Get connected and make a difference.

CC licensed photo shared by Flickr user fauxto_digit
When I taught sixth grade science, our students were immersed in learning about wildlife characteristics, environments, and patterns in nature in relation to the Hawk Mountain Sanctuaryand our surrounding region. For weeks we explored and discussed the habitats and migratory cycles of raptors, plant life, conservation, as well as the formation of the “river of rocks” and other natural phenomenon that delighted children and helped spark in them a real desire to learn more about the environment. Our culminating day-long adventure to the sanctuary (just a short drive from campus… lucky us!) provided students with an appreciation for, and deeper understanding of, the beautiful and fascinating world of nature that surrounds them.This is a unit that was important to us personally, as residents of the Hawk Mountain area. Yes, there were PA science “standards” that related to our content, but we delved deeper. Had we only covered the required content standards at surface value, it would not have yielded as many benefits for students.

This week’s #edchat was about how to close the gap between connected and non-connected groups of educators. I appreciate the many comments that pushed my thinking, like from Jon Becker who inquired whether I believed that if teachers/educators were not connected they weren’t learning or growing professionally. My response?

In one way, this planning for and inclusion of the Hawk Mountain experience in our curriculum required a certain level of connectedness among staff and the local area. At some point, teachers recognized the importance of including this environment in students’ learning experiences, and they made it a point to plan for that. It involved connecting oneself with the sanctuary in order to plan for the field trip, access resources, etc., as well as connecting with one another in order to plan for a meaningful unit for students, as there were many cross-curricular connections developed.

Later in the #edchat conversation questions were raised about how we determine if teachers are growing professionally: what measures we use, how we use data, why we use it, who should be evaluating teachers and how, should we be considering other measures, why are we measuring everything, can we measure what’s important? And so on, and so forth.

Frankly, if you are not a connected educator at this point, you may not have an awareness that we are at a critical juncture in education. These driving questions must be answered. If you are not a connected educator, how can you support your own professional growth and the success of your children if you are not constantly questioning, re-evaluating, and striving for improvement?

It’s clear we’re not the only ones raising the questions above. We know our politicians and government systems (read: non-practicing educators) are working to design and implement common standards (the Common Core is coming for you, too, science). They are determining for schools across the country what’s important to teach. How do we feel about that? Where are the very important elements of local control and student ownership in all of this? Mary Ann reflects on Common Core’s definition of what types of text students need to be read in order to build comprehension. Will wonders, what do we absolutely need to teach?

And to improve student learning outcomes we need to ramp up teacher evaluation systems, correct? The “latest and greatest” systems rely heavily on student achievement data to determine teacher effectiveness. Principals and central office administrators are trying to wrap their heads around the new state-issued teacher evaluation systems that are draining their time, energy, and according to at least one principal, their passions. Increased principal presence in the classroom? Yay. Getting lost in 3-4 hours of cumbersome rubrics and paperwork per observation? Nay. Superintendent Kimberly Moritz ponders, How are we going to do this work? In Pennsylvania, a new teacher evaluation system is set to be implemented, where 50% of teacher evaluations are based on students’ standardized test scores and growth data. Should we consider perhaps more comprehensive standards of learning for our teachers in order to promote true professional growth?

Administrators, get connected. First, with yourself and your beliefs. What do you know about your communities and students, and the world in which we exist? What is important for children to know and be able to do? If you don’t know – find out. FROM KIDS, the community, and others around the world. Next, connect with your own school and administrative councils. Consider what you’re asking your teachers to teach; why you’re doing so; how you’re evaluating the effectiveness of the learning environments in your schools; when and how often you’re going to push the status quo and start demanding changes in your school’s curriculum, assessment, teacher evaluation systems, and instructional methods in order to provide more authentic learning for your children. Get connected. Make your voices heard among bodies of decision-making leaders, starting with your own administrative council and moving beyond into your state and national organizations.

There are schools and systems out there that are getting it right: they’re designing innovative learning experiences for students, and those students have immense ownership over their learning; they’re being guided by a curriculum in which they have personally invested time, effort, and input because it contains great value for the learners and places emphasis on skills such as creativity, critical thinking and global engagement; they understand how to most effectively evaluate teachers and their impact on student learning. Connect with these schools. Learn from them.

We can’t lose sight of what we know is important. We can’t lose the chance to engage our children with the beauty of the Hawk Mountains of the world. Being a connected educator is so much more than Tweeting some resources and reflecting in a blog post. Get connected and make a difference.


  1. Your post leads me to believe that one important next step in learning design is schools’ consistent integration with local sanctuaries, museums, universities, community organizations and more. Rather than a field trip, we should encourage the type of learning you describe related to the Hawk Mountain Sanctuary project. Not only will this deepen student learning, but it will also foster their stewardship, curiosity and creativity related to the greater world around them. It’s also a chance to take tech into the field to foster greater engagement, interaction, communication and synthesis. Further, multi-day, authentic, hands-on research and learning like this broadens what it means to be an educator. Thanks for writing an important post.

    November 18, 2011
    • Lyn Hilt said:

      Thanks for commenting, Maureen! I definitely think we need to use students’ time with us more wisely, and I guarantee that means teaming with community/local area organizations to promote learning and service.

      November 21, 2011
  2. Dave Meister said:


    Do feel as though the building administrator’s job includes trying to stand between the coming insanity of value added evaluation (throw in common core and its assessment) and your learning community? I know the mandates are coming. Some them I actually agree with (seniority vs. effectiveness), but in my humble opinion, so much of what is coming at us in the name of reform is counterproductive at the very least, and downright harmful in many cases. I think educators must connect to share what makes sense; to champion what we do best; to share our numerous success stories; to put forth an agenda that has schools doing what we do best for kids. We have to get beyond whining about the reformers and beat their agenda by providing an alternative view and plan of action. I think what you have shared here is an excellent model we should all follow! What is important—what is best for our kids—best practices in our schools!

    November 21, 2011
    • Lyn Hilt said:

      Hi, Dave,
      Agreed. In some districts, principals still maintain autonomy over teaching and learning in their buildings while attempting to comply with district/state mandates. Others are coerced into enforcing policies & procedures that they’re not entirely thrilled about. The more regimented mandates from above become, the prospect of serving in that “middle man” role is disheartening for most principals. Conversely, as you mention, this time in ed. is all the more reason to get connected. I agree whining about the mandates does nothing, but sharing our success stories and ways to promote innovative learning in our schools will help us all propel forward. Thanks for commenting, Dave!

      November 21, 2011
  3. “If you are not a connected educator, how can you support your own professional growth and the success of your children if you are not constantly questioning, re-evaluating, and striving for improvement?”

    Excellent question! Being connected with teachers, students and other professionals both within and outside your school opens up so many oppotunities for teacher learning and professional development. Sharing practice, collaborating and having the ability to be critical about existsing practices opens the door to much greater improvements in teaching and learning.

    November 21, 2011
    • Lyn Hilt said:

      Those conversations are important. Thanks for commenting!

      November 21, 2011
  4. Bill Bowen said:

    I only know a little about the new system that will be piloted in our district this year. One concern I have is the pressure the students might feel from a teacher who will now be directly impacted via their evaluation.

    November 21, 2011
    • Lyn Hilt said:

      Bill, I didn’t realize you were a pilot district… will be interested to hear about your experiences this year! Keep me posted. Thanks for commenting!

      November 21, 2011

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