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Idaho teacher of the year highlights professional learning communities, student leadership
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Summary
Heidi Cornell, Idaho’s 2025 Teacher of the Year and third-grade teacher at Orchards Elementary in Lewiston, told the Senate Education Committee that professional learning communities, relationship-building and time are critical resources for classroom success.
At a Senate Education Committee meeting, Heidi Cornell, a third-grade teacher at Orchards Elementary in the Lewiston School District, introduced as Idaho’s 2025 Teacher of the Year, outlined classroom practices and schoolwide changes she said supported student learning and leadership.
“My mission is that you feel deeply loved when you are with me,” Cornell told the committee, describing a classroom culture she said intentionally includes “the easy to love, the unlovable, and the ones who disagree with me.” She said cultivating relationships, connecting learning to students’ lives and giving students leadership opportunities help them grow academically and socially.
Cornell described leading a transition to a professional learning community (PLC) at her school, work she said included revising mission and vision statements and setting common learning targets, proficiency levels and formative assessments. She said the PLC structure enabled staff to analyze assessment data and provide interventions or enrichment. Cornell said the district allocates time for collaboration and that her school schedules about an hour and a half each week for PLC work.
Cornell praised partnerships with Lewis-Clark State College and the University of Idaho that bring teacher interns into classrooms, saying regular intern involvement exposes students to college educators and can inspire future teachers. When asked about resources teachers need, she said time, money and people remain priorities.
Superintendent Debbie Critchfield introduced Cornell and noted that any educator can be nominated for the state teacher-of-the-year process. Committee members thanked Cornell and asked questions about teacher leadership pathways; Cornell said some districts allocate leadership funds and roles but that formal statewide teacher-leader certificates were not part of her district’s program, to her knowledge.
Cornell closed by urging continued investment in teachers and in structures that allow staff to collaborate and respond to student needs. No committee action followed; the appearance was ceremonial and informational.
Background detail: Cornell said her school’s mission reads, “we work interdependently to empower all to be lifelong learners and leaders,” and described classroom units that connect students with local nonprofits and with parents who discuss occupations and trades.
