I began teaching high school and middle school students in
1972. Although my focus was reading/English language arts, I
had opportunities to coach swimming and forensics and to advise
yearbook, the literary magazine, and school plays. In 1992 when
I finished my doctoral work at New York University, I became
interested in district administration for instructional services.
From 1995 until 2005, I served K-12 students from yet another
perspective, that of a director of programs. In my work as a
classroom teacher and as an administrator, my goal has been
to keep students at the center of classroom, school, and district
decision making. In 2005-06, I joined the University of Wisconsin
Oshkosh Faculty to continue my work for K-12 students from yet
another perspective: that of a professor of graduate and undergraduate
students.
My scholarship and professional growth are intertwined with
service to my professional communities. As Chair of National
Council of Teachers of English (NCTE) Secondary Section Steering
Committee, I worked with teachers around the country. I developed
my own classroom instructional expertise through presenting
at national conventions and writing book chapters and articles
with national colleagues. As President of the NCTE, I worked
with national and international leaders in my field to explore
ways to ensure democratic processes in public school classrooms.
Since 1998, I have authored three book chapters, four articles
in juried journals, five invited articles and ten grants. One
of my book chapters, “Institutional Challenges to Pedagogy”
in Challenges to Pedagogy: Power, Politics, and Public School
(Teachers College Press in 2000) was a direct result of my work
with the International Federation of Teachers of English (IFTE)
in New York City in 1995. Currently, I am a board member of
the Wisconsin Association for Supervision and Curriculum Development
(WASCD) and Wisconsin Assessment Consortium. I continue my scholarship
and professional growth as I continue to advocate for the students
of Wisconsin.
