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CANDIDATES FOR MEMBER-AT-LARGE, NON-DESIGNATED, 2009–2011

George Corbett
Elizabeth Drame
Michael P. George
Clayton Keller
Eileen B. Raymond
Scott H. Rossig

GEORGE CORBETT
Consultant for Student Services
River East Transcona School Division
Winnipeg, Manitoba, Canada

Education:
Post Baccalaureate Certificate in Special Education, University of Manitoba, 2000
Bachelor of Education, University of Manitoba, 1984
Masters in Education, University of Manitoba, anticipated completion, 2009

Major Career Experience and Achievements:

CEC Leadership History:
Length of CEC Membership: 5 years

CEC Leadership Positions Held and Major Achievements:

• Vice President, President, Past President, Manitoba CEC, 2005–2008  
• Co-Chair, Awards and Scholarships (Yes I Can!), 2006–present 
• Manitoba CEC, Representative Assembly, 2007–present 
• President, Manitoba Council for Children with Behavioral Disorders (CCBD), 2008–present
• Member-at-Large, Vice President, President, Manitoba CCBD, 2003–2008  
• Historian, Canadian CEC, 2006–present 

Other Relevant Professional and Volunteer Activities:

• Vice President, Student Services Administrators Association of Manitoba, Current  
• Manitoba CEC representative in the Consultations for Bill 13, Appropriate Education Programming Legislation, 2004–2005 
• Member, Inclusive Education Committee, Manitoba Education, Citizenship and Youth, 2006–2007 
• Secretary, Learning Disabilities Association of Manitoba, 2000–2001  
• Member, River East Transcona School Division Student Services Steering Committee, 2004–present 
• Member of the development team for the provincial support document through the provincial ministry, "Towards Inclusion: From Challenges to Possibilities: Planning for Behaviour," Manitoba Education, Training and Youth, 2000–2001 

Candidate Statements:
Leadership. I have vast experience leading educators in understanding and implementing inclusive programming to meet the academic, social, and emotional needs of students with exceptionalities. I have chaired several school division committees whose charge has been to develop and implement guidelines, practices, and policies specific to supporting students with special needs. My style of leadership is that of the servant leader, with a focus on team building, collaborative planning, and support. I believe in empowering those who are most likely to be marginalized and devalued to become accepted and included in all of their living and learning environments. Having grown up with a sister with an intellectual disability, I have been advocating for individuals with exceptionalities my whole life.

Diversity. In order to be acknowledged as the world leader in supporting students with exceptionalities, CEC needs to continue to recognize the universal issues facing educators around the world. I feel that CEC needs to continue to expand its scope and advocate for truly empirical research-based practices that are proven to meet the needs of all educators and all learners.

Goals for CEC and the Field. I believe we need to: (1) focus on universal issues that are common to all educators throughout the world; (2) advocate for empirical and evidence-based practices supported by research; (3) increase collaboration and partnering between curriculum and special education, with less of a focus on identifying students through the term "special education"; (4) advocate for inclusive practices where all students are educated in their community or catchment schools; and (5) build partnerships with other organizations to support students with exceptionalities.

ELIZABETH DRAME
Assistant Professor
Department of Exceptional Education
University of Wisconsin-Milwaukee

Education:
Ph.D., Learning Disabilities, Northwestern University, 2000

Major Career Experience and Achievements:

CEC Leadership Positions Held and Major Achievements:

• CEC Board of Directors, Member-At-Large, 2006–2008
• Member, CEC International Workgroup, 2008
• Co-chair, CEC Workgroup on Committees and Other Groups, 2007–present
• Member-at-Large, Wisconsin Council for Exceptional Children, 2001–2003
• Wisconsin Local CEC Chapter 31, Secretary, 2001–2003

Other Relevant Professional and Volunteer Activities:

• Research and Professional Awards
  • University of Wisconsin, School of Education Faculty Service Award Recipient, 2007
  • Council for Exceptional Children, Division for Research, Early Career Research Workshop Award Recipient, 2006
  • University of Wisconsin, System Institute on Race and Ethnicity Faculty Diversity Award Recipient, 2006
  • American Educational Research Association Institute on Statistical Analysis for Education Policy Fellow, 2003
• Service, Leadership Positions, and Memberships in Professional Organizations
  • Member, American Educational Research Association, 2001–present
  • Member, CEC Division for Learning Disabilities, Division for Culturally and Linguistically Diverse Students, Division for Research, and Teacher Education Division, 1996–present
  • Member-at-Large, Board of Directors, Johnson Park Neighborhood Association Inc., 2004–present

Candidate Statements:
Leadership. In my current and past positions, I have assumed leadership roles to develop strategic partnerships with school districts, universities, and state regulatory officials to facilitate the implementation of rigorous teacher preparation programs resulting in the recruitment, preparation, and retention of diverse and committed special education teachers. I would utilize my interpersonal and collaborative skills, as well as my professional experiences, to strongly advocate for children with special needs and their families on behalf of CEC.

Diversity. Emphasis on diversity as an asset should be evident in all CEC activities. CEC should continue to demonstrate how diversity is valued by explicitly incorporating diversity concerns in publications, presentations, and workshops. CEC should encourage movement beyond discussion to actual action related to diversity issues by building upon current efforts in the areas of recruitment of diverse personnel, the establishment of the evidence base for specific research practices for diverse populations, and organizational leadership development.

Goals for CEC and the Field. CEC and the field of special education should pursue as a major goal the recruitment, preparation, and retention of committed special education teachers. Professional development to improve administrator support of special educators is critical. There should be a strong emphasis on increasing the capacity of general education teachers to address the needs of all learners and the establishment of school structures that support meaningful collaboration between special and general educators to occur.

MICHAEL P. GEORGE
Director, Centennial School of Lehigh University
Bethlehem, PA

Education:
Ed.D., University of Missouri-Columbia, Special Education, 1988
M.Ed., University of Missouri-Columbia, Special Education, 1975
B.A., University of Missouri-Columbia, History/Philosophy, 1971

Major Career Experience and Achievements:

    
CEC Leadership History:
Length of CEC Membership: 34 years

CEC Leadership Positions Held and Major Achievements:

• Past President, Council for Children with Behavioral Disorders (CCBD), 2006 
• Chairperson, CCBD Knowledge and Skills Subcommittee, 2005–present 
• Member, CEC Program Advisory Committee, Arlington, VA, 2004–2008 
• President, CCBD, 2005 
• President-Elect, CCBD and Awards Committee Chairperson, 2004
• Vice-President, CCBD, 2003
• Treasurer, Executive Committee, CCBD, 1992–1994
• Treasurer, Executive Committee, CCBD, 1988–1990

Other Relevant Professional and Volunteer Activities:

• Candidate has served on committees, panels, and task forces at the university, state, and national levels; areas of focus included safe and drug-free schools, behavior support, and families.

Candidate Statements:
Leadership. As a leader, I try to empower others. I believe that helping others succeed and achieve their agendas is one of the best gifts a leader can offer. This predisposition has served me well during the many leadership positions I've held throughout the years because in a very real sense, it is the essence of collaboration. Helping others succeed requires good listening skills and a clear understanding of the mission that focuses our attention and unites us in our work.

Diversity. Children and youth with disabilities come from many backgrounds and it is critical that our organization reflects and embraces the diversity of the children and families we serve. Embracing diversity through vigorous recruitment efforts is a first step and when persons from diverse backgrounds are retained there should be concerted effort to embrace their ideas and aspirations in policy, procedures, and planning throughout the entire fabric of the organization.

Goals for CEC and the Field. I see my role as contributing to the accomplishment of the ambitious goals established by CEC and working with others to enhance CEC's future viability as a professional education association. Foremost among those goals must be the creation and dissemination of information, advocacy, and steadfast support for the membership.

CLAYTON KELLER
Statewide Special Education Workforce Specialist
Metro Educational Cooperative Service Unit (ECSU)
Minneapolis, MN

Education:
Ph.D., Education, University of Virginia, 1988
M.A., Special Education, University of St. Thomas, 1983
B.A., Classics, Beloit College, 1976

Major Career Experience and Achievements:

United States

International

CEC Leadership Positions Held and Major Achievements:

• Chair, International Work Group, 2008–present
• Member, U.S.-Canadian Work Group, 2007
• Member, Representative Assembly Work Group, 2006–2007
• Member, Work Group on Division Membership, 2006–2007
• Advisor, Educators with Disabilities Caucus, 2002–present
• Advisory Committee, Mentoring Induction Project, 1999–2003
• Chair, Presidential Commission on Special Educators with Disabilities, 1999–2003
• Division of International Special Education and Services (DISES)
  • Immediate Past President, President, Vice President, 2003–2008
  • Conference Co-Director, International Special Education Forum, Lima, Peru, 2007
  • Representative, Representative Assembly, 2006–2007
  • Representative, Interdivisional Caucus, 2004–2007
• Division for Learning Disabilities (DLD)
  • Publications Committee, 1994–1998

Other Relevant Professional and Volunteer Activities:

• Editorial Board: Exceptionality, 1994–2003; Exceptional Children, 1993–2003; Learning Disability Quarterly, 1992–1998
• Minnesota Special Education Advisory Council, 1991–1995
• College Senate Executive Committee, UMD, 1997–2000; Chair, 1998–2000
• NCATE Folio Writer, Special Education, UMD, 1991–1992, 1999
• Faculty Advisor, Student CEC, UMD, 1997–1998

Candidate Statements:
Leadership. My leadership approach is collaborative—learning from, being led by, and leading others as appropriate. Achievement of our goal is important, but so is the support and growth of my colleagues. As a Board Member, I’d contribute this style to serving CEC’s membership and leadership. Also, connections and insights forged through DISES efforts like the 2007 International Special Education Forum in Peru and other international work will be useful as CEC expands its global presence.

Diversity. I'd continue the diversity emphases that have rightfully been a focus of CEC, supporting the return of a strengthened Multicultural Summit and a revisiting of unit reports on their efforts that support CEC's diversity goals. Let's also enhance our ideas of the diversity we want to advance within our organization and profession with additional emphases on special educators who (a) have disabilities; (b) are from immigrant groups; and (c) are from other countries.

Goals for CEC and the Field. One, support the efforts that have strengthened CEC’s membership and finances. Two, continue to pursue CEC’s expanded presence globally. We have many colleagues in other countries who want to be a part of our organization. Three, continue to effectively apply CEC’s services and resources for the good of individuals with disabilities and their families in the United States and Canada during these changing times and learn how to do this with others throughout the world.

EILEEN B. RAYMOND
Associate Dean and Professor
School of Education/Professional Studies
State University of New York at Potsdam

Education:
Ed. D., Special Education Administration, University of South Carolina, 1988
Special Education Certification, Slippery Rock University, PA, 1979–1980
M.S., Elementary Education, SUNY Cortland, 1973
B.A., Biology, Brandeis University, 1965

Major Career Experience and Achievements:

• Author of Learners with Mild Disabilities: A Characteristics Approach, now in third edition
• Parent of two sons (both G/T, one with LD)

CEC Leadership History:
Length of CEC Membership: 25 years

CEC Leadership Positions Held and Major Achievements:

• CEC Diversity Standing Committee, 2004–present: co-authored CEC’s Safe School Climate Policy; assisted in developing CEC’s Diversity Terms Glossary
• Human Rights Task Force, 1995–1998: worked on CEC’s inclusive Non-Discrimination and Convention Site Selection policies
• Gay, Lesbian, Bisexual, Transgender (GLBT) Caucus of Special Educators, 1994–present: Chair, 2002–present; 1995–1998, Founding Member
• NYCEC Executive Board: proposed strategies for responding to membership concerns, 1994–1998
• NY-CCBD: Treasurer, 1992–present
• North Country CEC: Convener and President, 1992–1995
• Coker College Student Chapter: Advisor, 1991–1992
• SC-CEC Board of Directors: Membership Chair , 1991–1992
• SC-DLD: President, 1990–1991
• SC-TED: President, 1989–1990

Other Relevant Professional and Volunteer Activities:

• CEC/NCATE Program Reviewer, 2007–present: review Program Reports submitted by colleges seeking national recognition of their special education programs.
• Charter member, PFLAG/Canton-St. Lawrence County NY, 1997: have served on the Executive Committee for 10 years and currently serve on the planning committee for a 2009 regional safe schools conference.

Candidate Statements:
Leadership. I have always applied a philosophy of participatory leadership throughout my career. By rolling up my sleeves and working alongside my colleagues, I have found that the work gets done more efficiently and effectively and that everyone benefits. In every task, I have learned that collaboration is far more powerful than one person directing the show. I would seek to apply this philosophy to my work on the Board of Directors.

Diversity. Our mutual work is enriched by our differences. We each bring unique cultural perspectives to the table for the benefit of all. While working with CEC’s Human Rights Task Force and Diversity Committee, I have had the opportunity to help develop policies in support of a more inclusive CEC, as well as support safe school environments for all students. BOD members must always remain conscious of our different perspectives as we pursue our mutual goal: building a stronger CEC.

Goals for CEC and the Field. (1) Assist state units in working more effectively with local chapters while increasing the value members derive from their dues; (2) continue work on creating an inclusive CEC membership and programming that recognizes and values our differences, finds a place for all, and uses our differences to meet mutual goals; and (3) support policies and procedures that disseminate information needed for effective and timely advocacy to local, state, provincial, and federal governmental entities.

SCOTT H. ROSSIG
Principal, Early Childhood Behavioral Programs
South Bergen Jointure Commission
Maywood, NJ

Education:
Board Certified Behavior Analyst (BCBA), University of North Texas, 2004
M.Ed., Educational Leadership, William Paterson University, 2003
B.A., Special Education, William Paterson University, 1993

Major Career Experience and Achievements:

CEC Leadership Positions Held and Major Achievements:

• Chair, Representative Assembly Workgroup, 2007–present
• Member, CEC Workgroup on Committees and other Workgroups, 2007–present
• Member, CEC Unit Workgroup, 2007
• Member, CEC Representative Assembly, 2005–present
• President, NJCEC, 2003–2007
• Treasurer, NJCEC, 2001–2003
• Children’s Action Network Coordinator for NJCEC, 1995–2004
• Member, CEC Presidential Commission on Conditions of Teaching in Special Education, 1998–2000
• Member, CEC Membership and Unit Development Committee,1996–1998
• International SCEC, VP of Committees, 1993–1994
• International SCEC, Student Governor, 1992–1993
• Treasurer, WPU SCEC Chapter, 1991–1993

Other Relevant Professional and Volunteer Activities:

• Montvale Public Schools Superintendent Search Committee, May 2008–present
• Montvale Education Foundation, 2007–present
• dvisory Board, Department of Educational Leadership, William Paterson University, 2004–present
• Committee for Intervention and Referral Services, Ridgefield Memorial High School, 2000–2001
• Special Education and Counseling Community Outreach Board, WPU, 1999–2001
• Ridgefield Public Schools, School Reorganization Committee, 1999–2000

Candidate Statements:
Leadership. It is my firm belief that working collaboratively as professionals yields the greatest results for children. As a leader within CEC, I have found the same to be true: when a group of professionals share ideas and work toward consensus, great things happen for the Council and the children we serve! My knowledge of the functioning of the Council at all levels will be a benefit to me in providing continued service.

Diversity. The Council must continue its efforts in appealing to, recruiting, and retaining a diverse body of members to ensure true representation of educational belief and philosophy. It is essential that professional development pertaining to diversity and over-representation of minorities in special education be provided to help today’s teachers better serve ALL of our children.

Goals for CEC and the Field. I fully support CEC's strategic plan. It is essential for the Council to focus on both external and internal issues. Of particular importance to me is the growth and retention of a diverse membership. This benefits CEC and promotes greater knowledge within the field. Additionally, we must continue to develop our policy and advocacy services and involvement of members in this area.