Award Recipients - High School  

Joseph Auciello, 1991

Joseph Auciello, English teacher at Wayland High School, is recognized for his involvement in the initiation and implementation of Wayland High School's
"Teacher Pairings Project," where teachers are encouraged to maximize their potential for interdisciplinary instruction and use joint planning to enrich curriculum. As a highly skilled teacher of English and Social Studies, he is the only teacher assigned to both departments for promoting curriculum integration and cooperation.

Endorsements from his peers note: "Mr. Auciello is a leader as well as a catalyst for others in many areas which are critical to the improvement of Wayland High School." He has co-chaired committees; he has designed workshops for the entire faculty; he has co-taught an evening seminar series for parents to make them more involved with the high school and help them better understand the English curriculum with outstanding results.

Michael Alan, 2006

Michael Alan is an English Teacher and advisor to the Walpole High School Film Festival and The Cricket Literary Magazine, in Walpole, MA. He is best known around town for instituting a Film Festival, which involves not only the students but faculty and administration and also the entire Walpole community. It has become one of the town's favorite events. Screenwriting students write scripts; and production crews storyboard, video and edit using iMovie and Final Cut software. A recent Spring Film Festival had eight movies plus one international film, which was shot in Spanish and shown with English subtitles. Mike does the whole “Oscar” scene,” arranging for filmmakers to be delivered by limos, a red carpet for the arrivals, and a student shot documentary of the festival.  A panel of faculty and student judges votes on award for best screen play, student actors, faculty actors, director and cinematographer.

Mike is also the advisor the Walpole High School's literary magazine, The Cricket, as well as the sponsor of students' original poetry readings at the Starbuck's Coffee House at the local Barnes & Noble every Spring and Fall. A new tradition was added in 2006 with participation of students from Walpole High School’s vocational, functional, academic Career and Education Program.

Mike has strong communication skills, a keen sense of humor, and a natural talent for creativity, which he maximizes in his lessons for students.  Students of all abilities are challenged to think critically and at high levels, and their very best efforts are encouraged and expected. His nominators note, “Through his own professional behavior, commitment of intellectual rigor, ethical thinking and passion for his subject matter, Mike serves as a powerful role model for his students.”

In addition to the many hours he spends with his students Michael also facilitates an iMovie Workshop for inter-disciplinary teams of Art, Social Studies and English teachers in order for them to create iMovies that make Visual Connections from Art to History to Literature. He also serves as mentor to new English teachers.Aside from his classroom teaching, student and teacher mentoring, and co-curricular student activities Michael somehow also finds the time to be an active screenwriter.  Dr. Frank Sambuceti, the principal of Walpole High School, comments, "In all he does, in the classroom and beyond, Mike Alan displays the ability to inspire his students to work, create, and achieve at the highest levels.  He is a truly extraordinary educator and has rightly earned the admiration of students, colleagues, and administration, alike."

Michele Avvakumovits, 2003

Michele Avvakumovits is a  Peer Assistance and Review Teacher at Cupertino High School  in the Fremont Union High School District in CA.  As noted by her nominators, Mrs. Avvakumovits has been an integral part of the staff at Cupertino High School for years. She is deeply interested in the intellectual and personal growth of every person with whom she comes in contact. She was instrumental in establishing a core 10^th grade English-World History curriculum; she has helped move the school towards its partial block schedule and has been an instructional leader on campus. She is respected by her peers, and her students love her.  

Michele’s coaching work with first- and second-year teachers is extraordinary. She comes along side the new teachers as a friend, mother and professional coach. The success of the fourteen new teachers is in part due to her influence and skill at developing young talent. Michele meets with the teachers weekly to reflect upon their teaching practice, build their teaching strategies, strengthen their content knowledge, develop classroom management strategies, and encourage equity in the classroom.  In addition she helps to organize monthly seminars designed around the California teaching standards. She has an enormous passion for the teaching profession and shares that passion with her colleagues. 

Michelle is committed to growth and excellence in all of her students. She takes great pains to make her curriculum interesting and accessible to all students. She is willing to talk to her students about their lives and experiences and she makes them feel respected. Students enjoy being students in her classroom. 

Marc Banks, 2008

Not long ago, Marc Banks graduated from Boston College with a Bachelor of Arts degree in English and Secondary Education and a Masters of Education in Moderate Special Needs.  Before graduating from Boston College, he completed his student teaching in the English Department at Natick High School.  Marc Banks is in his third year of teaching at Framingham High School.  He is currently teaching three sections of junior honors American Literature, one section of college prep, level 1 sophomore English, and co-teaching one section of college prep level 2 American Literature.  He is also the senior class advisor and a “Step-Up” mentor.  This year Marc is even mentoring a new teacher.  With just three years behind him in his career, Marc is described as positive, energetic, professional, charming, hardworking, and intelligent.

Marc Banks is a driven young educator. The Hero's Journey Project that he experiences with all his juniors was adapted from his student teaching experience at Natick High School.  Marc has added the elements of students maintaining logs, creating scrapbooks with their reflections, and sharing their newly acquired skill with others.   The entire year-long project, which pushes students to ‘embark on a journey of transformation’ by learning to do something new or something they once thought impossible, is tied in with the English department’s overarching theme of “The American Dream.”  Marc has participated along with his students in his own journey each year by first learning to Salsa dance, then studying digital video editing, and this year studying the art of weightlifting.

Between homework, jobs, sports, clubs, volunteering, college planning, and family time, students don’t usually have time for their established hobbies, much less to try to learn anything new.  The opportunity to participate in the “Hero’s Journey” must be just one of the many reasons students adore being in Marc Bank’s class.  One can only imagine the joy a student must feel as they choose an interest to explore for their “Hero’s Journey.”  This project promotes positive interests and self-growth.  While on the journey each student needs to keep a logbook of their experiences and have a mentor.  Whether they know it or not, students are learning some of the most important life skills through this project.  They may learn that journaling can help you find strength in yourself and solutions to your problems.  They may realize that mentors are everywhere and that teachers, parents, and friends can provide just the right amount of support when you really need it.  They may also realize that there is so much we can each accomplish as powerful, capable individuals.  At a critical time in their lives, it is heartwarming to think that these teenagers are being given an opportunity to amaze themselves with their own talent and strength.

Marc Banks truly cares about his students.  His principal noted that Marc makes a serious effort to contact the parents of his students to get their opinions about how he can best facilitate a positive classroom setting for their children.  Marc is respected by his colleagues, his students, and their parents.

When one observes Marc in action, it is clear that he is a very engaging teacher who pulls students into conversations, and draws on their critical thinking abilities.  Really outstanding educators push their students to provide opinions and make connections with the material rather than just regurgitate memorized facts.  Outstanding educators prepare their students to be adaptable, flexible, and creative.  They help young people explore their full range of potential, and serve as models for their peers, students, parents, and the community.  Marc Banks is one of these outstanding educators.

Candy Basso, 2008

Candy Basso is an ELD teacher at Del Mar High School in Campbell, CA.  ELD stands for English Language Development and refers to programs and instruction for students whose primary language is not English.  Some schools in California may have only one ELD teacher, or maybe none.  Del Mar High School has an entire ELD department with four teachers, and Candy serves the chair.

Candy’s students come from all over the world, but they are mostly from Mexico, Central America, and West Africa.  Jim Russell, Candy’s principal, says that she has worked tirelessly to build and train a staff of highly qualified and dedicated teachers who are committed to helping Del Mar’s English learners gain the skills necessary to be successful in the United States.  In fact, Del Mar is in the middle of a remarkable turnaround.  Last year it was recognized as a California Distinguished School, and its overall school test scores have increased dramatically.  Jim Russell states that the efforts of Candy Basso and her ELD colleagues have been an important factor in this trend toward closing the achievement gap at Del Mar.

Candy is an energetic, enthusiastic teacher who uses her creative gifts in every way possible to help her students.  She has spent many hours in training and implementing the “Write Program” which helps students develop their writing skills.  In her classroom, there are many charming little short stories her students had written as part of this curriculum.  The “Verb Wall” displays several frequently used verbs in print.  The different tenses of the verbs are cleverly color-coded to help the English learner.  Candy has discovered that students remember better when words or concepts are put to song.  With her guitar and her beautiful voice, she creates little ditties which she incorporates into Power Point presentations for her classroom lessons.  Perhaps her most impressive endeavor is the book she has co-authored called, “Coming to America”. This beautiful book tells the inspiring stories of her immigrant students, along with their pictures and compelling quotes.

When she is not busy in her classroom, Candy also serves as coach for both the girls’ tennis and boys’ golf teams. She even wrote a successful grant for students who wanted to play golf but could not afford the expense. The grant pays for green fees, uniforms, transportation, and loaner golf clubs!

 A look at Candy’s biographical information reveals many interesting connections with her teaching.  Because her mother was an immigrant from Austria, Candy was always fascinated with the German language and culture.  She chose German as her major at San Jose State, and sharpened her language skills when she lived in Germany for two years.  She taught German and English at St. Francis before marrying and becoming the mother of three children.  While her children were young, she worked for a while in a business which helped immigrants improve their accents.  Incidentally, Candy and all three of her children are graduates of Del Mar High School! After passing the CBEST and CLAD credential tests, Candy returned to teaching as an ELD teacher at Del Mar in 1997. In 2006, she was selected as Teacher of the Year for Del Mar, as well as for Campbell Union High School District.   It is clear that many of Candy’s life experiences have been important stops along the road to becoming the exceptional ELD teacher she is today.

Marcia Berkowitz, 2001

Marcia Berkowitz is Department Chair of Student Services of the Needham Public Schools.  Her nominators cite a a quote by Henry Drummond. "Half the world is on the wrong scent in the pursuit of happiness. They think it consists in having, and getting, and in being served by others." Marcia epitomizes the latter. Happiness consists in giving and serving others. In her dual capacity of supervising the special education and counseling staffs at Needham High School., she is "truly a gifted educator, advocate, and administrator.

A talented educator, Marcia understands the needs and life circumstances of her students, be they students or teachers. Some high school students may have significant learning disabilities and long histories of school failure, and Marcia will help them take risks in their difficult tasks of learning, With young teachers, she will encourage them to expand their skills, try new approaches, and be reflective about their craft. Under her guidance, teachers challenge their own belief systems and raise their expectations for students and know that all children can learn.

As an advocate, Marcia mobilizes a variety of resources as she finds ways to address the needs of students. She is the key contact person for issues involving low achieving students,. She has consistently showed initiative and creativity in developing concepts and programs, having them funded, and implementing them in ways to establish permanence.

To cite several examples:

* Marcia was the founding teacher of the PRIDE Program, which stands for Performance, Respect, Intellectual Development, and Effort.  Special ed students are provided with a strong academic support system and close personal connection with a teacher who acts as a mentor liaison to help ensure students success.

* She established a n alternative program for at risk students who owed detention hours and who were at risk for dropping out of school Students served their detention time in a ropes course that culminated in an experiential climb of the Blue Hills and a weekend camping trip. This was under the direction of a social worker and a health, physical education teacher. All of the participants remained in school so the program was highly successful.

*A related program involving a camping trip involved low achieving high school mentors and at risk incoming freshmen mentees. The group met weekly with high school counselors and an experiential education teacher from the middle school for team building skills and orientation to the high school setting. The program served to help incoming freshman become connected and excited about their transition to high school. Having an adult connection at the high school has also helped to form better counselor-student relationships. All participants including the present high school students are continuing in their academic and social growth.

With an Assistant Principal Marcia created an outstanding video program on teen issues and the law, which involved members of the District Attorney and Norfolk County Sheriff's Office who presented seminars to Needham High students regarding legal implications of their decision making. This program was so successful that a similar program for other area high schools was developed using the original Needham High video.

According to her nominators, "Marcia is a tremendous asset to the Needham school system. Many students, without even realizing her behind the scenes selfless involvement can credit her with that special helping hand that has been instrumental in their academic success."

Jean Brady, 2003

To honor the accomplishments of a distinguished English teacher, one would do well to consider the words of a distinguished English poet.  It was Alexander Pope who wrote “Let such teach others who themselves excel.”  Jean Brady, the English Department Chair of Norwood Junior and Senior High Schools, certainly excels. As she teaches others, she meets or surpasses the exacting standards set down by the great poet.

Colleagues and coworkers praise Jean Brady abundantly and enthusiastically as one who for decades has exhibited exemplary qualities as a teacher and leader.  Collectively her principal, fellow department chair, and teacher in her department, cite her creativity, energy, and enthusiasm. They laud her genuine commitment to students not only in the classroom, but also in her pioneering efforts to create enduring programs that will richly benefit this and future generations of Norwood students.

Tom MacDonough, Chair of History/Social Sciences, writes, “Jean has forcefully and effectively introduced computer technology throughout her department, has revised and rewritten the English curriculum, and has developed a website and e-mail system to communicate with parents in the community.  Her major project has been to develop and maintain the ‘Norwood High School Research Paper Handbook’ web page.  Accessible from the Norwood High School homepage, it supports research and writing instruction across the curriculum.”

 From these observations it is clear that Ms. Brady rightly places English in the hub of the academic wheel.  This judgement follows not from some misplaced sense of interdepartmental cooperation. Students, in other words, acquire certain skills in an English class which they use and reinforce in other classes throughout the school day, even if they do not think they are “doing English.”  I can add that some English classes at my school ,Wayland High, have also used the material available on the Norwood Home Page. These students have commented that the research guidelines on the website that Ms/ Brady developed are more clear, straightforward, and helpful than any other they have found or previously used. No one should be surprised to learn that Ms. Brady continues to improve and update this project.  Currently, Jean is working on Power Point presentations to add to this page. This is one more example of the “conscientiousness and genuine commitment to the education of students,” which Principal George Usevich cites as a distinguishing trait of Jean Brady.

Jean is also a leader.  Walter Peterson, a colleague, points out how she handled the problem of hiring new staff for MCAS remediation.  “She assigned the new hire 40% of the MCAS load and gave three freshman/sophomore teachers 20% each, reassigning one class from each to the new hire. Thus, instead of MCAS remediation being off to the side, these MCAS classes are taught by English teachers and the position is fully integrated into the department."

A carpenter might view the screwdriver or a hammer as the right tool to solve a problem; but teachers, even the unknown new hires, are more than tools.  However much teachers are people who can help to solve problems, they are people whose careers can benefit from the thoughtfulness and consideration of exemplary educators.  Jean Brady is such an administrator.

Lucile Burt, 2003

Lucile Burt, English teacher at Arlington High School in Arlington, has had many accomplishments in her long career as an educator.  She was on the first national has led colleagues and students in the search for truth and ethical decision-making in past and recent faculty senate meetings, during times of need, and in her classroom throughout her career in education.  She has sponsored the Volunteers Club at Arlington High connecting students with community groups.  She sponsors the literary magazine, “Imagine,” that enables students to publish their creative writings in a format that students can be proud of.  More recently Lucile has sponsored the National Honor Society supporting academic and ethical rigor in honors students.  

Lucile has successfully integrated cooperative groups and evaluative discussions using the inner-outer circle technique in her classes. One of her greatest strengths is her ability to listen to people.  Through her active listening, Lucile draws out truths and understandings from students that would normally go unnoticed.  Students trust her enough to willingly open their minds and hearts to her  in the circle of her classroom.

Lucile treats her students, practice teachers and colleagues with equally high respect.  She teaches life lessons that help her students to be responsible, productive citizens.  Lucile has also produced formal poetry readings by her Creative Writing students on special evenings in special places where her students can invite significant guests to hear them read their works. Many students have considered Lucile to be “the best teacher that they have ever had,” and they frequently come back to describe their accomplishments to her.

Lucile has served as a model for her students and colleagues alike.  She is the epitome of for what the Goldin Foundation for Excellence in Education stands.

Donald Cannon, 1997

Donald Cannon serves as Chairman of the English Department at Dover-Sherborn High School. As noted by his nominators, Don brings an unusual combination of qualities to his work, whether it be teaching, coaching, or leading his peers as chairperson. He displays a genuine honesty, a sensitivity to the needs of others, a passion for excellence, a desire to bring out the best in each person, and a disciplined and strong work ethic. Bill Davis, Chairperson of Social Studies comments, "Don not only challenges students' minds but he reaches into their souls. He encourages students to find meaning in life and to utilize their inner strengths. He sees good in all kids, and he envisions potential in every student. Whenever I observe Mr. Cannon with students, he is boosting their confidence and telling them they can succeed. He dares his students to strive to excel academically." At the same time that Don inspires students to explore literature assiduously, he keeps the classroom environment fun; for he has great wit and is the first to say that he never takes himself seriously. He continuously makes sure that students see connections to themselves and to the world at large. For fifteen years his Juniors Honors Mythology course has been among the most inspiring offerings in the school. Students are directed along a path of myth analysis which is based on self-examination ( a Joseph Campbell approach to myth); and they gain insight from comparing their own trials and odysseys to those of King Arthur, Tristan and Isolde or Odysseus. In all of Don's classes. academics are inter-woven with non-textual connections: art prints, creation of a mandala, and compilation of a set of stories, all designed to make students owners of their work.

As department chair, Don is not just a motivator. Christopher DuBose, English teacher notes that "Don brings to his position a wonderful sense of rebirth every day. Maybe we can or should offer a new course. Would this book be better than that one? Can we combine our thinking in these two classes to improve our curriculum? Don takes the time at school and at home to evaluate what we, as a department are doing, and to look at curriculum in a new light. This means the obtaining of grant monies every year, for the purpose of exploring a new curriculum, studying the literature of a culture we are slightly ignoring, and bringing in a variety of performers, speakers, writers and poets . Don is full of fresh ideas."

Outside the classroom Don has been an outstanding soccer and basketball coach. His tenure with the girls varsity basketball was the most successful in the school's history, twice bringing the team to the Sectional Finals and in 1988 to the Sectional Championship. As the Girls Soccer Coach he took his team to the state tournament all sixteen years which winning six league titles. In 1992 he was named Boston Globe Coach of the Year, and in 1995 he was voted Eastern Mass Coach of the Year . He has also coached Boys Junior Varsity Basketball for six years. More outstanding than his technical knowledge and winning record is his ability to work with young athletes fostering their confidence and his example of sportsmanship.

Each year Don and English teacher Ken Potts take 50-70 students white water rafting on the Dead River in Maine. Ken recalls, "It is amazing to watch the child in him come alive again, whether it be leading a handful of kids to the chilly river water for a midnight swim, organizing the largest game of "capture the flag" ever played, or smiling in satisfaction that another group has come to enjoy this unique experience. Not only has Don a gift for teaching but a gift for living - and anyone who has ever known him is richer for having made his acquaintance."

Wayne Chatterton, 1993

Wayne Chatterton is an English Teacher at Westwood High School. One of his nominators for the Goldin Foundation Awards reflected, “Much of the strength of Wayne’s candidacy comes from his consistent every day excellence that is overwhelmingly communicated by students…..He relates to students.  We feel that we are accomplishing something together.....  He asks us  to answer one question, and somehow the class takes over.  He teaches us to work together - to figure things out and to solve things together......We start talking about one topic but everything seems connected, even our first journal entry at the beginning of the year is connected to everything we’ve done.”

It is this challenge of asking students to make connections - to other material  studied, to the contemporary world, to other subjects, and to students’ personal lives that brings excitement and a freshness to classroom experiences, whether in  Creative Writing  or Humanities courses, all of which are oversubscribed.

Mutual respect, caring, and a concern for maximizing the potential of all kids is reflected outside of the classroom as well.  Wayne has been involved as Faculty Advisor for the Student Council, Literary Magazine. Student Governance Committee. and English/Language Arts Committee.  His latest challenge is establishing a Creative Writing Lab at the High School  for students and members of the community.

Wayne has been described as a subtle catalyst in maintaining a dynamic educational environment.  He shares his ideas with colleagues, even motivating the more traditional to try out some of his creative methods.  One final testimony to his excellence in education is the desire expressed by some of his students to enter the teaching profession as a result of his influence.

Patricia Cote, 1992

Dr. Patricia Cote is a Social Studies Teacher at Natick High School. "Dr. Cote," according to her Superintendent of Schools, Dr. Joseph Keefe, "is the model of professional secondary school teachers. During her twenty-eight years of teaching, she has been in the vanguard of those faculty members who continue to expand their professional and personal experience and skills with significant impact on students and peers."

Professionally, Pat has been the force behind a number of innovations in the Natick schools. As Chairperson of the Social Studies Department at the Junior High, she facilitated the team-teaching concept and the transition to a middle school approach. At the high school, she implemented Advance Placement Modern European History with its challenge of developing new curriculum. To note one approach to teaching history, Dr. Cote utilizes drama where students develop a theme, write an appropriate script, cast and direct a production followed by a performance that is videotaped and then discussed. Pat extends herself to students for individual help and even hosts evening seminars at her home for students each semester.

Throughout her career, Pat has set for herself and others a very high standard of excellence, serving as a positive role model for students and teachers. While on sabbatical leave, she earned a doctorate at Harvard. During these years of dynamic changes in education and technology, Pat has not only kept up with innovations, she instituted many of them. Making computers an integral part of her students' classroom experience has added new excitement in the teaching of Global Studies and Modern European History. Her own passion for travel and interaction with others around the world whether it be adult exchange visits, hosting foreign visitors, or sharing her knowledge and enthusiasm with students personifies all that global awareness means and attempts to achieve.

Denton Conklin, 2009

Denny Conklin is  a History teacher at Framingham High School in Framingham, MA. 

To say that he is passionate about teaching is an understatement. Driven by memories of tedious history classes when he was in high school, Denny works tirelessly to engage his students. The two goals Denny strives to achieve in his classroom are building strong connections with his kids and making history relevant to their lives. Denny has gone above and beyond achieving these two goals.

With his warm presence, Denny applauds the students for their achievements both inside and outside of the classroom. During a quick break in class, he asks students to look at his blank calendar for April and urges them to fill in the dates with their concerts and after-school games. He tells the kids how much he enjoys being outside on a warm spring day, watching sports. He mentions to one student how impressed he is that she made All- State Orchestra. Denny’s true gift is his ability to find that distinctive strength in every student.

Denny is driven to make a connection with each one of his students. One of Denny’s colleagues states that he has been known to stay at school until 8:00 at night, meeting with parents/guardians and students. He sets up these meetings on his own, sharing strengths and weaknesses of the individual student and discussing ways the student can improve. At the end of the year, Denny takes the time to write a letter to every single student in his classes. He also gives each student a unique award. When asked if it’s challenging to come up with an award for every child, Denny casually answers, “It’s actually really easy.” He knows his students that well.

Denny uses everything is his power to engage his students so they learn the material. He integrates technology into his classroom, challenging kids to create blogs and twitter accounts written from the perspectives of famous people in history. He often has a project of the day at the end of each class period where students are asked to apply the material they’ve learned.

Denny’s two-week unit on “Social Justice” changes lives, as he challenges his students to think about their place in the world. Students learn about who they are and how they affect other people. Inspired students volunteer at Rosie’s Place, a Boston women’s shelter, A Place To Turn in Natick, and at the Salvation Army in Framingham.  Students have also done recycling projects, donated clothing, worked with Big Brothers/Big Sisters, and done personal projects like refraining from using discriminatory language. 

It is clear that students in Denny Conklin’s class will never associate the word “tedious” with their history course at Framingham High School. Instead they will walk away changed, inspired, with a clear understanding of how history is relevant to their lives.

Denny  has already impacted his students and it is extraordinary to think of the powerful effect he will have in his career as an educator.  

Cynthia Crohan, 2008

Cindy was nominated for excellence as a creative and innovative educator.  With the three bears as plaintiff she tries Goldilocks in her law classes, and she convenes the Constitutional Convention in her United States History classes.  Her students OWN the Bill of Rights, and they write and perform their own songs in a unit on Industrialization.

 Outside the classroom, Cindy’s contributions to our school community are exceptional.  She is Natick High School’s ELNA advisor, a national organization that educates leaders for a non-violent age.  From the helm of ELNA Cindy has led the school community in fundraising efforts and global awareness. She has educated and urged students and teachers to action in helping victims of the Asian tsunami, Hurricane Katrina, Genocide in Darfur, and Aids relief in Uganda.  She has enlightened staff and students alike on the abuses of Child Labor through Free the Children and promoted tolerance with a MIX it Up Day in the cafeteria where students sit with students they do not know.

 Cindy has brought a series of fun, morale- boasting game shows to Natick High School. She has created Who Wants to be a Millionaire, Family Feud and Hollywood Squares with NHS students and staff making fun of themselves for many worthy causes.

Cindy will drop anything she is doing and help fellow teachers or students with anything.  There is no tidbit of research information she cannot hunt down and no machinery or device she cannot fix.  She is a constant source of news awareness, if one has not seen last night’s Frontline, Bill Moyers, or recent congressional hearings she can fill you in.  She is CNN, “Crohan Natick News.”  She sends her colleagues helpful websites, articles, and commentaries regularly, without her we might be woefully uninformed.

Cindy Crohan is an unsung hero.  She would rather be praising someone else, she hates the spotlight, but without teachers like her, staff and students would be in the dark.

Patrick Daly & Allison Renna, 2005

Patrick Daly and Allison Renna are English Teachers at Waltham High School in Waltham, MA. They have developed a unique, creative, and seemingly simple method to help students learn to write. Their method uses a color criteria system that relates colors to the basic elements of student writing. Students use one color to shade the thesis/topic/focus element of their composition, while using other colors for each of the following composition elements: transitional phrases, commentary/analysis, and supporting details. The color-shading emphasis enables both the student and teacher to immediately visualize the main elements in their composition. After seeing a few of these colorful compositions, students are better able to organize future compositions. The right brain is called on to support the left brain. This color criteria system has been credited by the Waltham school administration with the steady increase English Language Arts MCAS scores to the “Proficient” and “Advanced” levels in both grades 7 and 10.

These concrete steps to improve writing have enabled students in Waltham to write with greater confidence and success. The impact was so significant that their color criteria system was adopted school-wide as an instructional approach for all Waltham High students from English Language Learners to special education to honors level students. They have even met with the English Language Learners on Saturdays. Their system has recently filtered down to grades 6, 5, and 4. The system works particularly well for under-performing students.

To quote one of the nominators, “Each member of this team brings to teaching a strong understanding and enthusiasm for the subject, and a commitment to engaging students in their own learning and reflection.” Another nominator noted that the color criteria system helped students become “critical thinkers.”

Patrick Daly has taught English, Media, and Screenwriting classes at the Television Studio at Waltham High for the past three years. Before coming to Waltham, he spent four years teaching in Easthampton and Burlington. Patrick has been a teacher trainer for the academic support program and a program coordinator for the middle school academic enrichment program called “Mall Mania”.  He has two degrees from the University of Massachusetts in English and Communication, and has completed his Master of Fine Arts in Writing, Literature, and Film at Emerson College. Patrick also spends his “spare time” writing novels and screenplays.

The impact of their innovation reaches out beyond Waltham. Patrick and Allison have disseminated their work with the color criteria system to other teachers at statewide conferences. One of their nominators described Allison and Patrick as, “… emblematic of those unrecognized teachers who deserve not only an acknowledgement for the important work that they do, but our trust, our support, and our thanks.”

Allison and Patrick  are recognized for what they have done to improve student learning in Waltham, and their energy and creativity are applauded.

William Davis, 1996

William Davis is a Social Studies Teacher and Department Chairperson at Dover-Sherborn High School. According to his nominators, Bill Davis is a "master teacher" and "teacher's teacher." He exemplifies life long learning for both his students and staff. Having a reputation for being on the cutting edge of curriculum and instructional change, he is always focused on self improvement and shares his ideas and skills.

Bill's classroom is a center of constructive energy. Lorraine Witzburg, Foreign Language Chair, comments, "On many days, students appear in my French class talking about the personality test or the dream activity that had been the focus of their last class. On other days, World History students can be seen in the halls assuming the identity of Renaissance rulers, ready to defend their claim to fame as the most outstanding monarch of all time. What might appear through Bill's classroom door as a snack break turns out to be the recreation of an 18th century coffee house where students take the positions of an entire spectrum of Enlightenment thinkers, and argue their views as if they were in 18th century Paris as opposed to 20th century Dover.

As a teacher's teacher, Bill serves as a catalyst for experimenting and innovating, and he generously provides support for developing teaching techniques not only to his colleagues in the Social Studies Department, but to other members of the faculty as well. One example speaks to the Reform Agenda, which addresses critical and creative thinking, having the teacher as facilitator rather than lecturer, and engaging students in working cooperatively. Bill provided contexts and strategies for students to become involved in cooperative learning years before the value of such approaches gained wide spread recognition. A recent visit to his class at Dover-Sherborn High School demonstrated a challenging activity involving "learning partners," pairs of students synthesizing and analyzing information from the textbook and handouts, with the goal of constructing a vision and paradigm of the best economic system for a democratic nation like the U.S. Students had to present and defend their ideal system answering questions such as: what are the ideal goals and the most effective ways to achieve them; what incentives do you give people to work hard and produce good products and services; how do you take care of the health of your people, the elderly, the protection of the workers? What role should government play in your system?

Bill has served on numerous committee over the years and is currently one of the professionals leading the staff in a complete reorganization of the High School curriculum and program of studies.

Bill has an appreciation of students' abilities and a recognition of their problems, seeking to help them reach their academic potentials without ever losing sight of them as individuals. An excellent role model, he teaches by attitude and action as well as by word. In conclusion, Bill Davis is an educator who leads with soul and spirit.

Richard DeSorgher, 2000

“Student centered learning, discovery, innovation, involvement of school and community, leadership;" these attributes are praised and reiterated by all of Richard DeSorgher’s nominators.

Richard, a Social Studies teacher and involved citizen of Medfield, makes history come alive for his students and the community in which he lives. His nickname is “The Pied Piper,” as it has been a common sight to see this beloved teacher surrounded by one or more of his classes as they tour the many spots in town of historical significance. Richard, known also as the town historian, wrote “The History of Medfield,” a rich chronicle of the development of the town, and he has worked hard to maintain  of the oldest surviving houses in the U.S. as well a develop a series of War Memorials for Medfield citizens who have served their country.

His legacy from his middle school teaching days continues: as part of the Social Studies curriculum, students participate in an archeological dig at Wight Farm, digging up artifacts and attempting to date their age.  Other learning adventures include a student bike tour of historic sites followed by a canoe trip along the upper Charles River.  This interdisciplinary unit has students painting along the banks of the river and studying water and geography in science and social studies.

To note just a few of his innovations at the high school where he now serves as Content Specialist:

•Richard helped start a Homeroom Advisory  Program which established closer ties between homeroom teachers and individual students and included teacher training, lesson plans and activities for each grade level.

•As part of a political science course, he encouraged students to participate in a community service activity of their choice, with opportunity to reflect on their projects  •The mock town meeting unit that he created consists of students attending an evening session,  learning rules of procedure, and studying current issues culminating in an a debate of several of the warrant articles .

•He has led the charge for reviewing nd enhancing Social Studies curriculum to meet the MA State Frameworks, chairing study groups for teachers.

Richard also pushes the envelope towards the future. He was the first person in the TEC collaborative to teach a Virtual High School course where students from school districts all over the U.S. take classes with him over the Internet.  This year he was awarded a Lighthouse Grant titled “Virtual Visits, a program where students are using Videoconferencing technology.

In addition to all of these accomplishments, Richard is known by his colleagues and friends as a kind, humble, and thoughtful man whose many contributions to the schools and community make Medfield a special place to live and learn.

Louis Dittami, 2003

Louis Dittami is “the kind of teacher who teaches life long lessons, who changes lives, and makes the world a better place,” say his nominators.  A veteran teacher of thirty-five years in the Dover-Sherborn, Ma school system, Lou has been teaching science, coordinating an Outreach Program that combines altruism and service, and setting an example of a active citizenship inside and outside of school.

Lou has taught all areas of science at all levels from A.P. to basic courses.  He is especially effective with students of lesser abilities and interests.  One course of note that he co-developed is “Science and Technology,” which incorporates the basic principles of science and integrates them into a hands-on approach with the industrial arts department. In this course, students are introduced to a physical theory, which is then followed by one or more laboratory explorations.  Students initiate research, design and build solutions, and test their hypotheses in the school shop. “Lou’s extensive knowledge of science combined with excellent methodology foster success, self-esteem, and cooperative skills in our diversified student population.  Since the inception of this popular curricular program, the enrollment and number of classes has increased to oversubscription,” says Leroy Clark, co-teacher.

The Outreach Program began ten years ago as a suggestion to students of serving meals at shelter in Boston. With his inspiration and leadership and participation, the students moved beyond the concept stage to a fully developed student organized program that not only serves dinners at several shelters but organizes food collection and serves breakfast every Friday morning at the Pine Street Inn.  Joanne Preiser, teacher, notes, ”Yes, the students get the crew and goes to the local supermarket every other Thursday night to get food for the breakfast; but it is Lou who gets up at 3:30 A.M. every other Friday to come to school to drive the van so the kids can get to Pine Street by 6:00 and back to school by 7:45.  It is also Lou who suggested the idea of picking up breads and pastries at local grocery sores; he has been doing the same thing for years on his own, and it is Lou who made special D-S Breakfast Club hats made for all the kids who participate.” These programs have contributed to the establishment of student volunteerism as part of the Dover-Sherborn curriculum with each student having to complete forty hours of service in order to graduate.

 Headmaster Denise Lonergan says “Louis is the consummate philanthropist, giving of his time and quite literally, of himself.  In addition to working with students, he also works with adults to travel to homeless shelters to serve meals and distribute clothing and other necessities.  He donates platelets and has been recognized by Dana Farber Cancer Center for contributing more than 350 times.  If a staff person is in need, Lou ferrets out this information and in his quiet unassuming way, provides assistance and support.” Lou  has served as advisor to the Student Council and Director of Student activities.  He will use his free time to identify students who are having difficulty “finding their niche,” and encouraging them to feel like they belong, often becoming part of cross country, a team he coaches.

Lou has helped others understand the benefits they receive from doing things unselfishly for others.  He is a model of a good citizen, an activist, and inspirer of others.

Gail Duffy, 2006

Gail Duffy is an English Teacher at Medfield High School in Medfield MA, and  she serves as  Medfield’s English Content Specialist for grades 6-12.  During Gail’s six years in Medfield, she has worked tirelessly supervising and managing the English department, grades 6-12, developing the English department budget, observing and evaluating each of  the 20+ English teachers, developing and revising curricula, hiring and mentoring new teachers, and teaching high school courses, to name just a few of her roles and responsibilities. In addition to her roles in Medfield, Gail also serves as an adjunct professor at Dean College. In her professional career she has been a high school English teacher, a college professor, and an administrator. Gail is being honored not for the amount of tasks that she accomplishes for Medfield, but for the way that she so brilliantly and conscientiously executes her position as English content specialist.

Gail’s daughter Erin shared that her mother experienced a dynamic childhood growing up as the daughter of a Marine Corps Colonel. Gail began school in Japan and graduated from high school in Panama, experiencing many moves in between. There is no doubt that Gail’s life experiences have shaped her lifelong love for learning. She is an educator through and through, one with an uncanny ability to reach and encourage students of all levels and colleagues of all backgrounds.

Gail is a leader who is first and foremost a teacher. She puts the needs of teachers and students first in every task she approaches. Whether she is leading a team of sixth through twelfth grade teachers to develop common assessments and scoring criteria for writing or putting her sense of humor to good use while coming up with ideas for the high school’s Fun Committee, Gail is always thinking of ways to make the most of people’s time and energy, and to revitalize each person’s spirit whenever possible.  It’s known that she has been a “bag thief” when necessary, hiding an overworked teacher’s school bag from them so that they would have to have a night or weekend off from grading and planning.  One of Gail’s nominators wrote, “Gail knows what I’m teaching every month and what my plans are on the weekends.” She has impacted the professional lives of her colleagues and has found a place in their hearts as well.

Gail’s nominators express gratitude and adoration for her. “She goes out of her way to support the teachers on her staff. She sits in on all parent conferences for teachers in their first three years of teaching and takes time after those meetings to commend teachers for what they did well and recommend ways to improve communication with parents. Gail stands by each new teacher she hires. If someone is having difficulty handling the strains of the teaching profession, she puts no limit to the time she will spend listening to their concerns, helping to plan lessons, or pairing them up with fellow teachers who have strengths worth learning.”

In her classes, Gail engages her students and encourages them to think deeply and creatively. Whatever the level of the students she teaches, students are spurred on to achieve due to Gail’s high expectations for them and her overall scholarly essence. Gail states that she strives to teach traditional literature untraditionally. Due to the fact that presenting engaging lessons to students is  such a priority for the department, Gail keeps an Ideas Binder of lesson plans so the whole department can benefit from each other’s knowledge and creativity.

Gail Duffy’s invigorating nature, excellent leadership, and high standards for education have caused a ripple effect of excellence throughout the English department at Medfield High School.

Daniel Frio, 1992

Daniel Frio is a full-time Social Studies Teacher at Wayland High School. He serves as Advisor to the "Wayland Helping Youth" Club, a service organization within the school which interfaces with the Wayland community as well as other agencies outside of Wayland. He has been a leader and active participant in all of the school's efforts to support the METCO program. Mr. Frio also serves on the "Intervention Team," a group of teachers who address the issues of substance abuse within the school.

Dan is recognized for the development and implementation of the Race Relations Class and Students United for Racial Equality (SURE), which started in 1990-91. Co-facilitated by Manual Fernandez, the group provides opportunities for students to speak openly about all forms of bias, prejudice, and hate in the school, community and larger society. Students are challenged to look at their own views and values and encouraged to speak openly about troubling situations they experience or witness. Racism, anti-Semitism, sexism, and prejudice are topics faced by these students and discussed in a seminar setting. Students are encouraged to interrupt acts of prejudice wherever possible, to express their values directly, and they are given training to strengthen their skills and confidence in this area. One of Dan's students reflects "When I first went to Race Relations, I was looking for ten easy steps to solve prejudice. However, by learning about different people, I now have a better understanding of people's actions."

Ron Garcia, 2007

Ron Garcia is a Photography and Media Productions Teacher at Prospect High School in the Campbell Union High School District, San Jose, CA.  “Ron is a cornerstone of Prospect High School.”  His nominators comment, “His service to the students and school community has been exemplary.  In thirty-five years, he has touched many lives by giving students artistic values and skills and also a belief in the imagination, the desire to give life to ideas, and the ability to articulate a sense of self.”

Ron has been teaching Photography 1 and 2 since 1971, and he has been the Industrial Technology Department Chair since 1978.   He supports his program in Media Productions with various video projects, such as: a video yearbook for seniors, specialty photography for students and athletes, artistic videos to celebrate events, training videos for campus emergency preparation, and public relations materials for the school.

Ron is always looking for a creative and innovative approach to improve communication within the school community..  He developed the Media Productions class in 1996, which produces a daily a morning video bulletin.   This Video Bulletin offers students the opportunity to have the news of the school, campus events, and achievements of students presented to the student body in a form similar to a TV news program or a TV commercial.  Ron capitalizes on his students’ various talents, some being the “techies” who put the program together on video, while others serve as actors. His principal Rita Matthews comments,” More than any other single program or activity, the Video Bulletin serves to knit the campus together as a community.”

Ron’s programs inspire students and not only the very talented.  There are no restrictions as to who can participate in his classes.  In fact, there is great appeal to students that for one reason or another are disenfranchised in the academic arena.  His students respect the learning environment that Ron creates.  In his soft manner, Ron teaches self-discipline, intrinsic motivation, and the desire to create, imagine, and believe.

Many of Ron’s students have won awards in photography; others have gone on to become noted in the world of movies and other media productions.  He himself has been recognized for excellence: by the Professional Photographers of America, Professional Photographers of Santa Clara Valley ,as Mentor Teacher, and Prospect High Teacher of the year for four years.  He evidences leadership in the broader community by working with the Red Cross, as a Ham Operator of communitywide emergency preparedness, the Boy Scouts, and his church.

“Ron’s integrity, positive outlook, knowledge, and professionalism demonstrate his commitment to education,” states James O’Malley, Counselor. He is most deserving of the award for Excellence in Education.

Karen Girondel, 2002

Karen Girondel is a gifted teacher, a master teacher, a passionate teacher, a valued teacher, according to her nominators. A French teacher in the Lexington Public schools for 29 years, her positive attitude, cooperation, and love of languages are reflected in the outstanding instruction she has maintained and in her continuous dedication to extracurricular activities. She is a person who not only teaches all students to reach for the best, achieve at the upper level of their abilities and strive to be the best that they can be, but also goes the extra measure with every student, parent, and colleague with whom she comes in contact.

Dr. Michael Fiveash notes, "Karen possesses extraordinary vitality and energy, a radiant love for her subject, both the language and literature of France as well as the larger culture of the Francophone world, a formidable knowledge of that subject, and a classroom manner which is at once challenging stimulating, and nurturing. She employs every kind of medium for language instruction: full immersion in the language (she cheerfully threatens her students with becoming viande morte ‘dead meat’; French music from the Renaissance to rap; video for the study of French cinema, the scripts often laboriously and painstakingly transcribed by herself; and the Internet which she has incorporated seamlessly into her instruction."

Karen promotes students’ independence as language learners. The French Culture Bee that she coordinated with her colleagues is a fun challenge for students while it serves as an innovative assessment tool that gives students an alternative medium to demonstrate their knowledge of French language and culture. This model, which was used in three classes at Lexington High, could well serve other foreign language teachers in MA. 

Karen’s activities go way beyond the classroom. She is the French Club Advisor, which celebrates French culture and language and gives students opportunity to learn about the French global community. She serves as the French Exchange Hosting Coordinator, arranging the many activities involved with student exchanges, for both French students coming to Lexington and then Lexington students going to France. They have just returned from an exciting trip to France. Karen is a key and long time participant in the Student/Faculty Senate, an organization that meets weekly and as powers to take significant actions. A recent bill did away with the grade distribution in back of the report cards; condoms with literature are now available through the nurse’s and counselors’ offices, and a Clean Rubbish-Up Day involves students and stag joining together once a year to clean the school’s grounds.

This inspirational teacher is at the top of everyone’s "must see list" when Lexington alumni return from college. The day that I visited there was a former student, now a foreign language teacher from New York, observing her and taking notes about her teaching methodologies. One of the teachers in her department, Caitlin Smith, comments that during one of her return visits, Karen encouraged her to teach the "language we love."

It is clear that Karen’s students and Lexington High have profited immensely by the work she does so well and by the person she is.

Deborah Henry, 1993

Deb Henry serves as Director of the TEC Alternative High School, a regional high school providing challenging academic instruction, guidance, and individualized support to students from TEC communities and some non-TEC towns.

Ms. Henry is recognized for her consistent professionalism: establishing fair and compassionate limits for her students, supervising staff, and relating effectively with referring personnel. These elements are all necessary for contributing to TEC Alternative School students' personal and academic successes. Through her efforts, students who are experiencing turmoil in their academic school experiences because of external and external struggles, become responsible agents in the learning process. Ms. Henry counsels and creates programs for students with varying abilities by assisting each one personally in setting realistic and attainable goals.

Deb and her staff serve as wonderful role model, who demonstrate dignity, care, and empathy,. As a result, students have gained self-esteem; they have made contributions to their classes and schools; and they have developed critical thinking and problem solving skills necessary for life-long learning.

Marilyn Hilliard, 2005

Marilyn Hilliard, Mathematics teacher at Crosby High School in Crosby, Texas, notes,  “In my classroom, I first aim for mutual respect. I also believe it is important to maintain a sense of humor, to appreciate the intelligence of my students, to foster a sense of fairness, and to encourage reluctant learners. I love teaching, I love teaching teenagers, and I love hearing, ‘Oh, I get it!’”

“And, ‘get it’ they do!” said Deborah Frank, principal of Crosby High School. “Since Mrs. Hilliard began teaching Advanced Placement Calculus, we have had students score 5’s on the exams. The pass rate in Marilyn’s math classes is exceptional.”

 The theme that comes up again and again is Marilyn Hilliard’s dedication to the students at Crosby High School – not just the students she teaches, but ALL of the students. She is there for the kids before school, after school, in tutorials, at lunch, and during each class period throughout the school day. According to colleagues, Mrs. Hilliard arrives early each day to prepare for the challenges ahead and is always one of the last to leave at the end of the day, even on Friday afternoons! She devotes time to tutor not only her own students but also any other student needing help.

Her room is arranged so that tutoring is inviting to students who might be embarrassed about needing extra help. She has placed a student desk to the side of her desk so that she can work individually with a student for one-on-one tutoring. In addition to students, Marilyn also coaches teachers for EXCET testing and, after school and at night, teachers and college students seek her help in calculus.

Her students are successful because, according to Mary Ellen Connor, Math Department Chair, “Marilyn spends her time wisely in the classroom. She put together five different projects for our students this year based on the areas where scores are the weakest. The projects required measuring fingers, toes, and lengths of walls and constructing histograms and charts to combine groups of concepts enabling students to understand the math and the interrelationships of ideas.”

As noted by Rusty Powers, Crosby Secondary Math and Science Coordinator, “Our Advanced Placement scores in mathematics for the first time increased to include the elusive number of five. If Mrs. Hilliard was not directly responsible for the highest score we had yet attained, her presence in the department motivated her contemporaries to push their students to new heights.” This observation is underscored by Mrs. Conner who concluded her nomination of Marilyn Hilliard saying, “She has a clear-cut understanding of what needs to be done and she does it. She is definitely an asset to our teaching staff and to the math department. Without her we would falter.

Marilyn Hilliard was born and raised in Minnesota where she earned her undergraduate degree from the College of St. Benedict in St. Joseph, Minnesota. Her Master of Science was earned at Stephen F. Austin State University in Nacogdoches, Texas. Marilyn has taught mathematics for 25 years, the first 2 years in Minnesota followed by 6 years at Sacred Heart School in Crosby, 13 years at Kingwood High School, and the last 4 years at Crosby High School. Mrs. Hilliard is the 2004 Crosby High School Teacher of the Year and has been nominated several times by her students to Teacher’s Who’s Who. She has been a resident of Crosby for 26 years and is active in the Sacred Heart Church community. Marilyn has been married for 32 years to Bob Hilliard and they have 3 daughters and 4 grandchildren.

Ann Jackson, 2006

Ann Jackson is a teacher at Crosby High School in Crosby, Texas.  A Mississippi native, she spent most of her life in south Louisiana before moving to Texas in 1989.  She received her B.S. degree in secondary education and her Master of Education degree in Supervision and Administration from Louisiana State University.  For the past 17 years she has taught English at Crosby High School and is presently the English Department Chair at Crosby High School.

Ann was instrumental in the initiative to begin an Advanced Placement program at Crosby ISD. Because of her commitment to high academic achievement, Crosby ISD presently has an outstanding model advanced placement program that is aligned from the 7-12^th grade and is recognized by the Texas College Board as a model program. 

Ann has made a major contribution in instilling values, encouragement, and a high standard of excellence for academic achievement for all students.

Ray Jones, 2004

Ray Jones has been a Physics teacher at Del Mar High School in the Campbell Union High School District in Campbell, CA for nearly 30 years. He was nominated for the Goldin Foundation Award by his colleagues Nancy Pinkel, Fred Granger, and Jim Russell who quoted three big reasons for his nomination:  (1) His leadership in restructuring the Del Mar Science Department so that a broad group of students have greater access to high-level science classes, such as Physics and Chemistry;  (2) His role as a student advocate who opens his doors before school, lunch time, and after school, and clearly believes in the life-changing power of his daily contacts with students;  (3) His work as faculty advisor of the Del Mar Key Club, a student community service organization.

During an onsite visit, Jeanne-Marie Rachlin, Advisory Board member, saw clear evidence of all three of these statements within five minutes of entering his classroom! She had called Ray and arranged to interview him one day after school. She got to his classroom a few minutes before the bell rang at the end of the school day. As she peeked in the doorway, she saw students arranged in small teams around lab tables hurrying to turn in their physics lab on a lesson in optics. Inside the doorway, Mrs. Rachlin was introduced to another visitor with whom Mr. Jones was speaking. It turned out that the other visitor was a former student from 20 years ago who is now a veterinarian.  One of his students commented that Mr. Jones "interacts well with students and explains things real well." This student then proceeded to have a conversation with Ray regarding the Key Club and a school event they are sponsoring regarding seatbelt awareness.

Ray has an upbeat, respectful, positive way about him that immediately puts people at ease.  His family came to Los Gatos in 1956 when he was in 5th grade. He attended Daves Avenue, the Old University Avenue School, and graduated from Los Gatos High School. He served in the Coast Guard from 1967 - 71 after which he completed his degrees in biology and physics from San Jose State. He always knew he wanted to pursue work related to science, and had considered being a wildlife biologist. To help pay for college, he worked with kids at the San Jose Recreation Department. The sense of satisfaction he enjoyed helped him decide on teaching as a career.

Ray taught his first year at Blackford, then moved to Del Mar where he's been ever since. In his work with the Exploratorium Teacher Institute, Ray learned how to make science labs out of inexpensive everyday supplies. Through his role in a district mentor project, as well as Science Department Chair, he has conducted many district-wide clinics and exposed young science teachers to his hands-on, lab-based approach.

On a personal level, Ray is a family man who loves the outdoors, does backpacking and modest mountain climbing. He and his wife raised a son and daughter and are new grandparents of a baby granddaughter. On the topic of Ray's teaching, his wife says, if you give him a bottle cap and a piece of string, he'll create a physics lab.

Mary Lou Karahalis, 1996

Mary Lou Karahalis, a guidance counselor at Norwood High School, has been described by her colleagues as "dynamic, earnest, tireless, selfless, committed to young people, a true leader, and a true professional." As a guidance counselor for twenty-seven years, Miss Karahalis has served her students, staff, and community with energy, enthusiasm, and dedication. One of her nominators says that she "exhibits a first-rate mind, an enormous capacity for work, an innate sense of leadership, an unlimited dedication to her profession, an extraordinary sensitivity toward her students, and a willingness to give unstintingly of her talents." "Her students adore her and her colleagues and superiors hold her in the highest personal and professional esteem. Her concern for her counselees extends beyond the ordinary work day: she has made herself available evenings, weekends, and during the summer months to reach out to students whose needs cannot be met otherwise. Presently she is helping a former special needs student who has moved to another school district as he struggles with the change."

Along with her demanding responsibilities as a guidance counselor, Mary Lou has been involved in many projects which have had a positive impact on others:

1. In her first year as a guidance counselor, long before "School to Work" became a viable education program, she set up the first Work Experience Program at Norwood High School. She has continued to represent Norwood in its career awareness and exploration programs which are coordinated with The Education Cooperative (TEC).
2. Ten years ago, Ms. Karahalis became the National Honor Society Advisor. During that time, she transformed a "somnolent organization into a vibrant one whose members play an active leadership role in the school community" through which students raise funds for charity, volunteer at area nursing homes and hospitals, and serve as peer tutors. She also plans, organizes, and emcees the annual Honors Banquet, which publicly celebrates the accomplishment of the top fifty students in grades 9-12.
3. Ms. Karahalis' work with the Honor Society extends to the state level, where she organized four regional meetings and was appointed State Coordinator by the
   Massachusetts Secondary School Administrators Association.
4. Last year when the Norwood Jaycees disbanded, Ms. Karahalis' initiative and leadership were demonstrated as she and another teacher found a replacement
   sponsor, and the T.O.N.Y. Program was kept alive.
5. Since 1990, Ms. Karahalis has been a delegation leader and area coordinator for Norfolk and Suffolk counties for People to People, a private non-profit organization
   founded by President Eisenhower as a way to foster world peace, Through this organization, students travel to meet people from other countries.

"Ms. Karahalis has truly made a difference in the lives of her students. She brings energy and enthusiasm to all aspects of her profession; she gives selflessly to others; and she inconstantly strives to grow and develop as an educator."

Tim Krieger, 2004

Tim Krieger, Biology teacher at Monta Vista High School in the Fremont Union High School District in Cupertino, CA, has received awards for his teaching and coaching, redesigned the AP biology curriculum, served as the science department chair, mentored new biology teachers, and team taught a leadership class during his prep period. Yet he has been a teacher at Monta Vista High for only 5 years.  He has managed to do all of this because he is smart, talented, and organized, plus he loves what he’s doing.

As a biology teacher, Tim appreciates real-life applications. He would love to start a bio- tech class in the future. He develops teaching assignments for 13 teachers, manages the department budget, and articulates with the feeder schools.

As a leadership teacher, he enjoys helping students learn communication skills. He and a colleague designed the class, resulting in improved connections between students and staff. In the long term, Tim sees himself involved in more leadership and mentoring roles.

As a track and cross country coach, Tim has learned how to motivate students, making no distinction between the first place and last place runners.

One of the Asst Principals, Bryan Emmert, said that when he was interviewing students for their college letters of recommendation and asked which teacher had made a lasting impact on them, “It came as no surprise that the overwhelming choice was Mr. Krieger. He was remembered for being not only a fun teacher, but as someone who really cared about the students and made sure that they were learning the material.”

While Tim may have been at Monta Vista High only since 1999, he has already made an enduring impression on the staff and students.

Dianne Langley, 2005

Dianne Langley, Social Studies Teacher and Department Chair at Natick High School, has been teaching for twenty-seven years. She currently is a teacher of United States History and Advanced American Studies, an honors level course for seniors that she developed.  Her nominators note that as Chair of the Social Studies Department, “Dianne, in addition to her administrative duties, acts as mentor, curriculum resource, and inspiration for the ten other teachers in the department.’

Bethany Sager, a Goldin Foundation Advisory Board member comments, “When I first read the nomination packet for Dianne, I felt that she shared a kindred spirit with my own favorite teacher of Honors United States History. Upon meeting Dianne, I got to see first hand the wonderful qualities she possesses as a woman and as a teacher. Dianne is easily approachable, she expects great thinking from her students, and she respects them. Her classroom lessons focus on authentic learning, they are creative, and they are most certainly memorable. Dianne has a palpable connection with her students. They feel respected because Dianne speaks to them as adults.”

To experience one of Dianne’s Advanced American Studies classes is an adventure in exciting and enriching teaching and learning.  The students put aside their work on mini debates of various national issues to try-out a couple of lessons from Dianne’s new curriculum resource The Lang Book: A Collection of Contemporary Song Lyrics for Use in Social Studies and English Class. The class evidenced interdisciplinary learning with students making numerous connections to real life and current issues that affect them.  Students had searched psychology books, “right to privacy” laws, and reality television to answer questions to prepare for their class discussion. It was clear that Dianne’s students feel safe in her presence to speak frankly in front of their peers. Dianne believes strongly in helping her students to find their voice and to support their opinions.

Dianne presented Rock on: Using Contemporary Music to Make Cross-Curricula Connections at the New  England Conference for Social Studies.  The presentation included information about her new curriculum resource of contemporary songs along with interdisciplinary lessons to illicit information and discussion.  According to Dianne:“Using contemporary music gives a vehicle for making historical issues more relevant as they can be understood within the context of current expression and current issues.  Using song lyrics as a lesson format attracts student attention to learning, engages students, and varies the routines of teachers.”

Dianne Langley’s nomination packet included many letters written in support of her from her colleagues and former students. Some comments include:

·   “Dianne serves as a catalyst in the personal development of her colleagues.”

·   “It’s the best class ever.”

·   “It has been my great pleasure to know her.”

·   “She taught me never to underestimate the capabilities of students.”

·   “Dianne is an unbelievably supportive person.”

·   “She exemplifies education at its best”.

·   “She is a wonderful human being.”

·   “Whether you are her student or her colleague, you feel that Dianne Langley believes in you.”

·   “I aspire to be as innovative and creative as Dianne.”

·   “She demonstrates the power of education to change individual lives.”

Ricki Lombardo, 1999

According to her nominators, "Ricki brings her creative talents to the classrooms well as the many roles she fills for the high school community and the community at large." Her work at college and the university has focused on theater , the related arts, and the use of creative arts in learning; while her work in the classroom and on stage has awakened, excited, and challenged her students. She has compiled and extremely varied list of accomplishments, from founding the school's literary magazine, to co-founding a women's issues discussion group, to chairing the Arts Department.

Students' affection and respect for her runs deep.  Many call upon her for advice or counseling, perhaps inspiring her last year to establish a group called "Pathways and Voices for Young Women."  The purpose of the "club" is to enhance the self-concept of girls in the school, to give them a place where they can talk about issues that directly affect their lives.

Her efforts to expand the Arts Program are noteworthy, bringing the classroom into the community (and vice versa) in a series of special initiatives.  For many years, she has taken classes of groups of students to perform at the elementary schools.  This year she invited senior citizens to work with a few of her Modern Drama students in writing, producing, and acting out their own plays.  As Department Head, she, she has galvanized the community to support new programs for all students, including a new Advanced Placement course at the high school.

It is in the field of drama that Ricki has had the most profound impact on her school and the communities it serves.  In fifteen years she has directed almost thirty plays and musicals which have brought the community together and have delighted audiences with their professionalism and elaborate staging.   Scores of parents have volunteered to build sets or paint scenery or lead dance practices or create costumes.  Hundreds of students have come to think of these performances as the most significant experiences of their high school lives." 

Whether it is playing a key role in parent support groups, writing grants, or showcasing students' accomplishments, Ms. Lombardo has begun to effect change in both the perception and the accomplishments of the arts at the high school. In addition, she has reached beyond her immediate neighborhood through such activities as role-playing workshops for women at Brigham and Women's Hospital who are recovering from breast cancer surgery and the teaching of creative dramatics to primary school children at the Dedham Community House.
 

Thomas J. MacDonough, 1995

Mr. Thomas MacDonough serves as   a model of excellence to his students   and peers in the Norwood Public Schools.  As classroom teacher of Western Civilization and European History, as Department Chair of Social Studies, as lecturer at Northeastern University and regular participant in in-service programs, he consistently demonstrates conscientiousness and commitment to the education of Norwood’s youth and  concern for professional growth and commitment. “Tom MacDonough possesses the rare combination of intellectual curiosity, glowing scholarship, and personal charisma that are hallmarks of great teaching, states one of his former students, Wayman Chin.  “From the very first day of class, Tom made history an exciting and compelling adventure; his knowledge seemed boundless; his love for his subject infectious; and his respect for each student undeniable.  A born raconteur, he lifted history out of our books, and made the personages of the past the players in an ever evolving drama.”   A well traveled life long learner, he enlivens his classes using slides from his many trips abroad to stimulate discussions and bring lessons to life.

Mr. MacDonough strives to present the broadest possible view of civilization to his classes in curriculum development and  interactive projects that are designed to actively engage students in the learning process.   His inter-disciplinary perspective is reflected in the curricula he developed for courses in ‘Russian Studies,” “Asian History,” and “Western Civilization, and “Advanced Placement European History.”  Student collaborative projects such as mock trial of Louis the 16th, which  involve judge, attorneys, jury and character witnesses, generate much research and encourage creativity.

Excellence is reflected in Norwood High School’s  Social Studies Department, whose teachers have also been cited for special awards.  Meetings feature specialty and project sharing.; and teachers are encouraged to attend conferences and develop new ideas. Tom fosters professional development by  presenting in-service programs to colleagues at conferences and at Northeastern University, where he is an instructor. He also serves as a reader in Advanced Placement European History for the Educational Testing Service.

As a good citizen, Tom has volunteered his help in many ways to enrich the culture of  Norwood High School.  He has been a member of the Faculty Senate, School Advisory Council, National Honor Society, Advisory Board, Principal’s Advisory Committee, School Equity Committee, and School Improvement Council. He also serves as Director of Adult Education for the Town of Norwood and a member of the Board of Directors of the MA Council for Social Studies.

Mr. MacDonough has been recognized by numerous awards, grants, and fellowships during his career.  Stated by Ralph Toran, former Superintendent of Schools, “Tom represents the creme de la creme in regards to dedication, professionalism, motivation, creativity, and commitment to quality teaching.”

Ann Malachowski, 2005

Over her thirty- year career at both the elementary and secondary levels, Ann Malachowski, Art Department Chair and Teacher at Norwood High School, has brightened the lives of all who have known her.  Students, teachers, and community members alike are inspired by her passion for the Arts and her commitment to teaching.  Ann effectively teaches every level of student from those who are just sampling an art course to those who are enrolled in Advanced Placement.  She show them all the same respect, interest, and energy.

Ann volunteers countless hours outside the regular school day; helping her students ready their works for art competition and community art displays; counseling students about college and careers, and “just being there” for students who need encouragement and advise. A student nominator commented, “I know that when I look at the slides you helped me develop, I will remember the countless hours you helped and your radiant smile as you viewed each one of them.  I can see you smiling and that means more to me than anything the world can offer.”

Ann is a consummate professional who is well-versed in the intellectual foundation of her discipline; an active participant and leader in Art Association as the local, state, and national levels; and frequent volunteer, offering her time and wisdom to various educational committees.

Despite severe budget constraints, Ann has maintained her optimism and shown her tenacity.  As Department Chair for grades 6-12 in Art, Ann has greatly expanded the Arts curriculum.   As a result, enrollment in the Arts Program has tripled under her leadership.  And plans for the Arts Program in the future continue to be bright.  Ann, who envisions a three tier approach to the Arts Curriculum: 2-dimensional, 3-dimensional, and graphics, is hoping to secure by 2007 approval for courses in AP Sculpture, Sculpture II, and Computer Graphics II.

 Whether she is participating in a “Creative Painting Bird Houses for Habitat for Humanity” project, conducting a pumpkin carving contest for Halloween, or devoting a weekend to an “Art in Bloom” display of student work in coordination with Norwood’s Garden Club, Ann invites us all – student, teacher, and community member- to share in her joy of Art.

Zachary Mandell, 2006

 Zachary Mandell is  a Science teacher at Boynton Continuation High School, an alternative high school, in the Campbell Union High School District, Campbell, CA.

Zach Mandell is a product of the district in which he now teaches.  He attended Noddin Elementary School, Union Middle School, and Leigh High School.  He is a graduate of California State University at Sacramento. 

It is not surprising that Zach decided to become a teacher.  His father is a chemistry teacher at Pioneer High School, his mother is a former teacher, his brother is a teacher in Hayward, and Zach’s fiancee is a teacher at Leland High School. 

In addition to his role as a science teacher, Zach also is a home and hospital teacher for his district, he sits on the Superintendent’s Advisory Committee, and he is Boynton’s representative to the District’s Curriculum Council.  In addition, he is one of four members of the on campus Leadership Team.  One can frequently find Zach supervising students in the gym before school, and he often plays ping pong with students during break and lunch.  As one might guess, he is respected by students and staff.  At every student assembly and graduation, students cheer for Zach as he is introduced!

Zach started teaching at Boynton during the 2001-2002 academic year, with this year being his fifth year as a teacher.  At the time he was hired, I was the Assistant Superintendent for Curriculum and Instruction in the District, and I knew Zach was a special individual when I first met him.  His receipt tonight of the Goldin Foundation’s award is testimony to the quality this young educator brings to his classroom, school, and district. 

As Karen Wagner, his principal, and Rosa Perez, Boynton’s Dean of Students, wrote in their nomination letter: “His passion to teach and to reach out to students who have had very negative experiences in traditional high schools has resulted in an exemplary teacher at Boynton High School.”

According to Bob Lowry, former Asst. Superintendent of Campbell School District who introduced Zach, " I had the pleasure of sitting in on one of Zach’s classes recently for a ninety minute block period.  I was impressed that he greeted each student by name as the student entered the room.  Observing his classroom, it was immediately obvious to me that Zach is a well-organized teacher, having standards, procedures, schedules, and student work posted throughout the classroom.  He provided ongoing positive reinforcement for his students, and with seven computers present in the room, I knew Zach places a high priority on the use of interactive assignments and technology in the classroom.  He even announced to his students that they could do the frog dissection online if they preferred not to do the dissection on a real frog!  Times certainly have changed since I was in high school biology! 

The quality of Zach’s teaching is furthered by the fact that two of the letters of recommendation for his nomination for the Goldin Foundation Award came from his science teacher colleague at Boynton, Mr. Lyle Zaman, himself an outstanding educator, and Gayle Visher, another outstanding educator who serves as a consulting teacher and teacher advisor in the District.  The fact that Zach was this year’s Region 5 nominee for Teacher of the Year for the California League of High Schools serves as further testimony to his receiving the Goldin Foundation for Excellence in Education Award.

Janet McDermott, 2006

Janet McDermott is an English Teacher at Medfield High School in Medfield, MA. Teaching in Medfield for thirty-four years, she has gained the reputation of being one of Medfield’s best instructors of English and literature. According to her nominators, Janet “spins her magic” both with students and teachers she mentors.  Janet has taught at both the middle and high schools and for ten years served as English Content Specialist.

Gail Duffy, English Content Specialist, states, “Janet’s skills as a teacher are complemented by her strength of character, altruistic values and commitment to Medfield students.  “She is a natural nurturer, quickly able to see when a student needs a hug, a word of encouragement, or even a raucous applause.”

One of Janet’s very successful innovations is a project geared toward transitioning ninth graders to their new experience as high school students.  When they first arrive, freshmen are given an “Introduce Yourself Booklet,’ with thirteen components to write about themselves as the year progresses.  The goal is to become more aware and build confidence.  Some of the components even include entries by parents, grandparents, or siblings.  Students then have opportunities to reflect and compare their experiences later.

Janet’s student population represents all skill levels; for whom she differentiates delivery of content, creates meaningful authentic assessments, and provides challenge.  To her honors students, she is inspirational and demanding.  Her intellectualism and creativity push these students to excellence and require their exercising critical and analytical skills.  At the other end of the spectrum, Janet works with classes in which most, if not all, of her students are on educational plans.  In fact, her forte is her ability to motivate the less self-directed, less motivated learner. These students thrive under her patient and structured teaching, leading to measurable advancement in learning and skills.

Her nominators note that there are countless teachers whose lives, knowledge and careers have been enriched by Janet. One who is always ready with inspiration, encouragement, support, and humor, Janet shares her expertise and models her methodology.

She has often served as mentor to first year teachers. David Gibbs, retired Dean of Students, notes that in one particular situation, Janet worked with a young staff member who lacked confidence and presence.  Over the year with immeasurable hours spent in observing her colleague, meeting after school, and encouraging her to come and observe her classroom, Janet brought this person along to where she is a highly respected teacher today.  Janet recognized the teacher’s hidden creativity and unique approach, and she encouraged experimentation.

Janet’s colleagues reflect that they are better educators and persons for having known her. 

Kerry Mohnike, 2003

Kerry Mohnike, an English Teacher and Chairperson of the English Department at Saratoga High School  in the Los Gatos-Saratoga Joint Union High School District, has been involved in numerous activities during her eleven-year career. She has taught journalism and virtually every level of English; she has chaired two WASC accreditation processes and is the current chair of the English Department. She has helped lead the district teachers in negotiations with the school board; and she has become her district’s first National Board Certified Teacher.

Kerry is a consummate educator. Her colleagues admire her for her outstanding competence in the classroom and for her commitment to personal growth as well as her effort, tenacity and willingness to be a leader/change agent in many aspects of the school and district.  Principal Kevin Skelly says “that to be in Kerry’s class is to see someone making a profoundly positive influence in kids’ lives.  She’s always thinking about the world of her students  - how they think, what they value, what motivates them, and what they need to know as she helps to shape their thinking and growth.” Students at all levels of achievement flourish in her classroom.  Kerry is known to creatively think of options to help her students, whether its allowing a student to express his understanding of a subject through artwork since written expression was difficult or meeting with a student after school to evaluate her learning so that she didn’t have to “freeze” in front of the entire class.

Her leadership is evident as shown by one of her project , the AVID Program, which she felt might be a way to help some students receive academic support and improve their skills. AVID stands for “Advancement Via Individual Determination.”  It was Kerry’s impetus that started the planning.  Her enthusiasm for teaching the class and willingness to spend a week of her summer vacation for training were instrumental in AVID’s implementation. Her assistant principal, Gail Wasserman, notes that it was much easier to “sell” the program concept to prospective students and their parents and also to senior students with high academic credentials, who had to commit to help with the program, when they heard Ms. Mohnike was the teacher.

We see in this educator someone who empathizes and understands her students, her commitment to improve herself and others, her ability to discuss the important issues of her school with passion, and her wonderful heart.  Kerry helps to make all of the people she touches better human beings.

Anne Mullany, 2002

Ms. Mullany, a Mathematics teacher at Belmont High School in Belmont, is described by her nominators as being, "one of the most respected and admired teachers in the school,” because she believes in the potential of all her students from the high risk to AP students. She cherishes her strong rapport with her students, and every action and intent of this dedicated teacher is to make mathematics accessible to every student.
Anne has been involved in the implementation of an alternative education program, known as the Key Program, which was designed to address the needs of a specific population of at risk students, who were hindered by emotional, social, and substance abuse issues. As a result of the Key Program and Anne’s dedication to these students, the attrition rate was diminished and most students met with academic success. Many went on to continue their education.

Ms. Mullany is engaging as a teacher. A nominator notes, “ Students know that Ms. Mullany is the ‘real deal.’ Her excellent methodology is an extension of her personality, and this is why expert pedagogy comes so naturally to her, and with such good results. The AP Calculus student will attend a three hour after school session because Anne expects her to be there; the truant may come to her class before all others because Anne is amused rather than distressed by his antics. Good natured prodding with continued encouragement keeps this student and others on track.
 

Anne shows her spirit and love of her students by making extra-curricular activities such as cheerleading coach, class advisor, faculty senate member, and participant on the scholarship committee priorities in her life.  She has also undertaken the role of chaperoning students groups to such countries as Russia, Ukraine, Czechoslovakia, Austria, Hungary, Poland, and East Germany.

Described by her colleagues as "a person of high moral character, keenly defined professional ethics, and a leader in the department,” Ms. Mullany was also nominated by one of her students, who wrote, "Ms. Mullany is a wonderful teacher, and her teaching style has allowed me to achieve my goals in Math. Ms. Mullany goes beyond her role as a teacher and acts as a friend and mentor, helping us overcome our fears and problems." 
 

Dawn Nelson, 2008

Dawn Nelson exemplifies how a classroom teacher can make a positive impact on the entire school and community.  Her English and Honors English classrooms are invigorating and meaningful.  She participates fully in staff development activities, serves as a master teacher to a student teacher, and is the new Chair of her department.  A leader in building positive school climate, Dawn choreographs the teacher homecoming skit, organizes school activities for Read Across America, and participates in the annual faculty musical and annual Prominent Fashion Show.

Dawn is the driving force behind Branham’s highly successful Book Club.. She recognized that getting students to read outside of the classroom and bringing parents into the school could greatly increase the relevance and impact of reading.  It would function informally rather than being tied to a particular class or academic pursuit. Dawn might provide discussion questions to get the conversations going, but usually the groups run themselves.  There are no grades, no reports.

The program began four years ago and continues to grow.  Over 100 people regularly attend and include students, parents, and teachers.  Dawn tries to select books that are of interest to teenagers as well as having literary merit.  They’ve read classic fiction, modern novels, and short story collections.  The books have raised issues about the immigrant experience, war, spirituality, and many other complex and stimulating topics.  When The Emperor Was Divine was read , it was also a selection for “Silicon Valley Reads,” a program sponsored by the Santa Clara County Office of Education, the County Library and Public Library Foundation.  The author, Julie Osuka, was gracious to accept an invitation to visit Branham to discuss her book and her writing process with Branham students and teachers, providing a further enriching experience.  Book Club participants continue their discussions through an on-line discussion group on the school’s web based program.  Parents have remarked that they are talking more to their students and that they have reason for meaningful conversations that would not have otherwise happen.   Students have opportunities to talk with other teachers and create connections with them apart from the usual class content areas.

One of Dawn’s nominators reflected on the importance of staff morale as a direct impact on student achievement.  Richard Alipaz, Director of Student Activities, cites how Dawn provides many opportunities in which her fellow staff members have a positive influence on the lives of students outside of the classroom.  One of the most celebrated events for the Branham school community is homecoming.   It is also one of the first opportunities for new and veteran staff members to get involved in extra-curricular activities on campus; and they perform a skit at the annual night rally, which Dawn orchestrates every year.   After students choose the theme, Dawn introduces the idea to teachers by assembling a music/slide presentation of the prior years skit evidencing all the fun and excitement.  She then selects music, arranges choreography, and sets up the rehearsals.  The results are an entertaining skit for the students and a strong sense of comraderie leading to staff participation in a variety of future campus activities.

 Dawn inspires!    The positive attitude that she brings about creates a sense of community and spirit that is highly infectious, motivating both students and staff to get more involved. She makes the learning environment an exciting and vibrant place to work and learn. 

Jane Norton, 2001

At the recent 11th annual Goldin Foundation Educators Forum, Jane Norton, English Teacher at Hopkinton High School, was recognized for "Excellence in Education." One of six award recipients, she shared experiences, projects, and insights with other teachers, administrators, parents, and members of local communities.

According to her nominators "Jane is a masterful English teacher and a positive influence on the culture of the school. Her students love her. She clearly enjoys her work and loves and respects her students. In her role as mentor leader, she influences the way new teachers are integrated with the school system, advising and encouraging them in positive ways."

Jane has stated that she learns as much from the kids as they do from her. With guidance, she encourages students to take ownership of their learning, which enhances their growth and confidence. When visiting her classroom, one is struck by the energy and enthusiasm taking place. Jane's teaching strategies are marked by unifying elements: - respecting students and their opinions - setting high expectations for students - fostering a non- judgmental atmosphere - encouraging discovery - allowing time for thought and reflection -engaging students in evaluation of the product and process

The Socratic Seminar, one instructional strategy which Jane uses, brings students closer to the text or theme, working their way from discussion and
observation to learning strategies.. Students are divided into two groups, commentators and observers. The inner circle of students comment freely on their analysis of the text, and the observers are given questions that reflect on the discussion, style, and student participation, to which they later respond. Utilizing the Socratic seminar approach with different themes since the beginning of the year, Jane has seen considerable growth in student performance and achievement.

Peer editing is used as another strategy that helps students to become better readers and writers. Students are well prepared to be specific in their commentaries with lively discussions of good writing taking place.

It has been stated that Jane took a leadership role in Hopkinton's recent outstanding performance on the MCAS exam. Jane led the teachers in closely analyzing the exam, determining where students were weak, and aligning the curriculum appropriately. For example,. Jane and her team found that in the area of writing skills, students were strong in conventions but they needed more work on developing topics and ideas as well as providing evidence of support. Students also worked on stylistic techniques such as bringing voice in and the using powerful language and phrasing. Jane reinforces writing as a way of thinking. As E.M.Forrester said, "How can I know what I think until I see what I say?'

Jane serves as advisor to the senior class, advisor to the Liberation Rock, a student activist club, and she is co-advisor to the literary magazine "Voices."
She has taught at Hopkinton High for the past eight years and previously taught at Medfield High.

In summary, Jane has high expectations for her students and for new teachers and communicates with them in ways that people feel confident and supported.
 

Sheldon Obelsky, 2003

Sheldon Obelsky, is a teacher of Social Studies” at Arlington High School in Arlington, MA.  He is considered a “master teacher,” particularly World History,  and his range of accomplishments is inspiring.  His department chair, Dr. John Kent, writes:  “Shelly is one of the most caring, knowledgeable and dedicated teachers that I have known in an over thirty year career.”  For example, Shelly developed an elective course called Symposium of Critical World Issues, in which students research a few key issues, including terrorism, the Middle East, popular culture, diversity in Arlington, and the Presidential election.  The outcome of this yearlong student work is a variety of newspapers prepared by students about these issues, which are distributed in the school.  Shelly’s students not only learn, but they share their knowledge and understanding with other students and faculty, making their learning a public asset.

Shelly personifies how important it is for a teacher to help students connect with controversial issues both in the past and contemporaneously.  When he is not leading student trips, he brings the larger world into his classroom, most recently through the Model Arab League at Northeastern University in which his students engage in a two-day simulation that focuses on critical issues in the Middle East.

A recipient of the local Martin Luther King Committee award for founding STOP, Students and Teachers Opposed to Prejudice at Arlington High, Shelly has also received grants from the Arlington Educational Enrichment Foundation for integrating multicultural trade books and technology into the World History curriculum.

Shelly has been a guest lecturer in social studies methods classes at Boston University, and a mentor to student interns and new social studies teachers at Arlington High.

A master teacher, fearless in bringing students into deep connection with controversial critical issues, innovative, a continuous learner himself, Shelly is a lighthouse teacher, one who illuminates the importance of history and the social sciences, and the profound significance of the educational profession.

Daniel O'Leary, 2008

Dan O’ Leary’s present and former students say it all:

Ø       “He’s a dedicated individual who has always been extremely committed to the education of students lucky enough to learn from him.”

Ø       “He’s quick on his feet and is excited to help out with any project even during his free periods.”

Ø       “He influenced my decision to take the A+ Certification course, which was one of the best experiences of my life.  He helped when I was not sure of a concept and always encouraged me no matter how well I did.”

Ø       “Now that I’m a senior at the University of MA Amherst, I am immensely grateful to Mr. O’Leary. I came to Natick at the age of 14 speaking little English and not familiar with American customs.  As I had an interest in technology, Mr. O’Leary, the sub for my ESL class, encouraged me to explore the room that was filled with mysterious computer parts where he spent a lot of time.  From a once a week class, to a networking competition, to a post high school project as his assistant teaching A+ Certification to inner city kids, Mr. O’ Leary has had an incredible impact on my life.”

Ø       “As a new teacher, I needed a mentor and found one in Dan.  Dan is the most giving, caring, and enthusiastic person that I have encountered.”

Dan was instrumental in starting an A+ Hardware and Software course for students at Natick High.  The course began in 2001 and since then about 50 students have received their industry certification for “PC Maintenance and Repair Technician,” which really gives them a head start for majoring in computer science at college.  Dan helped train the teachers, set up the classroom, plan field and trips, and bring in speakers to highlight the jobs that would be available in the future.  He was instrumental in pushing students to develop the confidence they needed to take the two industry exams.

As part of the grant that Dan assisted Maureen Carney, Business Education Chair, in crafting, a community service project was incorporated .  Students used their skills to allow other students, teachers and members of the community to bring in their computers and their problems, and the A+ students diagnosed the problem and resolved the issues.  Two years ago the students set up a computer lab at the senior center, networked their computers to a printer, and made them internet ready.   They still offer support to the different groups.

Through Dan’s efforts, there is a chapter of Business Professionals of America at the high school, where students compete on a state level in network design, A+, and web design.  They have excelled sufficiently to reach national competitions and have place in the top 10% of the country in their area of expertise.

Recently Dan and several other members of the A+ Certification class finished building an ROV, an underwater vehicle.  He was able to assist in the setup of the motors, camera and wiring and helped arrange trips to the local pond and New Hampshire where students and their sub explored a shipwreck.  The team is currently working on building a 2^nd ROV.

One of his former colleagues, Susan Saraceno, notes, “The students quickly learned that Mr. O’Leary was the ‘all-knowing.’  He knew his stuff and loved to get into it.  He and his students became a well-oiled machine.  They work together, insatiable for the latest, coolest technology.  There is a real collaboration with respect and unity that Dan so easily earns.”

It’s Dan choice to be a permanent sub, and it’s clear that he is a major support to staff and students at the high school……….and that he loves coming to work each and every day. 

Walter Peterson, 1991

Walter Peterson, an English teacher at Norwood High School, was recognized for his thirty-one years of outstanding teaching and the successful implementation of a course combining the study of American literature and American history, The principal innovation in the course is the scheduling of major works of literature at the appropriate historical period. Integration of the two disciplines with their concepts and skills becomes very meaningful to students, who have responded very favorably. The groups of students have ranged from academic to under performing.

Additional highlights of Mr. Peterson's career include: development of composition curriculum for grades 9-12; completion of two Horace Mann grant projects including a research paper guide used by all Norwood High departments and a guide for the use of the video encyclopedia in the classroom. In addition he has developed assessment tools, which provide data from which teachers can provide remediation activities, and he has been an active participant in the local teachers' association.

Margaret Reilly, 1993

There are three kinds of people: those who make things happen, those who watch things happen, those who wonder what happened.  Margaret  Reilly, also known as Randy, is one of those people who make things happen.

During her twenty one years as a member of the faculty of Norwood High School, she has taught as wide spectrum of courses: United States History, Western Civilization, History of Minorities, Business Law, Sociology, Youth and the Law.  She has composed extensive and comprehensive guides for three courses: Sociology, American Law (standard level) and American Law for college level.  These American Law classes which began with twenty-five students now boast an enrollment of one hundred students.  Through  Randy’s creation of a Law Related Education Board, practicing attorneys are involved in classrooms; the Dedham District Court, and Norwood Schools have experienced increased coordination; and relations with the Norwood Police have been expanded.  Her article on Legal Ethics has been published in  “Update,” the scholarly publication of the American Bar Association.

Randy is a role model for  all  students in and out of classrooms. Her driving commitment to excellence is exhibited in her advisory role to regional programs including the TEC  Spotlight Program at Bentley College and the TEC student leadership action program, Making A Difference,” where high school students developed their own projects including  student mentorships with elementary students  an Aids Awareness program.

Randy has received other awards.  To mention several: a Horace Mann Grant and a Christa McAuliffe Living Memorial Grant for furtherance of her program in law related education. the Golden Apple Award for Outstanding Teacher in 1989 for her efforts as Spotlight advisor and a member of the Alliance against Discrimination.  In 1991, the Massachusetts Bar Association named her “Law Related Education Teacher of the Year”  Her peers have recognized her excellence in education by nominating her for the Goldin Foundation awards.

Elizabeth Rochin, 2005

Elizabeth Rochin is a Special Education Teacher at Cupertino High School in Cupertino, CA. “Innovative, inspirational, empathetic, dedicated, and optimistic” are all words people use to describe her. Michelle Avvakumovits, a Goldin Foundation Advisory Board member, describes her as the “glue” of her school. At Cupertino High School, she bonds the staff together, makes educational philosophy stick to teachers' classroom practice, and she adheres students having Asperger’s Syndrome to mainstream classroom and real life experiences.  Overall she just brings everything together.    Elizabeth bonds the staff together with all her beyond the work day effort such as decorating the staff room, making the women's bathrooms on campus a place to talk about, organizing monthly Bunko nights, and heading our social committee responsible for celebrating, supporting, and recognizing our teachers. 

As a staff development team leader Elizabeth presents “Dimensions of Learning” concepts, develops accommodations strategies for special education students, and implements various teaching techniques to meet the needs of all students.  She does this with such passion and eloquence that the concepts and ideas stick with teachers and their daily instruction. 

Trudy Gross, Director of Educational Services,  one her nominators, notes, “Elizabeth has been the driving force in the creation and continued evolution of the Academic Communication Program, which serves the needs of students whose primary challenge is social cognition.  Social cognitive skills are defined as perspective taking, personal problem solving, executive function (cognitive and physical organizational skills) and abstract and inferential thinking.  In her role as case manager, Elizabeth regularly interfaces with her general education colleagues providing background knowledge on the student, reference materials regarding the challenges of the disability, and strategies or support.”  The goal is to connect autistic, Asperger, and students with non-verbal learning disorders with mainstream classrooms, workplaces, and social situations.  Most of Elizabeth’s students have progressed to post high school graduate studies, and the program is now used at numerous school sites.

Elizabeth’s room is filled with compassion, accountability, and thinking.  Her success stories are many; but just like glue Elizabeth, attempts to disappear once used.  Her humbleness is just another example of her greatness.  Without question, Elizabeth deserves the honor of being recognized for her hard work, her inspirational program and her compassion for human beings.  

Thomas Rooney, 2004

Dr. Thomas Rooney is an English Teacher and Department Chair at Needham High School. He was nominated by his colleagues for the many creative and dynamic programs and activities he initiated over the years, most of which still continue at Needham High. Some activities have also been replicated elsewhere. Here are a few examples of the programs he has initiated. Dr. Rooney began a Senior Project at Needham High, a program where all seniors are required to do a project based on their own interests. Initially the project began in English classes and then spread to all subject areas. This complex undertaking involves mentorship and a process of checkpoints monitoring the students' progress. At the end of the year students have to present their individual projects to an audience of teachers and students.

Rooney has also implemented an interdisciplinary Humanities course, one of the most popular courses at Needham High School. This course has not only benefited students who learn subjects from a very holistic perspective; it has facilitated dialogue among teachers across departments.

Tom is the recipient of numerous fellowships and grants. One significant project involved collaborative work with educators in a program on research writing across curriculum areas. He has served as the Needham liaison to the Teachers as Scholars Program and he has been a mentor to countless teachers and students.

In addition to his work at Needham High School, Rooney’s pursuits have extended beyond the public schools. In 1997, he completed a doctorate at BU in English literature, and he had taught at the college level.

Tom’s nominators, fellow teachers and administrators, readily discuss Rooney’s approachable style. “Tom embraces learning with an approach that is gentle, empathic, and comfortable.” He is "easy to be friends with." "Care" and "compassion" are words that are highlighted. Another nominator wrote, "Tom is known for his intellect and his empathy. Scholarly and erudite, Tom has much to share with his students." "Students who experience setbacks or issues that interfere with their learning find solace in Tom's office." As one teacher wrote: "My survival, and even my success, have been largely the result of the collegial cooperation, professional assistance, and easy friendship with this exceptional man."

Dr. Rooney is a person and a great teacher who has no doubt had many accomplishments. His own interests, passions, and a way of looking at the world offers what one might call a worldly approach, and yet with a very keen human and personable touch. It is an approach that is positive, open, and receptive, one that students and teachers feel comfort in and respond to. This process of dialogue allows people to talk across the boundaries of disciplines; it gets students to move beyond the limitations of a book or single idea, fluidly merging and referencing themes of the past in art or music. One might observe such thinking taking place in more scholarly realms rather than at the high school level. It is clear that Tom is a scholar and he encourages others people to be scholars too. His approach in the classroom demonstrates how one can make critical and creative thinking accessible and memorable.

Dr. Rooney will be retiring this year, and there is no that doubt that he will be missed. Like the bridges across disciplines he has created across departments, the dialogue of conversations across a classroom, and in his personal research and application to processes in the classroom, Dr. Rooney has showed and exhibited the potential in education for learning and for teaching.

Lynda Samp, 2004

Lynda Samp is a Science Teacher at Dedham High School in Dedham. Educated at the University of Michigan and later at Ohio State University's School of Natural Resources, Graduate Division, Lynda’s teaching twenty-five year teaching career has mainly been in New England. Today Lynda teaches 8th grade science at Dedham High School encouraging, educating, and demonstrating the knowledge, values, and work ethic we want all our children to possess. In addition, she devotes her time and energy to the professional development of her colleagues by conducting workshops, giving lectures, publishing articles, and maintaining a website on the Internet.

Her immediate supervisor who has known Lynda for over 17 years, wrote in part: "Lyn is one of the hardest working and most effective teachers that I have ever seen in my 34 years of science teaching. She is always on the cutting edge of both teaching content and style. Lyn has taught all levels and multiple subjects but her first love is Earth Science where she is easily recognized as an educational leader in this field. She has taught multiple, grade levels and multiple ability levels and has excelled at them all. She has been a mainstay in reestablishing our Science Olympiad team at the high school and is still active in the middle school Science Olympiad group at the state level. Her classroom is always alive with the actions of students having fun doing science. From recreating earthquakes to covering the floor with cocoa to drop rocks into to explore how various carters may have been created on the moon, her classes are always "pushing" students to learn science in a truly meaningful way.”

Lynda has always been at the forefront of integrating educational technology into her classroom. She was a Participating Teacher in the Intel Teach to the Future Program. This program uses the Internet, Web page design and student projects to focus learning in a new way. She was also a Participating Teacher in Project Meet, a program that is an ongoing support vehicle to help incorporate educational technology into the Massachusetts State Curriculum Frameworks.

Lynda is also a Teaching Fellow in the WISP (Watershed Integrated Science Partnership) Program. This is a National Science Foundation granted program run by the University of Massachusetts at Boston. It involves her mentoring a science graduate student as they help design and run lessons that integrate the local watershed with the Massachusetts State Frameworks. It aims to support, enrich, and advance the existing curriculum.

Lynda is a wonderful teacher and role model for students and other teachers. Her nominators state, “Her drive, dedication and level of subject expertise are extraordinary. She is also a warm caring person. The students quickly learn that even though she's a tough taskmaster she does it with such great love and genuine affection that the students respond in kind. In short she is an outstanding teacher and perhaps an even better person.” “ If I can find a way to clone her I'll do it in a heartbeat and make every school the better for her being there. "
 

Cathy Shachoy, 2000

Cathy Shachoy is a Physical Education Teacher at Norwood High School. According to her nominators,” she is remarkable.”  She continues to rise to the challenge presented by one very special person, her daughter Keryn, and has further responded to that challenge by building a program at Norwood High which has enriched the lives of special needs children and those who have become their friends and mentors.   In 1992, Cathy formed the Friendship Club at Norwood High, a club whose members provide academic and social opportunities to high school students with special needs. Through her enthusiasm, hard work, and careful planning, Norwood High students involved in Friendship Club activities have improved community and spirit with special needs youngsters.  Norwood High students serve as “Big Brothers” and “Big Sisters to students in the TEC special needs classroom which is hosed in the high school.   Friendship Club members sit with their special friends at lunch, take them to games, and go shopping with them. A high percentage of the one hundred members attend the regular social events held after school.  The program continues today and present students and graduates often remark how valuable the experience has been to them personally. “We get more than we give.”

Cathy  demonstrates the highest level of professional commitment and competency in her work with students and colleagues. She is constantly broadening her knowledge, improving her skills, and sharing with her peers what she has learned. She is effective with students of all levels of ability and encourages those who are struggling along the way. Her honors include: Physical Education Teacher of the Year, inductee into the Women’s Hall of Fame, and Norwood High Outstanding Teacher, Field Hockey Coach of the Year Award from the Boston Globe.

Cathy is also active in her community. For several years, she has been the Program Director of the Challenger Sports Program for children with special needs in her home town of Mansfield. She also serves as the assignor of tournament officials for the M.I.A.A. South Sectional Basketball Tournament.

An excellent teacher, “Cathy’s flexibility in working with students, teachers, and parents has earned her an enviable reputation as  one who truly cares about people and brings out the best in all kids.”

Sharon Smith, 2003

Sharon Smith, English Teacher and Speech Coach at Los Gatos High School in the Los Gatos-Saratoga Joint Union High School District, is noted by her nominators as an outstanding teacher who has been engaging and encouraging students in Los Gatos for 26 years. Her instruction is “phenomenal;” her interaction with students is “sincere;” and her commitment to lifelong learning and growth is “omnipresent.” Her exhaustive knowledge of students, curriculum, content and resources is an asset to students and colleagues. 

What started as a bargaining agreement in her initial contract has grown into a passion for Speech and Debate that reaches a variety of students. Her team members are athletes, musicians, thespians and journalists; yet they find time to meet for four hours to practice every Tuesday night. 

Being a speech coach requires Mrs. Smith to travel almost every weekend. At tournaments, Mrs. Smith coaches and volunteers in the tabulation room, organizes judging schedules, judges individual rounds and provides support, transportation and an occasional meal for her team. She has been at tournaments with students as close as her own high school and as far as Chicago, St. Louis and New York City. Her understanding of the processes of speech and debate have compelled her fellow coaches to elect her league presidents several times. She has also been a member of the statewide governing board. 

Gary Stockbridge, 2007

Gary Stockbridge is a Social Studies Teacher at Medfield High School, Medfield, MA. He is a man who leaves a positive imprint on all the people he meets. To his students he is friendly, dedicated, and sincere. To parents he is inspirational and helpful. To his colleagues he is motivating and impressive. His gregarious nature and obvious intellect make him a hard person to forget.

Gary is completing his thirty-sixth year of teaching social studies in Medfield. He teaches honors sophomore students in the combined Humanities program of World History and World Literature and teaches a course he pioneered twenty-five years ago, Modern World Conflicts. Gary’s classes are popular and often filled to capacity. Gary leads his students to think critically about historical events and time periods and to consider their own responsibilities as members of our global society. He continues to lead students in their personal growth as the advisor for the High School Politics Club and the school’s Amnesty International Chapter.

Gary is interested in the lives of his students and their intellectual ideas. He brings humor to the classroom and demands excellence in a way that motivates and guides students to do their best. One of Gary’s colleagues referred to his classroom as a beehive of activity. He lets students run with their ideas, but they are well guided along their journey of investigation. Many of Gary’s students use their culminating project from their Humanities course, a 45 minute film or videotaped play that explores a major theme in world history and literature throughout different time periods, when they apply to colleges. This says something to me about the level of pride students obviously have at the end of this six month project. Students work hard, produce exceptional work, and learn life lessons all along the way.

Included in Gary’s nomination packet was a final writing assignment from a student in his Honors Humanities class. At the end of the essay, the student referred to the lessons learned by himself and his peers and wrote, “No matter what, none of us ever found ourselves asking each other ‘When are we ever going to use this?’

Besides his passion for social studies, his wife, and his three sons, Gary is an avid baseball fan. A colleague shared that he has worn a Red Sox jacket everyday since the Red Sox won the World Series. Gary is the head Varsity Coach for the Medway High School baseball team and has run the Tri Valley Baseball Camp for twenty-seven years and shares his love of the game and the important lesson of good sportsmanship to all the campers.

Gary was named Medfield’s Teacher of the Year, and was recognized by the Norfolk County Teachers’ Association with the Warcup Distinguished Educators Award, an award given to just one teacher in all of Norfolk County.  Now, he can add to that list that he is a recipient of the Goldin Foundation Award for Excellence in Education

Donnetta Torrecillas, 2003

Donnetta Torrecillas, is a Mathematics Teacher at Branham High School in the Campbell Union High School District. Through her curricular leadership, has had a tremendous impact on Branham during her relatively brief tenure of three years. Her support of students and her help in building a positive school culture contribute to that impart. She takes initiative to work for the betterment of the school and is a positive role model for students and staff. Branham High School school.  “As a new teacher she took the initiative to help students learn math, and she's also provided staff development," said  Principal Iris Berke. "Her positive attitude and her conviction that anybody can learn math is so strong."

At Branham High School, Torrecillas heads classes in all four levels of algebra, including her newest class, Remedial Algebra 1. Better known as "summer school after school," her remedial class is offered to students who've failed their first semester of algebra and would like to take another stab at the subject before summer begins. She is convinced that students can master the concepts, and to help them do so, she is committed to exploring suitable instructional strategies, and finding or developing appropriate instructional materials to get students to master algebra. Participating students take first- and second-semester algebra classes simultaneously, receiving credit for both.  "This way, they see me every day, get to take the same course over, and don't have to go to summer school if they pass," said Torrecillas.

Ms. Torrecillas has developed a new algebra concepts class for at-risk students to help them master the statewide algebra requirement for high school graduation. She is convinced that students can master the concepts, and to help them do so, she is committed to exploring suitable instructional strategies, and finding or developing appropriate instructional materials to get students to master algebra. 

Ms. Torrecillas took initiative to develop targeted remediation for students who had not passed the math portion of the California High School Exit Exam. She analyzed students’ test scores and came up with a focused remediation plan. She invited juniors whose scores were within possible range of passing to attend small tutorials on the sections of the exam they had not passed. Her strategy of targeted tutorial remediation for small groups of students focused on specific components of the exam could easily serve as a statewide model. It develops students’ self-confidence with the material, test-taking skills, knowledge of their own performance and improvement needed, and a positive test-taking attitude.

In addition to her regularly scheduled classes Donnetta dedicates many more hours to her students and peers at Branham H.S. She coaches Branham's junior varsity softball team., and she advises clubs such as the X-Box Club and a forum for Latina students. In the future she hopes to expand her tutorials into a math club where more advanced students tutor lower level students. Torrecillas also meets with a committee of teachers from Santa Clara ,Alameda, and Monterey counties to develop curriculum and strategies that will help students pass the exit exam.

Matt Torrens, 2007  

Matt Torrens is a  Social Studies Teacher at Saratoga High School in the Los Gatos-Saratoga Union High School District, in the Silicon Valley, CA  region. He teaches Advanced Placement United States History, World History, and Geography.  He is a graduate of Brigham Young University, and is currently completing the final work on his History Master’s Degree at San Jose State University. 

It is a wonder what Matt does for students in addition to his regular teaching responsibilities.  He has been involved as an athletic coach; he has served as the school’s Site Council chairperson for three years; and he is the advisor to the Model United Nations Club, the Cricket Club, and the new History Club.  In addition, he is currently serving as the Santa Clara County coordinator for the National History Day competition.  On top of all of these activities, Matt organizes historical field trips and local walking tours in Los Gatos and Saratoga for students, and he annually takes a group of interested students on a Wild-West experience through parts of Utah and Colorado.

Matt is currently working with a group of interested students and the City of Saratoga to establish a World War II Memorial; and he is a consulting teacher in the District’s Peer Assistance and Review Program (PAR), and a site supervisor for a new teacher through National University.  It is no surprise that Matt was voted as the Teacher of the Year for the Los Gatos-Saratoga Joint Union High School District for 2006.

Bob Lowry, a Goldin Foundation Advisory Board member comments, “I had the opportunity to observe a ninety-five minute block period of an AP U.S. History class of Matt’s last month.  I was totally enthralled, as he kept his students engaged during the entire period.  I asked Matt if I could sign up for his class!  During the period, he made constant connections with the students. He consistently required that his students delve into higher levels of thinking.  And his enthusiasm was contagious.  In a discussion of the turbulent Sixties, he actually had a young lady don the apparel of a sixties young adult, complete with the peace symbol pendant.  He absolutely brought history to life, as he does on a daily basis with simulations, group projects, and enthusiastic lectures.” 

As Matt’s principal, Jeff Anderson, stated, “Matt also is a lively personality on the faculty who provides a clear voice of reason and a sense of humor when it is needed most.” Gail Wasserman, Assistant Principal at Saratoga High, wrote about the important role Matt played on the Block Schedule Evaluation Committee.  She reports that this committee proved to be a rather difficult one, with strong opinions being expressed by many.  As Gail wrote, “Matt’s contributions were outstanding.  He was able to diffuse some very tense situations while never shying away from important issues.  He has the ability to state strong opinions in a way that does not alienate others with opposing viewpoints.  He is a true leader.”

Ed Turley, 1999

A Guidance Counselor at Walpole High School, Ed Turley is a gentleman, educator, and citizen who has made a difference.   His unwavering dedication to student academic and personal well being, as well as his deep commitment to institutional improvement, have earned him the esteem and trust of colleagues, students, parents, and administrators.  As department head of Walpole High School's Guidance Department for 26 years , Ed has developed and implemented a model for working with students that ensures a personal interview with each student every year.  There is a wonderful comfort level between students and counselors as group meetings plus these individual hour long session encourage a proactive approach whether it is for post high school preparation or other personal issues.

The contribution that most distinguishes Ed Turley is the Walpole Scholarship Foundation, an endowment fund for college bound students, which  Ed founded fifteen years ago.  It was his vision, hard work, and ability to organize the business and civic leaders of the community which make this foundation the impressive student resource it is today.  Bringing these community groups together has had additional results.  One fund-raiser, for example, involved a day of sharing food, crafts, and background by different ethnic groups.  Students, parents, and citizens all had a chance to work for a common goal and had fun  in the process.  Over the years, the foundation has distributed over $750,000 on scholarship monies to Walpole students, and its endowment will provide a lasting legacy.

Ed has served as past president of the South Suburban Guidance Association, of the Millis and  Walpole Teachers Associations.  He was director of the first Walpole Summer Enrichment Program,.  In 1992, he was honored as the Norfolk County Teacher's Association  Teacher of the year and in 1994 he was the recipient of the College board Service Award. He has served on many planning committees ; for the TEC Alternative School at Regis College and Project Spoke.  He is currently Vice President of the Walpole Teachers Association.

Lynn Walton, 2005

Lynn Walton is a master teacher in the field of mathematics at Westmont High School in the Campbell Union High School District. Her principal at Westmont, Owen Hege, says in his nominating papers: “Although in her 35^th year in education, Lynn daily portrays the vigor and enthusiasm of a teacher new to education.” He goes on to speak of her connection with students and the enthusiasm for learning they display in her classroom. Indeed, the hallmark of Lynn Walton’s teaching philosophy is making students know that she is genuinely interested in them!

Lynn’s interest in teaching goes back to her roots in Connecticut and her college education in Marietta, Ohio. She chose a teaching assignment in Annapolis, MD where she taught for 15 years. Later, she came to California with her husband and taught 15 years in the San Jose Unified School District. In 1997, while teaching at San Jose High School, she received the “Educator of the Year Award” from the California League of High Schools. Though she has only been at Westmont for 5 years, she has taken on multiple leadership roles. She has served as Advisor to the California Scholarship Federation and Co-Chair of the Faculty Club with her colleague Randy Heinricksen. She is presently Secretary of the Teacher’s Association. A few years ago, she took on the huge job of being a chair for one of the committees in the WASC accreditation process.

But Lynn’s real passion lies in her classroom teaching. Though she has taught every level of math from 7^th grade through pre-Calculus, her current assignment is Geometry and Trigonometry. Lynn has devised a host of projects designed to teach the student, not just the subject, as she says. She connects with her trig students in assignments such as the “Article of the Week” in which the students read and write about a math topic in the newspaper. In fact her students write about math in their journals on a regular basis. She motivates her Geometry students with assignments on the “College of the Week” in which students research data including the number of students enrolled, costs, and mileage from Westmont High School. In connection with her job as CSF Advisor, she and Randy take a busload of students on a trip to southern California to tour several colleges in the area!

Nominators note that “Lynn makes an effort to talk personally with each student every day. She goes to as many school sports and music events as possible in order to find some connection with each of her students. Imagine what a better world this would be if every single teacher adopted this one goal of Lynn’s – to talk personally with each student every day!”

George Watson, 1994

As Chair of the Foreign Language Department at Walpole High School, George Watson is recognized for being a master teacher in his own classroom, a strong departmental leader, and an active leader in his school, community, and state and regional foreign language associations.

Mr. Watson is committed to the growth of all students, regardless of ability. He is responsible for the addition of a Spanish I course to meet the needs of those students who are studying a foreign language in high school for the first time and who have been identified as being at risk academically. A fellow foreign language teacher who studied under Mr. Watson at Bridgewater State College, states, " Mr. Watson is truly an expert at creating a non-threatening environment in his classroom. He works hard at involving all students in class activities. He perseveres with students who are struggling and is very sensitive to students who may feel embarrassed about participating in class. He is a teacher who appreciates the diverse learning styles of his students; and as a result, his classroom activities are varied and designed to tap into these different styles."

Mr. Watson has been involved in many projects which have had a positive impact on others. Highlights of activities include:
1. He has collaborated with the Social Studies Department on a number of interdisciplinary programs, including an Immigration unit, a project on the
Bicentennial of the French Revolution and another on the "Quincentennial of the Encounter of Two Worlds."
2. He has been the impetus for bringing foreign language study to younger students, implementing a new exploratory program in French and Spanish for sixth graders.
3. He continues to be an active participant in MCET satellite broadcasts.
4. He has been instrumental in the development of a student exchange program with Spain.
5. He has promoted cultural awareness throughout the school system of Walpole. Each week high school Spanish students travel to elementary schools to tutor students whose primary language is Spanish. Also, fifth year Spanish and French students travel to all the elementary schools to introduce students to a foreign language.
6. As foreign language chairperson, he is supportive of his staff, encouraging their professional development. He worked with his teachers to develop proficiency based instruction at a time when few other language departments were implementing such programs.

Nominators reflect on the "dynamic personality and wonderful sense of humor that George Watson brings to his students. "His class has a quick moving pace" that fully engages his students. This enthusiasm, energy, and dedication are conveyed with his continuing search for improvement as a teacher whether it be by attending foreign language conferences, discussing methodology with his peers, reading professional literature, and teaching at Bridgewater State College. George has been a major factor in the development of a strong foreign language program in the Walpole School System."

Richard Weingartner, 2005

Richard Weingartner, Theater Arts Teacher at Wayland High School, empowers kids. He facilitates a discovery process for his students.  From intensive exercises and thorough study into history, culture, and society, they learn about themselves and the world around them.  As Fine Arts Director Jane Ezbicki notes, “ It is hard work and sometimes frustrating for students who find it easier to be told what to do instead of using their higher order thinking skills to figure it out for themselves.  The result, of course, is that the students not only develop lifelong skills in writing, directing, tech design, and building, but also decision making, self-discipline and confidence.  This takes place in both classroom and on stage.  Communication Studies is more that a speech class; it is about how society communicates with each other.  Film Studies is not just about the history of movies, but a complete study in heroes, story writing, and film direction.

Referring to a course Performance through Shakespeare, that was Richard’s brainchild several years ago,” co-teacher Allison Mizoguchi comments,  “Abiding by his belief that all kids can both understand and connect with Shakespeare, Richard challenged our students’ intimidation of these lofty plays and permanently dismantled their ‘Shakes-fear.’ They didn’t simply memorize lines; they entered the world of these plays.  They swung swords at one another; they performed a forensic study of King Duncan’s murder; they set Juliet’s suicide to music.  Our students went on a journey through Shakespeare’s works – and their relationship with these texts -  that has deepened their literary repertoire and granted them confidence in their own imaginations.”

In Richard’s mind and practice, everyone in a theatrical experience is important.  There is never a “typical” school musical or play where there are simply star leads and chorus members.  Everyone is essential.  Everyone has his or her own character and presence and purpose. This attention to building upon each student’s strengths is evident in classes representing students who might include the wrestling star, the actress, the alternative kid, the transfer student, and the student with Down’s Syndrome.  Expectations are high, and Richard emphasizes letting go and building up. Each of Richard’s classrooms represents a safe and creative place.  There is a high level of mutual trust and confidence.

Richard’s after school activities as theater director and advisor include over nine productions each year.  His students also are involved in writing and producing original plays, which are presented at the Emerson College Drama Festival. He has been a guest teacher at Northeastern University and the Boston Arts Academy as well as other schools in the area.  Last year he formed the Metrowest Theater Collaborative, a group of area high school theater directors.  Besides sharing ideas and materials, the group has created a Monologue Festival for students.  Many of Richard’s students have pursued theater arts in college, and some are now professionals. For many years, student interns from Emerson College have been mentored by Richard and have become teachers themselves.  In addition to these many activities, Richard has written many of his own one and two act plays.

In summary, Richard’s colleagues, students, and friends feel fortunate to recognize this exemplary educator, who is called a “gem” by his peers.  

Lorraine Witzburg, 1998

Lorraine Witzburg, a teacher who has produced extraordinary achievements, has chaired the Foreign Language Department for the past ten years, in which capacity she introduced the National Foreign Language Examination Program, with every foreign language student taking the exam.  Among the other new offerings for middle and high school students which owe their being to Loraine are: Latin, five year sequences for French, Spanish, and Latin; and the Advanced Placement course in French.

Lorraine offers her students valuable class activities and projects.  An example is the 4^th year interdisciplinary project for French 5 Advanced Placement Class for seniors.  The course is infused with 19^th Century French culture and art by having each student investigate the life, artistic style, and techniques of a French artist.  After researching the artists, students visit the Museum Of Fine Arts in Boston where each student presents information on his/her artist while viewing his paintings.  The presentations are all done in French; in fact the students must speak French the entire day.  The culminating activity is a visit to French restaurant for a gourmet meal.

Another aspect of Lorraine’s contribution to the students of Dover-Sherborn High School is her steadfast opposition to prejudice, injustice, and violence; and her commitment within both school and community to the values of diversity and toleration, an ethical stance which she communicates most effectively to her students by precept and by example.  Her influence extends beyond her own classes because, in the words of one of her nominators, “……the entire building is her classroom.”

Lorraine demonstrated her devotion to her profession early, winning the designation of Most Outstanding Foreign Language Student at her Fairlawn New Jersey High School and graduating from Wellesley College, Phi Beta Kappa.  She has become well known in her school and throughout the communities she serves so well for her academic rigor and kindness, her insistence on nothing but the student’s best and her willingness to work individually and outside the limits of the school day to ensure that fine work is in act forthcoming.

Carol Ziemian, 2001

Carol Ziemian is a English/Journalism Teacher at Dedham High School.   According to her nominators, she is "extremely dynamic, creative, energetic, knowledgeable, ethical, talented and undaunted. She has made an extraordinary impact both in and out of the classroom."

As newspaper adviser and journalism teacher, Carol has helped hundreds of Dedham High students become better writers, thinkers, and communicators. Many of her students have gone on to become professional writers and editors. For twenty years she has tirelessly advised the high school newspaper, The Dedham Mirror, which has received numerous awards in a range of local, state, and regional competitions. Carol served as editor-in-chief of a system wide quarterly newspaper, Spotlight, which for seven years was sent to all Dedham residents. Showcasing students' work, she improved the school system's public image, cultivated support for education, and enhanced her students' self - esteem.

Carol continues to use public relations as a means of promoting public schools and education in general. Writing a weekly column for the Classroom Pages of the Neponset Valley Daily News, she highlights student learning and achievement and timely issues such as class size, technology, critical thinking, story telling, and mentoring. These thoughtfully balanced pieces are well read; in fact, copies of one of her columns was recently sent by a school administrator to families in his school district urging them to support lower class sizes for elementary teachers.

Carol's journalistic expertise is extended to other teachers and students from other schools. Recently she served as guest lecturer on "Journalism in America" at UMASS Boston for the Chukyo American Seminar, a program for Japanese exchange students. She has taught minority students at a summer program at Regis College; and she has presented at the NESPA Convention at Boston University, the Yankee Pen Conventions at Boston University and UMASS Boston. She continues to regularly help organize various regional events in order to better train students to become journalists.

A professional educator, Carol has collaborated with Dedham High's English Department team to research new strategies for reading, writing, thinking, and knowing. This activity has led to development of a new curriculum for Freshmen English students, a number of workshops for teachers, and presentation of her research with two other Dedham High teachers at the Annual National Conference of Teachers of English Conventions in Colorado and New Mexico and publication of an article in the English Journal.

Clearly, Carol's students, colleagues, school, and community have benefited greatly from Carol's professionalism and dedication.