The Power of Recognition
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In the spring of 2007, I was a fortunate recipient of the New England League of Middle School’s “Promising Practitioner” award. This award honors middle level teachers who are new to the profession and have less than three years of teaching experience.
Receiving the “Promising Practitioner” award was tremendously gratifying. It served as validation of my efforts, my commitment to middle level students and my drive to integrate best practices in my classroom. Upon reflection, however, I realized that this acknowledgement said as much, if not more, about the learning community that so graciously nominated me. Belonging to such a committed, collegial and supportive group of educators is the true award, and receiving recognition as a “Promising Practitioner” is a powerful reminder of my good fortune.
I was honored and humbled when I learned that my mentor teacher nominated me for the award. In addition to her written support and organizational efforts, my nomination as a “Promising Practitioner” required written testaments from a parent or community member, a professional colleague and a former or current student. Reading each of these letters individually and hearing the words of my former student read aloud at the awards ceremony was incredibly validating. I was further touched to learn that my principal and mentor teacher planned to drive four hours to and from the awards ceremony in Rhode Island to show their support in person. Their willingness to do so epitomized the support I have been shown from day one and why I am so grateful to work where I do.

Recognizing a new teacher means more to that teacher than some might expect. Teaching is by far the most challenging endeavor I have undertaken. Like all beginning educators, I was faced with the daunting task of putting theory into practice, at times in the most unforgiving of forums. The realization that a sound lesson plan is only one variable in the equation was a rather humbling and, at times, overwhelming experience. As time passed, I developed routines, acclimated to the pace, learned to be flexible, didn’t look for my dad every time I heard “Mr. Becker” and slowly but surely began to settle in. It is gestures of support from my school community, including my nomination for this award, that have often made the difference as I struggle to gain the experience, wisdom and street smarts of my veteran colleagues.
In the end, when I reflect on what receiving this award meant to me, I arrive at three conclusions. First, knowing that my colleagues believed me worthy of this award reinforced my self-confidence and commitment to middle level education during these early and formative years as an educator. Second, I realized that many of the positive characteristics used to describe me are exemplified by the very people involved in my nomination. My efforts are a reflection of the learning community of which I am just one member. Lastly, and perhaps most importantly, I realized the power of recognition. To feel recognized and appreciated can go a long way towards sustaining the energy and commitment required to do a job well. Should you find yourself in the position to recognize a deserving colleague, especially a beginning educator, seize the opportunity. Such efforts will undoubtedly have a significant and lasting impact. They certainly have for me.

       
Ryan Becker is the 2007 NELMS Promising Practitioner. He is a science teacher and coach at Woodstock Union Middle School in Woodstock VT and a VAMLE Board member representing the Central region.
He can be reached at rbecker@wuhsms.org