I read the newspaper, watch the news, and keep up with public policy debates. And I also have daily conversations with teachers, students and school administrators. While the ongoing public debate about teacher effectiveness and quality seems to polarize us, I stress that we must continue emphasizing that overall teachers are a passionate group of dedicated professionals who bring their creativity, energy and mental and physical competence to their classrooms each day. In the end, that’s what really matters: that teachers are bringing their best effort to school each day to help children grow and learn.

I appreciate that teachers in Adams 14 are working tirelessly to provide the best for their students. This year, I have repeatedly raised expectations for teachers; not because I wish to make life hard for teachers, but because I wish for every child to experience standards-based learning in a dynamic classroom environment. That’s our strategy, and I know that teachers are working hard to deliver on this promise to Adams 14 children and families.

I acknowledge that the implementation of our districtwide initiatives has not been perfect this year. We deliver professional development throughout the year, yet we look for best practices in the classroom every day. That’s hard for a teacher, because teachers want to meet the high standards we set for them. Our intent is that by monitoring expectations and providing training and coaching each year, we are laying a strong foundation for the future for high quality instruction in Adams 14 classrooms. Each week you take risks in your classrooms, as evidenced in our Tuesday walk through data. And implementation of our initiatives is improving. The reading instructional sequence is getting stronger; use of objectives, instructional delivery (I Do, We Do, You Do) and classroom engagement have improved throughout the year; and our approach to English language development has allowed us to serve more children more effectively.

When I talk to teachers, they tell me these initiatives are working. Sure, teachers acknowledge that change has been hard this year, but the majority of teachers are saying that we are making the right changes for students.

Throughout the year, I have invited about 75 teachers to join me for lunch to discuss the changes we have made and to find out how the changes are working in their classrooms. This has been a quiet initiative to honor the work that teachers are doing. Called the Rockstar Teacher Luncheon, attendees have come from all schools for various reasons – some of these teachers are in their first year, and some have been in Adams 14 for decades. But they all have one thing in common: they have led by example in their schools and classrooms. They have taken every tough moment in stride, and they have played many roles each day: listener, explorer, role model, motivator, mentor, risk taker. Each day they deliver lessons that inspire, educate and empower each child that walks into their classroom.

Today, as part of Teacher Appreciation Week, I wish to share with you a few remarks from these Rockstar Teachers, because I believe these comments are representative of the quality teachers we have in Adams 14.

• Jim Howat, ACHS: The shift in engagement this year has been amazing. Seeing my students talk about science is great!
• Eunice Lopez, Hanson: I am collaborating more. I make sure that students are accountable for the learning by using engagement strategies. There is not a second to spare for any student in my class; it is very structured where they know the routines.
• Nancy Carbajal, Dupont: The ESL strategies I used as a bilingual teacher are now working in my classroom (and with the ESOL model). Our students can learn anything if provided explicit instruction and high expectations.
• Robbie Robinson, Monaco: Teachers are making dramatic improvements in engagement. The structure and pacing of moving from task to task in the literacy block keeps students focused.
• Justin Davis, Hanson: Teach for Success has never been a barrier to creativity. It’s a foundation for the business of instruction. I bring my personality to it. I teach what I love and have fun, and it’s contagious for my students.
• Lori Wosk, Kemp: Putting objectives on my wall this year has been great – my kids focus on them right when they come in. There’s no down time; they are right on task.
• Meghan Barkman, ACHS: My high school students say they haven’t felt like teachers really cared until now. Teach for Success has changed the way we work. I love it, embrace it and want to learn more.
• Melissa Current, ACMS: I can’t wait to see the students come up from elementary school with engagement skills already in their toolkit. Small groups are working at the secondary level, and many academics say that can’t be done. Teach for Success has helped us do this. All of my students feel loved and are getting the appropriate level of instruction.
• Maria Drapeau, Hanson: I am really excited about students owning their own data, setting goals and being self-motivated.
• Marilyn Teto, KMS: Teach for Success fit my classroom structure and organizational philosophy. Students know they are accountable and are not afraid to share their learning.
• Shelagh Burke, Central: I am most excited to hear that our work is making a difference districtwide. It’s great to hear success stories from all schools.

Teacher Appreciation Week, May 2 through May 8, is a time to celebrate the success of teachers in Adams 14 this year. As evidenced in our classrooms, teachers are succeeding and children in Adams 14 will reap the benefits over time. Teachers: I appreciate your work, and I know that you are anxious to see the fruits of your labor. Be patient; it will take time. Keep up your great work, and I’ll keep cheerleading.

On April 27, the Adams 14 Board of Education passed a resolution calling for the recognition of Teacher Appreciation Week. Visit the Board’s webpage to read the resolution (www.adams14.org/resolutions).