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It seems a bit ironic, and yet, extremely appropriate, that as the National Teacher of the Year, I am embarking on my most important and enlightening year as a learner. My educators are the diverse groups of people - students, journalists, activists, business leaders, and fellow teachers - I meet as I travel throughout the country. This journal entry highlights some of the lessons I have learned thus far.

Young people do value the contributions that are made by dedicated teaching professionals. This is a fact I picked up from the students I met during the Presidential Scholars ceremonies held in our nation's capital. The honor students I spoke with credited a great deal of their knowledge, poise, capabilities, and enthusiastic energy for learning to their teachers, whom they repeatedly acknowledged with loving affection and sincere respect.

Aspiring young teachers are demonstrating a much higher level of knowledge about and preparation for our profession than I did upon entering the field 23 years ago. I realized this while attending the North Carolina Teaching Fellows Summer Institute in Charlotte. At the institute I visited with a savvy group of talented individuals who are eagerly looking to address the challenges facing public education where it counts the most - in the classroom. I left that gathering feeling rather hopeful.

I grew even more hopeful when I became aware that mature education professionals, like the ones I became acquainted with at the Retired Teachers Association Convocation in Pittsburgh, continue to rally for public education and to inject their wisdom into the educational dialog. The involvement of seasoned educators is critical to school reform.

Better teacher training and professional development are hot-button issues right now. Reform in this area needs support from every sector. At the Scholastic National Advisory Board meeting in New York and in Washington D.C. at the National Academy of Science, I was enthralled by many of the proposed ideas for reforming all levels of the education career path. I was also encouraged by the fact that these ideas - addressing everything from entry into teacher education programs to new phases of induction, internship and residency - are being generated by coalitions of business leaders, teachers, administrators and academicians.

Perhaps, during these first six months, the most important lesson I have learned is that despite the doom and gloom often portrayed in media stories that highlight "what's wrong with teachers today," there is a great deal that is right with our profession. And the future, in my opinion, looks bright because teachers are involved in helping to foster change in the areas where change is needed.

It is more clear to me now than ever before that members of our profession, both new and experienced, are following their dreams and holding on to their ideals. That inspires me.

As I continue on the second half of my journey as National Teacher of the Year, I look forward to learning more about the state of the teaching profession and sharing those insights with you.

Until next time. Good luck and good teaching.

Check back often to see journal entries from the coming months.

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