Since 1911, NCTE has provided a forum for the profession, an array of opportunities for teachers to continue their professional growth throughout their careers, and a framework for cooperation to deal with issues that affect the teaching of English."
The impetus for this early effort was a concern that school curricula were becoming too narrow and were incapable of addressing the needs of an increasingly diverse student population.
These concerned educators at first set themselves a limited task: to explore the problems arising from a rigid, narrowly defined approach to English language instruction.
This reliance on committee organization proved to be extremely useful, for it permitted interested groups to concentrate their focus on particular issues or trends.
Assemblies are informal special interest groups, ranging in focus from computers in English to research, which meet at NCTE conventions.
[9] The committee on diversity and inclusivity's charge is to "advise NCTE on efforts to foster diversity and inclusivity among members and potential members, including (but not restricted to) in terms of race, ethnicity, sex and gender identity, age, economic status, physical ability, and teaching circumstances.
Identify strategies to employ the resources and values of diversity and inclusivity to advance NCTE's mission for all members, our students, and our constituencies.
Provide annual or biannual analyses of the effectiveness of NCTE diversity and inclusivity initiatives (programs, awards, events, etc.
These awards include: In November 2003, the NCTE Executive Committee adopted a new model of policy-oriented style of governance for the council.
The peer-reviewed academic journal covers a range of topics related to the teaching of English language arts at the college level, including all areas of composition (basic, first-year, and advanced); business, technical, and creative writing; and the teaching of literature, along with other areas of professional concern.