Did You Nominate This Teacher?

On January 6, 2010, President Obama met the small group of teachers who were awarded the Presidential Award for Excellence in Mathematics and Science Teaching. These teachers were K-6 teachers recognized first at the state level and later at the national level based on an extensive application process evaluated by prominent mathematicians, scientists, mathematics/science educators, and past awardees. They were selected as those teachers who provide a high quality math and science experience for their students.

This teaching award began in 1983 when the US Congress created the Presidential Award for Excellence in Math and Science Teaching. Each year, the president is authorized to provide as many as 108 teaching awards to eligible candidates for the highest national recognition for science and math teachers.


These K-6 teachers, pictured with President Barack Obama received the latest PAEMST Awards. Following that is a list of their names and the locations where they teach.

President Barack Obama poses with Presidential Awards for Excellence in Mathematics and Science Teaching winners in the State Dining Room of the White House on Jan. 6, 2010.

Credit: Official White House Photo by Chuck Kennedy

2008 PAEMST Awardee Cohort
Vickie Ahlstrom (Pleasant Grove, Utah)
Charles Bertsch (Polson, Mont.)
Mary Black (Dubuque, Iowa)
Georgia Boatman (Kennewick, Wash.)
Michele Brees (Burien, Wash.)
Stacie Broden (Waterbury, Conn.)
Sharon Brown (Severna Park, Md.)
James Brown (Stillwater, N.Y.)
Jane Callery (Ashford, Conn.)
Susan Carter (Saint Charles, Mo.)
Cary Cermak Rudolf (Roseburg, Ore.)
Melissa Collins (Memphis, Tenn.)
Kathleen Conroy (Charlotte, N.C.)
Zan Coonce (Reno, Nev.)
JoAnne Deshon (Newark, Del.)
Jeri Doane (Edmond, Okla.)
Kari Dresow (Sedalia, Ky.)
Keri Dowdy (Kimball, Minn.)
Christa Duthie Fox (Essex Junction, Vt.)
Candy Ellard (Austin, Texas)
Amy Ellis (Starkville, Miss.)
Gay Erb (Boise, Idaho)
Kathryn Eyolfson (Aurora, Colo.)
Diana Fesmire (Alamogordo, N.M.)
Erin Flynn (East Walpole, Mass.)
Karen Fredricks (Newark, Del.)
Christi Fricks (Pendleton, S.C.)
Sharon Hall (Maineville, Ohio)
Lana Hansen (Littleton, Colo.)
Angela Hansen Cook (Fargo, N.D.)
Michelle Harris (Anita, Iowa)
Sherry Helus (Wamego, Kan.)
Kathleen Hill (Kalispell, Mont.)
Rebecca Holden (Harrison, Tenn.)
Laura Hulsebus (Chugiak, Alaska)
David Ireland (Hermosa, S.D.)
Dana Islas (Tucson, Ariz.)
Haley James (Madison, Ala.)
Kristen Jarboe (Frankfort, Ky.)
Linda Kehr (Klamath Falls, Ore.)
Sandra Kelish (Stafford, Va.)
Barbara Kelley (Grapevine, Texas)
Rebecca Kitts (Pierre, S.D.)
Amy Knerr (Carmel, Ind.)
Susan Kunze (Bishop, Calif.)
Anne Magaha (Hatboro, Pa.)
Mary Meggett (Charleston, S.C.)
Teresa Minogue (Webster, N.H.)
Patricia Morgan (Norman, Okla.)
Kimberly Mueller (Cinnaminson, N.J.)
Susan Naylor (Parkersburg, W.Va.)
Karen Nesbit (Franklin, Wis.)
Cathleen Newton (West Hartford, Vt.)
Jennifer Norford (Charlotte Amalie, V.I.)
Monica Norwood (Little Rock, Ark.)
Suzanne O'Brien (Washington Township, Mich.)
Halley Page (Athens, Ga.)
Sally Pellegrin (Avon Lake, Ohio)
Carrie Persing (Chester, Va.)
Jon Phillips (Grand Blanc, Mich.)
Suzanne Pilon (Hilton, N.Y.)
Sara Rebecca Pittard (Ormond Beach, Fla.)
Susan Poage (Berkeley Heights, N.J.)
Kendra Pullen (Shreveport, La.)
Amy Radden (Casper, Wyo.)
Charles Reynes (Castro Valley, Calif.)
Debra Reynolds (Denham Springs, La.)
Kamilla Riek (Saint Louis, Mo.)
Jennifer Rising (Lake Forest, Ill.)
Natalie Robinson (Pleasant Grove, Utah)
Patia Rountree (Statesboro, Ga.)
Regina Scott (Greenwood, Ind.)
Deborah Seaver (Milford, Mass.)
Wendy Shelden (Cocoa, Fla.)
Cheryl Silcox (Anchorage, Alaska)
Jeanette Simmons (Pontotoc, Miss.)
Kimberly Spencer (Yarmouth, Maine)
Barbara Stoflet (Minnetonka, Minn.)
Melinda Storey (Birmingham, Ala.)
DeAnn Swofford (Olathe, Kan.)
Liane Tanigawa (Waipahu, Hawaii)
Pamela Thompson (Industry, Maine)
Loreen Whalen McMains (Herman, Neb.)
Nola Wilkinson (Decatur, Ill.)
Carol Wooten (Cary, N.C.)
Seanyelle Yagi (Kailua, Hawaii)

The Quality School Teacher

While moderating comments on this blog, I came across one poignant comment made by an anonymous college student. This student was reading Dr. William Glasser's profound work, The Quality School: Managing Students Without Coercion. Afterward, Anonymous would continue the assignment by making a lesson based on the tenets proposed in The Quality School.

I was so touched by the powerful comment of this anonymous person wanting to learn more, yet recognizing that Dr. Glasser's ideas are timeless in the power to move learning beyond anything we often experience.

Immediately, I responded with encouragement and (hopefully) a suggestion, as Dr. William Glasser would say, that Anonymous would be well served to adapt some of the lessons shared in The Quality School.

That wasn't the end, for me. I began to think,

What did Dr. Glasser's work mean to me? and How did it affect my teaching philosophy and practice?

It seems to me that Anonymous must be on a similar journey.

As I thought back to the time when I first learned about The Quality School, I recognized two basic questions that guided my personal learning process to improve my impact as a teacher.

*How could I be effective in teaching and learning?
*Where do I start the journey?

Starting remains a potent obstacle in anyone's work, so I was hoping that my words were of some help to Anonymous. I believe that Anonymous wants to be an excellent teacher who is beginning the quest to teach well.

Anonymous was also a great help to me. When I read my original post, The Quality School, I realized I needed to go back to the core of my experiences in learning about The Quality School. I would refresh my experiences on my educational journey. I needed my STUFF.

I keep all of my teaching artifacts, materials, and books, including Dr. Glasser's in my small warehouse on a farm about 4 miles out of town. Yesterday, I decided to go out there and find these books. Since I hadn't been out to the warehouse in several months, I was concerned. I hoped I wouldn't spend a great amount of time looking for the right box among the vast number I use at various times in my teaching and professional development.

When I began looking, I was overwhelmed and amazed at how well I organized my STUFF. I forgot that I finally did it. I really organized my STUFF, so I could utilize it.

Every box had a detailed label on it. I enjoyed looking through the boxes, cabinets, and drawers as I thought about all the lessons past, present and future. After thirty minutes, I had oriented myself well enough to seriously look for my favorite books on education philosophy, psychology, and pedagogy.

As I lifted one box from the top, I noticed some valuable notebooks containing lessons on graphic organizers for reading, writing and math. I set these by the door. Then I looked in the same area and there was a small plastic container that said "MOM's CDs". I wondered, "What's this?". I opened them and found music CDs I thought I had lost, but now they were found. Right next to this container was a very sturdy cardboard box with my handwritten note: IMPORTANT EDUCATIONAL BOOKS, INCLUDING THE QUALITY SCHOOL.

Surprise and shock ruled the moment, and then I felt that strong sense of elation when you truly accomplish a task well.

I took my loot home, after I did the Dance of Joy.

Beyond these past two days, I continue sorting, reading, writing and thinking. Tonight, I finished reading The Quality School Teacher, and I focused my efforts surveying class activities and lessons related to Dr. Glasser's tenets.

Even now, after all these years, I am overwhelmed by Dr. Glasser's work. I would like to share THE SIX CONDITIONS OF QUALITY SCHOOLWORK, that he discusses in Chapter Three, The Six Conditions of Quality of the bookThe Quality School Teacher.

1. There must be a warm, supportive classroom environment.
2. Students should be asked to do only useful work.
3. Students are always asked to do the best they can do.
4. Students are asked to evaluate their own work and improve it.
5. Quality work always feels good.
6. Quality work is NEVER destructive.

Now, I know why I was so affected by the short, yet profound anonymous comment about The Quality School. When you read about how you, the teacher, can teach and live in a quality school, it is a shock, a revelation. Quality seems impossible, but that is what Dr. Glasser says is only our personal reaction, based on our own lack of experience.