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.
Congratulations to Our Newly Elected Secondary 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 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.
Elected members will assume these roles at the 2018 Annual Convention in November. 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.
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.”
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.
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 (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.
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.
Question or comments for the Steering Committee can be emailed to firstname.lastname@example.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.