Meet the 2019 Candidates

Each year, several positions open on the NAGC Board of Director and the Networks. This year, there are 3 positions on the Board of Directors--2 At-large members and the President-elect-- and 6 Networks looking for their next Chair-Elect. NAGC Lifetime and Premier members are eligible to run and vote for the board positions and for candidates for networks in which they hold membership. Eligible voters will receive an email with a link to the ballot.  Elections close June 3, 2019.  The new term for successful candidates begins September 1, 2019. 

Candidates for the board were asked to provide:

  • Biography (up to 150 words)
  • Personal Statement (up to 150 words)
  • Answers to the following questions (up to 200 words)
  1. How would your knowledge, experience, abilities, and vision contribute to increasing the public’s urgency to support the needs of gifted and talented children and youth (i.e, Minds)?

  2. How would your knowledge, experience, abilities, and vision contribute to advocating for the adoption of policies that promote programs and service in which gifted and talented children and youth will thrive (i.e, Policies)?

  3. How would your knowledge, experience, abilities, and vision contribute to empowering supporters to implement effective practices for all gifted and talented children and youth in homes, schools, and communities (i.e, Practices)

Learn more about the candidates and issues:

 

President-Elect Candidates 2019

Kimberley L. Chandler, Ph.D., Senior Director of Learning and School Performance, Essex County (VA) Public Schools

I would like to declare my candidacy for President-Elect of NAGC. I want to serve the organization because of its mission: to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. This mission is one to which I have devoted my entire career and for which I have a great passion! My professional and leadership experiences, as well as my educational background, have prepared me well to lead NAGC as it strives to improve services for all stakeholders, advocate for gifted students, and promote equitable practices through addressing the needs of underserved populations in gifted education.

I served on the NAGC board for six years as the Network Liaison. My deep knowledge of the networks’ needs enabled me to advocate effectively for them and work with their leaders on many important endeavors that have influenced NAGC. As President-elect, I will use my understanding of both the practitioner and scholar roles to ensure that all members are represented and involved. I will also facilitate NAGC’s potential for providing resources for teachers, students, and parents by promoting the resources generated through research and advocacy efforts.

Lauri B. Kirsch, Ed.D., Florida Gifted Network

We are NAGC. We are teachers, parents, coordinators, counselors, university professors, and researchers who support and advocate for gifted children. Each of us is a voice to be heard; each of us has a contribution to make as we strive to positively impact the lives of gifted youth, our nation’s future.

I seek election as President-Elect because I’m dedicated to and supportive of NAGC’s mission and have a steadfast commitment to advocating for gifted children.

Leadership matters. Accomplishing NAGC’s mission requires tenacious leadership with a track-record of success in changing minds, influencing policy, and empowering equitable practices. With years of experience, I bring deep understanding of our membership, our organization, and the field of gifted education.

I’ve demonstrated success as an organizational leader with service to NAGC as Governance-Secretary, Treasurer, State-Board Representative, and Committee-Chair. Within Florida, I’ve collaboratively influenced statewide policy development as a State-Affiliate President. My decades-long efforts as gifted-coordinator in the 8th largest school district resulted in national recognition for strong policy and equitable programming.