John D'Auria is Principal of the Wellesley Middle School. According to his nominators, "John is a model for being a caring, knowledgeable administrator and an exemplary teacher. He is a human being; he listens and isn't quick to judge. He constantly asks questions not only of his teachers, but of himself. He encourages his teachers to try new things and make mistakes. Any constructive criticism is always followed by workable examples and a willingness to help teachers plan and grow. John really believes that each person can make a difference. He searches for ways to show each individual his or her unique importance to the whole community and is quick to give others credit for their ideas, time and talents."

It is against this backdrop of caring and modeling of risk taking that John when organizing the Martin Luther King and Memorial Day assemblies, always chooses powerful speakers who describe how they take stands for what is right. Hopefully, you'll hear John discuss a very special project involving an incredible field trip of 7th and 8th graders to Selma, Alabama that made a unit on Racism come alive for the students and which continue to have ripple effects throughout the school.

John has created an exemplary middle school culture which dedicates itself to core values of consideration for others and accountability for one's behavior , communication skills, and commitment to studies. He has implemented his vision of a heterogeneous learning environment which sets high expectations for all students. All students are expected to master the same learning goals, which are set at the level of the highest group, with a number of practices and structures created to keep the curriculum both challenging to the most facile learner and accessible to those who struggle with academic learning.

John's passion for excellence, both in instruction and learning, is demonstrated daily as he wanders the halls and stops by classes to see how things are going. He is always recognizing the special things that individual teachers do, and he also recognizes the children directly. Every mid-term, he asks teachers to forward the names of students who have shown considerable improvement in their studies. These students receives a "spark" letters from John, praising them on their efforts and giving specific examples of what they have done to achieve their success. Another long standing innovation is "Pizza with the Principal" whereby students, who are selected by their teachers as outstanding citizens, have lunch with the principal where they discuss issues important to them.

John has worked as a math teacher, guidance counselor, and principal for the past 27 years. His experience has been with both urban and suburban school districts. He is currently working on his doctoral dissertation at University of Massachusetts, Boston entitled" How Children Come to Perceive their Intelligence as Either a Fixed or Dynamic Entity.: John also works part time as a staff developer with Research for Better Teaching. He is married and is the father of two children ages 14 and 17.

Peggy Bryan, 2004

“Extremely innovative, extraordinarily inspirational, effective leader, community builder;” these are just some of the many descriptions of Peggy Bryan by her colleagues. Since 1997 Peggy has served as the Principal of Sherman Oaks School in the Campbell Union School District, which serves a largely immigrant population, grades Kindergarten through Grade 6. Under Peggy’s leadership and co-authorship, the school changed status in 2000 to become a charter school. The model for Sherman Oaks is that decisions are made by the teaching staff, with input from the principal and oversight by a Governing Board composed of various parent and community representatives.

One of her nominators, Professor Gerry Chartrand, a professor at San Jose State
University and a former Associate Supt of Educational Services in Campbell Union
School District notes, “Peggy stands out in my mind at the top of the list of all those
administrators I have had the privilege to work with. She is a deep thinking person,
one who can interpret, analyze, and process information extremely well. She has a
great vision of how things could be, and she is a brilliant problem solver in carrying out that vision. Her creative juices flow when she is working through ideas and challenges." Colleagues note that she is a mentor to her staff, leading them in thinking of creative, new solutions to age-old ways of doing things. She rarely says, ”No, we can’t do that.” It’s always, “Why not?”

Here are some highlights of her many innovations:
Peggy is noted for encouraging parent participation and leadership. A bilingual PACT Parents Group meets monthly to address issues facing local families and acts to formulate and support needed programs. Results of their efforts include: an after an school program; a Healthy Kids program, which is a quality low cost health insurance program; parenting classes; and a morning ESL Class with child care. Sherman Oaks is the only school in the district that offers a federally subsidized breakfast each morning. Peggy also uses Title VII funds to hire a parent part-time to assist other parents in finding needed resources, be it help with domestic violence or landlord issues.

A major achievement is the creation of the Midday Block, a “win-win” for teachers and students, which Peggy helped design, support and fund. In effect it lengthens the school day. This is an extended prep time for teachers that fosters staff development and collegiality, be it group planning, preparation of special school events, or Spanish classes for non-Spanish speaking staff. During this time a variety of activities for students take place: an extended lunch period; Running Clubs, which have led to improved student fitness; and art classes taught by a cadre of professional artists. This year there is a Latin American Story Teller for Drama and Art, who augments the school’s dual immersion language program, and a visual artist who teaches computer graphics.

Another very important accomplishment at Sherman Oaks is last year’s 153 point increase in the school’s Academic Performance Index, the largest increase of any school in the state. Part of this accomplishment can be attributed to Peggy’s hiring of a coach, who worked with teachers individually and in groups on how to improve the reading and writing of students.

Peggy is well recognized by her peers as a talented, passionate, and courageous leader. She is always looking for ways to grow and improve herself, her students, and her community. We are honored to recognize her for “Excellence in Education.”

Timothy Cornely, 2002

Timothy Cornely is the Principal of the Fred W. Miller Intermediate Elementary School in Holliston. Tim was nominated for an award for excellence for his outstanding leadership when opening the Miller School three years ago and for his work in implementing standards based learning in his school.

When tracing Tim’s history with the Holliston Public Schools, it was clear that Tim was uniquely prepared to assume the task of creating the new school. He was the ideal candidate. Tim has been with the Holliston Public School since 1976. Between 1976 an 1998 Tim taught grades one, three, and four, was a guidance counselor, a remedial reading teacher and an assistant principal of grades pre K through 3. During the 80’s Tim established Holliston's After School Program and later coordinated the Peer leadership Program. In 1999 Tim became Principal of the soon to be, Fred W. Miller Intermediate Elementary School.

Combining students, staff, and curricula from two different level schools is a complex, time consuming task. The job for Tim and his staff was made more complicated by the fact that the school building designated for the new level was being renovated and enlarged, and teachers could not get into their classrooms until two days before school began. In addition, just at that time, as part of education reform, state mandated frameworks had been established which would necessitate immediate curriculum assessment and some changes at all grade levels.

As they began their year with new colleagues, a new principal, in a new school, Tim and his staff tackled the challenges of evaluating grade level curriculum in light of the new state frameworks, establishing appropriate grade level learning standards, revamping curriculum and assessment, selecting new materials, and developing a new reporting system.   As a result, Tim’s newly formed school has become a leader in the district in student assessment and the transition to standards based curriculum.

When nominating Tim, administrators, teachers, and parents wrote glowingly of Tim’s accomplishments and they paid tribute to the Miller School’s culture of high expectations and accountability.

Kevin Crowley, 1995

The words of his nominators tell us about Kevin Crowley, Principal of Johnson Elementary School. "Listen to the children and parents, energized, proud, happy, speak of the new Johnson, the Johnson they envision in the future and the hope in their voices as they now believe their visions will come true - because of the magic of Kevin Crowley."

"On June 2,1994 Kevin was officially hired as principal. Teachers were enthusiastic, for Kevin had established himself as a role model for students, parents and staff during his principal internship in Fall 1993. By June 10, he had enchanted our children by visiting them in their classrooms, ~playing with them in the schoolyard, and promising to sneak them out for an extra recess in the fall. And by June 15, Johnson families came under his spell when we received a warm open inviting letter in which he expressed his excitement about the new appointment, articulated his educational philosophy and goals, and emphasized the partnership between the home and the school, stressing that our participation would pave the way for our school not only to be a center of inquiry but a center for the community." During the summer, Kevin renovated the Teachers Room, and he set up a teacher media center, improvements that were beneficial to the entire staff. On the first Friday of the school year, he brought lunch for the entire staff to say thank you for working so hard to make a Grand Opening for the new school year,*n*: ~ ~, infused us with his energy. One of his first suggestions was that each teacher start off the school year with a "Good News" telephone call to all the parents of his/her students to open up lines of communication between the home and school. Feedback from this initiative was phenomenal.

More magic, inclusion, spirit, and leadership, as we tour the Johnson School and witness some of the new initiatives.

•Drive up to the front of the school and see the new sign that reads "Johnson Elementary School, Building Our Future One Student At A Time."

• Step into the front lobby and see photographs of the entire Johnson staff. Peruse the Johnson Gazzette, a monthly letter published by Kevin and the PTO. Read with pride the newspaper clippings about the school and its members, as Kevin makes sure the larger Natick community recognizes what is happening at Johnson.

•Enter now into the main building. See the newly mounted "Friends of Johnson School" plaque with the first names of the former principal, Keith Cassidy, and the five police officers who throughout the fall played after school street hockey with the fourth graders, a league set up by Kevin. There's room to note the firefighters who will be playing indoor volleyball with the third graders and the volunteer parents who will be running a computer club. What better way to know in a personal way the leaders of a town.

•Walk, don't run down the halls. You might be seeing the principal listening to a child read, checking up on a boy's homework completion necessary for all street hockey players. You might be a part of Spirit Days, which incorporate cross grade planning, sharing students in different classrooms and treating the entire school to a theme related snack. Drop in on PTO meeting in a host teacher's classroom, where parents might see the incorporation of computers and curriculum, the uses of Open Circle, Writer's Workshop, and discussion about a newly formed fourth grade safety patrol to guard a formerly unsupervised pathway.

• Finally join us at Johnson community activities, the Halloween Fun Fair, Book Fairs, holiday bazaars. Kevin does these activities and more without fanfare, Hear him as he gives credit to others and raises a quick hand to ward off any thanks. You might think Kevin's been at this for many many years. After running a successful electrical company for ten years, Kevin went back to college, received his Master of Education in Administration and Supervision, was named 4th grade teacher at Brown School in 1989, and is now off and running as a principal. We all salute you in your first year!

Joanne Delaney, 2002

Joanne Delaney is Coordinator of Special Education at Concord-Carlisle Regional High School in Concord. As her nominators write, “Joanne has had a profound impact on our school community because of her superior performance as an innovative developer, a staff recruiter, a professional development designer, a supervisor and department chairperson, an interpreter and defender of the law, an ardent defender of individual rights, and a master of administrative details. She has set the standard for quality Special Education.”

At her high school, Joanne has brought about a much better understanding of the law, of students’ special needs, and new classroom models. Many of the policies, programs, and procedures developed under her auspices are replicable to similar populations, and much of her work has been adopted by others. A major programmatic achievement under her leadership is the Pathways Program, which is designed for students with intensive disabilities so that they can achieve academic, social, and pre-vocational success in an inclusive educational setting. Because of its excellent design and implementation, the program has exceeded its goals in mainstreaming these students while providing for their individual needs. The program core is centrally and visibly located in the school; and its students’ integration in the school community, in addition to being a metamorphosis for them, has positively changed the tone of the school and enriched the lives of all.

Other innovations under Joanne’s leadership have changed the climate of the school while servicing special needs students. Special Ed Department tutors have been utilized as team teachers in English, Social Studies, Math, and Science classes. Tutors are able to assist the classroom teachers with all students, while serving their specific charges without singling them out or unduly drawing attention to them. Joanne was among the first to purchase Title 1 software for English and math remediation. She also implemented a post-hospitalization therapy group that helped to smooth the return of students who had been temporarily institutionalized for psychiatric reasons.

According to her nominators, one of Joanne’s greatest strengths is team building, as evidenced by a very cohesive department of mutually supportive teachers, specialists, tutors, and aides. She has capitalized on existing partnerships between Math and English teachers and special education teachers and tutors and developed them into more effective teaching pairs who enhance instruction for all students in classrooms. She has encouraged her staff to develop individual subspecialties, for which she has provided training. “Joanne stands out as much for her personal qualities as her professional ones. She cares deeply about the students and professionals at Concord-Carlisle. She is a tireless worker for the just and fair implementation o a most complex set of law. She is compassionate and generous of spirit. Her strength of character and courage are legendary among us.”

Richard DeYoung, 2004

Richard DeYoung, a Principal at the Dale Street Elementary School in Medfield, MA.,
demonstrates compassion for teaching, and his unique “personal touch” has impacted countless students and teachers.

Nominators note, “Dick DeYoung is is as much a teacher as he is a principal. He is also a true ‘spirit whisperer.’” According to author Chick Moorman, a "spirit whisperer" is "any adult who teaches to a child's spirit." When Dick meets with children, he talks to them in such a way that they know he cares about them. The safety and comfort of each student at Dale Street is crucial to him. In collaboration with other administrators, Dick worked to design a Transition Day to take place each June. On this day students get to spend about an hour in their new classroom with their new class and teacher. The proper placement of each student is a process that begins each January when parents, teachers, and the special education staff are given the opportunity to express concerns regarding the needs of each student. Each placement is given careful consideration. This annual Transition Day removes much of the anxiety students normally face at the end of each summer. Students know their teacher, their classroom, their classmates before they leave for summer vacation, and this system helps provide a smooth transition to the next year.

DeYoung’s leadership style embraces the concept of inclusion, and he works each day to maintain the safe, caring and nurturing environment that is associated with the Dale Street School. He has emphasized special needs education so that all students with special needs are given appropriate support to address their individual learning styles. He has also developed a team concept that involves all staff members who work with special needs students, collaborating to ensure the success of each child.

Dick teaches the members of the Dale Street community that good character is critical to the well being of the community. He has provided support for its Character Education Program since aiding in its inception in 1997. Currently, Dick reads a "thought of the day" each morning, providing a thought to ponder for the monthly theme.

Dick sees the best in every person and encourages constant growth just as he is constantly growing and learning. With his staff, Dick believes in acknowledging each person as an individual. He is always finding ways to tell teachers how important they are and he never fails to recognize diligence. Dick encourages his staff to enjoy their lives outside of the classroom. When a teacher has a life-altering experience such as spending 15 months in Iraq, teaching in Nepal, developing education programs at an AIDS orphanage in Zimbabwe, training a guide dog, or creating art while on sabbatical in Italy, Dick always encourages the teacher to share her experiences. Our life experiences shape us and Dick has always valued the important role of individuals in creating community. Our annual Hunger Awareness Day is one example of how a valued personal experience can positively affect the lives of hundreds of students.

Dick is a principal who makes others feel safe and respected. He gives his full attention to his staff, to concerned parents, to his administrative colleagues, and to the Dale Street students who look up to their funny, caring, positive principal. Dick is a fabulous role model to impressionable students as well as to educators. He works tirelessly for the good of the Dale Street School, staying late most nights and coming in to work on weekends and vacations yet still repeating his mantra, "Life is good," at the end of an arduous day. Dick is a great human being; supportive, appreciative, and genuine.

Ron Eckel, 2003

Ron Eckel, Principal of the Israel Loring Elementary School in Sudbury, serves as the instructional leader for 570 students, 350 families, and 80 staff members of the Loring School, a tall order for a leader who has made it his mission to model and communicate the core values of his school: Caring, Respect, Responsibility and Best Effort. In 1999, having inherited a new building whose students, families and staff had been redistricted from several established school communities, Ron faced the daunting task of building a new school culture and community including all of these diverse members.

Four years later, several members of his staff and parent groups, in their enthusiasm for his work, describe him as providing "impressive leadership, creativity, compassion and vision", a "gentle and respectful spirit.....which makes one feel safe and proud just passing him in the hallway." Another writes that " he has shown both in word and deed that the best interests of the new Loring School community are central in his heart."

Like all administrators, Ron’s duties have included resolution of leaky roofs, broken cabinets, missing furniture, traffic patterns and budgets. However, despite these responsibilities, he has still found time to create programs like his Monday Morning Meetings, Community Celebration, the Principal's Choice Program, Big Friend/Little Friend, Random Acts of Kindness, and many more initiatives aimed at building core values into the Loring School Community. His personal influence on the Loring School Community has clearly been significant for all involved.

Ron Eckel represents the essence of what the Goldin Foundation looks for in an outstanding educator.

Mary Eich and Marilynne Smith Quarcoo, 2003

Mary Eich and Marilynne Smith Quarcoo have been outstanding as “leaders of the leaders” of the Newton Public school system. They are recognized for their work in bringing awareness about and helping to close the minority achievement gap between white students and students of color. Mary, as Mathematics Coordinator for the Newton Public Schools, and Marilynne, as Principal of the Cabot Elementary School, have made presentations to all administrators including the history of testing, bias in testing, performance of students in color in Newton, and statistics about the placement of children of color in advanced courses on the secondary level. Their thoughtful and thorough work has had significant impact, creating necessary dialogue and paving the way for action to address the problem.

Together and separately they have helped principals learn the tools to collect and analyze data in their individual schools, which enabled the principals to write specific cultural relevance plans into their School Improvement Plans for 2003-2006. Last summer, a team of four elementary principals who were inspired by their work on closing the achievement gap, attended a workshop and brought back to their staffs and other elementary principals a plan for focusing on the progress of individual students. This year as members of the Achievement Gap Committee, they planned a workshop, “Getting Accountability Right,” for all Newton administrators and guidance staff, which was led by a nationally known researcher and educator. In addition the Committee organized study teams of administrators at all levels to read and discuss three books that have caused reflection and action.

In her own school, Marilynne has created an exciting and safe environment for all students. She understands the developmental needs of children; she assists teachers to frame challenging curricula; and she encourages instructional practices that are effective in moving students to their goals. Marilynne has assembled a committed team of educators who provide additional academic support to students who need it before and after school.

Mary has continued her excellent work with colleagues in supporting the elementary literacy initiative by leading workshops for teachers in reading and writing in math and science. She has developed supplemental materials, called “Challenge Binders,” which may be used by teachers at all levels to provide students with additional math experiences. Mary also has written a large part of Newton’s three-year plan required by the “No Child Left Behind” legislation.

Creating cultural relevance in curriculum, encouraging relevant instructional practices, and fostering strong relationships with students are on-going processes. Mary and Marilynne have been persistent in their mission to close the achievement gap between white students and students of color and all other students at all levels. They continue to raise difficult questions that force educators to examine their present practices and beliefs; they challenge the stereotypes that educators may unwittingly bring to their classrooms; they review published materials and teaching practices to ascertain whether students of color are able to meet the curriculum goals. Their leadership, motivation, and inspiration have helped all in the Newton Public Schools stay focused on its system-wide core value of Respect for Human Differences, narrowing the achievement gap, and providing the best experiences possible for all students.

Sandra Einsel, 2009

“Driven to convey the message that we are all responsible for the education, welfare, and success of all of our students and that we must ensure that all students are included as well as active participants in their community schools.” This quote is one of many that describes the strong beliefs and vision of Dr. Sandra Einsel,Director of Pupil Personnel Services of the Walpole Public Schools in MA.

For the past nine years Dr. Einsel has transformed the Walpole Public Schools into a district that is inclusive and accepting of all student learners and their diverse and unique learning styles. Sandra has developed, implemented, and sustained over eight individualized programs beginning in preschool and extending through high school for students who would otherwise have been served outside of the Walpole Public Schools. She is a gifted educator who possesses an expertise for engaging administrators, staff and parents to initiate change that would provide the best environment for all students to thrive.

Programs such as the Learning Center for students whose cognitive abilities are significantly compromised, the partnership with the Walker School for students who have emotional and behavior difficulties and the multiple programs at the high school including Life Skills, Language Inclusion, Career and Education, and the Bridge Program, are just a few examples of how the Walpole Public Schools are providing quality and appropriate programming for all students under Sandra’s direction.

The Department of Elementary and Secondary Education has commended Dr.Einsel for her program development resulting in over eighty percent inclusive classes.

Susan Evans, 2005

Susan Evans has served as Principal of the Boyden Elementary School in Walpole, MA. After graduating from Lowell State College with a BA in Music Education, she taught general music and directed bands and choruses in Ashby, Randolph and Milton. She then came to the Fisher School in Walpole where she developed a fabulous program of music for kindergarten through grade six, from general music classes to marvelous choruses, including a faculty choir with ‘wonderful’ head tones, to talented instrumental ensembles.

In 1980, Susan began her successful career in administration which included years spent as Walpole’s K-12 Music Department Chair and Fisher School’s Assistant Principal. In 1990, she reopened the Boyden Elementary School as its principal, which had been closed due to Proposition 2½, where she has remained for 15 years.

Susan could have been nominated for a Goldin Foundation Excellence in Education Award for many of her achievements:

Ø She was an outstanding music teacher who shared her skills with many student teachers who went on to stellar careers.

Ø Or perhaps because of her successful leadership of the Boyden School Reopening which included a smooth transition and well planned redistricting.

Ø Or because she has just successfully brought the Boyden School Community through a three year period of growth and construction that has doubled the size of the building welcoming over 400 students and their families into the new environment.

Ø It could also have been her dedication to the countless committees she has led or contributed to – from Music to Technology, from Math to Foreign Language, from Crisis Intervention to Homework Review, or Curriculum Training to New Teacher Mentoring.

Ø Then there was her achievement just two years ago when she received one of the Edgerly School Leadership Awards as a result of her students’ superior performance on the math portion of the MCAS.

Ø It could be, that as her Superintendent, Kathleen Smith, wrote, “Sue is a catalyst for positive change, and a leader who models for others the courage to explore difficult ideas.”

Ø And then there were the many accolades from her fellow administrators, praising her vision, mentoring, high standards, and leadership.

Suzanne Gillam, former Principal in Walpole noted, “Having known Susan since her earliest days in Walpole, I can assure you that all of those attributes and more are readily apparent when you have the privilege of working with her. But I believe her recognition here this evening is best summed up in the words of her secretary, Carol Harkins, when she wrote, “Each day she displays her dedication to the field of education, and because of her outstanding efforts, the Boyden School has become a wonderful learning environment for the children as well as a nurturing environment for the staff.” .

Bobbie Fagan, 2005

Bobbie Fagan serves as Principal at Southside Primary School in Cleveland, Texas. Those who nominated Bobbie all mentioned her multi-faceted talents and the array of responsibilities, which she has handled with confidence, without losing her humility. She presently has numerous responsibilities ranging from the organization, planning, and implementation of all programs within the school to working hand-in-hand with parents and the community.

One outstanding characteristic of Bobbie Fagan is her visionary leadership. Following are a few of her educational achievements evidencing this leadership. She has served as an educational teacher and leader for the last 30 years. She has served 10 years as a classroom teacher and is completing her 20^th year as an administrator. She is certified in Speech and Hearing Therapy, Speech Communications, Elementary Education, Special Education, Supervision, and holds a Mid-management certification. Bobbie has taught in each of these areas of certification. She designed, implemented, and ran the first Speech Therapy program for one of the districts in which she served. She is currently a member of the Texas Elementary Principals and Supervisors Association (TEPSA) and has served as an officer at the region and state levels for TEPSA. She has served on the State Planning Committee for the restructuring of TEPSA’s roles and responsibilities. She has also been a member of the Texas Association of Secondary School Principals (TASSP) and served as an officer at the regional level. She has presented seminars at the TASSP conferences and served as Department Head for Special Education. Bobbie became a Master Teacher while in the classroom, developing, writing, and coordinating a study skills program for a junior high. In one district, she assisted teachers in a school, with 80% of the student population at-risk, to become a Texas Recognized campus.

Bobbie understands that principals continually need to take on even larger roles in the work of convincing the public to support public schools. She has taught Common Sense Parenting classes to community members and received the “Lion of the Year Award” for community services and for implementing the school program that provided eyeglasses to needy students in area school districts.

Suzanne Gillam, 2000

"Principal Suzanne Gillam of the Bird School in Walpole makes it a positive place for staff and students alike." Her nominators state that Suzanne is always thinking! A woman of vision, she involves, unites, motivates, and rewards preadolescents. Their eagerness to participate in a positive manner helps build character and self esteem. The various programs that Suzanne has developed and implemented provide students with a sense of belonging in a school of five hundred, where discipline problems have declined steadily over the years. The many programs have become a tradition at Bird Middle School that students look forward to and fondly remember.

Suzanne's innovative "Low Cost All-School Programs for High Student Involvement and Spirit" have been incorporated into the fabric of the school. The token economy system initiated by Suzanne is one such initiative. "Bird Bicrons" earned by students as incentives and as pay for school jobs. These are deposited in the school's "Bicron Bank" and used at the end of the year when advisories can buy a myriad of activities in which to participate during Bird's Bicron Bonanza Week. Physical challenges abound such as the slippery slope of whipped cream in the final round that students must navigate.

As Bird Middle School's priority is student achievement, Suzanne instituted a Student Recognition Program a number of years ago when it wasn't "cool" to do well in school. This program has changed attitudes by creating a positive school culture revolving around various categories: academic performance, conduct and effort, participation and achievement, school service, perfect attendance, and a special category called "GOZUPINZ" for those in terms II and III who go up in all their grades. Students are honored at grade level assemblies over which the principal presides.

Yearly theme programs have included "Champions for Learning" and "Keys to Academic Success." Students and staff spell out the theme by earning individual letters as rewards and incentives for various accomplishments. If a student spelled the "Keys" theme, he/she received a "Key Pin," which was proudly worn with an opportunity to pick a key and open a treasure chest of prizes. The theme for this year is "Merit Millennium Medals" and at this point in the school year a large of percentage of students have earned their medals.

A guiding force, Suzanne has made Bird a model of middle level education for a skills based, team taught, child centered approach to learning. The Student Assistance Team, the Student Action Committee, an all school homework telephone line, parent sponsored after school activities, parent evening programs are additional examples. For teachers, there are many professional development programs including topics such as multiple intelligences, critical thinking, and integrated learning . The school improvement plan has been dedicated to technology development and there are now several computer labs, and every class and office space has computer education opportunities. Suzanne Gillam has the respect of and appreciation by students, their families, and staff. She has been and continue her dedication to the Walpole school community.

N. Jerome Goldberg, 1994

Dr. N. Jerome Goldberg, Assistant Superintendent for Instruction in the Natick Public Schools, is recognized for his efforts in having "significant impact on improving the quality of education for children in Natick and for empowering the school staff to update their professional development." The result has been a powerful infusion of ideas and teaching strategies which ripple down to students. Nominators reflect, "Jerry knows the classroom. As a former elementary teacher and reading specialist, he identifies with the needs of a classroom teacher. As a college professor, he brings his practioner's knowledge to educational theory helping students to enter the field and energizing those who are currently in education. As an administrator, he uses his knowledge and experience to enlighten parents in the community." One teacher notes, "Dr. Goldberg is a teacher who has touched my life. He inspires each of us to take the risks that are a necessary part of learning."

Highlights of Dr. Goldberg's many activities include:
1 He designed the The Mini University program, which encourages the staff to earn graduate equivalent credits with improved teacher effectiveness and collegiality as direct results. Courses have included "Non-violent Intervention," "Discipline," and "Cooperative Learning." Some of the classes Dr. Goldberg has taught include: "Understanding Teaching," "The Idea Factory," and "Multiple Intelligences." A study group option encourages professional educators to research specific topics of their own choosing.

2. He was the driving force in establishing a "Scientist in Residence, " first program of its kind in the country. A staff development trainer spent time over three years training staff using a hands-on process in Science and Math in every elementary school. The trainer also spent time with teachers after school and with parents in the evening.

3. Under Dr. Goldberg's guidance, the elementary evaluation system has been reviewed and revised. There is now a focus on various assessment strategies, resulting in a more holistic view of a child's achievement.

Dr. Goldberg also serves as an Adjunct Faculty member at Lesley College as well as Simmons College. He is affiliated with the Saphier Research for a Better Teaching Center: he belongs to a number of professional organizations; and he is past president of the Massachusetts Reading Association.

Richard Grandmont, 2001

In less than two years, Mr. Grandmont, a problem solver and forward thinker has made a change and an impression," according to his nominators. As Principal of the Memorial Elementary School in Natick," he has energized the school with his care and concern for the whole community. A most effective and compassionate administrator, he is approachable to students, staff, and parents,"

With students, positive expectations and encouragement are explicit with every student/principal interaction. From the time students enter the school and see the sign which requests that all enter the school with happy hearts, the tone is set. Rick's approach to discipline is based on mutual respect and getting to know one another. In order to enable children to get to know him as a person, he spends time every day in the lunch room conversing and interacting with them, listening to their concerns as well as their accomplishments.

Interactions with the faculty as a whole and with each individual are stamped with respect and caring. Believing in setting goals, he has set a clear example in working with faculty teams in specific programming such as technology improvement for the school; creating a new twenty-four station computer lab and upgrading the computers and Internet access within each individual classroom. One teacher comments, " Richard has significantly influenced my philosophy and approach towards teaching. As he observes his staff, he graciously guides them so they will grow, but he allows them to do so independently. It is my hope to do the same with my students. I want to teach my students in a manner so that I can give them enough guidance while at the same time allow them to learn and grow on their own."

With the parents and community in mind, Rick created a Memorial School Information Brochure, which provides valuable information about school features and accomplishments such as its NEASC accreditation and its emphasis on curriculum. He has rewritten the school handbook, which is now more comprehensive and informative, enabling parents and community members to learn about the school and its guidelines, rules, routines, and philosophy. A Parent Curriculum Enrichment Guide is also being developed to include points of interest such as museums that have connections with the academic curriculum.

Mr.Grandmont is presently enrolled at the University of MA, Amherst in a doctoral program in "Education Policy, Research, and Administration." His doctoral dissertation, The Implementation and Utilization of Democratic Discipline as an Approach to Classroom Management . His philosophy "Do unto others as you would have them do unto you," serves him well and also the many others with whom he comes into contact. He is an exemplary model for students, peers, parents and the community.

Av Green, 2007

Avalin Green serves as Director of Curriculum Instruction and Development in the Westwood Public Schools. Westwood, MA. She was introduced at the Educator’s Forum as:

“an extraordinary teacher whose efforts and approach lift all with whom she works,
a leader who has a thorough grasp of the nature of the challenges facing everyone involved in the educational process and her unflagging commitment to uniting these groups in pursuit of a common goal,…
a lifelong learner with enormous intellectual curiosity,
an administrator who seeks input from all, values that input, and involves all in decision making.”

Nominators of Av Green, Director of Curriculum, Instruction, and Staff Development in the Westwood Pubic Schools state that she is the “heart and soul of teaching and learning for the district.”

Av has encouraged multiple programs to strengthen teaching and leaning. One example is the Curriculum Review Cycle, where teams of teachers and parents first review the curriculum, and then after careful analysis make recommendation. This is followed by a two year team development and implementation. Responding to teachers who recommended that the traditional report card needed change, Av demonstrated leadership in an initiative involving teachers from every grade, school and special areas, resulting in a new standards based report card at the elementary level.

Av instills a positive attitude and empowers all to be the best they can be. She encourages initiatives that stimulate teacher knowledge and creativity both for veteran and new teaches. She was instrumental in designing and implementing a teacher-centered professional development menu, which keeps student learning at its core. For each curriculum area and pedagogical need, there are a variety of opportunities, including embedded professional development, teacher led study groups, and graduate level courses. Av has initiated an teacher induction program, which in addition to on-going new teachers meetings, mentoring, and access to coaches also includes a “Visit A Veteran Program” that expands the repertoire of new teachers through observations in classrooms.

Av has been a consistent advocate for children as leadership has changed at all levels within the district. Her guidance has supported new administrators, sustained the community’s confidence in the system, and above all, kept children in the forefront.

Superintendent John Antonucci, comments, “Av is wisely credited by fellow administrators, teachers, the School Committee, and parents for playing an integral role in transforming the Westwood Public Schools into the high-performing district it is today. She has high standards, leads by example, promotes the importance of teamwork and collaboration, is a tireless worker and does it all with a positive and infectious enthusiasm.”

Jane Hawes, 2002

Jane Hawes serves as Media Specialist and K -12 Media Director for the Walpole Public Schools. She was recognized for her foresight and outstanding leadership abilities in creating an exemplary multi-media technology center at Bird Middle School and revitalizing the media services and programs offered by the Walpole Public Schools.

In nominating Ms. Hawes for the Goldin Award, administrators and teacher repeatedly wrote of Hawes’ collaborative manner of providing staff training, developing new programs, and evoking changes in media support services. According to her nominators, the staff and the students respond to Ms. Hawes’ enthusiasm for research and innovative uses of technology to assist them in study projects and developing multi-faceted products.

A media specialist in Walpole for fourteen years, Ms. Hawes entered the system when space and budgets were at a minimum. Initially, Ms. Hawes serviced all three elementary schools in Walpole. Through the years, budgets and staffing improved a little but the potential for the use of technology soared. Not deterred, Ms. Hawes acquired grant money and began establishing student study programs incorporating new software applications, use of the Internet, and multimedia productions.

In 1996, pressed for space for expanding media activities, Ms. Hawes, in collaboration with the Bird Middle school principal, Suzanne Gillam,worked to remove rows and rows of student lockers to create a learning space . Bird School now houses the M.A.L.L, the Multi-media Access Learning Lab, an exciting location that is used by students and teachers for a wide variety of learning activities.

When evaluating the quality and value of their own independent work projects, sixth grade students of Bird Middle School often comment that their work and relationship with Ms. Hawes was one of the most rewarding aspects of their project experience. Many teachers and administrators seconded the students views as they wrote letters of endorsement for Ms. Hawes’ nomination for a Goldin Foundation Excellence in Education Award.

George Johnson, 2003

What makes an outstanding leader? Mary Parker Foller says, “The most successful leader of all is one who sees another picture not yet actualized. He sees the things which belong in his present picture but which are not yet there…..Above all, he should make his co-workers see that it is not his purpose which is to be achieved, but a common purpose, born of the desires and activities of the group.” By these criteria, George Johnson, the Director of Student Development and Program Evaluation for the Needham Public Schools, is an outstanding leader. Seven colleagues wrote letters in support of George’s nomination for a Goldin award. When recounting his accomplishments, the themes of outstanding leadership, ability, and remarkable personal attributes were underscored time and again. They write with admiration of his ability to grasp the essence of a problem and to work creatively and tenaciously to accomplish the tasks necessary to make positive changes. “He has the uncanny knack of balancing idealism and pragmatism, vision and reality, independence and collaboration, and risk and certainty.”

George has helped Needham to transform itself into a system that is comfortable working with student achievement data as a method of assessing program performance. He is cited for an action research project focusing on the disparity in achievement between Needham’s black and white students. With other colleagues, he received a grant from the UMASS Field Center for Leadership and Training to research, develop, and implement measures to address the issue. A comprehensive system is being established, from working with administrators in every school, a full system in-service day for teachers, linkages between parents and schools, and involvement of students in the action project. The project is on-going, but already it has enabled Needham as a system to confront difficult issues of varying levels of teacher expectations for its students.

George’s colleagues agree that he is a person to go to when a student’s issues prove difficult because he listens and makes decisions without spending precious hours processing extraneous information. He is uniquely qualified to fulfill the role of problem solver. He is a psychologist by background and raining. In his role he supervises the evaluation, development, and delivery of the many special education student services that are provided in addition to mainstream regular programs. Just a few of his areas of responsibility are: special education, guidance, summer school, English as a Second Language, grant development, and adult education.

George has been at the forefront of Needham’s efforts to use focus groups within the community to assess their understanding of and expectations for its public school system. He has been instrumental in developing the annual Performance Report, which has been very well received by the community.

George is noted to be a remarkable human being. Meg Hale, who is associated with the Boston Living Center and the Boston AIDS Consortium writes, “He is a humanitarian in the finest sense of the word, continually giving of himself and inspiring others to do the same.” She praises him for his extensive work as an AIDS advocate, educator and volunteer. Needham colleagues repeatedly refer to George as a man of remarkable strength and courage who has overcome serious adversity.

Michael Joseph, 2008

Michael Joseph is superintendent of school for Crosby Independent School District in Crosby, Texas. Mike began as a math teacher in Crosby in 1983, where he made math fun for all students and differentiated instruction before it was a buzzword. He soon became math department chair and encouraged his teachers to follow his example. He was selected Crosby's first secondary teacher of the year.

In 1994, Mike became principal of Newport Elementary School where he instituted Keystone Character Education, began a Student Council, and, most importantly, made Newport a "team." Mike was became Assistant Superintendent of Crosby ISD in 2004. In this capacity, he started a New Teacher Academy, founded the 9th grade initiative, and headed curriculum alignment in math and science. He developed a focus group to initiate “Response to Intervention” strategies and provided workshops for their implementation. Mike also restored the practice of differentiated reading and phonics instruction in grades K-4. In 2008, he was unanimously elected Superintendent of Crosby ISD.

These are some of the comments from the numerous nomination letters submitted on Mike’s behalf:

“He knows everyone by name, from custodians to parents to students to other staff. “

“He mentors those working under him.”

“Mike leads by example.”

“Mike always deflects praise to peers and subordinates.”

“He still teaches students even as the superintendent.”

“Mike has boundless enthusiasm and energy.”

“Mike is positive, encouraging on a personal level. He still writes notes and leaves them in staff member’s mail boxes.”

Everyone is special, important, and somebody to Mike Joseph. As part of a multi-cultural community, he has a special interest in minority and low socio-economic achievement. He consults regularly with community leaders. In order to maintain a connection with Crosby citizens, he writes a weekly letter on the district website, which reflects on points of interest as well as informs the public on the weekly achievements and events. Mike is an active participant in cultural events in the community from the Rodeo to Czech Fest to Quinceaneras to Zydeco dances.

Mike continues to give his input on curriculum. He maintains high interest in research based instructional strategies to motivation. Education is his passion.

Miriam Kronish, 1995

Ms. Kronish, Principal of the John Eliot Elementary School in Needham, "has an enormous capacity to bring to each moment of her day a zest for life," according to her nominators for the Goldin award. She brings to her profession an unbelievable thirst for learning and a desire to share that passion for knowledge with everyone she meets, or rather encounters, for one does not meet Miriam, one experiences her. " Miriam has the ability to make each individual feel important, valued, and worthwhile. Whether one is turned on to her love of the arts, her excitement about accelerated and integrated learning, her devotion to early childhood education or her support of the critical and creative thinking style practices, one cannot help becoming involved in her passion for each and all of these pursuits.

Miriam is legendary for bringing new ideas, programs, and innovations into her schools. She welcomes creative suggestions and turns them into practical reality, as noted by the nationally recognized "For Spacious Skies" Program , "Right/Left Brain" Development" , and "Accelerated Learning." Ms. Kronish has been responsible for bringing the idea of accelerated learning to Needham, teaching the program, and encouraging teachers in her school to integrate the uses of music, art, and movement with content areas. The Eliot School has been cited as the best example of a public school using accelerated learning techniques in the U.S.

Miriam's love of the arts permeate her school. An accomplished musician, she promotes the learning of arts (music, visual art, poetry, dance, and song) for their own sake and also their uses as instructional methods to teach critical thinking and cooperative learning. "Of all the schools in Needham, I am most likely to get a call from the Eliot School to attend a program that is an original composition by the students in a particular class that blends various areas of the curriculum with art and music and is an altogether magnificent educational experience," comments Fred Tirrell, Superintendent of Schools.

Ms. Kronish is committed to teaching and challenging others to grow with her. As a veteran Principal, she is willing to share her insights and philosophy with her colleagues, and has served as a mentor . She is a frequent teacher and presenter in Needham's Professional Development Program. In addition, she serves as a speaker at regional and national forums, is a leader in the MA Elementary Principals Association, and teaches at Lesley College and Cambridge College. She is noted as a "teacher's teacher par excellence;" wherever she is there are great things happening in education and in people building.

Perhaps the best nomination statement exists on the wall of the Eliot School. Central to the mural developed by children as a reflection of "Community," a town-wide theme, is the figure of Miriam playing the piano and surrounded by children. Clearly, what makes Miriam so special is the way she touches them, nourishing in each child his or her own unique special talents.

Kathleen MacIvor, 2003

After graduating from Emmanuel College, Kathleen Regan MacIvor from Needham arrived in Walpole as a student teacher and except for two maternity leaves, never left…….Currently the Assistant Principal and Special Education Chair at the Old Post Road School, Kathleen holds the distinction of having taught in five of Walpole’s elementary schools in grades two, four, and six.

Her nominators had a challenging task in determining which of Kathleen’s many achievements to include in her nomination packet. Should they focus on her classroom achievements? As Gerri Polo, Old Post Road’s school nurse wrote, “When my children were younger and in the Fisher School, it seemed that all the parents wanted Mrs. MacIvor as their child’s second grade teacher. Kathy is committed to a high standard of educational practice and professionalism.” Susan Evans, Kathleen’s principal at the Boyden School concurred when she said, “I have been awed by the manner in which Kathleen has managed her classroom and her parents with such wonderful diplomacy, such genuine warmth and care, and meticulous attention to detail and responsibility.”

Should they focus on her contributions to the school? As Susan Moniz, a 4^th grade teacher at Old post Road School wrote, “Kathy is a strong leader within the Old Post Road School community. She has high expectations for every staff member and holds each of us accountable for the responsibilities of our positions. She is there to offer advice, suggestions, and praise to building personnel and has made school climate one of her priorities.” Her current principal, Stephen Fortin, acknowledges that “Mrs. MacIvor is a teacher of teachers. She leads in an exemplary manner, consistently applauding accomplishments and supporting those in need. Each and every day, she has given of herself in work that has always helped others. She epitomizes all that is good in education and serves as a role model for all.”

Or should they focus on her impact in the community? Dr. Alicia Shea, Director of Curriculum, Instruction, and Grants states, “Kathleen has supported innovative programs, participated in programs for other educators, and developed initiatives for collaboration while continuing to engage in professional development herself.” She has shared her expertise and leadership skills countless times across the district with committee work involving mathematics, technology, health/wellness, reporting pupil progress to parents, and special education.

Or was it her highly lauded work as the first elementary school teacher selected to serve on the NEASC Accreditation Commission following two years as the Accreditation Chairperson at the Fisher School, which resulted in their being granted Charter Status?

Teachers and administrators both agree that Kathleen is what is termed these days as “authentic.” They feel privileged to observe and work with such a gifted educator. As one parent exclaimed, “There should be a Mrs. MacIvor in all of our lives. We would all be the better for having worked with and learned from such a wonderful educator.”

Jan McAlister, 2007

Janis McAlister serves as Assistant Superintendent of Student Services in the Cambrian School District, Silicon Valley, CA region. Seven nominators, including a superintendent, principals, teachers, and parents, painted a picture of a woman who has made an amazing impact in her role. Two themes were emphasized: the special programs Jan has created, and the confidence that colleagues and parents have that she will help them in solving difficult problems.

Midge Jambor, Principal of Fammatre Elementary School wrote: “In addition to her background in student services, Jan is knowledgeable about curriculum and passionate about doing what is best for all students. She has designed several unique programs to meet the special needs of students, one specifically designed for our special day preschool children with delayed learning profiles. She uses data effectively to help guide decisions, and is sensitive about the complexity of each child’s needs and abilities.”

Jan McNamara, Resource Specialist teacher at Ida Price Middle School, wrote, “In special education, we often have difficult situations to deal with. Mrs. McAlister is often challenged to reassure parents, teachers, and staff at large that we will be able to work through these difficult situations and we will find constructive and meaningful ways to help educate these students.”

There are a wide-range of programs which Jan has spearheaded in her district. Several of the most important have been the preschools targeting autistic children and the alternative school for middle school students. In her role as Director of Special Education, she has helped place innumerable children in programs to meet their needs. Along the way, she has had to become somewhat of a legal expert. She has done work related to the summer schools for “at risk” students. She has written grants to underwrite a district medical insurance for families who couldn’t otherwise afford it for their children. These days, she spends a lot of time in “crisis management,” supporting the four elementary schools and one middle school in situations involving discipline problems in the general student population.

Jan’s early background as a school psychologist, as well as her unflappable personality, are a great boon to her in these varied situations. In addition to two masters degrees, one in Special Education and one in Curriculum and Instruction, Jan holds six credentials – Regular Education, Learning Handicapped, Resource Competency, Pupil Personnel Services, Administration, and perhaps, most notably, School Psychologist. Jan still works as a part-time psychologist for West Valley College. Because of her decades of experience as a psychologist for people of all ages, she has a sort of “cradle-to-grave” perspective. Her extensive experience helps her to give good advice on the “long picture”, the overview for the teachers and parents of the young children in her district.

Jan inspires confidence. It is reassuring that our public schools have educators like her working for our children.

Stuart Peskin, 1996

How does one person emerge from a large faculty into a strong leader who has organized a diverse staff, welcomed last year over two hundred community members into the daily life of the school, and continues to oversee the dramatic rise of students' MEAP test scores? Stuart Peskin, Principal of Bennett-Hemenway Elementary School in Naick, has set a climate of respect for the learner throughout the building of 450 students. At the same time, the atmosphere at the Ben-Hem School is charged with energy and expectation for growth on the part of all.

Stu sets the example of learner/participant through his involvement in a myriad of staff development programs that encourage and empower teachers with learning about innovative ideas and encourage risk taking as teachers implement the ideas. An example reflects Stu's philosophy of equity for all students, namely the inclusion of special needs students a major priority at Ben-Hem. There has been training of staff, outside observational time, and a gradual transition to the process. Stu strongly urges all staff members to be involved in "The Skillful Teacher" course and has provided common planning time for staff members to do peer coaching and share ideas. His commitment to continuing professional development includes partnerships with several colleges in teacher preparation, with a win-win situation for all at Ben-Hem as college students welcome the opportunity to participate in the exemplary pre-school program, the inclusion model of special education, and the quality of educational programs at all levels. The group of 8-10 college students, a departure from the typical 2-3 per school, are incorporated into the everyday life of school, receive special seminars from the principal; and often get dual certification in general and special education, Ben Hem being one of three sites in the state where this is possible. In return the school's students and faculty receive the dynamism of the teachers in training and also receives many vouchers for graduate courses which are used by Ben-Hem teachers and others in Natick.

Stu's many nominators express that they are continually impressed with his ability to create an open and welcoming school environment, his drive to look constantly for different ways to improve Ben-Hem, and his tireless and wholehearted dedication to the children. The parent volunteer efforts have blossomed, largely due to his participation, unflagging praise and moral support, and physical support, too. Whether scooping ice cream at the Ice Cream Social, unloading plants for the Spring Flower Sale, helping volunteers in the Parent Computer Volunteers in the Classroom Program or roller skating with the children at the Roller Derby Party, Mr. Peskin is involved and enthusiastic.

This "community school" reaches out, as well. Stu fosters School/Business partnerships as a part of curricular extensions. Building 19, Stop and Shop. and the Longfellow Sports Club have strong connections with Ben Hem. A local nursery assisted students in hands-on plant care and has been a model for business enterprise. One grant from a local engineering firm provided opportunities for students to learn about recycling, ecology, and the environment culminating in a school-wide production.

To summarize, Stu Peskin is visible, accessible, hard working, and dedicated. He gets thing done. He loves kids, and involves others in the lifelong learning process that he espouses: teachers, parents, and the community. He truly loves his life's work.

Joy Sacca, 2004

Joy Sacca has been an elementary school educator for more than thirty years. Prior to accepting a teaching position at the Edith Baker School in Brookline, Joy Sacca taught in a combined fourth and fifth grade, heterogeneously grouped classroom at Heath School in Brookline. At Baker School, Joy proposed the idea of team teaching the three fifth grade classes, with the three teachers specializing in specific subject areas – science, social studies, and for her, math and language arts. Joy’s modus operandi and specialty is always trying to get various groups – teachers, students, and parents – to work together in uniquely productive ways.

Some of the significant comments made in Joy’s nomination papers included:

Joy is first and foremost a teacher.
She never loses sight of the centrality of teaching.
She is a gifted teacher, and a thoughtful and reflective vice principal.
She is best personnel decision that I have made in the past twenty-five years.
Joy inhabits her administrative role with a teacher’s sensibility.
Ms. Sacca is … inspirational. She cares about other people’s children as if they were her own.
She is an exceptional listener and an extremely responsive person.
Joy has had a most profound influence on me.
Passion for literacy – has taken the initiative to make literacy the pinnacle of our curriculum.
Joy believes that young readers should always be able to take something away from every book they read. Every book should add a piece to the child’s life.
She is a critical thinker, integrating Bloom’s Taxonomy into the school’s curriculum.
She stimulates academic change and nurtures colleagues to excel.
She is committed to helping each child reach his or her academic and personal potential.
Her commitment and care for her staff extends beyond the school day

Joy has initiated or been the driving force behind several educational projects at Baker School. These include: 1) “The Literacy Initiative” in the Kindergarten to Grade Three Cluster where a team of classroom and English Language Learner teachers, reading specialists, special education teachers, and a guidance counselor work together to provide literacy-related materials for classroom use. The team discusses books, curriculum, materials gathered at conferences, and student concerns related to literacy. Above and beyond her administrative duties, Joy created Baker’s Literacy Team by consulting with the potential team members to discern the most meaningful and valuable use of the team’s time, and then, through her ability to organize, she worked to provide the team with all of the necessary support and materials. The program has been so effective that Superintendent Walsh has repeatedly praised Baker School for having “the best Literacy Team in town.

2) Joy initiated and organized The Child Case Study Team at Baker School to insure that the individual needs of children were recognized, diagnosed, and prescribed for. The team is made up of teachers and specialists who have volunteered to meet and listen to academic, social, and emotional concerns that are affecting their students. The Team offers teachers knowledgeable advice and the opportunity to see a situation from a fresh perspective

3) Joy is the driving force behind Beach Blanket Books at Baker School at this time of the year. Children and their families are invited for “tasty summer snacks” and to hear stories read by teachers and Ms. Sacca at this end-of-the-year kick-off to summer reading. International parents are invited to read stories in different languages. Joy organized this event about five years ago to get the children, staff and community excited and invested in summer reading. A town public librarian attends the party to help the children sign up for library cards.

Joy Sacca is an inspiration. She truly energizes all whom she meets.

Audrey Seyffert, 1998

Audry Seyffert serves as the Administrator of Pupil Services for the Natick Public Schools. Her nominators state that she is “the personification of dedication, creativity, and understanding in the support of a much misunderstood student population. She is an articulate spokesperson who has championed special education and pupil support in the Natick Schools. ‘With her efforts, there are no special needs students in Natick. We have students, some of these students have needs, and some of those needs are identified as special needs.’”

Audrey believes in the worth of every child and that every child has the right to receive whatever support is necessary in order to achieve success. She is known never to “give up” on a child nor to succumb to negativity in dealing with confrontive parents or teachers. Her calm intelligent management of crisis is exemplary, and her thoughtful purposeful approach most often results in smooth non-confrontational resolution of problems.

On a daily basis Audrey demonstrates the positive impact that an administrator can have on the lives of students. Inclusion of students in the regular program brings unique situations, and Audrey solves problems and assists teachers and staff as they arrange transportation, tutoring, and other accommodations. She works closely with newly hired teachers to have specialized in-service training, which are often for the entire staff. Audrey has been active in fostering communication between all constituencies, from newspapers, forums, and parent’s groups to presentations at individual schools. While she has established many successful programs tailored to meet the specific needs of identified populations, she continuously examines current programs and practices reflecting on ways on make them even more effective.

Audrey is a tireless advocate who puts students first and does what she thinks is their best interests. She is known to be “the voice for those who cannot speak for themselves.”

Stephen Theall, 2006

Stephen Theall has served as Superintendent of Needham Public Schools in MA. He is the first superintendent to receive this honor. Steve completed twenty-one years in the Needham Public Schools, the last seven as superintendent and before that as Assistant Superintendent for Curriculum and Personnel and Director of Personnel. Prior to Needham, he worked in the Cambridge School System as a teacher and administrator. When Steve retires in June, he will have left a legacy that will remain for future generations of learners.

……a genuine leader…a visionary leading quietly from behind…..a strong student advocate…..a role model for other administrators.” Nominators of Steve, who are all former Goldin award recipients, collectively state, “He made it possible for us to achieve whatever we may have accomplished.”

There are many professionals whose careers have been enhanced by Steve Theall’s leadership, mentoring, and support. Marcia J. Berkowitz, Director, Student Support Services, notes, “Steve has demonstrated impressive skills in meeting the demands of varied constituent groups. Staff feel supported; parents respect his opinion; and his Leadership Team values his desire to maintain high standards

Kathryn D'Addesio, Classroom Teacher, adds, "He has always been a teacher's advocate and proponent of initiatives that support a teacher's individual and professional growth.”

"When he became superintendent,” notes George Johnson, Director of Student Development, “Steve worked with the staff and community to create a shared vision that focused on standards-based education, social and emotional learning, and communication and accountability to the community. The work in these goals has been strategic, comprehensive, and enduring; and Needham is recognized for its accomplishment in these areas."

Steve’s nominators speak of the trust and integrity and network of support that he has established in and with the Needham community. The impact of this trust, that was gained and maintained over time, has impacted a number of measures. Annual Performance Reports to the community have served as an important way to communicate and hold accountable the goals and progress in all areas of operation. Satisfaction surveys from parents indicate significant approval for all aspects of the school. The schools have enjoyed financial support from the town. Relationships between the school and the other town departments have never been stronger. And the school board and school personnel have had a supportive collaboration for many years.

As a role model for other administrators, Steve has exercised his leadership with honesty, respect, and a positive attitude. He respects and values the knowledge and expertise of his colleagues and gives them room “to fly.” A dedicated and committed professional, Steve has high standards for himself and others, compassion, and a dedication to student achievement.

Steve has left a legacy that will remain for future generations of learners.

Andrea Wong, 2002

As soon as Andrea Wong assumed the Principalship at Hillside, she began to make a difference. Nominators cite the many small changes in her leadership: Students were elected from each class to work on a student council to suggest ideas and make changes. Teachers were asked for their opinions and for the first time in many years, they were heard. The Parent Teachers Council became revitalized, and many parents offered to volunteer. Friday morning staff breakfasts became a tradition. Under Andrea’s guidance, Hillside became the first inclusive school in Needham; special needs children in grades K-5 were taught in every classroom.

Andrea has her own high expectations for a strong work ethic, self-reflection and continuous professional growth; and her teachers undertake these same ideals with pride and energy because of Andrea’s leadership and her vision for educational excellence. Whether the task at hand is analyzing curriculum and assessment, developing effective programs for writing in mathematics, or boosting classroom instruction in writing as a result of weakness in MCAS test scores, teachers are encouraged to share best practices and work cooperatively.

Andrea is especially cited for her creativity in the development and implementation of a multifaceted literacy plan including an intervention program for all students at risk in reading development. Some of the activities include:

a Poet in Residence Program
a K-5 program coordinating the efforts of classroom teachers, reading specialists, resource room teachers, and volunteers
an after school homework program to give additional assistance to students at risk and students requiring help in accomplishing homework
a coordinated program involving parents, staff, and consultants to address appropriate students and staff support strategies and interventions for students with significant behavioral difficulties
a high school peer tutoring program
a system-wide K-5 learning model based on work of Heidi Hayes Jacobs, providing framework of essential content, questions, skills, learner expectations, and assessment activities

Andrea has forged a school community built on respect, trust, and integrity. There have been some unusual challenges at the school, and her nominators state that they have “watched Andrea work through problematic situations and even disasters with confidence, poise, humor and compassion. They summarize her approach to life which is is communicated on a banner at the school entrance, ‘Let All Who Enter Be Gentle and Respectful.’”