The main goal of this article is to review recent experience of effective teaching recognition policies in Latin America. The article examines the main issues related to the recognition of teaching by summarizing experiences of awards to teachers in the region, describing their results and limitations. The article outlines the most important characteristics of the awards' initiatives: background, goals and outreach, institutional design, participating actors, functioning methodology, selection criteria, achieved impacts and resources. The authors discuss their potential role in the strengthening of teaching's social prestige and recognition of effective teaching in the region. (Contains 10 notes and 6 tables.)