James G. Cibulka
As president of the Council for the Accreditation of Educator Preparation (CAEP) and its predecessor NCATE, Cibulka has focused on making accreditation a lever for change and reform in educator preparation to better meet urgent national P-12 needs. Under his leadership, the accreditation process focuses on moving educator preparation to excellence through continuous improvement and research-based transformation.
Cibulka has a long and distinguished record in higher education. Prior to his appointment as president of the National Council for Accreditation of Teacher Education (NCATE), he served as dean of the College of Education at the University of Kentucky from 2002 to 2008, where he also held academic appointments in two departments. While in Kentucky, Cibulka was appointed by the governor to the Kentucky Education Professional Standards Board, and he served as chair of that body.
Cibulka started his career as an administrator for the Chicago Board of Education and as a teacher and administrator in the Model City Community Schools Program in Duluth, Minn. His first university appointment was at the University of Wisconsin-Milwaukee, where he served for 23 years, establishing the Department of Community Education and directing the PhD program in urban education. Cibulka also served as the associate dean, chair, and professor at the University of Maryland’s College of Education.
Cibulka is the author of numerous books and scores of articles on education policy, administration, and community development. From 1992 to 1995, he also served as editor of the Educational Administration Quarterly. In 2006 he received the Stephen K. Bailey Award by the Politics of Education Association for “shaping the intellectual and research agendas of the field.”
Cibulka earned a BA from Harvard College, graduating magna cum laude, and a PhD from the University of Chicago.
Chief of Staff
As chief of staff, Durán serves on the executive management team, stewarding the CAEP Strategic Plan and leading the communications, meetings and human resources functions.
Prior to joining CAEP, Durán served as the interim executive director of the National PTA, leading the nation’s largest child advocacy association representing 5 million members, 50 state congresses, and 25,000 local chapters. Durán has worked on children’s policy issues for more than a decade on the federal, state, and local levels, concentrating on reforms in education, workforce development, child welfare, and juvenile justice. Durán brings a practitioner’s lens to her work, having worked as a public school teacher.
Durán earned a BA from Yale University, graduating cum laude, and Master of Education from Harvard Graduate School of Education.
Chief Financial Officer
In his role as chief financial officer, Tran is responsible for all aspects of the financial management for the organization, including overseeing the accounting, banking, budgeting, investment, risk management and financial planning and analysis functions.
Prior to joining CAEP, Tran was an independent business development and investment consultant working with various companies within the private equity and venture capital markets. Before that, he was a Senior Vice President at Alliance-Bernstein, LLP, an institutional investment firm based in New York and San Francisco. While at Alliance-Bernstein, he was responsible for conducting investment research and formulating investment strategies for institutional and private assets totaling over $15.0 Billion within the consumer, media and technology sectors.
He holds a A.B degree in Mathematics, Economics, and Philosophy from Boston College and a M.B.A from the Colgate Darden School of Business at the University of Virginia.
Senior Vice President, Accreditation
Dr. Stevie Chepko has been a teacher educator for over 30 years in addition to her years teaching in the public schools. A hallmark of Stevie’s professional service has been the development of materials that engage practitioners, reflect best practices in the field, and provide guidance on the development of quality assessments. She served as the chair of the task force to revise the Initial Physical Education Teacher Standards, co-chaired the Eastern District Association Guidelines and Assessment project, and served on the SASB of NCATE and the National Curriculum and Standards Guideline Committee. She has served NCATE as a reviewer and auditor.
Dr. Chepko has held many professional leadership positions including service as president of two state organizations and the Eastern District Association. She completed 12 years as a department chair in addition to her 25 year teaching career. She has served on various Dean’s councils and numerous academic committees. In addition to her commitment to serving the discipline, Stevie has been and continues to be a productive scholar, publishing work in physical education, teacher education, and women’s sport history. Her publication record includes two co-authored books, numerous peer reviewed articles, and chapters in five books. She has made over 1000 presentations, given keynotes at numerous conferences, and is known for her ability to move from theory to practice. Her presentations are interactive and challenge practitioners to use research to inform their teaching. Her specific area of expertise is in assessment and data literacy.
Stevie Chepko’s commitment to the profession has been recognized with many honors, including the AAHPERD Honor Award, EDA, Vermont, Massachusetts, and South Carolina Honor Awards, Joy of Effort of Award from NASPE, selection as an inaugural Fellow in the North American Society of Health, Physical Education, Recreation, Sport and Dance, and EDA Memorial Lecturer. She is in the West Virginia University Physical Education Hall of Fame and the Castleton College Athletic Hall of Fame.
Dr. Chepko received her undergraduate degree from West Virginia University, attended the University of North Carolina at Greensboro for further graduate work, and completed her Ed.D at Temple University in Curriculum and Instruction and Sport History.
Scott Jackson Dantley
Special Assistant to the President for Equity and Global Initiatives
Scott Jackson Dantley, Ph.D. has a long history of administrative experience in accreditation and higher education. He has held executive level positions in higher education as a tenured Professor and Dean, Associate Provost and Associate Vice President at several universities over the last 15 years overseeing areas in Assessment, institutional research, and national and regional accreditation. He is the past Vice President of Recognition Services at the Council for Higher Education Accreditation (CHEA), which is responsible for recognizing approximately 60 accreditors.
Internationally, Dr. Dantley has served on several accreditation teams to the Middle East to evaluate colleges of education accreditation processes. He recently completed a one-year sabbatical to conduct an accreditation need assessment in the Kingdom of Saudi Arabia on the readiness of the Kingdom’s colleges of education to obtain national and international accreditation.
His academic specialization is Science Education with research interests in minority students’ participation in science, achievement of black males, and science comparison on international assessments. Dr. Dantley has presented his research at national and international conferences at American Educational Research Association (AERA) and with the International Cross Cultural Research Exchanges. His research has been published in national recognized journals in mathematics and science education such as the Science Education International, The Electronic Journal of Science Education, and the Journal of Negro Education to name a few.
Dr. Dantley serves on the University of Wyoming Advisory Board of a grant funded by the National Science Foundation (NSF), a project to implement Visualization Gaming to Improve Computational Thinking. He also serves on The George Washington University Alumni Advisory Board and he is the official representative of the Board to the University’s Columbian College of Arts and Sciences.
Dr. Dantley received his undergraduate degree in Chemistry from The George Washington University, a Master’s degree in Chemistry from North Carolina A&T State University and a Master’s and Ph.D. from The University of Maryland in science education with a focus in chemistry education.