Affiliates 

 

NYS English Council @nysec_tweets 

Join us this Saturday 4/21 from 9:30-10:30 am for our second Reflecting & Rejuvenating

 

Ohio Council of Teachers of English Language Arts 

Episode 2 of Speaking and Listening, OCTELA’s official podcast, is now available.

Listen to “Lester Laminack, Pt 1” on SoundCloud:

https://soundcloud.com/octela/episode-2-lester-laminack-pt-1

 

Maine Council for English Language Arts

Presents 1st Annual Brassil Award to Johnna Stanton of Morse High School in Bath

Point Lookout, Northport, Maine – March 23, 2018 – At its annual educational conference for English teachers in the state of Maine, the Maine Council for English Language Arts (MCELA) awarded its first annual Claudette and John Brassil Distinguished Educator Award, in honor of the contributions of the two long-time educators who have inspired students and mentored teachers for over eighty combined years in Maine public schools. The award recognizes exceptional English language arts and literacy teachers who have demonstrated excellence in teaching, contributed to the profession, and shown a commitment to the community. The 2018 recipient was Johnna Stanton, a 23-year English teacher who has spent the last 18 years teaching at Morse High School in Bath, Maine. Johnna’s nominator cited her love of vocation, warmth, enthusiasm, community service, and extracurricular leadership in his thoughtful letter to the organization.

Pictured L-R: Dan Murphy, incoming MCELA President; Renee Doucette, outgoing MCELA President; Johnna Stanton, award recipient; Claudette Brassil, award eponym

The annual award is presented at the organization’s conference at Point Lookout Resort in Northport, Maine. Nominees should be full time English language arts or literacy teachers of students in grades 6-12 and have taught for at least five years in public or independent schools in Maine.  Nominees do not have to be a member of the Maine Council for English Language Arts. Teachers may be nominated by a supervisor or a teaching peer who can provide credible evidence of achievements or be self-nominated. The nomination deadline for the 2019 Claudette and John Brassil Distinguished Educator Award is June 30, 2018.

The Maine Council for English Language Arts (MCELA) is an affiliate of the National Council of Teachers of English (NCTE). MCELA is a collaborative community that provides Maine teachers of English language arts with opportunities to reflect upon and improve their teaching practices.

 

New England Association of Teachers of English

Call for Proposals

NEATE invites teachers and graduate students at all levels of education to submit workshop proposals for our fall conference! This year’s theme, Speak Up! Finding and Using Our Voices in a Noisy World, acknowledges both the power of finding focus in a fast-paced world inundated with media messages and the importance of encouraging teachers and students to use their voices to speak up amid the noise.  Submit your proposal here: http://neate.org/page/call-for-proposals-1

Resource Highlights:

Follow NEATE on Twitter for our monthly twitter chats and loads of resources posted daily! https://twitter.com/NEATofEnglish

Upcoming Contests:

  • Do you have a veteran colleague who is overdue for some recognition? Take a few minutes to nominate him or her for NEATE’s Excellence in Teaching Award here: http://neate.org/page/ann-garland-west-award (Nominations due June 1st)
  • Is there a dynamite novice teacher in your department or school? Take a few minutes to nominate him or her for NEATE’s Marian Gleason Most Promising New Teacher Award: http://neate.org/page/marian-gleason (Nominations due June 1st)
  • We’re looking for teachers who practice their craft of poetry to be shared with students and the broader world! We want your poems! Click here to check out the NEATE Teacher Poet Contest submission guidelines: http://neate.org/page/new-england-poet-of-the-year-award (Nominations due September 7th)

As always, come check us out on social media. We’re on Twitter, Facebook, and even Goodreads!

 

New York State English Council

Creative Writing Contest for Students Grades 9-12

The New York State English Council is proud to present our first annual creative writing contest for students in grades 9-12. We are looking for teachers to submit student writing in two categories: poetry and short fiction. Poems should be 20 lines or fewer, and short fiction should be no longer than 500 words. Students are invited to write about language as art, to coincide with NYSEC’s 68th Annual Conference theme: English Language Artists. A winner will be chosen in each category.

The winners and their teachers will be honored at a luncheon on Thursday, October 18th, at the Marriott Hotel in Albany, New York.

School districts are asked to submit no more than six student writing entries.

A $100 prize will be awarded to the winner in each category: poetry and short fiction.

 

March 2017 Council Chronicle 

Wondering What’s Possible When English Teachers Join Forces? Fighting Censorship and Advocating for Teachers 

Student Affiliates

 

Metropolitan State College of Denver NCTE Student Affiliate

“All of us here at MSU Denver’s NCTE affiliate strive to inspire and re-invigorate each other, as we represent the body of our University’s pre-service teachers. We are so very excited to share everything we have planned for the semester, and we hope you partake!” ( – Katrina Grenell)

*May 2nd, MSU Denver NCTE is hosting Cris Tovani, renowned teacher, consultant, reading specialist, and author, as she speaks about secondary literacy in this event titled “Teaching Reading in the Secondary English Classroom”. Cris will be speaking (with activities for the audience to participate in as well) from 2-4 pm, and there will be a dinner following, from 4-5 pm. Held in the CCD Confluence Building, Rooms 107-109.

MSU Denver used their social media platforms [https://twitter.com/NCTE_MetroState], [https://www.instagram.com/msud_ncte/?hl=en] and [https://www.facebook.com/NCTEMSUDenver/] to celebrate Read Across America Day for an entire week, offering opportunities for students and teachers to win book prizes for answering our online trivia or using the hashtag #whyireadmsud, and we posted a board at our school for people to contribute their favorite book quotes and tell us why they read.

We also just finished up our first-annual Flash Fiction Writing Contest, that was catered to Secondary Students grades 6-12. We received a multitude of wonderful entries, and we picked 3 place winners for each of our three age-group categories, and in addition to this, we offered a few Honorable Mention awards for creativity in their writing. The Regional NCTE Affiliate, CLAS (Colorado Language Arts Society) contributed funds for our prize offerings, and were a great help to us while we were running this contest!

Finally, we had a Social Media Professional Development event in February, where we hosted a current MSU Denver Secondary English student-teacher and former NCTE Affiliate Secretary, Aaron DeLay. Aaron DeLay worked with pre-service MSU Denver teaching students to learn how to get a better grasp on using social media for professional development, and how to use “teacher-twitter” properly and to get the most out of it. It was great to see that so many connections can be made between teachers, mentors, and other pre-service teachers across many miles over twitter and other social media platforms!

In addition to this, our affiliate will play a big part in advertising and planning for the Fall 2018 CLAS Regional Conference, which features keynote speakers such as Penny Kittle this year!

Call for Submissions

 

Two Chances to Write for Language Arts Journal of Michigan

Spring 2018: Literacy Advocacy Deadline Extended: April 24th, 2018

With an ever-increasing need to help our students be- come thoughtful, critically-thinking citizens, there is also increasing pressure on educators to become advocates for the literacy practices that we have long embraced: critical reading and nuanced writing are just two of those practices. We want to hear from you. You might consider one of the following questions:

  • What are the ways in which you are engaging in literacy 
advocacy?
  • How are you encouraging your students to become 
empowered by their literacy practices, both inside and 
outside the classroom?
  • What barriers have you encountered to engaging in 
meaningful literacy practices in your classroom? How 
have you addressed those challenges?
  • How have you engaged students in meaningful literacy 
practices in non-language arts courses?
  • How can we best train teachers to advocate for their 
students’ literacy needs, even in the face of mandates that make it challenging to do so? 
Please submit manuscripts through Scholarworks (http:// scholarworks.gvsu.edu/lajm)

Fall 2018: Ethics in ELA Deadline: August 15, 2018

In his 2011 book Save the World on Your Own Time, Stanley Fish argues that the charge of a language arts teacher is simple and straightforward: to teach academics without any political agendas or explorations into moral or ethical issues. “No issue, question, or topic is off limits to classroom discussion so long as it the object of academic rather than political or ideological attention,” (15) argues Fish. In this issue, we ask language arts teachers and administrators to consider both the feasibility and ethics of such an approach. You might examine the following:

  • How should we, as teachers, handle questions of morals and ethics in the teaching of English? Can we, for example, avoid the issue of racism and the Black Lives Matter movement while discussing the works of Frederick Douglass or classics like The Adventures of Huckleberry Finn? Should we?
  • How have you grappled with censorship in teaching books that invite political debate?
  • How might school location impact the way teachers make moral and ethical decisions in the classroom? How should it?
  • How can we prepare pre-service teachers for the ethi- cal dilemmas they will face in their classrooms? 
Please submit manuscripts through Scholarworks (http://scholarworks.gvsu.edu/lajm).

 

Arkansas English Journal

AEJ is an official publication of the Arkansas Council of Teachers of English Language Arts (ACTELA). The AEJ is peer-reviewed by fellow teachers, ELA educators and professionals. The AEJ will publish a variety of articles/materials on subjects of interest to English teachers: methods of teaching, book reviews, epiphanies and reflections, effective lessons, teacher research and action research, opinion pieces on legislative and administrative issues, and visuals that may include photos and artwork.

Theme: Teaching for Tomorrow
Due date: May 1, 2018
See AEJ website for details: https://arkansas-english-journal.weebly.com/

 

New England Association of Teachers of English

We’re looking for Teacher Poets!

We’re looking for teachers who practice their craft of poetry to be shared with students and the broader world! We want your poems! Click here to check out the NEATE Teacher Poet Contest submission guidelines: http://neate.org/page/new-england-poet-of-the-year-award

Submit your writing, share your teacher wisdom!

  • We are looking for teachers to share examples of how they address social justice issues for our NEATE newsletter! Articles should be 350-750 words in length. Go to http://neate.org/page/neate-newsletter for submission guidelines.
  • The Leaflet (the NEATE peer-reviewed journal) is accepting submissions for the spring issue (Theme: Fiction on the fringe: Literature of the fantastic). Submissions due by May 15th.: See submission guidelines here: http://neate.org/page/information-for-authors

 

The Montana English Journal
An annual publication of quality articles reflecting the purposes and interests of MATELA. Submissions due date is June 1.  Please see our submissions guidelines section for more information.

 

California English

Call for Manuscripts

September 2018

Papers, Papers, Papers: Handling the Paper Load (deadline August 1, 2018)

Although teachers are reading as fast as they can, the pile of unread student essays just seems to grow taller. This issue of California English invites teachers to share their best practices for moving through student papers efficiently and effectively. How do you employ peer and self-editing strategies? Have you found ways to make writing conferences work? Are there technological tools we should be trying? What kind of feedback fosters improvement from one paper to the next?

 November 2018

Creating a Culturally Responsive Curriculum (deadline October 1, 2018)

Manuscripts are peer reviewed. Please send submissions to California English editor, Carol Jago. Articles should be limited to 2,000 words. Please submit manuscripts via email to cjago@caroljago.com.

 

Wisconsin English Journal:

Submission Deadline: September 1, 2018

See our Fall 2018 Call for Papers: Teaching English in Rural Districts 

The Fall 2018 issue of Wisconsin English Journal will showcase approaches to teaching English in rural school districts. Rural schools face difficulties recruiting and retaining a qualified teacher workforce. Potential contributing factors include social and collegial isolation, lower salaries, multiple grade or subject teaching assignments, and lack of familiarity with rural schools and communities. Together, these challenges can discourage teachers from accepting rural positions or cause them to leave rural settings after teaching there for only a short time.

We welcome personal narratives, lesson plans, critical reflections on teaching, vignettes from the classroom, anything you’d like to share with a broader readership.

 

CALL FOR MANUSCRIPTS: 

2019 Issue of New Jersey English Journal:

New Jersey English Journal, a peer-reviewed publication of New Jersey Council of Teachers of English, invites you to share submissions on the theme: The Intersection of Literacy and Democracy:  What role does language arts play in a free society?  We seek researched articles as well as 500-word personal essays and other creative responses that shed light on the many possibilities, topics, issues, problems and solutions related to the theme of The Intersection of Literacy and Democracy at all grade levels from kindergarten to college. Articles should relate directly to English Language Arts teaching and learning.  We value responses from both veteran and new teachers. Co-written articles are also welcome. Writers are urged to read past editions available online at www.njcte.com to review past successful submissions. The editors expect thoughtful and carefully edited submissions.

We invite you to respond to the theme of The Intersection of Literacy and Democracy:
What role does language arts play in a free society? by considering such questions as:

  • How can 21st century literacies enable us to participate more fully in today’s democracy?
  • How can ELA teachers connect the classroom to today’s society?
  • How can we teach students to find the truth in today’s media world?
  • Discuss reading, writing, global connectedness and free speech.
  • How can reading and writing affect change beyond the classroom?
  • How can we use speaking, listening and viewing to create more participatory citizens?
  • How do reading and writing teach us to listen and develop empathy?
  • Why do we need to read and write collaboratively?
  • In a connected world, how can we determine which texts are worthy of our attention?
  • How does interdisciplinary collaboration foster increased connection and awareness in a fully democratic society?

In addition to submissions that respond to the theme, we also welcome poetry on the topic of teaching. Submissions will be accepted between April 1 and December 15, 2018.  Submissions should not have been published in any other journal. Submissions must use MLA formatting and Times New Roman or Garamond in Size 12.  All submissions will be reviewed by multiple members of our editorial board.  Submitters will receive a response by February 1, 2019; the journal will be released by April 1, 2019.

Send queries and submissions to 2019 journal editor Liz deBeer at ldebeerwardell@gmail.com.

              

Minnesota English Journal

Call for Submissions: Deadline January 15, 2019

Editor: Burke Scarbrough (University of Minnesota Duluth)

The Minnesota English Journal, MCTE’s online journal, with an audience of English teachers from the elementary to the college level publishes peer-reviewed research, informal pedagogical pieces, opinion/position essays, and creative writing.

MEJ, the online journal of the Minnesota Council of Teachers of English, publishes scholarly articles, personal narratives, opinion/position pieces on topical teaching issues, short creative work (mostly poetry), and pieces focused on pedagogical strategies of major interest to English and Language Arts teachers of all instructional levels.

MEJ seeks to represent both quantitative and qualitative research—papers that are driven by classroom experiment, observation, description, anecdote, survey, interview(s), case study, and cross-cultural comparison directly related to pedagogy, instructional research, curriculum, and literacy.

MEJ will also value pieces taking positions on important current issues impacting those teaching as well as being taught in the classroom.

MEJ’s audience consists of teachers from the elementary to the college level who want to learn more about effective teaching techniques, share their own classroom discoveries, and have a platform for interacting with those who present their work.

MEJ encourages the submission of three kinds of pieces:

  • Formal research-driven articles, driven by theory, that will be peer reviewed and tagged as such when published. These might be survey driven articles; case studies; classroom experiments; traditional scholarly articles on language, literacy, and literature; online or face-to-face pedagogy; bibliographical essays; etc.
  • Informal pedagogical pieces, driven by personal experience in the classroom, that will NOT be peer reviewed. These might be “teaching tips,” or experiential pieces that come directly from a teacher’s (not always successful) attempts to address a specific classroom challenge; narratives by new teachers adjusting to their new classroom circumstances; effective methods for using technology in the classroom; methods for responding to student work; collaborative learning and how to manage it; requiring more student writing and how to manage the workload; matters of classroom assessment; interviews/conversations with mentor teachers, writers, or exemplary teaching professionals; management of classroom discussion; assembling teaching units that stimulate and succeed; efforts at enabling students to teach each other; creative projects of substance; effective strategies for helping students to use the internet responsibly and productively; and so forth.
  • Opinion/position essays, on issues of concern to those working in the profession, that will NOT be peer reviewed. These might discuss writing across the curriculum; censorship; the role of testing in the educational process; the need for all teachers, at all levels, to continue to write in their disciplines and areas of interest; working in, with, and for the multi-cultural classroom; creative ways for public school teachers and college instructors to work in the same classroom and enrich the student experience in the process; making peer teacher evaluation a reciprocally constructive process; recognizing the teaching of English as the most important teaching endeavor; issues of educational policy; etc.

MEJ encourage pieces of all lengths, from a few pages to thirty. Citation of sources (primary or secondary) should be done in accordance with the MLA Handbook for Writers for Research Papers, 8th edition.

MEJ looks forward to hearing from all of you.

Please submit materials at any time to: Burke Scarbrough bscarbro@d.umn.edu