Andrews, H. A. (2006) Awards and recognition for exceptional teachers: K-12 and Community College programs in the U.S.A., Canada and other countries.
Boylan, Colin
Andrews, H. A. (2006) Awards and recognition for exceptional
teachers: K12 and Community College programs in the U.S.A., Canada and
other countries. Matilda Press 1019 Lakewood Drive, Ottawa, Illinois.
61350 U.S.A.. ISBN-10: 0-978715802; Library of Congress Control Number:
2006929104, 386 pages. Paperback, US$ 24-95 (direct order from Matilda
Press) Postage US$ 9.00.
This book consists of 11 chapters which are subdivided into two
major sections. The first three chapters focus the reader's
attention on: a) why have recognition programmes; b) strategies that can
be used within schools and systems to recognise exemplary teachers; and,
c) the impact of recognition systems on teachers. The second section
(Chapters 4-10) examines the variety of recognition systems that are
available to teachers, mainly in the U.S.A., by sector and level of
award--national, state level and individual school (Chapters 4-8).
Additionally one chapter (Chapter 9) is devoted to Canadian recognition
systems, and Chapter 10 'Other International Programs. provides the
reader with a selection of awards and recognition systems from the
United Kingdom, Australia, South Africa, Jamaica, Guam and Berlize. The
details on recognition systems within the Australian context is quite
limited with only 4 award systems being mentioned, namely: the
Australian Awards for University Teaching (Carrick Institute awards);
Wallace McCann Award; Australian Academy of Science Teachers awards;
and, Australian Teacher Education Association awards. No mention of
other Australian national level awards, such as the Australia Rural
Education Award, or state level award programmes (often linked to the
state or territory education departments) is provided.
The final chapter, Chapter 11, summarises the positive benefits of
recognising exceptional teachers. Andrews identifies 4 significant
benefits, namely: 1) as a means of recognising the outstanding classroom
teacher; 2) to publicise and gain general support for education; 3) to
encourage and challenge teachers to achieve excellence in their
teaching; and, 4) to attract high quality people into the teaching
profession.
The author has set out to establish the importance that recognition
systems for exemplary teachers has for both the individual teacher but
also for the broader educational community. Andrews states:
'Teachers who have been receiving awards and recognition point out
how revitalizing this system has been for them'. (p.36) Andrews
also argues that these recognition systems have positive impacts on the
students, and in the colleges and schools where these teachers are
located.
Given that the majority of the text has a focus on recognition
systems found within the American education context, the immediate value
to teachers in Australia is limited. Where this book would be a useful
addition would be for school leaders and administrators who wish to
develop recognition systems for teachers within their school, region, or
system. In particular, the text in the first three Chapters on the value
of recognition systems and on developing key objectives and outcomes of
recognition systems would serve as a positive template for the education
leader.
Colin Boylan
School of Education, Charles Sturt University, Wagga Wagga
