January 2026

January offers leaders a natural pause—not to reset our work but to refine how we do it. This is a time to slow down our noticing, sharpen our observations, and ensure feedback is grounded in what we actually see and hear in classrooms.

This month’s focus centers on discernment—the discipline of separating evidence from assumptions, identifying the predominant level of practice, and using that clarity to support meaningful educator growth. Discernment strengthens coherence because it ensures observations, feedback, and professional learning are aligned to what is most present in instruction, not isolated moments or intentions.

Across Delaware, educators continue to engage in thoughtful, collaborative work aimed at improving practice and outcomes for students. This month, we proudly spotlight the Academic Team at Providence Creek Academy for their impactful professional learning community (PLC) work and its measurable impact on student achievement.

If you'd like to nominate an educator or leader to be spotlighted in a future issue, please email Angela Socorso. We would love to celebrate the great work happening across our schools.

In this issue, you’ll find:

Educator Excellence Spotlight: Recognizing the Academic Team at Providence Creek Academy for exemplary PLC leadership and results

This Month’s Focus: Looking Past the Surface

Leader Action Hub: Listening for Evidence of Academic Discussion

Professional Opportunities: Statewide learning sessions and collaboration highlights

Resource Spotlight: Seeing Beyond the Surface

This month, we proudly spotlight the Academic Team at Providence Creek Academy. Nominated by Denise Stouffer, this team is recognized for its strong leadership and impactful professional learning community (PLC) work, which has led to measurable gains in student achievement. Their commitment to collaborative practice exemplifies the power of focused, intentional professional learning.

Led by Sharvelle Cannon, and comprised of instructional coaches Sarah Selway, Lisa English, and Laurie Poore, the Academic Team demonstrates outstanding leadership, collaboration, and instructional expertise. Through intentional, data-informed PLCs, this team fosters a culture of continuous improvement.

In classrooms, some practices appear effective at first glance. Students are talking. Tasks are engaging. Questions are being asked. But surface features alone do not always tell us whether learning is deep, intentional, or aligned.

This month’s focus invites leaders to look past appearances and examine what instructional evidence truly shows. These common patterns help clarify the difference between what looks right and what actually supports learning.

Students talking ≠ students engaging in academic discussion

Asking questions ≠ checking for understanding for most students

Busy or hands-on ≠ cognitively demanding learning

An essential question ≠ a learning objective

Stating a task ≠ articulating what students will learn

Sharing answers ≠ building on ideas

Noticing these distinctions strengthens observation accuracy and ensures feedback is grounded in evidence—not assumptions or isolated moments. When leaders see more clearly, conversations become more precise, and support becomes more meaningful.

As leaders, we often see group work and assume academic discussion is happening. The visual highlights a common classroom moment and invites us to look more closely at what student talk actually reveals about thinking and learning. Group work alone does not guarantee academic discussion. What matters is how students build, justify, and extend their thinking together.

For leaders who find it helpful to ground noticing in classroom examples, the short clip below shows students working in groups and talking through a task.

Watch and Notice: As you view the video, note specific moments when students explain reasoning, build on each other’s ideas, or ask follow-up clarifying questions.

Collect Evidence: Next time you’re in a classroom, look for the same moves — are students making thinking visible during talk?

Feedback Focus: Use this evidence to shift conversations with teachers from “students were talking” to “students explained and extended thinking.”

Record one moment where talk advanced learning and one moment where talk did not.

Session on Performance Area 3 

School principals are invited to a two-hour, virtual session on Performance Area 3 - Rigorous Assignments (3.1) to be held 9-11:00 a.m. Tuesday, Jan. 20. Held in partnership with Research for Better Teaching (RBT), the session will focus on identifying evidence of rigorous assignments and crafting high-quality action steps aligned to DTGSS 3.1. Principals will gain practical tools for observations, calibration, and feedback, and will earn two hours toward DTGSS re-credentialing. Register for  PDMS course #44134. For more information, access the PA 3.1 flyer. (DDOE contact: Angela Socorso)

Leadership Lift 2025: Sharpening observation and feedback
Principals, strengthen your observation and feedback practice with our new 30-minute quick learning series designed specifically for administrators! These virtual sessions build your skills step-by-step, culminating in a personalized Leader Action Plan to drive teacher growth For more information, view the flyer.

DTGSS sessions for teachers by teachers 
The Delaware Department of Education is offering virtual DTGSS sessions (4:30–5:30 PM) to support educators in strengthening their instructional practices and understanding of the DTGSS process. Each month features a focused theme, with special sessions dedicated to Early Childhood and Special Populations. Participants will earn clock hours toward re-licensure. For more information, view the flyer: DTGSS sessions for teachers by teachers.

DTGSS office hours – Monthly support for observation and feedback
School and district staff are invited to join DTGSS Office Hours, held the third Wednesday of each month from 9:00–10:00 AM, beginning August 20, 2025, through May 20, 2026. These informal, one-on-one support sessions offer space to analyze evidence, refine debrief questions, ask questions about DSC, and strengthen your use of the DTGSS framework. Whether you’re looking to think through feedback or clarify next steps, we’re here to help. Drop in as needed.  Let’s strengthen your DTGSS practice—one thoughtful conversation at a time. We’re here to support you! Join Zoom Meeting here. Contact Angela Socorso.

Tools and references to help you notice and support what matters most in instruction.

Academic Discussion & Talk Moves

Academic Conversations: Talk Moves for the Classroom — Edutopia video & strategies to deepen student dialogue
https://www.edutopia.org/video/encouraging-academic-conversations-talk-moves

Formative Assessment & Checks for Understanding
7 Smart, Fast Ways to Do Formative Assessment — Practical classroom techniques that gather evidence of student learning in real time. Edutopia
https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment

8 Quick Checks for Understanding — Simple, proven formative assessment strategies to reveal what students know and need next. Edutopia
https://www.edutopia.org/article/8-quick-checks-understanding

27 Easy Formative Assessment Strategies for Gathering Evidence of Learning — A wide range of accessible ways to check understanding and guide instruction. NWEA
https://www.nwea.org/blog/2024/27-easy-formative-assessment-strategies-for-gathering-evidence-of-student-learning/

Talk as a Formative Assessment Tool
Classroom Talk as a Formative Assessment Opportunity — A protocol for noticing student thinking through talk and using it to guide instruction. Stem Teaching Tools
https://stemteachingtools.org/sp/talk-resource-tool-classroom-talk-as-a-formative-assessment-opportunity

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