R. Lennon Audrain is a PhD student in educational policy and evaluation at Arizona State University and a current Executive Board Member-at-Large for NACCTEP. In the 2022-23 school year, Lennon will teach Education Professions, a course designed to introduce high schoolers to the education profession, at Skyline High School in Mesa Public Schools in Arizona. He has also taught Latin and Spanish in public, private, and charter schools in both Arizona and Massachusetts.
Lennon is a community college teacher education program graduate; he earned his Associate of Arts in Elementary Education degree in January 2017 from Rio Salado College at age 17—five months before he graduated from high school. He earned his undergraduate degree in Latin and his first Master’s degree at age 19 from Arizona State University. Lennon earned his second Master’s degree in technology, innovation, and education from the Harvard University Graduate School of Education at age 21. He is the former 2017-18 National Student President of Educators Rising, a division of Phi Delta Kappa International—an organization composed of 44,000 high school and collegiate students interested in pursuing careers in the education profession. His personal and professional experiences drive his research interests in high-school based grow-your-own teacher programs, community college teacher education, and incorporating technology and high-quality clinical experiences in both.
"My name is Richard Lennon Audrain, and I am a candidate for the Executive Board President position on the Executive Board for the National Association of Community College Teacher Education Programs (NACCTEP). My involvement with NACCTEP began in 2018 when I traveled with the Executive Director to Washington, D.C. for the American Association of Colleges for Teacher Education’s (AACTE) Washington Week. I spent time on Capitol Hill spreading the word to legislators about high-quality teacher education programs at community colleges. An article about community college teacher education’s impact on my career appeared in a 2018 NACCTEP Newsletter. Recently, I presented at NACCTEP’s February 2021 Coffee Chat about my creation of the Community College Teacher Education Program Database (CCTEdDb) which catalogs every degree and certificate offered in teacher education programs in community colleges across the United States. Since then, I have also served on the NACCTEP Executive Board as a Member-at-Large.
I believe that my academic, professional, and lived experiences and work have prepared me to make a lasting impact on the community college, teacher recruitment and teacher education landscapes. I believe that community colleges are an undervalued and overlooked player in conversations about teacher recruitment and teacher education. If we want to get serious about recruiting teachers from more diverse backgrounds and lived experiences, and providing them with high-quality training, we need to bring attention to community colleges. My mission and vision as a potential member of NACCTEP Executive Board is simple: to elevate the great work that community college teacher education programs are doing across the country through strategic partnerships and programming."
Shannon was born in Charleston, S.C. and spent the better part of her childhood moving around the country, as her father was in the Air Force, but has lived in Maryland since 2000. Shannon has been working at the Community College of Baltimore County since 2012, in both the Academic Literacy Department and most recently as an Assistant Professor in the Teacher Education Department. Prior to coming to work at CCBC, Shannon was a high school special education teacher in Anne Arundel County, and has taught for 20 years.
Shannon completed her undergraduate education at the University of Washington, a Masters of Arts in Teaching at Goucher College in the area of Special Education, and a Masters in Education from Concordia University-Portland with a concentration as a Reading Specialist. Shannon is currently a doctoral candidate at Concordia University Chicago, seeking a degree in Leadership in Higher Education. Her research is focused on teacher recruitment and retention. Shannon recognizes the importance of progressive Teacher education programs in order for students to become the next generation of teacher candidates. Shannon seeks to write her dissertation on the need for solid support of new teachers for the first three years of their employment in a school or with a district.
Having spent the last two years as the Vice President of NACCTEP, Shannon understands the importance of a national organization to support the work of teacher preparation programs, advocate for community colleges, and seeks collaboration with our four-year partners to close the recruitment gap for new teacher in the profession.
"I am running for the President position for NACCTEP’s Executive Board. I am confident in taking the next step to expand my leadership skills and involvement with this great organization, while carrying forth the vision and mission of NACCTEP.
My experience in education and within teacher preparation programs has given me the skills necessary to continue to develop creative solutions to issues in teacher education, advocate for community college programs, and support new teacher candidates as they pursue their careers."
Cecelia Monto is currently the Dean of Education, Languages and Social Sciences at Chemeketa Community College. In this capacity, she has been instrumental in building a community college/university pathway into teacher education, including her service as co-chair to build the first “Major Transfer Map” in Oregon, in Elementary Education. Monto has leadership experience in strategic program development, curriculum development, assessment and accreditation, articulation work, policy formation, and budget/grant development. Monto also teaches education and humanities courses regularly. Prior to Chemeketa Community College, Monto worked at PCC from 1985-2008.
Monto is an advocate for equity in the teaching field, and she is actively working to diversify the teaching workforce in Oregon. She initiated a bilingual path for education students, and wrote the article Increasing Diversity in Teacher Candidates: An Oregon Model Using a Community College Pathway into Teacher Education. She is now engaged to bring the State Seal of Biliteracy Biliteracy into higher education as a way to honor and credential bilingual student abilities. She serves on the Oregon Educator Equity Advisory group for the Chief Education Office. Monto also has significant cross-cultural education experience. She founded a rural adult literacy project in Oaxaca, Mexico in 2004 as a PCC sabbatical project, and participated in a Fulbright exchange with the Ministry of Education in Rosario, Argentina in 2008.
Monto sees community college teacher education pathways as critical to creating equitable access into the teaching profession. She is passionate about the transformative power of community college education and expanding access to higher education.
Monto has a Doctorate in Educational Leadership from the University of Portland, and Master’s in Postsecondary Adult and Continuing Education from Portland State University.
"It would be an honor to serve as the Vice President of NACCTEP’s Executive Board. I am committed to community college work and improving teacher education programs. I hope to contribute my experience in higher education with the Board and the organization’s members.
I have significant experience in community college program development, assessment, and articulation and transfer related to teacher education. I have specific focus in the area of increasing diversity in the teaching workforce and bilingual education and have published on these topics. I am currently engaged in the Oregon Executive Leadership Academy and also look forward to the leadership development that this position holds."
Dr. Jennifer Gresko brings more than 25 years of experience in education and leadership, beginning as a second- and third-grade teacher in Phoenix. Always eager to learn, she says, she began mentoring other teachers on campus in the use of technology in education, and eventually took a position at the district level working with teachers and technology. This experience opened up a new path at the college level, which led to her current position as Faculty Chair of Educator Preparation Programs and Faculty Senate President at Rio Salado College. The Educator Preparation Programs at Rio Salado College are designed for working adults who want to enter the teaching profession or continue their professional development in preK-12 education. She previously held positions as a school district technology trainer K – 3, and as a program specialist in curriculum and assessment. Jennifer holds a BS in Elementary Education from Grand Canyon University, and M.Ed in Elementary Education – Specialization in Educational Media and Computing and an Ed.D in Leadership and Innovation from Arizona State University. She has served as the Executive Board Secretary for both Experience Matters and the National Association of Community College Teacher Education Programs (NACCTEP).
"It is with great pleasure to submit my letter of intent to apply for candidacy and serve on the Executive
Board for the National Association of Community Colleges in Teacher Education Preparation (NAACTEP) in the role of Treasurer. My 25+ years as a preK-12 and community college educator, as well as leader within the community college system has prepared me for this role. The NACCTEP organization has played a key role in my growth within the community college level through participation in the activities and conferences sponsored by the organization. It would be an honor to continue with my participation in this organization at a more involved level and contribute to the leadership within.
I currently serve as Faculty Chair for the Educator Preparation Programs at Rio Salado College in Tempe,
Arizona. Within my current role, my responsibilities include oversight of department and grant budgets,
curriculum development and implementation, district-wide guided pathway articulations, and experience in leadership over 2+2, 3+1, and post baccalaureate programs. I also have knowledge and experience of the internal, Maricopa Community College District budget process as well as Maricopa guidelines for expenses and revenue. I keep abreast of policy and regulations at the state department level through participation in state department level committee work, including serving on the state CEEDAR project. These activities provide an opportunity to work with various stakeholders and influencers in prek-12 education and certification.
I fully support the community college mission of open-admission policies, cost-effective tuition, and
innovative partnerships to support students in reaching their dreams of becoming an educator. In my current role, Rio Salado College offers the largest post baccalaureate alternative preparation programs at the community college level providing cost-effective means to obtaining a teaching certificate while working as the teacher of record in a preK-12 classroom. In summary, I am passionate about educator education preparation at the community college level. I am committed to researching and providing innovative pathways toward teacher certification utilizing community colleges to their fullest potential. I am more than happy to make myself available to participate in monthly meetings, board meetings and conferences. I believe that I will be a good fit with the NACCTEP Executive Board in the role of Treasurer."
Angie Stratton has proudly served Arizona’s students and teachers for over 30 years. After beginning her teaching career in the Tempe School District, Angie taught 2nd and 3rd grades at Kyrene de la Sierra Elementary School. She rounded out her time at Sierra as a reading specialist and instructional coach before moving on to teaching teachers with Rio Salado College’s Educator Preparation Program.
For the past thirteen years, Angie has managed and supervised the post-baccalaureate early childhood certification program at Rio Salado College. With a core focus on instructional best practices, Angie has leveraged the knowledge and skills she has acquired throughout her career to manage, update, and create course curriculum, train, supervise and evaluate adjunct faculty and program supervisors, as well as collaborate on the development of program policies and procedures. She believes it is imperative that students, of all ages, understand how the knowledge and skills they gain from what they are learning today will influence their everyday lives in the future. As the educational landscape shifts and changes, Angie is dedicated to providing new and experienced teachers with the tools and strategies they need to teach, mentor, and inspire future generations.
"I am very interested in serving as a board member (position: member-at-large) for the National Association for Community College Teacher Preparation Programs. As a community college graduate (Southeastern Community College in Burlington, Iowa), I understand the important role that community colleges play in the world of education. Specifically, I believe it is important for the community college “voice” to be heard, acknowledged, and respected in all discussions related to teacher education.
The privilege of serving on NACCTEP’s board would give me an opportunity to leverage all that I have learned as a teacher, literacy specialist, instructional coach, and program coordinator to advocate for the important role that community colleges play in the development of teachers.
I would love the opportunity to work alongside fellow NACCTEP colleagues to strengthen our community college “voice” with respect to the work being done in teacher education at a national level."
In 2021, Carla was hired as a tenure track faculty at Cincinnati State Technical and Community College in Ohio. Carla facilitates the placement of student teachers and teaches the student teaching course. In 2016, Carla was the recipient of the Leaders for Tomorrow’s Children: Preparing Leadership Personnel in Early Childhood Education Fellowship, prompting her to leave her job of almost 15 years to focus on completion of her PhD. During this time, she also taught as an adjunct mostly remote courses at two and four-year colleges. She is a PhD candidate in Educational Studies, Developmental and Learning Sciences, hoping to complete her dissertation by this summer. Carla is also an Ohio approved trainer providing SUTQ professional development training opportunities for early childhood professionals. She has developed several Ohio-approved trainings, mostly related to language development.
Carla has over 23 years of experience as a classroom preschool teacher and director, most of these years were in a lab preschool providing hands-on experience opportunities for early childhood education (ECE) students. Through Carla’s leadership, the preschool program earned the highest rating from Ohio’s quality rating initiative, Step Up to Quality (SUTQ), and offset much of the operating expenses funded by the college through grants, state and national opportunities, and strategic budgetary initiatives. During this time, Carla served on the board of a multi-county Head Start agency for several years.
"I am writing to express interest in serving on the Board as a member-at-large. As a former preschool classroom teacher and current tenure track instructor in early childhood education, I am aware of the importance of preparing ECE teachers to ‘hit the ground running’ as many of our students are currently working in the field and will return to their current positions. The changes in State licensing and the requirements for educators has impacted teacher preparation particularly for birth to pre-k entry teachers in that many programs have integrated ECE into primary education.
During my service to the board, I hope to build connections with education professors and professionals across the US to share innovative strategies for preparing educators. I am interested in diversity, equity, and inclusion, particularly in recruiting and retaining diverse teacher candidates, including men which are lacking in early childhood education. I am also interested in high-quality teacher/student relationships and enhancing language and vocabulary."
Shannon Delgado has been an Associate Professor of Education at the College of DuPage, in Glen Ellyn Illinois for over eight years. She earned a Master’s degree in School Improvement Leadership from Olivet Nazarene University and Master’s degree in Instructional Technology from Northern Illinois University.
Shannon has served students of various ages in the K-12 and college setting for 17 years. She was a first-generation college student who also began her education at the community college level. She feels her lived experiences has helped her to relate to the students she now serves. Shannon recognizes the need to diversify the teaching population to create culturally responsive teachers ready to support the needs of the students they serve.
"This letter of intent is to confirm the interest I have in being nominated to the Executive Board as a member-at-large.
My current role allows me the opportunity to teach and mold future educators into compassionate culturally responsive individuals. Given my interest in serving marginalized populations and diversifying the teaching population to reflect the students being served, I feel that I would be able to provide a much-needed perspective to this Board. My passion for social justice and inclusion directly ties into the mission, vision, and values of NACCTEP.
I understand by taking on this responsibility, I will become an intricate part of a Board that advocates for community college teacher preparation students. Being a first-generation college student myself, I understand the importance and impact a community college has on the development and success of future teachers.
I am excited about this potential opportunity to learn and contribute to this Board. I would be honored to join NACCTEP Executive Board."
Tricia McKay is the Program Director for the Child Development and Early Education Program at Lansing Community College in Lansing, Michigan. She earned a Bachelor's Degree in Family Community Services from Michigan State University and a Master’s Degree in Early Childhood Studies with a concentration in Teaching Adults from Walden University. Tricia has worked in the field of early childhood education for 30 years and in higher education for the past six years. She began her career teaching in a classroom with two-year-olds, and today she continues to enjoy teaching infant and toddler college courses. Tricia’s work is built on the foundation of building strong relationships, as well as advancing diversity, equity, inclusion, and belonging. Through collaboration and connection, Tricia supports students in achieving their educational goals, and partners with faculty to create meaningful, high quality learning opportunities for all students.
"My name is Tricia McKay, and I am running for Member-at-Large on the NACCTEP Executive Board.
My career in early childhood education has provided me the opportunity to serve on numerous boards and committees, including president of Central Michigan Association for the Education of Young Children, Secretary for the Michigan Association for the Education of Young Children, the Associate Degree Early Childhood Teacher Educators (ACCESS) Communication Committee, and the Lansing Community College Academic Senate. In each of these positions, I have been an active member who contributes to the organization's mission and vision; specific contributions include revising board by-laws, building membership, and developing marketing and communication strategies. The skills and attributes I bring to my work, including communication, organization, leadership, innovation, and collaboration, are an asset when working with diverse groups of people.
As a Member-At-Large on the NACCTEP Executive Board, I will actively participate and serve to further the NACCTEP mission and vision. I will use my knowledge, expertise, and experiences in early childhood education, and higher education, to assist in building a diverse workforce of qualified teachers by promoting, and advocating for, community college teacher education programs."