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Meet the Elementary Section Leadership - Previous Revision

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 and also represent the interests of the elementary section membership by serving on the NCTE Executive Committee.  Read more about the ESSC in the Section Annual Report.  


  • Frank ChikiChair (2010-12)
    Frank Chiki
    Hawthorne Elementary
    Albuquerque, NM  
  • Elisa WaingortAssistant Chair (2011-13)Elisa Waingort
    Dalhousie Elementary
    Calgary, Alberta Canada
  • Carmen TisdaleElementary Rep-at-Large (2009-11)
    Carmen Tisdale

    Carver-Lyon Elementary
    Columbia, SC


  • Danling FuDanling Fu (2008-12)
    University of Florida
    Gainesville, FL
    NCTE Consultant
  • Andrea GarciaAndrea Garcia (2008-12)
    Hofstra University
    Hempstead, NY 
  • Nora GonzalezNora Gonzalez (2010-14)
    Ft. Sam Houston Elementary
    San Antonio, TX


  • Latosha RowleyLatosha Rowley (2010-14)
    IPS Center for Inquiry #2
    Indianapolis, IN
  • Jeff WilliamsJeff Williams (2008-12)
    Solon city Schools
    Solon, OH
  • Sandra WildeSandra Wilde (2009-13)
    Hunter College
    New York, NY  


Language ArtsLanguage Arts Editors
Peggy Albers
Amy Seely Flint
Caitlin McMunn Dooley
Teri Holbrook
Laura May

Georgia State University, Atlanta


NCTE Administrative Liaison
Debbie Zagorski  


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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