Welcome to the February edition of the Learning Leader Digest!
This month, we turn our focus to rigorous assignments—a key driver of student learning and engagement. High-quality tasks push students beyond surface-level understanding, fostering critical thinking and deeper application of knowledge.
In this issue, Don Marlett shares insights on designing and evaluating rigorous assignments. Dr. Michael Saylor, Director of the Educator Excellence Workgroup, highlights how DTGSS strengthens Delaware’s educator pipeline, from recruitment to retention, through high-quality feedback and professional growth. We also spotlight Cape Henlopen educators, who are using learning walks to support novice teachers through targeted observations and reflection.
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 the Cape Henlopen School District. These leaders are committed to excellence, engaging in rich conversations around high-expertise teaching using the Delaware Teacher Classroom Observation Framework. With a focus on both supporting new teachers and growing their own practice, they model the power of continuous learning and instructional excellence.
Thank you for your dedication and leadership—you are making a difference every day!
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A special shoutout to Doris Person (Principal, Rehoboth Elementary), Yvette Davenport (Principal, H.O. Brittingham Elementary), Julie Hickman (Assistant Principal, H.O. Brittingham Elementary), Meghan Catts (Assistant Principal, Frederick Thomas Middle), and Dyan Kaufmann (Reading Specialist, H.O. Brittingham Elementary) for their incredible commitment to building a collaborative learning community that drives excellence in teaching and learning.
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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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Summary of Indicator 3.1: Rigorous Assignments
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At Level 3 in the Delaware Teacher Classroom Observation Framework, rigorous assignments are aligned to standards and objectives, cognitively challenging, and relevant to students' learning experiences. These assignments require students to apply their knowledge in meaningful ways, such as generating examples, reviewing material, leading discussions, critically analyzing information, and solving problems. To ensure all students can engage at high levels, assignments are also differentiated to meet individual learning needs. When observing classrooms, administrators should look for evidence that students are actively participating in these opportunities, demonstrating their ability to think critically and apply their learning in real-world contexts.
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Look-Fors During an Observation |
| Category | Classroom "Look Fors" | Examples |
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| Alignment to Standards & Objectives | - Assignments are explicitly connected to the lesson’s objective and grade-level standards.
- Cognitive demand matches the rigor of the standard.
- Students can articulate how the assignment connects to what they are learning. | Secondary: Students complete a math assignment where they apply the Pythagorean theorem to a real-world problem, such as designing a wheelchair ramp.
Elementary: Students work on a math activity where they use manipulatives to create and explain addition and subtraction word problems based on real-life. | | Cognitive Challenge | - Tasks require students to analyze, evaluate, or create rather than recall information.
- Assignments encourage higher-order thinking, such as problem-solving and critical analysis.
- Students are justifying their reasoning or defending their responses with evidence. | Secondary: In an ELA classroom, students analyze character motivations and support their claims with textual evidence rather than summarizing the plot.
Elementary: In a read-aloud session, students make predictions about the story and justify their thinking using evidence from the illustrations and text. | | Relevance & Real World Application | - Assignments require students to apply learning to authentic contexts.
- Students connect learning to real-world situations, current events, or personal experiences.
- Opportunities exist for project-based or inquiry-based learning. | Secondary: A science class conducts an environmental study of their local watershed, collecting and analyzing water samples to understand pollution impact.
Elementary: Students explore the concept of community helpers by interviewing family members about their jobs and presenting their findings through drawings and simple sentences. | | Differentiation | - Assignments include scaffolds or extensions to support diverse learners.
- Students have options in how they demonstrate their understanding (e.g., presentations, essays, models).
- Teacher provides strategic grouping, flexible supports, or varied levels of complexity. | Secondary: Students are provided multiple ways to demonstrate their learning: creating a video, writing a report, or presenting findings to the class.
Elementary: A teacher provides different options for students to demonstrate their understanding of animal habitats: drawing a habitat, building a model with craft materials, or verbally explaining it to a partner.;
| | Student Engagement in Applying Content | - Students are actively engaged in applying content by generating examples, leading discussions, or reviewing material.
- Peer collaboration and discussion deepen understanding.
- Students take ownership of their learning, demonstrating independence in completing the task. | Secondary: In a social studies class, students debate historical decisions by taking on the roles of different historical figures, using primary source evidence to support their arguments.
Elementary: During a science lesson, students observe caterpillars turning into butterflies and document changes through drawings and simple sentences, discussing their observations in small groups. |
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Reference: Strategies in Action: Learning-Focused. Learning-Focused Solutions, Asheville, NC.
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How DTGSS Builds a Stronger Educator Pipeline Through Feedback & Support |
A strong educator pipeline starts with high-quality feedback and growth-focused evaluations. According to Dr. Michael Saylor, the Delaware Teacher Growth and Support System (DTGSS) plays a critical role in strengthening teacher recruitment, preparation, and retention by fostering a culture of professional growth.
Through a culture of professional growth, DTGSS is:
Enhancing instructional quality with actionable, high-impact feedback.
Supporting new teachers with structured mentoring and targeted development.
Improving retention by fostering continuous learning and career advancement.
Want to learn more? Discover how DTGSS is making a lasting impact on Delaware’s schools:
👉 Read the full article here.
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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: 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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