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 Carol Jago
Carol Jago has taught English in middle and high school for 32 years and directs the California Reading and Literature Project at UCLA.
Carol served as AP Literature content advisor for the College Board and has published six books for teachers with Heinemann. She has also published four books on contemporary multicultural authors for NCTE’s High School Literature series. Carol has written a weekly education column for the Los Angeles Times, and her essays have appeared in English Journal, Language Arts, NEA Today, as well as in other newspapers across the nation. She edits the journal of the California Association of Teachers of English, California English, and served on the planning committee for the 2009 NAEP Reading Framework and the 2011 NAEP Writing Framework.
Carol is also the author of this perspective: Crash! The Currency Crisis in American Culture (May 2009).
NCTE President-Elect Yvonne Siu-Runyan
Yvonne Siu-Runyan is professor emertia from the University of Northern Colorado. Formerly, she was a classroom teacher for grades K-12; a district reading specialist and language arts coordinator for Boulder Valley Public Schools; and participated in, as well as chaired, NCTE’s Elementary Section Steering Committee.
Yvonne believes that “Stories matter!” and that “Literacy should empower all its citizens – the young and the seasoned – to learn about the world around us, and question the status quo, uncover social inequalities and injustices, and take social action.”
Yvonne has published articles in several literary magazines including Language Arts, The Reading Teacher; Journal of Reading, Journal of Adolescent and Adult Literature, and School Talk. She has also written the “Forward: Notable books for the Global Society – the Beginnings” in Breaking Boundaries with Global Literature for IRA and “Asian and Pacific Island Literature,” in Adventuring with Books, 13th edition for NCTE.
NCTE Vice President Keith Gilyard
Gilyard is a professor of English at Pennsylvania State University and a member of the Editorial Board for NCTE’s Research in the Teaching of English. Previously, he served as the 2000 chair of the Conference on College Composition and Communication (CCCC), the associate chair of the NCTE Committee on Resolutions, the chair of the NCTE Committee on Public Doublespeak, and a member of the NCTE Executive Committee.
The recipient of several awards, including Presidential Scholar at the University of Oklahoma, Penn State Faculty Scholar Medal for Outstanding Achievement in the Arts and Humanities, and Thomas R. Watson Visiting Distinguished Professor of Rhetoric and Composition at the University of Louisville, Keith is also an inductee into the International Hall of Fame for Writers of African Descent. He is the author, editor, and co-editor of numerous chapters, books, articles, and poetry volumes.
NCTE Past President Kylene Beers
Kylene Beers is Senior Reading Advisor to Secondary Schools for Teachers College Reading and Writing Project, Columbia University. A former middle school teacher, Kylene has turned her commitment to adolescent literacy into the major focus of her research, writing, speaking, and teaching.
Kylene is the author of When Kids Can’t Read/What Teachers Can Do, co-editor of Adolescent Literacy: Turning Promise into Practice, and the former editor of NCTE's Voices from the Middle. Additionally, she is the senior program author of Holt Rinehart and Winston’s Elements of Literature, grades 6-12, and Holt Literature and Language Arts, grades 6-11.
With articles in English Journal, Journal of Adolescent and Adult Literacy, School Library Journal, Middle Matters, and Voices from the Middle, Kylene is a recognized authority on struggling readers who speaks both nationally and internationally. She has served on the review boards of the English Journal and The ALAN Review, and on the SIGNAL Board (Special Interest Group on Adolescent Literature) of the International Reading Association as well as the ALAN Board (Assembly on Literature for Adolescents of NCTE). She is the 2001 recipient of the Richard W. Halle Award given by NCTE for outstanding contributions to middle school literacy. Kylene divides her time between Houston, Texas, where she lives and consults in area schools, and New York City, where she works with the Reading and Writing Project at Teachers College, Columbia University.
Kylene is also the author of The Genteel Unteaching of America's Poor (March 2009).
Listen to Kylene's interview on Minnesota Public Radio
Watch Kylene's interview on WBZ-TV
Incoming NCTE Vice President Sandy Hayes
(Sandy takes office Nov. 21, 2010)
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."