Congratulations to Our Newly Elected NCTE Members
Each year nominations are made by a nominating committee elected by the membership in the spring.
The 2017–2018 NCTE Nominating Committee members are Tonya Perry, University of Alabama at Birmingham, chair; Michelle Best, Austintown Local Schools, Ohio; Cheryl Golden, Seneca Ridge Middle School, Sterling, Virginia; Laura Gonzales, University of Texas at El Paso; Sara Pommarane, Indian Paintbrush Elementary School, Laramie, Wyoming; Kathy Short, University of Arizona, Tucson; and Kristen Hawley Turner, Drew University, Madison, New Jersey.
NCTE Executive Committee
For Vice President
The candidate elected to the post of vice president serves on the Executive Committee for four years, succeeding to the posts of president-elect, president, and past president. The vice president works principally on affiliate relations and serves as liaison with several Council committees.
The elected member will assume this role at the 2018 Annual Convention in November.
Alfredo Celedón Luján
Dean of students, teacher of English and study skills, Monte del Sol Charter School (Public); assistant to the director, —Bread Loaf School of English/Santa Fe; head basketball coach, Monte del Sol Charter School.
Formerly: Department Chair, humanities,Monte del Sol Charter School; teacher of English, Native American Prep School, Pojoaque Valley Schools; head coach, Native American Prep School, Santa Fe Prep School, Pojoaque Valley Schools; NCTE Executive Committee; Rainbow Strand Planning Committee; Secondary Section Steering Committee; Assembly for Rural Teachers of English; Commission on Literature; Chair, Committee on Racism and Bias; co-president, Monte del Sol-NEA.
Membership(s): NCTE, Latinx Caucus, NMCTE, NEA, New Mexico High School Coaches Association.
Award(s): NCTE’s Advancement for the People of Color Leadership Award (2017); New Mexico’s Golden Apple Award for Excellence in Teaching (2015); NEH Fellow (1985, 1989, 1990); Multi-Cultural Artist/Writer-in-Residence (Anchorage and Mat-Su School Districts, Alaska).
Publication(s): Participant in Annenberg/CPB documentary: The Expanding Canon: Teaching Multicultural Literature in High School; chapters in Deep Reading: Teaching Reading in the English Classroom; What is College Level Writing? Volumes I and II; Engaging American Novels; Courageous Leadership in Early Childhood Education, Making Sense—a Real World Rhetorical Reader; articles/ essays in English Journal, The Council Chronicle, Bread Loaf Teacher Network Magazine, Puerto del Sol, California English, New Mexico Humanities Review, Writers Without Borders, The Southwest Review.
Program Contribution(s): NCTE, NMCTE, NACS.
I believe that NCTE will continue to advocate for teacher and student rights to teach and to learn. NCTE will continue to serve its members with professional development opportunities and resources. NCTE will steward English Language Arts and Literacy in America. Past and current leadership teams have already been nurturing NCTE as the professional home of teachers of English, and they have advocated for Title I and Title II funding for public schools and Higher Education with their legislators in Washington D.C. Future leaders must carry on. I am prepared to serve NCTE in every way possible to achieve its vision: “… to advance access, power, agency, affiliation, and impact for all learners.”
NCTE has been my professional home for approximately 30 years. I was a first-year attendee at the Los Angeles conference, 1987. I had just graduated from Bread Loaf, and Ken Macrorie, one of my professors, would be presenting a workshop on “voice” there. I bought into NCTE at that conference, where I attended many remarkable concurrent sessions. A year or so later, my first proposal was accepted. Then I became a Rainbow Strand planner. After that, I served on several committees and also became a member of the Assembly for Rural Teachers of English. I joined the Latino (now Latinx) Caucus. The most recent two years (2015–17), I have served on the Executive Committee (EC). As a member of the EC, I witnessed many significant changes (i.e., the rebranding of the organization with a “Turn the Page” motif).
The “Turn the page” theme has brought new life and symbolic meaning to the organization. It motivates me as a member, educator, reader, writer, and collaborator. Yet, I also benefitted from the Kent Williamson era. In addition, I was fortunate to have been mentored by Dr. Sandra Gibbs, who championed under-represented literature, authors, and students. Dr. Dale Allender was also instrumental in my NCTE experience, thanks to his advocacy for the expanding canon. Because of them and other NCTE leaders, I have grown as an educator and advocate for social justice.
When I “turn the page” to NCTE’s website, I am instantly drawn to these words: “NCTE amplifies the voice of educators through personal connection, collaboration, and a shared mission to improve the teaching and learning of English and Language Arts at all levels.” I am always invigorated with new ideas and pedagogical strategies by being a member. In addition, resources like ReadWriteThink, NCTE Village, Web PD, the journals, and networking with affiliates must continue to be developed and expanded. Initiatives like Lead Ambassadors, Early Career Educators of Color, and NCTE Connects must continue to be cultivated as well.
One of the positions in my bio is Head Coach. Basketball and volleyball may not be directly related to English, but they certainly are linked to learning and leadership. In the forward to Developing Contemporary Literacies through Sports—A Guide for the English Classroom, NCTE’s 2017 Distinguished Service Award recipient, Peter Smagorinsky writes, “Sports involve great themes such as courage, resilience, loyalty, teamwork, responsibility, dedication, preparation, sportsmanship, and others that elevate the human soul.”
As a teacher of English and as a coach, I am eager to serve the leadership team, thus, NCTE members.
For Secondary Section Representative-at-Large
A representative-at-large serves for two years on the Executive Committee, advising on needs and interests of classroom teachers.
The elected member will assume this role at the 2018 Annual Convention in November.
Julia E. Torres
Teacher/teacher leader, Denver Center for International Studies, Montbello, CO; adjunct faculty/concurrent enrollment instructor, Community College of Aurora.
Formerly: Steering committee member, Superintendent’s African-American Equity Task Force, Denver Public Schools; president/vice president, Colorado Language Arts Society; AP Course Regional Advisor to the Office of College and Career Readiness, Denver Public Schools.
Membership(s): NCTE Standing Committee on Diversity and Inclusivity, NCTE.
Award(s): DPS Distinguished Teaching Award (2015–present)
Publication(s): Articles in Statement.
Program Contribution(s): NCTE, CLAS.
Position Statement: NCTE’s mission to enhance equity in education, while advancing the profession, necessitates the inclusion of voices of secondary classroom educators from diverse backgrounds with experience teaching in various settings. Leaders must forge a new path ahead, reimagining our identities as Language Arts educators, and supporting students in redefining academic excellence and intellectual curiosity in this age of digital literacy and multilingualism.
NCTE Nominating Committee
Elected members will assume these roles on September 1. Term to expire in August 2019.
A nominating committee member gives regional and teaching-level representation to the elective processes of the Council and helps to choose candidates for other posts as well as the nominating committee for the following year. The person receiving the most votes serves as chair.
Assistant professor, Elementary Education, Teachers College, Columbia University, New York; NCTE Research Foundation; chair, Literacy Research Association’s Ethnicity, Race, and Multilingualism Committee.
Formerly: NCTE Cultivating New Voices among Scholars of Color fellow; co-chair, Charlotte Huck Award for Outstanding Fiction for Children; Elementary Section Steering Committee; co-editor, Language Arts.
Membership(s): NCTE, AERA, LRA.
Award(s): Janet Emig Award; AERA Division K Early Career Award.
Publication(s): Articles in English Education; Equity and Excellence; The Reading Teacher; Language Arts; Journal of Early Childhood Teacher Education; English Journal.
Program Contribution(s): NCTE, AERA, LRA.
Position Statement: For more than a decade NCTE has been my professional home. I have served the organization in various capacities with a focus on advancing issues of equity, diversity, and social justice. I would like to serve on the Nominating Committee to help shape the future of this organization by seeking out colleagues who are collaborative, committed to equity and representation, seek to engage policymakers about the future of literacy education, and who are committed to supporting classroom teachers meet the needs of diverse learners.
Secondary ELAR specialist, Region 13 Education Service Center; team leader, Women’s Storybook Project of Texas.
Formerly: Curriculum instructional coach—ELAR (3rd–12th grade); middle school English teacher; middle and high school ELAR curriculum developer.
Membership(s): NCTE, ALAN, Heart of Texas Writing Project.
Program Contribution(s): NCTE, SIMA, Library and Literacy Summit—ESC13.
Position Statement: NCTE needs leaders who are willing to question the status quo. It is time to examine ourselves as an organization to see if we are truly embodying the beliefs we share with others. What are we doing to make sure that our teacher audience is as diverse and differentiated as our classroom populations? How can we truly create space for all voices to not just be raised, but to be heard? Where can we be more appreciative in our view of students and colleagues? These questions, and more, deserve the attention of NCTE.
English teacher (middle and high school); St. Michael’s Middle School, Richmond, VA; founder/editor at Moving Writers; consultant.
Publication(s): Writing With Mentors (Heinemann, 2015); Beyond Literary Analysis (Heinemann 2018); article in: Voices from the Middle.
Program Contribution(s): NCTE.
Position Statement: I believe in the power of choice, authenticity, and students’ voices in the reading and writing classroom. Further, I believe that writing instruction needs a stronger foothold in the progressive secondary education conversation. We have a lot of passion invested in reading instruction—it’s time for our focus to shift to writing. As I travel the country to work with teachers and students, I am constantly inspired by educators as they do the hard-and-transformative work of teaching authentic writing.
Professor, English education, University of Wisconsin-Milwaukee; site director, UWM Writing Project; NCTE Policy Analyst, Wisconsin.
Formerly: High school English teacher; MLA Executive Board, Division on the Teaching of Literature; Executive Board, Wisconsin Council of Teachers of English.
Membership(s): NCTE, CEE, NWP, ALAN, CEL, MLA.
Award(s): CEE Research Initiative Grant; UWM Distinguished Public Service.
Publication(s): Co-author, Secondary English Teacher Education in the United States; articles in English Education, English Journal, Contemporary Issues in Technology and Teacher Education, others.
Program Contribution(s): NCTE, CEE, NWP, MLA, CEL, others.
Position Statement: With forces that are external to our profession seeking to control public education in a way that does not serve all its students in all their diversity, it has become essential for organizations such as ours to bring together an empowered membership to direct the narrative that controls our professional lives. I will strive to find leadership for NCTE that represents our goals and our direction.
Practice professor, University of Pennsylvania; director, Philadelphia Writing Project.
Formerly: High school English teacher/administrator (20 years); NCTE Editorial Board Member (2010–2013); NCTE Secondary Section Steering Committee Chair (2006–2008).
Membership(s): NCTE, NWP, TCP, TFA Steering Committee, Penn GSE.
Award(s): William B. Castetter Alumni Award of Merit, Penn GSE (2016); NWP Hechinger Award (2002); Ralph C. Preston Award, Penn GSE (2007); Carnegie Academy for the Scholarship of Teaching and Learning Scholar (1999–2001).
Publication(s): Articles in: Language Arts, English Journal, NCTE Council Chronicle.
Program Contribution(s): NCTE, AERA, IRA.
Position Statement: NCTE needs nominating committee members who will select a slate of candidates who will represent the needs and interests of NCTE’s diverse teaching community.
Meet an NCTE Leader
Jocelyn A. Chadwick, NCTE President
Jocelyn A. Chadwick brings more than 30 years experience as a teacher, scholar, and author to the role of NCTE President. Spending the first ten years of her career as a high school English teacher, Chadwick went on to inspire young minds at higher learning institutions in Texas. She recently served as professor of English at Harvard University in the Graduate School of Education and is now a guest lecturer at Harvard. She is also a nationally recognized Mark Twain scholar.