Welcome to the January edition of the Learning Leader Digest!
This month, we focus on deepening our understanding of collaborative classroom structures and how administrators can identify key look-fors to support teachers in building and refining their instructional practices. This includes answering:
"How can administrators identify collaborative structures and support teachers with actionable steps to strengthen instructional practices?"
We are also exploring how to embed Writing to Learn and Writing to Inform in content area lessons to deepen understanding and enhance communication skills. These strategies ensure all students engage in rigorous, meaningful learning experiences.
Additionally, we celebrate the impact of Learning Walk Teams. Each month, Capital School District leaders and instructional coaches collaborate to norm instructional practices, share strategies, and elevate teaching effectiveness. We are honored to support this work and contribute to this space for growth and leadership.
If you or your school are interested in engaging in a Learning Walk or learning more about how these teams can elevate instructional practices, please reach out to Angela Socorso. We’d love to connect and support your efforts!
Thank you for your commitment to supporting educators and empowering students. Together, we continue to build a culture of collaboration, excellence, and continuous improvement.
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This month, we are thrilled to celebrate the outstanding Administrative Team and Instructional Coaches from Capital School District. Their unwavering dedication to high-expertise teaching and learning, as well as their commitment to collaboration, excellence, and student success, is truly inspiring. Through their monthly "Capital School District Learning Walk Days," this incredible team works together to enhance instructional strategies and foster a culture of shared responsibility for student achievement.
A special shoutout to Gene Montano (Director of Secondary Curriculum, Instruction, and Assessment), Cathy Schreiber (Director of Elementary Curriculum, Instruction, and Assessment), Joe Evans (Principal of the Middle School of Innovation), Sherri Sudler (Principal of the Middle School of Excellence), Nicole Ickes (Principal of East Dover Elementary), Meredith Wendel (Literacy Coach), Jessica Lauver (Secondary Literacy Specialist), Ryan Fuller (Secondary Science and Social Studies Specialist), Andrea Winkleblech (Math Specialist), Erlinda Colon (Instructional Coach), and Sirjana Devard (Instructional Coach) for their incredible commitment to building a collaborative learning community that drives excellence in teaching and learning.
Thank you for your dedication and leadership—you are making a difference every day!
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If you would like to nominate educators to be recognized in the Excellence in Action section, please email Angela Socorso.
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Why Collaborative Pairs Matter
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Collaborative pairs are a vital instructional strategy that promotes student engagement, critical thinking, and teamwork. By working together in structured activities, students have frequent opportunities to summarize learning, deepen understanding through discussion, and apply knowledge in meaningful ways. This approach not only enhances academic achievement but also fosters communication and collaboration skills essential for success in and beyond the classroom.
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Examples of Collaborative Pairs in Action |
| Purpose | Activity Type | Example | | Summarizing Key Learning | Numbered Heads (Learn More) | Students rotate sharing quick summaries of a lesson. | | Rigorous Thinking | Collaborative Discussions (More Detail) | Pairs debate a topic providing evidence and refining ideas. | | Promoting Collaboration | Partner Activities (Full Guide) | Students work together on a task requiring shared responsibility, like a poster. |
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Writing to Raise Achievement
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Writing is a powerful tool for deepening student understanding and enhancing communication skills across all content areas. By embedding writing into lessons, teachers help students process and apply knowledge, improving achievement in nearly every discipline. Nonfiction writing, in particular, serves as a backbone for literacy and academic success, enabling students to think critically and articulate their ideas effectively.
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| | Writing to Learn | |
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| Purpose |
Activity Type | Example | | Processing Understanding | Quick Write
Graphic Organizer
Concept Map
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Students write a summary of a historical event and how it connects to modern-day issues.
Students explain the steps of a math problem in their own words. | | Reflecting on Learning | Exit Ticket
Journal Reflection
3-2-1 Reflection Strategy
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Students respond to a reflective prompt: "What was the most challenging part of today’s lesson?"
Students list two things they learned and one question they still have.
| | Clarifying Thinking | Collaborative Note-Taking
Think-Pair-Share Writing
Annotated Notes
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Pairs write key points from a discussion, ensuring both partners understand the main ideas.
Pairs create a visual map of a concept discussed in class.
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| | Writing to Inform | |
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| Purpose | Activity Type | Example | | Communicating Ideas | Argumentative Essay
Opinion Letter
Persuasive Speech Outline |
Students write an opinion piece about school policies and support their argument with evidence.
Students write a letter to the principal advocating for an environmental initiative. | | Organizing Information | Informational Report
Timeline Summary
Data Analysis Table- |
Students create a timeline of a scientific discovery, including key events and implications.
Students write an informational handout summarizing the impact of a historical event. | | Sharing Knowledge | Peer-Reviewed Writing
Presentation Script
Collaborative Summary- |
Students draft a book review, receive feedback from a peer, and revise accordingly.
Students write a lab report, exchange with a partner for feedback, and make revisions. |
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| Reference: Strategies in Action: Learning-Focused. Learning-Focused Solutions, Asheville, NC.
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DPAS Support Workshops: Guidance for Administrators |
Understanding the Alignment between DTGSS and DPAS II for Administrators
Read the latest article by Dave Santore, Ed.D. CEO of Educational Leadership Services LLC.
Upcoming DPAS for Admin. Support Workshops
Virtual workshops - Offers additional coaching and support for administrators.
- Preparing for the Summative Evaluation - PDMS #86516: 05/20/2025
Principal Prep Program (PPP) University of DE in Partnership with Delaware Department of Education 11/21/24 - NEW – Brandie Foxx
The University of Delaware Principal Preparation Program in partnership with Delaware Department of Education is an 18-month program in the State of Delaware that provides the necessary requirements for assistant principal/principal certification.
The UD PPP seeks qualified applicants to apply from November 1, 2024 - January 31, 2025. Candidates must have a previously earned Master’s Degree and 4+ years’ experience as an educator. Find more detailed information on qualifications and apply on the UD PPP website. Access the flyer for detailed information.
For more information, contact Brandie Foxx.
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*Looking to Enhance Your DTGSS Practice?
Join Leadership Lift: DTGSS Insights in 30.
Principals, elevate your DTGSS practice with our new 30-minute quick learning sessions designed specifically for administrators! These virtual sessions offer a time-efficient way to deepen your understanding of DTGSS and develop practical, high-impact strategies to support your teachers.
What: Quick, focused sessions on essential DTGSS practices
When: Jan. 21, Feb. 18, Mar. 18, Apri.22
Where: Virtual via Zoom (link provided upon registration)
Why Attend? Gain actionable insights to strengthen your leadership skills, enhance teacher support, and connect with other educational leaders.
Take advantage of this opportunity for professional growth—register today! Register here.
*Join monthly DTGSS office hours. Contact Angela Socorso for more information.
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