October 2013 ELQ Call for Manuscripts
Leadership continues to be our October theme. October’s a good month to consider leadership. Every year, school leaders have gotten the opening of school under their belts and are already considering what to do (and not to do) the following school year. And disillusionment hasn’t set in yet for teachers. More important, we think an annual leadership theme is only fitting for a journal that serves as the voice of and for English/language arts leaders in K–13 settings. Definitions of leadership—good leadership—are always changing. In her keynote speech at the CEL 2008 convention, Louann Reid, CEL’s 2008 Exemplary Leadership Award winner, suggested that effective 21st-century leadership is defined by collaboration, multitasking, and technological savvy—a change from leadership a generation ago, marked by hierarchy, intrinsic motivation, and a lack of diversity. English department head and CEL member David Padilla says, “There’s a difference between change that a department and/or person resists, versus change a department and/or person can’t do.” We think knowing the difference marks a good leader. For this leadership-inspired issue, we hope to hear from you about what it means to lead in the 21st century. Has your department experienced some growing pains? Changes in leadership? How do you set examples and raise expectations as a leader in your building? How do you prepare for a successful school year? How do you mentor beginning teachers? How do you meet the challenges of leadership in the 21st century? Let us hear from you! Deadline: June 15, 2013.
February 2014 ELQ Call for Manuscripts: Evaluating English Teachers
President Obama’s “Race to the Top” initiative caused many participating states to overhaul their teacher evaluation systems and tie teacher evaluation to student performance on standardized tests. As NCTE’s 2012 Research Policy Brief on “Evaluating English/Language Arts Teachers” explains, as of October 2011, “24 states require that determinations of teacher quality include measures of student achievement, and 13 of these states require that student standardized test scores be the majority determinant of teacher quality.” This is disheartening news, as we know student test scores don’t tell us much about teacher quality. But what does? How do you know a good English teacher when you see one? We’d like to hear about other ways you think we should be evaluating English teachers. How do you define “teacher quality”? What are some ways you connect teacher evaluation to professional development initiatives in your school district? How do you account for school and classroom context in your districts’ teacher evaluations? Should students’ and parents’ voices be included in the teacher evaluation process? If you are an English teacher educator, what discussions are you having with your colleagues about effective beginning teacher evaluation? What are your thoughts on edTPA? National Board certification? Let us hear from you about what should count in English teacher evaluation! Deadline: October 15, 2013
Special Issue—no submissions accepted