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Meet the Elementary Section Leadership

The Elementary Section Steering Committee (ESSC) is responsible for the governance of NCTE's Elementary Section membership.  The ESSC members are elected each year to a four-year term.   The Chair and Assistant Chair are elected from within the ESSC for a two-year term.  The Chair also servs on the NCTE Executive Committee representing the interests of the elementary section membership.  Read more about the ESSC in the Section Annual Report.  

  • Sandra WildeChair, Sandra Wilde
    Hunter College

    New York, NY
    (2012-14)

  • Ted KeslerAssistant Chair
    Theodore Kesler

    Queens College
    Flushing, NY
    (2013-14)

  • Ann Marie CorgillAnn Marie Corgill
    Trussville City Schools
    Birmingham, AL
    (2012-16)

  • Nora GonzalezNora Gonzalez
    Ft. Sam Houston Elementary
    San Antonio, TX
    (2010-14)
  • Elisa WaingortElisa Waingort
    Queens College
    Flushing, NY
    (2010-14)
  • Detra Price-DennisDetra Price-Dennis
    University of Texas
    Austin, TX
    (2012-16)

  • Latosha RowleyLatosha Rowley
    Andrew J. Brown Academy
    Indianapolis, IN
    (2010-14)
  • Dinah VolkDinah Volk
    Cleveland State University
    Cleveland, OH
    (2012-16)

Incoming Elected Members:

Kathy Collins, Durham, New Hampshire
Julia Lopez-Robertson, University of South Carolina, Columbia
Prisca Martens, Towson University, Maryland
Kathryn Whitmore, University of Louisville, Kentucky

 

NCTE Administrative Liaison
Debbie Zagorski  

 

Questions or comments for the Steering Committee
can be emailed to elementary@ncte.org.

 

Mission Statement

The Elementary Section Steering Committee of NCTE is committed to the pursuit of justice and equality.  We believe that in an open democratic society we cannot argue for democracy and humanity unless we create for our children a more just and caring world.  To this end we are dedicated to the support and development of emancipatory pedagogies that counter official policies and mandates that narrow the possibilities for the teaching of the language arts in public schools.  We believe that it is essential that we resist any attempt that is made to separate school based language arts programs from the socio-cultural realities of children’s everyday lives.  Our task is to support the work of teachers as they work closely with their students and their families to build classrooms where everyone has an opportunity to participate in the conversation with a renewed consciousness of worth and possibility of their own language use and the literacies that they share.            

---ESSC, Spring 2000

 

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