Secondary Section 2018 Elections

The Secondary Section Steering Committee (SSSC) members are elected by the NCTE membership each year to a four-year term. The Chair is elected from within the SSSC to a two-year term and serves on the NCTE Executive Committee representing the interests of the secondary membership.

The Nominating Committee prepares a slate of candidates for vacancies that occur annually on the Secondary Section Steering Committee and selects candidates for the succeeding year’s Secondary Section Nominating Committee.  The candidate who receives the largest number of votes in the election will chair the committee.

Learn more through the SSSC Annual Report and SSSC Member Activities Responsibilities.

 

 

About the 2018 Candidates

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 following nominations were made by a nominating committee elected by the section membership in spring 2017.

The Secondary Section Nominating Committee this year consists of Jalissa Bates, East Baton Rouge Parish, Louisiana, chair; Susan Barber, Northgate High School, Newnan, Georgia; and Hattie Maguire, Novi High School, Michigan. Names on the ballot are presented in random order. The biographical information concerning the nominee’s experience and service to NCTE was supplied by the individual nominee.

 

View candidate bios below, or download a PDF of the bios here.

Steering Committee

(two to be elected; term to expire August 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.

English teacher, L’Anse Creuse High School‑North, Michigan; executive director, Michigan Council of Teachers of English.
Formerly: Treasurer, Michigan Council of Teachers of English.
Membership(s): NCTE; MEA/NEA; Executive Director, MCTE, Michigan Council of Teachers of English.
Award(s):
L’Anse Creuse Foundation Grant Winner (2015).

Position Statement: NCTE should continue to focus on supporting and uplifting the work of K–16 educators in an effort to change the face of education in our society. Through collaboration with state affiliates, NCTE can continue to support the work of English educators across the globe.

Assistant professor, secondary English education, University of Massachusetts‑Amherst; NCTE Standing Committee on Research; Chair of advisory committee for New England Public Radio media lab (youth radio journalism).
Formerly: Chair, CEE Nominating Committee; chair, Promising Researcher Award Committee for the NCTE Standing Committee on Research.
Membership(s): NCTE, LRA, AERA.
Award(s): NCTE Cultivating New Voices of Color fellow (2008–10).
Publication(s): Black Voices from Beyond the Walls, co‑editor; The Educational Forum; English Teaching: Practice and Critique, co‑editor of special issue.
Program Contribution(s): NCTE, NCTEAR, AERA, NAME, NERA.

 

Position Statement: Currently, there is tremendous need for community engaged educators who have the skills, knowledge, and dispositions required to make an impact in the educational lives of minoritized youth. In particular, NCTE can be a leader in shaping national education policy, as well as teacher education and professional development programs for ELA teachers and literacy educators toward ending racial marginalization, linguistic stigmatization, and educational inequity in and out of the classroom.

Teacher of English (21 years), Cheshire High School, CT.
Formerly: Department Chair (7 years).
Membership(s): NCTE; Asian/Asian American Caucus.
Awards: Teacher of the year finalist for state of CT.
Program Contribution(s): NCTE, College Board.

I will be presenting at NCTE 2018 on ” Minoritizing the Minoritized: Moving Beyond a Black-White Binary of Teacher Diversity.”

 

 

Teacher, Centennial High School, Las Cruces, NM; reader for AP English language, College Board.
Formerly: Secondary English teacher in ID & NM (19 years); NCTE Secondary Section Nominating Committee (2012); president, ISJA.
Membership(s): NCTE, NEA, NEA‑NM.
Program Contribution(s): ICTE, ISJA, Chair of ISJA state conference 2011–2013.

Position Statement: I am proud to be a member of NCTE. NCTE needs leaders who are passionate about the profession and are not afraid of the work needed to continue to engage and grow. I will be a voice for secondary teachers, and will use my passion and energy to strengthen the Secondary Section.

 

Nominating Committee

(three to be elected, 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.

English teacher, drama director, PLC leader, Scottsbluff High School, NE.
Formerly: English teacher, drama director, Curriculum Council.
Membership(s): NCTE, ALAN, ILA, NSRA, AATE, EdTA, ASCD, AERA.
Award(s): Capella University Alumni Development Grant; Who’s Who Among America’s Teachers; WWCSD Service Learning Leadership Award.
Publication(s): Dissertation, The Diffusion of a Teaching Practice: How Secondary Teachers Describe Adopting Process Drama to Teach Reading Comprehension; co‑author, Serving to Learn, Learning to Serve: Training and Curriculum Guide; contributor, Learning Life’s Lessons through Literature.
Program Contribution(s): Literacy Unbound, Teachers College, Columbia University; MRA; Institute on Service‑Learning and Civic Engagement.

Position Statement: As an English teacher and drama director, I know how important elective classes are to the English program. Sometimes we get so caught up in mandates, standards, data, and testing that we forget about the love of reading, the joy of writing, and the excitement of public speaking. As a member of the NCTE Secondary Section Nominating Committee, I will seek future leaders who inspire our students to embrace learning and represent all facets of our profession.

Secondary English teacher (13 years), Lake Norman Charter High School, North Carolina; National Board Certified English teacher; AP reader; LNC Leadership in Action Pilot Cohort.
Formerly: English team leader, CMS District Pacing Guide co‑author, special education subject‑area inclusion teacher.
Membership(s): NCTE, NCETA, Charlotte Writers’ Club.
Award(s): District Teacher of the Year (2016–2017), Innovative Teacher Award (2017), Knight Inspiring Teacher Award.
Publication(s): contributing writer for APLitHelp.com, creator of #TeachLivingPoets.
Program Contribution(s): NC Technology in Education Society; FreshTake, multi‑district NC conference; AP Annual National Conference.

Position Statement: NCTE needs educators who will encourage and foster a community of teacher leaders and lifelong learners who engage in a reflective pedagogy centered on building critical thinking skills in a student‑centered environment. Through collaborating with other teachers and NCTE, we can encourage equity and cultural relevancy through providing authentic writing opportunities and meaningful connections for students, and serve as models for digital citizenship and advocacy for change.

Literacy consultant, Oakland Schools Intermediate School District, MI.
Formerly: High school English teacher; Red Cedar Writing Project at Michigan State University.
Membership(s): NCTE, MACUL, MCTE, NWP, Red Cedar WP.
Award(s): Helen Gill Memorial Research Grant, Community Outreach and Engagement award (MSU); AT&T Instructional Technology Award (MSU).
Publication(s): Articles in: Hampton Press, IGI Global, ISTE, Tech Trends.
Program Contribution(s): NCTE, MCTE, 4T and 4TDW conferences.

Position Statement: Teaching in a pluralistic, multilingual, and increasingly technological and multimodal society has necessitated a re-thinking of how and why we teach English Language Arts. We must build teachers’ own capacity to build cultural, technological, and media literacies (among other literacies) so that they can effectively create learner-centered environments to support these literacies.

English department head, Hanalani Schools; AP English teacher; 10th grade English teacher.
Formerly: Middle and high school English teacher (20+ years); Instructional Rounds participant (2017).
Membership(s): NCTE, International Literacy Association.
Award(s): Secondary Teacher of the Semester (2007).
Program Contribution(s): Florida Association of Christian Schools.

Position Statement: Our students need advocates on so many levels—definitely in the classroom and at NCTE. They need advocates who coach their communication, who bring to them lovely writing and who encourage them to speak with a clear and winsome voice. Advocates on a national level who make policies, programs, and decisions must be purposeful in orienting themselves to the good work of the classroom.

Secondary English teacher (12 years), English department chair, journalism adviser, Tunstall High School, Virginia; M.Ed; contributor, APLitHelp.com, Moving Writers; blogger, The Learning Curve.
Formerly: Middle school ELA teacher (5 years).
Membership(s): NCTE, VATE, JEA, DKG.
Award(s): Teacher of the Year, Pittsylvania County (2010).
Program Contribution(s): NCTE, VATE, VASS.

Position Statement: Autonomy is a crucial component of teachers continuing to be able to do great work in our classrooms, which includes the ability to choose the best (and next) practices and the texts that best serve our students. Students in every grade and at every academic level benefit from choice, diversity, and relevance, and they deserve teachers who are empowered and supported. As an educator in a rural community, I desire to be a part of the larger body of critical work that teachers are doing to shift classrooms towards redefining the canon, providing authentic writing opportunities, and minimizing standardized testing.

Professor of English, Kent State University, Ohio.
Membership(s): NCTE, CCCC, CWPA.
Award(s): Best Book Award, Computers and Composition (co-editor, 2003).
Publication(s): Articles in: College Composition and Communication, College English, WPA: Writing Program Administration; author, (Re) Articulating Writing Assessment for Teaching and Learning.

Position Statement: Because spring semester seniors are fall semester freshmen, secondary school writing curriculum, instruction, and assessment intersect with the work of all college writing instructors and administrators. I believe my over two-decades experience as a college writing program administrator in which I designed and supervised curriculum and instruction for dual credit composition courses and created a placement system in which Kentucky high school grads could use their writing portfolios for placement into first year writing courses gives me a sense of some of the issues facing secondary teachers and their students.

Important Information

NCTE, CEE, and Section election ballots will be sent by email to current members. If NCTE does not have an email for you on file and you would like to receive a ballot by email, please visit “My Account” and add it to your membership record. (You may also use “My Account” to change your email address or update your member profile.) You can contact our NCTE Customer Service Department (877-369-6283) and speak with one of our representatives to update this information as well. If NCTE does not have an email address on file by March 20, your ballot will be sent by mail.

Elections will close at 11:59 pm Central Time, Friday, June 1, 2018. Results will be posted mid-June.

 

Questions

If you have questions, please contact Linda Walters-Moore at NCTE Headquarters.

Current SSSC Members

Question or comments for the Steering Committee can be emailed to secondary@ncte.org

 

The Secondary Section enhances the professional lives of English language arts educators and the quality of education of their students by providing multiple forums for significant dialogue on historical, current, and emerging topics of interest to secondary English language arts educators.