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Dr. Elizabeth Bettini

Candidate Election Statement:

As a former special educator, I personally experienced the substantial challenges facing the special education workforce – including high turnover that left my students with inexperienced, unqualified personnel; poor working conditions that set me and my students up to fail; and inequities that further marginalized some of my students, while privileging others.  

I have devoted my career to addressing these challenges, as a teacher educator and researcher. My research focuses on (a) the challenges facing the special education workforce; and (b) policies and practices through which the field can collectively strengthen the special education workforce. I view the special education workforce as having four distinct, interrelated challenges:

(1) Composition: Our field does not have enough special educators to effectively serve all students, and the special educators in the field are not socioculturally representative of students with disabilities.

(2) Distribution: Special educators are not equitably distributed to schools, such that low-income students of color are served by less qualified, less experienced personnel than their white, affluent peers.

(3) Stability: Special educators turn over rapidly, such that schools struggle to staff and strengthen special education.

(4) Effectiveness: Special educators are insufficiently effective at promoting positive student outcomes (Bettini, Scott et al., 2023). 

Addressing these challenges will require coordination across teacher education, school districts, and policymakers.

  In my own work, I have especially focused on improving working conditions as a potential solution to these challenges. My research has been published in >70 articles and funded by >$16,000,000 in grant funding from IES, Spencer, and OSEP (among others). For example, I am currently the PI of an IES-funded measurement study, Project RESPECT, in which we are developing and collecting validity evidence for a survey measure of special educators’ working conditions. I am likewise Co-Director of the IES-funded SPARC Center, a collaboration among 7 states to understand the nature of the challenges facing the workforce and evaluate potential policy solutions to those challenges. I was honored to receive the Presidential Early Career Award for Scientists and Engineers (from President Biden) in 2025, in recognition of my research. 

To the TED Presidential line, I would bring my strong, deep understanding of the multifaceted challenges facing the special education workforce, as well as experience collaborating on these issues with schools, districts, policymakers, and teacher educators. My experience leading large, funded projects has prepared me well for a leadership role, giving me skills to collaborate effectively with the board and membership, while responsibly managing TED’s budget.  

As an active TED member for the past 10+ years, I deeply appreciate the role TED plays in strengthening the special education workforce. That role has been especially critical in the past year, as threats to our students, their families, their educators, and TED’s aims have grown. As TED President Elect, I would be honored to collaborate with members and other CEC divisions to engage with the current moment in ways that reflect our collective commitments to all students with disabilities, their families, and their educators. 

Candidate Election Statement* President Elect Only*: 

I feel the deepest respect and gratitude for how prior TED Presidents have so thoughtfully led TED, externally and internally.

Externally, I greatly admire how the TED Presidential line has built coalitions with other CEC Divisions, to respond powerfully and collectively to the many challenges currently facing the field. As TED President, I would aim to sustain and strengthen these coalitions. In doing so, I would hope to ensure that collective advocacy efforts center the need to strengthen the workforce by diversifying the field, improving teacher preparation, and better supporting special educators.

Internally, I appreciate prior leaders’ substantial work to (a) ensure TED operates as a professionally managed organization, with policies and procedures that ensure regular operations; (b) strengthen the TED conference, by creating new presentation structures while maintaining strong community-oriented events; and (c) diversify the voices in the TED community, using many strategies to make TED more welcoming and accessible to all teacher educators. As TED President Elect, I would aim to continue these initiatives, in collaboration with the board.

I am well prepared for this responsibility, through my prior experience as Co-Chair of the Research Committee (2020-2022), Secretary of the Diversity Caucus (2022), and Co-Editor of Teacher Education and Special Education (2025-27). Through these roles, I have a strong understanding of how TED operates, ongoing initiatives, and potential mechanisms for continued growth in future. I also have strong professional networks outside of special education, which will position me well to grow TED’s reputation and impact, both in and beyond CEC.

As a leader, I value collaboration. I aim to ensure people with diverse perspectives are heard and have opportunities to engage in consensus based decision making processes. I would hope to work closely with the TED Board to establish a shared vision and strategies to enact that vision. 

Candidate Experience:

2025-present: Advisory Board Member, Brown’s Annenberg Ed Working Paper Series

2025-present: MA Department of Elementary and Secondary Education Special Education Advisory Panel

2025-present: Co-Editor, Teacher Education & Special Education (with Drs. Wendy Rodgers & LaRon Scott)

2025-present: Advisory Board Member, National Center for Learning Disabilities

2022: TED Diversity Caucus Secretary

2022: Member, Institute of Education Sciences (IES), Technical Working Group on Embedding Equity in Educational Research.

2020-2022: TED Research Committee Co-Chair (with Dr. Lucky Mason-Williams)

2018-2022: Co-Lead for CEC’s Measuring Special Education Teacher Effectiveness strand (with Drs. Nate Jones, David Peyton)

2017: Member, Institute of Education Sciences (IES), National Center for Special Education Research’s (NCSER) Technical Working Group on the future of research on students with emotional and behavioral disorders.

2014-present: TED Research Committee Member
 

Dr. Sarah Nagro

Candidate Election Statement: 

The Teacher Education Division is standing at a defining moment marked by real pressures, renewed scrutiny of bedrock commitments like IDEA, and persistent challenges in preparing and sustaining the special education workforce. As landscapes shift and the work of teacher education becomes increasingly complex, one thing remains constant: our community’s steadfast dedication to safeguarding high-quality educational experiences for children with disabilities and their families through our shared commitment to the special education teacher workforce. TED has always drawn its strength from this purpose. We have the expertise, creativity, and collective will to rise to this moment together. I am seeking the role of President-Elect because I believe TED is poised for an extraordinary next chapter, and I am ready to help lead the division forward with energy, purpose, and momentum.

TED has long been a home for scholars, teacher educators, and leaders who care deeply about preparing the next generation of special educators. What makes TED powerful is not only our history but also the talent, selfless service, and innovation of our members. Across university programs, states, and career stages, TED members are conducting meaningful research, mentoring students, shaping policy conversations, designing high-quality preparation programs, and building communities committed to improving outcomes for children and youth with disabilities. My vision is to help unite and amplify that collective strength so TED can lead with even greater impact in the years ahead.

If elected President-Elect, I will focus on three interconnected priorities:

1. Strengthen and elevate the activities that anchor TED’s identity. TED’s signature efforts including our annual conference, doctoral and early career supports, research and policy committees, high-impact publications, awards, and member engagement through SIGs, caucuses, and various initiatives are the heartbeat of our division. I am committed to ensuring these structures remain strong, vibrant, and well-coordinated, with clear pathways for members to participate, contribute, and lead. When our core activities thrive, our community thrives.

2. Amplify the voices, scholarship, and leadership of TED members. Our division is filled with experts whose work deserves to be seen and elevated. I envision expanding the mechanisms we use to highlight member contributions, foster cross-institution collaboration, and strengthen TED’s national presence. By building new and deepening existing partnerships, we can ensure TED scholarship informs practice, guides state and national conversations, and strengthens public understanding of the importance of high-quality preparation in special education.

3. Foster forward-thinking leadership across TED. This is a moment that calls for vision and purpose. Together, we can create structures that welcome diverse perspectives, encourage year-round idea generation, and respond proactively to emerging issues in teacher preparation. By supporting multi-site collaborations, catalyzing new research initiatives, and curating practitioner-facing resources that highlight high-impact preparation practices, TED can help our field move forward with clarity and shared direction.

My commitment is to help TED harness its collective energy, build on its strengths, and support the people who make this division extraordinary. Together, we can build the future our field needs.

Candidate Election Statement*President Elect Only*

I am seeking to join the Presidential Line because I believe TED is entering a pivotal moment where our division’s collective expertise, values, and leadership are essential to strengthening the future of special education teacher preparation. TED has been my professional home for fifteen years, shaping my development as a scholar, collaborator, and leader. I feel prepared to serve in this role because of my extensive experience across TED and CEC committees, editorial boards, cross-institution research collaborations, and doctoral and early career support efforts. These experiences have deepened my understanding of TED’s mission, culture, and organizational needs, and they have grounded my commitment to fostering a community that elevates member voices, encourages meaningful collaboration, and advances high-quality preparation for those who serve children and youth with disabilities and their families.

My leadership style is collaborative, forward-thinking, and grounded in shared purpose. I lead by creating structures that bring people together, clarify roles, and focus collective energy toward meaningful, achievable goals. I value transparency, responsiveness, and stability, and I work to ensure that individuals feel supported, respected, and empowered to contribute in ways that reflect their strengths. Across all leadership roles, I rely on active listening, aligned decision-making, and a strengths-based approach that increases coherence and reduces unnecessary lift for volunteers.

As President-Elect, I would help the board operate at a strategic level by ensuring that our work remains connected to TED’s mission and responsive to the evolving landscape of teacher preparation. This means establishing clear priorities, aligning committee efforts, monitoring progress toward shared goals, and creating space for curiosity, innovation, and diverse perspectives. Above all, I will work to cultivate an environment where board members, committee leaders, and volunteers feel energized, valued, and supported as we steward TED into its next chapter.

Candidate Experience:

I have had the privilege of engaging with TED and CEC across nearly every phase of my professional journey, from my time as an OSEP-funded doctoral student, through my early career, and now as an established researcher and faculty leader. Over the past fifteen years, TED has been my professional home, shaping my growth as a scholar, mentor, collaborator, and advocate for high-quality special education teacher preparation. My service to the division reflects a consistent commitment to strengthening our community and advancing the work we do together.

I have served in multiple leadership roles within TED and CEC at the state, division, and national levels, including executive board roles, editorial board appointments, and mentoring roles that support doctoral students, early career faculty, and member scholars. My involvement spans research, policy, teacher preparation, and workforce development, areas directly aligned with TED’s mission and current priorities. Through these roles, I have gained a deep understanding of the organization’s structure, culture, and strategic goals, and I have contributed to initiatives that elevate member voices, encourage active engagement, and expand our collective impact.

My research partnerships include direct engagement with nearly 100 TED-affiliated preparation programs across the country. These collaborations, focused on strengthening field experiences, reflective practice, and university supervision, have given me firsthand insight into the challenges and innovations shaping teacher preparation today. This work has allowed me to listen deeply to our members, build networks across states and institutions, and support efforts to improve the experiences of both educators and candidates.

Across each of these roles, my goal has remained consistent: to contribute in ways that support colleagues, strengthen our shared work, and sustain TED as a vibrant, forward-thinking community that prepares and empowers the next generation of special educators. I would bring this same commitment to the role of President-Elect.

Dr. Kathy Randolph

Candidate Election Statement:

Throughout my professional journey, I have dedicated myself to fostering collaboration, innovation, and advocacy within our field. My involvement with the TED Board began as a Kaleidoscope Doctoral Representative, where I worked to elevate doctoral student voices and facilitate mentorship opportunities, which allowed me to gain insight into the challenges faced by emerging scholars and inspired my passion for supporting lifelong professional growth. As an Early Career Representative, I collaborated with others to bridge the gap between graduate studies and impactful careers in special education. We facilitated networking events, supported advocacy efforts for early career educators, and contributed to strategic planning designed to meet current and future needs of our diverse membership. This experience helped me appreciate the importance of intentional engagement and the value of supporting colleagues at every career stage. Most recently, serving as Treasurer and Representative to the Assembly, I have worked to promote responsible stewardship of our resources and improve transparency in board operations. My commitment to fiscal accountability has enabled us to better invest in key initiatives – including financial initiatives to support TED member attendance at the annual conference, offering robust programming, and expanding opportunities for member involvement. As Assembly Representative, I have encouraged open dialogue, promoted inclusive decision-making, and helped advance policies that reflect our shared values. If elected, I will prioritize member engagement, fiscal responsibility, and strategic advocacy. My platform centers on identifying ways to continue to support TED members, strengthening our partnerships across the field, and ensuring TED remains a leader in shaping policy and practice. I am committed to equity, supporting innovative projects, and advocating for all educators and students impacted by TED. I believe my unique combination of board experience at multiple levels equips me to understand and address the varied perspectives within our TED community. I have developed a strong foundation in governance, financial management, and policy advocacy—all essential for the continued growth and success of TED. With your support, I am eager to continue working alongside my dedicated colleagues to advance our mission and serve the membership.

Candidate Election Statement* President Elect Only*: 

1. Serving on the TED Board has given me firsthand experience in advancing our mission, fostering collaboration, and advocating for meaningful change in special education teacher education. I want to join the Presidential Line because I am deeply committed to supporting our members, amplifying diverse voices, and ensuring TED remains a driving force in policy, research, and practice. My progression through roles throughout my career in higher education as Kaleidoscope Doctoral Representative, Early Career Representative, and Treasurer has prepared me to serve as President-Elect, equipped me with a nuanced understanding of our organization's needs and strengths at every level. I spent several years collaborating with the presidential line on financial strategies and initiatives to support members and ensure financial health for the organization.
I am qualified to lead TED based on my record of stewardship, advocacy, and connection-building. My work as Treasurer emphasized fiscal responsibility and transparent governance, and as a Representative to the Assembly, I worked across the organizations to ensure inclusive decision-making and strategic planning. These experiences have given me a strong foundation in board operations and the ability to guide complex initiatives from inception to execution. My leadership has been marked by the ability to listen, adapt, and inspire action while always upholding TED’s core values.

2. My leadership style is collaborative and future focused. I believe in engaging board members through open communication, shared accountability, and strategic dialogue. By prioritizing proactive long-term goals over reactive management, I encourage the board to maintain its focus on visionary planning and continuous improvement. I ensure meetings emphasize strategic issues, and that decisions are guided by data, member feedback, and our collective mission. By fostering inclusivity, promoting professional growth, and maintaining operational excellence, I would position the board to drive sustainable progress and innovation for TED.

Candidate Experience: 

I have served TED, CEC, and related organizations in leadership and service roles at the local, state, division, and national levels for over a decade. At the division level, I am currently Treasurer of the Teacher Education Division (TED) of CEC (2020–present; reelected in 2021 and 2023), and serve as Treasurer for the Texas Council for Exceptional Children (2025–present). I was the Early Career Faculty Special Interest Group Chair (TED, 2019–2020), Kaleidoscope Representative (TED, 2016–2018), and previously help the Historian position for the American Council on Rural Special Education (2022–2024).​

I have continuously contributed as a conference proposal reviewer for TED (2015–present) and CEC (2019–present). At the national and international level, I have represented TED as a conference presenter and session organizer, including multiple presentations for the Council for Exceptional Children, Teacher Education Division (TED), Division on Autism and Developmental Disabilities, and the American Council on Rural Special Education since 2014. I have also served as an invited speaker and workshop presenter at international conferences and universities, such as Edith Cowan University (Australia, 2025).​

Editorially, I contribute as an editorial board member for Rural Special Education Quarterly (2022–present) and the Journal of Special Education Preparation (2020–present), as well as having held the role of Associate Editor and Guest Editor for the Journal of Special Education Apprenticeship. I have also engaged in policy, advocacy, and grant-funded leadership—such as membership in the Colorado State Leadership Team for CEEDAR (2018–2023).​

My sustained record of service and leadership with TED, CEC, and partner organizations across levels and years underscores my commitment to advancing teacher education, advocacy, and high-leverage, evidence-based practices in our field.

Dr. Shannon Budin

Candidate Election Statement: 

I am a professor of special education within the Exceptional Education Department at Buffalo State University where I serve as the Horace Mann Endowed Chair, and prior to that, I served as Assistant Dean for Assessment and Accreditation of our Teacher Education Unit.  I have been a TED member for most of my professional career. I value this organization and what it offers us as teacher educators.  Truly TED is my professional “home” – a realization that grows clearer with every conference I attend, every TESE article I read, and through every collaboration I engage in.

I have been involved in TED and/or CEC in a variety of roles, both elected and appointed over the past several years. In 2015 I was elected as Member-at-Large for Knowledge and Skills for TED. During this time, I contributed to several division policy briefs on educational issues used to inform federal policy and law and provided feedback and revision to several specialty set standards for TED and CEC. I currently serve on two committees within TED (Knowledge and Skills/Professional Development Committee and the Publications and Communications Committee). Through the valuable networking and collaboration afforded through TED, in 2017 I was asked to be one of 13 members of the Standards Development Workgroup charged with revising CEC’s initial preparation standards. This led to additional work as a member of the Standards Crosswalk Workgroup for K-12 and EI/ECSE Standards/Components for CEC.

In the role of treasurer within TED, I will offer my input and oversight into the financial matters of the division, including open communication and reporting to the membership at large. During my time as a New York State Council for Exceptional Children (NYS CEC) board member (2005-2009) and then as president of NYS CEC (2010), I had considerable interaction and involvement in budgetary planning, execution, and maintenance of records and expenditures. I know that this experience will prove valuable should I be elected to this role in TED. Additionally, my experience planning large-scale conferences and contributing to standards and accreditation efforts has prepared me to support TED not only through the responsibilities of the treasurer’s role but as a collaborative and dependable colleague. I view board service as broader than one position—while I would be honored to serve as treasurer, I am equally committed to contributing as a think partner, critical friend, and supportive team member.

As a true “teacher educator” who has been engaging in this important work since starting in the Penn State doctoral program in 2001 under an OSEP funded doctoral training grant, I cherish the mission and vision of TED and the wonderful educators, researchers, and advocates it brings together. The collaboration I witness through TED is like no other and I would love to have one more opportunity to serve this great organization.

Candidate Experience: 

I described several of my roles in the above statement however, below, I offer more details, including additional roles not included in question 1 and I break it down by CEC and division:
DIVISION FOR LEARNING DISABILITIES
-Secretary, Division for Learning Disabilities of Council for Exceptional Children 2006-08
-Conference Coordinator: Council for Exceptional Children’s Division for  Learning Disabilities Annual Conference. 2004-2008
-Editor:  “New Times for DLD” (quarterly newsletter) 2011-2013
-Assistant Editor “New Times for DLD” (quarterly newsletter)  2009-2011
-NYS division DLD president 2015

TEACHER EDUCATION DIVISION
-Member-at-Large, Teacher Education Division of CEC, Knowledge and Skills 2015-2018
-Member, Professional Development/Knowledge & Skills Committee 2018-present
-Member, Publications and Communications Committee (2024-present)
-Conference proposal reviewer (every year for 15+ years)
-Kaleidoscope reviewer & mentor (multiple years)
-Invited keynote panel speaker with Bill Therrien and Bryan Cook (TED 2024 Pittsburgh)

NYS CEC- FEDERATION OF CHAPTERS
-President, 2010-2011
-President Elect, 2010-2011
-Vice President, 2008-2009
-Regional Representative, 2005-2008
-Co-editor, Exceptional Individuals Journal  (2008-2011)
-Production manager, Exceptional Individuals journal (2006-2008)

COUNCIL FOR EXCEPTIONAL CHILDREN
-Standards Development Workgroup- Initial Prep Standards (2017-2021)
-Standards Crosswalk Workgroup for K-12 and EI/ECSE Standards/Components (2023)
-Reviewer Teaching Exceptional Children (awarded TEC Outstanding Reviewer Award 2017)
-Author- HLP 14 chapter - High Leverage Practice (editions 1, 2, and 3)
-Editorial review team (High Leverage Practices for Inclusive Classrooms 1st edition)

Dr. David Hoppey

Candidate Election Statement: 

I am honored to be considered for the Treasurer position on the Teacher Education Division (TED) of the Council for Exceptional Children (CEC) Board. Throughout my career, I have been dedicated to strengthening teacher preparation focused on improving outcomes for students with disabilities, elevating the teaching profession, and advancing equity and excellence for students with disabilities. I believe my experience, leadership, and long-standing commitment to TED’s mission make me a strong candidate to serve in this role.

My involvement in special education spans more than three decades, beginning as special education teacher, district level special education administrator, an OSEP-funded doctoral scholar, and currently a special education teacher educator. These opportunities have shaped my career and instilled in me a deep responsibility to give back to the field. Today, I work closely with teacher candidates, doctoral students, school partners, and state-level stakeholders to ensure that students with disabilities have access to high-quality instruction, which remains central to personnel preparation. This work has allowed me to engage meaningfully with issues of program quality, accreditation, compliance, fiscal responsibility, and continuous improvement.

Over the years, I have contributed to TED in multiple capacities, including serving on the research and policy committees, presenting at annual conferences, disseminating research, mentoring doctoral students, and collaborating across institutions. My scholarship, focusing on improving special education teacher preparation, leadership for inclusive practices, and sustainable school-university partnerships, reflects the values that anchor TED’s mission. As Treasurer, I would bring the same level of integrity, accountability, and strategic focus that has guided my research, teaching, and leadership.

Fiscal stewardship is central to the health and future of TED. In my many roles, including serving as a program coordinator and PI on multiple grants, I have managed budgets, overseen grant-funded initiatives, monitored expenditures, and ensured that resources were allocated to support both short- and long-term organizational goals. I understand the importance of transparency, accurate reporting, and responsible decision-making. Equally important, I value open communication with board members, committee chairs, and the TED membership to ensure that financial decisions strengthen TED’s mission, advance professional learning, and support our diverse membership.

I am committed to supporting initiatives that increase member engagement, and expand professional development opportunities. I also believe strongly in growing and sustaining partnerships that elevate the work of teacher educators nationwide. If elected Treasurer, I would work diligently to uphold TED’s mission while helping the organization innovate and respond to emerging needs in the field.

TED has played a critical role in my own growth as a scholar, educator, and leader. Serving on the TED Board would be an opportunity to give back to the TED community that has shaped and inspired my work.  Thank you for considering my candidacy. I would be honored to serve as Treasurer and contribute to TED’s ongoing strength, stability, and impact.
 

Candidate Experience: 

My professional involvement with TED, CEC, and other national organizations reflects a sustained commitment to advancing teacher and doctoral preparation to improve outcomes for students with disabilities. Since 2016, I have served on the TED Policy/Advocacy Committee, collaborating with colleagues to develop advocacy briefs, host webinars, participate in podcasts, and provide resources and elevate key issues that support TED members engaging with policymakers. I have also served on the TED Research Committee (2012–2024) and the Professional Development/Knowledge and Skills Committee (2018–2022). Additionally, I have regularly reviewed graduate student posters for Kaleidoscope at both CEC and TED conferences over the past decade.

At the national level, I have actively participated as a TED member in the CEC-CASE Special Education Legislative Summit (SELS) in Washington, D.C., co-chairing the Florida delegation from 2020 to 2023. SELS brings educators, leaders, and special education advocates together to engage with policymakers, promote legislation, and advance policies that support special education and high-quality teacher preparation nationwide.

I have also held leadership positions in other national organizations. I am currently in my third year as co-editor of School-University Partnership (SUP), the research journal of the National Association of School–University Partnerships (NASUP), which publishes rigorous, peer-reviewed research advancing school–university partnerships. I served as an associate editor for the Journal of Practitioner Inquiry (JPR) from its inception in 2015 through 2021, supporting research on how educators systematically study their own practice to improve student learning. Since 2019, I have engaged in national discussions on EdD program improvement as a delegate for the Carnegie Project on the Education Doctorate (CPED), co-developing a self-assessment tool for evaluating EdD programs.

Across these experiences, my work emphasizes research, advocacy, partnership, and policy—all central to TED’s mission. 
 

Dr. Lucky Mason-Williams

Candidate Election Statement: 

I feel confident I am well-suited to continue to serve as the Political Action/Member At Large because of my proven ability to lead collaboratively, think strategically, and translate complex issues into actionable solutions. My experience leading and collaborating in policy-relevant research has equipped me with a deep understanding of how policies shape organizational effectiveness and stakeholder trust.

As Policy Committee Chair these past few years, I believe I excelled at fostering dialogue and building consensus among individuals interested in engaging in political advocacy. I am committed to transparency and inclusivity, which are essential for guiding policy discussions and ensuring that recommendations are both practical and forward-thinking. I am proud that the Policy Committee represents all types of institutions, including comprehensive, teaching-focused colleges, Minority Serving Institutions, and research-intensive universities. Moreover, members of the committee include doctoral students, tenured and tenure-track, and clinical faculty members. Each individual brings to the committee a unique perspective on teacher preparation and policies that can help support developing a more prepared, more stable, and more representative special education teacher workforce.

As the Policy Committee Chair, I have put in motion a number of initiatives to help TED members engage in advocacy and to stay informed of shifts in federal policy. This has included supporting members of the committee to develop a podcast series, creating Advocacy Briefs, and preparing a series of Advocacy Toolkits. The Advocacy Toolkits include background on the topic, scripts for contacting Members of Congress, and essential information for engaging in political advocacy. Additionally, we created a TED Policy Fellowship, providing doctoral students opportunities to work more closely with Kaitlyn Brennan on advocacy activities and me.

If re-elected, I hope to continue the work started these past few years, as well as to work towards establishing more sustainable practices for future leadership. This will include working with committee members to develop a clear mission and a consistent schedule of activities for things like the acceptance of applications for the TED Policy Fellowship and the Spark Award.

Candidate Experience: 

As a long-time member of CEC, I have participated in a wide array of activities at the state and national levels. I served in multiple roles in New York State CEC, including serving as president for a number of years. Prior to taking on the Political Action role for TED, I served on a Policy Committee for CEC and as the Research Committee co-chair for TED. I attend the Special Education Legislative Summit regularly, as well as the annual meetings of the Higher Education Consortium for Special Education. 

Dr. Janet VanLone

Candidate Election Statement: 

I am currently an Associate Professor of Education at Bucknell University. As a teacher educator deeply committed to preparing inclusive educators, I am eager to serve on the Teacher Education Division (TED) Political Action Committee to help advance equitable, evidence-based policies that strengthen the preparation and ongoing support of special educators. My professional work centers on bridging research, policy, and practice, particularly to ensure that all children, including those with disabilities, are taught by well-prepared, reflective, and culturally responsive teachers.

Through the TED Political Action Committee, I hope to contribute to thoughtful, actionable policy recommendations that reflect the lived experiences of teacher educators, candidates, PK–12 partners, and students with disabilities. I bring skills in policy analysis, qualitative and mixed-methods research, and collaborative writing, as well as a commitment to ensuring that TED remains a strong advocate for the profession during a time of rapid change in teacher licensure and accountability systems.

In this moment of instability within the U.S. Department of Education and broader uncertainty surrounding federal education priorities, the role of the TED Policy Committee is more important than ever. Shifts in leadership, funding priorities, and regulatory guidance have created confusion and uneven implementation of critical special education and teacher preparation policies across states. Now is a crucial time for TED to amplify the voices of teacher educators and ensure that policy decisions reflect the realities of our classrooms and the needs of children with disabilities.

Serving on this committee would be an opportunity to collaborate with colleagues who share a vision for a more inclusive, just, and sustainable future for special education and teacher preparation. I would be honored to contribute my experience, scholarship, and passion for bridging policy and practice to support TED’s mission.

Candidate Experience: 

During my final year as a doctoral student at the University of Connecticut, I participated in the HECSE doctoral short course with Dr. Jane West in 2018. 
I am the faculty advisor to my student chapter of the Pennsylvania State Education Association, and as part of this I have taken students on advocacy trips to Harrisburg and Washington D.C. I am on the steering committee for the Bucknell Institute for Public Policy. 

Dr. Christopher Cormier 

Candidate Election Statement: 

In the Member-at-Large: Research position, as research committee chair, I would work to bolster the conversation on diversity through research at TED and across the field of SPED. My scholarship explores the issues minoritized SPED teachers face, and I consistently—including when collaborating with others—present research with disaggregated samples to address diverse perspectives. In bolstering such conversations, I would continue the work I did as president of the Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL), in presenting my research at several TED conferences, serving on the TED Professional Development and Research Committee, and as a current ad hoc reviewer for TESE.

While acceptance of difference is intrinsic to the field of SPED, minoritized teachers, students, and their families—a disproportionate portion of SPED students—can experience racially disparate treatment in this space. My work reveals, for example, the harm of the “glass classroom” phenomenon, which makes minoritized teachers hypervisible, valued as disciplinarians, translators, and cultural brokers, but rarely as educators, thereby damaging their well-being and, in turn, recruitment and retention. Scholars and teacher education programs can only live up to their ideals of equity work by addressing the impact of racist structures in SPED. As researchers, we must generate research that guides teachers and teacher education programs in broadening the conversation about the effects of race. This will require that teacher preparation address race and ethnicity beyond broad field topics and require preservice teachers to take a single token course on diversity. It will require that TED, CEC, and the editors of TESE, as our flagship journal, engage in a broader conversation about race. A member since 2012, when I was a doctoral student, I have valued the annual conference enormously and have met most of my frequent collaborators there. Yet I have always believed it could contribute more to the well-being of teachers and students with greater engagement with race and ethnicity—the success of the special issue of TESE I co-edited with Drs. LaRon Scott and Mildred Boveda, “Critical Issues for the Preparation and Workforce Development of Racialized Special Educators,” evidence unrealized potential that I would nurture as a member-at-large. The excellent papers in that special issue that drew on empirical scholarship on minoritized teachers of color in SPED are a harbinger of great work to come. I have particularly identified the need for scholarship on Hispanic, Native American, and SPED teachers with disabilities, and on the experiences of men who work in the field, areas that are either sparse or nonexistent.

As a former SPED teacher and current Associate Professor, I believe in the need for scholarship on the issues SPED teachers face, including collaboration with general education teachers, administrative support, and large caseloads. Overall, my career has been, and continues to be, dedicated to TED's mission to support teacher education broadly, as it relates to students with disabilities and their families. It would be an honor to have this role at TED.

Candidate Experience: 

2022-23 Director-at-Large, Kappa Delta Pi Incorporated

2020-2023 Presidential Line, Council for Exceptional Children, Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) 
-2020 – Vice President
- 2021 President Elect
2022 President
2023 Past President

2020-21 Chair, Research and Professional Issues Committee, Council for Exceptional 
Children, Division for Culturally and Linguistically Diverse Exceptional 
Learners (DDEL)

2019- 21 Member, Research Committee, Teacher Education Division, Council for 
Exceptional Children.

2012-13 Member, Council for Exceptional Children, Teacher Education Division 
Professional Development Committee.

Current Editorial Board member: International Journal of Qualitative Methods, Multicultural Learning and Teaching, The Educational Forum, Remedial and Special Education

Current Peer reviewer: American Journal of Education, Discover Education, Educational Researcher, Exceptional Children, International Journal of Qualitative Studies in Education, Multiple Voices: Disability, Race, and Language Intersections in Special Education, Teachers College Record, Teacher Education and Special Education, TEACHING Exceptional Children, Journal of Teacher Education

Dr. Susan Courey
 

Candidate Election Statement: 

I humbly bring more than two decades of notable leadership, scholarship, and service to the field of special education and teacher preparation. With a Ph.D. in Education from Vanderbilt University, Peabody College, and 20 years of college-level teaching experience, I have been building a career dedicated to advancing inclusive, equitable, and evidence-based teacher education. My work bridges rigorous research, innovative pedagogy, and meaningful collaboration across general and special education—aligning directly with the Teacher Education Division’s mission to improve educator preparation and outcomes for all learners.

My research integrates mathematics, music, and computational thinking to develop inclusive STEM curricula for early childhood and elementary classrooms. Our Young Academic Music (YAM) framework exemplifies the kind of translational research TED values: it connects cognitive theory and arts-based pedagogy to measurable improvements in teacher confidence and student engagement. Funded and recognized nationally through the U.S. Department of Education, this work highlights how interdisciplinary, UDL-based approaches can dismantle systemic barriers to learning and participation for students with disabilities. My current AI-enhanced YAM-AI project extends this work to professional development, exploring how artificial intelligence can personalize coaching, formative assessment, and feedback for teachers in diverse classrooms.

As a researcher, I have published and presented widely on teacher preparation, inclusive practices, and data-driven instructional design. This scholarship demonstrates both methodological rigor and practical relevance. I have mentored doctoral students and early-career faculty in mixed-methods and design-based research, promoting open science, replication, and dissemination across practitioner networks. My collaborations with districts, universities, and community partners illustrate my commitment to research that lives beyond academic journals—research that transforms teaching and learning environments in real time.

In service to the profession, I have been a consistent contributor to CEC and TED initiatives, conference presentations, and professional development programs. I understand the evolving landscape of teacher education—especially the need to support novice teachers in evidence-based practice, inclusive instructional design, and culturally responsive pedagogy. As Research Member-at-Large, I will continue to champion cross-institutional partnerships that connect scholars, teacher educators, and practitioners in sustained inquiry communities. I envision expanding TED’s research network to include accessible repositories of empirical studies, mentoring circles for emerging researchers, and collaborative special issues that highlight diverse methodological and cultural perspectives in teacher education.

Equity and inclusion are central to my professional identity. My work consistently centers around marginalized students and the teachers who serve them, emphasizing that high-quality research must also be socially just and human-centered. Through scholarship, mentoring, and leadership, I hope to model how research can empower educators to design classrooms where all students thrive.

I present my ongoing record of innovation, integrity, and impact to demonstrate my ability to advance TED’s research agenda. This blend of scholarly excellence, collaborative leadership, and unwavering dedication to inclusive education positions me as an ideal candidate for Research Member-at-Large—one who will continue to amplify the voices of teachers, researchers, and learners across the field.

Candidate Experience: 

I have been an active member of the Council for Exceptional Children (CEC) and its Teacher Education Division (TED) for more than two decades. At the national and international levels, I have served as a presenter, symposium chair, and reviewer at annual CEC and TED conferences (2005–present), sharing research on inclusive education, teacher preparation, and technology-enhanced professional learning. My work bridges general and special education, advancing TED’s mission to strengthen evidence-based, inclusive teacher education.
At the state level, I have played a pivotal role with the CEEDAR (Collaboration for Effective Educator Development, Accountability, and Reform) Center, leading reform initiatives in both California (2015–2019) and New York (2020–2023). In these roles, she partnered with state departments of education and university faculty to align licensure standards, strengthen teacher preparation curricula, and embed Universal Design for Learning (UDL) and high-leverage practices (HLPs) into educator preparation programs. Her CEEDAR work directly influenced statewide policy and teacher competency frameworks, particularly in the preparation of inclusive educators.
At the institutional and local levels, I founded and currently direct the Young Academic Music (YAM) initiative (2008–present), featured in CEC and TED innovation forums as an exemplary model of arts-integrated STEM instruction. I have also served as a mentor and reviewer for the TED Early Career Faculty Network and CEC’s Division for Research.
In addition, I have been an active member of the American Educational Research Association (AERA) since 2006, presenting annually within divisions on Learning and Instruction, Research on Special Education, and Teacher Education. Through AERA, she advances interdisciplinary dialogue connecting special education, instructional design, and teacher professional learning on both national and international stages.
 

Dr. Shanna Hirsch

Candidate Election Statement: 

I am an Associate Professor of Special Education at the University of Maryland and previously served as an Associate Professor at Clemson University. I am running for this position alongside Dr. Hannah Mathews. For more than 10 years, we have collaborated by combining our unique experiences and complementary areas of expertise. My expertise in single case and experimental designs pairs well with Hannah’s knowledge of qualitative and mixed methods designs. Similarly, my research related to (a) identifying effective instructional methods for supporting student behavior and (b) investigating innovative and responsive technology-based methods for training teacher candidates and sustaining in-service educators is enhanced by Hannah’s knowledge of theoretical frameworks related to understanding teachers’ working conditions and social support. Through our cross-university collaboration, we have conducted robust research focused on innovative approaches to supporting special educators and their students. Together, we have carried out multiple studies that integrate qualitative and quantitative methods.

Hannah and I would bring a strong record of collaboration to promote high-quality research related to special education teacher education. We are deeply committed to (a) providing opportunities for emerging and established scholars to enhance their research knowledge and skills, (b) building partnerships, and (c) advancing knowledge mobilization (i.e., dissemination). We envision working closely with other TED Special Interest Group , Committee, and Caucus chairs to develop timely professional development opportunities related to conducting rigorous, timely, and meaningful research in teacher education.

I bring to the TED Board a strong record of collaborative scholarship, impactful research, and a deep commitment to elevating educators and mentoring scholars. My research activities have been supported by over $7.1 million in internal and external funding including Institute of Education (IES), National Institute of Health (NIH), National Science Foundation (NSF) and the South Carolina Department of Education. I have over 85 publications (peer-reviewed journal articles and book chapters) including 60 co-authored peer-reviewed publications with educators, district leaders, undergraduate and graduate students. I have supported doctoral scholars that have also achieved national recognition, such as the Association for Positive Behavior Support (ABPS) Student Poster Award (2022, 2023, 2024), the TED Kaleidoscope Quantitative Research Award (2022), and the Midwest Symposium for Leadership in Behavior Disorders (MSLBD) Doctoral Student Stipend (2022, 2024).

Candidate Experience: 

Teacher Education Division
Associate Editor, Teacher Education and Special Education (2025- present)
Reviewer, TED Research Committee, Early Career Publication Award (2024)
Research Mentor, TED Research Committee’s Research Mentorship Roundtables (2021, 2024)
Reviewer, Handbook of Research on Special Education Teacher Education (2022)
Panelist, TED Research Committee’s Panel on COVID research in Teacher Education (2022)
Panelist, TED Research Committee's Panel on Planning for Teacher Education Research Post-COVID: Priorities and Methods (2021)
Reviewer, Teacher Education and Special Education (2019, 2022-present)

National 
Member, Behavioral Health/Wellness Team, Evidence Advocacy Center (2025-present)
Member, National Technical Center for Positive Behavioral Interventions and Support, Tier 3 Workgroup (2023-present)
Elected Board Member, Association for Positive Behavior Support (2017-2023)

University and State Service
Member, South Carolina CEEDAR State Steering Committee (2024-2025)
Chair, Clemson University’s Department of Education and Human Development, Graduate Student Support Committee, Cultivating Opportunities for Research in Education (2022-2025)
Coordinator, Clemson University’s Special Education Doctoral Program (2022-2025)
Member, South Carolina Department of Education, Office of Special Education Services, SC-TEAMS Technical Assistance Network (2022-2025)
Member, Clemson University’s College of Education’s Research, Innovation, & Collaborative Efforts Committee (2017-2021, 2024-2025)
Director, Behavior Alliance of South Carolina (2022-2025)
Co-Director, Clemson University’s Connected Learning in Education and Research Lab (2020-2025)

Selected Recognition for Research: Divisions 
Council for Exceptional Children -Division of Research, Martin J. Kaufman Early Career Research Award (2025)
South Carolina Educators for the Practical Use of Research, Affiliate of the American Educational Research Association (AERA), Distinguished Paper (2024)     
Association of Positive Behavior Supports, E.G. "Ted" Carr Initial Researcher Award (2021)
Council for Exceptional Children - Division for Emotional & Behavioral Health, Interventionist Award (2021)
Clemson University’s College of Education, Junior Researcher of the Year (2020)
Council for Learning Disabilities “Must Read” Award, Becoming critical consumers of research: Understanding replication (Mathews, Hirsch, & Therrien; October, 2018).

Dr. Hannah Mathews

Candidate Election Statement: 

I am an Assistant Professor of Special Education at the University of Florida. I am running to co-chair the Research Committee with Dr. Shanna Hirsch. Our shared goal is to continue to build the TED research profile and to ensure that, collectively, the TED community is leveraging research to respond to the most pressing needs in the field. Built on a history of professional collaboration, our shared work has focused on improving the preparation of and support provided to special education teachers. Our efforts as co-chairs would also be enhanced by our distinct — but complementary — research expertise. Whereas Shanna’s research focuses on teacher and student interventions using primarily single case and experimental designs, I explore the contexts and conditions surrounding special education teachers’ work, using primarily qualitative and mixed methods designs. These distinct perspectives would allow us to support a wide range of research aims in the TED community.

To understand my individual goals in this position, it is important to understand my research identity. My research focuses on special education teachers’ professional roles. I explore how SETs’ roles are constructed, supported, and evaluated in dynamic and often resource-constrained school contexts. My research is regarded as rigorous and conceptually rich. I regularly publish in top-tier journals in our field; I have authored or co-authored 35 peer reviewed articles and 10 book chapters. Importantly, this research agenda was forged through my continued engagement with the TED community. TED helped me find my passion and voice as a scholar. The Research Committee has been an important part of channeling that passion and voice into high-quality research. This organization has helped me see that research is enhanced by being clear in your commitments, leaning into curiosity, and building and maintaining robust collaborations. I have already translated this learning into my leadership within TED through the Diversity Caucus and Research Committee activities, and into my work at the University of Florida. If elected to co-chair the Research Committee, Shanna and I could support others in finding their voice and passion as scholars and putting that voice and passion into practice as researchers.

Our ongoing partnership has laid the groundwork for us to lead the Research Committee in a tumultuous time in the history of our field. As co-chairs, we would be committed to (a) providing opportunities for TED community members to enhance their research knowledge and skills across the career span, (b) building partnerships between groups within TED to strengthen the division’s research productivity and profile, and (c) advancing knowledge mobilization to ensure the research taking place in our community shapes the practice of teacher education. Of note, we envision the Research Committee as being active within the annual meeting and throughout the year. Furthermore, as the context surrounding special education research, policy, and practice is rapidly shifting, Shanna and I envision our collaborative leadership as partnering with groups within and outside of TED to respond to researchers’ needs so that they can serve as a voice for schools, teachers, and students. 
 

Candidate Experience: 

Teacher Education Division

Associate Editor, Teacher Education and Special Education (2025- present)
Editorial Board, Teacher Education and Special Education (2020 - 2025)
Reviewer: Applications for Division of Research Scholars Program. Council for Exceptional Children Division of Research. (2022).
Reviewer, Handbook of Research on Special Education Teacher Education. (2022).
Panelist,  TED Research Committee’s Panel on COVID research in Teacher Education. (2022).
Panelist, TED Research Committee's Panel on Planning for Teacher Education Research Post-COVID: Priorities and Methods. (2021).
Immediate Past Chair. Teacher Education Division Diversity Caucus. (2022 - 2023). 
Chair. Teacher Education Division Diversity Caucus. (2020 - 2022). 
Secretary. Teacher Education Division Diversity Caucus. (2018 - 2020). 
Member: Teacher Education Division Research Committee. (2015 - 2025).

University of Florida College of Education Leadership and Involvement in Research

Member: Faculty Policy Council Ad Hoc Committee on Methods Course Approval. (2025 - present).
UF Faculty Policy Council Research Advisory Committee Representative. (2025 - present).
Member: Professional Development and Sabbatical Leave Committee. (2024 - present). 
Member: Diversity, Equity, and Inclusion Committee. (2022 - 2023). 
Member: Research Advisory Committee. (2020 - 2021). 
Chair: Research Advisory Committee. (2021 - 2022).

Recognition for Research: Divisions and University

2025-2027 Irving and Rose Fien Endowed Professorship. UF College of Education. (2025).
2023 Outstanding Reviewer. Teacher Education and Special Education. (2023). 
2022 - 2024 B. O. Smith Term Professorship. UF College of Education. (2022).  
Division of Research Council for Exceptional Children Student Research Award Mixed Methods, Vision as professional socialization in special education teacher preparation. (2019).
Teacher Education Division of the Council for Exceptional Children Dissertation Award, Examining opportunities to learn in special education teacher preparation. (2018). 
Council for Learning Disabilities “Must Read” Award, Becoming critical consumers of research: Understanding replication (Mathews, Hirsch, & Therrien; October, 2018).

Dr. Barbara Mitchell

Candidate Election Statement: 

I am honored to be considered for the position of Member-at-Large – Research for the Teacher Education Division (TED). Although I am a relatively new member of TED, I bring many years of experience as a teacher educator, researcher, and collaborative partner in the field of special education. My career has centered on preparing effective special educators, advancing research that strengthens teacher preparation, and improving systems of support for students with disabilities—particularly those with emotional and behavioral disorders (EBD). I am excited about the opportunity to contribute this experience to TED’s mission.

As an Associate Professor of Special Education at Kansas State University, my scholarship focuses on supporting educators and school systems in meeting the needs of students with significant behavioral support needs. My research includes work with school-wide, tiered systems of support; implementation of behavior intervention frameworks such as Check-In/Check-Out (CICO); and structured mentoring models for new special educators. Across these lines of inquiry, I am committed to understanding how teacher preparation programs can better equip educators with the knowledge, skills, and systems-level perspectives needed to support diverse learners effectively.

Program development and accreditation have been central to my work and align closely with TED’s priorities. I helped lead the design and state department approval of our Unified Elementary & Special Education MAT program, a project funded through a College of Education Innovation Grant. Additionally, I am co-developing “Bridge to Practice” which is a structured mentoring initiative designed to support novice special educators during their critical first years. Both projects reflect my commitment to creating pathways that prepare and retain high-quality teachers through evidence-informed structures and partnerships.

My service record includes sustained engagement at state and national levels, including participation in KSDE program reviews, CAEP accreditation processes, and involvement in CEC, TED, APBS, and MSLBD. I have reviewed conference proposals and manuscripts, supported program evaluation efforts, and contributed to initiatives aimed at aligning preparation practices with emerging research. Although my formal involvement with TED began last year, the values and priorities of the division are tightly connected to the work I have pursued throughout my career.

If elected, I would contribute to TED by supporting research-focused initiatives, strengthening proposal review processes, elevating scholarship related to teacher preparation, mentoring, and behavioral supports, and helping bridge connections between researchers and practitioners. I am especially interested in amplifying research on EBD, school-wide tiered systems of support, and teacher development which are areas that intersect strongly with TED’s mission.

It would be a privilege to bring my experience and commitment to improving teacher education to the TED Board. Thank you for your consideration.

Candidate Experience: 

My experiences reflect sustained engagement in research, service, and teacher preparation across local, state, and national levels, aligned strongly with the mission of CEC-TED.

Council for Exceptional Children (CEC)
•Member (ongoing)
•Proposal Reviewer, CEC Annual Convention (national; most recent cycle)
•Participant in teacher preparation, research, and behavioral support–related conference strands
•Manuscript reviewer for journals aligned with CEC/TED scholarship

Teacher Education Division (TED)
•Member since 2024
•Proposal Reviewer for TED conference sessions
•Engagement in research and program development aligned with TED’s priorities, including teacher preparation, EBD, and schoolwide systems of support

Association for Positive Behavior Support (APBS)
•Member and presenter (national)
•Contributor to research on Schoolwide PBIS and Check-In/Check-Out (CICO) with relevance to teacher preparation and behavioral support implementation
Midwest Symposium for Leadership in Behavior Disorders (MSLBD)
•Planning Committee Member (regional/national)
•Active participant in sessions related to EBD, teacher practice, and evidence-based behavioral supports

State-Level and Accreditation Activities in Kansas
•KSDE Program Reviewer (state; multiple years)
•CAEP accreditation team contributor (state/program levels)
•Co-developer of KSDE-approved Unified Elementary & Special Education MAT program (state and institutional levels, 2023–2024)
•Co-Lead for “Bridge to Practice” mentoring initiative for novice special educators (Kansas; 2024–2025)

Institutional Leadership and Service
•Chair of faculty search committees; member of college and departmental committees
•Mentor for graduate students across master’s and doctoral levels
•Contributor to research-practice partnerships supporting schoolwide MTSS, EBD-related interventions, and teacher development
 

Maggie Bethea

Candidate Election Statement: 

My name is Maggie Bethea, and I am honored to submit my candidacy for Kaleidoscope Co-Chair. I am both thrilled and humbled by the opportunity to serve an organization that has profoundly shaped my development as a scholar and member of the TED community. As a third-year doctoral student at the University of Florida, I have been actively involved in Kaleidoscope and TED since my first year, and I have seen firsthand the transformative role this organization plays in supporting doctoral students across our field.

Kaleidoscope became a pivotal part of my professional journey early in my program. Through its online community, mentorship, and conference engagement opportunities, I gained access to academic spaces that would have otherwise felt out of reach for a new doctoral student. Presenting a course-based literature review at the TED conference in November 2024 offered me my first entry point into national scholarship. This experience, made possible by Kaleidoscope, affirmed my belief in its mission and inspired my commitment to supporting the next generation of emerging scholars.

I bring a set of unique experiences that position me well for the role of Co-Chair. My work as an Editorial Assistant for Teaching Exceptional Children, the field’s premier practitioner journal, has strengthened my understanding of scholarly writing, publication processes, and practitioner-oriented dissemination. My professional background spans roles as a public school teacher and as a sibling of a person with a disability—experiences that ground my commitment to equity, inclusion, and authentically representing the communities we serve. I also bring training in educational leadership, which informs my collaborative, relationship-centered approach to organizational development.

If elected, my platform centers on advancing Kaleidoscope’s mission in alignment with TED’s broader vision, mission, and strategic plan. I aim to strengthen doctoral student advocacy by establishing a partnership with SELS to explore funding supports that increase accessibility for doctoral students, particularly given the limited accessibility many experience with HECSE. I also hope to build partnerships with journals to promote publication pathways, writing mentorships, and professional development that encourage doctoral students to strengthen their scholarly voice. Additionally, I plan to help coordinate and expand Kaleidoscope’s conference-related efforts, enhancing opportunities for networking, presentation, and community-building among doctoral students across institutions.

As a member of the TED Board, I would contribute a perspective informed by diverse experiences and deep personal investment. My positionality as a sibling, my background as a former teacher, and my varied professional roles in the field allow me to bring insights that bridge research, practice, and lived experience. I am committed to fostering a welcoming, supportive community in which doctoral students feel valued, empowered, and equipped to grow as scholars.

I believe deeply in Kaleidoscope’s potential and in the importance of investing in our emerging scholars. My experiences within the TED community, coupled with my passion, leadership, and commitment to service, make me a strong candidate for the role of Co-Chair. Thank you for your consideration and for the opportunity to continue contributing to this meaningful work.

Candidate Experience:

Editorial Assistant for TEC (Aug. 2023 - Jul. 2025)
    -Interfaced with a significant number of TED members whether it was email      
      correspondence,  zoom meetings, or 
    -Organized and operationalized Practitioner board
    -Established social media presence
    -Established a podcast 
    -Graduate assistant for former TED President under her term
    -Current Co-Editorship can vouch for my work ethic, integrity, leadership skills, and my 
      steadfast commitment to elevating our field.

TED Conference  (Nov. 2024) 
    -Attended and presented 
FCEC (2024/2025)
    -Attended and presented 
TED ( Nov. 2025) 
    -Attended and presented

Attended Special Education Legislative Summit (July 2025)
      -TED awarded funding ($1000)

Nominated and selected to be DR-Scholar in 18th cohort (2025-2026)

Additional CEC Division Memberships (2024 - Current): 
Division of Research
Division of International Special Education and Services
Council of Administrators of Special Education
Div. for Culturally & Linguistically Diverse Excep. Learners

Fan Cao

Candidate Election Statement: 

My name is Fan Cao and I am a doctoral student in special education at Purdue University. I view TED as the professional community that best aligns with my work and long-term goals. I am applying to serve as Kaleidoscope Chair because this role represents an opportunity to contribute to a division that is deeply committed to high quality and inclusive teacher preparation. I hope to support ongoing initiatives that strengthen educator preparation while also continuing to grow as an emerging scholar and leader.

My academic and research experiences have prepared me well for this position. As a second-year doctoral student, my work focuses on preparing future teachers, integrating technology to support students with disabilities, and examining how tools such as artificial intelligence (AI) can enhance both teaching and learning. I aim to promote thoughtful and evidence-based use of technology. This focus aligns closely with TED’s commitment to supporting learners with disabilities through strong and effective teacher education systems.

In addition to research, I have extensive experience supporting pre-service teachers through my teaching in key teacher education courses. As a teaching assistant in our Positive Behavioral Interventions and Supports (PBIS) course, I have delivered several lectures, including School and Class Positive Behavior Supports, Maximize Structure and Engage Students, Tier Three Support, and other related topics. As a university supervisor in our Student Teaching course, I mentor teacher candidates and serve as a bridge between the university and their host schools. I visit their placements, observe instruction, and provide feedback that supports the development of their teaching skills. These experiences help me understand the realities of teacher preparation from multiple perspectives and equip me to represent student and program needs effectively on the Board.

My current projects further illustrate the contributions I hope to make. I lead a study examining pre-service teachers’ experiences and perception using generative AI in lesson planning and other teaching preparation tasks. I also designed an AI training session to help future educators use these tools in ways that are informed, ethical, and supportive of learner needs. As teacher preparation programs navigate the rapid growth of educational technology, I hope to contribute insights that can support thoughtful program development and innovation. I believe that bringing a technology informed perspective to the TED Board will help strengthen ongoing discussions about how to prepare teachers for an evolving educational landscape.

If elected, I would work to support the Board's priorities by contributing diligent follow through, consistent communication, and a collaborative mindset. I hope to help expand student participation in TED activities, strengthen pathways for student involvement, and support efforts to promote diversity within the division. I also aim to support Board initiatives with an emphasis on practicality and action, ensuring that ideas are translated into meaningful progress that benefits teacher educators and doctoral students.

Thank you for considering my candidacy. I would be honored to serve as a Student Representative and to contribute to the continued growth, visibility, and impact of TED.

Candidate Experience:

At the division level, I participated in the TED Kaleidoscope Poster Session during the 2025 TED Conference held from November eleven to fourteen. I presented two posters, one focusing on pre-service teachers’ use of artificial intelligence for lesson planning and the other examining assistive technology interventions that support students with ADHD.
At the national level, I received a proposal acceptance for a poster presentation at the CEC 2026 Convention and Expo, which will allow me to continue contributing to research discussions in special education and teacher preparation.

Samantha Gonzalez

Candidate Election Statement: 

Howdy! My name is Samantha Gonzalez, and I am a third-year doctoral student in Educational Psychology at Texas A&M University with a focus on special education. My work is focused on strengthening the preparation of future special educators, and I am excited to apply for the TED Kaleidoscope Doctoral Student Representative position with the hopes of contributing to the growth of this space for doctoral students who share similar goals. My passion for supporting students with disabilities through special education teacher education, my current involvement with CEC, TED, and Kaleidoscope, and my experience both receiving and providing mentorship, all position me well to serve in this role.

My professional identity has been shaped by my experiences as a special education teacher, educator mentor, researcher, and doctoral student. Across these roles, I have had the opportunity to align my time in teaching, research, and service to focus on bridging the gap between preparation and practice for special educators. My work on teacher-education-focused projects, including my role as project manager for an autism-focused practitioner preparation grant (R-TAPP), and my research on the needs of preservice and novice special educators, including a focus on student behavior, aligns closely with TED’s mission and Kaleidoscope’s commitment to cultivating future leaders in teacher education. 

Based on my current involvement in Kaleidoscope activities, I see opportunities to strengthen community, mentorship, and cross-university collaboration. From my experiences and through the voices of other Kaleidoscope members at TED, I see a desire for doctoral students to build connections with both faculty and other doctoral students who have been in their shoes. If selected as a Student Representative, I hope to support the development of future mentorship opportunities for faculty-students, early career faculty-experienced students, and experienced student-novice students, leveraging each of our unique positions in order to guide those in other phases of their academic journey. Additional ideas include 3-Minute Thesis style research pitch sessions with preparation workshops, brief faculty talks highlighting variations in research, teaching, and service expectations across institutions, and optional shared-experience cohorts such as first-year students or dissertation-stage students. The key to growth in a community is meeting the needs of the individuals within the community itself. If selected, I  hope to build upon the already existing community and hear the voices of our members.

These ideas build on the strong foundation Kaleidoscope has already established. I have personally benefited from the summer research presentation sessions, virtual networking spaces, proposal-writing supports, and the authentic sense of community within Kaleidoscope. I hope to support the development of a space for all students, aiming to have “something for everyone” to support each student on their unique doctoral journey. I would be honored to serve as a TED Kaleidoscope Doctoral Student Representative. I am committed to fostering community as we each navigate the doctoral experience, begin our academic careers, and work together to strengthen our impact on the field of special education.

Candidate Experience:

I have been actively involved in TED, CEC, and related professional organizations at the local, state, division, and national levels. My involvement includes conference presentations, proposal reviewing, service, mentorship, and participation in Kaleidoscope programming.

Teacher Education Division (TED)
• National (2024- 2025)-  Presenter at TED Annual Conference (multiple posters and presentations)
• National (2024- 2025)-  TED Conference Proposal Reviewer
• National (2025)-  Invited presenter for the TED Kaleidoscope Student Series
• Student Engagement -  Participant in Kaleidoscope TED poster sessions, business meetings, and social events

Council for Exceptional Children (CEC)
• National (2025- 2026)- Division for Research Doctoral Student Scholar
• State (Texas, 2025- Present) -  Texas CEC Student Membership Chair
• National (2024- 2025)-  CEC Conference Proposal Reviewer
• National (2024- 2026) -  Presenter at multiple CEC division conferences (DADD, TED, CEC)

Division on Autism and Developmental Disabilities (DADD)
• National (2025) -  DADD Online Journal Article Reviewer
• National (2025) - Poster Presenter at DADD conferences
• National (2024- 2025)-  DADD Conference Proposal Reviewer
• Student Engagement -  Participant in division student events and PD sessions

Other Relevant Professional Service and Leadership
• National (2025- Present) -  SPARC OSEP Scholar Mentor
• National (2025- Present)-  Graduate Research Assistant for FRaME (federally-funded project)
• National (2023- Present)-  RPR2 (Recruit Prepare Retain Squared) OSEP Funded Scholar
• Local/University (2024- Present) -  Texas A&M GRAB Research Symposium Committee; EPSY Doctoral Interview Committee; Educational Psychology Student Organization Secretary
• Local/Regional (2023- Present)- Project Manager & Mentor for novice special educators and trainer for districts across Texas through R-TAPP (state-funded project)

Across each role, I have prioritized service, collaboration, and the development of emerging scholars, values that align directly with the mission of Kaleidoscope and TED.
 

Nahid Husain-Habib

Candidate Election Statement: 

As a doctoral student of the Special Education Department at the University of Illinois Chicago, and a former special educator, I am interested in supporting graduate students working towards strengthening teacher education programs through research and higher education and enhancing the experiences of students with disabilities in all settings. I bring over 10 years of classroom experience in a variety of contexts and a range of grade levels, as well as 3 years of experience as a doctoral student with service experience in an assortment of professional organizations. I have learned firsthand how to build a network and relationships with faculty and other students, all while navigating coursework and a traditional dissertation pathway. TED’s Kaleidoscope Committee will provide a way for me to share my experience and learning and pay forward the support I have received from others in moving through this doctoral journey. I believe that my wide range of experience brings a unique perspective that can help bridge gaps between graduate students and more experienced faculty so we can all continue to work together towards our TED mission. Being one of the chairs of this committee also provides me the opportunity to learn from the main graduate students who participate in our programming and find ways to connect them to one another. As one of the chairs of Kaleidoscope, I would aim to increase the diversity of graduate students who actively participate in our programming each year at TED and CEC and work to encourage them to continue bringing ideas and scholarship each year. I would also aim to create formal and informal ways for graduate students to learn from one another throughout the year to maintain connections to the organization and continue to share knowledge, outside of the typical posters and presentations. I approach any sort of leadership position from the perspective of service leadership; as one of the chairs, I would focus on gathering and analyzing feedback from graduate students and aim to create programming to address their needs and interests. I appreciate working collaboratively and receiving feedback from others to ensure that multiple perspectives are taken into consideration when planning. I believe that my experience, knowledge and openness to learning would make me a strong candidate for the Kaleidoscope Chair position. Thank you for your consideration!

Candidate Experience:

SERVICE TO PROFESSIONAL ORGANIZATIONS

6/2024 – present: Graduate Student Representative, AERA Special and Inclusive Education SIG
1/2024 – 2/2025: Chair of Student Activities, Executive Board of Illinois Council for Exceptional Children
10/2023 – 06/2025: AERA, Division K Campus Liaison
12/2023-5/2024: Professional Development Webinar Reviewer, Council for Exceptional Children

CONFERENCE REVIEWS

5/2024 – present: MWERA, Annual Conference Reviewer
6/2023 - present: Council of Exceptional Children, Annual Conference Reviewer
4/2024 – 5/2024: TED CEC, 2024 Annual Conference Reviewer
1/2024 - 1/2025: International Society of Learning Sciences (ISLS), 2024 and 2025 Conference Reviewer
7/2023: TASH, 2023 Annual Conference Reviewer

Lisa Morin
 

Candidate Election Statement: 

I am excited about the opportunity to apply for the TED Student Representative role and believe I am well qualified for this position because I have firsthand experience of the advantages of thoughtful and effective leadership in supporting and promoting doctoral students in the field of special education. Since beginning my doctoral program in special education at the University of Florida in 2023, I have been an active and involved member of Kaleidoscope, taking part in events such as summer book studies, job search informational sessions, research roundtables, Kaleidoscope poster sessions at TED, and working together at Kaleidoscope business meetings. Each of these experiences has shaped my professional identity and contributed to my growth as a future scholar. The sense of belonging I have experienced through Kaleidoscope, whether through networking, learning, or community building, has been vital to my success as a PhD student. This support was made possible by the leadership of current and former student representatives who created space to listen and respond to the needs of doctoral students like me, who are navigating the complexities of life as emerging scholars and teacher educators. 

I believe I have a clear understanding of doctoral students' needs and the role I can play as a TED Student Representative in ensuring we continue to support one another meaningfully in this community. If selected, I would commit to growing our community, facilitating meaningful professional learning opportunities, and elevating student voices at TED and CEC. Over the next two years, I hope to increase awareness about Kaleidoscope, strengthen existing programs through greater engagement, and incorporate member feedback to guide the best steps forward in expanding our community. Ultimately, TED is as strong as the many wonderful volunteers who contribute to the work, and I am prepared and ready to offer my time, energy, and commitment to Kaleidoscope and the larger TED community. Thank you for your time and consideration, and I look forward to the opportunity to serve as a TED Student Representative. 

Candidate Experience:

I believe that service, networking within and through community involvement, and research dissemination are key elements in fulfilling my responsibilities as a doctoral student and as an emerging early-career scholar and teacher educator. At the local level, I have served as treasurer and on the board of the University of Florida’s Early Childhood, Special Education Association for Doctoral Students (ECSEADS), a student organization that offers social and networking opportunities for doctoral students across all levels of our program, for the past two consecutive years. I am also an ESCSEADS Mentor for a first-year doctoral student, providing guidance and academic partnership as we navigate the program's different stages. At the state level, I have attended and presented at the Florida chapter of CEC. At the national level, I serve on the TASH ECRN Mentoring subcommittee, connecting experienced mentors with early-career faculty and doctoral students. I am also an active member of the TED Kaleidoscope community. So far, I have benefited primarily as a Kaleidoscope member, but I aspire to contribute more significantly as a student representative. In the summer of 2024, I had the opportunity to represent the TED Policy Committee at the Special Education Legislative Summit, advocating for the field of special education and the students we serve. Over the past two years, I have contributed to research discussions through eight presentations at TED, ranging from multi-paper to poster presentations. I look forward to increasing my involvement at the local, state, and national levels as my experience as a scholar and teacher educator grows and aligns with opportunities to serve, collaborate, and participate in research conversations.