Current Board Members
Ken Nicely is director of secondary instruction for Roanoke County Public Schools in Virginia. Nicely served 10 years as principal and assistant principal at Hidden Valley Middle School, leading the school in 2009 to become the first middle school in western Virginia to be recognized by the national Schools to Watch program. His doctoral dissertation "Middle Level Schools in an Era of Standards and Accountability: Adaptations of the Features of the Middle School Concept" won the NASSP Ted Sizer Dissertation award in 2013. Nicely has presented at middle school conferences in Virginia and Tennessee, provided consultative services to school districts regarding middle level education, and currently serves on the Board of Directors of the Virginia Middle School Association. Contact Ken at firstname.lastname@example.org
Lauren Jones believes that the energy, potential, and brilliance found within the walls of middle school shows off the talent that lies within the classrooms, counseling centers, and community. Through teaching, counseling, coordinating and advocating, Lauren's experience has continued to leave her enthusiastic and connected to the middle school brain, the middle school pedagogy and how leadership in middle school influences all other initiatives in K-12 and beyond. Lauren facilitates the MS CTE program initiative in Colorado. She is a connector to various stakeholders, statewide as well as in the Western States, who can assist in rolling out messages that support student growth, shared practices and professional engagement. Contact Lauren at email@example.com
Gayle Andrews is professor of middle grades education at University of Georgia, professor-in-residence at Hilsman Middle School in Athens, and author of more than 70 publications and creative contributions focused on improving schooling for young adolescents, including Turning Points 2000. She is past president of the National Forum to Accelerate Middle-Grades Reform, served on AMLE's Research Advisory Committee and This We Believe Revision Committee and the Leadership Council of AERA's Middle Level Education Research SIG. She received AMLE's John Lounsbury Award for Distinguished Service in 2011. Contact Gayle at firstname.lastname@example.org
Dr. Reginald Davenport is the president-elect for the New Jersey affiliate, NJAMLE. He has served as a teacher, building level administrator, and district level supervisor for world language and is now in his 20th year as a middle level educator. Dr. Davenport was the 2005 New Jersey Assistant Principal of the Year. Contact Reginald at email@example.com
Emily Raper is a Language Arts teacher and cheerleading coach at Cleveland Middle School in Tennessee. She has a Bachelor of Science in Middle Level Education and is completing her Master of Education in Instructional Leadership. She served as a charter member and president of her college chapter of the Collegiate Middle Level Association (CMLA) and has attended multiple CMLA/AMLE Conferences. Contact Emily at firstname.lastname@example.org
Kathleen is currently a National Board Certified and Georgia Master teacher at an International Baccalaureate Charter School outside of Atlanta, Georgia. She works on the Middle Years Program (MYP) for her school, Ridgeview Charter School, which is part of the Fulton County School District, as well as serving as a team leader for Georgia’s Schools to Watch Program. Kathleen has completed her Ed. D. with a research focus on school improvement and the impact of character education on student perceptions and school climate, as well as her Ed. S. at the middle level with an emphasis on social studies and language arts. Contact Kathleen at email@example.com
Pam Millikan hails from Franklin, IN, and has been a middle level teacher, a middle level principal, and active participant in the Indiana affiliate for more than 25 years. Pam was the winner of the NMSA Distinguished Educator Award. Pam has served on several national committees and was directly involved in planning the national conference in Indianapolis. Contact Pam at firstname.lastname@example.org
Steve Norlin-Weaver is from Minneapolis, MN, and was a classroom teacher for 14 years before moving into administration. After working for 3 years as an assistant principal at an international school in Saudi Arabia he is now the principal of a middle school in Minneapolis. Steve served on the local committee for the national conference in Minneapolis. In addition, he is the executive director of the Minnesota Middle School Association. Contact Steve at Snorlin56@yahoo.com
Ken LeLacheur has been an educator for more than 38 years. He has served in numerous roles with the Edmonton Public School District in Alberta, Canada, and been actively involved in middle years professional learning at the provincial, national and international level for twenty years. He has been a teacher, counselor, consultant, curriculum coordinator, assistant principal, and principal, and has been thrilled to work with middle level students and teachers since 1986. Having “discovered” NMSA in 1995, Ken has firm commitments to the tenets of This We Believe, and the need for continued professional development. Ken.LeLacheur@gmail.com
Holly Thornton has been a middle level educator for 28 years spending 13 years as a middle level classroom teacher utilizing integrative, student-driven curriculum. Her content expertise lies in the area of language arts, with a specific focus on writing with young adolescents. She has been in higher education as a middle level professor for 15 years and teaches coursework related to effective middle level curriculum, instruction and assessment. Holly can be reached at email@example.com
Erin Scholes is currently in her eighth year as a middle level educator. She teaches 7th/8th grade students and serves her school community in leadership roles, including being part of the school climate committee and running an after-school mentoring program. Erin’s passion for middle level education, energetic teaching style, and dedication to the profession is evident to her students, school, and community as she was honored as one of 15 semi-finalists for the 2014 Connecticut Teacher of the Year. Contact Erin at firstname.lastname@example.org
James Barnes is from Shamong, NJ, and was a classroom teacher for 8 years before moving into administration. After working for 7 years as an assistant principal at the High School and Middle Level, he is now the Principal of Chestnut Ridge Middle School in Sewell. James has presented at middle school conferences in New Jersey. In addition, he has served for many years on the New Jersey Association for Middle Level Education Executive Board. Contact James at email@example.com
Chad Soupir is a principal at Elkhorn Valley View Middle School in Omaha, Nebraska. He has been in education for 23 years, having served as a math and science teacher and school administrator. He spent the first 12 years of his career in Minnesota where he was an active member of the Minnesota Middle School Association. He later relocated to Nebraska where he is involved with the state organization, NAMLE. Chad serves on several boards and is an active member in his community. He is currently the regional director for a non-profit organization called PLAYSMART, which focuses on bringing middle level students together from rural, suburban, and inner city communities to build leadership. Chad lives by his motto in making a difference in the lives of children, as well as the greater community. Contact Chad at firstname.lastname@example.org
Nancy Ruppert, a professor at the University of North Carolina, Asheville, has taught middle school math and science for a total of 15 years in Florida, Georgia, and South Carolina. She has coordinated middle grades programs at Shorter College, and Charleston Southern University before arriving at UNC-Asheville in 2002. Nancy worked with a team of professors from North and South Carolina, Georgia, and Virginia to create four Southeast Regional Professors of Middle Level Education Symposia, and served as co-chair of the first two of these conferences. Additionally, she served as president of the National Professors of Middle Level Education (NaPOMLE). Contact Nancy at email@example.com
Gail Anderson has been a middle level educator for more than 15 years, having taught technology, math, and science. She is currently a curriculum specialist in the Teaching and Learning Department of the Canby School District in Canby, Oregon. She is co-chair of the Oregon Middle Level Consortium and has served as a regional representative of the Oregon Middle Level Association. Gail has Bachelor of Arts and Doctor of Education degrees from the University of Oregon and a Master’s in teaching from Pacific University. Contact Gail at firstname.lastname@example.org
Michelle Owens Hayward
Michelle Owens Hayward is principal of McNair Middle School, Fayetteville, Arkansas. She is an officer and board member for the Arkansas Association of Middle Level Administrators, and is a co-director of the Arkansas Schools to Watch initiative. Michelle received the AMLE Distinguished Educator award in 2013 and was named National Distinguished Principal for Middle School in 2008 and 2014. She serves as a co-director of the Arkansas Schools to Watch program. Additionally, Michelle participated in the authorship and development of the Arkansas Code of Ethics for Professional Educators Contact Michelle at email@example.com
Christine Thielen, an educator for more than 15 years, is a middle school math, language arts, and social studies teacher at Lincoln Middle School, and she serves as the middle school math department chairperson for District 64 Public Schools in Park Ridge-Niles, Illinois. Christine also serves as an adjunct instructor of middle level education at North Park University and National-Louis University. She has presented at the AMLE annual conference and the National Council of Teachers of Mathematics conference. Contact Christine at firstname.lastname@example.org
Laurie Barron is in her twenty-first year in education, serving as a high school English teacher, a middle school assistant principal and principal, and currently as superintendent of the Evergreen School District in Montana. Barron is a National Board Certified Teacher and as the 2013 MetLife/NASSP National Middle Level Principal of the Year. Barron speaks nationally and has spoken at state middle level and AMLE conferences, including as a featured speaker in 2013. Barron has served as an AMLE trustee since 2014.
Board Qualifications and Composition
Effective January 1, 2017
1. The Board of Trustees shall consist of 17 Trustees composed of the following:
Immediate Past President
7 Trustees elected from territorial regions
4 Trustees elected at-large
- 3 Trustees elected at large comprised of the following:
- (a) 1 Trustee elected at large to represent diverse cultures
- (b) 2 Trustees elected to represent middle level teachers
Effective January 1, 2018
1. The Board of Trustees shall consist of 15 Trustees composed of the following:
Immediate Past President
4 Trustees elected from territorial regions
8 Trustees elected at-large
1 Trustees elected at large comprised of the following:
- (a) 1 Trustee elected at large to middle level teachers
2. The term of office for newly-elected Trustees shall commence on January 1 of the year following their election.
A Trustee may serve no more than two (2) consecutive terms. A "term" means holding office, whether by election or appointment, for a duration of 18 months or more. "Consecutive terms" means 2 consecutive terms in which a Trustee was elected or appointed.
Revised: 1/02; 1/03; 11/08; 1/10; 6/15; 6/16
1. Trustees must:
- Be an individual or institutional member in good standing prior to slating.
- Maintain an individual membership during their term of office.
- Not work within the same school district, college or university of that of any other Trustee.
Revised: 1/02; 1/10; 9/10; 4/12; 6/16
Board Member Job Description and Expectations
3.4 Member of the Board Job Description
To act as a voting member of the Board with full authority and responsibility to develop policies, procedures and regulations for the operation of the Association; to monitor the Association's financial health, programs and overall performance; and to provide the Chief Executive Officer with the resources to meet the mission, goals and objectives of the Association.
Full Board's Responsibilities:
- Establish mission and vision of the Association.
- Establish the Association's policy.
- Hire and evaluate the Chief Executive Officer.
- Approve the annual budget and monitor finances.
- Create and update the Association's strategic plan.
- Adopt key operating policies and procedures; approve contracts as appropriate.
- Review the reports and progress of the Association's committees and task forces.
- Support the collaborative nature of the Board.
- Elect members to Executive Council.
Individual Board Member's Duties:
- Attend and participate in appropriate Association Board meetings and activities.
- Become knowledgeable about the Association.
- Come to Board meetings well-prepared and well-informed about issues on the agenda.
- Contribute to meetings by expressing your point of view.
- Consider other points of view, make constructive suggestions and help the Board make decisions which benefit the mission, goals and objectives of the Association.
- Serve on committees as appropriate.
- Represent the Association to members, affiliates, other organizations, and the public.
- Support the Association through a personal contribution of time and talent.
- Keep the Chief Executive Officer and President informed about any concerns.
- Maintain individual membership in the Association.
- Collaborate with other Trustees.
- Attend and participate in the Association's annual conference.
- Promote the Association's resources.
- Adhere to Policy number 3.4 "Expectations of Board of Trustees."
Revised: 1/02; 1/16; 6/16
3.5 Expectations of Board of Trustees
The primary role of a Board member is: (1) to contribute to the defining of the organization mission and governing the fulfillment of that mission, (2) to carry out the functions of the office of Board Member and/or Officer as stated in the bylaws, and (3) to serve as a collaborative liaison between the Association and the member/affiliates.
The role of a board member is to focus on the development of broad policies that govern the implementation of institutional plans and purposes. This role is separate and distinct from the role of the Chief Executive Officer, who determines the means of implementation.
Board members should exercise the duties and responsibilities of their office with integrity, collegiality and care.
Board members shall:
- Establish as a high priority their attendance at all meetings of the board, committees and task forces.
- Come prepared to discuss the issues and business to be addressed at scheduled meetings, having read the agenda and all background material relevant to the topics at hand.
- Work with and respect the opinions of fellow board members who serve, and to leave personal prejudices out of all board discussions.
- Always act for the good of the organization.
- Represent this organization in a positive and supportive manner at all times and in all places.
- Observe the parliamentary procedures and display courteous conduct in all board, committee and task force meetings.
- Refrain from intruding on administrative issues that are the responsibility of management, except to monitor the results and prohibit methods that conflict with board policy.
- Avoid conflicts of interest between positions as a board member and personal affairs. If such a conflict does arise, Board members shall declare that a conflict exists before the Board and refrain from voting on any matters in which the Board member has a conflict.
- Support in a positive manner all actions taken by the Board of Trustees even when a particular Trustee is in a minority position on such actions.
- Agree to serve, if asked, on at least one committee or task force, attend all meetings, and participate in the accomplishment of its objectives and, as Chair of a committee or task force, each Board member shall:
- call meetings as necessary until objectives are met;
- ensures that the agenda and support materials are mailed to all members in advance of the meetings;
- conduct the meetings in an orderly, fair, open and efficient manner;
- make committee progress reports/minutes to the Board at its scheduled meetings, using the adopted format.
- Participate in (1) all strategic planning retreats, (2) board self-evaluation programs, and (3) board development workshops, seminars, and other educational events that enhance skills as a board member.
- Be responsive to the needs and concerns of the members/affiliates.
- Monitor all functions, activities, publications and policies of the Association in light of the needs of the young adolescent.
Amended 2/95; 6/96
Revised: 1/02; 1/16; 6/16
At the 2017 AMLE Annual Meeting, the Association for Middle Level Education (AMLE) will conduct the election of trustees to serve on its Board beginning January 1, 2018. At that time the Board of Trustees will consist of 15 trustees made up of:
Immediate Past President
4 Trustees elected from territorial regions
8 Trustees elected at-large
1 Trustee elected to represent middle level teachers
A Call for Nominations is announced to members prior to the election, encouraging members to nominate individuals they believe are qualified to represent them and provide leadership on AMLE's Board.
Election ballots consist of a slate of candidates that includes one recommended candidate for each position. Each member present at the Annual Meeting, or who requests and timely submits an absentee ballot, may vote for or against the slate. A majority of those who vote in person and by absentee ballot is necessary for election. Should a slate not be approved by the members, the remaining members of the Board shall appoint Trustees to the vacant positions.
As a member, you can be active in deciding the future of the Association for Middle Level Education. The strength and growth of AMLE depend upon the election of leaders who possess a vision for the Association and a willingness to participate in collaborative decision making. The Board of Trustees has the responsibility to:
- determine AMLE's mission and purpose.
support and review the performance of the executive director.
approve and monitor AMLE's programs and services.
ensure effective fiscal management.
engage in strategic planning and understand the relationship between the board and staff.
enhance AMLE's public image.
- ensure sound risk management policies.
maintain effective stakeholder relationships.
Since the membership elects the Board of Trustees, you, as an AMLE member, can have a voice in directing the efforts and activities of the Association.
The initiative petition process was established to ensure that every member has a way to bring his or her issues of interest or concern to the board's attention.
Download an official petition form
Initially, members must share the issue with one of their regional trustees, their teacher trustee, or the diverse cultures trustee. All available channels for board consideration must be exhausted prior to commencement of this process. Initiative petitions must be submitted to the president, executive director, and an appropriate trustee no less than 30 days prior to a board meeting for placement on the agenda. Board meeting dates are usually in September, January, and June each year.