No description available
This module will focus on the arts standards website including the whole web map and specific destinations. Goals Participants will be guided through an overview of the Delaware arts standards website. Participants will learn how to navigate Delaware arts standards website. Participants will obtain a working knowledge of what is needed to use the arts standards in their classrooms.
This module will focus on understanding and using the Model Cornerstone Assessments on the Delaware Arts Standards webpage https://www.deartsstandards.org/. Goals Participants will understand the relationship between assessment and standards-based instruction. Participants will locate the Model Cornerstone Assessments on the Delaware arts standards webpage. Participants will navigate through a Model Cornerstone Assessment Participants will recognize the common attributes of the arts standards with the Common Core State Standards for ELA. Participants will identify resources available through the arts standards webpage. Participants will become aware of Student Artwork Samples available to benchmark student work samples.
This module is the first in a series designed to help arts educators and arts administrators learn about, navigate through and use the Delaware Arts Standards. Adopted by the Delaware Board of Education in March 2016, these standards are the National Arts Standards with the addition of ‘I CAN’ statements- the standards in student friendly, age appropriate language- created by Delaware arts educators. The series of modules have been created by three seasoned Delaware teachers in order to provide practical guidance on how the standards can be the basis for instruction in your classroom.
This is a required, one-day training for all administrators new to evaluating assistant principals, principals, and/or district administrators. A credentialing assessment is required after participating in the one-day training.
This training meets the requirements of Regulation 108A, which requires recredentialing every 5 years to evaluate another administrator. Led by Dave Santore, Ed.D., from Educational Leadership Services, LLC, this training will not only review evaluation requirements but also include calibration and opportunities for reflection using recently completed evaluations.
This module will focus on the artistic process of CREATING. The module will provide participants with an oveview of the anchor and performance standards and will provide strategies for how the Delaware Arts Standards can be implemented in arts classrooms.
This module will focus on becoming familiar with and understanding the artistic process Perform/Present/Produce from the National Core Arts Standards.
This course will focus on creating a balanced assessment system (formative, summative and peer and student self- evaluation) in arts education classrooms.
Connecting is the last of the Artistic Processes in the Delaware Arts Standards. Connecting appears equally with the other three artistic processes: CREATING, PERFORMING/PRESENTING/PRODUCING, and RESPONDING in the standards for Dance, Media Arts, Theatre and Visual Arts. CONNECTING is integrated across the other three processes in the discipline of Music.
This module will focus on the artistic process RESPONDING. RESPONDING is comprised of three anchor standards common to all five arts disciplines: Anchor Standard 7- Perceive and analyze artistic work.Anchor Standard 8 – Interpret intent and meaning in artistic work. Anchor Standard 9 – Evaluate criteria to evaluate artistic work. In this module we will investigate how the concept of RESPONDING has changed over time and provide specific strategies to help your students reflect on and respond to their own work and the work of other artists, musicians, dancers and actors.
This ADVANCED course is for educators who want to take their trauma awareness to the next level. Facilitated by Beyond Consequences Institute (BCI), this is an intense, deep-dive into the groundbreaking new book, Classroom180: A Framework for Creating, Sustaining, and Assessing the Trauma-Informed Classroom. The Classroom180 Framework is a comprehensive roadmap of what it means to fully create, implement, and sustain a trauma-informed classroom from kindergarten through the twelfth grade. Additionally, Classroom180 includes an assessment tool, the Classroom180 Rubric, which can be used by administrators and other specialists who support teachers on the journey of becoming trauma-informed. In response to the COVID-19 pandemic, this training will be virtual and will provide a blended training with the majority of the sessions conducted LIVE on the BCI Zoom platform with some course work being done through our Trauma-Informed Online Academy (TIOA). Each participant will receive a book as well as log-in and password to access the TIOA during the training. This 16.5 hour course will include the following the Pre-requisite online course (1.75 hours), 3- day, LIVE training (11.75 hours), and Online Coursework & Exercises (3 hours).
Addresses critical outcomes for effective literacy instruction: understanding the science of reading, enhancing teacher effectiveness, and transforming instruction. Professional learning is relevant and applicable and designed to be the cornerstone of a multiyear, systemic literacy improvement initiative. LETRS for Administrators supports district and school leaders to improve literacy instruction.
This course has been redesigned to enhance awareness of three dimensional science teaching and learning. The PL will build understanding of an administrator’s role as an instructional leader to support three dimensional teaching in. K-12 classrooms. Administrators will be engaged with colleagues as science learners, watch video cases of students, and collaborate around best practices in science instruction. Ties to DTGSS, curricular resources, and literacy will be highlighted.
It is required to complete 3 of the virtual forums. 1 in October, 1 in January and 1 in March.
Lesson provided by SHAPE President Karine Scott, W.B. Simpson Elementary PE teacher. The lesson combines two third grade classes to introduce the game of Lacrosse.
The Early Literacy Institute is an intensive two-day institute for district and building elementary administrators designed to help build their foundational knowledge about effective early literacy leadership aligned to High Quality Instructional Materials (HQIM). Leading early literacy implementation is tough work, and youre not alone! In these sessions, you will have opportunities to discuss challenges of early literacy implementation with colleagues across the state and learn best practices for supporting strong early literacy instruction using high-quality instructional materials.
This module is designed to support visual and performing arts educators understanding of black history and the black experience overtime as it aligns with HB 198. Teachers will engage with articles, artifacts, videos, and questioning to better support all learners within their arts classrooms.
This module is designed to support visual and performing arts educators understanding of black history and the black experience overtime as it aligns with HB 198. Teachers will engage with articles, artifacts, videos, and questioning to better support all learners within their arts classrooms.
This module is designed to support visual and performing arts educators understanding of black history and the black experience overtime as it aligns with HB 198. Teachers will engage with articles, artifacts, videos, and questioning to better support all learners within their arts classrooms.
This module is designed to support visual and performing arts educators understanding of black history and the black experience overtime as it aligns with HB 198. Teachers will engage with articles, artifacts, videos, and questioning to better support all learners within their arts classrooms.
This module is designed to support visual and performing arts educators understanding of black history and the black experience overtime as it aligns with HB 198. Teachers will engage with articles, artifacts, videos, and questioning to better support all learners within their arts classrooms.
This module is designed to support visual and performing arts educators understanding of black history and the black experience overtime as it aligns with HB 198. Teachers will engage with articles, artifacts, videos, and questioning to better support all learners within their arts classrooms.
This module is designed to support visual and performing arts educators understanding of black history and the black experience overtime as it aligns with HB 198. Teachers will engage with articles, artifacts, videos, and questioning to better support all learners within their arts classrooms.
This module is designed to support visual and performing arts educators understanding of black history and the black experience overtime as it aligns with HB 198. Teachers will engage with articles, artifacts, videos, and questioning to better support all learners within their arts classrooms.
This SIG will connect participants throughout the state and allow them the opportunity to share resources and ideas among each other focusing on the topic of AAC. The DT-MTSS team will also be sharing resources and ideas with participants.
This course is designed to increase teachers’ knowledge of black artists, musicians/composers, dancers, and thespians and the times when they lived to better support students in arts classrooms statewide. Teachers will also be provided with examples of applications of this knowledge for lesson planning and preparation.
Artificial Intelligence – specifically generative artificial intelligence – has rapidly become a major disruptor in K-12 education in the United States and around the globe. As the technology develops more and more capabilities at an extremely rapid rate, this course follows guidance issued from the US Department of Education, ISTE, Code.Org, and others, and is designed to provide educators with a functional understanding of artificial intelligence in order for them to pursue purposeful integration of these technologies in K-12 classrooms and systems.This course has three goals: Be able to explain the basic function, benefits, and drawbacks of AI with specific emphasis on large language models (LLMs);Be able to leverage public-facing LLMs in compliance with internet safety regulations;Be able to evaluate and review K-12-focused GenAI platforms for adherence to internet safety regulations.
‘What is the Science of Reading and how should I consider it in light of secondary students?What are the key shifts in instruction that are important to engage with equitable, high-quality instruction?’
What is a text complexity analysis and why is it an important first step to support secondary readers?
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Course OverviewAs GenAI tools like ChatGPT transform education, educators need clear guidelines for ethical implementation. This course addresses the balance between leveraging AI’s benefits while preserving student rights, student agency and academic integrity.Upon completion, participants will be equipped to develop appropriate GenAI guidelines for their classrooms.ISTE Standards for Educators Addressed:- ISTE 2.3.c – Educators mentor students in safe, legal, and ethical practices with digital tools and content.- ISTE 2.3.d – Educators model and promote management of personal data, digital identity, and protection of student data.Course 2 Goals:This course has 3 goals: – Be able to define and identify basic concepts associated with intellectual property and apply them to the use of GenAI.- Explore critical shortcomings of GenAI – such as intellectual property disputes, hallucinations, and bias.- Apply understanding of AI function to review K-12 AI use case examples for potential violations of student protections.
These sessions will allow teachers to experience the investigations, engage with other teachers, and follow the coherence flowchart under the guidance of trained Amplify facilitators.
These sessions will allow teachers to experience the investigations, engage with other teachers, and follow the coherence flowchart under the guidance of trained Amplify facilitators.
These sessions will allow teachers to experience the investigations, engage with other teachers, and follow the coherence flowchart under the guidance of trained Amplify facilitators.
These sessions will allow teachers to experience the investigations, engage with other teachers, and follow the coherence flowchart under the guidance of trained Amplify facilitators.
This PL session is intended for instructional leaders (building administrators, specialists, curriculum directors, etc) that impact Amplify science in the classroom (K-5).
Dr. Caroline Okorie and Dr. Rafael Pelayo will discuss teenagers sleep. The topics addressed will include healthy sleep habits, insomnia and delayed sleep/wake phase, its association with mental health concerns, and sequelae of sleep disorders. Through the presentation of case studies, Dr. Okorie and Dr. Pelayo will discuss how to use sleep to optimize adolescent health.
The America Heart Association has released free webinars on various topics. Participation in the training is not required and this session is not vetted by DDOE.
The American Heart Association has developed free online sessions. These are not required and are not vetted by DDOE.
‘Welcome to the first session of the OBVIOUS mini series 2025, recorded on March 5, 2025. In this enlightening presentation, Dr. Alfred W. Atanda, Jr., Director of the Sports Medicine Program and Pediatric Orthopedic Surgeon & Sports Medicine Specialist at Nemours Children’s Hospital, shares crucial insights on supporting youth athletes and their families from a mental and psychological perspective.Dr. Atanda delves into the unique challenges faced by young athletes and provides valuable strategies for parents, coaches, and healthcare professionals to promote mental well-being in youth sports. Learn how to create a supportive environment, recognize signs of mental health struggles, and implement effective techniques to help young athletes thrive both on and off the field.Key topics covered in this session include:Balancing athletic performance with mental healthRecognizing signs of stress and anxiety in young athletesStrategies for fostering resilience and positive self-esteemThe importance of open communication about mental healthResources available for supporting youth athletes’ psychological well-beingDon’t miss this essential presentation for anyone involved in youth sports, including parents, coaches, and healthcare providers. Subscribe to our channel for more sessions in the OBVIOUS mini series 2025, focusing on crucial aspects of youth athletics and overall well-being.’
This recording provides access to the Day 1 session focused on Physical Literacy.
This recording is number 2 of 3 of the Physical Literacy Professional Learning Series. Please click watch the recording and finish the course assurance.
This training is for school nurse induction coaches serving as an induction coach for the current school year.
This training is for school Counselor induction coaches serving as a coach in the year of registration.
This training is for school Psychologist induction coaches that are serving in the year of registration.
This training is for School Social Worker induction coaches serving as a coach the school year of registration.
These sessions will allow teachers to experience the investigations, engage with other teachers, and follow the coherence flowchart under the guidance of trained Amplify facilitators.
These sessions will allow teachers to experience the investigations, engage with other teachers, and follow the coherence flowchart under the guidance of trained Amplify facilitators.
These sessions will allow teachers to experience the investigations, engage with other teachers, and follow the coherence flowchart under the guidance of trained Amplify facilitators.
**This series is geared toward teachers that have been using Amplify curriculum in the classroom for multiple years. These sessions give elementary teachers more exposure to Amplify science instructional strategies. Teachers will focus on a particular aspect of science teaching to frame the day. Teachers will have opportunities to discuss, strategize, and collaborate to enhance instruction of the current unit.
Teachers will have the opportunity to learn the unit phenomena, the storyline, and how to navigate through investigations through student and teacher lenses.Instructional practices will also be highlighted, allowing for teachers to collaborate and plan for improving science instruction.
Teachers will have the opportunity to learn the unit phenomena, the storyline, and how to navigate through investigations through student and teacher lenses.Instructional practices will also be highlighted, allowing for teachers to collaborate and plan for improving science instruction.
Teachers will have the opportunity to learn the unit phenomena, the storyline, and how to navigate through investigations through student and teacher lenses.Instructional practices will also be highlighted, allowing for teachers to collaborate and plan for improving science instruction.
**This series is geared toward teachers that have been using OpenSciEd curriculum in the classroom for multiple years.These sessions give middle school teachers more exposure to OpenSciEd instructional strategies that are universally embedded with the middle school sequence. Teachers will focus on a particular aspect of science teaching to frame the day. Teachers will have opportunities to discuss, strategize, and collaborate to enhance instruction of the current unit.
Win the day provided three sessions on physical literacy. This is recording number three of three.
EXTERNAL registration is required at https://www.dfsme.org/stem-connected-day-2025/This event is organized by DFSME (Delaware Foundation of Science and Mathematics Education) in partnership with the Delaware Department of Education’Exclusive Tours for Delaware Teachers at Leading STEM Organizations’
This training is for Teacher Induction Coaches that need the New Teacher Center Induction Coach Foundational Institute Training. You will need to complete all 3 days and upload your completion certificate to DEEDS.
Thank you for serving as coaches to new school psychologists! To receive credit. You must register prior to the meetings.One of your coaching duties is to participate in 3 virtual meetings with your state induction coordinator. During these meetings, we will review how things are going, answer questions/troubleshoot issues, and share resources.
The SREB Crisis Recovery Network exists to provide timely, trauma-informed psychological first aid and mental health crisis intervention to students and staff affected by a catastrophic event. The mission is to serve as an added layer of care – working alongside school and district teams to stabilize, support, and strengthen recovery efforts. Accepted team members are required to participate in this 2-day PREPaRE workshop.
These sessions will allow teachers to experience the investigations, engage with other teachers, and follow the coherence flowchart under the guidance of trained Amplify facilitators.
Teachers are invited to participate in this virtual professional learning experience aligned to the Delaware Teacher Growth and Support System (DTGSS). Reflect on instructional practiceStrengthen teaching strategiesSupport professional growth
Administrators and instructional coaches are invited to participate in a virtual DTGSS professional learning session focused on strengthening observation and feedback practices.
DDOE offers a 24-hour credentialing training course to support leaders on how to utilize the new Delaware Teacher Growth and Support System to improve classroom teaching and learning. Participants will: Develop a shared understanding of high-quality teaching using the DTGSS framework Accurately capture and analyze evidence of instructional practice Apply the DTGSS process to produce aligned, high-quality feedback
This professional learning is designed to build a collective understanding of the components, criteria, rubrics, and critical attributes of the Delaware Framework for Specialists and how they may be manifested in practice for various specialists’ positions. The unique application of observation skills such as understanding bias, collecting low-inference evidence, and interpreting evidence against the levels of performance will be examined and practiced.During the session, participants will use selected Specialist Critical Attribute Guides and Possible Examples Guides as a tool to promote targeted support and feedback to specialists.
This series is for school administrators who implement DTGSS. Administrators will strengthen their ability to analyze teaching, align feedback, and lead instructional improvement through DTGSS. Each session builds practical skills that they can immediately apply.
The Delaware Department of Education offers a 2-hour renewal session for current administrators who need to maintain their DPAS II for Specialists certification. This session focuses on calibration, refined evidence collection, and strengthening actionable feedback to ensure accurate and consistent evaluation practices.
Spring session 2026 (Registration fee required) Discover Bluetech & Photonics at iDEa an engaging, accessible look at technologies shaping our regions future.Event OverviewJoin us for the iDEa Conference: Emerging Industries in BlueTech and Photonics, an engaging and accessible introduction to two of the fastest-growing innovation sectors shaping our region.This year, the Innovation in Delaware (iDEa) Conference, in partnership with the Delaware Foundation for Science & Mathematics Education, will spotlight Bluetech and Photonics, industries driving advancements in ocean technology, communications, sensing, and more. Whether you are a technology enthusiast, educator, student, or industry professional, this event will help you understand what these fields are, why they matter, and how they are impacting our region.Through expert insights, real-world examples, and interactive discussions, attendees will gain a clear picture of how these technologies are fueling economic growth and innovation across Delaware and the Mid-Atlantic.Our goal is to keep the conversation accessible and engaging while highlighting the real impact these technologies are having in our region. No prior expertise is required.
Looking for an introduction to phenomenon-based teaching? This session is designed for high school teachers who are interested in learning more about how phenomenon-based, student-centered curriculum helps teachers make the shift to NGSS and three-dimensional instruction. This full-day session will highlight the instructional design of OpenSciEd, including storylines, instructional routines, and making science accessible for all students. Participants will engage in a mini-lesson that highlights the anchoring phenomenon, student engagement, discourse, and modeling. This professional learning has no pre-requisites, but participants should continue to other, grade-appropriate OSE professional learning sessions.
The 20262027 Career & Technical Education (CTE) Professional Learning Series is a comprehensive, learner-centered professional development initiative designed to elevate instructional practice, expand equitable access, and strengthen the quality and rigor of CTE programs of study across Delaware. This series is grounded in the belief that high-quality CTE instruction must be equity-led, culturally competent, and responsive to the diverse experiences and aspirations of todays learners.Through this statewide learning experience, CTE educators will engage in professional learning that prioritizes student voice, inclusive instructional design, and culturally responsive teaching practices. Sessions will equip educators with strategies to remove barriers to participation, support special populations, and ensure that every learnerregardless of backgroundcan access high-quality pathways leading to postsecondary success, meaningful careers, and economic mobility.The series is intentionally program-of-study aligned, providing educators with targeted training that strengthens the instructional core of CTE courses. Participants will explore approaches that deepen content rigor, authentic project-based learning, and industry-aligned instruction, ensuring that classroom experiences mirror the expectations of modern workplaces and postsecondary environments. Professional learning will emphasize research-based pedagogical practices, including interdisciplinary instruction, inquiry-driven learning, and the integration of real-world problem solving.A central focus of the series is the intentional integration of academic skills, social-emotional learning (SEL), and employability competencies within CTE instruction. Educators will learn strategies to embed literacy, numeracy, communication, collaboration, and critical thinking within technical coursework while cultivating professional dispositions such as adaptability, leadership, and ethical decision-making.In addition to instructional strategies, the series will provide educators with tools to strengthen work-based learning experiences, industry engagement, and learner leadership opportunities, ensuring that students can apply classroom knowledge through authentic professional experiences. These opportunities will help bridge the gap between education and workforce needs while expanding equitable access to career-connected learning.The 20262027 series will also foster professional collaboration and reflective practice, creating a statewide network of CTE educators committed to continuous improvement and innovation. Participants will engage in collaborative problem-solving, share best practices across programs of study, and contribute to a growing body of practitioner-driven strategies that advance equitable CTE systems.By centering equity, learner voice, rigorous instruction, and workforce alignment, the 20262027 CTE Professional Learning Series represents Delawares continued commitment to building a nationally recognized model for career-connected educationone that ensures every learner is prepared not only for employment, but for leadership, lifelong learning, and meaningful participation in their communities and the global economy.
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The Work-Based Learning Professional Roundtable will provide an opportunity for Career and Technical Education (CTE) and Work-Based Learning Coordinators to scale work-based learning awareness, share resources, ideas, and opportunities to strengthen and expand work-based learning opportunities for statewide CTE students.
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This training is designed to support school nurses in understanding and applying the DPAS II for Specialists evaluation system with accuracy and confidence. Participants will review the specialist framework, explore performance criteria specific to nursing practice, and engage in calibration activities to strengthen observation and feedback skills. The session ensures that nurses are equipped to demonstrate their professional impact, align their work with state standards, and meet credentialing requirements.
Specialists are invited to participate in a professional learning session focused on strengthening understanding of the DPAS II Specialist evaluation system. The session will support specialists growth through reflection, evidence collection, and feedback conversations.
This three-module online course, designed for early childhood educators, offers an overview of planning learning environments that are safe, healthy, interesting, and enjoyable for children, staff, and families. The course uses health and safety practices to teach, model, monitor, support, and partner with staff, children, and families. The course rounds off by creating an effective learning environment, including foundational principles of learning and development, designing both indoor and outdoor environments, selecting materials, planning curricula and development, and implementing a daily schedule.
In this course, participants will complete four modules while exploring important parts of childrens developmentlike how they grow physically, how their brains develop and support learning, how they learn to communicate, and why creativity is important. The first module focuses on children’s physical development. It includes content about physical development for infants, toddlers, and preschoolers and how to create environments that support gross and fine motor skills. The second module is about cognitive development. This focuses on how children learn to think, reason, and understand. It also explores theories of cognitive development, learning through play, and ways to support children’s learning. The third module explores communication, including language and literacy skills for infants, toddlers, and preschoolers. Children learn about language and communication through everyday interactions with peers and adults from listening to pointing to speaking to rhyming with words, its all communication! The fourth and last module of this course focused on creativity. Creativity involves using our imaginations, thinking in new ways, communicating, and working together. Participants will learn to recognize creativity, advocate for the importance of the arts, and provide materials that encourage creative expression.
Two final opportunities prior to plan submissions on September 6th for LEA teams to collaborate either virtually or in-person on revisions or creations of Gifted Plans.
This online course provides a comprehensive exploration of the social and emotional development of young children, aligned with the CDA Essentials Workbook. Designed for early childhood educators, the course offers practical strategies to support children’s emotional well-being and social interactions in early learning environments. Participants will learn to implement positive guidance techniques that foster a nurturing atmosphere, encourage self-regulation, and promote respectful communication. By the end of the course, educators will be equipped with the tools to create a supportive and emotionally responsive environment that aligns with the standards of the CDA credential.
”’In this course, participants will complete 5 modules and explore how to foster meaningful and effective partnerships with families.The focus of the first module is on building relationships with families and children, which requires intentionality. You will learn ways to create opportunities and have conversations with families.The second module focuses on learning strategies for effectively partnering with families, including why its important. During this module, you will also build a family resource guide to share with the families you work with.In the third module youll learn about family engagement and factors that encourage family involvement. Youll also learn to identify ways families can be involved at your program location, as well as learn what families do at home to support their childs learningThe fourth module will guide you in communicating effectively, respectfully, and inclusively with families. Youll also learn about the many types of family-involved meetings.The last module will focus on having conversations with families about their childs development. Including how to support children and families as they navigate the IFSP and IEP process. ”’
Managing an effective program is more than just turning on the lights in the morning. It involves the actions educators take in early childhood environments to provide the best programming for children every day. This process starts with collecting data about the children, the program itself, and how we store and use that data. Effective programs utilize available resources, including staff, families, and community members. Our discussion will begin with the curriculum and its elements, including using data to inform planning, and conclude with the importance of teamwork within the program and beyond.
This interactive, online course, designed to support the successful completion of the CDA credential, offers many learning opportunities for the participant. From making intentional decisions based on knowledge of research-based early childhood practices to faithfully using the Code of Ethical Conduct in daily service to infants, toddlers, preschoolers, and their families, this course will challenge the early childhood professional to choose excellence in a profession that is critical to our society. Throughout the 3 modules, learners will participate in activities that promote high-quality, professional practices within various early childhood settings. Special emphasis will focus on the value of professional affiliations and development opportunities to increase knowledge and competence, both for personal and professional growth and for the benefit of children and families.
In this course, youll learn how to observe and record childrens behavior to better understand their growth and development. Youll explore how ongoing and responsive observation helps guide teaching and learning. The course covers how to collect and interpret information about childrens progress, including for dual language learners and children with disabilities. Youll also learn about screening, documenting, and tracking development, as well as how to share this information with families. By the end, youll know how to use what you observe to plan activities that support every childs learning.
The course offers a unified look at how young children grow, develop, and learnfrom prenatal stages through age five. Participants will explore developmental theories, milestones, and the impact of culture, language, and environment. The course also covers developmentally appropriate practices for infants, toddlers, and preschoolers, and provides strategies to support the transition to kindergarten.
This one-hour virtual session is designed to build foundational understanding of three dimensional learning under the Next Generation Science Standards. Participants will break down the basic structure of the NGSS, including the relationship among performance expectations, Science and Engineering Practices, Crosscutting Concepts, Disciplinary Core Ideas, and grade level progressions. The course will connect this structure to phenomenon based instruction by highlighting how students make sense of phenomena over time through the integration of the three dimensions. A central focus will be how science literacy supports this sensemaking, as students read, write, speak, listen, model, and use visual representations to build and communicate scientific understanding. Participants will begin making connections between the structure of NGSS aligned instruction and the literacy opportunities that help students make meaning from phenomena.
According to the Reading League, ‘Educators supporting students with linguistic differences such as multilingual learners…can rely on the science of reading… These students benefit from practices derived from the science of reading. All proficient readers must master the same concepts in order to learn to read…’In this year-long learning experience, we will dissect Scarborough’s Reading Rope to think deeply about the Science of Reading and with a focus on the distinctions and unique considerations for supporting Multilingual Learners within this framework. District and/or Building teams will work together to plan for applying research-based best practice around the Science of Reading with an ML lens in their personal settings.SY27 LEA Teams will engage in four in-person sessions in the Dover area (Exact locations will be communicated at a later time to participants). Teams can include MLL Teacher/Specialist, Building Administrators, District Administrators, Instructional Coaches, content area teachers, paraprofessionals and support staff, and anyone that supports multilingual learners. A team is strongly encouraged to maximize the learning in this series!In-person dates from 9 am pm-3:30: Monday, September 21stMonday, November 16thMonday, January 11thMonday, April 12th’Out of class’ assignments will be limited to applying our collaborative learning in the field in a ‘commit to try’ approach, reporting back to the whole group as to outcomes and effects.
Whether you are renewing your DTGSS credentials or looking to strengthen your instructional leadership practice, this professional learning experience is designed to deepen your understanding of high-quality observation and feedback practices that drive teacher growth and student learning.Participants will:Strengthen calibration and evidence collection practicesDeepen understanding of the DTGSS framework and performance indicatorsRefine coaching conversations and feedback strategiesPractice analyzing evidence and identifying high-leverage instructional movesExplore actionable feedback that promotes reflection and growthCollaborate with leaders across Delaware to build consistency and confidence in implementationThis series is ideal for:Administrators seeking DTGSS recredentialingInstructional leaders wanting a DTGSS refreshSchool leaders committed to strengthening observation and feedback cyclesLeaders looking to improve coherence, consistency, and impact in instructional support
DDOE staff and contractors ChatGPT Training
Gather with other school librarians in our state to share ideas, learn together, and plan for the year.Location: ASPIRA Academy 326 Ruthar Drive in Newark, DE 19711 Arrive between 8:00 and 8:30 am to sign in and set up Breakout sessions all day Lunch from 11:30-12:30 End at 3:30 Meet and Greet with AuthorsAny school librarian in DE may attend.
This induction program is designed for first-year school principals in Delaware seeking additional support, targeted professional learning, and personalized coaching as they transition into their leadership role. It is especially beneficial for principals aiming to strengthen foundational leadership skills, improve operational systems, and build a professional peer network to support their success.
This induction program is intended for assistant principals who have successfully completed their first year of the required Comprehensive Induction Program (Regulation 1503) and are continuing their leadership journey. It is especially designed for Year 2 assistant principals seeking additional support in critical leadership areas, or those who want to refine their skills before advancing into principalship roles.
Educators will immerse in conducting workshops, clinics and discussion around technique and pedagogy for ensemble conducting across levels. Registration is through the University of Delaware. Please visit: https://www.udel.edu/academics/colleges/cas/units/departments/school-of-music/community-outreach/band-conducting-workshop/
Launch Into Your Future Counselor InstituteDelaware Postsecondary Pathways, Admissions & Financial Aid Professional Learning Day About:The Delaware Higher Education Office is hosting the first annual statewide Launch Into Your Future Institute. This full-day professional learning event will bring together Delaware school counselors, educators supporting postsecondary planning and transitions, school and district/charter leadership, postsecondary partners, and adult education partners to support student success across all postsecondary pathways.Who Should Attend:Delaware school counselors, educators supporting postsecondary planning and transitions, and school and district/charter leadership are invited to attend.Event Overview:The morning program will provide participants with updates and information from Delaware colleges and Adult Education Centers, including admissions updates, financial aid information, academic program highlights, student supports, and other key resources for the 202627 school year.The day will also include lunch and opportunities for networking with colleagues and postsecondary partners.Afternoon session(s) will focus on professional development designed to strengthen postsecondary advising practices and support students as they navigate college, career training, adult education, workforce, military, and other postsecondary pathways.More details to follow in August
2026 UPenn GSE Professional Development Series
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