2026 CMEA Elections
- Information about each candidate for CMEA office. Open each dropdown box to read their biographies and their responses to specific questions each candidate was asked,
- A YouTube video of interviews with both President-elect candidates,
- Information about proposed revisions to our CMEA Bylaws,
- Information about the upcoming national and regional elections with NAfME.
2026 CMEA President-Elect Candidates
Dr. David Betancourt
Biography
David Betancourt has been the Director of Bands at Cerritos College in Norwalk, California since 1999. Dr. Betancourt was recognized as Outstanding Faculty in 2015 and Most Outstanding Faculty in 2016. His presentations at state and regional music conferences cover a wide range of topics, including: conducting, rehearsal techniques, score study, advocacy, teaching philosophy, best practices, recruitment, and more. Whether he is facilitating professional development, rehearsing his own ensembles, conducting an honor band, presenting at leadership or music conferences, or giving a keynote address, his passion for “teaching about life through music with positive forward momentum” is a central theme that is woven into his career and lifestyle. Dr. Betancourt holds a DMA in music education from the University of Southern California, an MM in instrumental conducting from Northern Arizona University, and a BM in music education and performance from Berklee College of Music. He is Past President of the Music Association of California Community Colleges (MACCC) and Past President of CMEA-SES. While he was the chair of the Board for the California Community College Council on Staff Development, he traveled internationally as a creative and dynamic educational consultant to promote pedagogical excellence within multiple teaching and learning environments. His core mission: to engage, equip, and connect educators to create and integrate transformative learning experiences using evidence-based practices. He actively accomplishes this mission by fostering learning environments informed by research on teaching and learning, promoting the tools of teaching, advancing strategic learning initiatives, and facilitating practices that support an integrated educational experience. Dr. Betancourt supports innovative and interdisciplinary approaches when thinking about learning, teaching and technology and promotes initiatives that involve faculty from multiple disciplines and levels. Professor Betancourt is a strong advocate for the expansive education movement, experiential learning models, service learning, the habits of minds initiative, the growth mindset, and an overarching teaching philosophy that incorporates learning dispositions as central to the educational experience. As Coordinator of the Center for Teaching Excellence (CTX) at Cerritos College, Dr. Betancourt developed an extensively vibrant program of professional learning opportunities for the entire college faculty.
Responses
The value of music education continues to be challenged in two areas:
- The current political climate has jeopardized DEIA initiatives. Diversity, Equitable access, and inclusion or cornerstones of music education.
- Professional development/education for future teachers, incoming teachers, and current teachers, is challenged with bringing cohesive, consistent, and collaborative experiences that underscore the value of the music education community toward a long healthy career.
The major challenges facing CMEA are three fold, including the two challenges mentioned on the much broader scale in question #1. In addition, AMS funding and resources continue to be jeopardized as implementation lacks a consistent approach and/or regional and district oversight.
CMEA response to these challenges can be numerous and could continue with the great work that CMEA has set in place with the Strategic Plan. Purposeful implementation of the plan allows for a considerable amount of overlap in addressing the three challenges outlined above:
CMEA’s core belief in equity and inclusion is being challenged. In response, the organization can continue to provide proactive support for DEIA initiatives by coordinating professional learning for diverse communities with diverse facilitators (SP-priority #2). CMEA can work proactively to connect regional DEIA representatives. Connecting DEIA and Mentorship Representatives from CMEA regions is a strategy that could benefit both initiatives.
The mentorship program can be underscored and expanded so that all members have the opportunity to benefit (SP-priority #3). Mentorship as applied to future, incoming, rookie, and veteran teachers would help address the teacher shortage, retention, and exiting that is being experienced in our profession. Supporting teachers includes providing them with resources, which can come in the form of strengthening relationships and building partnerships with organizations and industry partners (SP-priority #1).
In regards to resources, AMS is probably the largest long term opportunity that has been afforded to the arts in California. However, it has become evident that oversight and knowledge of process continues to be illusive. Support can be given to music educators state-wide by the continued monitoring of AMS while finding ways to support educators toward receiving appropriations. Proactive communication and information to members and non-members is imperative (SP-priority #3 & #4).
A final strategy that encompasses all the challenges is the continued advocacy through communication with membership, local and state level constituents, and at the national level through NafME. An important consideration is outreach to non-members.
Dr. Michelle McConkey
Biography
Dr. Michelle S. McConkey, is an associate professor of music education at California State University in Chico, California. Michelle received her doctorate degree from Arizona State University in Music Education. She completed a Master of Music degree at Brigham Young University in Music Education where she co-conducted the University Chorale. Michelle also completed a Bachelor of Music degree in Music Education from the Crane School of Music. She has completed Kodàly certification (levels I, II, and III) and has presented workshops and research sessions at various state and national conferences as well as local school districts.
Michelle has taught for over 20 years, including nine years in public and private schools as a general music specialist in New York State, Utah, and Arizona, and as an instructor and director for a local children’s choir. Currently she continues to work with children as part of a partnership between the local school district and the University.
Michelle’s research interest includes the health and wellness of undergraduate music education students, the relationship between music and the emotional development of children, and the music teacher’s role in that development as an emotional model. She has emerged as a leading researcher and notable author on music education and Social Emotional Learning. She is the author of Social Emotional Learning for the Pre-service and In-service Music Teacher: Your Wellbeing Matters.
Responses
I believe that music education is facing challenges in keeping up with all the ways to musick! We are beginning to see more contemporary music groups in schools, including rock bands and Mariachi. However, many teachers struggle with offering such classes because they don’t feel they have enough experience.
Another challenge facing music education is the different needs of TK-12 students. Student needs have always been changing, however, since the COVID pandemic and with the increase of accessible technology student interest, attention spans, mental health, and even fine motor dexterity has changed. Along with the change in student needs, I think that teacher needs have also changed. Teachers are not only responsible for teaching content, but are also faced with many other factors addressing our modern world.
One of the major challenges I see facing CMEA is the music teacher pipeline. With Prop. 28 funds available in the state, districts are looking to hire more music teachers. This is great news! However, we are also in a teacher shortage situation and so there are not enough qualified, credentialed teachers to fill the positions.
CMEA has begun to acknowledge contemporary ensembles at CASMEC and given them a space to perform and be seen. I think this should continue and even expand. I would also like to see CMEA offering workshops and training for teachers that might not feel confident or qualified to teach, but are interested in offering, such classes at their schools. This might encourage and hopefully allow teachers to see themselves and their students leading and musicking within such groups.
It is difficult to address the many growing and differing needs of TK-12 students. CMEA should continue to offer workshops related to those topics (ex. Trauma-informed pedagogy, SEL, UDL), calling on experts as well as teachers with extensive experience to help guide teachers on this journey. This can be done by partnering with other music teacher and state supported organizations (i.e. Kodàly, Orff, CBDA etc.). I do believe a forum and/or space to discuss these student changes are needed to support CA music teachers. To help with changing teacher needs, CMEA should focus attention on teacher wellbeing and resiliency.
For the teacher pipeline, I think that CMEA could encourage and promote more Tri-M chapters in the high schools and NAfME collegiate chapters in community colleges. Creating a space to connect Tri-M chapters with the collegiate NAfME chapters at both community colleges and 4-year colleges could help create a sense of community and belonging. It could also provide students with a clear path toward teaching music and supporting and cultivating strong leaders in our field. And the pipeline doesn’t stop at their first job, continued support for new and emerging music teachers is also important especially in rural and remote areas where a music teacher can feel isolated. Again, a focus of attention on teacher wellbeing and resiliency can help keep good teachers in the field for long successful careers.
Watch interviews with the two candidates for President here:
2026 CMEA Vice President Candidates
Ryan Duckworth
Biography
Ryan Duckworth is a music educator at Bloomington High School where his current course-load includes choral and music production classes. He holds a Masters in Music Education from Boston University and attended the University of Redlands for his undergraduate and credentialing work. He has been an Induction Coach for several music teachers in his district. Over his 25 year career, he has served in a variety of leadership roles including president of the San Bernardino County MEA and the CMEA Southeastern Section. For CMEA, he has been appointed as interim secretary (23-24), mentorship program chairperson (22-24), and served as Vice President (24-Current). He lives in Loma Linda with his wife, an elementary itinerant band teacher, daughter, a middle school singer and bassoonist, two guinea pigs and a cockatiel.
Responses
I am currently in my second year serving as Vice President of CMEA, which includes: supporting the quarterly publication of our digital magazine, managing our website, and facilitating our social media accounts. A two year term is just enough time to learn how to do the job, but not enough to implement truly meaningful improvements. In a second term, I will continue ensuring that systems are in place so our CMEA magazine follows two primary guidelines: something for everyone in every issue and that the content is relevant and useful to our members. Likewise, as our member’s social media preferences and routines have evolved, I want to refine the ways we present the opportunities and experiences that our members can access in their sections, across the state, and through NAfME, the nation. I hope to streamline and modernize the website with the goal of keeping it a useful tool for our membership. I look forward to continuing to serve as an advocate for music education and to expand opportunities for others to become more comfortable being effective advocates themselves. In short, I believe the best way to support CMEA’s vision and strategic plan is by focusing on serving our membership. Working alongside the other members of the CMEA Executive Board continues to be the most meaningful and rewarding part of my professional life and I am excited to have the opportunity to continue serving our members and our profession as your Vice President.
Dr. Jennifer Gee
Biography
Dr. Jenny Gee is an Associate Professor of Elementary General Music Education at San Diego State University (SDSU). Also, she currently serves as the Elementary Music (TK–5th/6th Grade) Representative for the California Music Educators Association and as the President of the College Music Society Southwest Chapter. At SDSU, she teaches undergraduate courses in elementary general music and music integration for future elementary teachers, while also acting as the faculty advisor for the SDSU National Association for Music Education Collegiate Chapter.
She holds a Ph.D. in Music Education from the University of Kansas, an Ed.S. in Elementary Administration from the University of Central Missouri, an M.A. in Arts Administration from the University of Missouri–Kansas City, a B.M. in Music Education from the University of Kansas, and a B.M. in Clarinet Performance from Wichita State University.
Her research focuses on preservice teacher preparation, particularly positive classroom management strategies and music integration in elementary settings. Her work has been published in the International Journal of Music Education, Journal of Music Teacher Education, Journal of Research in Music Education, Update: Applications of Research in Music Education, Visions of Research in Music Education, and the Journal of Education. She actively presents her research at state, national, and international conferences and is a certified Orff-Schulwerk educator.
Responses
If elected as Vice President of CMEA, I would like to expand accessible opportunities to connect through virtual forums, resource spotlights, and regional meet-ups, ensuring that elementary, secondary, and collegiate educators feel their voices are represented. For broader communities, I would like to build partnerships with caregivers, arts organizations, and local leaders by promoting the importance of music education. With policymakers, I will emphasize music education as essential to equity and student development; advocating for music education programs in our state to ensure sustainability and quality, while also highlighting research that connects music education to social-emotional learning, inclusion, and student engagement.
If chosen to represent CMEA as Vice President, I will also engage with the CMEA Magazine as a vital platform to unite our members and amplify our message. The magazine provides an opportunity to showcase teacher voices, highlight successful programs, share research-to-practice strategies, and communicate directly with educators, caregivers, and policymakers. By curating diverse perspectives and innovative ideas, the magazine can continue to serve as both a unifying resource and an advocacy tool.
2026 CMEA Secretary Candidates
Wendy Clemente
Biography
Wendy Clemente believes that all humans are musical and that early music experiences foster lifelong creativity. She has served as Lower School Music and Theater Costuming Educator at La Jolla Country Day School since 2003. A lifelong Californian, Ms. Clemente always knew she wanted to teach music. She grew up singing in church, began piano lessons at nine, and performed in musical theater and choral works throughout high school. After earning her degree in Music Education in 1992, she taught in Bozeman, Montana, before moving to San Diego in 1993 to teach K–12 general and choral music at Escondido Adventist Academy. A soprano and conductor, she has performed with the La Jolla Renaissance Singers, Bach Collegium–San Diego, and St. Paul’s Cathedral, among others. Named La Jolla Rotary Club Teacher of the Year in 2019, she also enjoys sewing, cooking vegetarian meals, reading, and traveling—especially to Disneyland—with her husband and two daughters.
Responses
Communication and collaboration must thrive on two fronts—digital and face-to-face. To strengthen our network, we should expand our social media presence and build regular connections with education leaders, both VAPA and non-VAPA, across districts, the county, and the state. Increasing engagement through Facebook and Instagram will boost visibility and connect us with more music educators. Consistent posting and outreach can introduce our programs to a broader audience and attract new members. Expanding email lists to include private school music teachers and church music directors will foster diversity and support young music graduates seeking employment. Establishing relationships with district and county leaders will help keep music education central in staffing and curriculum discussions. With a clear list of key stakeholders and shared outreach responsibilities, our efforts will be more manageable. A balanced digital and personal approach will ensure music education remains a valued, visible force in our community.
Emelynn Montoya
Biography
Emelynn Montoya (she/her) is currently teaching choir at Rolling Hills Middle School. She previously taught at Sierramont Middle School for 10 years. She earned a Bachelor’s of Music with a double emphasis in Music Education and Vocal Performance and a Master’s of Arts in Music Education from San Jose State University. She has sung with Choral Audacity, the San José State University Choraliers, SJSU Concert Choir, and West Valley College Masterworks Chorale in tours throughout California, Europe, and at Carnegie Hall. Emelynn serves as the Multicultural Music Representative for CMEA Bay Section as well as Secretary for CMEA. In her free time, Emelynn likes to bake, play video games, and read books.
Responses
It has been an honor to serve our membership as Secretary, and I hope to have the opportunity to continue supporting our mission. Strengthening communication and collaboration within CMEA begins with creating more intentional connections among our members, allied organizations, and community partners.
I will work to communicate across our sections by using accessible digital platforms, highlighting member voices, and ensuring that important updates reach every educator. I believe in celebrating the diverse work happening throughout our state and using those stories to inspire and unite our community.
Collaboration also means building stronger bridges—with local communities, arts organizations, and policymakers—to advocate collectively for music education as an essential part of every music student’s learning experience. By facilitating regular opportunities for dialogue and shared action between educators and decision-makers, we can ensure that our message—that every student deserves access to high-quality music education—remains strong and unified.
Together, through clear communication, shared purpose, and collaboration, we can continue advancing CMEA’s vision for a vibrant, inclusive, and equitable musical future for all California students.
CMEA Bylaw Revisions
The California Music Educators Association (CMEA) Board is recommending updates to our bylaws. The bylaws have been updated and aligned to our current mission and vision statements as outlined in our recent strategic plan. The roles and responsibilities of the CMEA Executive Board and Board of Directors have been clarified to reflect current practice, with additional minor revisions focused on streamlining procedures and updating terminology. Additionally, a change is proposed to shift the Executive Board officer transition from March/April to June/July in order to better align with the fiscal and legislative year and to provide a more intentional, guided handoff for incoming officers.
Members can view the most recently approved bylaws from 2020 and the proposed changes below.
New wording is highlighted in yellow. Words to be removed have been marked in strike-through.
Current Bylaws (Approved 2020)
Proposed Bylaws
National and Division Elections
CMEA members will also be able to vote in the elections for NAfME National Officers and the Western Division Leadership. You can learn more about those elections HERE. Watch your emails in January for the official ballot.