Introduction

Foreword

LaQuita Outlaw, Ed.D., has worked in school leadership for over a decade. Dr. Outlaw serves as a peer editor for Corwin Press and assists several local organizations with organizing professional development opportunities for educators across Long Island. The challenges kept coming, but you met each one and your

students are better prepared for their future learning because

of the steps you took throughout the school year. Each action

was not without a goal-oriented approach to the instructional

practices delivered in the classroom and the care given toward

your staff, students, and yourself. Although you may have

stumbled through all, some, or one of those areas, you made it.

The authors in this edition of The Impact Journal provide

more understanding around instruction and self-care. In

“Building Equitable Learning Experiences through the Formative

Assessment and Feedback Process,” Angela Di Michele Lalor

offers readers specific techniques that can be used to increase student performance through

feedback. The suggested process takes leaders and practitioners through steps that create

engagement and results. Dr. Robert “Bob” K. Greenleaf, Elaine M. Millen, and LaVonna Roth’s

article “The DNA of Learning: Part I” then helps the reader look at learning differently. The

authors walk us through the first part in a series to build upon the notion that intertwining the

science of learning with an engaging approach is needed to create an environment of inquiry. To

lead in a learning-focused culture requires a little bit of personal care. In the article “Addressing

Educator Wellness: The Difference Between Surviving and Thriving,” Diane Wynne looks at ways

school leaders can give themselves a little grace. As you will see, this issue has a little something