Not all teachers are alike. Even though teachers union contracts force the district to treat instructors like standard units, we all know that some are better than others.
We suspect that the fact that recognition of outstanding teachers highlights the inherent differences in instructors’
skills is a key reason that some are hesitant to embrace the program.
The program, according to Gilroy Unified School District Superintendent Edwin Diaz, recognizes teachers “… for practices that (lead) to dramatic improvement in student improvement.”
It’s really hard to find a down side in the program. Javier Aguirre summed up the benefits well when he said, “I think the recognition program is a valuable way of recognizing contributions from individuals
“… It’s also a way of us informing the community … I think it’s also a way of learning from our own peers.”
Nevertheless, some teachers don’t like to be singled out for credit when a team of district employees, parents and volunteers help them to succeed. Gilroy Teachers Association President Michelle Nelson issued a chilly “We have no comment” when asked to assess the district’s recognition program.
We think that perhaps the most important effect of the teacher recognition program is to change the GUSD culture so that excellence is expected and recognized – from students as well as teachers and administrators. But it also has other potential benefits:
– Sharing of successful strategies for achieving excellence
– Modeling achievement for students
– Modeling gracious acceptance of accolades for students.
Whenever anyone succeeds, from a fry cook to a Hollywood megastar, they haven’t done it alone.
Anyone who earns an award, whether it’s teacher of the month or best actor, ought to recognize the contributions of those who helped them succeed.
But that team approach doesn’t change the fact that some teachers do more with similar assets than others, and for the good of the district, we need to recognize them and learn from them.
