In recent years a proliferation of local and national teaching awards has occurred in many countries. The new language of excellence has led institutions and policy-makers to embrace teaching awards. Although these award schemes harbour competing and coexisting drivers and appeal to different stakeholders for different reasons, they have helped to raise the profile and importance of teaching in higher education. At the same time, the idea of recognising individuals as excellent teachers remains distasteful to many educators. Awards remain controversial as they compete with traditional ideals of egalitarianism which dominate the education profession. In the backdrop of lingering controversy, this short opinion paper reflects on the costs of standing up for teaching after applying for and successfully winning a National Award for Sustained Excellence in Teaching. Using an acronym it describes the CRIME of excellence and makes the case for teaching awards criteria to recognise critical forms of scholarship. While definitions of excellence will always be contestable it argues that teaching awards are not mutually exclusive from an individual ethos of striving for continuous improvement. The paper concludes that the education profession does a great disservice to the status of teaching if we shame and snipe away at those judged by peers as our best
