Welcome to the April edition of the Learning Leader Digest!
This month, we focus on the feedback component of Indicator 2.3: Checks for Understanding and Feedback. This issue takes a closer look at how verbal and written feedback—whether from teachers to students or administrators to teachers—can, when embedded intentionally throughout the learning process, deepen understanding and accelerate achievement
The research is clear: Bellon and colleagues (1991) emphasized the powerful role feedback plays in instruction. “Academic feedback is more strongly and consistently related to achievement than any other teaching behavior. This relationship is consistent regardless of grade, socioeconomic status, race, or school setting” (p. 277).
Hattie echoes this, asserting that, “The most powerful single modification that enhances achievement is feedback” (as cited in Saphier et al., 2018, p. 351).
As you support teachers in providing timely, specific, and actionable feedback, consider how feedback can be integrated not only in response to student work, but throughout the learning process, especially within writing and reflection tasks.
Thank you for your unwavering commitment to educators and students. Together, we continue building a culture of collaboration, excellence, and continuous improvement.
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We are proud to celebrate the DTGSS Champion Teachers who have generously volunteered their time to facilitate DTGSS sessions for their colleagues. These "DTGSS Sessions for Teachers by Teachers" provide invaluable opportunities for educators to network and learn from one another. A heartfelt thank you to the following educators for their dedication to fostering a collaborative learning environment:
Red Clay Consolidated School District: Kimberly deJongh, Bonita Allen, Angela Morrow, Michele Craig
Smyrna School District: Alisha Harris
Caesar Rodney School District: Jamie Owens
Odyssey Charter School: Pinelopi Karagianni
Lake Forest School District: Clay Beauchamp
Woodbridge School District: Morgan Blickley
Your commitment to high-quality implementation and continuous growth is truly commendable.
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Left to right: Kimberly deJongh, Pinelopi Karagianni, Michele Craig, Angela Morrow, Morgan Blickley
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Feedback in action: Driving deeper classroom discussions |
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Feedback, when grounded in clear goals and success criteria, becomes a powerful tool for growth. The tables below highlight how both teachers and administrators can embed feedback intentionally to support learning at every level.
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Teacher-to-student feedback |
| Feedback Element |
Real-Time | Possible Teacher Move |
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| Objectives for Learning (2.1) | Post the objective visibly and refer to it throughout the lesson. Ask students to explain it in their own words. | Begin the lesson by stating the objective clearly and asking a student to paraphrase it after 5 minutes. | |
Assessments (2.3) | Use strategies like cold calls, quick writes, or exit slips to assess understanding and adjust instruction. | Use a quick formative check like a fist-to-five, exit ticket, or mini-whiteboard response mid-lesson | | Criteria for Success (2.1) | Provide models or success criteria before tasks. Give descriptive feedback tied to those criteria. |
Show a sample response and discuss with students why it meets the success criteria before they begin work. |
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Administrator-to-teacher feedback |
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| Feedback Element | Level 3 Descriptors | Look-Fors During Observation | Real-Time Feedback | Possible Action Step |
|---|
| Objectives for Learning (2.1) |
Objectives are aligned to standards, written in student-friendly language, clearly communicated, accessible, and revisited. Students articulate what and why they are learning. | Objective is posted and referenced; students are aware of the purpose of the lesson. | In the debrief, state what was observed about the objective and how it was or wasn't communicated to students. |
Ensure the learning objective is stated in student-friendly language, posted visibly, and referenced at least twice during the lesson. | | Assessments (2.3) | Checks for understanding are frequent and assess progress toward the objective. Data is gathered from all students and used to adjust instruction. |
Assessment strategies match the objective; teacher adjusts instruction based on responses. | Identify whether assessments were used to gauge learning and how effectively that data was applied. | Use a mid-lesson check for understanding (e.g., quick write or polling) and adjust instruction based on student responses. | | Criteria for Success (2.1) | Criteria for success is aligned to the objective, communicated, and explained before tasks begin. Students use the criteria to guide and reflect on their work. | Teacher communicates success criteria; students use them during their work or discussions. |
Provide an actionable step with success criteria (e.g., 'During guided practice, use a 3-level rubric for peer feedback'). | Introduce criteria for success aligned to the objective before students begin the task and model how to use it to guide and revise work. |
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Reference: Saphier, J., Haley-Speca, M. A., & Gower, R. (2018). The skillful teacher: The comprehensive resource for improving teaching and learning (7th ed.). Research for Better Teaching
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Educator Excellence updates: From our team to yours |
Teacher apprenticeship update from Ann Hlabangana-Clay
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We are proud to spotlight the Delaware Teacher Apprentice Program through a powerful story from Karen B., who shares her inspiring journey to become a teacher. Her experience is a testament to the importance of creating accessible, supported pathways into the profession—especially for those who begin their careers in paraprofessional roles.
Watch Karen’s story to see how the Teacher Apprentice Program is helping grow and retain passionate educators right here in Delaware.
For more information, contact Ann Hlabangana-Clay.
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Registration now open for 2025-2026 DTGSS credentialing sessions
Registration is now open for the 2025–2026 school year Delaware Teacher Growth and Support System (DTGSS) credentialing course. This 24-hour virtual course is required for all administrators who conduct teacher evaluations. Sessions begin in July 2025, and participants will select one of eight available cohorts that best fits their schedule. Register in PDMS #43527. See flyer for more information. (Contact: Angela Socorso)
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