As we prepare for the challenges of the new school term, teachers, principals and other educators who have given their best efforts to provide quality educational experiences for the young people in their care deserve our profound appreciation.
Yet these educators and leaders who each day affirm their dedication and show their passion through their work and personal examples are all too often taken for granted. With dedication, they assume the awesome responsibilities of helping to shape and mold young minds and lives to function effectively in a complex, interconnected world with an unforeseen future. These professional educators give their best efforts, often under difficult circumstances, to create healthy "greenhouse" environments in their classrooms and school buildings to encourage students' maximum human and intellectual development. They want to empower students, not control them. They lead by example and are able to inspire others to do their best. They give hope and inspiration to those who lack self-esteem. They know how to challenge those who are afraid of the learning process. They inspire confidence. Their students and colleagues easily discern their authenticity. They are caring and giving individuals.
In their work, such teachers exemplify the core of what ASCD is about—the best practices in teaching and learning. They understand that the students in their classrooms are the living messages that they will send into a time that we may never see. Their students come in assorted sizes, shapes, and colors—with beautiful spirits, each with a different personality and the wonderful human desire to search and question. And for many of their students, the classroom and the school form a safe haven. Teachers are the most important and influential people in their lives.
In our quest to respond to the demands of reforming schools with bold new mandates and other initiatives, we often forget that it's not the programs themselves that really make a difference—it is the people who are charged with implementing these initiatives who have a special effect on the lives of young people. Until we invest significantly in the educators entrusted to teach and reach our young people, we will never achieve the benchmarks that have been established in so many areas for reforming education. This investment includes nurturing, encouraging, and developing their professional and intellectual capacity and enhancing their repertoire of pedagogical skills to ensure their success in meeting the instructional needs of students. It also includes respecting and valuing their input on critical education issues.
Margaret Mead, the legendary anthropologist, reminded us that "the solution of the adult problems tomorrow depends in large measure upon the way our children grow up today. There is no greater insight into the future than recognizing when we save our children, we save ourselves."
Throughout the world there are young people whose lives have been touched and positively changed because of a teacher or a principal. These young people can contribute greatly to society in the years ahead. Educators and the larger community should take immense pride in the invaluable work and service such teachers and principals provide.
From every corner, there is some criticism leveled at schools and those who teach and lead there. Critics suggest all kinds of "quick fix" solutions to address the complex problems associated with providing a quality education. But monuments are not erected in honor of critics. They are erected to honor men and women who unselfishly give their time and talents to make the world a better place. Educators are among this group.
We are grateful for professional educators who contribute without counting the cost and without waiting for recognition. In spite of the rhetoric about inadequate compensation and difficult work environments that surfaces from time to time, they continue to teach and to lead—and to make a difference. The reward for them is the cognitive and social growth they see in their students. For those in leadership positions, the reward is also the growth and development of those educators whom they nurture and mentor.
Many of these educators teach and lead quietly, without fanfare, unnoticed. The highest reward for them comes from the realization that somewhere there is a young person whose life was touched and changed and whose future is and will continue to be better because of their humanitarian efforts.
We owe these competent and caring professionals a debt of gratitude greater than they would ever claim for themselves.