General board of directors 

         3 YEAR term: JANUARY 1, 2026 - DECEMBER 31, 2028

Vote for (4) general board positions

Melissa Hinshaw

Assessment and School Services-Center for Talent Development-Northwestern University

Goals for the IAGC

The IAGC Mission and Goals align with my current work and vision for serving students in the gifted and talent development space.

I am currently engaged in this work daily and this IAGC goal is a direct extension of the passion I have for policy measurement, improvement and creation. I want to continue to support IAGC's agenda for policy advocacy and increase our voice to best serve our talented students.

It is important for an organization like IAGC to support all educators (not just those tasked specifically with serving talented students). Expanding reach beyond just identified gifted classrooms in crucial. Advanced learner "best practices" are best for talent development for all students!

I am immersed in parent education and advocacy in my current role. I consult with families on a regular basis to help them understand their state and school's landscape for serving talented students and how to best advocate for their child's unique needs. I co-teach CTD's Parent Bootcamp that provides parents with relevant information and tools to help them best navigate talent development for their bright children. I am invited to speak to parent groups through organizations like the Davidson Institute, Epsilon Camp and National Math Stars.

I speak regularly at conferences and provide professional training about supporting schools and leading initiatives related to inclusive and diverse educational experiences, identification practices and alignment of program opportunities.

I have deep experience in program evaluation and alignment of school practices to NAGC programming standards. I make recommendations on shifts in practice to align with NAGC standards.

I regularly work with educators, schools and education organizations to provide advanced course instruction in gifted best practices; facilitate workshop opportunities and create customized professional learning based on need for schools. I have developed a check-list of best advanced learner practices in the classroom for evaluators to use when providing feedback for educators.

Frances Zale 

K-2 Computer Coding Teacher, Lake Bluff School District 65

Previous IAGC Involvement

IAGC Member

Career Highlights, Education, Activities, and Awards

Current Hybrid L1 Student (JD) Lincoln Memorial University School of Law (TN), CAS degree Educational Organization and Leadership UIUC, Masters of Education in Curriculum (Interdisciplinary) National Louis University, Bachelors of Science in Elementary Education UIUC, K-4 Illinois Gifted Education Endorsement .

Writing Instruction, Assessment and Data Analysis, Designer of a Schoolwide Enrichment Model, Classroom and Specialist Teaching, STE(A)M, Interdisciplinary Curriculum, Math Exemplars Ambassador, Standards-Based Instruction, Gifted Education, Social-Emotional Learning, Inclusion Teacher

Goals for IAGC 

1)   Continue to examine the intersection of equity, diversity, and inclusion and the continuum of services for the gifted and talented. As an employee in a diverse district with 45% multilingual learners, I have a keen interest in continuing to research and refine methods to equitably identify, support, educate and challenge advanced learners from all backgrounds.

2)   Promote methods and strategies for vertical differentiation in the general education setting. The Accelerated Placement Act has promoted the use of acceleration as a means of meeting the needs of gifted and talented learners. However, teachers in most districts continue to have a range of instructional levels in their classes. IAGC should continue to expand opportunities for educators to learn and apply research-based strategies in the classroom.

3)   Promote parent/guardian-school-community partnerships to support gifted and talented learners. So often, the divide between schools and parents of gifted and talented learners is established out of preconceived assumptions. IAGC can help to solve this problem by supporting parents and families with tools to proactively and positively advocate, as well as providing schools with education and understanding of the unique needs of gifted and talented learners.

4)   Increase the number of educators obtaining the Gifted Endorsement. Gifted and talented learners are often misunderstood by educators. The knowledge, tools, and strategies one acquires through the Gifted Education Seminars demystify this population and increase the capacity of teachers to effectively differentiate for all learners.

Ashley Badger

Gifted/Accelerated & Extended Learning Coordinator-Yorkville CUSD 115 

Previous IAGC Involvement

IAGC Member, IAGC Conference Presenter

Career Highlights, Education, Activities, and Awards

Masters in Educational Leadership-Aurora University, Masters in Curriculum & Instruction-Aurora University, Bachelors in Elementary Education-The University of Illinois at Urbana-Champaign, Gifted Education Endorsement grades K-8.

NAGC Teachers' Summit Presenter (2024 & 2025), multi-year IAGC Conference Presenter. Established a successful Telescoped Math program & developed frameworks to serve profoundly gifted elementary students, as well as high ability pre-k students in the public school setting. Over 20 years of experience working with gifted and talented children, from the ages of early childhood through high school.

National Board Certified-Exceptional Needs Specialist-Early Childhood through Young Adulthood/Gifted and Talented, Fostering Our Future award winner-Telescoped Math Program, Yorkville Education Foundation Teacher of the Year Nominee, Gifted Education Consultant

Goals for IAGC

As a potential board member, my vision for IAGC is centered on three core goals designed to strengthen the organization's impact on gifted and advanced learners across Illinois.

1. Elevating Educator Capacity and Talent Identification
My first goal is to expand professional development opportunities beyond the initial Foundations module, empowering educators with the academic and social-emotional best practices necessary for effective gifted instruction. Furthermore, I would like IAGC to guide districts and administrators in establishing research-based frameworks for identifying and nurturing talent from early childhood onward, ensuring that we cultivate students' potential from the very start.

2. Cultivating Collaborative Advocacy and Broadened Stakeholder Engagement
IAGC should continue to build critical buy-in and shared responsibility for gifted education among administrators and colleagues outside of gifted education. This will strengthen our position to advocate for impactful local and state policies as we broaden our base and garner support from others. This also includes fortifying relationships with families through targeted education and community-building, ensuring they have the resources they need to feel connected and empowered to advocate effectively for their children.

3. Championing Equity and Inclusivity in Talent Development
It is vital that IAGC champions policies and practices that ensure equitable talent identification and development for students historically overlooked in traditional models. This includes focusing on students from low-income, culturally and linguistically diverse, and rural backgrounds. A critical component of this goal is also to develop targeted resources and support for twice-exceptional (2e) students, their teachers, and their families, thereby ensuring every advanced learner has the opportunity to succeed.

Jennifer Kendall

Talent Development Coach, K-8 West Northfield School District 31 

Previous IAGC Involvement

Member since 2020;  Member, Advocacy and Policy Committee;  Attended IAGC conference 2020, 2021;  Co-presented Fall 2024;  Co-presenting Fall 2025.

Career Highlights, Education, Activities, and Awards

B.S. Elementary Education Indiana University; M.Ed. Reading, Loyola University Chicago

Current Position: Talent Development Coach K-8, West Northfield District 31

Previously Held Positions:Northwestern University Center for Talent Development2022 - 2025 | (Full-time) Assistant Coordinator, Preschool - 8th Grade Advanced Enrichment Programs2014-2022 | (Part-time) PreK-5th Grade Instructor, Assistant Site Coordinator, Site CoordinatorCommunity Consolidated School District 592019-2022 Talent Development Program TeacherBefore that, I was an elementary teacher in grades 1 and 4 in Catholic schools and public schools in the Chicago area.I also have mentoring and teacher leadership experience. Summers 2012, 2013 | Teacher Leader | People to People Student Ambassador Program (Vancouver, Banff, Paris, London).  Summer 2022 | Teacher Leader | ACIS Program (Spain and France)  2018 to Present | Volunteer, Alliance Francaise de Chicago

Professional Development Highlights:
Aug. 2010 | Differentiated Instruction in the Mixed-Ability Classroom with Gifted (6 days, Illinois Association for Gifted Children)
November 2014-January 2015 | Gifted Education Seminar (45 hours, online, Chicago Public Schools) (Passed gifted endorsement test.)
December 2023- October 2024 | LEAP Education Curriculum Design for Teaching of Gifted and High Potential Students | Online through NAGC

Goals for IAGC

Presently in my 21st year in education, I believe all students deserve to learn something new each day. Learning should be joyful. Our students are our future; we must teach them to how to be compassionate and courageous. They should be provided with meaningful, challenging tasks, while also receiving social emotional support.

Talent development opportunities should be provided to all students.  Teachers should be supported with in-service professional development in gifted and talented education. Pre-service teacher education should also include more coursework in gifted and talented education.

I hope to provide more professional development to teachers in order to build more awareness of talent development strategies. I hope this leads to more student achievement and growth.  The IAGC training I attended in 2010 truly changed my teaching trajectory as I gained an understanding of how to differentiate for high-ability learners, which led to more student engagement and achievement. 

I hope to pay it forward by helping more educators to see why research-based instruction in gifted and talented education is essential in education.

Kenyatta Revelle

Principal / Springfield Public Schools District #186

Previous IAGC Involvement

IAGC Board Member for six years; Education Committee Co-Chair,  Scholarship Committee member; Gifted Foundations modules instructor

Career Highlights, Education, Activities, and Awards

BA/MA University of Illinois at Springfield

Kenyatta Revelle is the Principal of Iles School (Gifted Magnet School Grades 1-8 and International Baccalaureate Primary Years Program Grades 1-5) in Springfield Public Schools District#186. She has 25 years of experience working as an educator of gifted children, with 14 of those years as administrator. As principal, she works collaboratively to develop and implement the International Baccalaureate (IB) primary years concept-driven program of in-depth inquiry focused on the development of the whole child as an inquirer, both in the classroom and in the world outside. 

Ms. Revelle is currently a member of the Illinois State Board of Education's (ISBE) Gifted Advisory Council, which discusses both proposed and signed education legislation as to its impact on gifted and talented students.  In this role she often acts as a liaison between IAGC and ISBE/GAC.

Along with her Education Co-Chairs she wrote and presented the IAGC Workshop "Differentiation in Practice", a four-hour professional development working with classroom teachers to design up-level instruction for advanced students. 

Additional involvement with:

The Community Foundation for the Land of Lincoln Board-Vice Chair

The Sister Cities Association of Springfield Illinois-Vice President

Horace Mann Administrator of the Year finalist 2025, 2018, and 2016

Goals for IAGC

1. To provide quality professional development for teacher, parents, and administrators to support the needs of children with gifts, talents, and advanced learning needs.

2. To continue the work we have already started on updating the Gifted Foundation course, as well as the work we have started on offering a deeper dive into differentiation strategies.

3. To promote our scholarship programs to provide more educators with opportunities to attend our annual conference, and to support educators within their classroom with grants.

Regine Day  

M.Ed. Candidate at Bridges Graduate School of Cognitive Diversity in Education

Previous IAGC Involvement

Member;  Attended IAGC Conference in 2024 & 2025

Career Highlights, Education, Activities, and Awards

Master's in Education (in progress)

BS in Advertising at the University of Illinois at Champaign-Urbana

Regine Day is an M.Ed. Candidate at the Bridges Graduate School of Cognitive Diversity in Education, where her studies focus on gifted and twice-exceptional (2e) learners, inclusive education, and strength-based, talent-focused practices. At Bridges she became certified in Twice-Exceptional Education and a member of the Delta Epsilon Tau International Honor Society. In her practicum she co-presented a workshop titled “Advocating from Strength: Empowerment Through Understanding and Collaboration,” which was designed to help families and educators nurture 2e strengths in students, promote effective advocacy, build community, and create optimal learning environments.

As a current Graduate Intern with the Strengths-Based Assessment Lab at Bridges Graduate School, Regine supports the Lab’s mission to create inclusive environments by helping families and educators foster strengths and talent development, instead of limiting potential through a deficient-based lens. She also develops materials that promote clear communication and collaboration between the Lab and families.
Regine brings extensive professional experience in technology sales, having served in senior sales director roles where she managed multi-million-dollar portfolios, built strategic partnerships, and led cross-functional teams to drive consistent revenue growth. Her background spans the tech, advertising, and market research sectors, and has shaped her practical, people-focused approach to problem-solving and innovation.
With over 20 years of entrepreneurial and leadership experience, including her work as a licensed Illinois Real Estate Broker, Regine has honed her skills in building strong relationships, negotiation, and project management. She now channels her business acumen and communication expertise toward educational advocacy and creating positive community impact.

Regine holds certifications in Executive Functioning Skills for Children and Adolescents (PESI Advanced Certificate), Rhythmic Movement and Play Training, and Principles of Market Research. She also holds an Illinois Substitute Teaching License and Mandated Reporter Certification, and is currently completing Youth Mental Health First Aid training. She is a member of professional organizations, including the Illinois Association for Gifted Children (IAGC), Supporting Emotional Needs of the Gifted (SENG), the Council of Parent Attorneys and Advocates (COPAA), the Association of Educational Therapists (Student membership), as well as national and local REALTOR® associations.
Beyond her professional and academic pursuits, Regine is a devoted mother, and deeply involved in advocacy and community engagement. She is a co-founder and the facilitator of 2e in D205 Parent Group at Elmhurst Community Unit School District (CUSD) 205, dedicated to building understanding and support for parents of 2e learners. She served as a REACH (Gifted & Talented Program) Parent Group Rep for Elmhurst CUSD 205, has been an active volunteer with Jefferson Elementary School’s PTA, and was a Volunteer Catechist Aid at Immaculate Conception Grade School.

Regine’s leadership and advocacy have been recognized through the Thiems Grant Award (2025) from Foundation 205 Elmhurst, which she co-authored to establish district-wide neurodiversity-affirming practices, professional development and support for 2e learners. She was also a co-coordinator of a Gifted & 2e parent speaker presentation through the REACH Parent Group, connecting families and educators with expert insights from a leader in gifted education and social-emotional development.
At the heart of Regine’s work is a commitment to empowering students and families through inclusive communication, collaboration, and strength-based educational practices. She is passionate about creating environments where all learners can thrive, feel understood, and have their unique abilities recognized and developed.

Key Awards & Initiatives
Thiems Grant Award (2025) - Foundation 205 Elmhurst
Co-authored and secured a $5,000 grant to establish district-wide neurodiversity-affirming practices and 2e learner supports; co-planning professional development series (Nov 2025–2026)

Goals for IAGC

My interest in joining the IAGC Board stems from my experience as a parent supporting my child on his unique learning path. I believe that recognizing and nurturing each child’s strengths is essential to their academic growth and social-emotional well-being. My goal is to advance IAGC’s mission by advocating for equitable access to gifted education, increasing awareness across Illinois, and engaging families and communities in meaningful collaboration. I am especially passionate about improving the identification and support of underrepresented 2e learners and promoting strength-based approaches that celebrate talent while addressing individual needs. Through this role, I hope to contribute to IAGC’s ongoing work in policy and advocacy, membership engagement, and professional development, helping build a connected, inclusive community where all gifted learners can thrive intellectually, creatively, and socially.

Jennifer Szwaya

Lead A&E: Gifted Program Coach and Coordinator at West Chicago School District 33

Previous IAGC Involvement

I have presented at the IAGC Conference multiple times and attend annually. Last year, I collaborated with IAGC to develop the Spanish Language Saturday portion of the conference. I created and translated two presentations in partnership with colleagues whom I recruited to support sessions for students and families. Additionally, I helped recruit participating families and coordinated their attendance to ensure an engaging and inclusive experience.  IAGC Member.  C3 participant.

Career Highlights, Education, Activities, and Awards

I have a degree in Computer Science from DePaul University, a degree in Eduation from Northeastern Illinois University, and a Master of Gifted and Talented Education, also from Northeastern Illinois University.

I have enjoyed a fulfilling 20-year career in education, including 14 years dedicated to teaching, advocating for, and developing programs for high-achieving students. In addition, I have extensive experience coaching educators who work with gifted and talented learners. Three major highlights define my career: developing innovative programs in two DuPage-area school districts, and publishing Shakespeare Amazes in the Classroom with Prufrock Press/Routledge. I have also had the privilege of collaborating with the University of Iowa’s Belin-Blank Center, providing professional development and presenting on strategies for using Shakespeare to engage gifted and talented students in grades 3 through 8.

I have had the opportunity to consult with schools to support instruction and curriculum development for gifted learners, helping educators design programs that meet the diverse needs of advanced students. My commitment to creativity and innovation in education has been recognized through the Best Buy Technology Teaching Grant and the Archdiocese of Chicago’s Heart of the Schools Award. I have also contributed to educational research and professional dialogue, presenting A Nation Divisible: Perceptions of the Concept of Diversity Among Education Students at the 19th Annual Q Conference of the International Society for the Scientific Study of Subjectivity, and Using Technology to Create Learning Communities at the 11th Annual NEIU Student Research and Creative Activities Symposium.

Goals for IAGC

I want to serve on the IAGC Board to help advocate for strong gifted programs and ensure that all students with advanced learning needs have opportunities to reach their potential. My goals include supporting educators and schools in aligning their work with NAGC standards, helping to develop effective programs and services, and creating meaningful professional learning for teachers. I’m especially passionate about making sure every child with gifts and talents is recognized, challenged, and supported to grow.

Lori Kim

Sr. Customer Success Account Manager / Microsoft

Previous IAGC Involvement

Board Member

Career Highlights, Education, Activities, and Awards

J.D. / University of IL Chicago School of Law

As a Senior Customer Success Account Manager, I’ve led strategic client partnerships, driving adoption of complex solutions and delivering measurable business outcomes. My experience in leadership, data-driven decision-making, and cross-functional collaboration reflects a strong commitment to excellence and community impact - qualities I’m eager to continue to bring to the Illinois Association for Gifted Children Board.  I hosted the Microsoft Give for Education event  for IAGC the past two years.  I serve as the Global Families ERG Communities Co-Chair and on the leadership for the Leadership Enablement Connected Community which is all about empowering and inspiring leaders to continue to learn and grow.

Goals for IAGC

My goal is to champion inclusive access to advanced learning programs and services, ensuring equitable opportunities for all learners especially leveraging AI. I am committed to promoting diverse demonstrations of excellence so every child can discover, develop, and fulfill their unique potential.