To discuss interview opportunities with
members of the NCTE presidential team, key NCTE staff,
or experts on a wide variety of literacy topics,
please contact NCTE's Communications Staff.
NCTE Presidential Team:
NCTE President Ernest Morrell
Ernest Morrell, professor of English education in the Arts and Humanities Department at Teachers College, is the director of the Teachers College Institute for Urban Minority Education (IUME). Prior to joining the Teachers College faculty in 2011, he was a teacher educator at the University of California at Los Angeles and Michigan State University and an English teacher in California.
His work with NCTE includes serving as a professional development consultant (K-12 media literacy, literature instruction, hip-hop poetry, and culturally relevant pedagogy) and Web seminar presenter. In addition to more than 100 articles related to empowering literacy education, Ernest is the author of Linking Literacy and Popular Culture; Becoming Critical Researchers: Literacy and Empowerment for Urban Youth; The Art of Critical Pedagogy: The Possibilities of Moving from Theory to Practice in Urban Schools; and Critical Literacy and Urban Youth.
Contexts, Codes, and Cultures: An Interview with NCTE President Ernest Morrell
Powerful Leadership for English Education (see p. 14)
Ernest Morrell talks about "Inventors of the Future: A Vision for NCTE and Our Affiliates" during the 2012 NCTE Affiliate Breakfast in Las Vegas.
NCTE President-Elect Kathy G. Short
Kathy Short teaches in the Language, Reading, and Culture program at the University of Arizona, Tucson, and works with graduate teaching assistants on a children’s literature course that is taken by preservice teachers in elementary and early childhood education. Currently director of World of Words, an initiative focused on encouraging thoughtful dialogue around children’s literature to build bridges across global cultures, Short serves on the Notable Books for a Global Society Award Committee as well as the editorial boards of Language Arts, Reading Research Quarterly, and Literary Research Association (NRC) Yearbook.
The 2011 NCTE Outstanding Educator in the Language Arts has a long history with the National Council of Teachers of English. She has held positions on NCTE’s Executive Committee, Commission on Curriculum, and Study Group and Teleconference Project. The former elementary classroom teacher also served as chair of NCTE’s Elementary Section Steering Committee.
“NCTE has always been my professional home, the place where I replenish my spirit and focus as an educator,” Kathy Short says. “NCTE has taken a leadership role in the public debates about literacy and language in schools and universities. Through dialogue between the communities within NCTE as well as with other professional organizations and public groups, we can develop new possibilities and relationships to make literacy more accessible for all students. Our work together is rooted in the life shared by teachers and students in classrooms and in a shared goal of creating literate, critically-conscious global citizens.”
Inquiry as a Way of Life: Kathy G. Short, 2011 Outstanding Educator in the Language Arts
NCTE Vice President Doug Hesse
Doug Hesse is professor of English and executive director of writing at the University of Denver. He is the founding chair of the NCTE/Norman Mailer National Student Writing Awards, co-developer of the NCTE National Day on Writing; and a past chair of the Conference on College Composition and Communication (CCCC).
The author of Creating Nonfiction and The Simon and Schuster Handbook for Writers, Hesse has also written articles and chapters in English Journal; College English; College Composition and Communication; Computers in Composition; College Credit for Writing in High School; Who Speaks for Writing?; Passions, Pedagogies, and 21st Century Technologies; Teaching Writing Teachers; Short Story Theory; and Literary Nonfiction.
About working with NCTE, Hesse says, “Having a leadership position in the National Council of Teachers of English is like being concertmaster in a symphony of literacy virtuosos. Never have opportunities and demands for reading, writing, and thinking loomed larger, but I take great heart in our nation’s thousands of expert English teachers, pre-K through college. Our students need work-related skills, absolutely. But they also need broad literate abilities in a society where decisions are made, ideas are shaped, relationships are formed, and meanings are created through language. Really, what could be more rewarding than to help orchestrate this enterprise?"
NCTE Past President Sandy Hayes
Sandy Hayes, an eighth-grade English teacher at Becker Middle School in Becker, Minnesota, and chair of staff development in her school district, earned her National Board for Professional Teaching Standards certification in 1996 and has been a classroom teacher since 1974. A leader in the Minnesota Council of Teachers of English, she serves as Web editor and fall workshop organizer and is a former president and former editor of the group’s newsletter and journal.
Her previous work with NCTE includes serving as chair of its Middle Level Section Steering Committee (2005–2008) and as Middle Level Representative-at-Large on the NCTE Executive Committee (2003–2005). Hayes is an author or editor of a number of articles on writing, literature, and 21st century literacies, featured in journals such as Voices from the Middle, Language Arts, Cable in the Classroom, and Minnesota English Journal. She was the lead author of the ICT (Information and Communication Technology) Literary Map for English (NCTE and the Partnership for 21st Century Skills), as well as a contributor to “Teaching Multimodal/Multimedia Literacy,” a chapter in Reading the Past, Writing the Future, a new book celebrating the 100th anniversary of NCTE in 2011.
Referring to NCTE’s development of a curriculum and instruction framework for 21st century literacies and other recent work, Hayes said, “We need to go further in illustrating for parents, policymakers, and the public concrete examples of the quality and dedication of teachers, of the astounding depth of work engaged students can create, and of the boundaries students can leap by using technology tools like the ones they must leave in their lockers."
"Standards, Students, and the Meaning of Life": 2013 NCTE Presidential Address
Reader's Commentary: Lessons from a Lurker and From Lurker to Apprentice