On education.

I just finished six weeks of crisscrossing the country presenting Project Motivate seminars at the United Dance Merchants of America Costume Preview shows. The traveling I could do without, but I wouldn't give up meeting the several hundred dance educators I encounter on each tour for anything. They inspire me far beyond what I can offer them. It's a huge charge to be in a room of dance educators or studio owners who are sharing experiences, respecting each other, and more important, realizing how much they all have in common. Seminars that end with attendees hugging each other and exchanging telephone numbers or email addresses are my favorite.

There's no doubt in my mind that dance educators share a passion for what they do. That feeling is our common bond, the one many of us don't always recognize. But while many share a camaraderie with other educators at a distance, teachers and schools within a community often regard each other as enemies. I've noticed that when two schools advertise in the same newspaper, that's the catalyst for their adversarial relationship.

If you consider yourself a better technical teacher than others at another school in your town, does that make your school better than theirs? Not necessarily. Many parents are searching for a simple dance education for their child. Their expectation is a structured ballet or jazz class, once a week, followed by an annual performance. They're not seeking professional training. So if other schools in your town offer just what your community is looking for, they may not be as technically deficient as you think; instead, they're smart enough to understand their market. Is there something to be learned from them?

Educators within a community have more in common than they know. Schools utilize the same facilities for performances; their dancers live in the same neighborhoods and attend the same academic schools. Sometimes teacher rivalries are passed on to the students, often leading to a second level of resentment among children who all love the same thing. Our goal may be to instill a passion for dance, but in doing so, we should also teach our dancers to respect each other.

Successful teachers are often disliked by other teachers within the community or by those whose students land in the same competitions. The negativity often stems from the number of awards a particular school wins, without regard for whether the accolades were deserved. Instead of recognizing our competitors' skills, it's easy to make excuses. It can be difficult to give credit where it's due.

Good teachers with high standards help us all get better at what we do. It's a trickle-down effect. Students exposed to well-trained dancers with a strong work ethic at competitions may go back to their own studios feeling more motivated. Teachers exposed to sophisticated choreography at the same events may find new inspiration for their own work, leading them to challenge themselves and their students. If we put resentful feelings aside, we become free to consider what we can learn from others.

A dance education isn't always about what goes on in the classroom or how many pirouettes our dancers can do. One of the best lessons we can offer our students is by example, when they witness us congratulating other teachers on their successes.

It's possible for educators within a community to come together to form a united group to pursue discounts on printing of brochures and programs, auditorium rentals, and newspaper advertising. There could be an exchange of ideas pertaining to recital themes; maybe we could share our sets, floors, and lighting equipment. We could offer master classes or workshops that finally cover expenses. Imagine the information and encouragement that could be shared if we were nonjudgmental.

I saw the positive effects of shared knowledge when my mother, who ran a studio for thirty years, started offering classes for teachers. She brought together teachers who saw each other as competition, allowed them to see what each one had to offer, gave them new respect for one another, and set an example for dance educators throughout our area. As I look back, I think that was the beginning of my inspiration to see dancers and educators come together to share their common bond, and it set the passion in place that led to Project Motivate.

DANCE MAGAZINE columnist Rhee Gold is co-founder of Project Motivate, which sponsors retreats and seminars to reinvigorate dance educators.