Fall 2024

Hello everyone!

We're excited to introduce the Learning Leader Digest (formerly known as ACCESS)! As part of our ongoing efforts to better align our communications with the evolving needs of our educators, we've refreshed our newsletter's name to reflect its purpose more clearly. While the name has changed, our mission remains the same: providing you with the most relevant and impactful information on administrator, teacher, and specialist evaluations. Stay tuned for the latest insights and resources as we continue to support high-quality feedback and growth in our schools!

As we look back on the past few years, from the initial stages of piloting to the statewide implementation of the Delaware Teacher Growth and Support System (DTGSS), it’s important to reflect on the significant milestones we've achieved, both individually and collectively, in our professional growth. We've fostered meaningful relationships and connections that have strengthened our Delaware educator community, all while embracing a growth mindset that fuels our belief in the potential to learn and improve continuously. Our commitment to providing and receiving high-quality feedback remains a cornerstone of our growth, empowering us to lead with skill and purpose. Let's celebrate these successes and commend ourselves for our dedication to becoming more effective leaders, always striving to enhance teaching and learning in our schools. Together, we continue our journey toward excellence, knowing there is always more to learn.

This year, we’re excited to introduce a new format for our newsletter. Each month, we’ll be focusing on a specific area of new learning or a practical strategy to try in your practice. These monthly issues will provide you with fresh insights, actionable tips, and the latest developments in the Delaware Teacher Growth and Support System (DTGSS). Our goal is to keep the momentum going, helping you continue to grow as leaders and educators. Whether it’s an innovative approach to feedback, a classroom strategy, or a deeper dive into the DTGSS framework, each issue will offer something new to explore and apply in your work. Together, let’s make this year one of continued learning and growth.

We're excited to launch a fresh feature in our newsletter: Excellence in Action. Every month, we'll shine a light on an educator who demonstrates exceptional leadership, dedication to ongoing growth, and innovative practices that align with the Delaware Teacher Growth and Support System (DTGSS). This section will highlight the remarkable work taking place in our schools and offer valuable insights into the strategies and approaches that are making a positive impact on teaching and learning.

In our new Skillful Evaluator section, we’ll focus on building your skills in evaluation with practical tips and strategies. This month, we delved into effective evidence collection and analysis for Indicator 2.2, providing you with actionable insights to enhance your evaluation practices.

Finally, don't forget to check out our Resources section, where we've curated the latest tools and materials to support your continuous growth as leaders and educators.

Thank you for your continued commitment to excellence in education. Let's make this year one of growth, learning, and impactful leadership.

This month we celebrate Ashlee Upp and Jennifer Norman.

Ashlee Upp and Jennifer Norman exemplified Excellence in Action at the Policy and Practice Conference in June 2024. Their session, titled "Lights, Camera, Action: Using Directed Plans to Impact Growth," highlighted innovative strategies for effectively implementing directed plans to foster significant growth within their districts. Their dedication to translating intent into impactful practice sets a high standard for educational leadership and development. Through their work, they are driving meaningful change and demonstrating how thoughtful policy and practice can lead to measurable improvements in student outcomes!

Effective Summarizing Strategy: 3 Facts and A Fib

@LearningFocused

Explore the Summarizing Strategy "Three Facts and a Fib," designed to challenge student misconceptions and foster critical thinking skills. This approach encourages active analysis, collaboration, and justification to deepen understanding across all subjects. Download the Learning-Focused Resource.

Explore the Summarizing Strategy "Three Facts and a Fib," designed to challenge student misconceptions and foster critical thinking skills. This approach encourages active analysis, collaboration, and justification to deepen understanding across all subjects. This strategy serves as an example of how students can effectively summarize their learning while uncovering and correcting misconceptions, directly supporting the goals outlined in Indicator 2.2.

Evidence Collection Essentials: Mastering Indicator 2.2

In the Skillful Evaluator corner this month, we're focusing on supporting evaluators in collecting robust evidence for Indicator 2.2: Learning Experiences. When observing classrooms, it's crucial to look for clear examples of strategies that help students summarize their learning. Pay attention to activities that encourage students to process content, such as summarizing exercises, reflection activities, or peer discussions that solidify their understanding of key concepts.

Theme: Strategy for Summarizing Learning (Tag to 2.2)

-Teacher: Initiates a "Three Facts and A Fib" activity, asking students to create statements summarizing their understanding of starch based on the day’s lesson.

-Students:

Fact 1: "Starch is a carbohydrate that provides long-lasting energy, which is why athletes often consume it before events." One student says, "I remember from the lesson that athletes eat foods like pasta before a race because starch gives them energy over a longer time."

Fact 2: "Starch turns purple when it reacts with iodine, indicating the presence of this polysaccharide." Another student adds, "We saw in the experiment how the bread turned purple when we added iodine, proving it had starch in it."

Fib: "Starch is easily digested by the body without any need for enzymes." A student correctly identifies the fib, stating, "That’s not true—our teacher said that starch needs enzymes like amylase to break it down into sugar before our body can use it."

-Teacher: Facilitates a discussion where students justify why the "fib" is incorrect. One student explains, "We learned that starch is a complex carbohydrate, so it takes longer to digest because it needs to be broken down by enzymes first."