About the 2019 Candidates

 

The biographical information concerning the nominees’ past and present service to NCTE was supplied by the candidates. At the request of the NCTE Executive Committee, candidates for vice president submitted expanded biographical information and position statements. Names on the ballot are presented in random order.

Each year nominations are made by a nominating committee elected by the membership in the spring. The 2018-2019 NCTE Nominating Committee members are Detra Price-Dennis, Teachers College, Columbia University, New York, New York, chair; Megan Beth Hedgecock, Region 13 Education Service Center, Austin, Texas; Doug Hesse, University of Denver, Colorado; Ewa McGrail, Georgia State University, Atlanta; Donna L. Pasternak, University of Wisconsin, Milwaukee; Rebecca Sipe, Eastern Michigan University, Ypsilanti; and Diane R. Waff, University of Pennsylvania, Philadelphia.

View candidate bios below.

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.

Renée and Richard Goldman Dean and professor, school of education, University of Pittsburgh; executive member, AERA Consortium of University and Research Institutions; cochair, Remake Learning Council
Formerly: professor of literacy studies, associate dean, Ohio State University; assistant professor, literacy studies, Teachers College-Columbia University
Membership(s): NCTE, CEE, AERA, LRA
Award(s): NCTE Advancement of People of Color Leadership Award, AERA Outstanding Book of the Year Award, NCTE Rewey Belle Inglis Award for Outstanding Women in English Education
Publication(s): Articles in American Educational Research Journal; CCC’s, Departures in Critical Qualitative Research; English Education; English Journal; English Teaching: Practice and Critique; Gender and Education; Meridians: Feminism, Race, Transnationalism; Research in the Teaching of English; Theory into Practice; Written Communication; chapters on literacies and equity in: Adolescent Literacies: A Handbook of Practice-Based Research; Celebrating Twenty Years of Black Girlhood: The Lauryn Hill Reader; Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World; Handbook of Writing Research; Routledge Handbook of Literacy Studies; SAGE Guide to Curriculum in Education; books including: Harlem on Our Minds: Place, Race, and the Literacies of Urban Youth; Crossing Boundaries—Teaching and Learning with Urban Youth; June Jordan: Her Life and Letters
Program Contributions(s): NCTE, AERA, CCCC, LRA, NCTEAR, ELATE, International Congress of Qualitative Inquiry

Position Statement: We are at a time when colleges, departments, and schools of education are increasingly being blamed for not adequately preparing teaching candidates to successfully work inside schools. We are also at a time when the important pedagogical approaches and scholarly contributions of English language arts educators are not being fully considered in public discussions about eradicating educational inequities and addressing social inequalities. Pair these with the painful reality that educators are not being fully recognized for working around the clock to ensure students receive the type of education they deserve: a justice-centered education guided by love, care, and humanization.

As English language arts educators, researchers, leaders, and change agents, we must remain hopeful. We must remain committed to engaging teaching from justice-centered perspectives that encourage us to enhance existing, imagine new, and make space for multiple learning opportunities with colleagues and with students and their families. This is a commitment that NCTE has helped to shape within my teaching, learning, and scholarly endeavors, and it is a commitment I hope to build on in my continued service to our professional organization.

Being a member of NCTE for more than 20 years has allowed me to better understand the importance of standing in solidarity with others and advocating for justice and equity in education. While this work is not easy, English language arts educators know that this work is necessary. This work helps us to interrupt the symbolic violence and pain that result when voices and stories, especially those of our students, are marginalized and colonized. As bell hooks writes in “marginality as site of resistance,” we must refuse the tendency to say to others that there is “no need to hear your voice when I can talk about you better than you can speak about yourself. No need to hear your voice. Only tell me about your pain.”

We know we must refuse the tendency to say to students, “I want to know your story. And then I will tell it back to you in a new way. Tell it back to you in such a way that it has become mine, my own.” As we reject this tendency, let us (re)commit to teaching and learning from loving perspectives, and let us work as a National Council of Teachers of English to embrace educational equity … for and with love!

NCTE has helped me to engage in this work. From my service on NCTE commissions and committees to editing a column for the English Journal to serving as chair of the Standing Committee on Research, I remain committed to NCTE. As a former fellow and former director of NCTE’s Cultivating New Voices Among Scholars of Color (CNV) program, I am thankful for the role NCTE has played in my professional life and the way NCTE has cultivated lifelong relationships with colleagues I might have never met.

It would be my honor to engage in the important work of NCTE by serving as a member of the leadership team. I believe that we can and we will fulfill the promise of NCTE, which, for me, includes our willingness to ignite learning, teach with and for dignity, commit to educational equity, and lead with integrity. I do these things in solidarity and with love.

Founder/head of school, Inspiring Future Educators Academy of Teaching & Technology, Atlanta, GA
Formerly: English department chair and lead instructional technology teacher, Mt. Zion High School, Jonesboro, GA; NCTE Executive Committee (2014–18), Secondary Section Representative-At-Large (2014–16), Secondary Section Steering Committee Chair (2016–18); Secondary Steering Committee Member (2018–19); Early Career Educator of Color Awards Mentor (2010–14); NCTE/CAEP Program Reviewer (2010–19); Secondary Section Nominating Committee Chair (2009)
Membership(s): NCTE, Black Caucus, GCTE (Executive Board, 2015–19), NEA, SITE, AACE, E-Learn, iNACOL
Award(s): NCTE’s Early Career Leader of Color Award (2008); ISKME OER Fellow (2010); Georgia’s National Milken Educator (2011); Lowell Milken Center Fellow (2012); NEH Fellow (2013, 2015, 2018)
Publication(s): English Journal, Huffington Post, The New York Times, ASCD, PBS Learning Matters, Something Within Me: My Journey from Wounded to Warrior of Light (autobiography)
Program Contribution(s): NCTE, GCTE, SITE, iNACOL, E-Learn, College Board

Position Statement:

“There are years that ask questions and years that answer.” (Zora Neale Hurston, Their Eyes Were Watching God)

As the professional home of literacy educators across the United States and beyond, NCTE is uniquely positioned to play the leading role in guiding our members toward the weighty work of reflection and transformation. For many of us, 2018 was a year that asked questions—painful, terrible questions. These questions asked us (1) who we are as a nation; (2) where we are as a profession; and most importantly, (3) what kind of people we want to be. Entering 2019, we must be resolute like never before: firmly fixated on a future filled with promise and possibility. For us all, this must be a year of answers.

Reflecting upon my 12 years of NCTE membership, I am both nostalgic and hopeful. While I long for the days when I believed I knew exactly what it meant to be an English teacher, I am dedicated to witnessing the day when our organization truly evolves into the inclusive, anti-biased, anti-racist space we position ourselves to be. The voice of membership’s perturbation grows increasingly stronger each day. This voice cries out for governance that exhibits transparency, accessibility, and accountability. It cries out for leadership opportunities and professional development experiences that wholeheartedly celebrate diversity.

Like leadership guru John Maxwell, I believe that “to add value to others, one must first value others.” This valuation of others must be a lifestyle, not a sound bite. Specifically, it necessitates openly embracing our colleagues in urban, rural, ESL, alternate certification, and exceptional students spaces by developing sustainable measures to ensure that all members’ voices are carefully considered in the policymaking process at every level of the Council. For instance, one area where we continue to experience challenges regarding the valuation of members’ voices is in the planning and execution of our Annual Convention. Diverse voices and opinions are vital throughout the entire process; however, they are crucial during the proposal review and program selection stages. One simple way to accomplish this task is by ensuring that the phenomenal work of our many SIGs is prominently highlighted among our featured sessions.

Perhaps naively, I truly believe that we can “Turn the Page” on how we do things without compromising our legacy. I believe that, collaboratively, we can create a sacred space wherein our Council’s legacy of professional growth and development is equally aligned with our membership’s need for agency, advocacy, and change. I believe that, by challenging ourselves to show up each and every day with humility and authenticity, we honor the emancipatory spirit of our vocation and invite our beloved students to do the same. I believe, as Mollie Marti posits, that “a noble leader answers not to the trumpet calls of self-promotion, but to the hushed whispers of necessity” and that our “greatest path of influence is love.” For these reasons and countless others, I would be honored to serve as your NCTE Vice President.

Finally, in alignment with this year’s convention theme of Spirited Inquiry, I summon us all to dig deeper—to find the best, highest, most authentic versions of ourselves. May we meet the challenges lying before us with uncompromising empathy, compassion, courage, curiosity, joy, and hope. Above all else, may we find the strength to remain tenacious in our teaching, eagerly anticipating that the best is yet to come because this is our year to reclaim the passion and the power within ourselves and within our organization. The answers we seek are already within us. May we find the courage to ask the right questions.

For Elementary Section Representative-at-Large

(one to be elected; term to expire November 2021)

A representative-at-large serves for two years on the Executive Committee, advising on needs and interests of classroom teachers.

First grade teacher, Shades Mountain Elementary, Birmingham, AL
Formerly: K–6 classroom teacher, Birmingham, AL, New York, NY, and Bronxville, NY
Membership(s): NCTE
Award(s): NCTE Donald Graves Award for the Teaching of Writing (2007); Alabama Teacher of the Year (2015), National Teacher of the Year Finalist (2015)
Publication(s): Of Primary Importance: What’s Essential in Teaching Young Writers
Program Contribution(s) NCTE, Alabama Literacy Conference, Mid-South Literacy Conference, Alabama Education Technology Conference, Dublin Literacy Conference

Position Statement: NCTE is my professional life source. Decades of learning from NCTE mentors have transformed my teaching. The organization has ignited a fire for advocacy, bravery, and a two-hands-on-the-shoulders urgency in my work toward the eradication of racism, discrimination, and bigotry in the profession. I strive to be the professional who does right by kids, honors the legacy of the leaders who’ve gone before us in this organization, and brings forth the new generation of leaders and learners changing our world and NCTE for the better.

2nd/3rd Grade classroom teacher, Columbia, SC; adjunct professor, University of South Carolina
Formerly: adjunct professor, Columbia College
Membership(s): NCTE, Whole Language Umbrella, Early Childhood Education Assembly
Publication(s): Language Arts
Program Contribution(s): NCTE, SCCTE, WLU Literacies for All Summer Institute

Position Statement: I believe educators have a responsibility to advocate at every level for their students, their communities, and their profession. For too long, key decisions concerning education have been made by politicians with little‑to‑no understanding of our needs. For this reason, I am so thankful for the work NCTE continues to do each year at the local and federal levels in support of educators. As an Elementary Representative‑at‑Large, I will provide a strong voice on behalf of all teachers to ensure we renew this commitment to teacher autonomy and authentic practices designed not only to support student learning but to achieve greater equity and justice within our communities.

For Middle Level Section Representative-at-Large

(one to be elected; term to expire November 2021)

A representative-at-large serves for two years on the Executive Committee, advising on needs and interests of classroom teachers.

Middle school English teacher, campus instructional leadership team, new teacher mentor, The Joe Barnhart Academy, Beeville, TX
Formerly: English teacher, grades 4–8 (12 years), Teacher liaison PTO
Membership(s): NCTE
Award(s): NCTE Middle Level Educator Award (2018), TCTELA Middle Level Educator Award (2019)
Program Contribution(s): TEKSCON 2018

Position Statement: Once I found out about NCTE, I realized how much I missed out not knowing about such a varied network of support, yet a network that shares the same heart. Every leader within NCTE should continue to reach out to educators and help meet the needs that vary from every walk of life, teachers and students included. Leaders should have a current grasp of our learners today and our digital world that cannot be avoided in education. We can no longer shut the doors and demand results from our learners; instead, learning should be an experience for all and NCTE should be the organization to light the way.

Founding humanities educator, U School, Philadelphia, PA; core leader TAG Philly, board member Media Mobilizing Project
Formerly: NCTE Resolutions Committee; Middle Level Section Nominating Committee Chair, Yale National Initiative; Peace Corps, Botswana; Teacher Hero, National Liberty Museum, NEH Fellow, Fulbright Hayes–Teacher Exchange (Russia)
Publication(s): Voices from the Middle, NCTE Common Ground, Yale National Initiative, Heinemann digital campus
Program Contribution(s): NCTE, NAMLE, Univ of PA Ethnography Forum, EduCon

Position Statement: NCTE needs transformative and connected leaders to advocate for equity and the expansion of literacy education to include digital and multimodal competencies. It is important that NCTE is positioned to prepare students to thrive in our ever dynamic 21st-century global society.

Trustees of the Research Foundation

(three to be elected; term to expire November 2022)

A trustee of the Research Foundation serves for a three-year term, passes judgment on research proposals received from the field, and manages fiscal resources of the Foundation.

Associate professor, English education, University of Delaware.
Formerly: High school English teacher, NWP fellow, college writing center director, student teaching mentor, ELATE Executive Committee, ELATE Janet Emig Award chair
Membership(s): AERA, ELATE, ELATE Commission on Social Justice in Teacher Education, LRA, NCTE
Award(s): ELATE Research Initiative Award, UD Trabant Award for Women’s Equity, NCTE Research Foundation Grant, NCTE Promising Researcher Award
Publication(s): The Power of Teacher Talk: Promoting Equity and Retention through Student Interactions; articles in English Education, English Journal, English Leadership Quarterly, Teacher Education Quarterly, Teachers College Record
Program Contribution(s): AERA, ELATE, LRA, NCTE, NCTEAR

Position Statement: The Research Foundation comprises a critical component of NCTE, as it serves as a greenhouse for nurturing the nascent scholarship that will shape the theory and practice of English education across—and beyond—the country. As a Trustee of the Research Foundation, I will support critical scholarship that promotes equity and diversity and that uplifts members of marginalized communities.

Distinguished professor of English, Utah State University; CCCC Committee on Undergraduate Research
Formerly: Associate vice president for research; NCTE Editorial Board; founding board member and executive secretary, International Writing Centers Association
Membership(s): NCTE, CCCC, CWPA, IWCA, UCTE
Award(s): Carnegie/CASE Professor of the Year—Utah, Council on Undergraduate Research Fellow, USU Career Research Award
Publication(s): 13 authored/edited books, including Researching Writing: An Introduction to Research Methods; Undergraduate Research in English Studies (with Laurie Grobman); Undergraduate Research Offices & Programs.

Position Statement: In almost 40 years as an NCTE member, I have come to these beliefs, which I would bring with me as a Trustee: research enriches our practice as teachers; engaging in authentic research can have a transformative effect on all students at all levels; research must be conducted with the highest ethical standards; research has the power to communicate the importance of English/language arts to our diverse audiences.

Associate dean of liberal arts and sciences, professor of English and writing studies, ALP faculty fellow, Big Ten Academic Alliance, University of Illinois, Urbana-Champaign
Formerly: Editor, College English (2012–17), CCCC Executive Committee (2008–11), CCCC Nominating Committee (2011–12)
Publication(s): Reframing the Subject, University of Pittsburgh Press; To Know Her Own History, University of Pittsburgh Press; articles in College Composition and Communication, Writing Program Administration Journal, College English, Rhetoric Review, Composition Studies.
Program Contribution(s): CCCC, NCTE, RSA, Watson, MLA, WPA

Professor and Brackenridge Endowed Chair in Literature and the Humanities, UTSA; Linguistic Society of America Program Committee; American Dialect Society Nominating Committee
Formerly: AERA Division C New Faculty Mentoring Program Chair; AERA Research Focus on Black Education SIG Chair; CCCC Stage 3 Reviewer
Memberships: NCTE, NWSA, SOTA, TAA, AERA, APA, CRSEA, AAA, ADS, IGALA, LSA, NWAV
Awards: Ford Foundation Fellow, Andrew W. Mellon Fellow, Phi Beta Kappa, Phi Kappa Phi
Publications: Oxford Handbook of African American Language; African American Women’s Language; Sista, Speak! Black Women Kinfolk Talk about Language and Literacy.
Program Contributions: CCCC, NCTE, IRA, AERA, APA, CRSEA, ADS, LSA, NWAV, SECOL

Position Statement: My goal is to be a beacon of inclusive excellence and diversity for NCTE mission and goals for its varied scholars and educators. I will use my variety of leadership and research experiences to serve and guide NCTE in its mission and goals for research and pedagogical excellence.

Associate professor of teacher education, California State University, Long Beach; cofacilitator, NCTE Asian/Asian American Caucus; social scholar, AERA Writing and Literacies SIG
Formerly: Codirector/teacher consultant, BAWP; middle school English teacher/district literacy coach.
Membership(s): NCTE; NCTE Asian/Asian American Caucus; LRA; AERA Division K; AERA Writing and Literacies SIG
Award(s): Transformative Teacher‑Educator Fellow
Publication(s): Articles in English Teaching: Practice & Critique; English Journal; California English; Contemporary Issues in Technology and Teacher Education.
Program Contribution(s): NCTE, CATE, AERA, LRA

Position Statement: The NCTE Research Foundation has a rich history of incorporating diverse scholars’ voices to deepen our knowledge of language, literacy, and cultural studies across P–20 spaces. In these perilous times of political, ideological, racist, and linguistic attacks on researchers and research, teachers and teaching, youth and learning, I would use my place on the Trustee board to continue moving NCTE’s work forward, in coalition, supporting innovative, equity-focused, methodologically diverse researchers and research that make a difference in classrooms and with youth, centering voices that are too often silenced or dismissed in larger conversations.

Assistant professor, language and literacy, AERA Division G cochair, multiple language and literacy section, Michigan State University.
Formerly: secondary English teacher; guest coeditor, English Education; lead guest coeditor, Journal of Literacy Research.
Membership(s): NCTE, AERA
Award(s): Cultivating New Voices Among Scholars of Color Fellow, Promising Researcher Award, Edwin M. Hopkins Award
Publication(s): Articles in English Education, English Journal, Urban Review, Research in the Teaching of English, Journal of Literacy Research; coeditor, Journal of Negro Education; Literacy Research: Theory, Method, and Practice
Program Contribution(s): NCTE, LRA, AERA

Position Statement: As a Black male scholar-activist, my classroom and research reflect the autobiographical. That is, my racialized, classed, and gendered selves impact who I am as a scholar-activist—they cannot be detached. My commitment to equity, diversity, and inclusion extends through my research, teaching, service, and outreach. I am centrally concerned with equipping students, youth, faculty and staff, and communities to embrace a radical imagination where we (re)imagine the world not as it currently is but what it has the potential to become.

NCTE Nominating Committee

(one to be elected from each group, term to expire in August 2020)

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.

Group A – College Section

Associate professor, Queens College Graduate Center; codirector, English education; NCTE Standing Committee on Research
Formerly: High school English teacher, assistant principal; JAAL Editorial Board, Language Arts Review Board; CEE Early Career Award Committee; AERA Teacher Education Division Travel Award Committee
Membership(s): NCTE, LRA, AERA, ELATE Commission, Social Justice, Dismantling School‑to‑Prison Pipeline
Award(s): NCTE CNV Fellow, AERA and AATC Dissertation Awards, CEE Research Grant, Queens College Presidential Teaching Award
Publication(s): JAAL, English Journal, English Leadership Quarterly, Review of Research in Education, American Educational Research Journal; coauthor, Policy, Professionalization, Privatization, and Performance Assessment
Program Contribution(s): NCTE, LRA, AERA, AATC, AAACS

 

Position Statement: As a member of NCTE since 1998 in various capacities, I value the role of its critical leadership in English education and in my own teaching and scholarship. I would like to serve on the Nominating Committee in order to contribute, in collaboration with colleagues, toward recruiting officers who will also seek to promote critical dialogue and social justice in our field during challenging local and national sociopolitical contexts.

Professor of English, Stony Brook University (SUNY); NCTE Convention Planner
Formerly: ELATE (CEE) Executive Board, English Journal editor
Membership(s): NCTE, ELATE, ELATE Commission on Writing Teacher Education, ELATE Commission on Early Career Teacher Education
Publication(s): Coauthor, Continuing the Journey 2: Becoming a Better Teacher of Authentic Writing; Continuing the Journey: Becoming a Better Teacher of Literary and Informational Text; Making the Journey: Being and Becoming a Better Teacher of English Language Arts
Program Contribution(s): NCTE, CCCC, RSA, NYSEC

Position Statement: NCTE needs leaders who will harness the energy of the organization to support and empower teachers and students in English Language Arts, pre–K through college. These leaders should acknowledge unearned privilege and empower the voices of marginalized students and colleagues and increase all members’ knowledge in underappreciated areas. As always, our first priority must be to increase the writing, reading, speaking, and listening abilities (all broadly defined) of all ELA students, and our leaders must have the knowledge, talent, energy, ethics, and disposition to meet that priority with strength and integrity. Leaders must recognize the perspectives of all members and ensure a vibrant, cohesive future for NCTE.

Associate professor, English education, graduate school of education and allied professions, Connecticut Writing Project director (2011–present), Fairfield University, CT
Formerly: High school English educator, Louisville, KY (1997–07); National Writing Project, (2002–present)
Membership(s): NCTE, NWP, NCTEAR, LRA
Awards: Divergent Award for Excellence in 21st-Century Literacies (2018); Elizabeth M. Pfriem Civic Leadership Award (2017); George E. Lang Award (2017); President’s Innovation Award for Community Engagement and Service (2016); Martin Luther King Jr. Vision Award (2016); Cicero-North Syracuse Wall of Distinction (2013); Syracuse University Doctoral Prize for Outstanding Research (2012)
Publication(s): Articles in English in Texas; Study & Scrutiny; Teaching/Writing: The Journal of Writing Teacher Education; The ALAN Review; book chapters from Routledge, Rowman & Littlefield, Multicultural Matters, NCTE, SUNY Press
Program Contribution(s): NCTE, NWP, LRA, NCTEAR, TESOL

Position Statement: My goal is to select candidates who represent the pastiche of NCTE’s diverse literacy community.

Group B – Secondary Section

TCTELA PD2 Teach Ad Hoc chair, CTCTE NCTE Liaison
Formerly: NCTE Secondary Representative‑at‑Large; NCTE Nominating Committee; SCOA Region 6 Representative; TCTELA president; coeditor, English in Texas; high school English teacher; instructional partner
Membership(s): NCTE, CEL, TCTELA, CTCTE, NWP, ASCD, ILA, Texas Association of Literacy Educators, Delta Kappa Gamma
Award(s): TCTELA Edmund J. Farrell Lifetime Achievement Award, Teacher of the Year Westlake High School, NWP Fellow-Greater Houston Area Writing Project
Publication(s): English in Texas, Texas Voices.
Program Contribution(s): TCTELA, NCTE, NWP

Position Statement: As a member of the NCTE Nominating Committee, I would seek to nominate leaders who will bring diverse voices to the discussions and decisions affecting our members and all other English language arts educators, leaders who will help guide our constant improvement as an organization as we continue to increase our public voice and our professional presence. I would also seek to nominate leaders who are interested in developing, with other educators, our organization’s culture of support, professionalism, agency, equity, and engagement.

ELA teacher, Columbus High School, MT; College, Career, & Community Writers Program (C3WP) leadership team, National Writing Project
Formerly: Project Outreach leadership team, National Writing Project; NAEP Panelist (2011)
Membership(s): NCTE, NWP, NNSTOY
Award(s): Montana Teacher of the Year Finalist (2015); Teresa Veltkamp Advocacy Award for Excellence in Indian Education for All, Montana Office of Public Instruction (2015)
Publication(s): Article in English Journal; blog post for Education Week; blog post for US Department of Education Voices From The Classroom
Program Contribution(s): NCTE NWP, CEL

Position Statement: NCTE needs leaders who value diversity, expanding the network, and connecting NCTE to other like‑minded networks. It’s especially important for NCTE to promote leaders who will shape a new era of ELA instruction, creating a positive impact on our national dialogue for years to come and elevating voices in our field focused on teaching students to value facts, truth, and decency in public discourse.

High school ESOL and Newcomer teacher, Lewisville High School Harmon Campus, Lewisville, TX
Membership(s): NCTE, North Texas Council for Teachers of English Language Arts, North Star of Texas Writing Project
Award(s): Teacher of the Year, Lewisville High School Harmon (2012), Texas Council of Teachers of Language Arts Teacher of the Year (2016)
Publication(s): “My Life, My Stories: Reading, Writing, and Belonging in the ESL Classroom” English Journal

Position Statement: As a teacher and advocate of culturally and linguistically diverse students, I am committed to advocating for educators to view linguistically diverse learners through an asset lens. I believe we should leverage students’ cultures and lived experiences in the classroom. As a member of NCTE’s nominating committee, I will strive to advance the participation of culturally linguistically diverse secondary educators in leadership roles within NCTE.

Group C – Elementary Section

First grade teacher, Slate Hill Elementary School, Worthington, OH
Formerly: Second grade teacher (3 years); NCTE Elementary Lead Ambassador
Membership(s): NCTE, OCTELA
Award(s): NCTE Affiliate Leadership Development Award (2016)
Publication(s): Creativity Does Not Equal Art Skill, The Robb Review; Giving Myself Time, Teach Write Blog; Building Writers, Not Scribes, EduCarter Blog
Program Contribution(s): NCTE, OCTELA, OWP

Position Statement: I am honored to call NCTE my professional home. The connections I’ve made over the past few years with colleagues around the world have positively impacted my teaching practices. From discussions of equity, diversity, and social justice for classrooms, to implementing LGBTQIA texts in the elementary classroom, the conversations have been more than profound. My focus as one of the nominating committee members will be to inspire all educators to see NCTE as their professional home to collaborate and communicate diverse topics and issues in a positive light, keeping what is best for all children at the center of the conversations.

Professor, Ohio State University; NCTE: Revise NCTE position statement On Reading, Learning to Read, and Effective Reading Instruction
Formerly: Chair, Commission of Language; Associate editor, Language Arts; Journal of Literacy Research
Membership(s)/ Program Contribution(s): NCTE, Early Childhood Assembly, AERA, LRA
Award: Bandy Hedden Pedagogical Leadership Award, OH Dept of Ed (2012)
Publication(s): coeditor, Affirming Students’ Right to Their Own Language: Bridging Language Policies and Pedagogical Practices; articles in Language Arts, International Journal of Early Childhood Education, Pedagogies, Journal of Language, Identity, and Education.

Position Statement: NCTE has been a strong force in supporting the work of language and literacy teachers as they pursue justice and equity for all students and their families. These are hard times for teachers. As an early childhood/elementary educator and researcher, I believe we need NCTE leaders that represent diverse communities and perspectives who will be strong voices for education and for the strengths and promise all children bring to early childhood/elementary classrooms.

Third grade teacher, Campbell K–7, OH; adjunct faculty, teacher education, Youngstown State University, OCTELA conference planner
Formerly: literacy coach K–12; first grade teacher; president, OCTELA; president, MVC-IRA
Membership(s): NCTE, OCTELA, IRA/ILA, MVCIRA/MVCOLA
Award(s): OCTELA ELA Elementary Teacher of the Year, MVCIRA Celebrate Literacy Award, Outstanding Educator, Beeghly College of Education, Youngstown State University
Publications(s): Ohio Voices, OCTELA Newsletter, Ohio Resource Center Adolescent Literacy in Perspective, Ohio Journal of English Language Arts
Program Contribution(s): NCTE, OCTELA, MVCIRA, MVCOLA

Position Statement: As a member of the Nominating Committee, I believe my responsibilities lie in the consideration of all teachers ensuring that every culture, race, and gender is considered for all nominations. Diversity is the cornerstone of our schools and society, and it is most important that our students have role-model teachers who include diversity as well as excellence. It is my pledge to help create a slate of candidates that has the standards of NCTE as well as multicultural candidates that will represent the needs of NCTE’s diverse teaching and learning community.

Group D – Middle Level Section

Digital teacher librarian, West Jefferson Middle School, CO; Technology Committee chair, West Jefferson Middle School; executive treasurer/secretary, Colorado Language Arts Society
Formerly: Middle school ELA teacher (10 years), Middle Level Section Steering Committee (2013–17), president, Colorado Language Arts Society (2010–11)
Membership(s): NCTE, CLAS
Publication(s): Articles in Voices from the Middle; CLAS: Currents
Program Contribution(s): NCTE, CLAS, Get Your Tech On

Position Statement: NCTE represents a myriad of teacher voices, and those voices should be represented in the many venues provided by NCTE. Finding energetic and passionate leaders is a must for keeping NCTE at the forefront of English language arts education. I would be honored to help find those voices.

Middle school social studies instructor, Holmes Junior High School, IA
Formerly: English teacher and instructional coach; ICTE conference chair, president, NCTE liaison; NCTE Local Engagement Committee; Voices from the Middle: peer reviewer; ALAN: Iowa Representative & Walden Award Committee
Membership(s): ICTE, NCTE, ALAN, ICSS, NGSS, NEA
Award(s): NCTE Affiliate Award; President’s Award, ICTE
Publication(s): coauthor, “Socratic Learning Conversations: Ancient Practice Meets New Technology,” in Toward a More Visual Literacy: Shifting the Paradigm with Digital Tools and Young Adult Literature
Program Contribution(s): ICTE, NCTE, NALS, ICSS, NCEA, NMSA

Position Statement: NCTE has been my guide-on-the-side nearly all my teaching career, providing a beacon of truth and vision of hope for creating student and teacher success in language arts. Equitable access to literacies of power and appreciation of divergent thought are paramount in our current political climate. Nominations must champion these causes. Our future depends on it.

Assistant professor, literacy studies, professional development school liaison, University of Wisconsin, La Crosse
Formerly: High school English teacher
Membership(s): NCTE, ILA, WCTE
Award(s): UW‑System, Wisconsin Teaching Fellow (2017–18); NAPDS/ATE Clinical Fellow (2019); National Writing Project Fellow, Greater Madison Writing Project (2012)
Publication(s): English Journal, Wisconsin English Journal, Wisconsin State Reading Association Journal
Program Contribution(s): WCTE, WSRA, ILA

Position Statement: In this time of hyperpolarization, deliberations on what counts as best practice for writing, reading, and literacy remains as essential today as they were during the struggle out of which NCTE was founded. As a teacher educator and a Professional Development School (PDS) liaison, I remain acutely aware of the challenges and opportunities related to the current emphases on reading, writing, speaking, and listening within and across content areas. On behalf of the organization’s mission, I am committed to identifying and cultivating leadership dedicated to empowering teachers as they prepare the future to read, write, and represent the word and the world.

Group E – Elementary Section

Director, world-class teacher program, University of Southern Mississippi; director, South Mississippi Writing Project; national facilitator PBS TeacherLine; national leadership team, National Writing Project’s College, Career, and Community Writers Program
Formerly: Elementary teacher (20 years), district literacy specialist (3 years)
Membership(s): NCTE, ILA
Award(s): Smith County Teacher of the Year (2006)
Program Contribution(s): NCTE, NWP, MRA

Position Statement: The widespread use of a remedial approach to literacy in high poverty schools and the increasing lack of teacher autonomy have created both a literacy crisis and a professional crisis in our nation. As a member of the Nominating Committee, I would work to ensure the nomination of colleagues committed to empowering and supporting teachers as they take on the challenge of ensuring equity, access, and the appreciation of diversity for all our nation’s students.

Diversity, Equity, and Poverty resource teacher, Jefferson County Public Schools, Louisville, KY.
Formerly: Itinerant elementary teacher of African American history, kindergarten teacher (14 years)
Membership(s): NCTE ECEA, PDCRT Cohort II
Award(s): Social Justice in Education Award, ECEA of NCTE (2018)
Program Contribution(s): ECET2 KY Equity Conference, 2018 Multicultural Education Conference, Sacramento State; The Day of Early Childhood, Atlanta 2016 (closing keynote speaker)

Position Statement: It is important that NCTE pull together with teacher‑leaders to change systems of injustice. Being a Black teacher who taught kindergarten, an itinerant class focusing on African American history, and currently as a teacher‑leader in a large school system, I’ll bring expertise to the nominating committee. Building professional communities and boldly speaking out against racism in our educational systems are what is needed to support educators to teach in anti‑racist ways.

Librarian and teacher consultant, Fairfield Preparatory Middle School, AL
Membership(s): NCTE, AERA, ASLA, AASL, NAEYC, IDA, FEA, AEA, NEA
Award(s): Phi Kappa Phi Honor Society, University of Alabama at Birmingham; Teacher of the Year, Fairfield High School; Best All-Around Educator, Robinson Elementary School; Cum Laude Honor, University of Montevallo; Alpha Lambda Delta Senior Award, University of Montevallo; Kappa Delta Pi Education Honor Society; Golden Key National Honor Society; Alpha Lambda Delta Freshman Honor Society; Dean’s List, University of Montevallo
Program Contribution(s): NCTE

Position Statement: My current position on the education of children centers around the importance of literacy with an emphasis on dyslexia identification and equity for all learners utilizing culturally responsive practices. Leaders in the areas of literacy and multicultural education include Luis Moll, Mariana Souto-Manning, Paul Grski, Urie Bronfenbrenner, Sally Shaywitz, and others. Their work and research have been instrumental in improving current practices and transforming school environments into safe, inclusive, and culturally relevant systems of learning. It is important, necessary, and critical to advance these tenets as I work to improve literacy, advocate for learners with dyslexia, and embody the principles of culturally responsive pedagogy.