The NAPE Executive Committee is the leadership and representative body of the NAPE membership, leadership of NAPE’s Board of Directors (i.e., State Members), and it provides strategic direction for the organization.
The Executive Committee is focused on NAPE membership, public policy, and programming (which includes technical assistance, highlighting NAPE services and professional development, webinars, and support for the annual National Summit for Educational Equity (NSEE). It discharges this duty by setting an annual Program of Work. Eleven members serve staggered terms between 1 and 3 years. New members are elected annually by the Board of Directors. Executive Committee members get an unique opportunity to represent their community and states through being advocates for equity by:
- Leading the Program of Work for NAPE
- Engaging advocates for equity through Public Policy, Professional Development opportunities, and member to member best practices and sharing
- Supporting equity, diversity, and inclusion growth and knowledge of each advocate
Most of the Committee’s work is done through seven subcommittees: Awards, Bylaws, Finance, Public Policy, Summit Planning, Nominations, and Member Services.
2018-2019 Executive Committee Members
Adrian San Miguel (President), Director, Postsecondary Education, Idaho Career and Technical Education
Adrian San Miguel is the Director of Postsecondary Education for Idaho Career & Technical Education in Boise. Originally from Texas, he received his degrees from Baylor University and has spent the last 10 years working in higher education in Texas, Indiana, and Idaho. His career and passion has been focused on serving nontraditional students and diversity related initiatives. Prior to working for the State of Idaho, Adrian served on the Pacific Northwest Association of College Admission Counselors (PNACAC) as Diversity, Equity and Access chair for the regional executive committee. He continues this work, providing state leadership and guidance for special populations and nontraditional occupational programs through our Centers for New Directions and technical college system. Recently, he was a guest panelist on Idaho Public Television for a special program, Journey to College, which brought awareness to the challenges parents, counselors and students face in transitioning to college in Idaho.
Carolyn Zachry (Past President), Education Administrator, California Department of Education
Dr. Zachry is currently the State Director and Education Administrator for the Adult Education Office in the Career and College Transition Division (CCTD) at the California Department of Education (CDE). Her office is responsible for administration and management of the federal WIOA Title II grant as well as co-administration of the state funded Adult Education Program. Prior to her time in the Adult Education Office, Dr. Zachry was the administrator for the office with the federal Perkins and state CTE Incentive Grants. She was on the team responsible for the revisions to and professional development for the California Career Technical Education standards. She is the past- president of the executive committee for the National Association for Partnerships in Equity (NAPE). Prior to joining the CDE team, Dr. Zachry was a county office program coordinator where she started a County Administered Adult Education Program. Within her 32 years in education she has also served as a site principal and teacher.
Gabby Nunley (President-Elect), Work-Based Learning & Apprenticeship Education Specialist, Oregon Department of Education
Gabby Nunley is a member of the Secondary and Post-Secondary Student Transitions team for the Oregon Department of Education’s Office of Teaching, Learning, and Asessement, Higher Education Coordinating Commission’s Office of Community College & Workforce Development, and the Bureau of Labor & Industries. Before joining the team in July 2015, Gabby was a manufacturing liaison for Clackamas County aligning secondary and post-secondary CTE manufacturing programs through articulation, developing business and education partnerships, and enhancing programs to meet industry standards. Her current work affords her the opportunity to infuse equity, diversity, and inclusion into any conversation and build awareness in the workforce and education community.
Her Master’s in Social Work developed the platform for communication and project planning processes across multiple systems like workforce, education, business and industry, government, mental health, and human services. Gabby is originally from the San Francisco Bay Area and moved to Oregon in 2010.
Kimberly Ellis (Treasurer), Special Populations/Career Services Coordinator, Technical College System of Georgia
Kimberly Ellis has an extensive background in student support services and has dedicated over 18 years of her career to providing vocational and academic counseling to students in post-secondary education. Kimberly is certified as a civil rights investigator, Suicide Prevention and Mental Health First Aid Instructor. Currently Kimberly service as the Special Populations/Career Services and Equity Coordinator at the Technical College System of Georgia (TCSG). At TCSG she helps support and provide training for twenty-two college administrators in Disability Services, Special Populations, Career Services and Title IX. Kimberly has presented at several national, state and local conferences in her area of expertise.
Randall Butt (Member at Large), Education Consultant, Wyoming Department of Education
Randall Butt was born in Worthington, Minnesota in April 1962. He graduated from New Ulm Senior High School in 1980. Joined the USAF in June of 1980 as a Munitions Systems Technology & Safety Specialist. Randall obtained a Master’s degree in Information Technology Management from Touro University International in March 2006 earning an overall 3.8 GPA earning “SUMMA CUM LAUDE” honors. In addition, he holds Bachelor’s degrees in Professional Aeronautics, and two Associate’s degrees one in General Studies and the other in Munitions Systems Technology.
During his tenure in the USAF, Randall was responsible for conducting: accident investigations, decontamination approvals, pre-operational surveys, line checks, work permits, safety meetings & briefings, and numerous other safety duties. He was assigned as the Weapons Safety Superintendent responsible for 3000+ employees while deployed to Iraq. Randall managed the following programs: Lock Out Tag Out, Training, Self-Inspection, Respirator, Facility Inspections, Safety Awards Program, Safety Inspections to name a few.
Randall was selected as a Grants Management System specialist on 13 April 2009 at the Department of Education, State of Wyoming after serving 28 years of active duty service in the United States Air Force. Having worked in the Federal Programs section for just over four years he was hired 1 August, 2013 as an Education Consultant in the Career Technical Education section. Part of his duties as assigned are as a Methods of Administration (MOA) state coordinator as directed by the U.S. Department of Education – Office of Civil Rights. As an MOA coordinator he looks at facilities (high schools and colleges) for ADA compliance, documentation, and interviews. Randall works with 48 School Districts and 7 Community Colleges to providing technical assistance, conduct site-visits monitoring federal as well as state civil rights laws.
Analicia Nicholson (Member at Large), Assistant Superintendent, Douglas Education Service District
Analicia Nicholson received her Masters of Arts in Teaching from Willamette University and is currently the assistant superintendent at Douglas ESD. In addition, Analicia earned a Bachelors degree in Health Education and Promotion from Oregon State University. Go Beavs! She taught at Camas Valley Charter School and spent the last decade working at Douglas Educational Service District (ESD). Analicia is a strong advocate for students of Douglas County. Her professional interests focus on equity, resilience, and encouraging high expectations for students.
Michael Tinsley (Member at Large), Director of College Initiatives, Tennessee Board of Regents
Educating students has been a large part of Michael’s existence as far back as his elementary school days where he assisted lower performing students grasp and apply educational concepts to their everyday lives.
As a secondary educator for nearly two decades, Michael was an instructor, assistant principal, principal, and district leader responsible for closing achievement gaps while ensuring students had opportunities to realize their dreams through educational pathways. He transitioned to working with adults who needed differentiated learning in the area of math to fulfill high school requirements in order to move on to postsecondary education.
As the Assistant Vice Chancellor for Student Success at the Tennessee Board of Regents Michael’s role has encompassed working with over fifty institutions of higher learning and more than 200,000 students annually. The overarching goal has been to increase degree attainment among students whatever their race, color, national origin, gender, disability status, or additional qualities and characteristics. He has led faculty through statewide efforts in articulating credit from high schools to associate degrees on through bachelor’s degrees. His communication and leadership have been effectively utilized through speaking engagements and tours while leading diverse groups of stakeholders during innovative programs: Tennessee Promise, Tennessee Reconnect, High Impact Practices, Tennessee Statewide Dual Credit, Prior Learning Assessments, Curriculum Pathways, Co-requisite Courses, Gateway Coursework, Academic Mindset, 9 hours in Academic Focus, 30 hours in first year, SAILS etc. while maintaining a focus on data to drive student-based decisions.
Michael has been recognized with national awards and currently serves as an active member in multiple non-profit organizations while actively participating on various non-profit boards/executive committees: one as the President, another as Program Chair, along with NAPE’s Executive Committee and Chair of the Public Policy Committee.
The National Association for Partnerships in Equity, NAPE, drew Michael’s attention with its history rooted in sex (gender) equity in 1979, which grew to include vocational education (now – career and technical education) and the legislative advocacy of each. The incorporation of NAPE’s four pillars: “Public Policy and Advocacy, Technical Assistance, Professional Development, and Research and Evaluation” were important magnets. In Michael’s words, “The core of what I do daily, is to fight for those whose voices can’t be heard above the noise. NAPE is an organization, from within its very name, ‘equity’, provides for those same individuals through advocating legislative policies, while researching and evaluating effective practices and programs, to provide technical assistance and professional development to benefit those who otherwise would not be heard. It is an honor to partner with such an organization to make a difference in students’ lives.”
Tara Troester (Member at Large), Career & Technical Education Curriculum Facilitator, Cedar Rapids Community School District
Tara Troester is a Career and Technical Education Curriculum Facilitator for the Cedar Rapids Community School District in Cedar Rapids, Iowa. With a career beginning as a high school English teacher and later a School Counselor, Tara is currently completing her EdD in Career and Technical Education at the University of Wisconsin-Stout with a focus on gender equity in nontraditional CTE programs. In addition to supporting CTE programming, Tara facilitates student internships through the local intermediary, and continues to move forward equity in CTE through collaboration with NAPE.
Esperanza Zenon (Member at Large), Assistant Professor, River Parishes Community College
Dr. Esperanza Zenon is an Associate Professor of Physical Science at River Parishes Community College (RPCC). She is the current Division Coordinator for Math and Natural Sciences, the Chair of the Center for Teaching Excellence Committee, and she is a member of the Online Course Review Committee. She is very passionate about equity for girls in STEM and serves as the Louisiana Team Leader for the LaSTEM Girls Collaborative Project and the LASTEM Equity Pipeline Project, two NSF-funded projects that work to promote positive equity outcomes for girls in STEM and Tech careers. Dr. Zenon is also involved in several other NAPE projects, including the EESTEM II Grant Project, and NAPE’s Executive Committee. Dr. Zenon has a Master of Arts degree in Physics from Wayne State University, and a Ph.D in Science/Mathematics Education from Southern University.
Twyler Earl (CTEEC Representative), Rose State College
Twyler Earl, MHRD/OD, native of Baton Rouge, La, but currently resides in Oklahoma City, OK. With over 20+ years of experience in social services, K-16 enrichment, recruiting, and educational equity, Twyler has remained passionate about strength-based development, healthy habits, and empowerment of women.
Currently, serving as a Director at Rose State College, Twyler is constantly seeking creative ways to foster a dynamic learning environment, build solid supportive networks, and promote lifelong learning. Locally, Twyler is serves on various committees centered on research & analysis centered on institutional biases and barriers to quality maternal and child health within the black community. On the national level, she serves as an executive committee member for CTEEC and NAPE. She is also a part of the Administrative Division at ACTE – Association of Career and Technical Education. She is an alumni of Missouri State, Oklahoma State, Wichita State, and Friends University.
Jeanette Thomas (CTEEC Representative), Equity/Perkins Consultant, Iowa Department of Education
Jeanette Thomas serves as Equity Education Consultant for the Iowa Department of Education, in the Division of Community Colleges & Workforce Preparation. She has over 20 years of experience at the community college level and in diversity, AA/EEO compliance, and science, technology, engineering, and math education. Jeanette provides leadership and technical assistance to promote equity and access in Carl D. Perkins federally funded career and technical education programs. Particularly in the areas of nontraditional occupations and STEM career pathways. for educational programming and access. She has conducted equity compliance and school improvement visits to monitor compliance with state and federal regulations. In addition, she consults with educators, administrators, and the community to promote access for underrepresented students in nontraditional and STEM career programs.
She has served on the Learner Readiness workgroup for state of Iowa Governor’s STEM Advisory Council; and is the past president for National Alliance for Partnerships in Equity and current member of the NAPE Executive Committee and past President of the Career and Technical Education Equity Council (CTEEC); and represents CTEEC on the Association for Career and Technical Education Policy Committee. She also participated as a team member in the development of the state of Iowa plan for the Every Students Succeeds Act.
Jeanette holds Bachelors of Applied Management Technology degree, and a Masters of Organizational Leadership, from St. Ambrose University respectively.
Ben Williams NAPE CEO (non-voting)
Ben Williams, PhD is Chief Executive Officer of the National Alliance for Partnerships in Equity (NAPE), which is a consortium of state and workforce development agencies, community and technical colleges, secondary institutions, universities, business and industry, and other partners whose mission is to build educators’ capacity to implement effective solutions to increase student access, educational equity, and ultimately workforce diversity through CTE and other STEM pathways (www.napequity.org). NAPE accomplishes its mission through four lines of business: Technical Assistance to its state, affiliate, and individual members, especially in the planning and implementation of Perkins; Professional Development; Public Policy and Advocacy, and Research and Evaluation. Dr. Williams has worked in Career and Technical Education for over 15 years, 12 of which were spent coordinating the Perkins Program at Columbus State Community College in Columbus, Ohio. Dr. Williams is a national expert on equity in CTE, a master instructor in NAPE’s professional development curriculum, and a passionate educator and advocate for social justice and equity in education and careers. Follow NAPE on Social Media @NAPEquity and Dr. Williams @BenWilliamsPhD.
- Awards, Randall Butt (WY), Chair
- Bylaws, Tara Troester (IA), Chair
- Finance, Kimberly Ellis (GA), Chair
- Member Services, Esperanza Zenon
- Nominating, Carolyn Zachry (CA), Chair
- Professional Development, Gabby Nunley (OR), Chair
- Public Policy and Advocacy, Michael Tinsley (TN), Chair
Program of Work
Each year, NAPE’s Executive Committee incorporates the concepts of leadership, facilitation, and accountability into its Program of Work for the coming year.
2018-2019 NAPE Executive Committee Year in Review
At the end of August, the NAPE Executive Committee (EC) met in Columbus, Ohio, home of NAPE CEO, Ben Williams, to review last year’s goals and plan for the coming year. The NAPE EC used this opportunity reflect on the history of NAPE, its evolution over the past couple of years, and focus on our scope of work for NAPE CEO and the EC.
Key highlights from this past year:
- NSEE 2019 – Increased professional development sessions, overall growth in attendance, especially first timers. Technology with Whova app was a new way to engage membership, with great adoption and use of attendees.
- Membership – Increased member engagement through orientation, targeted technical assistance calls, including new state members calls.
- Perkins V – Helped implement training with ACTE, Advance CTE, ensuring NAPE as a national resource on special populations for Perkins V
- Leadership – NAPE EC volunteered to serve in the same capacity for another year and update by-laws to ensure better transparency and communication between NAPE and NAPE Education Foundation.
2019 Program of Work and 2019-2020 NAPE Executive Committee Goals
Much of the planning and focus for the NAPE Executive Committee (EC) happens during the annual Program of Work to help prepare for the 2020 Summit, as well as for the 2021 Summit.
- NAPE Written Agreement – EC signed retroactively the FY19 NAPE Written Agreement. NAPE EC requested to add a scope of work section to the annual written agreement between the NAPE Education Foundation and NAPE to support the Summit, Public Policy and Advocacy, including Public Policy Day and expanded support for Member Services, including promotion and benefits of becoming a member, technical assistance and Perkins V resources.
- NSEE 2020 – EC will use the app during the conference to gauge feedback and connect more with membership during the conference, including having a presence at the NAPE store. EC will find ways to increase survey responses to get better response rate on survey, including first-timer feedback, public policy day feedback, and pre-conference needs/feedback.
- Public Policy Sessions and Options – EC will help to educate membership on differences with advocacy and lobbying, as well as explore additional public policy day sessions.
- Membership Engagement – EC will continue to support and increase technical assistance calls to state and affiliate members with calls and resources, specific focus on affiliate member renewal.
- Leadership Development – EC will work on updating Executive Committee Operations Manual and Bylaws to prepare future EC members if they are considering serving on the Executive Committee.