Think Like a Teacher

The annual announcement of the MacArthur Fellows this week generated the usual media blitz about a fresh batch of surprising, creative, and potentially influential people stashed in little-known pockets and corners. Dubbed, “genius” awards by the media, these grants recognize “individuals who show exceptional creativity in their work and the prospect for still more in the future” and offer generous funds so recipients can continue their work with the greatest freedom and  flexibility.

The process by which MacArthur Fellows  are nominated and selected, contrary to what the media, guidance counselors, and tiger parents may say,  proves that accomplishment and recognition can happen to those who do not actively campaign for it or plan a deliberate path to a perfect pinnacle. These people are creative because it is their passion and their life, not their career goal. MacArthur is remarkably successful in keeping both nominators and nominees completely confidential. The rotating pool of nominators assures a never ending stream of potential candidates from an ever expanding (U.S.) world of possibilities. As nominators come and go, the process nears perfection like a mathematical function approaching its asymptote. There are no winners or losers because no one even knows who is in the game. The fellows are unaware of scrutiny until recognized, and that is an important part of the process. These are people who are chosen because they are likely to spread and share the brilliance of their light. And light can come from any angle and in any color or wavelength. The pool is blindingly large, but somehow MacArthur finds a prism to separate out the light of these individuals. Will they find them all? Not likely, but they will continue the quest with a process that mimics the “genius” of the winners.

It is time for MacArthur Teaching Fellowships. Grassroots efforts to change teaching today proffer exemplary new ways for students to grow and learn in this era of education reform. Most programs must struggle for funding or meet bureaucratic requirements to gain recognition and  continue their success. These efforts are institutional, however, and they at least have a process to try. They may be magnet schools or charters or university pilot programs. Yet we miss the isolated light of an individual teacher who shares surprising, creative light in unexpected classroom corners or even outside school walls. He/She may not be the principal’s shining star, suitable to be nominated as “teacher of the year.” He/She does not self-advocate and may actually be a thorn in the side of colleagues, an “odd duck” or a manic and disorganized genius. This is the teacher whose unusual ways or odd approach “show[s] exceptional creativity… and the prospect for still more in the future.”  A single, intuitive “genius” of a teacher may have discovered something that could spread a new light, perhaps engaging would-be drop-outs or highly gifted social outcasts. Or maybe he/she is a middle school math teacher whose students make poetry of Pythagorus or an English teacher whose students sculpt sentences at the town hall.

How would we ever find them? The same way MacArthur finds Fellows. A rotating pool of nominators adds letters of nomination on an ongoing basis. The process is silent and secretive, but finds them. We know “genius” creative teachers are out there, and they may never receive a pat on the back any other way.  But we could learn so much from them. With the generous, flexible fellowship funds to pursue their passions, who knows how many students could benefit.

Forget the Hollywood “inspired teacher” movies. I want to be inspired by the genius teachers. They are perhaps the ones who never intended to teach — or who could never imagine doing anything else. It does not matter to me what kind of prep they had or what happy meteor landing put them among our children. They are the light  that Departments of Education cannot see, the infrared to our “professional” eyes.

It’s a thought, anyway. Anybody want to fund it?