ELATE 2018 Elections
The Nominating Committee prepares a slate of candidates for vacancies that occur annually on the ELATE Executive Committee and selects candidates for the succeeding year’s ELATE Nominating Committee. The candidate who receives the largest number of votes in the election will chair the committee.
Congratulations to Our Newly Elected ELATE Members
Each spring, the English Language Arts Teacher Educators elects its Executive Committee and Nominating Committee.
The ELATE Nominating Committee consists of Amy Vetter, University of North Carolina at Greensboro, chair; Nadia Behizadeh, Georgia State University, Atlanta; Victor Malo-Juvera, University of North Carolina at Wilmington; Allison Wynhoff Olsen, Montana State University, Bozeman; and Michelle Zoss, Georgia State University, Atlanta.
Elected members will assume these roles at the 2018 Annual Convention in November. Term to expire November 2020.
Assistant professor, Stanford University; Standing Committee on Research.
Formerly: Studies in Literacies and Multimedia Assembly Co‑Founder and President; NCTE Resolutions Committee; CEE Nominating Committee.
Membership(s): CEE, LRA, ILA.
Award(s): NCTE Cultivating New Voices of Scholars of Color Fellow (2012–14); Divergent Award for Excellence in 21st Century Literacies (2017); NAEd Spencer Postdoctoral Fellow (2015).
Publication(s): Articles in: English Journal, Journal of Adolescent & Adult Literacy, Harvard Educational Review.
Program Contribution(s): NCTE, LRA, NWP.
Position Statement: This past year has highlighted the need for heightened support regarding the diverse needs of teachers and students. I look forward to working on behalf of CEE for all teachers and their students; in particular, we must consider teachers and youth of color, those whose legal status in the U.S. may be threatened, and the transgender and gender nonconforming individuals that all remain unjustly at the center of political debate in the U.S. I remain committed to furthering CEE’s work toward making ours a more humane profession.
Assistant professor, secondary English language arts and literacy, University of Alabama.
Formerly: Middle, high school, and college–level literacy teaching (17 years–combined); professor in residence, West High School; CEE Nominating Committee (2014), NCTE CNV Fellow (2010–12).
Membership(s): AERA, CEE, LRA, NCTE.
Publication(s): Articles in: Research in the Teaching of English, Urban Education, Voices from the Middle, Teaching/Writing: The Journal of Teaching Writing Education, several book chapters.
Program Contributions: AERA, NCTE, NCTEAR, ICUE.
Position Statement: Stakeholders concerned with advocating for relevant/sustaining, critical, transformative, restorative, and equitable English education, must be a part of the ongoing conversation as we work toward a common vision where young people use their literacy practice and participation to create a more just world. As a member of the CEE Executive Committee, I will advocate for the evolving vision and collaborate with others to ensure that students remain at center of literacy teaching, scholarship, and service
Assistant professor, English education; coordinator, graduate programs in English education, SUNY at Old Westbury; CEE Commissions on Writing Teacher Education and Social Justice in Teacher Education.
Formerly: NCTE GSEA Chair; NCTE Nominating Committee; high school English teacher.
Memberships: NCTE, CEE, CEL, CCCC, NYSEC, AERA.
Award(s): Edwin M. Hopkins Award; Article of the Year Award in The English Record (2017); English Leadership Quarterly Best Article Honorable Mention (2016), CEE Research Initiative Grant.
Publications: Articles in: English Education, English Journal, English Leadership Quarterly, The English Record, and Teacher Education Quarterly; book: Writing Hope Strategies for Writing Success in Secondary Schools (2018). Program Contributions: NCTE, CEE, CEL, NYSEC, NCTEAR, AERA.
Position Statement: CEE has been a critical academic home for me, and as a member of the CEE Executive Committee, I would look forward to collaborating on initiatives that put social justice, equity, and hope at the center of the work and build bridges that empower our community, amplifying intersectional and transectional voices, narratives, research, and programming.
Elected members will assume these roles on September 1. Term to expire August 2019.
Members of the CEE Nominating Committee choose candidates for the Executive Committee and the Nominating Committee for the following year. The person receiving the most votes serves as chair.
Assistant professor of English education, Louisiana State University; NCTE Standing Committee on Research; NCTE’s Cultivating New Voices Among Scholars of Color Fellow.
Formerly: Middle school humanities teacher, Atlanta Public Schools.
Membership(s): NCTE, CEE, AERA.
Award(s): CNV Fellowship (2016–18); Tashia F. Morgridge Wisconsin Distinguished Graduate Fellowship (2015–16); LSU Regents Council on Research Summer Grant (2017).
Publication(s): Articles in: English Journal, Bank Street Occasional Papers Series, Theory Into Practice: Transformative Justice Education Special Issue (forthcoming).
Program Contribution(s): NCTE, AERA, NWSA.
Position Statement: As a lifelong evolutionary learner, former middle school Humanities teacher, and current teacher educator, I believe in ongoing processes of becoming, unlearning, and rewriting. If elected to the CEE nominating committee, I will bring an unrelenting focus on equity, justice, transformation, and healing. I hope to assist in recruiting a dynamic group of leaders representing diverse modes of being, thought, and activism to greatly shape our ongoing work in English Education, Literacies, and more.
Assistant professor, English education, North Carolina State University; CEE Commission on YAL; NCTE Committee Against Racism and Bias in the Teaching of English.
Formerly: Secondary English teacher (10 years); editor, Journal of Language and Literacy Education.
Membership(s): NCTE, CEE, ALAN, NCTEAR, NCETA, LRA, AERA.
Award(s): The ALAN Review Nilsen‑Donelson Award for Article of the Year.
Publication(s): Articles in: English Teaching Practice and Critique, Gender & Education, The ALAN Review, JAAL, Study and Scrutiny: Research in YAL.
Program Contribution(s): NCTE, CEE, ALAN, GCTE, NCTEAR, LRA, AERA.
Position Statement: I am deeply committed to moving CEE forward as an organization to be strategic in thinking about recruitment, retention, and ongoing support of a diverse membership body, to find new forward‑thinking leadership, fearless in facing the ever‑challenging educational climate, and able to critique and build upon current practices and work toward justice and equity within our English Education field.
Associate professor of literacy, Sam Houston State University; president, International Council of Educational Media; associate editor, International Journal of Multiple Research Approaches.
Formerly: High school English language arts teacher; CEE Commission on New Literacies, Technologies, and Teacher Education chair.
Membership(s): NCTE, CEE, ICEM.
Award(s): Divergent Award for Excellence in 21st Century Literacies Research.
Publication(s): Conducting Qualitative Research of Learning in Online Spaces; Videogames in Libraries: Learning Beyond the Stacks; articles in: English Journal, Journal of Adolescent and Adult Literacy, Educational Media International, Tech Trends.
Program Contribution(s): NCTE, AERA, ICEM.
Position Statement: As a former high school English teacher and current teacher educator, I recognize that today’s students are in need of educators who teach alongside them, rather than at them; educators who provide the opportunity to critically evaluate and engage with the world around them. However, today’s teachers are constantly bombarded with high-stakes testing threats. CEE’s work is incredibly important to ensuring that today’s English teachers overcome the barriers put in place by high-stakes testing in order to create classrooms where all students thrive. If elected, I will continue to extend CEE’s work toward helping teachers create equitable and engaging classrooms for all students.
Assistant professor, school of education, Pace University, New York; co‑lead of belief statement revisions working group for CEE Commission on Digital Literacies and Teacher Education; creator of Gradgrind’s education blog.
Formerly: Editor of “Soft(a)ware” column in English Journal; high school English teacher; innovation lead for New York City Central education offices.
Membership(s): CEE, NCTE, AERA.
Award(s): Paul & Kate Farmer Award Honorable Mention, NEH Summer Institute Fellow.
Publication(s): Articles in: Research in the Teaching of English, English Journal, CITE Journal, Changing English, Journal of Adolescent and Adult Literacy, The Berkeley Review of Education.
Program Contribution(s): NCTE, CEE, SXSW EDU.
Position Statement: The 21st century has placed a surprising demand at the doorstep of English educators: the need to critically and creatively understand computational languages as powerful literacies that are rapidly reshaping all aspects of society. You will find my purpose and passions anywhere human and computational languages mingle, wherever democratic education and digital exploration meet.
Assistant professor, University at Buffalo (SUNY); treasurer, NCTE Assembly of Research.
Formerly: Co‑chair, CEE Commission for Digital Literacies and Teacher Education; assistant professor, Kennesaw State University; English teacher, Newark, Ohio.
Membership(s): NCTE, CEE, NCTEAR, LRA, ILA, NCRLL, ISLS, AERA: Div G, Div K, MCL Sig, W&L Sig.
Award(s): CEE Research Initiative Grant.
Publication(s): Articles in: English Journal, Voices from the Middle, The ALAN Review.
Program Contribution(s): NCTE, CEE, NCTEAR, NWP, AERA, LRA.
Position Statement: In these challenging times when the purpose and value of teacher education is being called into question, CEE is well positioned to guide and support ELA teacher education policy and practice with firm commitments to issues of justice, equity, and diversity. As a member of the CEE nominating committee, I will work with other elected committee members to identify and encourage candidates who align themselves with these commitments and who will help the organization realize the core values outlined in the recently revised CEE Position Statement that defines ELA teacher education.
If you have questions, please contact Linda Walters-Moore at NCTE Headquarters.
Questions or comments for the ELATE Executive Committee can be emailed to email@example.com.
ELATE serves those NCTE members who are engaged in the preparation, support, and continuing education of teachers of English language arts/literacy. ELATE has reliable researchers and educators who can tell the true stories of effective English teacher education.
Current ELATE Executive Committee
Mollie V. Blackburn
The Ohio State University, Columbus
Christian Z. Goering
Vice Chair (2017-2018)
University of Arkansas, Fayetteville
CEE Graduate Student Representative
University of Georgia, Athens
University of Illinois at Chicago
CEE Graduate Student Representative
Michigan State University, East Lansing
Central Michigan University, Mount Pleasant, MI
Tara Star Johnson
Editor, English Education
Purdue University, West Lafayette, IN
Stony Brook University, New York
CITE Journal Editor
Rutgers, The State University of New Jersey
University of Alabama, Birmingham
Montana State University, Bozeman, MT
Leslie S. Rush
University of Wyoming, Laramie
Westfield State University, Massachusetts
University of Illinois-Chicago
Teachers College, Columbia University, New York
Amanda Haertling Thein
University of Iowa, Iowa City
Pennsylvania State University, State College