DASL staff is made up of experienced educators including a former award winning superintendent two National Blue Ribbon Schools principals, teachers with specialized training such as English as a Second Language, adult learning, and international education. We also have staff with project management expertise and ten coaches with administrative experience and advanced training in teacher and leaders effectiveness. DASL has a cohort of 35 part-time staff with teaching and administrative experiences.
Since our inception in 2000, we have worked on both state and national levels to advise and train school leaders. States with whom we have worked include:
- New York
- South Carolina
- New Jersey
The key advantages of working with DASL are the experience and expertise we bring to developing effective school leaders. DASL’s director led the development of Delaware’s Cohesive Leadership System for a decade on behalf of the Department of Education. DASL staff are lead partners with the Department of Education on two Race to the Top projects and are providing support to two Delaware Partnership Zone Schools. We have expertise in facilitating the researched based comprehensive success review process and strategies for improving student achievement in low performing schools. Staff has been trained in Learning Focused Strategies, Rich DuFour’s Professional Learning Communities Model, and Doug Reeves Data Inquiry Model. Our staff is also credentialed DPAS II-r evaluators. All professional development is customized to the needs of the district and school.
DASL staff has also taken a leadership role on policy issues by hosting focus groups and conferences to provide information and opportunities for school leaders to participate in national conversations regarding school leadership development and working conditions. DASL has been a leader on policy issues related to teacher leadership, succession planning, distributed leadership, principal and teacher effectiveness, and principal preparation.
DASL Theory of Action
- School leadership has a powerful effect on school improvement and student achievement.
- School leadership is a highly challenging, complex and knowledge-based professional career.
- School leaders need sophisticated knowledge and skills to be effective in improving schools and increasing student achievement.
- School leaders develop sophisticated knowledge and skills when provided with appropriate high quality professional learning experiences, specific interventions, and follow-up support.
The mission of the Delaware Academy for School Leadership is to improve public education by developing and supporting school and district leaders throughout all levels of their careers by providing powerful research-based professional learning programs, differentiated coaching services, and by advocating for best education practices and policies.