Michael Elium
As an educator whose mission is to ensure that students with disabilities receive equal opportunities in school settings, it is important that we recognize that the quality of education for all students, both disabled and non-disabled, depends on the vitality and functionality of each school district as an entire entity.
Not only should our Pacific graduates be excellent teachers and advocates for students, they should strive to be leaders in their respective districts.
With the increased complexity of federal and state laws governing special education in particular and education as a profession, the commitment of each district to high quality programs is necessary.
Successful school sites and successful school districts have sound infrastructures, with well-developed support systems, well-defined staff roles, clear responsibilities, and written procedures that ensure accountability.
Such infrastructures are only built and maintained by talented and dedicated people who not only see the big picture, but are willing to take action to institutionalize these structures.
At Pacific, our responsibility is to attract, nurture and develop individuals who want to be educators and whose interests lie in systems change and collaborative leadership.
We expect our graduates to have a keen and current understanding of the importance of politics and process, strategic relationships, the “business” side of the educational system and individual as well as district compliance with state and federal law.
Pacific graduates should be assets to their employers, providing assertive effort in the following sectors:
- Collaborative relationships with community agencies
- Outreach to families
- Collaborative and fertile relationships with community groups
- Collaborative relationships wi th universities and colleges
- Collaborative relationships with state and federal offices
- Examining all methods for increasing and stabilizing funding for programs
- Establishment of program options for educating and serving students
- Investing in themselves through continuous upgrading of the skills to keep them abreast of the best practices
Education
|
1983 |
Ed.D., Special Education |
|
1975 |
M.A., Appalachian State University, Boone, NC |
|
1974 |
B.A., Psychology |
Research Interests
- School-wide Behavior Support
- School Structure and Reform Efforts
- Pre-referral Intervention Programs
Experience and Credentials
Current California Credentials:
Professional Clear Administrative Services
Professional Clear Pupil Personnel Services - Authorization - School Psychology
Professional Clear Specialist Instruction - Learning Handicapped
Professional Clear Multiple Subject
Previous Positions held:
Director of Psychological Services & Special Education - K-12 district - California
Psychologist - Alabama Department of Mental Health
Psychologist - North Carolina Department of Mental Health
Administration - K-12 district - Florida
University faculty - Behavioral Sciences - Mississippi
School Psychologist - California
Resource Specialist - California
Special Day Class Teacher - California
Co-owner/Operator - Adult Residential Facility - California
Additional Areas of Expertise/Specialization:
B.E.S.T. - School Wide Positive Behavior Support Model - Staff Development Specialist/Trainer - University of Oregon's Institute of Violence and Destructive Behavior
Provider of Behavior Intervention Case Managers (BICMs) certification for SELPAs
External Evaluator - Grants, Projects