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Running head: RESPONSE TO LITERATURE 1: PHILLIPPO
RESPONSE TO LITERATURE 1: PHILLIPPO 3
Response to Literature 1: Phillippo
Kenia Trujillo
February 6, 2019
Rosalinda Larios
ULRN 4190-03
Research questions
How do students from nondominant groups perceive teachers’
effort to develop relationships with them? And how do student
from nondominant envision optimal student-teacher
relationship? What sociocultural factors promote a strong
student-teacher relationship or detract from them?

Setting and participants in the study
The data of this study was drawn from a larger study of
both students and teachers experiences with not only forms of
social but also emotional support in a setting of small high
schools. Mainly, the setting of the study was significant since it
had high expectations for the personalism of teacher and also a
student-teacher relationship which is well-developed and hence
provides a precious opportunity of carrying out this study.
The participant of this study were students from three
small high schools in the metropolitan area of California. For a
school to qualify in this study, it’s required that each school
have an advisory program whereby teacher worked as the
advisors. Moreover, at least 40% of its students received lunch
for free or one reduced in price, finally, at least 65% of the
student of color to be enrolled. Three student of color from
low-income families were nominated.
Best practices and tensions
One of the best practice used in this study is record
observations. For instance, all content-area and advisory
classrooms were visited and hence unstructured periods of the
day and staff meeting observed and recorded. Secondly student
interview was also a best practice in the study, for example,
individual student who were participating three to four times
over the course of the 2007-2008 school year were interviewed.
The effort of teacher to learn about student in some
occasion leads to conflicts with student preferences and cultural
norms about discussing personal matters. For instances, when
teachers are persuading what they think is best for students, it
makes students feel like their wished are devalued.
Conclusion
The process of teachers knowing students, providing
support and also invading their lives is essential. Mainly, if
policies of personalism are well intended, and students' wishes
valued, then teachers’ personalism yields positive results. With
an objective of avoiding creating tensions that undermine
student-teachers relationships, teachers must adapt context-

sensitive approaches when knowing and supporting students
which can lead student achievements.
Recognizing Staff Accomplishments
Monday, February 17, 2020, 9:52 PM
I enjoyed reading this article because it gave me a chance to
reflect on how great of an experience I have been lucky to have
for the last 6 years of my career. Employee appreciation is an
absolute strength of the principal and leadership team at the
school I have spent the majority of my career working for.
Many of the strategies and ideas listed in the article are things
that I have seen in some way at my school and what I took away
most from this article is how important it is to individualize
recognition based on the person. One strategy that we have
always used is the “teacher of the” strategy. Each year the
teaching staff votes on a teacher of the year and the kids vote as
well and teachers are awarded these at the conclusion of the
year. I love this because it allows for teachers to be recognized
for multiple reasons by multiple groups of people.
Another strategy that I liked from this article was the “Coke and
a smile” strategy. While the article mentions presenting the
cokes at staff meetings, I would want to take this idea and use it
to privately recognize a teacher for their hard work. As someone
who does not always like to be publicly recognized, I think
there is merit in privately recognizing staff members also. One
year, at the end of the year, my principal gave me a children’s
book with a personalized inscription in it explaining that she
was proud of my growth as an educator. It is one of my most
favorite gifts I have received and motivated me to keep growing
and trying to improve.
My goals as a principal would be to recognize staff members
regularly for their accomplishments. This would include private

recognition as well as public recognition. Staff members need to
feel appreciated and doing so can increase staff productivity and
morale.
Week 7 Discussion - Recognizing Staff Accomplishments
Tuesday, February 18, 2020, 12:47 PM
As you read the journal article (link below), which one bullet
point under "First, the Basics," have you seen at work in your
school?
I have seen the "Anyone Can Be a Star" at work in my school.
My principal will recognize exceptional teachers and ask them
to share their passion, strategies, and successes with other staff
members. Because we all have areas that we are talented in, it
allows multiple teachers to share their gifts. It also makes
teachers feel special to have their talents recognized.
Is there one of these suggestions that you believe is more
important than all the rest? Which one or ones can you see
making a part of your building leadership?
I believe that all of the recognitions are important, but the
"Teacher of the...." resonates with me the most. Teacher of the
Year has always been a consistent acknowledgement that
teachers vote on every year, but it is biased. Some teachers have
multiple friends in the building, are favored more, or are more
popular than others, but that does not constitute the biggest
picture. Popularity and effectiveness are two different things.
My goal as a leader would be to recognize a different teacher
each month. I like the idea of having a parking spot, photo,
celebration, gift card, and other nice gestures for the winner
each month. That not only boosts the morale, but it allows other
teachers to be in the spotlight, as well. I am going to bring this
suggestion up to my administrative staff. Teacher of the Year
also has criteria that Teacher of the Month would not
necessarily have to embody. The Teacher of the Year has to be a
teacher for 3 or more years. Teacher of the Month would not

have any of those stipulations, so anyone can be recognized.
This would be a much better process and recognition system,
along with the Teacher of the Year system.
I am lucky to work for an Administrative Team who works to
recognize teachers on a daily basis. One strategy that I have
seen at work in my building is the “Anyone Can Be a Star”
approach where individual talents are recognized. Our “Stars”
are asked to be Teacher Leaders. As a Teacher Leader , one
provides professional development to the staff regarding their
given talent. It can be anything from management to
instructional strategies to tracking data. The selected teachers
are part of a small group (roughly 20%) of teachers who are
recognized throughout the building with their portraits posted
on the Teacher Leader wall. Teachers who are selected to be in
this group feel very valued and appreciated for their talents.
Although I have seen “Anyone Can Be a Star” in action, I also
believe that everyone needs to be recognized and valued for
what they bring to the table. I definitely believe a handwritten
note from an administrator is powerful. It is individualized and
shows staff members they are valued. For me, being recognized
by my boss goes a long way towards my job satisfaction and
motivation to work hard.
As a future school leader, I can definitely envision peers
recognizing each other at staff meetings with small tokens like
“hugs and kisses” or “starbursts”. This is a budget friendly
item that can help build morale while recognizing the work that
is happening throughout the building.

The way teachers are recognized at my school is primarily
through the weekly newsletter that is created each Monday by
our Principal. She has a special “Spotlight” section that she
uses to highlight accomplishments of staff members. For
example, she might inform the staff that a teacher has had a
Donor’s Choose grant fully funded or she may offer public
thanks to a staff member that organized a field trip. Someone is
included every week, so sometimes she has to dig a little bit and
be creative with some of her praise, but it is always there.
Both of the readings mentioned the value of personally
written thank you notes. I believe these have the highest value
when an administrator is seeking to build positive culture. The
power of the written word cannot be overstated. Thank you
notes give teachers something tangible to let them know they
are on the right track. Having received notes like this myself, I
have also found that they can provide encouragement on rough
days when a teacher is ready to throw up her hands.
One of the ideas mentioned in the article is to generate
letters of appreciation on school letterhead and have them added
to employees’ permanent files. I would love to do this in my
future school. Too often the only items in those files are
demographic information and negative letters. I think it would
mean a lot to teachers to know that there were positive reports
about their work being collected at the district level.
Due to the size of my school, teacher recognition is not very
common. There have been a few times when I first started that
the principal would take us out to lunch but other than that I
can't recall anything. Her recognition is assigning tasks to staff

members that are worthy.
ANy type of recognition is important to staff. I do agree there
is some staff who don't need as much attention as others but
very well deserved. I can see the usage of many to recognized
staff. There is no need to just pick one because due to the staff
member being recognized any bullets on the list could be used.
I would just be careful with the rewards teacher lead. I don't
want this to be a click recognition award.
PermalinkReply
Wednesday, February 19, 2020, 2:13 PM
Staff recognition is extremely important in building a sense of
community in a school. If teachers feel undervalued, they are
less likely to try their best at work. One suggestion that I saw in
the article that my school does a version of is the "Coke and
Smile". At every staff meeting on Wednesdays, my principal
encourages the staff to give thank you's and shout outs to other
staff members that have made an impact in the previous week.
The person that is being acknowledged is also given a piece of
candy. I think this is a great way to start the staff recognition
process. I like that it comes from the colleagues, however I
think that it is also important for administration to recognize
and thank staff members as well.
There were several things that I thought were great ideas in the
article, but may not be feasible without the support of the
district and access to funds. I think that the most important
ways to recognize your staff are the simple one. A note or shout
out on the bulletin board goes just as far as something that cost
money. Teachers are not in this profession for the money and
while the flashy gifts are nice, that is not what is going to
resonate with them. I think that as a leader I will try to focus on
building culture through small acts of kindness and encourage

the staff to do the same thing.
This is an incredibly important idea to incorporate into a
schools culture and climate. It is significant to acknowledge
those teachers working above and beyond and setting the
example for exemplary teaching. At my school, my principal
feels the need to continuously improve at this. We currently
have a lot of subtle recognition in place. We have a staff that
does not always like to be recognized publicly, just as the
article mentions. Our principal makes a conscious effort to
direct teachers to other teachers who have had similar issues to
tackle them. Also, she shouts out teachers in the weekly
"herald" which can also show case teachers and their talents. I
found the idea of the 80:20 rule very fascinating. I think there is
merit to this idea, putting 80% of your time and energy into the
top 20% of your staff while showing the whole staff what you
expect and what is accepted. This is something I would want to
try and incorporate into my leadership and see how this goes. I
think one must be careful with this though, never overburden
any 1 person, and be sure to give leadership opportunities to all
staff. However, I think really driving your support for those
strong teachers is incredibly powerful and it shows what "good
teaching" looks like at our school.

schools culture and climate. It is
significant to acknowledge those teachers working above and
beyond and setting the
example for exemplary
teaching. At my school, my principal feels the need to
continuously improve at this. We currently have a lot of subtle
recognition in place. We
have a staff that does not always like to be recognized publicly,
just as the article
mentions. Our principal m
akes a conscious effort to direct teachers to other teachers
who have had similar issues to tackle them. Also, she shouts out
teachers in the weekly
found the idea of the
80:20 rule very fasci
nating. I think there is merit to this idea, putting 80% of your
time
and energy into the top 20% of your staff while showing the
whole staff what you expect
and what is accepted. This is something I would want to try and
incorporate into my
leadership and
see how this goes. I think one must be careful with this though,
never
overburden any 1 person, and be sure to give leadership
opportunities to all staff.
However, I think really driving your support for those strong
teachers is incredibly
powerful and it
shows what "good teaching" looks like at our school.

schools culture and climate. It is
significant to acknowledge those teachers working above and
beyond and setting the
example for exemplary teaching. At my school, my principal
feels the need to
continuously improve at this. We currently have a lot of subtle
recognition in place. We
have a staff that does not always like to be recognized publicly,
just as the article
mentions. Our principal makes a conscious effort to direct
teachers to other teachers
who have had similar issues to tackle them. Also, she shouts out
teachers in the weekly
found the idea of the
80:20 rule very fascinating. I think there is merit to this idea,
putting 80% of your time
and energy into the top 20% of your staff while showing the
whole staff what you expect
and what is accepted. This is something I would want to try and
incorporate into my
leadership and see how this goes. I think one must be careful
with this though, never
overburden any 1 person, and be sure to give leadership
opportunities to all staff.
However, I think really driving your support for those strong
teachers is incredibly
powerful and it shows what "good teaching" looks like at our
school.

Recognizing staff accomplishments is a big priority for my
mentor, and the positive impact it has on our school culture is
evident. A number of the ideas mentioned in the article are
present at our school. We have a bulletin board where staff
members write shout-outs to each other. At each faculty
meeting, ten shout-outs (written on die-cut fish to match our
school theme for the year) are drawn from a basket and read
aloud. These staff members receive a gift card that has been
donated from a local business. Following the meeting, all shout-
outs are distributed to faculty mailboxes. Additionally, at each
faculty meeting our stuffed animal mascot is passed from one
teacher to another similar to the golden jacket in the article.
Just as these strategies are used for staff to recognize each
other, our administrators find ways to recognize staff
accomplishments. This is done primarily through individualized
notes and staff shout-outs in weekly messages.
I don’t believe that any one suggestion is the most important,
but I think it is essential to incorporate strategies that allow
staff members to recognize each other and for administrators to
recognize their staff. I also believe the idea of recognizing
teachers by providing opportunities for them to share their
strengths with others is essential. It not only serves as a way to
celebrated and appreciate their strengths and leadership, but
also benefits additional teachers and as a result can impact
student learning.
As a building leader, I would like to incorporate a bulletin
board or display where staff members can recognize each other.
I think this is important in building a strong sense of
community. I would also want to write personalized notes or
emails to staff members acknowledging their accomplishments
and important contributions to our school. While I know this
takes time, which is precious, I believe it is worth it, because it
makes teachers feel seen by their administrators and valued.

Lastly, I would make efforts to make teachers the stars by
connecting them with teachers that can learn from their
strengths or asking them to share a particular technique or
method with a group of teachers or even the whole staff. There
is so much to be gained by providing the time and space for our
teachers to share their strengths and passions.
mentor, and the positive
impact it has on our school culture is evident. A number of
the ideas mentioned in the
article are present at our school. We have a bulletin board
where staff members write
shout
-
outs to each other. At each faculty meeting, ten shout
-
outs (written on die
-
cut fish
to match our school theme for the year) are drawn fr
om a basket and read aloud. These
staff members receive a gift card that has been donated from a
local business.
Following the meeting, all shout
-
outs are distributed to faculty mailboxes. Additionally, at
each faculty meeting our stuffed animal mascot is

passed from one teacher to another
similar to the golden jacket in the article. Just as these
strategies are used for staff to
recognize each other, our administrators find ways to recognize
staff accomplishments.
This is done primarily through individuali
zed notes and staff shout
-
outs in weekly
messages.
but I think it is essential to
incorporate strategies that allow staff members to recognize
each other and for
administrators to recognize th
eir staff. I also believe the idea of recognizing teachers by
providing opportunities for them to share their strengths with
others is essential. It not
only serves as a way to celebrated and appreciate their strengths
and leadership, but
also benefits add
itional teachers and as a result can impact student learning.
board or display where staff
members can recognize each other. I think this is important in
building a strong sense of
community. I w
ould also want to write personalized notes or emails to staff
members
acknowledging their accomplishments and important
contributions to our school. While I
know this takes time, which is precious, I believe it is worth it,
because it makes

teachers feel s
een by their administrators and valued. Lastly, I would make
efforts to
make teachers the stars by connecting them with teachers that
can learn from their
method with a group of
teachers or even t
he whole staff. There is so much to be gained by providing the
time
and space for our teachers to share their strengths and passions.
mentor, and the positive
impact it has on our school culture is evident. A number of the
ideas mentioned in the
article are present at our school. We have a bulletin board
where staff members write
shout-outs to each other. At each faculty meeting, ten shout-
outs (written on die-cut fish
to match our school theme for the year) are drawn from a basket
and read aloud. These
staff members receive a gift card that has been donated from a
local business.
Following the meeting, all shout-outs are distributed to faculty
mailboxes. Additionally, at
each faculty meeting our stuffed animal mascot is passed from
one teacher to another
similar to the golden jacket in the article. Just as these
strategies are used for staff to
recognize each other, our administrators find ways to recognize
staff accomplishments.

This is done primarily through individualized notes and staff
shout-outs in weekly
messages.
but I think it is essential to
incorporate strategies that allow staff members to recognize
each other and for
administrators to recognize their staff. I also believe the idea of
recognizing teachers by
providing opportunities for them to share their strengths with
others is essential. It not
only serves as a way to celebrated and appreciate their strengths
and leadership, but
also benefits additional teachers and as a result can impact
student learning.
board or display where staff
members can recognize each other. I think this is important in
building a strong sense of
community. I would also want to write personalized notes or
emails to staff members
acknowledging their accomplishments and important
contributions to our school. While I
know this takes time, which is precious, I believe it is worth it,
because it makes
teachers feel seen by their administrators and valued. Lastly, I
would make efforts to
make teachers the stars by connecting them with teachers that
can learn from their
method with a group of
teachers or even the whole staff. There is so much to be gained
by providing the time
and space for our teachers to share their strengths and passions.

Recognizing Staff Accomplishment
I really enjoyed the article “Recognizing the Stars on your
Staff”. I really like the strategy of anyone can be a star. Using
this strategy you can celebrate many members on your team for
various reasons. Therefore more than one teacher can be
recognized at one time. At my school, we currently use the
strategy teacher of the quarter. All staff is allowed to nominate
a teacher each quarter. The top three teacher nominations will
be put on a ballot for all staff to vote electronically at the end
of each quarter. The teacher of the quarter will receive a
certificate as well as a gift. The gift comes from my school's
community partners. The teacher of the quarter is announced
during Wednesday's staff meetings. I really like this idea,
however, only one teacher can be recognized at a time.
I strongly feel we could incorporate bulletin boards to announce
star teachers. My school actually has a staff bulletin board with
all staff members pictures posted. I feel it would boost school
morale by allowing colleagues to complement their peers. I
also feel this type of recognition will help to retain superstar
teachers as well as build capacity in content knowledge in all
subject areas.
Staff”.

I really like the
strategy of anyone can be a star.
Using this strategy you can celebrate many members
on your team for various reasons.
Therefore more than one teacher can be recognize
d
at one time.
At my school, we currently use the strategy teacher of the
quarter.
All staff
is allowed to nominate a teacher each quarter.
The top three teacher nominations will
of each
quarter.
The
teacher of the quarter will receive a certificate as well as a gift.
The gift comes from my
school's community partners.

The teacher of the quarter is announced during
Wednesday's staff meetings.
I really like this idea, however, only o
ne teacher can be
recognized at a time.
star teachers.
My
school actually has a staff bulletin board with all staff members
pictures posted.
I feel it
would boost school morale by allowing
colleagues to complement their peers.
I also
feel this type of recognition will help to retain superstar
teachers as well as build
capacity in content knowledge in all subject areas.

Staff”. I really like the
strategy of anyone can be a star. Using this strategy you can
celebrate many members
on your team for various reasons. Therefore more than one
teacher can be recognized
at one time. At my school, we currently use the strategy teacher
of the quarter. All staff
is allowed to nominate a teacher each quarter. The top three
teacher nominations will
of each quarter. The
teacher of the quarter will receive a certificate as well as a gift.
The gift comes from my
school's community partners. The teacher of the quarter is
announced during
Wednesday's staff meetings. I really like this idea, however,
only one teacher can be
recognized at a time.
star teachers. My
school actually has a staff bulletin board with all staff members
pictures posted. I feel it
would boost school morale by allowing colleagues to
complement their peers. I also
feel this type of recognition will help to retain superstar
teachers as well as build
capacity in content knowledge in all subject areas.
Monday, February 17, 2020, 11:47 AM
While I have not seen exactly the same practices in my school
that the article mentions. There are some similar practices the
administration team in my school has put forth that resemble

those in the article. The first being “teacher of the….” and the
other being “bulletin board announce star status.” We have a
teacher of the month the staff nominates and votes on. There are
some pretty awesome incentives to win including: a free Jimmy
John lunch, 50 dollar gift card, and the best parking spot. As
teachers we respect this award because nominations and votes
are by the teachers within the school. We do not have a bulletin
board that announces star statues, but we do have something
similar. We have a wall/door that is constantly decorated with
positive statements from teachers within the school. Most of
these posts are done on a form of art. For example, for
Thanksgiving this year the assistant principal put a cut out of a
turkey in everyone’s boxes. Teacher’s then wrote thanks for
someone or a group of people within the school. These shout
outs promote positivity and celebration of hard work by the
staff, for the staff. I have found that more teachers participate
in celebrating positivity if the cut outs are given to the teacher’s
rather than relying on the teachers to take initiative.
I like the idea of “Perks of Praise” that provides incentive
choice to excellent teachers. This idea also aligns with the
80:20 rule where 80% of a principal's time should be dedicated
to the top 20% of teachers. This way the 20% of teachers can
influence the other 80% in the school. I can see making Perks of
Praise being a part of my building leadership due to the
uniqueness of rewards. Some rewards are not financial. I really
liked the idea of eliminating duties for a specific amount of
time for perfect attendance. Parking spaces could be another
non-monetary reward. Even the choice of duty, planning period,
or something else along those lines is incentive for teachers to
buy into school culture. However, I do not think incentives
should be the only way for teacher’s to buy into school
recognition.

that the article mentions.
There are some similar practices the admin
istration team in my school has put forth that
resemble those in the article. The first being “teacher of the….”
and the other being
“bulletin board announce star status.” We have a teacher of the
month the staff
nominates and votes on. There are some pret
ty awesome incentives to win including: a
free Jimmy John lunch, 50 dollar gift card, and the best parking
spot. As teachers we
respect this award because nominations and votes are by the
teachers within the
school. We do not have a bulletin board that ann
ounces star statues, but we do have
something similar. We have a wall/door that is constantly
decorated with positive
statements from teachers within the school. Most of these posts
are done on a form of
art. For example, for Thanksgiving this year the ass
istant principal put a cut out of a
someone or a group of
people within the school. These shout outs promote positivity
and celebration of hard
work by the staff, for the staff. I have found that
more teachers participate in celebrating
positivity if the cut outs are given to the teacher’s rather than
relying on the teachers to
take initiative.

choice to excellent teachers.
This idea also
aligns with the 80:20 rule where 80% of a principal's time
should be
dedicated to the top 20% of teachers. This way the 20% of
teachers can influence the
other 80% in the school. I can see making Perks of Praise being
a part of my building
leadership due
to the uniqueness of rewards. Some rewards are not financial. I
really
time for perfect attendance.
Parking spaces could be another non
-
monetary reward. Even the choice of duty,
planning period,
or something else along those lines is incentive for teachers to
buy into
school culture. However, I do not think incentives should be the
only way for teacher’s
to buy into school recognition.
that the article mentions.
There are some similar practices the administration team in my

school has put forth that
resemble those in the article. The first being “teacher of the….”
and the other being
“bulletin board announce star status.” We have a teacher of the
month the staff
nominates and votes on. There are some pretty awesome
incentives to win including: a
free Jimmy John lunch, 50 dollar gift card, and the best parking
spot. As teachers we
respect this award because nominations and votes are by the
teachers within the
school. We do not have a bulletin board that announces star
statues, but we do have
something similar. We have a wall/door that is constantly
decorated with positive
statements from teachers within the school. Most of these posts
are done on a form of
art. For example, for Thanksgiving this year the assistant
principal put a cut out of a
someone or a group of
people within the school. These shout outs promote positivity
and celebration of hard
work by the staff, for the staff. I have found that more teachers
participate in celebrating
positivity if the cut outs are given to the teacher’s rather than
relying on the teachers to
take initiative.
choice to excellent teachers.
This idea also aligns with the 80:20 rule where 80% of a
principal's time should be
dedicated to the top 20% of teachers. This way the 20% of
teachers can influence the
other 80% in the school. I can see making Perks of Praise being
a part of my building

leadership due to the uniqueness of rewards. Some rewards are
not financial. I really
time for perfect attendance.
Parking spaces could be another non-monetary reward. Even the
choice of duty,
planning period, or something else along those lines is incentive
for teachers to buy into
school culture. However, I do not think incentives should be the
only way for teacher’s
to buy into school recognition.
Teacher recognition is an incredibly important aspect of
maintaining positive morale within your school. If teachers do
not feel appreciated, they will not work to the best of the ability
and they will not strive to perfect their craft. After spending
some time evaluating how to boost morale in my own school, I
found this article to be incredibly insightful. While I really like
some of the ideas presented in this article, I do not think many
of them would go over very well at my high school. We do have
small recognitions that go out occasionally in the principal’s
email, but most recognition is done in a private meeting with
the principal rather than in front of the whole staff. The
principal also recognized one of our Rockstar teachers by giving
him some spirit wear and shouting him out on the school’s
social media pages. I do not believe he would ever say this, but
knowing that teacher, I am sure this very vocal recognition was
not something that excited him or made him feel appreciated. I
agree with the article that most teachers prefer a more “toned
down” statement of recognition, but I think it is a great idea to
ask your staff how they feel appreciated and how they would

like to be recognized for their hard work.
Of the ideas in the article, I could realistically see “A Coke and
A Smile” working the best with my staff. We do not spend much
time together as a team, but I think with time, our staff would
most easily accept this form of recognition. I would also really
like to implement a teacher of the year or month program that
was accompanied by tokens of appreciation such as duty-free
months, gift certificates, or classroom supplies of their
choosing. In the creation of my morale booster plan, I also
brainstormed the idea of the administrative staff writing notes
of appreciation to various teachers and placing them in their
mailboxes at least once a month. For many of our teachers, I
think this act of appreciation would go an incredibly long way.
maintaining positive morale
within your school. If teachers do not feel appreciated, they will
not work to the best of
the ability and they will not strive to perfect their craft. After
spending some
time
evaluating how to boost morale in my own school, I found this
article to be incredibly
insightful. While I really like some of the ideas presented in
this article, I do not think
many of them would go over very well at my high school. We
do have smal
l recognitions

that go out occasionally in the principal’s email, but most
recognition is done in a private
meeting with the principal rather than in front of the whole
staff. The principal also
recognized one of our Rockstar teachers by giving him some sp
irit wear and shouting
him out on the school’s social media pages. I do not believe he
would ever say this, but
not something that
excited him or made him feel appreciated. I agree with the ar
ticle that most teachers
prefer a more “toned down” statement of recognition, but I
think it is a great idea to ask
your staff how they feel appreciated and how they would like to
be recognized for their
hard work.
Of the ideas in the article, I could rea
listically see “A Coke and A Smile” working the
best with my staff. We do not spend much time together as a
team, but I think with time,
our staff would most easily accept this form of recognition. I
would also really like to
implement a teacher of the yea
r or month program that was accompanied by tokens of
appreciation such as duty
-
free months, gift certificates, or classroom supplies of their
choosing.
In the creation of my morale booster plan, I also brainstormed
the idea of the
administrative staff wri
ting notes of appreciation to various teachers and placing them
in

their mailboxes at least once a month. For many of our teachers,
I think this act of
appreciation would go an incredibly long way.
maintaining positive morale
within your school. If teachers do not feel appreciated, they will
not work to the best of
the ability and they will not strive to perfect their craft. After
spending some time
evaluating how to boost morale in my own school, I found this
article to be incredibly
insightful. While I really like some of the ideas presented in
this article, I do not think
many of them would go over very well at my high school. We
do have small recognitions
that go out occasionally in the principal’s email, but most
recognition is done in a private
meeting with the principal rather than in front of the whole
staff. The principal also
recognized one of our Rockstar teachers by giving him some
spirit wear and shouting
him out on the school’s social media pages. I do not believe he
would ever say this, but
not something that
excited him or made him feel appreciated. I agree with the
article that most teachers
prefer a more “toned down” statement of recognition, but I
think it is a great idea to ask
your staff how they feel appreciated and how they would like to
be recognized for their

hard work.
Of the ideas in the article, I could realistically see “A Coke and
A Smile” working the
best with my staff. We do not spend much time together as a
team, but I think with time,
our staff would most easily accept this form of recognition. I
would also really like to
implement a teacher of the year or month program that was
accompanied by tokens of
appreciation such as duty-free months, gift certificates, or
classroom supplies of their
choosing. In the creation of my morale booster plan, I also
brainstormed the idea of the
administrative staff writing notes of appreciation to various
teachers and placing them in
their mailboxes at least once a month. For many of our teachers,
I think this act of
appreciation would go an incredibly long way.

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