Larry Cartner
What Is Your Vision for ASCD? While we now know more about how we learn than ever before, sustaining change in learning and teaching is as difficult as ever, requiring intentional, creative action. A leadership board must understand the past, listen to the present, and create the future.
As our international membership approaches 200,000 of the best and brightest practitioners in education, ASCD is well-positioned to address the needs of the changing learner and growing teacher. ASCD is equipped to take a more effective role in developing new teachers and renewing veteran educators, becoming the professional membership of choice for those who want to make a difference. ASCD has the opportunity to establish a gold standard in instructional leadership for school leaders, shaping school improvement efforts for generations. A highly regarded voice in teaching and learning, we can develop collaborative efforts with other organizations, ensuring that teaching and learning remain the focus of continuous school improvement.
ASCD's credible presence in the classroom, local board rooms, state legislatures, and Congress has moved us from importance to significance. The ASCD Board of Directors has the honored responsibility to position the organization, its members, and its ultimate constituent—the student—for success beyond our own vision and our own time.
Current Position: Superintendent, Person County Schools, Roxboro, N.C.
Education: B.A., Pfeiffer University; M.M.E., Winthrop University; Ed.D., Vanderbilt University
Career History and Highlights:Teaching and administrative experiences include both rural and inner-city schools. As superintendent, served rural and suburban districts, bringing substantial improvements in student achievement. Early proponent of PK–14 philosophy for students transitioning into community or junior college settings, and implemented one of the first Early College programs in North Carolina. Papers and presentations include "Middle College: Path to the Future," "Integrating Technology and High School Instructional Practice,"In Search of a Reflective Spirit: Views from the Schoolhouse Door, "Trust: Measurable Trait or Mystical Foundation?," and "Putting Away the Hickory Stick: Alternatives to Corporal Punishment." Recent activities focus on professional learning communities, developing teacher leadership, and determining the effectiveness of technology in the classroom.
ASCD and Affiliate Participation:Member at national and local levels for more than 20 years. Board member of North Carolina ASCD for more than 10 years, serving as legislative influence chair, awards chair, audit committee member, and president. At national level, participated in Leadership for Effective Advocacy and Practice Institute and in strategic planning processes for ASCD.
Darlene Fisher
What Is Your Vision for ASCD? The strategic plan as launched by ASCD Executive Director Gene Carter at the recent ASCD Annual Conference in Texas shows significant interest in developing ASCD potential outside the continental United States. This was the focus for us starting the connected community in Turkey and is the center of my hopes for ASCD in the future. Having worked now in the Middle East, Asia, and now on the edge of Europe, it is clear that education growth in the region can be supported a great deal more with ASCD's materials and resources at its disposal. This would be part of my vision for how ASCD can develop.
All English-speaking teachers can take advantage of the enormously valuable resources that ASCD provides. However, there are teachers who cannot access this because of language barriers, and this one fact prevents access to many good ideas and therefore limits good education development. Translation of books and materials and bilingual websites could help. More regional conferences might also help, geared to the needs of local areas and focusing on connecting with leadership in the region. This would enable much to happen. This is a vision for all who work with education and ASCD and is limited only by our imagination.
Current Position: Director of Enka Schools, Istanbul, Turkey
Education: M.A., St. Andrews University, Scotland; diploma of education, Monash University, Australia; M.Ed., Bath University, United Kingdom (dissertation to be completed)
Career History and Highlights:Director of Enka Schools, 4 years. Completing development of the school into a full preK–12 International Baccalaureate (IB) World School now with its third graduating class. Participated in setting up an IB World School in Mumbai, India. Involved with the IB in the capacity of history examiner, extended essay marker, curriculum review committee member, and question setter for Paper 3–Higher Level, 8 years. Recent presentations include ECIS Administrators Conference on "Brain and Culture," ASCD Middle East on "Leadership and Culture," and Bilkent University Graduate School of Education Conference on "Cultures and Collaboration."
ASCD and Affiliate Participation:ASCD member, 4 years (since moving to the region). Initiated and chaired a connected community for Turkey that is continuing to work with ASCD in an effort to develop regional support for ASCD. Supported the organization of the ASCD Middle East Conference in Istanbul, and continues to work on the extension of ASCD into the Middle East and Asia.
Mary Kay Kirkland
What Is Your Vision for ASCD? ASCD has had a profound impact on my practice at every stage of my career. As a teacher, principal, and curriculum director, my go-to organization for resources and professional learning has been ASCD; and now I would like to give back. My vision for service on the ASCD Board includes dedicating my energy and efforts to engaging members in educational dialogue to improve teaching and learning for every student. As members of the global education community, it is critical that we turn to each other to assist in designing effective environments to support learners in these uncertain times.
Education budgets are being stretched around the world, but the commitment of ASCD to provide options for capacity-building professional development, as well as resources and materials to support the whole child, has enabled districts and schools to continue to move forward in their efforts to improve instruction. As laws and policies governing education are examined, there are multiple opportunities for members to engage in thought-provoking conversations with lawmakers at every level. ASCD members have to be the voice that continually brings the conversation back to the principles of ensuring that every student is healthy, safe, engaged, supported, and challenged.
Current Position: Associate superintendent, Box Elder School District, Brigham City, Utah
Education: B.S., M.Ed., Middle Level Cert., and Administrative Cert., Utah State University
Career History and Highlights:Associate superintendent, curriculum and instruction, Box Elder School District, 10 years; elementary and secondary principal, Box Elder School District, 10 years; instructor, Utah State University, 3 years; middle level science teacher, Box Elder School District, 6 years; Utah Science Teachers Association, board of directors, 4 years; National Distinguished Principal for Utah (1997); Utah Governor's Task Force on Middle Level Education (1998); president, Utah Middle Level Association (1999); Administrative/ Supervisory Governing Board, Utah State University, 3 years; Utah Legislative Strategic Planning Committee, 2 years; Utah State Trainer for Northwest High School Accreditation, 10 years; Utah Governor's Summit on Education Facilitator (2003).