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Association of Teacher Educators 2009-2010 Ballot Information
Click here to download the 2010 Nomination and Election Form.
The 2009 elections have been completed. Following are results (individuals will officially take office at the 2010 Annual Meeting in Chicago).
President-Elect:
James L. Alouf
Sweet Briar College
Biographical Sketch
I spent the first ten years of my teaching career as a secondary social studies teacher. I became a career teacher educator in 1982. I have served on ATE-VA’s Executive Board for ten years and as a state delegate to the Delegate Assembly for six years. My accomplishments include:
• Chair of Legislative and Governmental Relations for six years
• Co-author of ATE’s policy framework
• ATE Board of Directors, 2007-2010
• Co-chair of the Washington, DC Summer Conference
• Conference committees for Williamsburg, Boston, and Reno
• MAT/M.Ed program development for Sweet Briar College
Throughout my career, my focus has been twofold. I continue to advocate for students, teachers, and teacher educators as partners in learning while working within the teacher education community to strengthen the voice of the profession.
College/University Representative (term through 2013):
Nancy P. Gallavan, Ph.D.
University of Central Arkansas
Biographical Sketch
Nancy Gallavan has been an active member of ATE since 1996 when her career as teacher educator began at University of Nevada, Las Vegas. In 1997, she was appointed to the Communications Committee dedicating 12 years to increasing publication of research authored by ATE members, especially Commissions. Nancy is co-editor of the ATE Yearbook, member and co-editor of the Commission of Affective Education monograph, and member of the Commission of Teacher Reflectivity. She has served as Delegate and on conference planning committees, the Fiscal Affairs Committee, and Leadership Academy. She was active with NvATE and now with ArATE and SRATE.
At-Large Representative (term through 2013):
Cari Klecka
University of Nevada, Las Vegas
Biographical Sketch
Dr. Cari L. Klecka is an assistant professor of Curriculum and Instruction at the University of Nevada, Las Vegas and Associate Editor of the Journal of Teacher Education. She teaches courses in research on teaching, curriculum, and action research. Her professional interests center on development of communities to support teacher education and action research. Dr. Klecka works in collaboration with the Clark County School District on the Initiative on National Board Certification, which focuses on candidate recruitment and professional development.
At-Large Representative (term through 2013):
Patricia Tate
The George Washington University
Biographical Sketch:
As Director of the Office of Laboratory Experiences at The George Washington University, I have been working toward creating a support system for university supervisors of teacher interns. As a result of my work and association with ATE, I learned about the need to support teacher educators – those who supervise and mentor teacher candidates. This interest began as a doctoral student with a study of feedback student teachers receive in their supervisory conferences and continues today with a newly developed web-enhanced course on supervision and self-study work with a learning community of university supervisors. The supervision course developed from the need to prepare doctoral students and cooperating teachers to step into the teacher educator role. The self-study resulted in a book chapter titled – “Supervisors of Teacher Interns: Building a learning community through inquiry-based practices” in Learning Communities of Practice with Springer Press (2008) edited by A.P. Samaras, A.R. Freese, C. Kosnok, & C. Beck. This work tells about the evolution of a learning community made up of university supervisors who engaged in focused inquiries and learned from sharing wisdom, practical knowledge, and research about the significant learning needs of teacher candidates. These inquiries yielded – a) ethical guidelines for supervisory practices, b) cases and case knowledge of dilemmas in supervision of teacher candidates, and a case writing group that continues to write cases for professional development of the teacher educator, and c) resources and knowledge about the essential learning needs of teacher candidates.
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