Middle Level Section 2018 Elections
The Middle Level Section Steering Committee (MLSSC) members are elected each year to a four-year term. The Chair is elected from within the MLSSC to a two-year term and serves on the NCTE Executive Committee representing the interests of the middle level membership.
The Nominating Committee prepares a slate of candidates for vacancies that occur annually on the Middle Level Section Steering Committee and selects candidates for the succeeding year’s Middle Level Section Nominating Committee. The candidate who receives the largest number of votes in the election will chair the committee.
Congratulations to Our Newly Elected Middle Level Section Members
Under the constitution of NCTE, every spring each Section (Elementary, Middle Level, Secondary, College) elects members of its own Section Steering Committee and members of the Section Nominating Committee.
The Middle Level Section Nominating Committee this year consists of Chad Everett, Horn Lake Middle School, Mississippi, chair; Jill Adams, Metropolitan State University, Denver, Colorado; and Sarah Bonner, Hayworth Jr/Sr High School, Illinois.
Elected members will assume these roles at the 2018 Annual Convention in November. Term to expire November 2022.
Section Committee members elect a chair who represents section concerns on the NCTE Executive Committee. Through correspondence and meetings once or twice a year, the members identify and explore issues of section concern. Often the Section Committee will suggest new programs or revisions of present Council programs that may benefit section members. The Committee helps plan section conferences and portions of the NCTE Annual Convention that will be of interest to section members.
Assistant professor of middle and secondary education, Lesley University, MA.
Formerly: Middle school ELA teacher (9 years), virtual ELA teacher (2 years).
Membership(s): NCTE, AMLE, AERA, NCTE Standing Committee Against Censorship.
Award(s): NCTE Edwin A. Hoey Award (2013), FCTE Teacher of the Year (2012).
Publication(s): Queer Adolescent Literature as a Complement to the ELA Content, co‑editor (forthcoming); articles in: English Journal, Middle Grades Review, Educational Leadership, Florida English Journal, AMLE Magazine.
Program Contribution(s): NCTE, AMLE, AERA, NELMS, NEATE, FLMS, FCTE.
Position Statement: There is no greater calling in the world than that of middle level teaching! As middle school educators, we have the incredible opportunity to see, value, and empower learners every day. NCTE provides teachers a space to collaborate and grow in our ability to help students find the strength and power to raise their voice, share their story, and be a driving force for positive change.
Bilingual education clinical doctoral lecturer, Hunter College (CUNY); literacy specialist, Read East Harlem; fellow, The Educator Collaborative; member, Equity and Advocacy Committee, Hunter College. Formerly: Middle school bilingual teacher (5 years); literacy consultant, The Teachers College Reading and Writing Project (4 years).
Membership(s): NCTE, AERA, ILA, NYSABE.
Award(s): The Graduate Center, CUNY, Dean K. Harrison Fellowship (2015–16 and 2010–11) and University Fellowship (2014–15).
Publication(s): Article in The ALAN Review; dissertation in CUNY Academic Works; Literacy Today Magazine.
Program Contribution(s): NCTE.
Position Statement: NCTE needs educators that contribute culturally and linguistically sustaining pedagogies, work across K–12 and higher education settings in teacher education programs, and that honor our students’ varied linguistic practices.
Elected members will assume these roles on September 1. Term to expire August 2019.
Members of the Section Nominating Committee choose candidates for the Section Committee and the Section Nominating Committee for the following year. The person receiving the most votes serves as chair.
Seventh grade English teacher, The Bronx School of Young Leaders, NY; NYCWP Assignments Matter instructional coach.
Award(s): ILA 30 Under 30 Literacy Leader; Apple Distinguished Educator; Penguin Random House Teacher Award for Literacy.
Publication(s): English Journal, Voices from the Middle Podcast.
Program Contribution(s): NCTE, NYSEC, The EdCollab Gathering.
Position Statement: Middle school English classrooms are spaces in which students are invited to imagine and create a better world. We live in politically tumultuous times; let’s promote a cohort of citizens that embraces diversity, respects women, and empowers marginalized voices. I support candidates who recognize literacy’s power to foster inclusion, empathy, and civic engagement.
Eighth grade humanities teacher, School of the Future, New York NY; English education instructor, Teachers College, Columbia University; NCTE Lead Ambassador.
Formerly: High school English teacher; English language arts curriculum evaluator, NYC Department of Education; English Language Arts curriculum coach, NYC Department of Education.
Membership(s): NCTE, AMLE, ASCD.
Award(s): ASCD Emerging Leader, Fulbright‑Hays Award Recipient.
Publication(s): Icons of African American Literature: The Black Literary World; New York Public Library Learning Blog; The Digital Public Library of America Primary Source Sets.
Position Statement: Middle school students are a unique and powerful group of children who need educators who understand and motivate them. Being a member of NCTE has inspired me to be that type of teacher. I want to encourage other middle school teachers to become involved in the Middle Level section of NCTE in order to benefit their students and the organization.
Assistant professor of literacy, Eastern Washington University; faculty advisor, Eastern Reading Council, ILA Affiliate.
Formerly: Middle school English teacher, Arizona; adjunct faculty, Chandler Gilbert Community College and Arizona State University; fellow, Mesa Writing Project, Arizona.
Memberships: NCTE, CEE, ALAN, ILA, LRA, Commission for the Study and Teaching of Adolescent Literature, Eastern Reading Council, Washington Organization for Reading Development.
Publications: Articles in: Journal of Adolescent and Adult Literacy; English Journal; peer reviewed book chapter.
Program Contributions: NCTE, LRA, EdMedia, AETA
Position Statement: Middle school represents a fundamental point in development for adolescents. The profound impact of teachers on middle level students’ literacy development places middle level English Language Arts teachers in a unique role to guide students during these important years. ELA teachers working with middle school students deserve to have a strong presence at NCTE and deserve to be represented by educators with diverse voices and teaching styles.
Questions or comments for the Steering Committee can be emailed to firstname.lastname@example.org
Middle Level educators work with students at a unique moment in their development which means our approach to the teaching and learning of literacy is also unique within the field. Members of the Middle Level within NCTE will find that our resources and community provide meaningful opportunities to discuss classroom methods and philosophies with other innovative, nationally respected middle grade teachers. Join us to learn more about “Why Middle Matters” and to be part of the ongoing evolution of our profession!