We have a window of opportunity with the national focus on healthcare workers recruitment and retention. With challenges of Perkins at hand, superior programs across the nation must be showcased effectively. I have no doubt we have the ability to join together to strengthen our organization--with the aid of our industry partners--to make advocacy efforts heard.

Changes will take place to better meet the needs of present members and to encourage membership growth. With changes come new opportunities. Annual conventions and professional development opportunities must be accessible by our teacher members--not at times conflicting with final exams. ACTE-HOE membership demonstrates your commitment to your profession, a dedication to lifelong learning and career development. Do something for yourself, your profession and your career! You are ACTE ... be an advocate, market your successes and let your needs as members be heard.
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Geographic Code:1USA
Date:Feb 1, 2003
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