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NCTE Presidential Team
NCTE 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 President Talks about Advocacy, Teacher Evaluation, High-Stakes Testing, and Membership
NCTE President-Elect 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."
Reader's Commentary: Lessons from a Lurker
NCTE Vice 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.
Powerful Leadership for English Education (see p. 14)
NCTE Past President 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.
2011 NCTE Presidential Address: Telling Our Stories
Incoming NCTE Vice President 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.”