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2014 Early Career Educators of Color Recipients



Tamera Carter

Tamera Carter decided to combine her love of reading and helping children by pursuing a career in education. Carter teaches 6th grade pre-advanced English language arts at John H. Phillips Academy in Birmingham, Alabama. She holds a B.S. in psychology and a master's in secondary English language arts. She is currently continuing her education in the Educational Specialists program at the University of Alabama at Birmingham. Since starting her career in education in 2012, Carter has led several professional development sessions in her school district, including implementing the Common Core in the English Classroom and Promethean and Technology for the Classroom.



Tiffany A. Flowers

Tiffany A. Flowers is an instructor of education at Georgia Perimeter College and is pursuing a doctoral degree in the Language, Literacy, and Culture program at the University of Iowa. Tiffany received a bachelor's degree in psychology and a master's degree in early childhood education from Virginia Commonwealth University as well as a master's degree in social foundations of education from the University of Iowa. After completing her graduate degrees, she taught grades K-3 in public schools in Virginia, Florida, and South Carolina. Tiffany has also taught as an adjunct professor at Saint Leo University, a teaching fellow at West Chester University, and a graduate teaching assistant at the University of Iowa. While teaching in the Eugene T. Moore School of Education at Clemson University, she served as a member of the South Carolina Young Adult Book Award Committee. Tiffany has also worked as an education program specialist at the Georgia Department of Education, where she facilitated the coordination of two K-12 remedial reading programs across the state. She has published several journal articles, book chapters, and book reviews in the areas of literacy, academic achievement, and children's literature. Her scholarly work has appeared in many journals such as the Journal for the liberal Arts and Sciences, Urban Education, The High School Journal, The Education Review, The Journal of African American History, and Teachers College Record. She has also administered grants funding several research-based literacy projects in schools, community centers, correctional facilities, and preschools.


Lorena German

Lorena German teaches English at Lawrence High School, a predominantly Latino school in a predominantly Latino city. She has taught English language arts, sheltered English immersion, and other supplementary courses. She was born in the Dominican Republic and immigrated to Lawrence, MA in 1987. Like many of her students, she was raised in this city and completed her elementary education there, all the way through high school. While the student population was predominantly Latino, the teaching force was predominantly white; this created cultural gaps between the teachers and the students, their families, and the community, which served as fertile ground for preventable racially charged incidents. Lorena felt alienated from her academic life, since her curriculum was one where neither her voice nor her people's voice was present. Her experiences in Lawrence Public Schools, while negative at times, became her drive for returning to LHS. In this way, teaching is an act of social justice for Lorena. She believes in a culturally sustaining pedagogical approach and has dedicated her career to nurturing such classroom spaces.

Most recently her poetry was featured as part of the National Writing Project's Voices for Equity and Diversity in Education: A Literary Anthology. She has also been published twice in the Bread Loaf Writing Journal. Lorena is an active member of the Bread Loaf Teacher Network and Andover Bread Loaf, Lawrence, and has been published in their journals. She was a panelist as this year's Natinal Dominican Student Conference at Harvard University, as well as a panelist at the 2013 NCTE Annual Convention. She obtained her BA in English from Emmanuel College in Boston, and her MA in English from the Bread Loaf School of English at Middlebury College. She aspires to teach at the higher education level as a means to support teachers who work in predominantly Latino schools.


Elizabeth Isidro

Elizabeth Isidro is currently a graduate part-time instructor in the College of Education at Texas Tech University where she teaches children's literature, both face-to-face and in online classes at the undergraduate level. Her first few years in the United States were spent as a full-time volunteer in a public school in Texas where she learned about the educational system of the United States firsthand. This sparked her interest in learning more and her decision to attend graduate school. She completed her masters in education at Texas Tech University in 2012 and is now finishing her doctorate in curriculum and instruction with an area of specialization in language and literacy.

Originally from Manila, Philippines, Elizabeth has lived in the United States for eight years. She continues to share her background and expose herself to a variety of experiences as a beginning educator, researcher, and student. She has designed online college courses and has started teaching her classes as situated in the public schools. She also collaborates with elementary school teachers through research and grant writing activities, and presents her work at annual conferences across the nation. She maintains that an educator's life is a happy yet busy one, but its focus must always be on benefiting students.


Kelly S. Kim

Kelly S. Kim is a native of Atlanta, Georgia, raised in Marietta. He was born deaf and learned sign language at age 10. After graduating from a public high school in Marietta, Kelly attended Gallaudet University in Washington, D.C., for his bachelor's degree in psychology and communication arts. Kelly earned his master's of science in secondary education of the deaf and hard of hearing in 2003 from Rochester Institute of Technology in Rochester, New York. Since 2004, he has taught American Sign Language (ASL) at high school, community college, and university levels in Georgia, Virginia, Maryland, and most recently Massachusetts. After meeting his husband in D.C., Kelly moved to Boston where he married in 2008, and received his Certificate of Advanced Graduate Study in the metro Boston area. Since 2012, he has taught at the Learning Center for the Deaf, located in Framingham, Massachusetts. Kelly is currently licensed by the American Sign Language Teachers Association (ASLTA) as an ASL teacher and by the Massachusetts Department of Elementary and Secondary Education as an English/language arts teacher for grades 6 - 8. Outside of work, he leads a busy life as an advocate for the deaf community in Massachusetts by chairing two committees, the Statewide Advisory Council and the Legislative Taskforce, both under the Massachusetts Commission for the Deaf and Hard of Hearing. Kelly also serves o the Board for DEAF, Inc., in Allston. He currently lives in Marlborough with his husband, Bradley, two dogs, and one cat.



Alexis McGee

Alexis McGee was raised in a lower-middle class, single-parent household in San Antonio, Texas. It was during her childhood that she saw first-hand the importance and impact of literacy education and minority representation. Education became an essential avenue for her self-discovery, and she strives to find and encourage methods of learning that lead to energetic, relatable, and passionate classes for all students.

Upon graduating from James Madison High School, Alexis received her associate's degree in science from Blinn College. She then transferred to Texas State University to complete her bachelor of arts degree in 2012, specializing in English with a minor in biology. Alexis continued her studies at Texas State and in 2014 earned her master's degree in rhetoric and composition with an emphasis in African American literature and rhetoric. She has recently enrolled in the English Ph.D. program at the University of Texas at San Antonio, where she has been awarded a fellowship and plans to continue focusing on African American literature and rhetoric. Alexis currently teaches first-year English at Texas State University.





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A Professional Association of Educators in English Studies, Literacy, and Language Arts