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2026 TESOL Election Slate

by TESOL International Association |

The slate for the 2026 TESOL International Association president-elect, board of directors, and Nominating Committee is now available.

The voting period will be from 15 October 2025 to 5 November 2025. 

If you would like to see participation by country in past elections and nominations by country for this year's election, visit this page.

If you do not receive your election ballot, it could be for one of the following reasons:

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For further assistance, please contact Rita Buckner at rbuckner@tesol.org

President-Elect

To jump to a candidate's bio, click on their name.

Gabriel Hugo Díaz Maggioli
Universidad ORT Uruguay
Canelones, Uruguay

Kate Mastruserio Reynolds
Central Washington University
Ellensburg, Washington, USA

Gabriel Hugo Díaz Maggioli

Universidad ORT Uruguay
Canelones, Uruguay

Education and Certifications

  • Doctor of Education – The University of Bath, UK. (2018).
  • Master of Arts in Education – The University of Bath, UK. (2004).
  • Post-graduate Certificate in Governance and Management of Teacher Education and Development – The Pennsylvania State University’s College of Education (2003).
  • Post-graduate Diploma in Educational Supervision – National Administration of Public Education, Uruguay (1999).
  • Certificate in Teacher Training – The University of Reading, Centre for Applied Language Studies. (1993).
  • International Teacher Training Certificate – International House, London. (1991).
  • Bachelor of Arts – English as a Foreign Language – National Teacher Education College, Uruguay (1985).

Relevant/Select Professional Work Experience

  • Professor (TESOL, Learning Theories, Assessment). Institute of Education, Universidad ORT Uruguay (2020 - present).
  • Founder and Director, Ludus Center (University center for educators' professional development). The Catholic University (Uruguay). 2018-2019.
  • Professor and Department Head (TESOL Methods, Tenured) - National Council for Teacher Education (Montevideo and Canelones campuses). 1993 - present. (online between 2011 and 2015).
  • National Director of Linguistic Policy - National Administration of Public Education (Uruguay). 2015-2016.
  • Director of University Language Learning and Teaching, Director of the MA in TESOL Program. The New School University, New York. 2011 - 2015.
  • National English as a Foreign Language Supervisor - National Secondary Schools Council (Uruguay) - 1999 - 2004.
  • Coordinator, National Bilingual Education Strategy - National Administration of Public Education (Uruguay) - 2000 - 2004.
  • English as a Foreign Language educator - National Secondary Schools Council (Uruguay) - 1983 - 2011.

Relevant Professional Affiliations

  • TESOL International Association. Member of the search committee for the new Executive Director. 2024.
  • International Association of Teachers of English as a Foreign Language (IATEFL). President elect (2019 - 2020), President (2021 - 2022). Past President (2023 - 2024)
  • National Agency for Research and Innovation (Uruguay) - Tier 1 researcher, Social Sciences and Education, 2020 - present.
  • Soka University (Japan) - Visiting professor, MA in TESOL. 2019.
  • University of the Basque Country (Spain) - Visiting Professor - 2017 Summer Courses for Language Teachers.
  • Universidad ESPOL (Ecuador) - Visiting professor (2016, 2017, 2018) - Research in ELT Seminars for Faculty and MA students.
  • US Department of State - RELO Andes Office - Researcher and advisor to 36 Chilean universities on curriculum alignment for the BA in English Language Teaching - 2016 – 2017.
  • TESOL International Association - Member of the Nominating Committee - 2016.
  • TESOL International Association - Member of the Board of Directors - 2006 - 2009.
  • Center for Applied Linguistics - Visiting Scholar - Assessment developer - 2023

  • Local Research Lead for Uruguay, The Future of English project, The British Council and The University of Warwic20k (2023 – 2025)
  • Senior Researcher, Learning Analytics and Behavioral Economics in Initial, Primary and Basic Media (UR- T1213): Empowering Education in the Digital Age Through Data-Driven Decision Making: Design and implementation of dashboards (monitors) for teachers and principals. Research partners: The University of Tel Aviv, Universidad ORT Uruguay, and The Inter-American Development Bank.(2023)
  • Key Expert – Quality of Education and Teacher Education. Service contract BEL/2023/QCBS/CDF/01 “Belize Quality of Education Assessment and Project Design Support” for the Millennium Challenge Corporation (MCC) and the Government of Belize. (140 days, 2023 – 2024). Key Expert 4 – Teacher Education.
  • Díaz Maggioli, G. (2025). Teaching as identity performance. In Tonelli, J.R.A., Alves Egido, A. and Oliveira de Paula, K. (Eds.), Latin America Writes Back: Praxiologies in Language Education. (pp. 72—89). Bloomsbury.
  • Díaz Maggioli, G. (2025). New trends in Reflective Practice in ELT. In Nazari, N. A. (Ed.), Empowering the English Language Teacher in a Multipolar Environment. (107—123). Springer.
  • Díaz Maggioli, G. (2025, March 20). Decentering L2 Pedagogies: A view from the South. Featured presentation delivered at the 2025 TESOL International Convention and Exposition.
  • Diaz Maggioli, G. (2023). Initial Language Teacher Education. Routledge
  • Díaz Maggioli, G., Popovski, A. and Price, B. (2025). Decentering and decolonizing Language Teaching Associations. In N. Galloway, and A.F. Selvi (Eds), The Routledge Handbook of Teaching English as an International Language. (pp. 447—461). Routledge.
  • Díaz Maggioli, G. (2025). Metagogy as advocacy. In K. Mastruserio-Reynolds, G.M., Mendoza Chirinos, O. Effiong, D. Suarez, and G. Kormpas (Eds), Decolonizing advocacy: International Efforts in Advocacy for English Language Teaching and Learning. (pp 178—195). University of Michigan Press.
  • Díaz Maggioli, G. (2022). Striving to cope: The quest for Social Justice in initial teacher education in Uruguay. Teachers and Teaching. https://doi.org/10.1080/13540602.2022.2062735

  • TESOL International Association: Materials Writers Interest Section Associate Chair (1994) and Chair (1995); Chair, Mary Finocchiaro Award for Excellence in Materials design (1995); TESOL Matters column editor (1996-1999); Convener and then Chair of the Diversity Committee (2008 - 2009); Proposals reviewer for TESOL's annual convention (2012 - present); TESOL's New Member Guide (2023 - 2024).
  • Uruguay TESOL: Founding member (1988); First Regional TESOL Regional Convention, Program Chair (1995); Uruguay TESOL representative to the Affiliate Council (1993 - 2003); Uruguay TESOL President (1998); Uruguay TESOL President Emeritus (2018 - present).
  • International Association of Teachers of English as a Foreign Language (IATEFL, UK): Teacher Education Special Interest Group, Newsletter editor (2011 - 2015).
  • Recipient Virginia French Allen award for Leadership and Service, TESOL International Association (2020)
  • Recipient, Robert E. Horton Award for Publications, Alumni Association, University of Bath (2020
  • Argentinean Federation of English Language Teaching Associations (FAAPI, Argentina): Member of the Advisory Council (2023 - present).

Please give examples that demonstrate your abilities to: Understand and analyze financial and investment reports; Review and analyze proposed budgets in light of association resources, strategic goals, and priorities.

As Director of National Linguistic Policy for the National Administration of Public Education, I was in charge of collaboratively creating and implementing the National Education Budget for the Linguistic Policy strategic line of the national government (2015 - 2020). I also developed and managed budgets for the School of Languages at The New School University in New York in my capacity as University Director of Language Learning and Teaching. All my other leadership positions also included a significant amount of budget creation, management and accountability. I have also actively contributed to the development and implementation of fund-raising strategies, to include grant proposal writing. As a Trustee at IATEFL, I supported Head Office staff in reviewing the annual financial report provided by external auditors, organized sessions to make the report understandable to members and supported the Treasurer in crafting and delivering the annual report of the association.

Please describe your leadership philosophy through concrete examples and demonstrate your leadership style when leading your peers on challenging and critical issues, sharing ideas, listening, conflict resolution, and navigating difficult discussions, in order to come to consensus.

My leadership philosophy is grounded in servant leadership which is a participatory, ethical, and transformational approach to leadership. I believe leadership is not about directing others, but about creating the conditions for collective agency, mutual growth, and sustained change. I view leadership as relational work—built on trust, clarity of purpose, and a commitment to equity and inclusion.

As Director of the School of Languages and MATESOL Program at The New School, I led a complex departmental integration that involved merging three independent units with distinct cultures and pedagogical philosophies. To ensure a successful transition, I initiated a series of facilitated dialogue sessions where all voices—faculty, staff, and students— were heard. This open process enabled us to co-create a new vision that honored our differences while forging a unified path forward. It exemplified my commitment to shared leadership and consensus-building.

When chairing the National Standards Committee for Teacher Education in Uruguay, I led a team of professionals from diverse institutions and ideological backgrounds. A particularly challenging moment arose during debates around incorporating intercultural competencies into the standards. Instead of imposing a position, I designed a deliberative framework based on research-informed prompts and facilitated small group discussions to explore tensions and common ground. The result was a robust, context-sensitive set of standards that enjoyed broad buy-in. I believe in listening actively—not to reply, but to understand—and in facilitating conversations that move beyond polarization toward principled compromise.

My conflict resolution approach is centered on depersonalizing disagreement. When a conflict arose during a national project in Paraguay over curricular content between policymakers and teachers, I invited both groups to participate in a curriculum design lab. Through co-construction and mutual respect, we reframed the issue from “who is right” to “what works best for learners,” which led to a jointly developed curriculum adopted nationwide.

Whether leading colleagues, government officials, or grassroots educators, I strive to cultivate inclusive, reflective spaces where diverse voices and points of views are honored, and where disagreement becomes a productive force for innovation. Leadership, to me, is about enabling others to lead.

How should the working relationship between the board president and the executive director be structured to ensure effective governance and organizational success?

The relationship between the Board President and the Executive Director must be one of mutual trust, strategic alignment, and clearly defined roles. At its core, it should model the very governance culture TESOL seeks to foster— transparent, collaborative, accountable, and driven by mission.

I believe the President must serve not as a supervisor of the Executive Director, but as a strategic partner. This requires regular communication, shared planning, and alignment on long-term goals. In my experience leading national educational agencies and academic institutions, I have found that clearly delineating governance from operations is key: the Board focuses on mission, oversight, and policy, while the Executive Director and staff focus on implementation and management. Respecting this division ensures accountability while avoiding micromanagement.

Executive Committee members, and particularly the President, must also act as brokers between the Board and the Executive Director. This role is even more crucial now as TESOL transitions to new leadership in the Executive Director position. Acting as brokers entails facilitating two-way communication—bringing board concerns to the ED constructively and conveying the operational realities and strategic needs of the ED back to the Board in a spirit of empathy and support. This brokering function helps preempt misunderstandings, accelerates decision-making, and strengthens institutional coherence.

Equally important is our fiduciary duty to TESOL and its membership. As President-Elect, and later as President, I will work to ensure the association’s resources—human, financial, and strategic—are mobilized wisely and transparently. That includes advocating for sufficient staffing, appropriate funding, and organizational learning systems that support the ED and her team to succeed.

To enable the ED to fulfill her mission, I would support periodic leadership meetings to align priorities, promote ongoing evaluation of strategic goals, and ensure robust board orientation processes that clarify respective roles. Ultimately, a healthy President–ED relationship creates a stable center from which the entire association can grow.

When leadership is shared and trust is earned, TESOL’s collective mission becomes achievable—not only in vision, but in practice.

Kate Mastruserio Reynolds

Central Washington University
Ellensburg, Washington, USA

Education and Certifications

  • Ed.D. TESOL/Literacy; M.A. French; B.A. French, University of Cincinnati, Ohio, USA.

Relevant/Select Professional Work Experience:

  • Professor of Bilingual Education, TESOL, and Literacy at Central Washington University, Ellensburg, WA, USA. Teacher Preparation in TESOL/ Bilingual Education (bilingual transitional and bilingual dual language). 2018-present.
  • Education, Development, Teaching and Learning (EDTL) Department Chairperson, Central Washington University. 2017-2019.
  • Professor in Teacher Education at Qatar University, Doha, Qatar. 2013-2015.
  • Associate Director of the Foundation Program and Professor in Teacher Education at Qatar University, Doha, Qatar. 2013-2015.
  • Professor of TESOL/ Bilingual Education and ESL/EFL at University of Wisconsin—Eau Claire, Wisconsin, USA. 2001-2015.
    • 2011-2013 Co-coordinator for Project Development, Domestic Intercultural Immersion Experiences Programs, University of Wisconsin-Eau Claire.
    • 2001-2005 Coordinator of the University of Wisconsin-Eau Claire English Language Academy (ELA) Intensive English Program.
  • Assistant Professor in TESOL, Assistant Coordinator of TESOL, ESL, & Foreign. Language Certification for Southern Connecticut State University, New Haven, CT. 1999-2001.

Relevant Professional Affiliations:

  • National Council for Accreditation of Teacher Education (NCATE) / Council for the Accreditation of Educator Preparation (CAEP) Program Reviewer for TESOL licensure programs. 2013-2016.
  • U.S Department of State, English Language Specialist.
    •  2024-Cameroon
    • 2023- Egypt
    • 2011- Colombia
    • 2009- Ukraine
    • S Department of State, Fulbright Scholar, 2007-2008 Kharkiv, Ukraine
  • Eau Claire Area School District, summer schoolteacher, 4th and 5th grade ESL. 2006-2007. 
  • Summer ESL Instructor for Harvard University’s Intensive English Program, Cambridge, MA. 1999 & 2000.

  • Reynolds, K.M. (Forthcoming, 2025). “There’s no language in P.E.” Why do I need to worry about language in a performance- oriented content class? In Luciana C. de Oliveira, Christine Coombe, and Abu Saleh Mohammad Rafi (Eds.)., Professional Learning and Development in Global Language Education Contexts.
  • Reynolds, K. M., Mendoza Chirinos, G. M., Suarez, D., Effiong, O., & Kormpas, G. (Eds.) (2024, December). Decentering advocacy in English language teaching: Global perspectives and local practices. University of Michigan Press. https://doi.org/10.3998/mpub.12806429
  • Reynolds, K. M., & Kuttig, K. (Eds.) (2024, July). K-12 classroom research in language teaching and learning: Narratives for understanding and engaging in teacher research. Taylor and Francis Publishing.
  • Trinh, E., Reynolds, K. M., & Coda, J. (Eds.) (2024, March). Teaching pride forward: Building LGBTQ+ allyship in English language teaching. TESOL Press.
  • Dikilitaş, K., & Reynolds, K.M. (Eds.) (2023). Research methods in TESOL language teaching and learning. Wiley.
  • Reynolds, K.M., Dikilitaş, K., & Close, S. (2022). Introduction to TESOL: Becoming a language teaching professional. Wiley.
  • Reynolds, K.M. (Associate Ed.). (2018). The TESOL encyclopedia of English language teaching, (1st edition), Volume V, Teaching Vocabulary. John Wiley & Sons, Inc.
  • Reynolds, K.M. (2015). Approaches to inclusive English classrooms: A teacher’s handbook for content-based instruction. Multilingual Matters.

  • TESOL International Association Board of Directors, Governance Committee Chairperson (2024-2025).
  • TESOL International Association Board of Directors (2022-2025)
  • Washington State English to Speakers of Other Languages (WAESOL) Board of Directors, member (2020-2022).
  • TESOL International Association, Teacher Education Interest Section, Chairperson (2016-2021).
  • Central Washington University’s Leadership Certificate (2017-2018)
  • Director of the Council for Accreditation of Language and Teacher Education Programs (CALTEP) (2015-2017).
  • Qatar University strategic planning workshops (2014-15).
  • TESOL International Association’s Convention Planning Chair for 2013 Dallas, TX.
  • TESOL International Association’s Proposal Adjudication Task Force, member (2012-2014)
  • Wisconsin TESOL Board of Directors, member (2002-2005).
  • TESOL International Association Leadership Ad Hoc Committee, member (2003-2004).
  • TESOL International Association’s Professional Development Standing Committee, Leadership Development Certificate (2002-2003).

Please give examples that demonstrate your abilities to: Understand and analyze financial and investment reports; Review and analyze proposed budgets in light of association resources, strategic goals, and priorities.

I have had many, diverse experiences in financial management as part of my leadership roles and grants during my almost 30-year academic career. In my leadership roles as the CWU Education, Development, Teaching, and Learning Department Chairperson and the Associate Director of the Foundation Program at Qatar University, I have managed multimillion dollar budgets. As a member of the TESOL International Association Board of Directors, I have participated in budget oversight and decision making. I have also sought, obtained, and managed budgets for over 45 small and large grants totaling $1.5M. Two examples of the budgets I managed are listed below.

  • Central Washington University, Instructional Design Grant. Led the grant writing including budget development with a strategic vision of a 21st century student lounge and space for teacher education students. Designed, developed, coordinated this space in Central Washington University. I arranged for furnishings, technology, and materials and managed the budget. Approximately $250,000.00.
  • United States Federal Title III Grant entitled, English Language Acquisition: National Professional Development Program, $1,048,377.00. I delivered instructional sessions for pre-service and in- service teachers in core content areas to work with multilingual learners of English while managing the acquisition of all materials and the budget.

Please describe your leadership philosophy through concrete examples and demonstrate your leadership style when leading your peers on challenging and critical issues, sharing ideas, listening, conflict resolution, and navigating difficult discussions, in order to come to consensus.

My leadership philosophy centers on being responsive to the individuals, the situation, the tasks, and the goals we seek to achieve. Rather than subscribing to a single leadership model, I practice adaptive leadership that draws from transformational, servant, participative, and distributed approaches. For example, as the TESOL Board of Directors’ Governance Committee chairperson, I engaged in transformational leadership by inspiring and motivating other board members to develop member-informed policies, address policy and practice issues impacting communities of practice, and safeguard members’ voting rights. At other times in this role, it was incumbent upon me to garner team buy in and distribute tasks.

As a servant and participatory leader, I lead with humility, a growth mindset, and a commitment to participatory decision- making. I empower teams through inclusive, distributed leadership that aligns individual strengths with meaningful tasks and fosters shared ownership. In the U.S., I guided an ESL team to reimagine their curriculum yielding a contemporary CLIL model that more effectively engaged learners. In Qatar, I supported a team unfamiliar with strategic planning by inquiring about their learning preferences and joining them in professional development, resulting in a purposeful strategic plan supported by a realistic budget. Across my leadership roles, I have also co-developed mission and vision statements, policies, and bylaws through collaborative processes that reflect diverse perspectives and lead to community-informed outcomes. Through consistent communication and ongoing support, I cultivate environments where creativity, collaboration, and professional growth thrive.

An effective leader is a strong listener, and an open-minded communicator. I approach difficult conversations by listening deeply before responding and honoring all perspectives without defensiveness. By confirming and reflecting my understandings and mindfully choosing words, I foster respectful dialogue, strengthen relationships, and proactively address conflict. I have utilized these skills in my role as Department Chairperson to resolve student- and faculty-related issues to maintain peace and productivity. I bring a flexible yet principled leadership approach that aligns with TESOL’s commitment to inclusive, mission-driven collaboration.

How should the working relationship between the board president and the executive director be structured to ensure effective governance and organizational success?

Having recently rotated off the Board of Directors, I bring deep knowledge of TESOL’s strengths, challenges, and strategic priorities. I helped draft the job description and hire our new Executive Director, Danielle Staudt, and I recognize that her success requires a collaborative, supportive President. I will foster open communication, mutual respect, and collaborative planning with Danielle to ensure the Executive Committee, Board, staff, and the association thrive.

TESOL’s President must understand and respect the distinct roles of the Board and staff while fostering positive, productive, and mission-focused collaboration. I will use my governance experience and business acumen in finance, budgeting, and strategy to work closely with Danielle, the Finance Committee, and the Board to develop sustainable budgets and allocate resources that empower the staff to implement TESOL’s vision. This may involve difficult funding decisions, especially in today’s post-COVID landscape of declining memberships and increased competition from free professional development platforms. But with intentional planning, we can retain the best of TESOL while innovating for relevance and renewal.

As a leader, I prioritize relationship-building. I aim to create a culture of trust, inclusion, and belonging—one where each person’s unique talents shine and contributions are recognized. I regularly bring together diverse, international groups, fostering connection and a sense of belonging that energizes collaboration during informal and purposeful gatherings.

A strong leader is both collaborative and strategic. As TESOL President, I will work closely with the Executive Director and Executive Committee, drawing on input from the Board of Directors, staff, professional councils, and members to make informed, strategic decisions that support the association’s growth. While the roles of the Board and staff are distinct, it is essential they understand their responsibilities and collaborate respectfully and productively. I will support the Executive Committee in fostering trust and open communication so the Board can stay focused on advancing TESOL’s strategic priorities.

Through intentional relationship-building and strategic alignment, I will work to ensure that the board and staff function as a cohesive, mission-focused team.

Board of Directors

The board of directors will have two open seats.

To jump to a candidate's bio, click on their name.

Susan Gaer
Sacramento County Office of Education
Sacramento, California, USA

Bessie Karras-Lazaris
California State University, Northridge
Northridge, California, USA

Georgios Kormpas
Al Yamamah University
Riyadh, Saudi Arabia

Chadia Mansour
Prince Sultan University
Riyadh, Saudi Arabia

Susan Gaer

Sacramento County Office of Education
Sacramento, California, USA

Education and Certifications

  • MA English (TESOL) San Francisco State University.
  • MA Educational/Instructional Technology, Pepperdine University.

Relevant/Select Professional Work Experience

  • Subject Matter Expert ESL, Sacramento County Office of Education.
  • English Language Specialist, US Department of State (Russia, Indonesia, Vietnam).
  • Adjunct Professor of ESL, American University of Afghanistan, Kabul, Afghanistan.
  • Professor of ESL, Santa Ana College School of Continuing Education, Santa Ana. California

Relevant Professional Affiliations

  • TESOL International Association
  • CATESOL (California Affiliate of TESOL)
  • CATESOL Education Foundation (fundraising arm of CATESOL)
  • CUE (Computer Using Educators)
  • Reading Apprenticeship (West ED)
  • Google Innovator
  • CASAS

I frequently present at national and international events and have published articles on a variety of issues ranging from digital skills, low literacy adult education to engaging students in reading, writing and speaking using current theory. My passion for technology came true through a research project on the use of the Triple E Framework which encourages teachers to not just engage students by using technology, but to have them understand how technology can enrich their careers and family life.

Sample Presentations:

  • TESOL 2025 Long Beach Co-Chair.
  • TESOL Nominating Committee Task Force Chair.
  • TESOL Nominating Committee member and subsequent chair.
  • TESOL Membership Project. 
  • TESOL COP (Community of Practice) Working Group.
  • TESOL CALL IS Chair.
  • CATESOL (California Affiliate) President.
  • CATESOL Adult Level Chair.
  • Proposal Reviewer for TESOL, CATESOL, CUE (Computer Using Educators).

Please give examples that demonstrate your abilities to: Understand and analyze financial and investment reports; Review and analyze proposed budgets in light of association resources, strategic goals, and priorities.

In my professional and volunteer work, I've developed a leadership philosophy centered on data-driven decision-making and collaborative problem-solving. A key example of this approach was during my tenure as CATESOL president, when the organization was facing a critical $100,000 debt. Rather than working in isolation, I brought the financial data to the board, fostering transparency and a sense of shared responsibility. We collectively brainstormed and implemented a multi-pronged strategy that included negotiating a one-year interest suspension and launching new, profitable online conferences. This collaborative effort not only eliminated the debt but also established a new, sustainable revenue stream. This experience solidified my belief that the most effective solutions emerge when we empower our peers and harness the collective wisdom of the team. My ability to listen, build consensus, and strategically delegate has allowed me to lead organizations through critical challenges and turn them into opportunities for growth and innovation.

Please describe your leadership philosophy through concrete examples and demonstrate your leadership style when working with your peers on challenging and critical issues, sharing ideas, listening and coming to consensus.

My leadership philosophy is centered on collaborative problem-solving, data-driven decision-making, and empowering others to achieve shared goals. I believe that true leadership is not about a singular vision but about harnessing the collective wisdom and resources of a team to navigate challenges and drive strategic growth. This is the philosophy the CATESOL board followed during my tenure as president, and we were successful in sustaining the organization. This philosophy has always worked for me in both my professional work world and my volunteer board work.

The TESOL Board of Directors is responsible for making strategic decisions that align with the organization’s long-term vision. Share an example of a time when you applied strategic thinking within an organization. How did you balance innovation and risk? Additionally, describe the steps you took to stay focused on high-level strategic objectives rather than getting involved in day-to-day operational details.

As CATESOL president, I applied strategic thinking to navigate the critical challenges of the COVID-19 pandemic. Recognizing both the organization's financial instability and the global need for remote teaching skills, I developed a high-level strategic objective: to simultaneously help our members and generate revenue. My solution was to launch a two-week professional development series on digital skills, a timely and innovative initiative that addressed a global need. To stay focused on this strategic vision, I balanced the risk of a quick, large-scale event with the reward of a significant return on investment. I empowered other board members by delegating operational tasks, which allowed me to concentrate on high-level planning and execution. This approach resulted in a successful event that attracted over 700 participants, ultimately establishing a new, sustainable revenue stream that helped save the organization.

Bessie Karras-Lazaris

California State University, Northridge
Northridge, California, USA

Education and Certifications

  • Master of Arts in English/Linguistics: Cleveland State University, Cleveland, OH;
  • Post Graduate in Linguistics and Post Baccalaureate in Philology/Linguistics:University of Athens, National and Kapodistrian University of Athens Greece;
  • Bachelor of Arts in English/Education: Cleveland State University, Cleveland, OH; 
  • Certification: TESOL Management
  • Online Course Development and National Certification: CSUN, US State Dept and ACUE; 

Relevant/Select Professional Work Experience:

  • Professor, MA TESOL Program, Graduate Department of Linguistics, Online, Hybrid, FTF, California State University, Northridge (CSUN). 2010- Present
  • English Language Specialist, United States State Department, Princess Nourah Bint Abdulrahman University (PNU), Riyadh Saudi Arabia. April 2024 – July 2024
  • Western Regional Consultant/ Recognition Officer/Business Development, Michigan Language Assessment. August 2022- May 2024
  • Director, Intensive English, Student Success, International Partnerships, California State University, Northridge (CSUN) 2015-2021
  • Director, Academic Programs and Student Life, Intensive English/University Pathway Programs, California State University, Northridge (CSUN) 2007-2015
  • Associate Director, Intensive English and International Programs, California State University, Northridge (CSUN) 2005-2007
  • Academic Director, Intensive English and International Programs, California State University, Northridge (CSUN) 2000-2005
  • Special Consultant for Program Assessment and Development, California State University, Northridge (CSUN) 1999-2000

Prior to 2000

  • INSTRUCTION: GRADUATE/UNDERGRADUATE
    • Professor: English/ Developmental Education, FT Tenure Track, Director of Language Lab/College Publications, Chancellor University, Cleveland, Ohio
  • INSTRUCTION: COMMUNITY COLLEGE/INTERNATIONAL
    • IEP Faculty/Curriculum Design Consultant, Intensive English and Language and Culture Program, California State University, Northridge (CSUN)
    • English Language Faculty/Curriculum Developer, Pierce College (Los Angeles Community College District) English Language Faculty/Curriculum Developer, Glendale Community College, CA
    • English Faculty: Cleveland State University, OH
    • English Faculty: Cuyahoga Community College, Metro and Western Campuses, OH
    • Head ESL Instructor/Assessment Coordinator, Michigan and Cambridge Proficiency: Mitsopoulou Institute of Foreign Languages, Athens, Greece

Relevant Professional Affiliations:

  • TESOL International Association:
    • Incoming Chair, Higher Education Interest Section (HEIS) 2025; Nominating Committee, 2024-2025; Affiliate Network Professional Council (ANPC) Chair, 2021-2022: Incoming Chair, 2020-2021; Outgoing Chair, 2022-2024. Conf/Comm Chair, 2019; Board Member from 2018.
  • NAFSA: Chair, Poster Sessions, Annual Conference 2022, Member since 2000
  • English USA: Vice President of Outreach, 2017-2018; Vice-President Elect of Outreach, 2016-2017; Chair, Professional Development Conference 2018; Nominating Committee 2018-2022
  • Phi Beta Delta Honor Society for International Scholars, Board member/Inductee
  • President, Greek Heritage Society of Southern CA, 2022-Present; Executive Board, 2007-Present; Board Member, 1996-2007

  • 2024, International Scholarships Webinar, PNS Young Pharmacists Group, Africa. Webinar: “Assessing Funding for Postgraduate Studies Abroad.” June 2024, Sep 2024, Nov 2024
  • 2024, Pan African Dialogue In-Country Inaugural Event, Uyo University Nigeria. “Expanding Horizons: Scholarships for African Students.
  • 2024, TESOL International, Tampa, FL.“The Roles Of Teacher Associations.”: Moderator, Colloquium and Leadership Workshop.
  • 2023 TESOL ANPC Colloquium (2023); ANPC Leadership and Communications Workshops, Colloquium, Assembly, Global Advocacy Forum, TESOL Membership Council and State Dept Webinar, TESOL Saskatchewan, BC TEAL (2022), Post-Pandemic Challenges; NYS TESOL, ARTESOL, TESOL Italy (2021)
  • 2018 TESOL International Conference, Chicago - “Fast Facts about IEPs: Snapshot of English USA, Membership and Benefits”
  • 2023, CATESOL, Oakland, CA – “Transforming IEPs.”
  • 2022 CATESOL, Pasadena, CA IEPs in a Post-Pandemic Environment and Educational Level Rap Session, Intensive English Programs 

TESOL International Association:

  • Incoming Chair, Higher Education Interest Section (HEIS) 2025; Conference Session Organizing Committee for 2026: HEIS/ICIS/PAIS; Nominating Committee, 2024-2025; Affiliate Network Professional Council (ANPC) Chair, 2021-2022: Incoming Chair, 2020-2021; Outgoing Chair, 2022-2024. Conference/ Communications Chair, 2019; Board Member from 2018. ANPC Newsletter editor, 2018-2020, contributor, 2018-2024. Webinar collaboration with Membership Professional Council (MPC) 2022 and 2023; Presentation Moderator. Proposal and Scholarship Reviewer. Conference, Affiliate Booth, ANPC and HEIS Networking Table Volunteer.
  • CATESOL: Chair, Intensive English Programs 2022-2023; In-Coming Chair 2021-2022; Chair, LA Regional Conf, 2014; Chair, Nominating Committee 2013, Proposal Reviewer and Scholarship Reviewer. Conference and Affiliate Booth Volunteer, Presentation and Rap Session Moderator
  • NAFSA: Chair, Poster Sessions, Annual Conference 2022; Liasion, Poster Sessions, Annual Conference 2024; Session Volunteer, Annual Conference 2024.
  • English USA: Vice President of Outreach, 2017-2018; Vice-President Elect of Outreach, 2016-2017; Chair, Professional Development Conference 2018; Nominating Committee 2018-2022; Journal Editor, 2018-Present. Booth volunteer at annual TESOL and NAFSA conferences.
  • Phi Beta Delta Honor Society for International Scholars, Board member since 2000
  • President, Greek Heritage Society of Southern CA, 2022-Present; Executive Board, 2007-Present; Board Member, 1996-2007
  • Board Member since 2022, TPADI, International Community of African Professionals. Presented at the University of Uyo (UNIUYO) Nigeria, May 2024
  • PNS Young Pharmacists Group, Africa. Provided scholarship information for students in Nigeria and across Africa. June 2024, Sep 2024, Nov 2024

Please give examples that demonstrate your abilities to: Understand and analyze financial and investment reports; Review and analyze proposed budgets in light of association resources, strategic goals, and priorities.

In my various roles at CSUN as the Director of the Intensive English and International Programs and Partnerships, short programs and customized programs, as well as in my role overseeing Student Life and housing, I was responsible for planning the annual budget, projecting session and annual expenses, analyzing enrollment trends, targeting recruitment sources, proposing recruitment strategies and travel and staff expenses, projecting enrollment numbers and additional revenue streams, identifying expenses and agent commission, and creating MOUs. I also oversaw hiring, payroll allotment, and resolved the annual budget report at the end of each fiscal year through financial reconciliation and reporting.

I am also the President of a non-profit organization, so I am responsible for strategic planning and meeting defined goals. I plan the budget to help the organization’s financial resources coincide with our overall strategic goals and initiatives. I outline anticipated revenue and expenses, make decisions about resource allocation, determine and monitor funding sources and expenses, and manage resources and spending to align finances with our mission and demonstrate accountability to donors and stakeholders.

Please describe your leadership philosophy through concrete examples and demonstrate your leadership style when working with your peers on challenging and critical issues, sharing ideas, listening and coming to consensus.

Having held a number of leadership positions, not only as an administrator of international programs at the university level but also in a variety of professional organizations, my leadership approach has evolved. However, regardless of the approach, one very important aspect of leadership is effective communication. Starting any process by stating clear objectives, guidelines, and deadlines; ensuring that members of the team understand their roles; sharing information clearly; and providing feedback is critical to ensuring effective collaboration and cooperation among team members. If I were to define my leadership philosophy, I would say I embrace a style that is a combination of democratic and transformational, where my goal is to empower team members, learn by listening to their perspectives, encourage collaboration, and promote participation and growth by offering support and guidance. This is the approach I have used in the workplace, in the non-profit organization where I am President, and in TESOL and other professional organizations where I have held leadership roles. As a program director, I have encouraged both staff and faculty members to build on their strengths and work on innovative projects that will benefit the program. I have been committed to being transparent and sharing critical information with the team, which has translated into better-informed collaborative decision making, more cohesive working relationships, improved work satisfaction, and progress. In addition, I have streamlined processes through shared team feedback for ongoing improvement. When working with my peers, I expect similar cooperation and collaboration by sharing ideas and perspectives with team members, participating in informed discussions, and providing an analysis of information provided. I also consistently work on honing my own skills through self-assessment and self-reflection and reaching out to other leaders and my available resources for advice and assistance when needed.

The TESOL Board of Directors is responsible for making strategic decisions that align with the organization’s long-term vision. Share an example of a time when you applied strategic thinking within an organization. How  did you balance innovation and risk? Additionally, describe the steps you took to stay focused on high-level strategic objectives rather than getting involved in day-to-day operational details.

As the Director of the Intensive English and International Programs and Partnerships and part of the CSU system, the largest public higher education system in the US, I was often faced with many challenges in order to keep the program competitive, ensure healthy enrollment and retention, provide quality instruction and student services, and present and support the financial contributions of the program to my College and to the University. For many years, the program was responsible for bringing in the largest number of international students to the University.

However, as a result of a variety of global issues, enrollment began to decline. Therefore, I was asked to come up with a newer, more innovative program that would attract a changing demographic and include the most up-to-date technology. Faced with this issue, I had to identify recruitment trends, evaluate the interests and needs of a changing program audience, provide professional development for faculty in technology, hire curriculum developers, and create a budget to cover costs and predict future revenue. This proved to be a challenge since the underlying needs of the students remained the same, but the presentation would need to be more innovative to attract a wider audience. This required many planning meetings with faculty, curriculum developers, recruiters, marketing and finance staff members, and the Dean, who was the final point of approval. The end result was a program that retained the integrity of the learning objectives and SLOs of the original program but included the changing needs of international students and the inclusion of the newest technology, making it a face-to-face program with hybrid features. To stay focused, I designed a clear plan for development, an extensive budget, and a clearly defined assignment schedule. To keep on track, I held weekly meetings and provided feedback and support during the process. The result was a well-received, competitive program that increased revenue.

Georgios Kormpas

Al Yamamah University
Riyadh, Saudi Arabia

Education and Certifications

  • 2004 BA, Computer Science and Business Administration, University of Epirus, Arta, Greece
  • 2007 MA, TESOL, Saint Michael’s College, Colchester VT, USA
  • 2025 PhD (ABD), E-Research and Technology Enhanced Learning, Lancaster University, UK

 Relevant/Select Professional Work Experience

  • Director of Student Affairs, Al Yamamah University, Saudi Arabia (2025-Present
  • MA TESOL Faculty at Staffordshire University, UK (2021-2023)
  • Director of Executive Education, Al Yamamah University, Saudi Arabia (2019-2024)
  • Director of Teaching Development, Al Yamamah University, Saudi Arabia (2018-2025)
  • Faculty member, College of Humanities, Al Yamamah University, Saudi Arabia (2017-Present)
  • Faculty member, INTERLINK International Institutes, Al Yamamah University, Saudi Arabia (2012-2019)
  • Faculty member, American College of Greece, Greece (2007-2012)
  • Assistant Director of Studies, LCC Skoura, Arta, Greece (2001-2007)
  • English Language Teacher, LCC Skoura, Arta, Greece (1999-2007)

 Relevant Professional Affiliations

  • TESOL International Association:
    • RPC Award Coordinator (2025)
    • RPC Member (2023 - now)
    • ANPC (2018 - 2019 member, 2020 Chair, 2021 Past Chair)
    • Nominating Committee (2021 member, 2022 Chair, 2023 Past Chair)
    • Digital Learning and Technology Strand Coordinator (2024 member, 2025 Chair)
    • CALL IS Steering Committee Member (2017 - 2020)
  • TESOL Gulf: President (2021 - 2023)
  • International Association for Blended Learning: 2021 – 2025, President
  • Toastmasters International: (2021 Vice President Public Relations, 2022 Vice President Education, 2023 President, 2024 Area 3 Director, 2024 Division A Director)

  • Reynolds, K., Mendoza G., Suarez D., Effiong O., Kormpas G. (2024) Decentering Advocacy in English Language Teaching. Michigan University Press
  • England, L., Kamhi-Stein, L. D., & Kormpas, G. (2023). English language teacher education in changing times: Perspectives, strategies, and new ways of teaching and learning. essay, Routledge.
  • Kormpas, G. (2023) English Language Teaching Associations on Teacher Well-Being during the COVID-19 Pandemic and Beyond. In Pento n Herrera, L. J., Martinez-Alba, G., & Tinh Trinh, E. (2023). Teacher well-being in English language teaching: An ecological approach. Routledge, Taylor & Francis Group.
  • Kormpas, G. (2022) Perspectives on the Shift to Online Learning in Private English Language Centers in Greece. In McCallum, L. (Ed,). (2022). English language teaching: Policy and practice across the European Union. Springer.
  • Kormpas, G. (2024, September 16-18). AI-driven assessment: How is assessment changing? Developing new authentic assessment models [Conference presentation]. Digital Universities in the Arab World, Times Higher Education, Cairo, Egypt.
  • Kormpas, G. (2024, March 21-23). TESOL Communities of Practice and the Future [Conference presentation]. TESOL International Convention, TESOL International Association, Florida, USA.
  • Kormpas, G. (2024, March 9-10). Homo Technologicus unleashed: Nurturing Global Mindsets Beyond Language [Conference presentation]. TESOL Greece Annual Convention, TESOL Greece, Athens, Greece.
  • Kormpas, G. (2024, February 5-6). Partnership with the private sector: Business Council for Ethics of AI [Conference presentation]. Global Forum on the Ethics of Artificial Intelligence, UNESCO, Kranj, Slovenia.

  • TESOL International Association:
    • RPC Award Coordinator (2025) RPC Member (2023 - now)
    • Nominating Committee (2021 member, 2022 Chair, 2023 Past Chair)
    • ANPC (2018 - 2019 member, 2020 Chair, 2021 Past Chair)
    • MA and Doctoral Forum Reviewer (2017 - 2022)
    • Proposal Reviewer (2015 - 2025)
    • Digital Learning and Technology Strand Coordinator (2024 member, 2025 Chair)
    • CALL IS Steering Committee Member (2017 - 2020)
    • Global Education PLN Co-Leader (2019 - 2021)
    • SRIS Committee Member (2018 - 2019)
    • Award Reviewer (2017 - now)
  • TESOL Gulf: 2021 – 2023, President
  • International Association for Blended Learning: 2021 – 2023, President
  • Toastmasters International: (2021 Vice President Public Relations, 2022 Vice President Education, 2023 President, 2024 Area 3 Director, 2025 Division A Director)

Please give examples that demonstrate your abilities to: Understand and analyze financial and investment reports; Review and analyze proposed budgets in light of association resources, strategic goals, and priorities.

I bring a strong background in financial literacy, grounded in my academic training in business administration and further developed through extensive experience managing high-value educational and institutional projects. As Director of Executive Education at Al Yamamah University, I led multi-million-dollar programs for clients including SABIC (Saudi Basic Industries Corporation), SAMA (Saudi Central Bank), MIT, and companies affiliated with the Public Investment Fund (PIF), such as NEOM. These initiatives required in-depth financial analysis, strategic budget planning, and cross-sector coordination to ensure sustainability and institutional alignment.

In this capacity, I routinely reviewed and interpreted detailed financial and investment reports to evaluate project viability and ensure alignment with both client and institutional goals. This included comprehensive cash flow analyses, cost-benefit assessments, and regular audits to ensure financial health and long-term sustainability.

My responsibilities extended to strategic budget management, where I evaluated proposed budgets in light of available resources, institutional priorities, and strategic outcomes. I collaborated with senior stakeholders to negotiate terms and optimize resource allocation without compromising on impact or quality.

As President of the International Association for Blended Learning (IABL), I managed EU- funded Erasmus projects where I was directly responsible for the financial oversight of international collaborations. I analyzed and approved budgets, aligned them with organizational priorities, and ensured compliance with strict funding guidelines and reporting standards.

These experiences have equipped me with the competencies required to contribute meaningfully to TESOL International's financial stewardship. I understand the importance of aligning financial planning with mission-driven goals, and I am fully committed to ensuring that TESOL resources are utilized strategically, transparently, and effectively. My ability to interpret financial data, assess risks, and make informed recommendations would support TESOL’s long-term sustainability and global impact.

Please describe your leadership philosophy through concrete examples and demonstrate your leadership style when working with your peers on challenging and critical issues, sharing ideas, listening and coming to consensus.

My leadership philosophy is grounded in collaboration, mentorship, and strategic vision. I believe effective leadership requires not only guiding others but also listening deeply, facilitating inclusive dialogue, and aligning collective efforts toward a shared mission. Throughout my volunteer service with TESOL International and other global organizations, I’ve applied this approach consistently.

As Chair of TESOL’s Affiliate Network Professional Council (ANPC), I led the development of the first TESOL Affiliates Conference during the pandemic an initiative that brought together participants from over 30 countries. I facilitated consensus across diverse affiliate leaders, ensuring their voices shaped the agenda. This initiative strengthened TESOL’s global footprint and created a model of inclusive, virtual engagement that lives on today.

Serving as Chair of the Nominating Committee (2022), I prioritized transparency and diversity in leadership selection. I worked collaboratively with peers to refine the nomination process and presented recommendations to the Board that improved accessibility and representation across TESOL governance.

As President of both TESOL Gulf and the International Association for Blended Learning (IABL), I led teams through complex regional and international challenges guiding strategic planning while mentoring emerging leaders. I created scalable programs, including peer mentoring and professional development events, that empowered local leadership without micromanagement.

I lead by building consensus and valuing the diverse expertise of those I work with. In my role as Director of Executive Education at Al Yamamah University, I managed multi-million-dollar partnerships, including with NEOM and PIF entities. I fostered collaborative decision-making while keeping our strategic objectives front and center.

My leadership style is empathetic yet results-driven, grounded in evidence-based decisions, inclusive dialogue, and long-term impact. I am committed to contributing these values to TESOL International’s Board and working with fellow leaders to advance the association’s mission with transparency, innovation, and integrity.

The TESOL Board of Directors is responsible for making strategic decisions that align with the organization’s long-term vision. Share an example of a time when you applied strategic thinking within an organization. How did you balance innovation and risk? Additionally, describe the steps you took to stay focused on high-level strategic objectives rather than getting involved in day-to-day operational details.

Strategic thinking has been a cornerstone of my leadership across TESOL and other international organizations. As Chair of TESOL’s Affiliate Network Professional Council (ANPC), I spearheaded the first TESOL Affiliates Conference, balancing innovation with risk by piloting a new global event format based on broad affiliate feedback. I synthesized input from geographically and culturally diverse stakeholders, ensuring inclusive representation while aligning the event with TESOL’s strategic direction. This high-level initiative required navigating logistical, financial, and reputational risks mitigated through phased planning and contingency mapping.

A key innovation during my term was the development of the Affiliate Peer Advisory Program (APAP), connecting regional affiliates for collaborative mentoring and resource sharing. I conceptualized this based on observed gaps in affiliate engagement, and carefully evaluated scalability, sustainability, and alignment with TESOL’s vision. APAP continues to be a thriving model today testament to the value of strategic, mission-aligned innovation.

In roles such as RPC Award Coordinator and Digital Learning & Technology Strand Chair (2025), I stay focused on strategic objectives by setting measurable outcomes, aligning committee efforts with TESOL’s long-term goals, and empowering reviewers to handle day-to-day logistics. I ensure strategic consistency by regularly revisiting TESOL’s core mission when evaluating proposals, reviewing reports, or recommending award recipients.

Outside TESOL, as President of TESOL Gulf and IABL, I led international projects that required balancing innovation with resource constraints. These roles sharpened my ability to remain focused on governance and policy, allowing operational teams to execute plans effectively while I steered strategic vision.

I approach board-level leadership with a systems-thinking mindset prioritizing equity, sustainability, and long-term impact over short-term wins. My blend of global insight, TESOL-specific leadership, and governance experience positions me to contribute meaningfully to TESOL International’s evolving strategic direction.

Chadia Mansour

Prince Sultan University
Riyadh, Saudi Arabia

Education and Certifications

  • BA in English for Academic Purposes, Al Manar University, Tunisia.
  • MA in Applied Linguistics, Old Dominion University, USA.
  • Doctor of Education in Digital and Distance Education, Athabasca University, Canada.
  • International Certificate for Teachers of English as an Additional Language, ICTEAL, TESL ON, Canada.
  • Graduate Certificate in TESOL, Old Dominion University, USA.
  • English Language Teaching Leadership and Management Certificate, TESOL International, Oregon.

Relevant/Select Professional Work Experience:

    • Assistant Professor, Prince Sultan University 2025, Department of Linguistics and Translation.
      • Teach Research Writing courses
      • Teach English Intensive Writing courses   

Relevant Professional Affiliations:

  • Professor, Instructional Designer and Communication and Writing Courses Lead, Fleming College Toronto, Canada (2021-2023).
  • English Lecturer, Qatar University (2012-2017).
  • ESP Summer Program Director Law School, The College of William and Mary, Virginia, USA (2012-2015).
  • Visiting Professor and Researcher, Department of Foreign Languages, The College of William and Mary, VA, USA (2009-2015).

  • Mansour, C., Palalas, A., Uludag, P. (2025) (Eds.). Constructivist Approaches to Online Language Assessment: Theory-Informed Practice. Springer Nature Press. DOI: https://link.springer.com/book/9783032085177
  • Mansour, C. (2024). Instructional Conversations in Synchronous Environments: Multiple Case Studies of ESOL Instructors [Athabasca University]. DOI: https://dt.athabascau.ca/jspui/handle/10791/451
  • Ossiannilsson, E., Cazarez, R. L. U., Goode, C., Mansour, C., & Martins Gomes de Gusmão, C. (2024). Artificial Intelligence Use to Empower the Implementation of OER and the UNESCO OER Recommendation. Open Praxis, 16(2), pp. 237–257. DOI: https://doi.org/10.55982/openpraxis.16.2.650
  • Rauliuk, M., Doran, M., Al Tawil, R., & Mansour, C. (2021). Emergency Response to Digital Pedagogy: A Simple Blueprint for Transitioning Online. In I. Fayed & J. Cummings (Eds.), Teaching in the PostCOVID-19 Era: World Education Dilemmas, Teaching Innovations and Solutions in the Age of Crisis (pp. 661–671). Springer International Publishing. https://doi.org/10.1007/978-3-030-74088-7_65
  • Doran, M., Mansour, C., & Al-Tawil, R. (2021). Re-Modelling Learning: Transforming a Standard Course Module into a Blended Task-Centred Blueprint. The International Association for Blended Learning.
  • Davenport, C, Mansour, C. & Tjaden-Glass, S. (2020, December 28). The Benefits of Using Open Educational Resources (OER). TESOL Connections.
  • Featured Speaker: Case Study as a Research Method; Research Methodology in English Studies Day, University of Social and Human Sciences in Tunis, Tunisia February 27, 2025.

  • TESOL International Association:
    • Chair, Former Diversity and Inclusion Committee (2014-2015)
    • Chair-elect, Chair, Past- chair, EFL IS (2016-2017-2018)
    • Nominating Committee Member, (2020-2021 )
    • Chair, past chair, Higher ED IS (2023-2025)
  • TEFL Kuwait, Blended Learning Chair 2022-present
  • ICDE Technology & Innovation Network, 2024-present
  • ICDE OER Advocacy Committee, (2023-2025)
  • International Association for Blended Learning: Executive Board Member & International Affairs Liaison (2021-2022)
  • 21Calling Blended-by-design Association: Executive Board Member, (2023- 2024): role includes adult education, blended by design content creation, and talent development.
  • Advisory Board and Journal Reviewer:
    • School of English & Liberal Studies Journal, Centennial College, Canada (2024): Advisory Board Member: Provide guidance on the overall direction of the journal, suggest potential special issues or topics of interest, Review and recommend suitable submissions within area of expertise.
    • IRRODL Journal Review
    • Asia TEFL Short Proceedings Editor
    • TESOL International conference reviewer (2015-2022)

Please give examples that demonstrate your abilities to: Understand and analyze financial and investment reports; Review and analyze proposed budgets in light of association resources, strategic goals, and priorities.

As the director of the ESP for Master’s in Law Summer Program, I was overseeing financial and budget related matters and allocated funds for extracurricular activities, faculty professional development programs and incoming international students’ orientation days. In this role, I regularly analyzed quarterly financial reports that showed, overspending in our faculty professional development budget during the first quarter. By examining line- item expenditures, I identified that external PDs/workshops by invited speakers’ expenses on campus, had increased significantly compared to our projections. I conducted a cost-benefit analysis comparing different professional development options, ultimately recommending a shift toward virtual speakers’ invitations and in-house training sessions, which reduced costs while maintaining quality outcomes.

I developed monthly cash flow projections by analyzing historical spending patterns from previous summers. When our financial reports indicated irregular spending peaks in July, I identified this was due to clustered event bookings. I implemented a revised payment schedule that distributed expenses more evenly across the program duration, improving our working capital management and reducing the need for short-term financing.

As a board member with 21st Calling Blended By Design NGO, our work included providing services related to adult education, blended by design content creation, and talent development as well as customized learning solutions for refugees in North America. When reviewing the proposed; budget for our customized learning solutions program, I identified a significant misalignment with our strategic priority of serving our population of refugees annually. The initial budget allocated more funds to technology infrastructure but less funds to multilingual content development. Through detailed analysis of our target demographics, I determined that our refugee population primarily needed Arabic, Spanish, and French content. I recommended reallocating the designated funds for hardware purchases to recruiting volunteers who believe in the greater good to provide free translation services and culturally- adapted curriculum development, which better aligned with our goal of accessibility and inclusion and saved us money.

Please describe your leadership philosophy through concrete examples and demonstrate your leadership style when working with your peers on challenging and critical issues, sharing ideas, listening and coming to consensus.

My leadership philosophy is grounded in servant leadership principles, where effective leadership emerges through empowering others and fostering collective wisdom. In TESOL environment, this approach recognizes that our diverse community of educators, researchers, and practitioners brings invaluable expertise that must be cultivated rather than directed.

Throughout my involvement in leadership in various contexts and institutions, I fostered skills of building collaborative consensus. For example, when leading a multi-institutional ESL assessment standards committee, I encountered significant tension between traditional and progressive educators. Rather than imposing solutions, I facilitated structured listening sessions where each group articulated their pedagogical concerns. By reframing our question from "Which approach is correct?" to "How do we best serve our English language learners?" we discovered shared values around student success and educational equity. The resulting hybrid assessment model incorporated both rigorous standards and flexible implementation, achieving consensus because every stakeholder's expertise contributed to the solution.

During budget constraints threatening program closures, I employed "radical transparency with compassionate framing." Instead of asking "What can we cut?" I facilitated discussions around "How do we preserve our core mission while adapting to new realities?" Through individual stakeholder conversations followed by collaborative brainstorming, we generated innovative delivery methods and strategic partnerships that maintained educational quality while achieving sustainability.

This servant leadership approach aligns directly with TESOL International's mission of advancing excellence in English language teaching globally. I view board service as an opportunity to facilitate our field's collective wisdom rather than advance individual agendas. My leadership style prioritizes deep listening, inclusive decision-making, and solutions that emerge from our community's diverse expertise.

I bring to the board a commitment to serving our global TESOL community by creating spaces where every voice contributes to strengthening English language education worldwide, ensuring our decisions reflect the collective needs of educators and learners we serve.

The TESOL Board of Directors is responsible for making strategic decisions that align with the organization’s long-term vision. Share an example of a time when you applied strategic thinking within an organization. How did you balance innovation and risk? Additionally, describe the steps you took to stay focused on high-level strategic objectives rather than getting involved in day-to-day operational details.

When Africa ELTA set its long-term vision of serving its under-resourced ELT communities through teaching resources, I recognized the need of Africa ELTA OER Bank which required strategic thinking beyond immediate training needs.

The challenge was not just creating resources; it was building a sustainable ecosystem that could maintain quality and relevance for years to come.

My strategic approach centered on pipeline development. I mapped out the entire project from OER awareness to sustainable resource creation. This meant starting with basic awareness campaigns for our membership, then systematically building capacity at every level—from general members to board leadership.

The innovation lay in creating interconnected stages. First, I focused on widespread OER awareness across Africa ELTA's membership. Next, I designed comprehensive training for both members and board members, ensuring leadership understood and supported the vision. Then came the critical step of establishing standardized OER Review Rubrics because without quality standards, our bank would become meaningless.

I knew that sustainable quality required more than just initial training; it needed ongoing capacity building. In collaboration with the executive board, this led to launching the Africa ELTA OER Mentorship Program, which served a dual purpose: maintaining a steady pipeline of qualified reviewers while ensuring continuous quality submissions.

To stay focused on this long-term vision, we created a phased implementation timeline spanning three years. We established clear milestones for each stage. Periodic strategy reviews kept our team anchored to the bigger picture—building Africa ELTA's capacity to independently maintain and grow its OER Bank.

The strategic thinking paid off by establishing such quality review standards, and a mentorship program that continuously develops new OER creators as well as reviewers. Most importantly, we created a self-sustaining system where the OER Bank can grow and maintain quality without depending on external support, transforming African ELTA educators into OER creators, fulfilling our long-term strategic vision.

Nominating Committee

The Nominating Committee will have six open seats.

To jump to a candidate's bio, click on their name.

Monica Baker
Webutuck Central School District
Amenia, New York, USA

Namsook Kim
University at Buffalo, State University of New York
Buffalo, New York, USA

Ching-Ching Lin
Adelphi University
Garden City, New York, USA

Ying Suet Michelle Lung
University of Utah
Salt Lake City, Utah, USA

Michele Regalla
University of Central Florida
Orlando, Florida, USA

Mariana Palade Syrotiak
Gannon University, School for International Training
Erie, Pennsylvania, USA

Chelsea Walter
Colorado College
Colorado Springs, Colorado, USA

Chao Zhang
Wuchang Shouyi University
Wuhan, China

Monica Baker

Webutuck Central School District
Amenia, New York, USA

Education and Certifications

  • National Board Certification - English as a New Language
  • Teacher of English to Speakers of Other Languages - Professional Certification
  • Childhood Education 1-6 - Professional Certification
  • Masters of Science in Teaching (SUNY New Paltz)
  • Bachelors of Art in Communications and Media (SUNY New Paltz)

Relevant/Select Professional Work Experience:

  • English as a New Language Teacher Webutuck Central School District 2005 – Present.
  • Instructor, New York State United Teachers, Education and Learning Trust 2018-Present.

Relevant Professional Affiliations:

  • NYS TESOL - President, Nov 2020-Nov 2021; Charged with leading all aspects of the professional
  • NYS TESOL - Past President, Nov 2021-Nov 2022; Supported President with all aspects of the professional organization
  • NYS TESOL - Sponsor and Exhibitor Chair, Nov 2021-Nov 2022, Nov 2023-Present; Managed all tasks related to sponsors and exhibitors
  • Mid Hudson Teacher Center - Policy Board Chair, 2020 - Present; Chair of a cooperative coalition of teachers and administrators committed to the enhancement of teaching as a profession.
  • Webutuck Teachers' Association - Executive Vice President, 2018-Present; Support President in all aspects of union activity; Lead a team in contract negotiations
  • Language Department Instructional Lead, Webutuck Central School District, 2020-Present; Serve as lead teacher of the English as a New Language and World Language team, representing the department on the Instructional Council; Facilitate monthly curriculum meetings; Provide professional development to faculty
  • Seal of Biliteracy Committee - Chair, 2021-Present; Manage all aspects of the program, which honors bilingual students who demonstrate high levels of language proficiency in two or more languages
  • Dutchess County Youth Board and Coordinating Council - Education Representative- 2021-Present; Appointed by County Executive to represent local youth

  • Baker, (2021). One-room schoolhouse: A multi-age, project-based summer program. Educator’s Voice, Vol. XIV, 2001.https://nysut.docsend.com/view/qceixmsptn5925gi
  • Baker, (2021). All students are now sife: The global pandemic has turned all learners into students with interrupted formal education. NYS TESOL JOURNAL, 63-65.https://journal.nystesol.org/index.php/NYSTJ/article/view/36/24
  • Baker, M. (2023). Empowering the Voices of Young Multilingual Learners in the ESL Classroom. In Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication (pp. 362-380). IGI Global. https://www.igi-global.com/chapter/empowering-the-voices-of-young-multilingual-learners-in-the-esl-classroom/310969
  • Baker, M. A. (2023). Voices of Multilingual Immigrant Women in a Rural New York Community. Understanding Rural Education, 51.
  • Baker, (2021). Hello my name is… Elevating student identity through research and reflection on names, Bilingual Basics.
  • Presentation: Professional Growth on a Budget: TESOL International Convention 2022
  • Presentation: Enhancing English Proficiency through Spaced Repetition: Practical Classroom Strategies PennTESOL 2025.
  • Presentation: Linking Life Rafts TESOL International Affiliate Workshop 2022

  • Chair - TESOL Membership Professional Council - Feb 2024-March 2025
  • Member - TESOL Membership Professional Council; served on following task groups: myTESOL, events engagement, teacher educator, new member welcome - 2022 - Present
  • TESOL International Membership Project Steering Committee - 2025 Host - TESOL Live! Connect Around the World
  • TESOL International Proposal Reviewer - 2023-2025
  • TESOL International Award Reviewer - 2024
  • TESOL Elevate Networking Sessions 2022-2024
  • TESOL Virtual Convention: TESOL Live! sessions 2022-2024

As a Nominating Committee member, your role is to help build a wide pool of potential candidates, where the pool is diverse and widely representative of TESOL professionals. How would you respond to the following scenario: A member reaches out, asking for information about running for the Board or Nominating Committee?

When I served as President of NYS TESOL, I came to understand the power of personal connection and inclusive leadership. I worked to ensure that every member felt welcomed and valued—whether they were new to the field or long-time members. I found that when members felt seen, they were more likely to engage meaningfully and take on leadership roles. The future of TESOL International depends on cultivating a diverse leadership pipeline, and that begins with how we recruit and respond to members who express an interest in serving.

If a member reached out to me asking about running for the Board or Nominating Committee, I would respond with genuine enthusiasm. It’s incredibly inspiring when dedicated professionals consider taking on additional leadership roles! First, I would thank the member for their interest in serving and affirm their potential to contribute to the organization in a new role.

Next, I would share resources that outline the expectations, eligibility requirements, and responsibilities for each position. I would also highlight the value and impact of leadership within TESOL, sharing my own experiences. I would encourage the member to reflect on their strengths and professional contributions so that they are prepared to submit an EOI that fully captures their background and dedication to the field. Finally, I would follow up after a few days to see if they had additional questions or concerns.

A warm, enthusiastic response combined with ongoing support can help encourage members to step into leadership. If selected to serve on Nominating Committee, I would take an active role in identifying and supporting potential candidates, including those who may not yet view themselves as leaders. My goal would be to ensure that every interested member recognizes their value to the organization and their ability to help share the future of TESOL International.

Please describe your leadership philosophy through concrete examples and demonstrate your experiences in reaching out to individuals for future leadership positions in organizations and associations. How would you engage members of your community to ensure equity in outreach?

My leadership philosophy is rooted in connection and empowerment. As a leader, I strive to create spaces where others feel seen, heard, and valued. This belief has guided my work with TESOL International as I served on the TESOL Membership Professional Council and as the host of TESOL Live! Connect Around the World. In these roles, I’ve focused on building bridges across our global community. TESOL International is a large organization. Without connections, it can feel overwhelming and impersonal. I’ve made it a priority to connect with members - at the Convention - both in-person and virtual, at TESOL Elevate, at monthly TESOL Live! Sessions, and on myTESOL. I hope these connections help members feel part of the TESOL community. And I hope that some of these connections can lead to deeper levels of engagement, including interest in leadership roles.

I’ve personally encouraged hesitant members to apply for positions on the Membership Professional Council. Some initially doubted whether they should take on additional responsibility. But once they joined, they thrived - participating in task groups, joining TESOL Live! sessions, and even pursuing additional leadership opportunities. When I served as President of NYS TESOL, I aimed to show members that service is a form of advocacy - for our profession and our students. Members who had never previously engaged, or only participated passively, were inspired to submit conference proposals and take on new roles.

A friend of mine has a bumper sticker that says, “The world is run by those who show up.” That message always resonates with me. Sometimes educators are hesitant to view themselves as potential leaders. But when they take that first step, they begin to see the impact they can have. My enthusiasm for the field seems to be contagious—I help others see the difference they can make when they have a seat at the table.

If selected for the Nominating Committee, I would continue building that culture of encouragement and outreach, ensuring every TESOL member knows they are valued and that their leadership matters.

Namsook Kim

University at Buffalo, State University of New York
Buffalo, New York, USA

Education and Certifications

  • Ph.D. in Foreign and Second Language Education, University at Buffalo, State University of New York, Buffalo, NY, United States of America, 2011;
  • Ed.M. in TESOL, University at Buffalo, State University of New York, Buffalo, NY, United States of America, 2003;
  • B.A. in Foreign Language/English Language Education, Ewha Womans University, Seoul, South Korea, 1991.
  • Global Competency Certificate, University at Buffalo, State University of New York, Buffalo, NY, United States of America, 2012.
  • Advanced E-learning Administrator Certificate, Ewha Womans University, Seoul, South Korea, 2004.
  • Secondary School English Teaching Certification, Ministry of Education, South Korea, 1991.

 Relevant/Select Professional Work Experience:

  • Clinical Associate Professor, Department of Educational Leadership and Policy, University at Buffalo, the State University of New York, 2024 - present (1 year)
  • Clinical Assistant Professor, Department of Educational Leadership and Policy, University at Buffalo, the State University of New York, 2012 - 2024 (12 years)
  • Assistant Director, English Language Institute, University at Buffalo, the State University of New York, 2022 - present (3 years)
  • Assistant Director, Center for Comparative and Global Studies in Education, University at Buffalo, the State University of New York, 2012 - 2018 (6 years)
  • Adjunct Instructor, Department of Learning and Instruction, University at Buffalo, the State University of New York, 2011-2012 (1 year)
  • Editorial Assistant and Assistant to the Editor, International Journal of Applied Linguistics, University at Buffalo, the State University of New York, 2008-2011 (3 years)
  • Research & Teaching Assistant, Department of Learning and Instruction, University at Buffalo, the State University of New York, 2005-2008 (3 years)
  • Adjunct Instructor, Department of English Language & Literature, Inha University, Incheon, South Korea, 2004 (0.5 year)
  • Executive Faculty, Mrs. Chang’s English Institute, Seoul, South Korea, 1997-2001 (5 years)
  • Global Marketing & Inside Sales Representative and Assistant to Korea Branch Manager, Hubbell Incorporated, Seoul, South Korea, 1991-1997 (7 years)

Relevant Professional Affiliations:

  • University at Buffalo, Asia Research Institute, Affiliated Faculty, 2023-present (3 years)
  • TESOL International Association, Higher Education Interest Section, Past Chair (2025-present), Chair (2024-2025), Member (2003-2014, 2022-present)
  • American Educational Research Association, Second Language Research Special Interest Group/Multicultural and Multiethnic Special Interest Group, Member (2006-present)

  • Co-PI, Academic and sociocultural readiness for postgraduate education among immigrant and international students: Promoting equal access and success in graduate/professional schools, AccessLex Institute/Association for Institutional Research, 2019-2020
  • Participant and co-researcher, Writing pedagogy innovation community of practice, State University of New York Academic Innovation Grants Program, 2025-present
  • Lee, J., Kim, N., Su, M., & Greenwood, S. (2024). What high-impact practices work for minoritized students? Institutional inequities in college learning opportunities and outcomes. Trends in Higher Education, 3(2), 180-198. https:// doi.org/10.3390/higheredu3020011
  • Kim, N. (2016). Critical Teacher Talk: Successful English for Academic Purposes classroom practices in a global campus. Journal of International Students, 6(4), 967-983.
  • Kim, N. (2016). English language learners. In K. Lomotey (Ed.). People of color in the United States: Contemporary issues in education, work, communities, health, and immigration: Education: K-12 and higher education (Vol. 1, pp. 92-103). Greenwood.
  • Lee, J., Kim, N., Cobanoglu, A., & O’Connor, M. (2019). Moving to educational accountability system 2.0: Socioemotional learning standards and protective environment for whole child development. The Rockefeller Institute of the Government.
  • Kim, N. (2011, April). Transformative Mini Conferencing: Transformative New Teaching toward English Language Learners’ language and identity development. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Co-Developer and Co-Administrator, English Language Institute curriculum for the South Korea Gyeonggi Province Youth Ladder Program at the University at Buffalo, 2023, 2024, 2025

  • Chair [elected], Higher Education Interest Section, TESOL International Association, 2024-2025
  • Past Chair, Higher Education Interest Section, TESOL International Association, 2025-present
  • Chair, Nomination Committee, Higher Education Interest Section, TESOL International Association, 2025-present
  • Chair [invited], Communication Literacy Committee for Undergraduate General Education, University at Buffalo, 2024-present
  • Conference Proposal Reviewer [invited], TESOL International Association, 2012, 2025
  • Conference Proposal Reviewer [invited], Multicultural and Multiethnic Special Interest Section, American Educational Research Association, 2010-2014, 2017-2021
  • Conference Proposal Reviewer [invited], Second Language Research Special Interest Section, American Educational Research Association, 2010-2014, 2017-2021
  • Reviewer [invited], New York State Teacher Certification Examinations Bias Review Committee, New York State Education Department, 2016-present
  • Peer-Refereed Journal Manuscript Reviewer [invited], Global Education Review, 2013-present
  • Peer-Refereed Journal Manuscript Reviewer [invited], Journal of International Students, 2016

As a Nominating Committee member, your role is to help build a wide pool of potential candidates, where the pool is diverse and widely representative of TESOL professionals. How would you respond to the following scenario: A member reaches out, asking for information about running for the Board or Nominating Committee?

I understand that as a Nominating Committee member it is critical that I share TESOL’s commitment to equity and promote and practice inclusion and diversity. Thus, when I am contacted by a candidate, I will make sure to treat them with fairness and respect whether they are later selected for the election or not. I would respond to the member’s request as follows:

  • to welcome and thank them for their interest in the leadership opportunity that serves the global ELT community;
  • to remind them of the mission, value, and priorities of the TESOL International Association by sharing the accessible information on the TESOL website as a way to educate them about the Nominating Committee’s role to “help build a wide pool of potential candidates, where the pool is diverse and widely representative of TESOL professionals”;
  • to ask them to share their biographical sketch as well as a resume/curriculum vitae that would help the Nomination Committee to understand the candidate’s diverse background that represents, strengthens, and contributes to the TESOL global diversity;
  • to share the leadership application procedure and the timeline;
  • and to ask them to feel free to ask any further questions.

In addition, I would follow the Nominating Committee’s policy and best practices (including those to be trained by the current Nominating Committee Chair), possibly including the following:

  • to arrange a 30-minute Zoom meeting with the candidate to share information and to greet and meet after my initial review of the candidate’s dossier (their biographical sketch and resume/curriculum vitae);
  • to discuss my review of the candidate’s candidacy with the committee for a subsequent committee interview and/or committee voting.

Please describe your leadership philosophy through concrete examples and demonstrate your experiences in reaching out to individuals for future leadership positions in organizations and associations. How would you engage members of your community to ensure equity in outreach? 

My leadership philosophy is summarized as a purpose statement as follows: lead to work with others and transform our diverse lives. I acknowledge that our ELT field encounters enduring and new challenges as well as great opportunities ahead of us. Throughout my work career, I have earned plenty of academic and professional experiences that helped me grow to become a leader. At this stage of my career, I choose to work for much more rewarding service and am committed to devoting my strength and time as a TESOL leader. As I believe in strength among globally diverse members in TESOL, I am determined to share “accessible” information for growth “openly” with members of my community to give everyone an “equitable opportunity to know and grow”. I would be happy to “mentor” members for the paths that may have been unknown to them, beyond sending out information. This was what I did recently with the current Higher Education Interest Section Newsletter Editor. Understanding she had an interest in becoming involved in the ELT field more than teaching a course, I reached out to her via email to introduce her to the TESOL International Association including the benefits of general membership and also additional professional rewards when becoming more involved as an Interest Section leader. She joined the TESOL as a member, participated in the Interest Section internal election, and is now serving the IS as a Newsletter Editor. This kind of shared leadership to mentor others and create better futures for all gives me much joy and I intend to continue to do so.

Ching-Ching Lin

Adelphi University
Garden City, New York, USA

Education and Certifications

  • Doctor of Education (Ed.D.), Pedagogy and Philosophy — Montclair State University
  • Master of Arts (M.A.), Philosophy — The Graduate Center, City University of New York
  • Bachelor of Arts (B.A.), Philosophy — National Chengchi University, Taiwan

Relevant/Select Professional Work Experience:

  • Faculty Member in Teacher Educator at Adelphi University. 2023-present.
  • Clinical Rich Intensive Teacher Institute Program Coordinator and Instructor in TESOL and Bilingual Education at Touro University. 2015-2023.
  • Social Studies, ESL and Chinese Bilingual Education at Washington Irving High School. 2001-2014.

Relevant Professional Affiliations:

  • NYS TESOL, President (2022-2023).
  • TESOL International, Election Task Force member (2023-2024).
  • B-MEIS Chair (2020-2021),
  • ANPC member (Current)

  • Lin, C. C., & Uysal, H. (2025). Centering Multilingual Learners in School Curriculum through Community Asset Mapping: A Practical Guide for Teachers. Stylus Publishing, LLC.
  • Paul Meighan-Chiblow and Ching-Ching Lin (2025), The Intersectionality of Multilingualism, Indigenous Knowledges, and Sustainability, the Journal of Education for Multilingualism.
  • Ching-Ching Lin, Ya-Chen Chien, & Ming-Hsuan Wu (Ed.), Navigating Taiwan’s Bilingual Education Reform and Sustainability Movement through a Glocalization Lens, De Gruyter/Brill Publisher (In Progress).
  • Laura Liu, Naashia Mohamed, Ching-Ching Lin, Clara Bauler & Kirti Kapur (Ed.), Funds of Knowledge in Teacher Education: Sustaining Local Diversity Amidst Global Standards, Global IGI (2025).
  • Ching-Ching Lin, Clara Bauler & Ersweetcel Servano (Ed.) Justice-Oriented Virtual Exchange. Multilingual Matters (In progress)
  • Ching-Ching Lin & Clara Bauler (Ed.) (2024), Reimagining Dialogue: Identity, Language and Power, Multilingual Matters.
  • Lin, Ching-Ching, (2023). “Empowerment in Action: Decolonizing and Reimagining Culturally Responsive Teaching through the Lens of Community Asset Mapping in ELT” [Invited/Keynote Speech], TEFL Kuwait Fall Conference 2023, Next Generation Education, Inspiring Innovation and Inclusivity.

  • NYS TESOL, President (2022-2023),
  • NYS TESOL, VP Membership (2019-2020)
  • TESOL International, Election Task Force member (2023-2024), B-MEIS Chair (2020-2021), TESOL Mentoring Program (2024-2025) and ANPC member (Current)
  • Reviewer: Journal of Education for Multilingualism (JEM)
  • Proposal Reviewer, NYS TESOL (2020-present)

As a Nominating Committee member, your role is to help build a wide pool of potential candidates, where the pool is diverse and widely representative of TESOL professionals. How would you respond to the following scenario: A member reaches out, asking for information about running for the Board or Nominating Committee?

As a Nominating Committee member, I would respond to the member’s inquiry with clarity, compassion, encouragement, and a focus on fostering a diverse, representative candidate pool for TESOL leadership. First, I would provide an overview of the roles, explaining the Board’s strategic oversight responsibilities and the Nominating Committee’s role in recruiting diverse candidates who reflect the breadth of TESOL professionals—linguistically, culturally, and professionally. I would outline eligibility criteria, nomination processes, timelines, and expectations, drawing on resources from TESOL International and my experience as President of NYS TESOL (2022-2023) and Chair of the Bilingual-Multilingual Education Interest Section (2021-2022).

To ensure inclusivity, I would emphasize that TESOL values candidates from varied backgrounds—teachers, researchers, administrators, and advocates—representing diverse linguistic, cultural, and geographic identities. My work as Teacher education program coordinator and NYS TESOL President equips me to highlight how diverse perspectives strengthen leadership. I would encourage the member to reflect on their unique experiences, skills, and vision for advancing TESOL’s mission, particularly in areas like inclusive and equity-driven pedagogy or multicultural education, which align with my research and publications, such as Centering Multilingual Learners in School Curriculum through Community Asset Mapping (2025).

Please describe your leadership philosophy through concrete examples and demonstrate your experiences in reaching out to individuals for future leadership positions in organizations and associations. How would you engage members of your community to ensure equity in outreach?

My leadership philosophy centers on relational leadership, collaboration, and compassion, emphasizing co-learning, equity, and empowerment. I believe leadership is a shared journey, built on trust, active listening, and valuing diverse perspectives to foster inclusive growth. Concrete examples from my career illustrate this approach.

As President of NYS TESOL (2022–2023), I engaged members in community activism both inside and outside the classroom, which led to the publication of an edited e-book, Supporting Student Success through Community Asset Mapping (2023). I communicated regularly through Monday Memos, ensuring that voices from diverse linguistic and cultural backgrounds helped shape our organizational agenda. I also encouraged mentorship by pairing emerging TESOL professionals with seasoned leaders, fostering meaningful relationships and supporting skill development through regional and interest section outreach programs.

Ying Suet Michelle Lung

University of Utah
Salt Lake City, Utah, USA

Education and Certifications

  • Ph.D. in Linguistics, University of Utah, Salt Lake City, UT — Aug 2024–Present 
  • M.A. in TESOL, Brigham Young University, Provo, UT — Apr 2023
    Emphasis: Curriculum & Assessment
    Thesis: The Impact of Rubric Training on Students’ Self-Efficacy and Self-Regulated Learning 
  • B.A. in TESOL Education, Brigham Young University–Hawai‘i, Lā‘ie, HI — Jun 2019 

Certificates & Licenses

  • OPI Tester Full Certification – English, American Council on the Teaching of Foreign Languages — Jan 2024 
  • Registered Secondary Teacher, Teacher’s License, Hong Kong Education Bureau — Aug 2021 
  • Leading Change: Go Beyond Gamification with Gameful Learning, University of Michigan — Jun 2021

Relevant/Select Professional Work Experience:

  • Graduate Researcher, University of Utah, Salt Lake City, UT        Aug 2024 – Present
  • Adjunct Faculty, BYU Linguistics Dept, Provo, UT  Aug 2023 – May 2024
  • Adjunct Instructor, Utah Valley University, Orem, UT  Aug 2023 – May 2024
  • ESL Instructor, BYU English Language Center, Provo, UT  Sep 2021 – Aug 2023
  • Adjunct Instructor, BYU Linguistics Dept, Provo, UT  Jan 2022 – April 2023
  • Practicum Teacher, Ju Ching Chu Secondary School, Hong Kong   Feb 2021 - June 2021
  • Adjunct Faculty, BYU-Hawaii, Laie, HI  Aug 2019 - Aug 2020
  • Practicum Teacher, Kahuku Elementary School, Kahuku, HI        Jan 2019 - April 2019
  • Online ESL Instructor, BYUH Center for Learning and Teaching, Laie, HI  Sep 2018 - June 2019
  • Instructor, Konan University, Kobe, JP  June 2018 - Aug 2018

Relevant Professional Affiliations:

  • President, BYU TESOL Alumni Chapter, Sep 2023 - Present
  • TESOL International, Volunteer Team Leader (TESOL International Convention & Expo 2026)
  • American Association for Applied Linguistics, Event Planning Sub-committee, April 2025 – Present
  • Intermountain TESOL, Display Chair, Sep 2022 – April 2024
  • Utah Member-at-Large, Intermountain TESOL, Oct 2021 - Sep2022 

  • *Lung, Y. S. M., Eckstein, G., Hartshorn, J., & Stanley, J. A. (2025). The impact of rubric training on students’ self-efficacy and self-regulated learning. Educational Linguistics, (0).
  • *Eckstein, G., Lung, Y. S. M., & Gillette, N. (2025). Can Reading Aloud Replace Teacher Feedback? A Comparative Analysis of Proofreading in ESL Writing. TESL-EJ, 28(4).
  • *Lung, Y. S. M., Eckstein, G., & Watkins, K (2023). Reading Academic Citations: How Professors and Graduate Students Read for Different Purposes. Journal of College Literacy and Learning.
  • *Eckstein, G., Coca, K., Lung, Y. S. M., & McMurry, B. L. (2023). Praise in Written Feedback: How L2 Writers Perceive and Value Praise. Reading & Writing Quarterly, 1-17.
  • *Green, B. A. & Lung, Y. S. M. (2021). English language placement testing at BYU-Hawaii in the time of COVID-19. Language Assessment Quarterly, 18(1), 6-11.
  • Dewey, D. P., McMurry, B. L., Summers, M. M., Baker, A. W., Farrales, J,, Smith, L., & Lung, Y. S. M.. The Effects of Positive Psychology Interventions on Teachers. Present at TESOL Conference, Portland, OR, April 22, 2022
  • Watkins, K., Gillette, N., & Lung, Y. S. M. How do the Goals of Multilingual Writers (MLWs) Compare to their Actual Needs from One-Off Writing Center Tutoring Sessions? Intermountain TESOL, Cedar City, UT, Sep 13, 2022.
  • Lung, Y. S. M. & Eckstein, G., Does rubric training lead to gains in self-efficacy and self-regulation? Present at TESOL Conference, Portland, OR, April 22, 2022. 

  • TESOL International, Volunteer Team Leader (TESOL International Convention & Expo 2026) 
  • American Association for Applied Linguistics, Event Planning Sub-committee, April 2025 - Present 
  • President, BYU TESOL Alumni Chapter, Sep 2023 - Present
  • Display Chair, Intermountain TESOL, Sep 2022 – April 2024
  • Utah Member-at-Large, Intermountain TESOL, Oct 2021 - Sep 2022
  • President, BYU-Hawaii TESOL Society, June 2018 - June 2019 

As a Nominating Committee member, your role is to help build a wide pool of potential candidates, where the pool is diverse and widely representative of TESOL professionals. How would you respond to the following scenario: A member reaches out, asking for information about running for the Board or Nominating Committee?

Thank you for your interest in running for the TESOL Board or the Nominating Committee. First, I'd like to say that TESOL seeks leaders who are committed to advancing excellence in English language teaching. Serving in the organization in any capacity is a rewarding opportunity to make a global impact and help shape the future of the profession.

I encourage you to begin by reviewing the eligibility requirements and responsibilities for each role on the TESOL website. Candidates for the Board of Directors must demonstrate a strong professional background, leadership experience, and a solid understanding of key issues in the field. Nominating Committee members, on the other hand, must be well connected within the TESOL community and able to identify and engage potential candidates from diverse backgrounds.

If you meet the eligibility criteria, I highly encourage you to apply. If not, I still encourage you to stay engaged with TESOL and continue building your leadership profile. There are many ways to get involved—through Interest Sections, Affiliates, or volunteering at conferences, which all contribute meaningfully to the work of the association and can prepare you for future leadership roles.

Meanwhile, you can still support the nomination process by helping us identify and encourage other TESOL professionals, especially those from underrepresented backgrounds or less visible teaching contexts, who may be strong candidates for leadership. Your recommendations help us build a candidate pool that reflects the rich diversity of our global membership.

Please don’t hesitate to reach out if you have more questions or would like support as you consider your next steps. I appreciate your initiative and look forward to seeing your continued involvement in TESOL.

Please describe your leadership philosophy through concrete examples and demonstrate your experiences in reaching out to individuals for future leadership positions in organizations and associations. How would you engage members of your community to ensure equity in outreach?

I have taken on several leadership positions since my undergraduate years. From serving as president of university professional clubs like the TESOL Society and the Hong Kong Chapter, to leading the BYU TESOL Alumni Chapter, to holding committee roles in the Linguistics Graduate Student Association at the University of Utah, and serving as VP of Fundraising at Renaissance Academy Parent Teacher Association and Display Chair at Intermountain TESOL, I’ve consistently prioritized collaborative and inclusive leadership.

My leadership philosophy is rooted in the belief that effective leaders empower others to lead. I don’t measure success by how much I accomplish alone, but by how well I prepare others to take on leadership roles after me. If I cannot transition responsibilities smoothly to the next person, or if I have not fostered leadership growth within the team, I see that as a failure of leadership. That’s why I maintain detailed notes and clear documentation, a habit reinforced by my background in accounting, which allows others to easily understand and continue the work. Many of my colleagues have appreciated this transparency and organization, noting that it made them feel equipped and confident in taking ownership.

I also believe that people feel a stronger sense of belonging when they are given meaningful responsibilities. I make a conscious effort to involve every member of the community, not just those with formal titles. Whether someone is on a committee or a volunteer at a single event, I find ways to invite their participation and make their contributions visible.

Michele Regalla

University of Central Florida
Orlando, Florida, USA

Education and Certifications

  • Seton Hill University, B.A. in French, Pennsylvania Teaching Certification (K-12 French).
  • University of Southern Mississippi, Master of Arts in Teaching Languages.
  • University of Pittsburgh, Ph.D., School of Education, Foreign and Second Language Education.

Relevant/Select Professional Work Experience

  • University of Central Florida (2013-present)
    • Associate Professor of ESOL and World Languages Education
    • TESOL Track Coordinator, Ph.D. in Teaching, Learning and Development
    • World Languages Education, Program Coordinator
    • Study abroad coordinator “Teaching and Learning in Costa Rica
  • Ohio Dominican University, Assistant Professor of TESOL (2008-2013)

Relevant Professional Affiliations

  • American Council on the Teaching of Foreign Languages (ACTFL) Member since 2008
  • ACTFL Nominating Committee (2022)
  • Community Ambassador volunteer for American Council on the Teaching of Foreign Languages (ACTFL) Language Learning for Children Special Interest Group (2018)
  • Teachers of English to Speakers of Other Languages (TESOL) member since 2008
  • National Association for Multicultural Education (NAME) Member since 2015
  • National Network for Early Language Learning (NNELL) Member since 2008
  • National Association for Bilingual Education (NABE) Member since 2019

  • Invited international research presentation: Regalla, M. (2025). Challenges in the Secondary Bilingual Education Programs of Spain, Twentieth International Conference on Interdisciplinary Social Sciences, Malaga, Spain.
  • Fulbright Senior Scholar Award University of Malaga, Spain (2024)
  • Leadership at international conference: Boric-Lubecke, O., Hollister, R., Regalla,
  • M., Shereen, Y. & Yazici, A. (April 2024). Transdisciplinary Research Workshop, Crossing the Straight Fulbright Research Seminar in Cordoba, Spain.
  • Research presentation: Regalla, M (November, 2024). Culturally Relevant Education in the Era of Culture Wars, National Association of Multicultural Education Fall Conference in Anaheim, California.
  • Research publication: Regalla, , Peker, H. & Macy, M. (2024). An examination of an inclusive dual language immersion program and preschoolers’ executive functioning skills. Foreign Language Annals, 57(4), 1000-1025.
  • Research presentation: Regalla, , Damico, N. & Peker, H. (April 2023). Service-learning with teacher candidates: Getting out of their comfort zone, TESOL Virtual International Convention & English Language Expo.
  • Invited broadcast:
  • Regalla, (2019). Interview broadcast on NPR: More Florida students are English learners: Here’s how teachers and schools can adapt to meet their needs. https://www.wmfe.org/more-florida-students-are-english-learners-heres-how-teachers-and-schools-can-meet-their- needs/139367
  • Book chapter: Regalla, (2016). Planning an international service-learning experience for teacher candidates: Teaching, living, and learning in Costa Rica. In Crosby & Brockmeier (Ed), Handbook of Research on Community Engagement in 21st Century Education, IGI Global.

  • I currently serve as the program coordinator of the TESOL track for the Teaching, Learning, and Development doctoral program at the University of Central Florida. I have chaired 5 doctoral students' dissertation committees and served as a member for numerous others.
  • I was chosen to serve on the nominating committee for the American Council on the Teaching of Foreign Languages (ACTFL) in 2022 in order to transition the board to reflect ACTFL’s strategic plan aligning with the Equity, Diversity & Inclusion Pillar.
  • I was awarded a Fulbright as a senior scholar to study bilingual education in Spain. During the award period, I was chosen for a leadership role in the Crossing the Straight Fulbright Research I served on a team to coordinate a transdisciplinary research workshop.
  • I coordinate a short-term study abroad program for undergraduate students in ESOL and World Languages where they have the opportunity to teach English in a bilingual school.
  • I have served as a reviewer for TESOL Journal since I have also served as a reviewer for related publications such as Multicultural Perspectives, Foreign Language Annals, and the Journal of English Learner Education.
  • I served as the volunteer coordinator of a preschool language program located in an inclusion school serving children with special needs.

As a Nominating Committee member, your role is to help build a wide pool of potential candidates, where the pool is diverse and widely representative of TESOL professionals. How would you respond to the following scenario: A member reaches out, asking for information about running for the Board or Nominating Committee?

The role of a leader can be intimidating to many, particularly those who have been excluded from leadership roles. All of our communities, including our professional communities, need strong, capable leaders. TESOL is a unique organization that brings together a diverse membership from all over the world. We are at a time when a sense of community is extremely important and it is necessary to have strong leaders who represent the diversity of our organization. Communities thrive when leadership reflects the diverse identities, experiences, and perspectives that shape them. New leaders, especially those from underrepresented backgrounds, have an essential role to play in shaping a more inclusive, responsive, and resilient organization. We need TESOL leaders to serve from both underrepresented and more widely represented backgrounds. Those who have often been represented in leadership positions can use their privilege to speak at times when others feel they cannot.

In determining what course of action to take, I would encourage potential leaders to focus on their strengths to determine what skills they bring to the organization. Whether their strength is writing skills, interpersonal skills, or organizational skills, there is a way to channel those skills into a leadership position. I would ask potential leaders to reflect upon the leadership activities they may already be doing, perhaps by default, in their own place of employment. Perhaps a colleague left their position for another job and someone was needed to fulfill their responsibilities. Perhaps a new teacher was hired who needed direction and this potential leader was chosen as an informal mentor. The experiences of one’s professional journey add value and build expertise every step of the way. I would encourage any member considering a leadership position in TESOL to ask themselves a couple of questions. If not now, when? If not you, who? Your background is not a barrier, but it can be your power.

Please describe your leadership philosophy through concrete examples and demonstrate your experiences in reaching out to individuals for future leadership positions in organizations and associations. How would you engage members of your community to ensure equity in outreach?

Teachers practice leadership skills on a daily basis as they guide their students to success. Having served in the role of a teacher for most of my career, my leadership philosophy is informed by one of my teaching philosophies, "walk a mile in their shoes." I stress to my pre-service teachers in methodology courses that TESOL professionals must advocate for their learners and create an inclusive environment where everyone feels valued and supported. It is difficult for some new members of the profession to understand how to become advocates. I will share some examples below of how I aim to foster a sense of advocacy for language learners in pre-service teachers.

As a faculty member, I begin the first day of my ESOL and World Languages methodology course by teaching my students a lesson entirely in French. My goal is to put the audience in the position of a second language learner where they can experience how it feels to be in a classroom where the teacher is speaking an unfamiliar language at native speed while they are expected to follow the lesson. To take this a step further, I developed a short-term study abroad program where pre-service teachers have the opportunity to teach English in a Costa Rican bilingual school for two weeks. Although the program is focused on teaching, all participants stay with Costa Rican host families who speak little English, no matter what their level of Spanish proficiency. The participants spend part of their day as teachers, then spend another part of the day as learners where they are the ones who must use an unfamiliar language to accomplish daily tasks. They quickly learn how exhausting it is to function in a new language and what it means to be an outsider in a new culture. Near the end of the course, they write outstanding reflections on ways they can advocate for their learners. When pre-service teachers are able to take on the role of the learner, they are much more likely to build a sense of empathy and advocate for their learners.

Mariana Palade Syrotiak

Gannon University, School for International Training
Erie, Pennsylvania, USA

Education and Certifications

  • PhD - Organizational Learning and Leadership,
  • MA in TESOL, MA in Intercultural Service, Leadership and Management.

Relevant/Select Professional Work Experience

  • Director, English Language and Global Training, Gannon University10 years.
  • Director, Interlink Language Center, West Chester University, 2 years.
  • Program Manager, Conflict Transformation Across Cultures, School for International Training/SIT Graduate Institute, 5 years.

Relevant Professional Affiliations:

  • TESOL Member since 2012

  • Doctoral Research: Paths to Leadership in University-Governed Intensive English Programs, presented at EnglishUSA Virtual Professional Conference 2025.

  • TESOL proposal reviewer

As a Nominating Committee member, your role is to help build a wide pool of potential candidates, where the pool is diverse and widely representative of TESOL professionals. How would you respond to the following scenario: A member reaches out, asking for information about running for the Board or Nominating Committee?

I am delighted to hear from you about your interest in becoming a member of the TESOL leadership. That's fantastic!

I would be happy to provide you with general information, share my experience in this position, or both. I'll attempt to do just that in brief, below.

The TESOL International Association welcomes diverse voices and perspectives on its board and committees. Board members and nominating committee members play a crucial role in shaping the direction of TESOL, as well as liaising with colleagues in the field and bringing their voices to the forefront.

As a member of the Nominating Committee, one of my primary responsibilities is to help widen the candidate pool that reflects the diversity and richness of TESOL. The nomination process is designed to be transparent and supportive. I would be happy to provide more information about eligibility, the nomination timeline, and the expectations associated with these roles.

I encourage you to consider how your background and professional contributions align with the Association’s mission and vision. If you decide to pursue this opportunity, please let me know if I can assist you in providing more information or connecting you with other board members who can offer their perspective. Thank you for your interest.

Please describe your leadership philosophy through concrete examples and demonstrate your experiences in reaching out to individuals for future leadership positions in organizations and associations. How would you engage members of your community to ensure equity in outreach?

My leadership philosophy includes the following:

  • Vision
  • Forward thinking
  • Encourage positive and constructive action
  • Show constituents what's possible
  • Praise them for/showcasing their contribution

My concrete examples come from my work: the most critical task in my job is supporting the teaching team. Building community, build a platform where open communication is open and encouraged, and speak with one voice outside of our conference room. We can disagree in our conversations, but in front of our students we are one team.

Chelsea Walter

Colorado College
Colorado Springs, Colorado, USA

Education and Certifications

  • Ph.D. Foreign and Second Language Education
  • BA Applied Linguistics
  • Certificate in English Language Teaching to Adults (CELTA)

Relevant/Select Professional Work Experience:

  • Director, Office of Culturally and Linguistically Diverse Education, Colorado College (2015-Present)
  • Director, Colket Center for Academic Excellence, Colorado College (2025-Present)
  • Lecturer, Colorado College Education Department (2015-Present)
  • Adjunct Instructor, University at Buffalo English Language Institute & Intensive English Program (2012-2015)
  • Adjunct Instructor, University at Buffalo Graduate School of Education, Department of Learning and Instruction (2012)

Relevant Professional Affiliations:

  • TESOL International Association, Past Chair, Membership Professional Council (2020-2025)
  • CoTESOL (Colorado TESOL) Board Member, Communications Liaison (2017-Present)

  • Walter, C. (2023). Undergraduate practicum design for equity-minded and culturally and linguistically responsive pre-service TESOL teachers. In Pu, C., & Wright, W. E. (Eds). Innovating the TESOL practicum in teacher education: Design, implementation, and pedagogy in an era of change. (158-172). Routledge.
  • When What Worked no Longer Works, Affiliate Leadership Workshop, Co-presentation with Virginia Nicolai & Magdalena Jovanovska-Ribic, TESOL International Convention, Long Beach, CA (March 2025)
  • Hope this Finds You Well: Exploring Well-Being and Academic Engagement, Presentation, CoTESOL Fall Convention, Denver, CO (November 2022)
  • Small Moments of Advocacy: Making Theory Practical for Institutional Change, Workshop, Virtual TESOL International Convention and English Language Expo (March 2021)
  • Immediate Oral Reflection as a Methodology to Explore Novice and Veteran Teachers' Adaptive Expertise Development, Roundtable Paper Presentation, Qualitative Research Strand, American Educational Research Association (AERA), New York, NY (April 2018)
  • Using Reflection to Project ESL Teachers’ Expertise, Presentation, CoTESOL Fall Convention, Denver, CO (November 2017)
  • Innovative Pedagogies for Post-Secondary English Learners, Paper Presentation, International Association of World Englishes (IAWE) Conference, Syracuse University, Syracuse, NY (June 2017)
  • Walter, C. (2014). A Review of Second Language Acquisition Myths: Applying Second Language Research to Classroom Teaching by Steven Brown and Jenifer Larson-Hall. Idiom (NYS TESOL).

  • Member, incoming, current, and past chair, TESOL’s Membership Professional Council (2020-2025)
  • Director, Office of Culturally and Linguistically Diverse Education, Colorado College (2015 - Present)
  • Co-founder, International Student Support Network, Colorado College (2023 - Present)
  • CoTESOL, Board Member (2017-Present)
  • Team Lead, TESOL 2020 Convention (2019-2020)
  • Member, Affiliate Leaders, SLWIS, TEIS, RCIS, ICIS, SRIS Interest Sections (2015-Present)
  • Conference Proposal Reviewer, TESOL International Association (2021-Present)
  • Conference Proposal Reviewer, CoTESOL Association (2017-Present)

As a Nominating Committee member, your role is to help build a wide pool of potential candidates, where the pool is diverse and widely representative of TESOL professionals. How would you respond to the following scenario: A member reaches out, asking for information about running for the Board or Nominating Committee?

If a member reached out and asked me for information about running for an elected position, I would tell them that TESOL needs leaders who, through listening, intention, and action, attend to the diverse membership and can make positive change. If they think they meet that definition, then they may be a good fit.

 I would also try to find out more about the potential candidate – how long they have been a TESOL member, in what ways they have been involved with TESOL, their leadership background, and why they are interested in being on the Board or Nominating Committee. Depending on their background, I would do one of two things. If they have limited experience with TESOL, I would encourage them to get more involved. I would suggest things like engagement with and leadership within interest sections and professional councils, and recommend they attend live events like Connect Around the World, in-person or virtual conventions, or TESOL Advocacy Action Days to understand the ethos of the organization and meet other members. Encouraging involvement with the Association in this way is similar to what I have done as a Member Guide with new TESOL members. Once the member has immersed themselves in TESOL and has some prior leadership experience to draw from, they may be a more qualified candidate for an elected position.

 If the member already has experience with TESOL that meets the eligibility requirements of the elected positions, I would refer them to the TESOL website that lists leadership positions and encourage them to submit an Expression of Interest form. There, the member could self-evaluate if they meet the expectations and competencies of the role for which they are interested in applying. I would also answer any questions they have about the positions or election process or connect them with staff or board members who may be able to answer any other questions they may have.

 Overall, I would seek to create a pool of well-qualified candidates that represent our membership through their diversity in thought, action, and being.

Please describe your leadership philosophy through concrete examples and demonstrate your experiences in reaching out to individuals for future leadership positions in organizations and associations. How would you engage members of your community to ensure equity in outreach?

A key tenet of being culturally responsive is knowing your students so that you can meet them where they are and scaffold their next steps. I believe this principle is the same for leaders. With my past leadership experience, I feel that I have an accurate understanding of TESOL’s membership and needs, and I can examine my own biases while cultivating and evaluating candidate pools. I would lend this expertise to supporting the creation of a diverse slate of candidates that are of utility and interest to the voting membership.

 One example of my leadership philosophy was as chair for TESOL’s Membership Professional Council (MPC). When I set the agenda for MPC, I made sure to call in all voices by putting council members names next to their task groups so they have opportunities to share during the meeting. Too often leaders speak about work that is not their own and consume more airtime than others in meetings. I combat this by creating space for others to share their work, demonstrate their expertise, and receive credit for their efforts.

 Another example when I encouraged others to take leadership roles was when a new young professional in my office excelled in her initial tasks and sought out new ways to connect with campus. Based on her skillset, I gave her information and suggested she run for Staff Council. She applied, made it on the slate, and was elected. I was also involved with finding the incoming chair of the MPC and encouraged a council member whom I thought would be a great leader to apply. She went on to be the MPC chair. In both of these instances, I was able to match colleagues’ strengths with their next step in a fitting leadership position.

 To ensure equity in outreach on the Nominating Committee beyond my personal community, I would use multiple platforms (myTESOL, social media, conventions) and activate my networks of connections to share the call for EOIs. Meeting future leaders where they are and recruiting them from their leadership spaces has proven to be successful in my past efforts.

Chao Zhang

Wuchang Shouyi University
Wuhan, China

Education and Certifications

  • Master Degree of Arts (Majoring English Language and Literature)
    Huazhong University of Science and Technology 2009-2011.
  • Bachelor Degree of Arts (Majoring English)
    Huazhong University of Science and Technology  2005-2009.
  • Undergraduate Majoring Measurement and Control Technology and Instrument
    Huazhong University of Science and Technology  2004-2005.
  • Nominated by the U.S. Department of State, attend the 2024 TESOL International Association Convention and Expo as a world leader 2024.
  • 3rd Prize in Hubei Province, at the 14th SFLEP National Foreign Language Teaching Contest, China 2023.
  • Global English Education China Assembly, host 2021&2023.
  • Teacher Certificate of Higher Education, China 2022.
  • 'The Most Beautiful Teacher' in Meiga Institute (MGPI) 2022.
  • TKT Modules 1, 2, 3 2021
  • American English E-Teacher (OPEN) Program, Content-Based Instructions (CBI) course completed  2020.
  • Registered Player of Wuhan Spicy American Football Club; registered American football official in CNFL 2018-present.

Relevant/Select Professional Work Experience

  • Hubert H. Humphrey Fellow at Vanderbilt University, Nashville, Tennessee, USA 2025-present.
  • College English Teacher, Wuchang Shouyi University (China) 2024-2025.
  • College English Teacher and Administrator of Teaching Affairs, Meiga Polytechnic Institute of Hubei (China) 2021-2024.
  • Community Lead on the Online Professional English Network (OPEN) alumni Community of Practice (CoP) 2021-2024.
  • English Teacher (Secondary Education), Wuhan Foreign Languages School Meiga Academy 2020-2021.

Relevant Professional Affiliations

  • Standards Professional Council (SPC) member TESOL International Association 2021-2024.
  • Community Lead on the Online Professional English Network (OPEN) alumni Community of Practice (CoP) 2021-2024.

  • Article-Study on the Application Value of Situational Teaching Method in College English Teaching (2023), Xuandongman Journal, Chinese Science and Technology Periodical Database.
  • Member of the Research Project, Practical Research on Integrating County-level Cultural Elements into College English Courses under the Background of Rural Revitalization, which is a "National Foreign Language Teaching and Research Project of Higher Education Institutions" sponsored by Shanghai Foreign Language Teaching and Research Press

  • Standards Professional Council (SPC) member Institution: TESOL International Association 2021-2024
  • Community Lead on the Online Professional English Network (OPEN) alumni Community of Practice (CoP) 2021-2024

As a Nominating Committee member, your role is to help build a wide pool of potential candidates, where the pool is diverse and widely representative of TESOL professionals. How would you respond to the following scenario: A member reaches out, asking for information about running for the Board or Nominating Committee?

My response to the members would be supportive and informative. First, I would express appreciation and encouragement. e.g. I would respond first by mail saying, "Thank you for reaching out and considering the leadership role in TESOL!" Meanwhile, I would make sure the core values of TESOL and responsibilities of the committee is provided. Then I would share the links to eligibility criteria and time commitments. Also, I would emphasize diversity and representation of candidates and offer guidance and suggestions accordingly. I would invite future questions and provide technical support along the application process.

Please describe your leadership philosophy through concrete examples and demonstrate your experiences in reaching out to individuals for future leadership positions in organizations and associations. How would you engage members of your community to ensure equity in outreach?

My leadership philosophy is that every member should have an opportunity to be heard. The professional association of learning and teaching should be a diverse and inclusive global community. As an ethnic minority, I care about how average people or social disadvantaged groups can have a way to express themselves and be understood by mainstream society. As a Nominating Committee member, it is crucial that you always have a big picture of all the potential leaders. To make my students' voice and my colleagues' appeals be heard, in the past four years I have stayed active in multiple local and international English language teaching (ELT) professional organizations. I attended the Global English Education China Assembly and served as a host multiple time. I took part in the TESOL International Conventions and became a member of the TESOL International Association Standards Professional Council (SPC). l was a community lead in the Online Professional English Network (OPEN). I worked with local rural teachers in Dali, Yunnan Province of China to cultivate English teaching skills during the RELO professional development training in 2021. I served as a trainer of the 50th RELO Monthly Seminar to discuss English teaching techniques in central China. I also continuously contributed to organizing local TESOL activities and cascading TESOL knowledge. With all the virtual and in-person attempts to communicate with future leaders world-wide, my colleagues and I are mutually benefited. I am now a Fulbright Hubert H. Humphrey Fellow at Vanderbilt University in the USA, to study and work as a student and a policy maker,​using education economics tools, striving for equity in education specially for the exceptional learners. I will continue to establish cross-disciplinary links in the education field and reach out to potential leaders through my expanded web of contacts, making sure talents be visible to create a better TESOL community. 

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