Tawny Fernandez embodies the spirit of what is right about middle school education.  Highly aware of the challenges facing teachers and students in today's academic world, she uses the state standards and blueprints with her students to ensure curricular accountability.  She developed a standards-based report card for her students, and then invited parents and students to dinner in her classroom to explain the new report card.   She served on a statewide team that created a data- and standards-driven school-wide module for reading comprehension, and then motivated fellow teachers to implement specific reading techniques from the module to enhance content area learning.  Currently Tawny teaches Title 1 Reading and social studies, in addition to mentoring struggling seventh- and eighth-grade learners.  Her dedication to students from diverse backgrounds, her success at motivating students, and her unique abilities to find strategies that lead to achievement have earned her a special place in many students' hearts.  Tawny is the positive role model that many lack at home. As an educator, she does what she can to make the lives of her students better.  She has perfected a balance of tenderness, enthusiasm, and high expectations for students.  In addition, Tawny motivates her colleagues to strive for excellence.

Can all students understand algebraic concepts and successfully complete algebra by eighth grade?  After 26 years of teaching, Brad Fulton thinks the answer is "yes."  An advocate for teaching algebraic concepts as early as the primary grades, he has taught all fourth- and fifth-grade students in his school how to solve equations by relating them to real-life situations.  For example, to solve for 2h = $3.00, he asks, "You ordered 2 hamburgers, and the total is $3.00.  What is the cost of each hamburger?"  When students build an early understanding of practical uses of algebra in everyday life, they are more prepared to succeed at eighth-grade algebra.  Brad has taken his passion for algebra for all beyond the walls of his classroom, joining with other teacher-mathematicians to create instructional materials that teach the basic conceptual knowledge that is a prerequisite to understanding algebra, yet is often lacking in traditional textbooks.  He also helped start an annual professional development conference for Northern California secondary math teachers.  A master at blending humor and serious subject matter during his lessons, Brad has an exceptional ability to connect with and inspire students.  He motivates students to succeed because they know how much he wants each and every one of them to learn.

Gary Callahan is committed to the tenets of middle school reform. During the past 11 years, first as vice principal and, for the past five years, school site leader at his school, he has taken the lead in building a true middle school that supports all students in attaining success.  In helping to hire 46 of the 53 staff members currently on staff, Gary helped choose candidates with a strong understanding of subject matter, an ability to motivate and inspire students to love learning, and a dedication to the larger school community.  He is also the lead architect of innovative reforms.  He oversaw an 18-month, research-based transition to a true middle school that has resulted in a program that ensures students who are not meeting grade level standards receive re-mediated, during-the-school-day, standards-based, academic support in English, math, science, and/or social studies.  Standards-based curriculum maps for every department are supported by six-week grading increments and assessments and followed by academic intervention if necessary.  Gary has also emphasized technology integration, with three computer labs, computer-based tutorials and assessments, and Microsoft PowerPoint and Publisher projects utilized by all students.  He also created a non-profit organization that provides economically disadvantaged students access to visual/performing arts, athletics and leadership.

Serious in her mission.  From the heart.  A teacher's teacher.  These are all phrases used by Annie Flores-Aikey's peers to describe her.  Annie weaves enthusiasm and dedication to students into her custom-designed middle level curricula for language arts, social studies and leadership classes.  Mindful of students' unique learning needs and styles, she incorporates a variety of pedagogical techniques to support students in embracing and meeting her high expectations.  A National Board Certified Teacher, Annie clearly communicates learning targets to students and easily integrates print, video, graphics and other forms of technology into her instruction as a result of her participation in Enhancing Education Through Technology-funded training.  She coordinates the School Site Council and Title 1 programs, has taken the lead in designing an implementing a parent survey to improve the sixth grade program, has won several significant grants for the school, is an interdisciplinary team leader, and works with teachers to coordinate instruction, monitor student progress, and facilitate team activities. She has also been a highly regarded member of numerous school committees.  A valued peer among her colleagues and an enthusiastic supporter of student progress, Annie is an outstanding middle grades educator who is dedicated to the success of the entire school

Linda Bull is a leader in her site's continuing evolution as a true middle school.  She embraces research and best practices for curriculum, instruction and the developmental needs of students.  Her students respect her efforts to maintain high academic standards while making class fun. By becoming characters such Mother Nature or Archimedes, she motivates students and enthusiastically transforms ideas into wonderful opportunities for them.  The science activities in Linda's classrooms are hands-on, inquiry-based and fascinating; parents can share in the fun by making a virtual visit to Linda's website to see images of experiments and student learning. In her pre-algebra class, Linda takes the school's low-achieving, trouble-prone students and fosters a new confidence and interest in math in them.  Said one such student, "Mrs. Bull makes math class clear and makes it easy for us to ask questions.  I'm pretty sure I'll do well in math in high school."  As the school's technology lead, Linda's website is a model of technology integration that she helps other educators to replicate.  Curriculum maps, standards, homework and grades are posted for parent and student use. She also collaborates with her team for the academic and affective benefit of students, coordinates the National Junior Honor Society, and leads the school's character education program.

Student voices provide a glimpse of a teacher's strengths.  Billy Gene Coffey's students say, "He always makes class fun.He's a very loving and caring guy.He cares about your opinion, he cares about you.If you have trouble with someone or something he'll help.I was new to the school and Mr. Coffey made me feel like I was at home."  An outstanding classroom teacher, Billy has devoted 25 years to education, frequently working with students with special needs.  He has actively sought opportunities to work with English learners, at-risk students, LH/SDC classes, and students with dyslexia.  He is dedicated to motivating and supporting all students in achieving academic and social success.  In Billy's current social studies classes, students are engaged in hands-on activities, technology-integrated projects, and living history events such as Medieval Day and International Day.  Outside of the classroom, he works with students in Red Ribbon Week activities, the Renaissance Awards program for academic achievement, Healthy Living for Healthy Choices/Club Live, and after-school sports.  He also teaches intervention classes for at-risk students, supervising homework room and Friday school. As part of the DataWorks Leadership Team, he helps provide staff development for school improvement.  Outside of school, Billy volunteers for Habitat for Humanity, NAACP, and the International Society for Dyslexia.

Kendall Jones' role as a leader at his school is best exemplified by the nickname his students have chosen for him: Superman.  A champion for middle school students, Kendall is a wonderful role model for all who interact with him.  As history department chair, he has set a course for the department that makes it an exemplar for other departments in the school.  Kendall has taken the lead in designing standards-based instruction and assessments for the department, and instituted benchmark testing before it became a district mandate.  The department is also setting the standard for technology integration, holding weekly technology training for its teachers.  Colleagues love having him on teams because of his collaborative nature.  As student council advisor, Kendall helps students develop into leaders and community servants who learn the meaning of giving back to the school and community.  As a coach, he models focus and composure, inspiring players to dig deep within while maintaining their dignity.  Students enjoy being in Kendall's class because has a measure of adolescence in him, providing that perfect balance between maturity and youthfulness that is so effective for middle school.  He uses adolescent phraseologies judiciously to teach and bond with students.  He is an educator with exemplary character.

As a resource teacher with a caring, supportive nature and a strong understanding of the standards, Karin Ortiz helps her students attain success in regular classrooms, participate fully in rigorous curriculum, and transition to high school successfully.  She does this by communicating and planning with the many stakeholders involved in her students' academic careers.  Last year, she evaluated the standardized testing process so that she could develop consistent procedures for testing of her students and in-service other teachers in those procedures.  She works closely with Special Day Class teachers who have students included in resource classes, gradually increasing the percentage of inclusion time.  She collaborates with the teachers on the interdisciplinary team for which her students are included, reinforcing standards and ensuring her students actively participate in projects such as the Civil War Newspaper.  She communicates with the destination high school's counselors at least three times per school year, and schedules and attends Individualized Education Program transition meetings in the spring.  As chair of the character education committee, Karin organizes activities, contests and awards for the entire school.  She teaches Academic Saturday School for students who score below or far below basic on state testing.  In addition, she designed a career curriculum that has been implemented across the seventh grade.

Jessie Estrada is a superbly dedicated teacher, advocate for students, and conscientious colleague. A National Board Certified Teacher, she designs standards-based lessons that use interactive science and technology to bring science to life for her students and involve them in their learning.   Regularly, students must step into the shoes of scientists to solve problems.  A visit to her classroom might reveal students dressed as doctors sharing results of a patient exam, or running experiments using sophisticated scientific tools and safety ware.  Jessie is skilled in differentiating her instruction to address the academic and learning-style needs of all her students. Yet she is just as committed to students' affective development.  "I want them to constantly be thinking about the world and what part they play in it,' Estrada has said. "This is an important age, and this is where we help them find their dreams." Recognizing the uniqueness of middle level students, she invests considerable energy into connecting with each one.  This year, two of her former students convinced her to join them in raising funds and participating as a trio in the 60-mile Breast Cancer 3-Day Walk.  Jessie is also committed to assisting other teachers with lesson ideas, and has served as a BTSA provider.

Ines Vasques exemplifies the attributes and characteristics of the middle school educator.  She is a highly committed and skilled professional educator in both the special education and regular education settings.  She designs and implements imaginative and engaging lessons that are standards based and ensure success for all students.  Through the years, Ines has steadfastly endeavored to ensure her special education students are provided with the same high quality program that other students experience.  She also works to establish a strong connection with the parents of her students, holding parent education nights several times a month to teach parents the math and science skills their children will be learning. Parents are comfortable in contacting Ines for guidance in supporting their children and understanding the procedures necessary to support their children's academic success.  She developed an after-school service learning program in which students create a script with a message, make puppets, and present their show at local elementary schools.  Although Ines is a seasoned veteran teacher with powerful instruction skills, she places a high premium on professional growth and self-renewal.  An advocate for the middle school movement, she has a deep understanding of early adolescent development. She is a member of the school leadership team.

A 25-year veteran teacher, Cindy Krueger is an outstanding teacher/leader at her school site.  She consistently is dedicated, innovative, collegial and proactive.  Her students appreciate the love and support she provides each one of them.  She requested that groups of English learners be placed in her classes and has modified and adapted her curriculum to serve their needs.  Her devotion extends outside the classroom to the school and her colleagues as well.  Cindy provided leadership to the science department in developing standards-based essential outcomes and formative and summative assessments for each outcome. She is a grade level and team leader, an active member of the instructional leadership team, and a BTSA Support Provider who has served on the school site council and many committees.  As a staff specialist, she and a colleague facilitate an exemplary student activities program that involves many students in planning, coordinating and implementing a broad range of programs.  These programs include leadership class activities, a Renaissance recognition program, excellence awards, pep rallies, socials, fundraisers, and a council that brings students and the principal together to share school improvement ideas.  A quiet and unpretentious teacher who sets change in motion, Cindy makes a profound difference in the lives of many students