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Erin Mason, Ph.D., is a career-long advocate for the School Counseling profession. Erin’s accomplishments and contributions to the field derive from her 13 years of experience as a Middle School Counselor in her home state of Georgia. A proponent for modeling and supporting professional involvement and productivity, Erin fuels her passion for School Counseling through state and national leadership opportunities.

Dr. Alan C. Jones is an Associate Professor of Educational Administration for Saint Xavier University, Chicago, Illinois. His teaching career includes teaching English at DuSable Upper Grade Center in Chicago, Illinois, and social studies at Thornton Township High School, in Harvey, Illinois.

Jennifer H. Robins, Ph.D., is the Director of Publications and Professional Development at the Center for Gifted Education at William & Mary and a clinical assistant professor. She teaches graduate courses in gifted education, working with teachers who are pursuing their gifted endorsement.

Dr. Linda Sheffield is a Regents Professor of Mathematics Education at Northern Kentucky University. She received her M. Ed. and Ph.D. in Mathematics Education from the University of Texas at Austin and her bachelor's degree from Iowa State University. She has written numerous books and articles for both teachers and students and has conducted seminars for teachers across the United States and as far away as Spain, Germany, England, Sicily, Japan, Australia, China, and Hungary.

Luanna H. Meyer is professor of education (research) and director of the Jessie Hetherington Center for Educational Research at Victoria University in New Zealand. She is also emeritus professor at Syracuse University in the U.S. and adjunct professor at Griffith University in Australia.

Paul J. Riccomini began his career as a dual-certified general education mathematics teacher, teaching students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7-12 in inclusive classrooms. His teaching experiences required a strong content knowledge in mathematics and the development and maintenance of strong collaborative relationships with both general and special educators.

James S.