Award Recipients - Other

Olya Barynski, 1996

Olya Baryski has served as a Classroom Teaching Assistant at the Deerfield School in Westwood, MA.  Her nominators state, “ Her interactions with children are special.  She shares intuitive support for all aspects of the curriculum development and provides direct classroom instruction to small groups of children.  She takes a lead in providing direct instruction as well as gentle guidance in all aspects of the arts.”

Of special note is Olya’s willingness to share a part of her heritage and family tradition, the Ukrainian Pysanky Egg Decorating Project that she teaches to the kindergarten class, parents, and teachers each sprung.  The patience and care, and time that she demonstrates is incredible as each child meticulously decorates an egg. Olya takes them through the steps involved and not only shares the traditions and their meaning, but also teaches the new vocabulary. Her students learn so many skills throughout this project, which takes a number of sessions: patience, problem solving, eye-hand coordination, fine motor control, creativity and the resulting experience of mastery of their completed delicate objects.

A woman of many talents, Olya plays music on her guitar to accompany the Egg Decorating Project.  She speaks French, Ukrainian, and English and is especially fond of teaching songs in each of the languages.  Often her songs turn into storytelling as she explains the traditions connected to the special tunes. Olya has developed the tradition of making a large and detailed birthday card for each child prior to his or her birthday.  Parents note that their children hold onto these special cards for years and years; Olya makes them feel important.

Dan DeWolf  and Larry White, 1994

Dan DeWolf and Larry White of the Needham Science Center are among the six educators recognized for outstanding contributions in the classroom, school, and community in 1994. Dan and Larry have been referred by their nominators as "legends" in the Needham school system. "They have unearthed a knack for presenting all kinds of scientific phenomena, whether it be physical science, earth science, or life science . They put magic into the presentation of their concepts, and it all seems understandable and easy to present in the classroom. Teachers at every level flock to the Science Center's workshops where they come away with a goody bag filled with ideas that they can put into practice the very next day. The workshops are so popular that it is usually standing room only. The "Idea Factory" contains hundreds of ideas and materials which have been thoughtfully compiled and boxed for travel. Dan and Larry are on call: to consult with teachers, develop materials and exhibits, produce large group programs, run contests, and conduct teacher training sessions. They constantly seek new and different ways to reach students and teachers . The aim of their program is "to create curiosity." Their job is not curriculum, but to excite kids and teachers about science."

Larry White and Dan DeWolf bring an exciting hands-on approach that is grounded in scientific inquiry with emphasis on exploration and discovery. Their influence begins in the kindergarten and extends through grades 5 and beyond. Children engage in research; learn how to care for pets; conduct experiments in chemistry and physics; and they learn about their environment, about sound and light, electricity and astronomy, biology and botany, nature -- the world of science at their fingertips.

As one nominator states: "This exemplary team is reaching the scientists of tomorrow drawing from a bag of tricks containing gadgets, gizmos, and gimmicks and presenting science in such a creative way that it will long be remembered". Dan and Larry are excellent role models, inspiring many students to choose careers in the field of Science. They have served as mentors for those interested in a particular aspect of Science; they hold after school enrichment workshops such as taxidermy and caring for animals; they involve high school students in preparing models and displays; and they have helped design regional science programs such as the TEC Challenge in bridge building.

Dan DeWolf, Assistant Director of the Needham Science Center, is a graduate of Boston University. For nine years he was the elementary specialist and animal care expert at the Newton Science Center, and he came to Needham in 1978. Dan has been a longtime nature counselor, instructor and consultant to the Mass Audubon Society, serves on the Project Wild Advisory Committee, and Holliston Town Forest Committee and Conservation Commission. He has received recognitions from Project WILD, the National Science Foundation, Channel 5, . National Science Teachers Association., and Needham Schools Superintendent's Award. His many interests and talents include farming, taxidermy, blacksmithing, woodcarving, canoeing, natural history and music.

Larry White, Director of the Science Center, is a graduate of the University of New Hampshire. After a stint in the Army, he worked at the Boston Museum of Science for ten years, serving as the Director of the Theater of Electricity, Supervisor of Programs and Courses, and Director of Long Range Planning. He came to the Needham Public Schools in 1965. A prolific author, he has written thirty books on a variety of scientific subjects. Larry is an active magician, new products reviewer and guest editor for the Magic Manuscript Magazine, and Magic Editor for M-U-M, the official magazine of the Society of American Magicians. One can just imagine the excitement and magic Larry creates in his design and delivery of science to kids and teachers. Awards and recognitions have come from the National Science Teacher's Association, Channel 5, " Action for Children's Television, " the Needham Public Schools Superintendent's Award, National Science Foundation and now the Goldin Foundation, with full recognition by his peers.

Blanca Diaz, 2005

Ellen DiGiacomo Gambardella,  1998

Ellen DiGiacomo is respected and admired for her numerous achievements for the dental profession and her dedicated and selfless contributions to her students. Ellen has taught dental assisting at Minuteman Technical Vocational School for the past seven years. Largely because of her efforts, the program was expanded to full time and she helped to secure donated equipment, oversaw the planning and construction of the clinic, which is now the best equipped facility at any high school in Massachusetts.

Ellen has been successful in recruiting, training and placing her Dental Assisting students. Insisting on high standards in students classroom and clinical performance , "she graduates devoted students that are of the highest caliber and who contribute to the dynamics of the profession under her direction and leadership, " states Rita Johnson, Professor of Dental Sciences at Middlesex Community College. " She incites enthusiasm, initiative, and creativity in dental networks. She is constantly deliberating the future role of the auxiliary in dentistry, as she moves forward with innovative ideals for prevention and expanded functions. Ellen seeks advancements that promote improved oral health, increased productivity and marketability, indispensability on the job, as well as more job autonomy for the dental assistant. She has lectured nationwide, has set up articulation agreements with several colleges, and continues to set up continuing education courses."

According to Monroe Benson, Director of Adult programs, "Ellen believes that students need to be challenged to strive for excellence in a relaxed, yet stimulating environment. She believes that self esteem and intellectual growth are fostered in a safe place where students are invited to learn about the subject matter and themselves. Students are excited about coming to Ellen's class. Substantial amounts of information are given and absorbed through accelerated learning techniques. Ellen targets a variety of modalities of learning within each lesson such as auditory, visual and kinesthetic. Learners have the opportunity to explore non-traditional techniques like taking notes through mind mapping, using color and utilizing movement through review sessions.

Ellen is upbeat and positive in the classroom. The classroom becomes a support system, where differences are recognized and respected and where the encouragement and willingness to work together becomes contagious and students learn to create a team approach to all situations that arise. One of her students writes, "She has been the one to encourage me to take each new challenge. I am not one to move easily, but when Ellen says," You can do it, amazingly I do it! Ellen makes a point of keeping in contact with us even after we graduate, and we are all grateful for her help and encouragement during those formative years."

All of Ellen's nominators echo reverence to this kind and gentle woman who has befriended and guided many individuals throughout her outstanding career and who has made a difference.

Patricia Flueckiger and Maureen Graham, 2005

Patricia (Trish) Flueckiger and Maureen Graham are School Nurses at Eliot and Hillside Schools in Needham, respectively. Nominators note, “The days of school nurses only taking temperatures and dispensing band aids ended long ago.  Like all schools, our children present with a myriad of medical, emotional, and social issues.  What sets Trish and Maureen apart is how they nurse and minister to others. Trish and Maureen are an integral part of the school culture - an important link to staff, students, and parents. They are counselors, teachers, confidents, record keepers, scribes, sources of knowledge, purveyors of knowledge, coaches, liaisons; and they are vocal advocates for safety and wellness issues in the Needham School District. They do their work with so much energy and enthusiasm, creativity and innovation. They constantly show their adaptability in their approaches to working with people as caretakers and confidents; they make nursing, heathcare, health education, and health promotion part of the interdisciplinary contexts in their schools. Students, staff, and faculty of the Hillside and Eliot Schools and the wider Needham community are the beneficiaries of Maureen’s and Trish’s personal and professional commitment to their roles as school nurses.  They reflect the importance of a coordinated and comprehensive approach.”

Neither Maureen nor Trish found their niche working within the school setting.   They emphasize the quality of nursing that makes nursing to them, "our profession is about education, and that's what we love about our job - teaching others, responding, rising to the occasion, taking nursing a few steps further, and even taking our schools and the broader school community a few steps further as well."

Some of their individual highlights are:

Trish chairs the Health and Safety Committee; and she is also in several other school based groups including the Crisis Committee, the Permanent Public Building Committee, and she is as an important advisor and committee member to the Eliot Parent Team, which supervised the construction of a new playground at the school. 

Maureen has extended her nursing education to classrooms, where she teaches students important concepts regarding safety, allergies, and respectful behaviors.  She has been an important part of the schools' "Easing the Teasing Program" that looks at the topic of bullying and works with students to open lines of communication. She has also established a health/wellness committee for the staff in partnership with the physical education teacher.

One important initiative in which they collaborated was creating a stress management program for faculty, staff, and parents.  Recognizing the issues of stress and concerns about how the mind and body are tied together, Trish and Maureen put together a special program.  They applied for and received a Needham Education Foundation grant, and then they collaborated with the Beth Israel Deaconess Medical Center and the Harvard Medical School to present a "train the trainer" model program through the "Mind-Body Educational Initiative."  The program took place over several months, during which time Maureen and Trish presented teacher and parent workshops and worked closely with the participants to follow and evaluate the program's success.  Elements of the program are in practice today. Trish and Maureen spoke about how both schools and families have changed, and the many different demands affecting students, teachers, and parents these days.  "Stress has become a major theme in the lives of not only adults, but for kids and teachers.  MCAT's and other tests, pressures from schools, from work, from home life, to world events - these affect the the child, classroom and community."

Nominators note, "These women are 'on it'.......knowing that a 'stomach ache' may not always be a stomach ache.  They talk to the children and listen.  They explore the emotional ramifications as well as the physical ones.  They employ an individualized approach to each child, and seemingly to each staff person as well, taking into account the various health issues - whether they're allergies, life threatening surgeries, the loss of a parent, a pregnancy.  They are great synthesizers as well as gatekeepers, knowing which items to keep confidential, and expertly and empathically knowing what to share.  They are very much loved and valued in their schools.  Creating comfort and warmth, yet with strength and stamina, they exhibit incredible ingenuity and thoughtfulness."

Barbara Friedman, 1993

Barbara Friedman, has served as President of the Westwood Education Foundation. She is recognized for her efforts over the past ten years for bringing educational and emotional enrichment to the schools and community of Westwood. Initiating the Westwood Educational Foundation several years ago, she has served as Chairperson and orchestrated activities for fundraising and distribution of awards that have involved hundreds of people. Over $40,000 has been raised throughout Westwood for educational growth and monetary support of community projects.

Foundation grants have been used to fund staff and curriculum development activities for staff and children in the Westwood Schools, which would not have happened without the Foundation resources. To cite several school grants: a junior high grant included funds for computer programs, computers and accessories; the high school received funding for a Visiting Writer Series; and the elementary schools received grants for a multi-cultural program. Community grants are also awarded by the Westwood Education Foundation. The fire department was given a grant for developing a program about juvenile fire setting, which has served as a model for other communities, and other recipients include the Westwood Police Department, Library, and Youth Commission.

Another initiative is the acclaimed intergenerational program that Barbara designed involving Westwood elementary school fourth graders and local senior citizens that has fostered better understanding and appreciation for both groups. The eighteen week instructional program provides awareness of intergenerational issues for children and creates activities that link them with senior citizens including letter writing, a luncheon, and an evening concert for the public

Cathy Gearhart, 1996

Cathy Gearhart, an Early Childhood Educator in Natick is a woman and educator who has had and continues to have a significant and unique influence on the lives of children in her community. The old African saying, "It takes a village to raise a child," has special relevance as Cathy has been providing exceptional family day care for a considerable number of lucky young preschoolers for more than twenty years as the director, teacher, and nurturer, at what is affectionately known as "Cathy's Place," a home-based childcare facility in Natick. Not insignificant is the fact that many of these children are the offspring of the most scrutinizing of clients, educators themselves.

In granting the award, the Goldin Foundation Awards Committee considered the fact that education doesn't just begin at the kindergarten door and felt that childcare providers are uniquely and especially entitled to be recognized for their importance. Today, more than ever before in the history of mankind, it is absolutely necessary that children have the best in surrogate parenthood. Parents of children in Cathy's Place are assured of the knowledge that their children are happily and healthfully immersed in a secure, loving environment.

Cathy, a graduate of Lesley College in Early Childhood Education and mother of three children of her own, has put to use all of her considerable professional skills and parental insight about children to make her day care a family in the truest sense. Graduates of her school remain a part of this family long after they have traded in their teddy bears for schoolbooks and diplomas, as evidenced by her Annual Alumni Day and Teddy Bear Picnic, when all current and former students are invited to return. From infancy through kindergarten, the foundation years when social skills and emotional security are most critical, Cathy has been there to help mold and define each child's personality, creativity, imagination, and sense of self. Parent testimonials about Cathy were heartwarming and sincere. Some are noted:

• "While  does not teach in a public school setting, she is a consummate educator. Her students leave her classroom, with a sense of confidence, the ability to think for themselves, the ability to work with others, and an enthusiasm for education that seems to stay with them.
  

• "As each child becomes old enough for the materials, Cathy provides him or her with a Magic Box, so-called because, she says, 'You can work magic with what's in this box and your imagination.' Crayons, markers, paper punches, glue sticks, - all become the child's own as he or she develops the ability to use all the materials. More than that, Cathy saves every child's Magic Box. My twelve year old daughter still finds her box sitting on the shelf whenever she goes to visit Cathy, and she always takes it down to look through it and may even create something if we visit there awhile."
  

• "Cathy believes wholeheartedly in her program, and she does not waiver in her commitment to her day care children. They always come first."
  

• "If I were a millionaire, I could not have provided my son with a better surrogate home nor a better early childhood education that Cathy has provided for him."

Billy Harris, 2006

Billy Harris is a  Building Aide and Coach at the Pierce School in Brookline, MA. Dr. Pipier Smith-Mumford, Principal of Pierce School in Brookline, readily acknowledges that she seeks out Billy  when something is going on at school that she doesn’t quite understand.  She wants to get his take on things.  Billy joined the staff at Pierce in 1987 and serves as building aide and coach.  His work, however, goes far beyond that of his official titles.  Dr. Smith-Mumford explains that he truly is an assistant to the administration.  One hallmark of his role at Pierce is the important relationships he forms with students: whether running a safe and fun recess for all students in grades 1 through 8; serving as academic advisor to 7^th and 8^th graders; monitoring the building after school; supervising activities in the after school sports program; or coaching three sports teams, Billy is a source of support to a wide range of students, and both students and teachers of Pierce School feel fortunate to have Billy as a mentor and a colleague. 

Two of Billy’s nominators describe him as a legend among his peers on the elementary athletic scene in Brookline.  They write that “he pushes kids to develop to their maximum athletic abilities while creating a true sense of ‘team.”  Further, they highlight his ability and tireless efforts to help struggling children succeed and state that he demonstrates a tremendous commitment to the Pierce Community.  With a degree in psychology, Billy has transformed his role of aide over the past eighteen years; described as a talented diagnostician, he is Pierce’s honorary and unpaid social worker.  He has an extraordinary ability to connect with students that no one else is able to reach.  Given the numbers of students whom he has supported over eighteen years, Billy has made a positive impact on countless children. 

Kenneth Haynes, a 6^th grade math and science teacher at Pierce, articulately writes that “Billy’s greatest impact… is rarely seen by most in the community.  This work is not on display during parent breakfasts or conferences, and it is not measured by standardized tests.  Instead this work takes place on the playground and, often… over the course of many hours outside in both bitter cold and snow… when few adults in the  school would honestly admit to want to be during the day…”  Billy is a consistent presence on the playground.  He has taken this unstructured time, a frequent source of problems for many schools, and turned it into a true community that fosters friendships and self-esteem.  Billy’s positive yet firm approach stresses kindness, respect, and inclusion among all students.  Billy’s efforts have made recess a true source of pride for Pierce School.

 The letters of support in Billy Harris’ nomination packet were strikingly similar in how they described him and his work.  First, more than one said he is a legend at the Pierce School!  The eyes and ears of Pierce, he is an available and important resource to both students and teachers.  He truly loves his work and the students and it is apparent that he is respected and loved in return.  In reading his colleagues’ endorsements, it is hard not to wish that every school would have someone like Billy Harris among its faculty. Aide and coach, but also teacher, special educator, mentor, tutor, volunteer, advisor, master of tough love,  Billy is the pulse and caretaker of Pierce School.

Barbara Hedges, 2006

Barbara Hedges is the school nurse at the John D. Runkle School in Brookline, MA.

Barbara’s introduction at the forum described her many accomplishments.No matter how inspiring a teacher or creative a lesson – no educator can effectively help a student to learn if that student isn’t feeling well…or worse, isn’t even in school.  In our school communities one person who we teachers, administrators and parents all count on to ensure that our school environments are safe and healthy, the one who can provide urgently needed care or respite, and the person a child can always turn to for help and compassion during difficult times -- is the school nurse – whose role in a school has vastly expanded and evolved over the course of recent years.

Her nominators for this award tell the story of someone who is plays a key role in her school community by embracing all areas of her work with thoroughness, professionalism, enthusiasm and a “wry humor”. David Summergrad, Principal of the Runkle School describes Barbara as, “unflappable, calm and constant. She approaches who goes her daily duties with a dignity and integrity that set the standard for all.”  He goes on to say the Barbara is,” unfailingly patient and extremely generous with her time and her knowledge base.”

It’s clear from their many words of praise that Barbara Hedges is someone who goes above and beyond her already demanding role.  Runkle parent, Donna Mathias says she is the heart of the school.  And she is a “role model of excellence in schools, caring deeply about students and colleagues, speaking fearlessly for justice and working extremely hard, according to her colleague, Phillip Katz.

Over her past 19 years working as a school nurse, Barbara Hedges has played a key role in leading school awareness of health and safety issues, and she has been, “at the forefront of emergency preparedness,” explains Emily Gaberman, Vice Principal.  Barbara has served on the school Crisis team since its establishment; the Runkle School Emergency Medical Response Team;  and the Brookline Emergency Preparedness committee.  All of this preparation came into play last fall when Runkle School experienced an outbreak of what is known as the cruise ship virus.  Barbara was the first responder to this crisis, according to her nominators, she managed the situation proactively,” never loosing her cool, and never loosing sight of the goal to protect the health and safety of the children and adults in the school community.”  She embraces her role as an educator, during this crisis and other instances, making sure everyone is fully informed.

 Barbara has written grants and gained funding to teach and develop programs including yoga and meditation for students.  She has been an active member of the Brookline Education Association as a building representative, as well as serving on the negotiations team and grievance team.  Her nominators say that she, “works collaboratively – seeking partnerships from all corners of the building community – while maintaining her own personal views and values when necessary.

This collaborative and dedicated spirit comes forth as her nominators tell the story of how Barbara embraces her role as a METCO mentor to one of the Runkle School 5^th graders.  She has served as a board member of the Brookline/Quetzalquaqu sister city project and has traveled twice to Nicaragua to carry medical supplies, and hosted Nicaraguan delegates who came to visit Brookline.

Barbara's nominees also tell of someone who is deeply compassionate.  Brenda Stern explains that Barbara’s office, “is a refuge” and Geri Belle adds, that students, “feel at ease with Barbara” and that she has a great deal of insight into human nature.  Perhaps the most moving words in support for Barbara’s nomination came from the eleven year old son of nominator Donna Mathias, who when asked what were Ms. Hedges most important qualities, said “She’s caring, kind, and most of all she heals people”

Philip Hernandez, 2006

Philip Hernandez is the Director of Middle School Programming for the Los Gatos/Saratoga Department of Community Education and Recreation which has a collaborative partnership with the Los Gatos Union School District in CA.  Over 150 students are currently registered in “Teens Reaching Leadership in The Zone” or as the program is known on the Raymond J. Fisher Middle School campus...“The Zone”

What exactly is “The Zone”?  The Zone is a place where students are given an opportunity to expand their horizons.  Nominator Mary Granger writes, “Phil has worked endless hours to create a program where students can learn life skills, build strong character, responsible behavior, and explore their creative talents through programs that encourage positive choices and self esteem.”  

It is a safe and accepted place for students to belong.  Members of The Zone are offered an array of activities both on and off campus in which they may participate.  A homework center with tutors operates daily, and enrichment classes such as Jazz Band, Japanese, Speech, Art Appreciation, and Model Race Cars are offered either before or after school. Students participate in sports, plan special activities, take weekly local trips, engage in community service, receive leadership training, and attend an annual Leadership Conference in San Francisco.  Phil is the driving force behind the creation of this exceptional program which stresses leadership, teamwork, and building positive self-esteem.  Julia, a graduate of The Zone who regularly comes back to visit and help with activities remarks, “Phil puts his heart and soul into The Zone”.

Philip Hernandez was raised in Santa Clara.  In 2001, he received his Bachelor of Arts degree from California State University at San Jose with a major in Communications and a double minor in Child Development and Child Development Administration.  A born leader, Phil was president of his class for all four years of college, and he once told his mother, “I’m going to work in education”.  

Phil has been employed in many different capacities before joining The Zone five years ago.  His résumé includes:  Program Leader for Project Harmony, a prevention program for children at risk in the Los Angeles School District, Executive/Public Relations Assistant at Arzoo.com, Director of Summer and After School Programming at Van Meter Elementary School in Los Gatos, and kindergarten teacher at Van Meter Elementary School.

Phil is committed to the growth of young people and has a strong belief in them.  He clearly remembers his own middle school years, and is keenly aware of the importance of having a positive, mature role model at this critical adolescent age.  Fisher Student Activities Director, Leadership teacher. and Student Council Advisor Keri Kensinger-McCormick comments, “I can honestly say with experience and knowledge that Philip is truly one of the finest educators in our community.  He leads by example, and he makes a very real and positive impact on kids’ lives.”

Vicki Gordon, a parent, adds, “It is my belief that there are a few significant/key people in each person’s life that leave lasting impressions on who they will become.  It is clear to me that as Dana grows up and looks back on these years, she will see Philip as someone who made a big difference in her life.”

Lynn Jameson, 2002

Lynn Jameson, the director of the Pine Hill School Extended Day Program In Sherborn, was honored by the Goldin Foundation for her work and foresight in developing an innovative extended day program which provides a family setting within the school. The Parents’ Handbook describes the curriculum as "developmentally appropriate with a continuum of activities that reflect children’s needs to learn through play, social interaction, exploration, and achievement in a noncompetitive and supportive environment." According to her nominators, it is Lynn’s commitment to the students and her leadership qualities that make the Pine Hill Extended Day Program such an exemplary model. 

Lynn was also cited for her ability to recruit and retain a talented staff who share her commitment to excellence. Paula Fraser, Barbara Koman, Bonnie Thiboudeau, and Sheila Urnstom have been with Lynn for a considerable number of years.   Together they provide services to over 150 children from 41 Sherborn families each week.  The extended day program is open before school hours, from 7:00 to 8:20 a.m. and from noon until 6:00 accommodating kindergartners, released day students, and children who remain at school after school hours.  

Lynn achieves her goals of fostering community, respect, responsibility and kindness through a creative series of daily, monthly, and yearly activities. Established traditions are also core to the curriculum.  Each year the students plan and prepare family get acquainted and end of the year dinner socials. Service with a Heart activities take many forms: school clean up days, preparation of soups or deserts for the Salvation Army, and the making of special surprises for Teacher Appreciation Day. Fifth year students celebrate their last year in elementary school with a candle light, holiday dinner at Lynn’s home; and the end of the year tradition for them is a gift of a hand made “Fuzzy” from Mrs. Jameson and a reading of “ The Legend of the Warm Fuzzy’.  “The Legend of the Warm Fuzzy”, tells the children that they will always have a friend, and the stuffed toy is a special keepsake that the children can treasure to remind them of Mrs. Jameson and all their friends at Extended Day.

Lynn spoke at the recent Educators Forum. She emphasized the increasing importance of the role played by extenuated day programs in our communities.  Several parents who wrote letters in Lynn’s behalf wrote of the peace of mind parents have when their children participate in the program at Pine Hill.  Because of the respect, care, and love their children have received, these parents, along with educators, enthusiastically endorsed Lynn’s nomination for a Goldin Foundation Excellence in Education award.  
 

Audrey Michaelson-Newman, 2000

As Director of Children First, which is an arm of the Natick Public Schools, Audrey Michaelson-Newman has made an impact on students, parents, and members of the community.  Stuart Peskin, Principal of Bennet-Hemenway School, states,” Audrey raises the whole level of daycare services in Natick. I really can’t speak highly enough of her for what she’s done.”

Children First Natick was created by Audrey through a Community Partnership Grant  from the MA Department of Education provide preschool experiences for children while parent seek gainful employment. Audrey has done so much more the program inception in 1966. She not only uses to grant funds to supplement daycare costs for eligible Natick families; she carefully allots the funds to provide an array of benefits, some of which include: introduction of family outreach and support programs for families of children birth to age 3; family Literacy program with the Morse institute Library; parenting workshops; numerous community events focused on families and children; bookmobile visits to preschools and daycare facilities; and publication of a Resource Directory for Parents.

Audrey is a hands-on director. No matter what the situation may be, Audrey is immediately available to offer support, insight, or strategies. Her office hours include nights and weekend to accommodate anyone’s schedule. A typical day may find Audrey visiting a parent at a private home to assist with parenting skills, bringing curriculum materials to a home-based provider so that children have opportunities for enrichment, and reading a book to children at a center based program. These activities complement the tasks of supervision, training, and administration.

 A community activist, Audrey is a key member of the Joining hands for Peace council where respect, caring, and peace are taught to children and families through many projects.  She realizes the needs and the Food Pantry and Natick Service Council and has suggested a fund be set up to help send eligible children to camp in the summer.  At the Annual Spring Fair Audrey enlists the help of the police department to provide child safety seat checks.

 Audrey’s nominators characterize her as a “guardian angel” to parents and children.  Her energy, creativity, inspiration, and diligence have contributed to her mission for “Children First.”

Andrea Paine, 2001

Andi Paine is a full time teaching assistant at the Loker Elementary School in Wayland, MA. She is nominated for her continuous role in “helping to create an environment which is conducive to learning, while, at the same time, respectful of the diverse range of abilities and talents that is found among the students, staff, and visitors to this school.”

Andi ‘s versatility make her a valuable resource.  Superintendent Gary Burton notes, “She has the rare ability to change a situation from unfriendly to pleasant, troublesome to trusting. Her credibility with parents and other staff is often a determining actor in finding a resolution to a pending problem. Andi is called upon to mentor new staff members and explain the unique culture of the Loker School. She often assumes the responsibilities of an after school club advisor.  She has volunteered to serve on selection committees for a building principal, Director of Student Services, and School Superintendent. She easily steps in and performs the duties of a certified teacher or administrator on a moment’s notice.”

Andi’s work at many grade levels has made her an asset to classroom teachers.  She makes use of the teaching materials so that she can make a positive contribution;  she quickly sees which student need additional support and she responds appropriately; her suggestions are on target; and she has become adept at using questioning strategies to frame children’s thinking  and to lead them into doing the best work they can.

 Principal Mary Sterling states, “What makes Andi such a special educator is her curiosity and respect for children.  She has a knack for tuning into them and their learning and relationships with each other. If a child seems sad or unengaged, Andi will sense what is needed and make a quiet effort to reach that child.  If a child gets involved in a piece of work that is important to him or her, she will find a way to support that work by creating extra time or space or finding materials to enhance the work. If a child is being unkind to other children, she will set a clear limit for the sake of the others and yet search for understanding with the misbehaving child about the source of the behavior.  Those children at Loker who are fortunate to work with Andi know they are respected, challenged, and supported.”

Peggy Richey, 2006

Peggy Richey serves as a Parent Volunteer at San Jacinto Elementary School in Liberty ISD, Liberty, Texas.

 Mrs. Richey has a long history of service to the Liberty community as well as the Liberty Schools.   She has been the driving force in creating an outreach program at San Jacinto Elementary School (SJE) that provides for important tangible and intangibles needs for SJE children and families.  This program has acquired the name “Friends in Deed”.

 In addition, in 2005 Mrs. Richey began another program at SJE, which is called MARCH, “Mentors as Reading and Citizenship Helpers”. In this program, Liberty Middle School (LMS) band and choir students work with kindergarten and first grade students on developing reading skills as well as serving as  a mentor to them. Likewise Mrs. Richey has recruited community volunteers to work beside the LMS students to serve as mentor to them as well as the kindergarten and first grade students.

 Here are some of the remarks Mrs. Richey’s nominators said about her. “Her heart is for those who struggle academically and socially, and her passion is for every child to know that someone cares for them and believes in them. “She is one of the most sincere, uplifting, and selfless person I have ever known.” “She has been such a blessing to our school and community. Her ability to motivate and encourage children with her kind voice and artistic talents is truly a gift that has blessed us all.”

Isabel Salaiz, 2005

Isabel Salaiz is School Secretary at the Crosby Kindergarten School in the Crosby Independent School District, Crosby, Texas. She was born in Deming, New Mexico. Her parents emigrated from northern Mexico and spoke only Spanish. At age six, she began to learn English. It is because of her first grade teacher, Mrs. Thompson, that Isabel mastered the English language.

In early 1989, Isabel became a volunteer at Crosby Elementary School and later that year she took a permanent Special Education position. The job was specific to the needs of a six-year old girl with Downs Syndrome who spoke no English. In 1991, when the student moved back to Mexico, Isabel returned to the workroom as an Instructional Aide for the Second Grade team at Barrett Elementary.

Until 1998, Isabel worked with second graders and tutored many students in the basics of the English language. She knew what it was like not to speak the language and made it her responsibility to assist the students in becoming proficient. Isabel’s bilingual skills helped her help others by translating documents for the faculty and for parents as part of her multiple responsibilities at Barrett.

In 1999, Isabel accepted a position as Attendance Clerk for Crosby Kindergarten. Her experience and professionalism lead to her promotion in 2002 to the position of Secretary to the Principal of Crosby Kindergarten. As the Principal’s secretary, she has helped make the school run smoothly with her skills as a translator, interpreter, and educator. She creates an environment that emanates security, strength, happiness, and motivation. These traits are highly appreciated by all students and staff.

Roy Sallen, 2007

Roy Sallen, ESL Teacher in the Wayland Public Schools, Wayland, MA,  is a teacher extraordinaire of English Language Learners.  At a time when many people enter teaching as mid-career changers, Roy has done something a little bit different.  Roy came to teaching not from the middle of another career, but rather after retiring from one!

Roy was an electrical engineer for many years.  During that time he met and worked with people from many countries.  Often he helped them with English and with understanding our culture.  His warm and welcoming nature led him to befriend and work with his international colleagues; his newfound interest in linguistics and language acquisition led to his career choice after he retired from his first career! 

After Roy retired, he passed up a life of leisure to get his Master’s Degree from The University of Massachusetts in the Teaching of English as a Second Language.  Roy became a volunteer tutor for various community organizations and found that he loved teaching and interacting with people from many countries, cultures and walks of life. 

Roy came to the Wayland Public Schools in 1996 as the tutor of the district’s first ESL student.  As middle and high school students came to Wayland from Thailand, Russia, Japan, Spain, the Dominican Republic, Israel, Peru, Saudi Arabia and Mexico, Roy built relationships with them.  He was their introduction to their school world, and the wider culture.  Roy moved comfortably and skillfully among their varied traditions, levels of academic preparations and expectations for their new environment.  He individualized their instruction and worked with their teachers and guidance counselors to help them be successful.

Last year after Wayland participated in the Massachusetts Department of Education Coordinated Program Review, Roy was told he needed formal certification from the state as an ELL teacher.  He took (and passed!) the communications and literacy test, the ELL subject test, and the mathematics test!  He undertook that challenge to be sure that he was doing the best possible job for his students.

This year Roy is tutoring students in elementary school in addition to those in middle and high school.  This extraordinary teacher regularly designs and implements creative and age appropriate lessons for students from kindergarten to senior year in high school.  From numbers and colors one day to exam preparation at high school the next, Roy stays connected with his students and meets their individual needs. 

Over the years Roy has changed the lives of his students and their families with his wisdom, expertise, caring and commitment.  Roy is an inspiration for all!

TEC Career & Instructional Team, 2001
Linda Curtis, Fran Peters, Judie Strauss, Kathy McDonough, Joanne Billo, Jane Davidson, Elaine Sisler, and Ellen Sherman and former coordinators Margie Glou, Lauren Kracoff, Nina Greenwald, Peggy Cahill, and Deborah Boisvert

The Career & Instructional Coordinators Team at The Education Cooperative (TEC) are caring, committed and dedicated professionals who:

• empower youth

•  implement creative and enduring programs

• take initiative

• never say "no"

• respond to needs and interests of a broad constituency

These phrases have been mentioned by the many students and teachers, administrators, industry and college groups who have had interactions with this mature, yet "young" and energetic team of Career and Instructional Coordinators at The Education Cooperative (TEC).

The team at TEC consists of a group of dynamic women who work part time: Linda Curtis, Fran Peters, Judie Strauss, Kathy McDonough, Joanne Billo, Jane Davidson, Elaine Sisler, and Ellen Sherman and former coordinators Margie Glou, Lauren Kracoff, Nina Greenwald, Peggy Cahill, and Deborah Boisvert. Since the 1970's, they have been directly involved in regional programming that complements curriculum and instruction, enrichment, and career exploration of the fourteen member school systems. The coordinators take their cues from the many job-alike groups that TEC facilitates and also from individual school systems and teachers. It is a difficult task to provide regional services to a group of high performing school systems that at times can be very autonomous, and the team handles the many requests and services with sensitivity, responsibility, and flexibility.

Each member of the team juggles a variety of roles. For example, Fran Peters handles the Extended internship Program, the Spotlight Program with Bentley, and World Class; and she assists in the coordination of the TEC Career Education Liaisons job-alike group. Judie Strauss coordinates the Bridges to Employment program for special needs students, ages 16-22, internships, and Career Connections for teachers. Each coordinator has her own style and flair for doing things. Each is a self-starter who attends to details as well as to the regional vision and oversight of the program. As a team, they model what they talk about to students. Together they problem solve, work in groups, and assist the Director in creating and implementing programs that could not be carried out by individual schools.

The team is being cited for innovative programs that since their inception have been received enthusiastically by students, teachers, parents and the community. The true measure of their success has been replication of many of the programs in individual TEC schools as well as schools in other cities and states. Each initiative is thoroughly researched, piloted, and then implemented regionally. On a yearly basis, each program is evaluated and fine tuned with an unusual extended growth rate of participation and continued development .

Impact on students is considerable. The experiences in career exploration, hands-on activities, and high level enrichment give students K-12 advanced content, choices for exploring interests and talents, skills in applied learning, and informed decision making about potential college majors and careers.

Some highlights:
The TEC Internship Program, which started in 1979 with a pilot group of fifteen high school students is now serving two hundred fifty juniors and seniors who are engaged in sixty hour internships that have been individually matched and placed. Originally the thought of an hands-on internship experience for high school students seemed remote as this was an opportunity reserved for college students. The program longevity speaks to the careful TEC program design and implementation. The program, in fact, has had several permutations : a summer internship for students who don't have time during the school year, an Extended Internship , 8-10 hours a week apprenticeship, for students who need an alternative experience and are trained by industry, and a new Post Secondary Internship Program for students who graduate and need more time to consider options for college or working.

The TEC Talents Unlimited Program started with professional development in the area of Gifted and Talented and TEC "Challenges" of problem solving events for elementary students in 1979. Since then, the coordinators have shown creative leadership in providing numerous opportunities for talented youngsters in all areas when programs were cut from individual schools. They led in the development of after school enrichment programs with the Explore model, which was adopted by many local school systems. They are now orchestrating school vacation programs, master classes in the visual and performing arts for high school and middle school students; and artists-in residencies that are designed for specific schools that focus on integration of the arts and curriculum.

Most importantly, the Career and Instructional Coordinators are committed to the goal of realizing the individual potential of all students. They have been and continue to be compassionate counselors and mentors to thousands of young people. Fran, Judie, Linda, Kathy, Joanne, Elaine, Ellen, Jane and their former colleagues Margie, Deborah, Nina, Peggy, and Lauren - each individual is stellar. Together, they form a bright and shining constellation.

Debbie Watters, Margaret Rodero, and Steve Tedeschi, 1997

Needham’s award winning Elementary Interactive Spanish Program in owes its success to many individuals and largely to the dedication and talents of Debbie Watters, Margaret Rodero, its teachers, and Steve Tedeschi, its technical director. More than 750 students are learning Spanish in an innovative and cost-effective program that combines distance learning and classroom teaching.

The program is telecast live every week into various grade level classrooms and is then rebroadcast twice a week and during the summer on Needham’s cable TV for community viewing.  According to Linda Conneely, Director of Media Services, “The program is successful because of the individual talents and collaborative teamwork of Debbie, Margaret,  and Steve. They produce eight 15-minute programs weekly.  Through Steve’s tutelage, Margaret and Debbie manage most technical tasks while on the air.  I liken their new skill set to learning how to drive a standard shift car while driving on the wrong side of the road in a non-English speaking country.  While presenting their lessons in Spanish, they are also running the controls that switch the TV shots between two cameras, a copy stand, and a computer.  They are lining up their own graphics on the copy stand and simultaneously listening to the responses from multiple classrooms. Steve continues to support the program both in the studio and is out in the field, troubleshooting audio/visual transmission with Continental Cablevision.”

The team has involved classroom teachers, students, and senior citizens. Debbie and Margaret have conducted many staff development workshops for the grade level teachers to introduce them to the program a, to teach them some Spanish, and solicit their support.  Marcel Lavergne, Director of World Languages, comments,” As a result, many teachers have become enthusiastic supporters of the program and are incorporating Spanish into their curriculum as they gain more confidence.  In fact, no other program has had such a strong impact on the elementary school curriculum.”  Curriculum integration has become very natural. Programs have been done in conjunction with the Science Center, with music teachers, on health and safety issues, and has impacted the Social Studies curriculum.

Students from the high school and middle school have become involved by visiting the elementary classes, by designing posters for the closing credits, and by mass producing visuals for the individual classrooms.  Senior citizens from the community serve as technical volunteers in the TV studios by working the cameras.

The team has shared the success of the program with over forty MA school districts by providing on-site visits that demonstrate all instructional aspects.  Debbie and Margaret have also presented the program at local and national World language conferences.

Debbie, Margaret, and Steve have created a team that works hard within the district and readily shares its results with the greater educational community. “Their work is a model for educators of the new century,” notes Linda Conneely.

Westwood High School Governance System, 1995

At the recent Annual Goldin Foundation Educators Forum, the Westwood High School Governance Group was recognized for "Excellence in Education." One of six award recipients, the group, represented by student Karen Lepri, co-chair of the Judicial Council, and Thomas J. Brown, teacher and one of the organizers, shared the project, experiences, and insights with other teachers, administrators, parents, students, and members of local communities.

This year, for the first time, the Goldin Foundation honored a group of people who have worked in the spirit of cooperation to create a system which positively impacts all members of a school. The award is actually going to the entire Westwood High School community, to all the participant, past and present, who made and continue to make Governance at Westwood High a reality and model of excellence in education. History of the Governance model goes back a few years, to a time when democracy was breaking out in Eastern Europe, in the former Soviet Union... and in Westwood High School. While Westwood did not make the headlines or receive the press of other new democracies, a significant change occurred for the members of the Westwood High School community.

Governance came to be through an impressive collaboration between hardworking and dedicated students and teachers who saw the promise of a school running under a government structure much like the U.S. government, where the participants learn about democracy by practicing democracy. They were guided by a consultant on Democratic Schools, and they had an administration which was willing to share power in order to benefit the common good. Over eighteen months, the "founding fathers and mothers" created a Bill of Rights and a Constitution, which were rigorously and, as one would expect with any proposal that calls for dramatic change, hotly debated. Both the Bill of Rights and Constitution were voted upon and passed, resulting in a Governance structure which consists of a Judicial Council, Legislative Council and Executive Branch.

The Judicial Council consists of eleven members, six, students, and five faculty members. Every community member has the right to due process and the Judicial Council provides a forum through which to be heard.

Governance is now in its third year of operation. If one were to witness a Legislative Council today, one would see thirty-two members - 4 students from each grade, 12 faculty members, 23 parents, and 2 support staff members - discussing issues brought forth by any member of the community. The Legislative Council has entertained proposals on academic integrity, the formation of a student lounge, the wearing of hats in classrooms, and on matters of respecting diversity. The latter issue became the focus of two community meetings during the 1993-94 school year and resulted in the creation of a day and a half orientation program at the opening of the school year. The issues discussed through these meetings have become the central mission for the Legislative Council, which is how to promote the idea of community.

What is at Westwood High School is a fledgling and fragile democracy. As with all new democracies around the world, this democracy has had its growing pains, its proponents and opponents.. However, it continues to be an exciting experiment in democracy, giving all members of the community a voice. For the students in particular, Governance creates a greater sense of ownership toward their school and carries a long term impact for active citizenry.