Lynn Moore Benson, 1997

Lynn Moore Benson is a Teacher of French at the Wellesley Middle School. As noted by her nominators, she is a skillful teacher who embraces in her beliefs and her behavior the concept that all children can achieve at high levels. As a full time teacher of French she has an extensive repertoire of strategies to meet the broad range of needs of all her students, including drama, technology, and real life applications that build motivation and extend the possibilities for student expression.

Lynn's work with technology has been trend setting. Her efforts and leadership in this area have led to making the world language classrooms and experiences more interesting, engaging and interactive for students. She has been consistently asked by textbook publishers to try out prototypes of new technological tools and curricula, for which Wellesley Middle School has received entire sets of interactive French and Spanish CD ROMS in gratitude for Lynn's excellent teaching, sharing her work at conferences, and providing input to the publishers. One state of the art program allows students to watch and listen to videos of native speakers, record specific phrases from the videos, and receive immediate feedback by allowing students to hear their pronunciation followed by the native pronunciation of the same expression. This program has accelerated the rate at which students learn listening and speaking skills.

Every one of Lynn's discoveries of what materials have worked have been immediately shared with her Wellesley colleagues, even to the point of her becoming an on-location technical writer, authoring "how-to" simplified guides that enables both teachers and students to deal with new computer software and hardware and their fears about them successfully. Students have become quite comfortable using other creative applications of technology such the Internet to gather information about French speaking countries and dialogue with students in some of these countries. They use Hyperstudio software, and Aldus Persuasion software in which student can incorporate maps and other visual materials into their reports and create slide shows which illustrate the students' knowledge. Of particular note was Lynn's involvement last year as the only national school pilot for a video editing software. Lynn has been emphasizing video for years as a method for having students gain a better understanding of the French language.

"Lynn is foremost her students' greatest advocate, with interest in their schooling going well beyond the French they will learn, and that learning is considerable," says Peter Haggerty, colleague and former supervisor. Her preventative and preemptive approach translates to working with students at the first signs of struggle. Several years ago, she volunteered to host an afternoon study center in her classroom providing a daily setting for support and enrichment. Every year she donates her time and expertise to organize a trip to Quebec over the Memorial Day weekend. As advisor to the French club, she has been known to bring students to homes in Wellesley to cook a complete French meal improving their knowledge of French culture and language during a weekday evening.

Over the years Lynn has served in many roles including middle school World Language Coordinator, member of the middle school faculty Senate, chaperone for summer study and travel programs in Europe, coordinator of the system's International Baccalaureate Program, and Co-Editor of a Curriculum and Instruction Newsletter. In 1988, she was a recipient of the Mass Foreign Language Association's Award of Excellence in the Teaching of French.

On her desk is a statement that can been seen by all. "Vision is having an acute sense of the possible. It is seeing what others don't see. And when those with similar vision are drawn together, something extraordinary occurs." Lynn Moore Benson is an educator who has vision and shares that vision with others.

Judith O'Rourke Carmody, 1992

Judith O'Rourke Carmody teaches 8th grade math at Wellesley Junior High School. According to her peers, Judy wants students to not only understand the principles of mathematics, but to love the beauty and dynamism of the discipline. Her goal for students is to expand their knowledge and appreciation of how math ties in to real-life situations, careers, and other sciences.

Recognition is given for the unit Judy developed called "Making Connections." Judy states, "Mathematics is very logical and constantly building on previous knowledge. I want the students to be constantly looking for patterns and relationships as we strive for understanding. It is then possible to see the extension or further application of concepts in so many other situations." Students develop Independent Math Projects and are encouraged to follow personal interests in choices of topic and medium of expression. They gather research and materials, plan and organize these projects, and make presentations to their cooperative learning group and then to other groups. The breadth of subjects is great - from learning how optical illusions work and drawing them on a Microsoft program, exploring probability, learning about the stock market, and relating math and nature. Student evaluations are enthusiastic and note increased awareness of math as part of their lives.

"Judith is able to motivate and excite all students from the most talented learners to those less confident." The guidance department uses Judy's collaborative teaching with a Special Education teacher as a model of how co-instruction should function. Her classes have an environment that fosters risk taking and exploration, and her classroom is a safe, fun place where students are supportive of one another. Judy utilizes cooperative learning where students having different learning styles work together and have appreciation of various approaches to the same problem.

Standards for excellence are high. Judy's efforts led the school into offering algebra to ninety percent of 8th grade students. "As a result of her tireless efforts, our school will eventually serve as a model to others in our state of what middle school students are able to achieve in math," concludes William Atherton, Department Head of Math and Science.

Leslie Codianne, 1991

Leslie Codianne, a Special Education teacher at Holliston Middle School, is recognized for her leadership in the design and implementation of programs that mainstream all special education children into regular classes. Leslie coached her peers, modeled teaching strategies for them, rewrote curriculum and communicated the goals of mainstreaming special education children. Following her lead, the entire Middle School now offers integrated classroom opportunities across grades and course.
Leslie team-teaches regular science, social studies, and language arts classes with other teachers. Co-authoring a science project called “Discovery: Sail and Survival,” Leslie has developed a hands-on curriculum which includes units on navigation, sailing, orienteering skills and the actual building of model sailboats. The goals of the program were to develop navigational and survival skills taught in the Voyage of the Mimi, providing students with opportunities for problem solving and independent thinking. The focus of the social interaction needed to engage in these activities provided students with opportunities to postulate and test rules in order to be successful in their environment. Leslie often came back to school in the evening to help the students and parent volunteer construct their models. She also took the students each week after school to sail on a nearby lake. The project has developed collaboration among the school, parents, and business community.
Endorsements from her peers note: “Mrs. Codianne is a dynamo of serene energy, an advocate for all children in need, not just for the identified special education population. She has maintained her role as Chairperson of the Student Government Association. No other teacher has had the positive influence in bringing about change in the classroom and curricula that she has had. She is an outstanding teacher who establishes a learning environment that is enjoyable for the students while incorporating standards of excellence.”

Eleanor Donato, 2007

Eleanor Donato, a Grade 6 Geography Teacher at the Watertown Middle School, MA personifies ”community.” Community – it’s an invisible thread that weaves through a school to make it more than a place for transfer of knowledge –– one that draws people together in support of one another. Though this thread may be unseen, it does not happen without design. Creating an environment where children are nurtured requires a great deal of effort and care. This kind of support can’t be measured by standardized tests, yet can make all the difference in a child’s experience.

Eleanor’s nominators voices resoundingly agree that she makes a profound impact well beyond the sixth grade. They comment, “Eleanor gives time, love, care and kindness to everyone around her. She leads a life devoted to finding a need and filling it. We can attest to her kindness, thoughtfulness and the inspiration that we all receive from the model of her generosity and boundless energy”.

Her nominators praise Eleanor academic projects; her service to students, mentoring support for new and pre-service teachers, and her many projects for community outreach. According to one nominator, “Mrs.Donato has nurtured decades of Watertown children and teachers and her acts of giving have touched thousands.”

Just one example of Eleanor’s commitment to the community is her initiation of the school’s “Pennies For Patients” Drive. Her nomination from colleague Jim Duffy, who was also mentored as a new teacher by Eleanor, speaks of how she began the drive as the school community was grieving the sudden death of a young teacher, Peter Clough, to Leukemia several years ago. Under her leadership, the fundraising efforts have brought the students and community together through a series of events, and have led the region in raising funds to fight Leukemia and Lymphoma. Pam Bourke, former WMS teacher and Leukemia and Lymphoma Society representative notes that the Watertown Middle School is one of the top five schools in the nation participating in the program. She explains, “ Most people don’t realize how much time and work this drive involves; over seeing the collection of this much money is a daunting task, but Eleanor has accomplished this with a great spirit of warmth and generosity.” This year’s drive was concluded, raising over $20,000 for research.

Eleanor’s nominators also tell of her support of colleagues on a more personal level. Kara Conceison is a graduate of the Watertown Middle School, who became a social studies teacher at Watertown Middle School under the tutelage of Mrs. Donato. She shares a moving story about working with Mrs. Donato as a student teacher, how Eleanor would pick her up every morning at 6:15 and drive her to work, later taking extra measures to support her when her own mother passed away, and again when Kara was ill. She says, “Mrs. Donato has led a life devoted to others. Not only does she take care of her own five children; she also takes care of Watertown’s children and faculty.”

As a geography teacher, Eleanor is very successful in interweaving knowledge of the world and its regions, weather, and resources with current events. She motivates her students, who come from a wide variety of places and represent many different cultures, to become highly involved in classroom and school activities.

Jennifer Eisenberg, 2007

Jennifer Eisenberg is a Literacy Specialist at the Cameron Middle School in Framingham, MA.

During a recent visit to Jennifer’s classroom by one of the Goldin Foundation Board Members, Jennifer was found to be warm and gentle with a charisma about her that is instantly appealing and unforgettable. She is approachable and caring and engages each and every child in her lesson as if each and every one of them was the only student in the room and her lesson designed with just them in mind. When Jennifer introduced a poem about the Harvest Moon to her students , she told them that she loved this particular poem so much and that she was excited to be able to read it to them and share it with them. ."Each time I read it I hear something new”, she told her students

Jennifer's accomplishments are many; she designed a "Heart of Language Arts" comprehensive guide for all students in the Framingham Schools. One of her school wide reading challenges culminated with visits to area colleges to inspire her students to higher education. She designed a ten step process to prepare students to answer open-response questions with MCAS prep in mind. A fellow teacher wrote, "Cameron Middle School was the only middle school in the Framingham district to reach annual yearly progress in English Language Arts, a goal set by the state, and this is in large part due to Jennifer's determination and hard work with all of our students."

Jennifer Eisenberg's accomplishments as an innovative and creative educator distinguish her as excellent and exemplary. Ms. Eisenberg's students will long remember her, her dynamic lessons and personal connections to them.

Meredith Faletra, 2008

"Tireless, noble, collaborative, talented, dedicated, devoted, compassionate, fearless, patient, hopeful, nurturing, and persistent" are just some of the qualities of Meredith Faletra, as described by her colleagues. Meredith is the lead teacher for a TEC classroom of five students in the Cameron Middle School in Framingham. Her students have multiple intensive special needs that require many strategies to help their development of communication, socialization, and cognitive skills.

Meredith truly believes in mainstreaming her students. She seeks a variety of opportunities to integrate them into as many social studies, language arts, technology, and arts classes as possible. Her dedication to her students has made a positive impact on the entire student population of the Cameron Middle School. She has developed a program of student volunteers who assist her students during homeroom, lunch, recess, class time, and cooking class. These volunteer students assist with transporting Meredith’s students from their vans in their wheelchairs to their classroom, the cafeteria, to recess and they participate in many of the TEC classroom celebrations.

Meredith also involves her students in the community by taking them shopping at the mall and local grocery stores. She takes them camping and enrolls them in swimming lessons. She teaches them about the joy of giving by helping them make gifts for their families, bus drivers, and school staff during the holidays. She assisted them in writing letters to children in Iraq. She also initiated a program where her students made dog biscuits and delivered them to dogs at Buddy Dog Animal Shelter.

Another example of how Meredith teaches her students much needed and very important social skills is by having them help out in the school office with sorting mail. She also has arranged for some of her students to attend nighttime dances. The happiness seen on their faces as they listen to the music and move about the dance floor is amazing and rewarding.

Meredith Faletra is a talented, gifted, and extremely committed educator who has a deep passion for providing students with special needs with multiple opportunities to participate in the culture of the Cameron Middle School and in the fabric of our society. She also promotes that students with challenges can contribute in meaningful ways. Meredith has definitely succeeded in providing the entire school community with a lens to see her students as productive peers who contribute to the rich environment of their school. She has taught everyone in her community an important lesson about toleration and acceptance.

Patricia Fountain, 1992

One of six award recipients, Pat Fountain has been a teacher of math and science at Holliston Middle School for twenty years. Pat used what had been a pilot project five years ago to bring computer networking and interactive satellite learning to her classes; and she has encouraged all of the other 5th and 6th grade teachers to integrate these programs into all the classrooms.

According to her peers, Pat has an ability to impart excitement and love of learning to all her students regardless of their special needs or talents. She combines cooperative learning strategies, individual and group experimentation, telecommunication projects through the Boston Museum of Science and the National Geographic Society, all of which capture the interests and curiosity of students as they learn about the relevance and relationships among math, science, and social studies in their everyday lives.

Pat goes beyond her duties as a teacher, spending countless hours with students after school with personal as well as academic problems. She is the volunteer advisor to SCAT, "Students Concerned About Tomorrow," an after school science club for students in grades 4 through 7. This group has recycled the schools' white paper and juice boxes, purchased acres of rainforest, adopted whales, planted trees, landscaped the front of the middle school, conducted a yearly hat and mitten drive for the needy, and most recently competed in "Marsville, A Cosmic Village," a problem-solving event sponsored by the Challenger Institute. With SCAT members and Boy Scouts, Pat is coordinating an effort to establish a nature trail and outdoor classrooms on conservation land behind the middle school.

"Every so often a teacher comes along who has the innate ability to motivate children to go beyond themselves and reach for higher goals. Pat Fountain is a motivator, an instructor, and a mentor to her children."

Carl Gersten, 2003

Anyone who might know how it feels to be fearful about learning a subject like mathematics will probably know the effect which one caring and creative teacher can have in dispelling those fears for good by replacing them with experiences of fun, motivation, and challenge. Carl Gersten is a a math teacher at the Lincoln School in Brookline whose all around excellence in teaching has earned him recognition among his peers, administrators, students and their parents.

Carl’s energy, creativity, dedication, professional achievements and clearly exceptional teaching abilities have resulted in a remarkable level of student engagement, both in the classroom and in extra-curricular activities. Barbara Shea, Principal of the Lincoln School, describes Carl as “an outstanding educator who inspires youngsters with his passion for mathematics and dynamic teaching strategies.” She tells of the feeling of being swept away by a “remarkable synergy that exists between teacher and students where his fun yet highly sophisticated projects motivate his students to think, talk, and breath mathematically.

His nominators praise Carl’s ability to make math applicable to many aspects of the world of students. They tell of students dressing in toga every March 15 to celebrate Pythagorus Day when they teach the famous theory to younger students in the school. They tell of students singing the quadratic formula; using clever mnemonic devices; mathematically calculating the probable height of the ladder upon which Romeo could reach Juliet; and countless twists and applications of his specialty.

Carl’s efforts extend far beyond the classroom. A coach of the Lincoln School’s Math league and Math Counts Team, he spends many hours extending his students’ learning. He met often on Sunday nights with a group of former students in conjunction with his work of developing a math workbook, which is currently being published.

Carl’s nominators note his many professional accomplishments as a mentor to new and student teachers, as a teacher of graduate interns at Simmons College, and many efforts collaborating with other teachers, including a faculty math team.
It is clear that Carl’s love of math, his professionalism, his dedication, humor, understanding of students, and his ability to capture their imaginations with unique and clever curriculum are laudable achievements. Yet no teacher can be more honored than by the success and engagement of their students.

Robert Gracia, 2004

Dr. Robert (Bob) Gracia is the full-time guidance counselor at the Heath Elementary School in Brookline. Heath has a student body of 386 children and 75 faculty and staff. He is the team leader and coordinates all special education services, chairing many TEAM meetings and leading the Pupil Support Services team’s weekly sessions. Other responsibilities include the registration of new students, meetings with parents, and counseling children on a one-to-one basis and in small groups. Bob works very closely with teachers, does observations of children, teaches conflict resolution, anti-bullying, and teasing units, and serves as the co-chair of the Child Study Team. Lastly he is a key member of the school’s Administrative Team, a member of the Crisis Team, and has been an active participant on numerous system-wide committees.

Bob has a Ph.D. in Educational Psychology from Boston College with a specialty in Cognitive and Behavioral Therapy. He received a BA in Psychology from Colby College. In addition to his work in the Brookline Schools, Bob is an Adjunct Professor in the Counseling and School Psychology Department of the University of Massachusetts in Boston.

Dr. Gracia’s nomination for the Goldin Foundation Award for Excellence in Education was endorsed by his school principal, a Brookline Special Education Administrator, and a dozen teachers from the Heath School. He is described as “the epitome of the caring adult,” “a mentor in his work with children,” and “ an exceptional man who brings a genuine, human touch to his work.” There are so many examples of his effectiveness and success in his position offered by his colleagues and supervisors that only a small percentage of these are listed below.

Bob Gracia has served the children, staff, and parents in Brookline for more than thirty years. During these years he has treated all with respect and dignity, served as an adept and experienced coach, and taught children how to make good choices and take responsibility for their actions. He is a skilled listener, works long hours (before, during, and after school), and treats all with whom he comes in contact with the utmost sensitivity and professionalism. He is n advisor, confidante, and supporter to people on a daily basis, a leader, an inspirer, and a friend.

In summary, Dr. Robert Gracia has become a moral beacon at the Heath School, a skillful builder of consensus, a school leader, and a valued colleague. His professionalism, work ethic, and tireless dedication are exemplary. While many perform the same functions which Bob does in numerous schools in countless towns, his supporters feel that not many perform them with the same care, love, honesty, and optimism which Dr. Robert Gracia has exhibited day in and day out for thirty-plus years.

Evren Gunduz, 2009

Evren Gunduz, Grade 8 Science Teacher at the Hopkinton Middle School in Hopkinton, MA has many diverse interests, from art to soccer, music to science. Teaching science to middle school students allows him to incorporate all his passions. He weaves music into his teaching by rewriting current pop songs with science lyrics. His students can be heard singing about forces and energy as he accompanies them on his guitar. Clearly, Evren sets up a classroom that is full of active learning and learners. To further illustrate this point, his students build life-sized hover-crafts which they ride down the school hallways. That is student engagement at its best!

Mr. Gunduz remains equally busy outside the classroom. He is the coach of the 8^th grade boys’ J.V. soccer and basketball teams, and the assistant coach to both varsity programs. He is the Washington D.C. trip coordinator for about 250 8^th grade students. He attends all concerts, dances, musicals, and ski trips that his students are involved in.

But the area that Evren is perhaps most noted for, is his leadership program called, “IGNITE.” In this program, 8^th graders become positive leaders in the school. They welcome the incoming 6^th grade students to their new school. The younger students are mentored by members of “IGNITE” and show improved self-confidence, peer respect, and less school anxiety.

Misty Hartung, 2004

Misty Hartung is a Special Education teacher at RJ Fisher Middle School in the Los Gatos Union School District in Los Gatos, CA. She inspires! She has a passion for teaching, a love of children, and the ability to pull everything together and make it work! She is an advocate for all students and is creative and responsive in finding solutions to problems.

Misty was born to teach. It was during her own middle school years that she realized she wanted to become a teacher. In her home state of Washington she participated in a program developed to target future teachers and began on-the-job training in middle school. Misty has been working in classrooms for either credit or a salary since her own 8th grade year.

Misty currently teaches Special Education 7th and 8th grade language arts/history core classes and a reading class within the Resource Specialist program at Fisher Middle School in the Los Gatos Union School District where she has been employed for the past six years. In addition to her teaching responsibilities, she serves as the Special Education Department Chair, provides educational services to students as a home teacher, and is acting as mentor for a teacher enrolled in a Special Education internship program through San Jose State University.

According to Ken Lawrence-Emanuel, Misty’s principal, “Misty has been the catalyst for many positive changes at Fisher Middle School. Over the past three years, the Special Education program has evolved thanks in large part to her vision and hard work.” Misty hand schedules over 100 Special Education students into their classes, sets the schedule for the instructional assistants, and acts as the representative for Special Education to the Student Study Team.

Misty frequently provides training sessions for the entire staff, preparing them to deal more effectively with their special needs students. She was instrumental in organizing the Special Education Parent Night series which sponsors monthly meetings for parents on topics of high interest. Counselor Dana Steele remarks, “Misty Hartung is a ‘one-in-a-million’ teacher! She exemplifies all that administrators, students, parents, and colleagues hope for and more. Misty consistently brings extraordinary skill and energy to R.J. Fisher Middle School. Her commitment to students and colleagues is a powerful reflection of her work ethic.” Vice-Principal Jim LaTorre adds, “In a nutshell, Misty ‘Does it all’ in support of our students.

Elaine Higgins, 2007

Elaine Higgins is a Grade 6 Science Teacher at the McCall Middle School in Winchester, MA. In Lanie’s classroom, students don’t simply learn about science. Lanie crafts experiences and experiments that actively engage her students in a wide variety of “hands on” activities. She believes that students learn by doing. She develops constantly changing scenarios for her project so captivatingly called CSI: Creative Science Investigation. Lanie provides experiential learning opportunities by taking her students on valuable field trips to explore Boston Harbor, the Museum of Science, New England Aquarium. She has even had them involved in testing the pH and overall water quality in the river that runs through the town center.

Retired scientists come into Lanie’s classroom with demonstrations and experiments to share their love of science, to help the children to understand that science is relevant to the world today and perhaps to inspire these youngsters to someday pursue a fascinating career in scientific work. Lanie strives to differentiate instruction so that in a single lesson there can be as many as five different activities going on, each tailored to the needs of various students.

One would think that it would be enough for one person to be an extraordinary teacher, but not so for Lanie. She is the Curriculum Director for the Middle School Science Department, an active member of the Professional Development Committee and an invaluable member of the district’s Science Program Review Team. As co-advisor to the McCall Community Service Club, Lanie juggles such projects as knitting for shelters, organizing the collection of 800 Toys for Tots, cleaning up the environment in school and in town and singing for elders. She is a role-model for her students: she volunteers her own time in a variety of community service projects in Winchester and beyond.

Lanie has written for and received nine grants for her school, from creating a butterfly garden to research in learning styles and “Bringing the Ocean Indoors.” She is a colleague in the true sense of the word, sharing her passion for teaching through formal workshops on current strategies and methodologies as well as in informal discussions of best practices.

Does this teacher rest during the summer? Maybe, but first she runs a summer camp for 8-12 year olds, and last summer, she taught a two-week “Cool Science Club” with advanced students.

All of her nominators mentioned this teacher’s knowledge and love of her subject matter, and her ability to actively and meaningfully engage her students in their learning, but in addition, each one of her colleagues, as well as her principal and assistant superintendent, stressed that, more importantly, Mrs. Higgins knows well and loves her students. Here are a few excerpts: “Her students always come first. They are invested and engaged, and they learn about science, their world, and their own learning.” “Lanie measures success by how well she has reached each individual student in her four classes.” And this from her colleague and former student teacher: “It is the intangibles that make Lanie an outstanding educator – Lanie’s students love Science. I’m not sure how to show you this in a letter, but I see it every day.”

A Golden Age is defined as a period of ideal happiness, prosperity or excellent achievement. Elaine Higgins clearly knows how to inspire her 6^th graders in their golden age of learning. For sure, her students will look back at their early exposure to real science as a period of ideal happiness and excellent achievement, and that speaks also to real prosperity

Gerald Kazanjian, 2004

Gerald Kazanjian, affectionately known as “Mr. K.,” is a Music Educator at Holliston Middle School. He notes that the educational and the band experience is less about awards and honors than about creating experiences for students to play in musical collaboration for audiences in a wide range of venues.

Suzanne Gillam, an Advisory Board Member for the Goldin Foundation and a previous Goldin Award recipient provided an introduction: “Most of us, I'm sure, have memories of our 'arts' teachers. Perhaps it was an art or music teacher who: helped us discover hidden talents or built up our self-esteem or inspired us to perform beyond our own expectations or outside the box.”

Mr. Kazanjian began teaching in Holliston in 1968 after graduating from Watertown High School and Berklee College of Music. Over the years he has taught instrumental and classroom music, directed bands at all three levels (elementary, middle and high school), served as the K-12 Director of Music, and was nominated as Massachusetts Teacher of the Year in 1996-97.

Maybe you have seen or heard of him …. He performed for 25 years with the Joey C Quartet. He plays bass guitar with the Contemporary Choir at Edward's in Medfield. He is an avid fisherman as captain of his boat, the WeeZee II. Or maybe you've heard him claim to have the best lawn in Medfield. Currently he is the classroom music teacher at Adams Middle School, and he directs the HHS Panther Band and the Rams Band and the Rams Jazz Band at the middle school.

It is because of Mr. K. that instrumental music has been and continues to be a point of pride in the Holliston Public Schools, positively impacting countless students during his career. He is known for treating all students with respect and fostering an atmosphere where students are comfortable taking risks and strive to improve. For many of his students the band is that place in school where they feel the strongest sense of belonging. His middle school band has performed in Philadelphia and Gettysburg and at The Lincoln Center and Statue of Liberty in New York and Boston's Faneuil Hall and State House.
Jerry has recently reinstated the high school band and as it doubled in size, it has quickly become a big part of the school culture, improving the climate and providing an additional reason for school pride. He has students who are performing professionally with the Boston Brass, directing Broadway's Lion King, winning Grammies and teaching music in Newton, Hopkinton, Medfield and Webster.

A music teacher in Holliston who was mentored by Mr. K., states, "I was quick to note that Jerry "IS" a Band Director. It's not just his job, but who he is. He is in the band room early before the morning bell rings, and you can often find him there long after the dismissal bell. I've watched him repeatedly donate his evenings, weekends and holidays to band trips, parades, concerts and other school band functions."

His principal notes, "Mr. Kazanjian is active and well respected by various Music Associations and speaks at their conferences to promote music in other schools and assist those new to the profession. He has inspired generations of students, some of whom are now parents in the school system, to understand and appreciate how music enriches and influences our culture."

Nicola Kennedy, 2008

Nicola Kennedy, a French teacher at Miller Middle School in the Cupertino Union School District in Cupertino, CA is truly cosmopolitan: She was born in Germany, began her education in France at age five, returned to Germany for a year when she was eleven, moved to North Carolina for two and a half years, and finally settled in northern California. Nicola received a Bachelor of Arts degree in French literature and anthropology from the University of California, Berkeley, in 1979. After a successful ten-year career in the business world during which time she met and married Robin, Nicola stayed home to raise their three sons, Michael, Justin, and Sean.

In 1997, while living in Huntsville, Alabama, Nicola worked as a facilitator for Girls, Inc., an organization dedicated to preventing adolescent pregnancy. She found it a rewarding experience and realized that she liked working with young people. Nicola decide to pursue a career in education, and in 2000, before returning once again to California, she received an Elementary Education Certification from the University of Alabama in Huntsville. Nicola had always wanted to teach French, but she was not sure how many positions would be available in that field. Imagine her delight when interviewing for another position in the Cupertino Union School District, one of the interviewers asked, “Would you be willing to teach French?”

Nicola is now in her eighth year of teaching French 1A and 1B to Miller Middle School seventh and eighth grade students as well as the French portion of the World Language Wheel, which exposes sixth grade students to French, Spanish, and Japanese. French 1A and 1B is a program designed to prepare students for entry into French 2 at the high school level.

Miller Middle School Assistant Principal, Mary Fay-Zenk writes in her nomination letter, “As a teacher, Nicola builds capacity, considering differentiation a central ingredient for success with students. Her classroom is a place where all students participate and contribute and where students take responsibility for themselves as learners.” In addition to listening, speaking, reading, and writing skills, art, music, singing, and skits are an integral part of Nicola’s French program. The classroom walls are covered with engaging and creative projects, which stimulate language learning. Students explore the cultural differences in the Francophone world and have the opportunity to practice their French language skills during a weeklong summer trip to Montreal, Quebec. This year for the first time, Miller Middle School students are participating in the National French Exam.

In addition to her teaching responsibilities, Nicola serves as the head of the Foreign Language Department, advisor to the National Junior Honor Society, serves as a board member of the Foreign Language Association of Santa Clara County, and gave a workshop for educators about vocabulary acquisition strategies for ELD students at the San Jose Writing Project. Nicola works tirelessly for the promotion of foreign language instruction. Last year due to a staffing problem, Hyde Middle School was at risk for losing its French program. In addition to teaching her own assignment at Miller, Nicola stepped in to teach Hyde’s French 1B class and is currently helping to mentor the new teacher there.

Miller Middle School principal, Richard Taylor, observes, “Mrs. Kennedy has not only motivated students to continuously excel in French by using differentiated learning approaches and techniques, but has made French truly come alive for them. She is dedicated, cares deeply about her students and fellow teachers, and seeks to make an impact in the young lives that she touches.”

Charissa Korobov, 2006

Charissa Korobov is a Math Teacher at the Miller Middle School, Cupertino Union School District, CA. Though she is a young woman in her 6^th year of teaching, Charissa is already a master teacher who has earned the respect and admiration of her colleagues. Raised in Shrewsbury, MA, she got her B.A. in Psychology and Sociology at the University of Massachusetts in Amherst. She went on to receive her masters from Worcester State College in Middle School Education with a concentration in Mathematics. After teaching for 4 years in Shrewsbury, she came out to California two years ago with her husband, Dr. Neill Korobov, who is a professor of Developmental Psychology at UC Santa Cruz. They live in Santa Cruz and Charissa commutes over highway 17 everyday to teach math at Miller Middle School.

Jeanne-Marie Rachlin, math teacher at Los Gatos-Saratoga High School introduced Charissa, "It was a pleasure to read the nominating papers on Charissa written by her principal, Richard Taylor; her vice-principal Mary Fay-Zenk; and Cupertino Union’s Math Resource Teacher, Cheryl Anderson. My visit to interview and observe Charissa a few weeks ago was an additional treat. Words that seem to describe Charissa are hands-on style of teaching, collaboration with other teachers, and works of inspiration."

Charissa uses her hands-on-style of teaching in both her Algebra 1 classes and her Math 8 classes which are for students who have difficulty in math. She endeavors to give students problems that they can relate to, problems that excite them. Some examples involve real life stories about architects and bridge builders. The day I visited, she had prepared an activity for reviewing for a test the next day. The students were handed a set of problems which had errors in them. The students were arranged in groups of four and they set about working together to find the errors and correct them. One of the errors was a rather sophisticated one which involved division by zero. I heard several students who finally figured out the error saying, “You can’t divide by zero – remember we learned that if you divide by zero you have to go to jail!”

Collaboration with other teachers is a second hallmark of Charissa’s teaching. Her vice-principal Mary Fay-Zenk summarizes this characteristic well. “Charissa continually seeks for ways to improve her teaching. She sets high expectations for herself as a professional and exerts leadership at regional, district, and school levels. She attends the Bay Area’s Noyce Math Institute sessions, participates in the district-wide middle school math forum, and represents Miller at Cupertino’s math lead teacher network.” I’m looking forward to hearing more about her work in this area!

Charissa has a way of seeking out works of inspiration. She surrounds her students with inspiration in many different ways. There is a whole wall full of inspiring quotes the students had selected and written for posting. One example is “Everything has its beauty but not everyone sees it.” Charissa sends positive letters home and gives students awards for “Making a Difference”. She is the school coordinator of Project Wisdom in which readings are made twice a week during the morning announcements, such as recycling and being a good steward of planet Earth. Golden Hoofprint Awards are given out to students in conjunction with Project Wisdom.

With her hands-on style of teaching, collaboration with other teachers, and works of inspiration, Charissa Korobov is a stellar teacher.

Charles MacLaughlin, 2006

Charles “MR. MAC” MacLaughlin, a teacher for over 40 years, is currently at the St. Peter School in Dorchester, MA. Mr. Mac loves his job. Mr. Mac cares. Mr. Mac is the type of teacher most teachers aspire to become. These are the words of one of Mr. Charles MacLaughlin’s nominators.

Mr. Mac has been the epitome of excellence in education. He is a committed teacher, an inspiring role model, an invaluable leader, and a truly generous spirit. He teaches multiple subjects, mentors new teachers, plans school-wide events, and creates countless opportunities for extra-curricular learning. In fact, considering all this, it’s easy to forget that Mr. Mac is “retired”.

After leaving Quincy High School, where he spent more than three decades, Mr. Mac could have easily settled in to the “quiet life” and no one would have begrudged him this well deserved rest. Yet, Mr. Mac must have decided wasn’t quite ready to give up the joys of the classroom. So, instead, he joined the faculty of St. Peter’s School in Dorchester, which has served generations of immigrant families for over 100 years. This school serves as a home away from home for its students - a place where every child is known, acknowledged and loved. Mr. Mac is the embodiment of these values at St. Peter School.

In describing Mr. Mac, another nominator stated that what amazes her most is the individual connection Mr. Mac has with each of his students. He recognizes that what may encourage one student might frighten another and know how far to push them.

Mr. Mac goes beyond the classroom every day. He has organized the St. Peter track team, the annual “Turkey Trot”, the school wide scavenger hunt, and every June during the final week of school he runs the annual field day.

St. Peter School has a small staff and limited resources and the students face many personal challenges. Few people would picture this as an ideal “retirement” destination. Yet, every day, through his words and deeds, it was stated that Mr. Mac reminds us that there is much joy and meaning to be found here and everyone is so proud to know him and so grateful for everything he does.

Janet Maguire, 2005

Janet Maguire, Alternative Program Coordinator at Ottoson Middle School in Arlington, has been an educator with the Arlington Public schools for over twenty years. She began by teaching in the regular education setting before pursuing her Masters Degree in Special Education. She entered special education through he Transitional Learning Center (TLC) program, where she taught for three years. Later she served a year as Special Education Liaison to the seventh grade—providing support in cluster classes and teaching follow-up classes in a separate area. Finally she was chosen to pilot what became Ottoson’s Alternative Program.

Having recognized the need for a program not offered, Janet Maguire designed and implemented the Ottoson Middle School’s Alternative Program beginning in 2000 with about ten at-risk students. Often these students come from difficult circumstances, which provide significant stresses on them in addition to the turmoil of adolescent development. A tireless advocate for these students in need, Janet has shepherded a handful of them for each of the four subsequent years. Students are taught some subjects in separate settings, and some move wholly into mainstream classes. About 35 students, who might otherwise have failed the year or been retained at year’s end, succeeded in passing through the middle school with Janet’s help. The Alternative Program serves children for whom there is no mandated help; these are children without Individualized Educational Plans (IEP) or 504 Plans; who so easily fall through the cracks of the educational system. Without the support of Janet’s program, many of these students would be unlikely to experience success.
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Janet works hard with the other teachers in the building, and with school administration, to ensure that her students are successful in school. She meets with individual teachers in the cluster, negotiating a manageable workload for her students while maintaining standards of excellence in education. She tracks the activities in each child’s home situation, and alerts teachers form time to time if a child in experiencing seemingly insurmountable personal challenges. Janet does not ask that the teachers cut expectations for her students. She is always pushing them to do more and better; they not only experience success but also they can have the satisfaction of turning in their assignments at the same time as do other students. Her work with them enables them to feel part of the regular classroom, not separate from their peers.

Janet’s inexhaustible energy and drive to get the most available for her kids prompted her to spearhead a homework help program in the Menotomy Manor Housing Project. Operation Success opened its doors in March of 1999. It serves middle and high school students four nights a week for two hours per night throughout the school year. With the homework center staffed by volunteers and partially funded by a local grant, Janet works tirelessly to raise money to keep the program supplied and to obtain computer equipment. Her efforts include soliciting local businesses and hosting an annual fund- raiser. She works with the Arlington Housing Agency, the Community Development Block Grant Process, the Arlington Police Department, the Arlington Boys and Girls Club, and numerous other citizens, agencies, and organizations to support the homework center.

Aside from the two or three nights she spends tutoring at the homework club and raising the funds, Janet has also been instrumental in getting kids involved in local sports and dance programs. She secures positions at a cost the family can afford, fills out the applications, obtains birth certificates when needed, and acquires any necessary equipment.

The following quotations come from some of Janet’s colleagues

“She helps me, a classroom teacher, to design reasonable alternative assignments when necessary—consistent with the Massachusetts Curriculum Frameworks. With Janet’s help, these at-risk students not only succeed, but they flourish. The work she does with them is nothing short of amazing.”

“She quickly displayed her gifted teaching skills and unmatched patience with students having severe learning disabilities. It became abundantly clear that these students looked to Janet not only as their teacher, but also as a trusted parent figure who was willing to do anything to help them. I was gratified to see Janet make such an impact on the lives of young people. As the year ended, I felt incredibly privileged to have had the opportunity to work with such a master teacher.”

“Janet is they type of educator who sees a need, struggles with the bureaucracy, and through commitment and perseverance accomplishes her goals. Her life, both in and out of school, is dedicated to the overall well being of young adults, regardless of whether or not they are in her class. Janet is intelligent, caring, creative, and kid-centered. She is an outstanding educator who constantly seeks new strategies to assure success for all her students.”

“Janet Maguire’s work ethic and professional insight make her an ideal candidate for the Goldin Foundation’s Award for Excellence in Education. She is generous when sharing her gifts of compassion and understanding.”

“To say that Janet Maguire is an exceptional educator is indeed an understatement. In my opinion there are no words to describe her drive, her dedication, and her love of the profession and for the kids she serves.”

Barbara McEvoy, 2006

Barbara McEvoy is an eighth grade Mathematics teacher at the Watertown Middle School in Watertown, MA. According to Barbara’s nominators, she is an exceptional math teacher with a strong commitment to her students, the school community and to the development of new teachers as an influential role model. Barbara is often found in the classroom helping individual students early in the morning before school as well as late in the day after classes are over. Her reputation for constantly renewing her own practice shows her drive toward high standards.

Barbara teaches five math classes a day, is a team leader and coaches the after school club “Math Counts”. She has also co-authored the book, “Chance Encounters”. Relating math to students’ everyday lives is a special project for Barbara.

A project that illustrates Barbara’s teaching excellence is the Career Day Project. Working with the guidance department and her fellow math teachers, she has her students take a survey of their strengths and tries to match a particular career to each student. Students then research that career by collecting data about the salary, gender breakdown, required education, job satisfaction indexes, as well as year-to-year trends in these categories. Students then have to organize, interpret, and present the data. In the end, the students are expected to understand and clearly demonstrate whether or not the career is worth pursuing pointing to the mathematical evidence which supports their claim.

It has been said that Barbara will do anything in her power to support her students as they strive toward success. Throughout her long teaching career, she has touched the lives of thousands of students and staff members.

Judy Powers & Claire Regan, 2005

Judy and Claire are being recognized for their professional collaboration in developing a unique inclusion program. According to their nominators, “Their goal is to include ALL the students from absolute beginner ESL students to the most advanced native speakers, writers, and readers …in ALL class activities.” To do this, they fully integrate the ESL students into all small group work and whole class discussions and require them to do all the reading and writing assignments, albeit in a modified form. The co-teaching model they have created consists of three components: their daily planning period, the co-taught Language Arts class, and Judy’s Content Support and ESL Reading class. The latter previews skills and concepts about to be tackled in Language Arts class , and students are given extra support with writing and study skills. Judy and Claire are noted for their choices of rich, multi-cultural literature, of rigorous daily language and vocabulary development, and for step-by-step modeling of each aspect of their lessons.

According to Holly Handlin, Assistant Principal and English Department Chair, "Their egos are not involved; they focus completely on creating engaging and challenging units that will help all students grow as readers, writers, speakers, and thinkers." She says that in co-teaching their class, Judy and Claire, "seize any opportunity to bring in different cultural traditions of languages to be sure that the ESL students feel respected and valued, " and that "it is a delight to see them working in a true 'pas de deux' of teaching."

In addition to teaching their inclusion class, both Judy and Claire have extended themselves to their professional community to share their work with other teachers. They have presented at statewide and national conferences. As a result, several other schools have sought support from them in developing similar inclusion programs. Claire and Judy have been presenters for professional development for their own Watertown Middle School faculty, and they are constantly sharing their expertise in informal ways.

Successful co-teaching requires time for planning, setting mutual expectations, and willingness to share tasks. Judy and Claire evidence their commitment and effort in developing and implementing this wonderful model; and the results are creative and engaging materials and activities, a high level of learning, mutual respect of all participants, and incorporation of a wide variety of cultural traditions.

Jean Pybas, 1993

Jean Pybas is a teacher at the Holliston Middle School. After a quest to discover why some students have such difficulty learning academic subjects in school, Jean designed and implemented a unique model of inclusion. The model includes fifty percent special needs students and fifty percent regular students, who are average to above average in academic achievement.

Teaming with a special needs teachers, Jean approaches learning through the integration of looking, listening, doing, talking, and moving, with talking being the most common factor. Students are taught processes for recognizing the structure of language inherent in textbooks and stories, expository writing, and creative writing. Ms. Pybas teaches students organization of materials and time management. She arranges for modifications for the special needs population such as taped reading, and she facilitates collaborative learning. This inclusion model has been adapted in various forms in Holliston for grades 1-8, and it has been shared with educators from other schools.

Sharon Regner, 2008

Sharon Regner is the district coordinator for GATE and technology in the Loma Prieta District at both C.T. English Middle School and Loma Prieta Elementary School in Loma Prieta, CA. She is a graduate of UC Davis and received her Master’s Degree in Technology from San Jose State University.

Sharon has had an amazing impact on students, staff, and the entire Loma Prieta community. For students, Sharon coordinated a space program in which students, dressed as astronauts, took the different roles of the crew and ran a stimulated mission. One ongoing project is the I Movie project during which students research a topic, develop a position on the topic, and then create a documentary film. The culmination of this project occurs at the Loma Prieta Oscars, a black-tie-optional awards ceremony . Judges for this exciting event are chosen from the community. And, yes, winners are awarded an Oscar-like statuette. Sharon’s eighth grade class students are thoroughly engaged while working on their I Movie projects.

Another projects-based assignment Sharon has for her eighth grade students is a life skills project, during which the students research the costs for different real-life expenses, as well as the salaries for different jobs. The end result for the students is that they make some decisions regarding possible career choices. It is obvious that Sharon is a firm believer in hands-on/project-based activities with each and every activity always challenging students into higher level thinking.

Always forward-thinking, Sharon wrote and received a grant to purchase a class set of Palm pilots for her fifth grade class. She integrated the Palm pilots into all curricular areas, soliciting community members to assist with the implementation. (reminiscent of Steve Wozniak who did a similar thing with laptop computers for fifth graders at a school in another district here in the mountains)

As GATE coordinator, Sharon takes the same approach as for her technology teaching. Activities, again, are project-based. She has instituted the Math Olympiad, WordMasters, and the Autonomous Learner Degree. She also has created a program for middle school females entitled Tech Savvy Girls in order to involve more girls in math and science. In March, she initiated a dinner for GATE girls in grades four through eight to reinforce the idea that it is cool to be smart! The Monday Morning News is a student produced and presented closed-circuit TV program, while the Tech Degree enables students to troubleshoot problems with technology in the district. Then there are also ThinkQuest and Math Bowl.

For staff, Sharon provides workshops on differentiating the curriculum, as well as serving as a Teach the Teachers trainer for Intel’s “Teach to the Future” program. In a program called Tech Savvy Teachers, Sharon conducts a once-a-month workshop for teachers who are interested in integrating technology into their teaching.

For seniors in the community, Sharon conducted a basic computer literacy class. Her energy and dedication appear to be unending. However, in her leisure time, Sharon enjoys spending time with her family. She is the married mother of three sons and a loving grandmother to her granddaughter. She also loves to travel.

Sharon relates what she most enjoys about teaching, “I enjoy interacting with the kids and getting excited.” Clearly the students respond in kind.

Kim Roslonek, 2006

Kim Roslonek is a seventh grade Guidance Counselor at the Weston Middle School in Weston, MA. Kim's nominators state that she is a most valuable asset to her school. A selfless, child-centered educator….. an incredibly effective guidance counselor….. an exceptional manager of student cases…. an amazing young woman who maintains high energy in all of her endeavors, never losing sight of students’ best interests.”

Three years ago, Kim realized that her school did not have a strong model for peer support, mediation, and mentoring. She proposed an Anti -Bullying/Peer Support Program and then took the initiative to research a number of possible programs, curricula, and approaches that would best meet the needs of Weston Middle School. Kim decided to pursue one called Natural Helpers Program, which is based on the following premise. “Within every school, an informal helping network exists. Students with problems naturally seek out other students, and occasionally teachers or other school staff, whom they trust for advice, assistance, or just a sympathetic ear. The program uses this existing network; it provides training to students perceived as ‘natural helpers,’ and it gives them skills they need to provide help more effectively to young people who seek them out.”

Kim wrote a grant to the educational enrichment organization to cover the cost of the curriculum. Using the Natural Helpers Program as a foundation, she designed a program for her school that has since been modified to meet its specific needs and interests. Under Kim’s leadership the program has become a part of the fiber of the middle school, a comprehensive peer support program which is completely driven on volunteer basis by additional faculty members and students. Students are elected by their peers and are trained in an ongoing program of leadership skills. They then provide day- to-day support, guidance, and intervention to students who need peer support. In addition, students have worked in the elementary schools, participated as role models in grade 6 classes, and role-played scenes of harassment during student assemblies. These peer leaders have also acted as a sounding board for faculty on a number of issues.

Kim has led numerous parent forums, transition meetings, and is an integral part of the scheduling process. She regularly participates in classroom activities with students such as rock climbing and discussion groups.

Kim’s commitment to students and to the school community at large shines through every day.

Jennifer Rudolph, 2004

Anyone who works in the field of education knows that of all the accolades and achievements one may achieve as a professional, few equal the very real outcomes demonstrated by our students. She is honored for “taking her students to the highest pinnacles f creativity and learning”, a teacher who “makes learning not only fun for the students but also bestows them with a strong sense of purpose and self-respect”, according to her nominators.

Jen Rudolph is a sixth grade social studies teacher and house supervisor at Weston Middle School. She is honored for her excellence in teaching, creative and interactive activities, her leadership, and for working “diligently and compassionately with students and staff”. She is noted for her “Tree of Respect” project which engaged students in preparing skits to represent the qualities of encouragement, self-confidence, cooperation, responsibility, compassion, positive attitude, community, honesty, honor, effort, leadership, health, teamwork and honor and culminated in the creation of giant Respect Quilt, representing the themes and including a leaf signed by every student.

John Gibbons, Principal of Weston Middle School says that Jen Rudolph is “simply the finest social studies teacher” he has ever seen, and that, "none can compare to [her] exceptional gifts and skills.” Assistant Principal, Linda Butler adds, “Jen has the ability to envision an outcome which will bring students and faculty together…and produce a lasting effect.” In his nomination letter, John Gibbons praises Ms. Rudolph for giving her students, “a strong sense of community and belonging. He says that through reflection and self-assessment her students build an “incredible” level of “ independence” and who, with her guidance, “become self-directed, intrinsically motivated learners…. She is truly a master teacher. ”

Barry Siebenthall, 2004

Barry Siebenthall, U.S. History teacher at RJ Fisher Middle School in the Los Gatos Union School District in Los Gatos, CA. arrived as a teacher at Fisher Middle School in the fall of 1993.Since that time, he has proven to be, in the words of his principal, Ken Lawrence-Emmanuel, “a gifted teacher whose warm and enthusiastic nature make him a favorite among students. Barry helps every child succeed by creating a classroom that is safe, interesting, interactive, challenging and fun.” He maintains a classroom climate of respect, fairness and courtesy.

At the current time, Barry is a full-time teacher, teaching two seventh grade World History classes and three eighth grade U.S. History classes. In addition to his teaching responsibilities, Barry is the History Department Chairperson, serves as Fisher’s Site Technology Support Assistant, and is the head coach for the eighth grade girls’ volleyball teams.

Barry’s philosophy of teaching is to provide interactive lessons that motivate and totally involve students in their own learning. In fact, he has created several simulations for his seventh and eighth grade history classes that motivate students and instill a love of history for them--no easy task when one is working with middle school aged students! The lessons that Barry presents are standards-based and promote cooperative learning, critical thinking and decision-making skills in his students.

In being nominated for this Goldin Foundation Excellence in Education Award, three events created and coordinated by Barry were described again and again in the letters of nomination for him. These three events are the Veterans’ Day Celebration, the seventh grade Medieval Faire, and the Geography Bee competition. Barry’s history classes and these three annual events are key experiences that his students will take with them and remember many years into the future.

To quote several of Barry’s students: “I love Mr. Siebenthall as a teacher because he challenges students everyday, and because he’s deliciously funny.” “Mr. Siebenthall’s class is so much fun. We often work with partners and in groups. He’s a bit of a neat freak, but that helps to teach us to keep ourselves better organized.” “Mr. Siebenthall is a really good teacher. He’s fun, but strict, and the way he teaches helps me learn a lot.”

Barry earns equal respect from his colleagues, his administration, and parents. In addition to his Fisher duties, Barry has been an active member of the U.S. Armed Forces, serving in both the Marine Corps and the Army National Guard for nineteen years. He was voted as the NCO of the Year in 1995. In addition, he has been a Civil War Re-enactor since he was sixteen years of age. He has also shared his knowledge and love for history by performing in educational and recreational films for the History Channel and Hollywood.

Barry is married and the father of three daughters. He is active in his community and church, and he also has volunteered for Habitat for Humanity. Clearly he is a very special and unique individual.

Deanna Silvi, 2000

Dee Silvi is a Grade 6 Teacher at the Johnson Middle School in Walpole. According to her nominators, she "is the epitome of what an invested educator should be in today’s world. She has the ability to invigorate each and every child under her domain to want to learn, grow, and explore other dimensions of knowledge, which enables that child to flourish as a person.” Her nominators note that she has a clear perspective on what will be challenging for each student yet not daunt one in his/her process of learning.

Dee’s lessons and projects have a balance of content and assessment and practical application to real world experiences. Having a wonderful ability to integrate science and mathematics into investigatory units, she encourages interactive outlets for all levels of students. Students are encouraged to pursue their own directions, and they are challenged to seek broader and deeper vistas of learning on their own. “Dee seems to have an innate talent at directing students with a subtle touch that does not provide the solution but enhances the thirst on the part of the children to find it for themselves.” She introduced a science fair for her students several years ago, which is now part of the 8th Grade curriculum. The electric “Watt Watchers” Program made real life connections as students measured, analyzed findings, and solved problems about energy use at Johnson.

Several programs that Dee has developed have become hallmarks of her work and community collaboration. Each year her math students use their geometry skills to make a repetitive patterned design, which are then transformed into quilt squares. These squares are then sewn into lap quilts by parents and given to elders in the community. One quilt is raffled off to generate money for next year’s quilting materials. Another project that she has undertaken is the ”Box Tops for Education Program,” which has engaged the community in collecting box tops. This activity helped pay for a school video projector last year and which will pay for a video surveillance system for the front lobby at Johnson.

Dee is continuously engaged in professional growth opportunities both for herself and other teachers. She has conducted workshops in Walpole and surrounding communities such as: “Using Manipulative Materials in Math,” “How to Run a Science Fair,” ‘Integrating Technology in Math,” “ Using Hands-on Materials in Science,” “Developing Critical Questions, and “Cooperative Learning Techniques.” In collaboration with TEC (The Education Cooperative,), she developed curriculum for remedial work to improve MCAS scores in math.

Dee’s collegiality, positive attitude, and boundless energy to try new things are infectious. Clearly there is a ripple effect as her creative style has enriched students, teachers, and the community.

Jane Tuohey, 2004

Jane Touhey is a Health and Physical Education Teacher at the Pollard Middle School. She is recognized by her peers as being very significant in helping to foster a unique environment at the Pollard Middle School, where she has initiated numerous programs that emphasize community support and participation. She came to Pollard in 1987, and while teaching health education, she helped design the Preparation for Adolescence Program. This was just the beginning of her initiatives. As a Physical Education teacher, Jane initiated dance, yoga, power walking and fitness programs. As a Health Education teacher, she designed a Grade 6 curriculum and incorporated units on Conflict Resolution. She has been instrumental in the development of Needham's Wellness Program for Grades 5-8.
Her colleagues describe Jane as “caring, considerate, kind, patient, thoughtful and understanding.” Her work and intention at Pollard has taken her beyond the classroom, and into a role where she has supported, guided, and motivated adolescents. She is indeed a catalyst for encouraging involvement and discussion among adolescents. She has created and nurtured a Peer Mediation Program, an ambitious program that involves the selection and training of middle school students so that they may begin to learn and practice conflict resolution. These students also present workshops and information to both their peers and the faculty.

As Student Council Advisor she developed numerous programs, such Get A Star, Give a Gift, Food Baskets at Thanksgiving, and Spirit Days. Jane started the Pollard’s after school field hockey team, which went on to become a local league, and the girl's varsity volleyball team for former students. She has been a role model for students in community service and volunteer work. She not only devotes her own time to these efforts; she helps mentor students and has organized the middle school’s Students Take Action Day. She helped students become aware of and involved with young children infected with HIV/AIDS. This led to her QUILT PROJECT , an after school program where students learned how to create quilts. The result….five magnificent quilts were donated to the Children's AID's Program at the Boston Medical Center in Mattapan.

As Jane's colleagues point out, "Jane teaches more than skills. By her actions she instills values and encourages her students to be creative, curious, caring and sensitive individuals." Touhey will be retiring this coming year. The programs she has initiated and developed, as well as her deep care and passion for helping others, will no doubt be her legacy.

Joyce Wilson, 2006

Joyce Wilson is a Counselor at Crosby Middle School, in Crosby, Texas. She has been instrumental in producing a precious, tangible product: middle school and high school students. While she has long been associated with the Crosby School District as a math teacher, over the past 14 years she has served as a counselor in he same district, most recently in the middle school. As a matter of fact, she is currently the only counselor for over 700 seventh and eighth grade students.

Mrs. Wilson has willingly taken on the task of guiding these young people both academically and personally. Her ultimate goal is to promote academic excellence. As a result, she does not let any student off the scholastic hook by letting him or her make easy choices. She encourages each one to aim high in order to achieve the best education possible and to believe that he or she can succeed in those course choices. She has placed a high value on education, but overriding even that is her belief that kids comeirst. In spite of the mind-boggling amount of work involved in her job, she takes the time to get to know the young people she guides. She is an exceptional educator.

Jane Yavarow, 1995

Jane Yavarow is currently teaching geography and social studies at the Bird Middle School in Walpole. Jane has demonstrated excellence in the development of Geography Awareness Week held annually at Bird. The event has tremendous impact on the middle school children of Walpole. Students get involved at all levels - as a homeroom daily competing in the morning geography quiz question, as a grade level in their guest speaker lectures, as individuals in a wide variety of activities which occur during the school day or those that can be engaged in at home. Each year since 1988, Jane has designed a week of interdisciplinary activities in November based on the National Geography Awareness theme.

The National Geographic Society's Annual Geography Bee has also become a highly regarded event at the school. Ms. Yavarow provides classroom teachers with the materials and support necessary to conduct grade level contests. Jane always includes a well received presentation as an opening to this assembly such as a slide show of Geography Awareness Week of highlights of her summer excursions.

As described by parents, Ms. Yavarow has inspired children to learn more about the world around them and the many contributions made by other cultures that have shaped our identity as a nation and people. Students learn that geography requires far more than being able to identify places on a map: they explore the cultures that occupy such places, their histories, governments, and the environments in which they live. Jane uses her own experiences of foreign travel to bring the whole world into her classroom. She involves all her students in hands-on projects which encourage students to learn for themselves.