DASL partners with school districts to provide a comprehensive assessment of the current practices employed in a school to ensure continuous improvement. By observing teaching and learning, interviewing school leaders, gaining perspective from teachers, parents and students, DASL helps schools celebrate successes and prioritize recommendations for growth.
Using a model created by The Council of Chief State School Officers (CCSSO) , DASL partnered with the Delaware Department of Education to complete Comprehensive Success Reviews using the traditional model, and in 2016-17, worked with districts to refine the rubrics and process.
Our approach to engaging school leaders in Design Thinking Methodology, is innovative, relevant, and responsive to the needs of each and every school, regardless of context.Using Design Thinking Methodology, school leaders learn how to see everyday situations with new eyes, re-imagine how they address challenges, and respond thoughtfully, not just quickly, to the needs of their teachers, students, parents, and community.
Leading for Instruction: DASL School Leadership Specialists work in schools to provide professional development and coaching support and resources to teachers and principals. This work includes planning and preparation, classroom environment, instruction, professional responsibilities, and student improvement. Our work aligns to Delaware’s Professional Teaching Standards and the Danielson Framework for Teaching. DASL School Leadership Specialists understand that school context matters. We customize professional learning and coaching to the specific needs of your school. DASL is dedicated to supporting a district’s lowest performing schools to improve opportunities for all students.
Dr. Sharon Brittingham provides coaching and support to school leaders working on school focus and priority plans. As an award winning principal, Dr. Brittingham brings over 40 years of school leadership and instructional expertise to support principals and teachers in improving student achievement.