February 4, 2025 • 58 mins
Uncover the secrets to transforming your educational environment with insights from the incredible Dr. Lyn Sharratt, Sue Walsh, and Maggie Orgham. This episode of the Professional Learnings podcast offers a treasure trove of strategies for implementing and sustaining the Clarity Learning Suite (CLS). We begin with an exploration of the CLS implementation and sustaining guide, revealing how it aligns with New South Wales' educational standards and the vital steps of the pre-implementation phase. From setting clear expectations to fostering a culture of shared responsibility, we delve into the foundational practices that pave the way for success.
As we continue, Lauren Phillips and Anastasia Galanos share their expertise on creating conditions for effective implementation through strategic resourcing. We uncover how the Clarity Learning Suite provides a structured approach to building instructional capacity by emphasising the importance of understanding student learning stories and leveraging data-driven strategies. Through tools like data walls and case management meetings, educators can highlight the strengths of their teams, fostering an environment where both teachers and students thrive. This asset-based model supports continuous professional development, nurturing the collaborative spirit essential for sustained improvement.
In the final stretch, we focus on the power of effective communication and the sustainability of CLS strategies. Consistency is key, and we explore how integrating new teachers through the strategic use of CLS tools can enhance teacher development and track student progress. With a focus on leadership modelling and celebrating achievements, our guests share stories of success and community building through learning fairs and shared experiences. Dr. Lynne Sharratt, Sue Walsh, and Maggie Orgham offer invaluable insights, inspiring listeners to harness these strategies for transformative educational outcomes. Explore these concepts further by engaging with the Clarity Learning Suite team and their inspiring contributions.
In podcast format: In webinar format view:
https://www.nswppa.org.au/clarity-learning-suite
or directly via Vimeo:
https://vimeo.com/1052015192
Links and References:
To view our Professional Learning Offerings, visit:
https://www.nswppa.org.au/professional-learning
To view our latest offerings, visit: https://www.nswppa.org.au/catalogue
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Welcome to Season 3 of Professional Learnings, the
NSW PPA Educational LeadershipPodcast.
I'm Drew Janetsky and I'mexcited to be back for a brand
new podcast season.
It's great to have you with usas we continue this journey of
learning, leading and drawinginspiration from the incredible
insights shared by our guests.
Let's dive straight into ourlatest episode.
Speaker 2 (00:22):
Let's dive straight into our latest episode.
The CLS team that's ClarityLearning Suite team have put
together an implementation andsustaining guide.
We're very proud of it.
(00:47):
It will be soon launched on ourwebsite and it will include
resources and input from ourschools using the Clarity
Learning Suite.
I think it's really importantthat all of us acknowledge the
deep learning that happens whenwe engage with the Clarity work
and specifically think about howwe're going to prepare for the
implementation of the ClarityLearning Suite, what happens
during that implementation andthen, finally and most
importantly, how we sustain thiswork.
(01:09):
So it just becomes embedded asthe way we do business at each
of our schools.
Speaker 1 (01:19):
Well, thanks for joining our podcast, which is
also a webinar converted into apodcast format.
If you're a visual learner,jump over and view the new south
wales clarity learning websiteif you want to prefer as a
visual medium.
We'll continue in the podcastwith the ongoing work of lynn
charrett and the claritylearning team.
(01:41):
Focus of this webinar podcastis successful implementation and
momentum of the ClarityLearning Suite.
We've already seen such successwith so many schools that have
been part of the ClarityLearning Suite through the New
South Wales Primary Kids'Association.
In this podcast webinar wediscuss what does it take to
(02:05):
successfully implement theongoing journey of clarity
learning in your context, asLynn Sherrick describes the work
as forever work.
The clarity learning team haveso many exciting implementation
and support systems thatcontinue to ensure success for
all schools and students.
(02:26):
So enjoy the podcast.
Well, welcome to our specialseries.
Before we do start, I'd like toacknowledge Country and the
traditional custodians of theland in which we virtually meet
(02:47):
here today and pay my respect toboth past, present and future
Aboriginal people listening toour special webinar today.
And what a special webinar itis today, connecting with the
fabulous Clarity Learning Suiteteam, where we're going to be
really diving into further workof the wonderful work of Clarity
(03:10):
Learning Suite which has beensuch a refreshing piece and such
important work to support themembership of the New South
Wales Primary PrincipalsAssociation and it gives me
great pleasure with that tointroduce Sue Walsh, maggie
Orgham and of course Dr LynneSherratt Welcome.
Speaker 3 (03:33):
It's great to have you.
Speaker 2 (03:35):
Thank you so much, drew.
I'd like to pay my respects toour elders past, present and
emerging on the lands where Ilive, on Lake Huron in Ontario,
canada, and, of course, acrossthe beautiful lands where you
live and we all have theprivilege to work.
The CLS team that's ClarityLearning Suite team have put
(04:00):
together an implementation andsustaining guide.
We're very proud of it.
It will be soon launched on ourwebsite and it will include
resources and input from ourschools using the Clarity
Learning Suite.
I think it's really importantthat all of us acknowledge the
(04:20):
deep learning that happens whenwe engage with the clarity work
and specifically think about howwe're going to prepare for the
implementation of the claritylearning suite, what happens
during that implementation andthen, finally and most
importantly, how we sustain thiswork.
(04:41):
So it just becomes embedded asthe way we do business at each
of our schools.
It absolutely aligns with theNew South Wales documents, the
plan for public education andthe explicit teaching and
learning documents.
The 14 parameters of ourclarity research are aligned and
(05:05):
supportive in the work acrossNew South Wales.
So, as I said, this guide is inthree sections and so we're
going to unpack in this webinarpre-implementation how you get
ready for explicit instruction,explicit teaching and leading,
(05:28):
what it looks like duringexplicit teaching and leading
and finally, how do you sustainthis work?
How do you sustain the workusing the 14 parameters?
So I want to thank my team, sue, maggie, mike and Jim.
We surround each other with thebest thinking and the best
(05:51):
listening to our folks acrossthe field in New South Wales,
and a particular thank you aswell to Drew, who's supporting
this work all along the way.
Speaker 1 (06:02):
Absolutely Well said, well said all along the way,
absolutely Well said, well said,and we're very excited to see
that work and see that thinking.
As you said, lynne, in terms oflistening to what is current in
the context of New South Walesand how the framework of clarity
(06:22):
learning can clearly align, andI'm excited about the work and
the alignment and also ensuringthe successful implementation of
clarity learning.
Speaker 2 (06:34):
Thank you so much, Drew.
So we'll start, Maggie, withthe pre-implementation stage.
Speaker 4 (06:40):
Thank you, lynn, and thank you Drew.
The pre-implementation stage iscrucial really, and we think
about leading from the outsetand the leading imperatives to
consider as you prepare to beginthe suite.
It's important to really embedCLS into your school's strategic
(07:06):
implementation plan.
It needs to be there, clearly.
We're also going to consider ina moment the crucial questions
that leaders need to be askingand then to look at some
critical strategic leadershipactions as well along the way
strategic leadership actions aswell along the way.
Speaker 2 (07:25):
And, Maggie, what I think about when I think about
that beginning.
I think about the data that wewant to consider as we embark on
implementing the claritylearning suite.
Speaker 4 (07:40):
Yes, indeed, and that comes up.
It's fundamental, isn't itreally to the suite, the
importance of the data, and wealways go back to the data, so
thinking about crucial questions.
So, yes, it's absolutelyimportant that we begin by
thinking about the rationale forimplementation and what are the
(08:05):
expectations that everyone has?
Are those shared expectationsof shared responsibility and
accountability?
Are they there so thateverybody together can improve
all students' growth andachievement?
It's also to think about whowill be our champion, or our
(08:26):
champions, or otherwise theknowledgeable, others also known
as, and who is going to leadCLS with the principle, the
importance as well, of makingsure you have a defined guiding
coalition, if you like, andidentify other early adopted
(08:47):
leaders and teachers who aregoing to form that guided
coalition.
And how will we ensure that allteachers and leaders are clear
on why they are completing thisprofessional learning, this
professional learning, what'sgoing to make them want to buy
(09:07):
into it and what this is goingto mean for their teaching
practice and how it is going tobenefit and enhance their
teaching practice?
Speaker 2 (09:12):
Maggie, I was going to say how important all four
big ideas are, and it's alsoabout the careful selection of
the guiding coalition, who mightbe your early adopters, but
also bringing in people whomaybe aren't quite there yet but
are asking really greatquestions.
So when I think of that guidingcoalition, there'd be members
(09:34):
of your leadership team, butalso some teachers, classroom
teachers.
We want to hear those voices,so how are we moving this
forward?
We want to hear those voices,so how are we moving this
forward?
Listening to all voices.
That guiding coalition can helpus.
Speaker 3 (09:49):
Indeed, yeah, and I'd say Lynne and Maggie in this
early stage that the importanceof having those other teachers
on that guiding coalition isabsolutely critical because they
are the grassroots teachers andbringing them into the picture
and they may not be thenominated leaders, but they're
leaders in their own rightbecause they are strong teachers
(10:12):
, strong practitioner teachers.
So it's a really critical partgetting the leading, getting the
guiding coalition together andnot just designating it with the
designated leaders.
I think is part of the issuethere.
Speaker 4 (10:30):
Yeah, sure, and of course, you know the resourcing.
This has to be clearly includedin our strategic implementation
plan.
Thinking about how will weallocate and timetable for
teachers to work together,because those conversations are
so crucial.
(10:50):
Has the clarity text beenpurchased for all leaders and
teachers?
Have we timetabled?
We're thinking we mentionedearlier about the knowledgeable
others.
Well, have we timetabled andprovisioned for them to work
alongside the principal and theleaders and the teachers,
because the knowledgeable otherswill be thinking about how
(11:11):
they're going to go?
Provision for them to go intothe classrooms and to co-work
with teachers.
And are we mindful of whatteaching and leading practices
need to be taken out of thestrategic plan?
How are we making room to makesure that the focus is on this
key work?
And this is the way we dothings around here and this
(11:35):
needs to be given the time andthis is how we're going to be
building our culture of learningthrough the CLS.
Speaker 2 (11:44):
And Maggie, we call that our.
This is our forever work, don'twe?
And Sue and Maggie and I havesaid that for a long time.
This is the only work, this isour forever work, and that's why
it needs to clearly be plannedand structured, with the end
result of the work beingembedded in every classroom.
Speaker 4 (12:09):
And that leads us on to thinking about strategic
leadership actions and, as Lynnwas just saying, a clear and
consistent message.
Everybody was speaking the samelanguage.
Everybody's understanding,through clear communication and
through having the learninglanguage, everybody's
understanding, through clearcommunication and through having
the learning conversations,what it is we're doing and how
we're doing it, and that there'sa consistency in that and that
(12:35):
everybody understands there isthat shared responsibility and
accountability to adopt thoseapproaches throughout the school
and there's a consistentmessage in that.
Really, and to make sure thatall staff have the time and the
opportunity to raise anythingthat they're wondering or
(12:56):
anything they need clarificationon, and really as well, this is
all part of providing that safeenvironment, isn't it?
Where people aren't afraid, ifyou like, to ask any question
and to seek clarification, andto ensure that all voices are
heard and each member of theteam is given feedback in
(13:20):
relation to successes,roadblocks, challenges, to
implementing the CLS practices.
Thinking about the executiveleadership team, and that leads
us on to the importance of themhaving an inquiry goal, a
collaborative inquiry goal, andthat they need again to message
(13:42):
this clearly with the teachers.
So we've talked and introducedthe gap analysis tool previous
times and the gap analysis toolyou can will take you through
each parameter on where you seeit's an audit, really of where
(14:13):
you see you're placed inrelation to each aspect of the
parameters and where you can seethat you might go next, what
your next steps might be.
And then, of course, theimportance of revisiting that
regularly.
All part of that ongoingreflection, which, lynn and Sue,
(14:34):
I'm sure you'd agree, is allpart of the suite, is a
fundamental part of the suitethat we're always reflecting,
using our reflective journalsand always going back and seeing
where to next.
Speaker 2 (14:48):
Yes, and the 14 parameters within that gap
analysis tool.
I think in working with Darwinleaders and teachers last week
across Northern Territory, itwas important that they started
to think about how the 14parameters are embedded in
(15:12):
practice, in policy, indocuments.
Wherever they're writingdocuments, the 14 are there so
that when they have anopportunity to be elsewhere, the
documents, the research aroundthe 14 parameters, stays in
place, stays in place, and wetalked about how, at the end of
(15:36):
every term, they needed to lookback at the gap analysis tool.
How are we traveling in each ofthe parameters?
Are there some that we've nowembedded and can we move on to
another one?
Or maybe they're not embeddedyet, will stay the course?
So there's an opportunity forflexibility, but always
maintaining that focus on the 14.
(15:56):
As Michael Fallon said, therearen't any other categories.
We need to stick to thesecategories and our gap analysis
tool certainly helps us thinkabout reflecting on each one.
Speaker 3 (16:11):
And you know, when people have the chance to use
the gap analysis, it actually isa real positive for the, for
those looking at the gapanalysis, because there's lots
of things that they already havein place, which actually means
that they're on the road.
So it's a really can be a veryaffirming process to use up
(16:31):
front and early so that teacherssee that this isn't really all
that different.
This is actually a way ofcapturing their work and
recognising what they've alreadygot in place.
So I think the use of the gapanalysis is critical in all the
elements of the work and as away of saying to our teachers
(16:53):
look at the great work we'redoing.
We're getting this in place.
This probably needs a bit morework.
This is fantastic.
We haven't touched this one yet, so it's not as daunting.
It makes it quite possible, Ithink.
Speaker 2 (17:08):
I think that's great and I totally agree, sue.
It's an opportunity tocelebrate the wins that we've
achieved.
Speaker 4 (17:15):
Yes, yes and so important for the leaders to
bring that affirmation in theirmessaging.
We've talked just now aboutclear and consistent messaging
and how, by bringing thepositive out, that really
energizes people.
Doesn't it to feel inspiredbecause it a sense of we can do
this?
You know we've done this muchalready.
Speaker 5 (17:36):
Yeah.
Speaker 4 (17:37):
So, as we close in looking at the
pre-implementation stage it'sjust a few moments We'll hear
from two leaders in New SouthWales and their comments on
pre-implementation and theimportant things to consider.
Speaker 5 (17:55):
Something else that Anastasia and I highly valued
was the notion and we've heardabout it previously today about
creating enabling conditionsthat are going to allow this
work to be successful, and oneof the biggest things that we
(18:16):
thought was most important wasthat notion of strategic
resourcing.
We knew that if we wanted ourmiddle leaders to be able to
take on this work andeffectively implement it within
their teams, they needed time.
They needed time to be able tocome together and to engage in
collaborative, robustconversations, and so Anastasia
(18:39):
and I then took it to anotherlevel of how can we give that
time within the framework of ourschool budget?
So budgets, financialresourcing came into it, and so
what we did was we were able, ona Wednesday, for our middle
leaders to come together andhave that time as a professional
(19:02):
, collaborative practice time,and that is the time that we
come together and engage in theclarity learning suite.
Speaker 4 (19:09):
So we heard there from Lauren Phillips and
Anastasia Galanos and they areprimary principals who work
collaboratively in the OneSchool Network and there they've
just given some key points toremember as you go through the
pre-implementation process.
Speaker 2 (19:30):
Maggie.
It reminds me that exactly whatthey're doing is building on
everyone's strengths.
They're looking at thestrengths of their teams within
schools and across schools andbuilding on those strengths as
they move forward.
So we're in implementation, Sue, Very exciting.
Speaker 3 (19:50):
Oh, it's very exciting, you know, moving into
implementation, you set up thepre-implementation, you're ready
, set, go, and now we're readyto launch Lynne.
Speaker 2 (19:58):
Yeah, absolutely so.
I'm always thinking about thatvision, and the vision for us is
parameters 1 and 14.
Those parameters really talkabout our beliefs and our
understandings and how theyreally morph into all of us,
(20:21):
owning all the faces of ouradult learners and, of course,
our students.
So we think about the guidingprinciples and ensuring that
there's a deep understanding, aswe move through the Clarity
Learning Suite, about why we'redoing this, and hope is a
(20:41):
strategy.
Certainly in our world today,with so many catastrophes
occurring, that has to be ourhope-filled future.
However, when we're talkingabout our students' faces and
knowing each student, we need toensure that we not only know
(21:02):
our students, but we know how toteach each one, and that's
where the Clarity Learning Suitereally works Knowing the faces,
knowing how they areprogressing and learning and how
we can stretch them way beyondwhere they are.
There are other guidingprinciples for you to take a
look at here.
(21:23):
I did mention before that weneed to know our data multiple
sets of data to come together todevelop our data walls that
lead to our case managementmeetings.
But it's a structured, plannedapproach, which is provided for
you in the Clarity LearningSuite.
(21:44):
So we're not off doing bits ofeverything, but actually
focusing on the tools that we'veprovided in the Clarity
Learning Suite and I think,maggie and Sue, you'd both agree
that laser-like focus on everyface drives our own work- Now
(22:04):
knowing the story about eachstudent, their learning story.
Speaker 3 (22:08):
Quite often we get taken in that behaviour
well-being line.
We need to know that, butthat's only part of it.
So how does a student learn?
So it's about knowing the wholeface of the student, lynne and
Maggie.
In the work that we undertake,digging down and looking at the
(22:29):
individual student is criticaland that's part of key to this
work Knowing the places.
Speaker 2 (22:36):
Thanks, sue.
And as we look at our datawalls and we see students who
are struggling, who might bestuck or not being extended, we
need to act right there.
We need to have dataconversations at the wall.
Who needs to come to our nextcase management meeting?
If we walk by and ignore thosefaces, it's a total disservice
(23:00):
to our students.
So the reason we have thosewalls is to illuminate who our
students are and how we need toknow how to teach each one.
It was many years ago now thatDr Ken Leithwood and I worked on
a vision of what's possiblewhen systems, networks and
(23:21):
schools become learningorganizations, and the vision
soon became our research, theresearch into what are the
dimensions of schools, networksand systems who are learning
organizations, and you can seethe five dimensions there that
we wrote about.
(23:42):
And those dimensions now arethe what we need to attend to,
and the 14 parameters are howwe're going to do this work in
the Clarity Learning Suite.
So vision is absolutely key toour work.
Parameters one and 14 are thenon-negotiables, and to that we
(24:04):
add how important it is to putfaces on the data through
parameter six, that those datawalls that I've mentioned that
lead to case management meetings, just 15 minute meetings short,
sharp and shiny that are usedto bring together the student
(24:25):
through a piece of student work.
The student doesn't come to themeeting, but certainly the
classroom teacher presents thestudent's work, looking for
support around what she or hewould like to improve about
their practice and how thoserecommendations can support the
(24:48):
teacher in moving thisparticular student on.
Although many recommendationsmight be made around the table,
we need to hear that teacher'svoice and say this is the one
I'm going to try for three weeks, then come back together again.
So it's an ongoing cycle ofbuilding teachers' capacity to
(25:10):
teach all students.
So you see, 1, 6, and 14 in theparameters are really the
foundational pieces of theClarity Learning Suite.
Certainly, I think Maggie andSue and I have talked about the
fact that Clarity Learning Suiteis asset-based.
(25:33):
It's not a medical model, it'snot a deficit model.
We're not looking for what thestudents can't do or what the
teachers can't do.
This is a supportive modelwhere we learn together what are
the strengths of our learners,both our teachers and our
students.
And in those case, managementmeeting forums it's a place to
(25:56):
say what can the student do andwhat do we build on to ensure
that the student moves on and wesupport the teacher between
those weeks until the follow-upmeeting happens.
So always looking at casemanagement meetings as building
(26:16):
the capacity in instructionalintelligence and knowing they're
not for students, they're notfor parents, they're for
teachers and leaders to reallythink about how the assessment
piece on the table informs ournext steps in instruction.
Speaker 4 (26:33):
The importance there again is a knowledgeable other
and in that three weeks betweenthe teacher and everybody around
the case management meetingtable, have decided what the
strategies will be, have agreedthem for the next three weeks.
That the teacher is thensupported by the knowledgeable
other, going into the classroom,working alongside as well.
Speaker 2 (26:56):
Absolutely, and we never leave a teacher alone to
think well, we've done the casemanagement meeting, now go away
and come back and let us knowhow it occurred, what happened
in three weeks.
That is absolutely not thisasset-based model.
We're supporting the teacherduring the meeting and also the
intervening three weeks beforethat teacher returns, using the
(27:22):
follow-up template in ClarityLearning Suite.
We can't say enough aboutputting faces on the data, so
we're always returning toparameter 1 and 14.
We really believe all studentscan learn and, having had an
opportunity to work with aspectschools across New South Wales
(27:44):
just this past week, we haveseen educators who truly believe
it is about all studentsunderstanding how they can
unlock strategies so that theylearn way beyond what we thought
was possible, and that's a verygood mantra to have and it's
(28:09):
working really well with all ofour students in aspect Very
exciting.
There are some must-dos thatmake this work for our leaders.
I'd first like to say everyone'sa leader and we want to
consider teachers and leadersworking shoulder to shoulder to
become those knowledgeableothers for each other.
(28:32):
So a couple of words that reallyresonate with me is one of them
is co-construction reallylooking at how we co-construct,
meaning together, starting withoperating norms, moving to
protocols, understandingco-construction as a powerful
way to develop data walls,looking at the word time and
(29:03):
seeing time as an opportunity tocull what's not working, as
Maggie said, and really focus ontime to do the work of learning
together through using thatclarity learning suite not only
with our leaders but also withour teachers, knowing that it
will move beyond leadership toall of our teachers in our
(29:27):
schools.
I think we have talked aboutlooking at the parameters and
how, at the end of every term,we review how we're doing, how
we're traveling with them.
This is an example.
I was out in Forbes working andI could see in the staff room
above their data wall that theyhad the 14 parameters visible
(29:53):
and they had huge check marks onsome of them.
So, asking the teachers andleaders assembled looking at the
data wall, what are the checkmarks for?
They came together every termto put a check mark on yes, this
one is embedded, but no checkmarks on the ones they're still
working on embedding.
So, even though we look at 1, 6and 14 as our non-negotiables,
(30:16):
it's really important that weconsider all of the parameters,
just not three.
They all work together toincrease students' achievement,
growth and learning.
Speaker 4 (30:29):
I think interesting here Lynn lynn as well is the
way that schools develop aspectsof the of the data wall to best
meet their needs so they find adifferent way of doing it and
become creative, obviouslystaying faithful to the basis of
what data wall is about.
(30:50):
But some people add goals bitby bit on stickies, don't they?
And add to them so they'reactually on the wall.
Other schools use QR codes.
That's right, so they have asense of owning it.
I think.
Speaker 2 (31:06):
Absolutely, absolutely.
And some of the questions thatteachers were wondering about in
this situation are on thosestickies.
So what were they wonderingabout?
What questions did they havefurther?
So there are so many differentways to display a data ball.
I say there's no one right wayway In thinking about leading
(31:37):
using data.
We also need to acknowledge theimportance of student work as
data and how we can begin everymeeting by hearing teachers'
voices, bringing a piece ofstudent work perhaps something
from September and thensomething from November and
giving teachers time to sharetheir craft knowledge.
Here's Billy in September andthrough these instructional
(32:00):
approaches.
This is Billy in December andwe're celebrating the move and
the growth that he has made.
So student workers data needs tobe foremost in our mind when I
say let's begin every meetingwith data.
It can be our network data, itcan be our school data, it can
(32:23):
be multiple data sets, includingstudent workers data.
I think we've been talkingconsistently about how Clarity
Learning Suite and the toolswithin the suite are the how
we're going to do this work.
We have very cleardocumentation in New South Wales
(32:44):
, using the plan for publiceducation, using the explicit
teaching documents, and that'sthe what and the why we're doing
this work, and the tools in theClarity Learning Suite are the
how we're going to do thistogether.
Speaker 3 (33:02):
It's important, isn't it, that you return regularly
to that communication, becausesometimes it falls off.
We're strong in the beginningand think that you know we've
set it up, but it's actuallygoing back to the what, the why
and the how.
All the time checking in withpeople that they actually know
what we're doing and why we'redoing it, that the message
(33:24):
hasn't been lost.
So don't be afraid to go backand do that check-in to find out
if people are really inagreement about what we're doing
.
Particularly when new peoplecome on board, how do you get
them into the same mindset anduse the expertise of the
teachers and the leaders thatare already in the school?
(33:46):
So it's a critical part, thatcommunication, communication it
can't be forgotten, and quiteoften we're very energised in
the beginning about it butforget to keep going back to the
what, the why and the how.
Speaker 4 (34:03):
It's for leaders as well to consider, if they have
that new person coming in, well,who on the staff is the best
person to spend time alongsidethem and to work with them as
they learn about the claritywork really.
So that can't be left to chance, can it?
Again, it's strategic.
Speaker 2 (34:25):
Exactly.
I'm looking at the tools andthinking about in the clarity
learning suite are the toolsthat really can support all
teachers and how we have to bevery strategic around new
teachers and I'm always askingin the new teacher handbook, are
the 14 parameters there?
(34:47):
Do they know?
This is the work, and I wouldencourage leaders to take an
opportunity to ensure our newteachers go on learning walks
with the leadership team, oneother person, to look into
classrooms to make theconnection specifically for new
(35:08):
teachers, either initialteachers just beginning in our
profession or teachers new toyour staff.
Do they know what the data wallrepresents and how you got to
this point in the data wall?
Invite them not only toalongside you in learning walks
(35:28):
and talks, but also invite themto case management meetings.
I think we need to have an opento learning and an open to
inquiry stance around our newpeople in and how we support
them, not only through ourpolicies, our documents, our
handbooks, but actually theactual walks through the school
(35:50):
looking at the specifics ofprofessional learning that the
school staff is engaged with.
Speaker 4 (35:58):
And always to be checking in with those people
new to the staff too on.
Speaker 2 (36:02):
Do they have any questions or wonderings, or
what's something they're notsure of, etc yeah, absolutely,
and I think we have somewonderful data that we've
collected that shows thestrength of the clarity learning
suite.
This is recent data, obviously.
(36:23):
Nat plan has changed and nowwe're looking at strong and
exceeding across new south Walesand I began to work here in
about 2017, and it was on siteand combined with the Clarity
Learning Suite, and the growthhas been so impressive, as we
(36:45):
can see on the screen.
I love it when our growth movessteadily towards the northeast
of the grid and this is a strongexample and we have many of
them and case studies as well,to show that the research behind
the Clarity Learning Suiteworks everywhere for every
(37:07):
student.
So I think King Sue will listenin to a leader in the field and
then you'll take us forward tosustainability.
Speaker 3 (37:22):
Thanks, Lynne.
Speaker 6 (37:24):
At the beginning of staff meetings.
So we would always reflect backto our data wall.
So whichever way it looked likeat that particular time and
we're obviously being a verysmall school as well, knowing
where everybody was we wouldidentify.
So if we were looking at thosestudents that needed extending,
then we would always have adiscussion down that end of the
(37:46):
data wall what ways we couldlook at extending and that sort
of thing.
So we'd always start with arich discussion around what we
could see and our PLC meetingswould also start with that
discussion around what we wereseeing.
Speaker 2 (37:59):
Yeah, that's excellent.
So it wasn't always thestruggling students.
You also thought about stuckstudents on the wall or
extending students Fabulous, andso I was really taken with you
saying that teachers would cometo the wall and look at the
students' learning goals.
I always thought that using theQR code was just a really quick
(38:20):
way of documentation, but youthink that actually having the
learning goals right there isimportant.
Speaker 6 (38:28):
Why is that?
Because it's there in your face.
You see it, you see thestudent's face, you see the
learning goal and if you'reworking with that or if that's a
student you're going to go andask a question about, you know
what it is that you're trying,that you're looking for with
their learning and, I think, theconversation.
Then you can see the otherlearning goals set as well and
(38:49):
that conversation you can havewith the teacher.
You've got four children inyour class who are all working
towards what can we do tosupport you with that, whereas
QR codes you're going to have toclick on, click off, that sort
of thing.
So it made it a lot more.
Um.
It was a better resource for usas a school and you know we
(39:09):
smaller school, we're able to dothat with the learning goals
there and they just build upover the year.
We just keep putting them ontop of each other and then you
can see data.
You can see the progressthroughout the year too.
We had our system coaches comeinto the school to go through
learning walks and talks in theschool.
Our students were amazing duringthat time.
(39:30):
They were just as nervous I, Ithink.
But once the questions startedflowing and they knew that that
was exactly what was happeningwhen other teachers walked into
the school and they were thesame questions that they were
very comfortable and very proudto show off their bump it up
walls, their learning intentionsand things like that as well.
So we were very fortunate tohave system leaders, as well as
(39:52):
system coaches, come through theschool and really working as a
system to support theimplementation of clarity.
All of our staff and ESOs areinvolved in case management
meetings.
We've specifically designed ourtimetable to allow the teachers
to meet together in PLCs andour school support staff come
(40:15):
into those meetings as well.
During the PLC times we haveour case management meetings and
the ESOs are heavily involvedin supporting those students and
I think that's been critical toseeing an improvement in all of
our students' learning isbecause they're able to hear,
they're able to support, they'reable to have input into how
(40:36):
these students learn and what isthe best thing for them.
Speaker 3 (40:41):
How great that was to hear from Shannon, who has been
full-blown into theimplementation and as we're
moving along now, we've lookedat the pre-implementation, we've
looked atimplementation-implementation,
we've looked at implementationand we come to sustaining.
And quite often when we thinkabout sustaining, this is the
part that can be left.
(41:02):
It can't be left tohappenstance.
It actually has to be plannedfor.
It's how long term you're goingto sustain this work, and it's
not going to happen by a hopeand a dream.
It actually requires a veryfocused piece of work at this
stage.
Quite often at this stage, wetalk about really having a
(41:26):
detailed plan.
You've done the work, you'vedone the learning together,
you've got a plan for how youbring your people into the
learning, but how are you goingto keep it alive?
And that's a critical part,because all that great work can
just fall away if you don't havea very strong plan, prioritised
(41:48):
, timetabled.
When are we going to revisit it?
When are we going to go back toit?
So and I think it's a greatopportunity to revisit the gap
analysis Keep your gap analysis.
Keep them so that you can seewhere you've been, monitor your
journey.
It's a great celebration andsometimes, when you look at that
gap analysis at the sustainingstage, you might actually say,
(42:12):
whoa, we're not on this one atthis moment.
We need actually to go back andrevisit and reinvigorate it.
So when we're looking atsustaining, we're looking at a
very detailed plan who's goingto do what and when we're going
to do it and use the gapanalysis.
So it's really about taking atime to say what's really going
(42:35):
well, what do we need to focuson and what's my next learning
move?
So when you look at that gapanalysis and you see that you've
dropped off, say in your case,management meetings, you say,
right, how do we reinvigoratethat?
How do we go back to it?
Do we need to go back to themodules and have a look at the,
(42:59):
the modules on the claritylearning suite, or have we got
best practice going in theschool, in in in part of the
school?
So it's about not being afraidto say let's have a go, let's
have a look at it and let'sreadjust the plan.
It's about being concise andknowing what's effective and
(43:23):
actually taking that nextlearning move.
And I think that as we move on,we talk about the high impact
strategies that we use in ourschool and we've spoken about
these.
Um lynn, in particular, spokecase management, learning walks
and talks and our data walls.
(43:43):
But let's talk about the powerof the learning walk and talk in
in the area of sustaining.
It's how you prioritize that,making sure that they're
regularly happening, they're notfalling off the agenda.
How are you revisiting theprotocols so that you are
actually looking for the bestpractice that is happening
(44:07):
around the school, not a day ortwo, but always looking for how
the practice is in place andwhere you can point others to
have a look at the work that isin place?
And also, I think, lynne, youwould say that the leadership
team.
It's their work to know howit's being implemented and where
(44:29):
the strengths and where thechallenges are, and it's
important that the leadershipteam don't delegate this out.
It is their responsibility todo this work.
Speaker 2 (44:40):
Absolutely.
And you know, sue, when we'restarting to think about learning
walks and talks, it can besomewhat intimidating and
teachers believe that they'rebeing evaluated, so we talk
about ghost walks first.
So a gentle implementation thatleads to sustaining, because
teachers love ghost walks.
(45:00):
It's a way to begin every staffmeeting by having pairs walk
through the school, leaving warmfuzzy post-its where they have
noticed something that reflectsthe work they've been doing in
professional learning.
It might be an example ofstudents thinking on the wall.
It might be a learningintention that has the why.
(45:21):
It might be a success criteriathat you'd leave a warm fuzzy
note about how it's been co-constructed so gently,
introducing the learning walksand talks through ghost walks
and then ensuring, just asyou've said, sue, that
principals take, or leadershipteam members take, one teacher
(45:46):
at a time looking through theclassrooms for something
specific, through the classroomsfor something specific.
Learning walks and talks needto be purposeful and they need
to inform us, as leaders andteachers, of our next best
learning move as instructionalleaders.
Speaker 4 (46:07):
Can I just too as well, come in there thinking
about how important it is thatthose in leadership model to the
teachers through prioritizingthe learning walks and talks and
being consistent in that andnot letting them drop off, but
make sure that you do do themconsistently and to ask
yourselves if that's not workingout, why is it not happening
(46:30):
and what do we need to do aboutit?
Speaker 3 (46:32):
yeah, so what we've talked about just there is the
importance of whilst we'veimplemented, whilst we've used
this high impact strategy inpart of our professional
learning.
It's actually a critical way ofmaintaining and sustaining the,
the practices that we've put inplace and, similarly, when we
go to data walls, this is agreat opportunity for teachers
(46:55):
to stand at the wall regularly.
Stand at the wall, make a time,don't leave it to chance.
Stand at the wall and look atthe wall and say what's going on
here, what do we observe?
What do we see?
Why is this so?
These are the questions, andjust listening to a couple of
school leaders talk about howthey've broken up the data wall
(47:17):
in their school in differentgroups and how that those groups
visit each other's data walland ask those questions.
It's how do we keep this aliveso that it's at the, at the
forefront of our teachersthinking?
So, standing in front of thedata wall and asking is this
(47:37):
data relevant?
Is it telling us somethingabout our students?
Is it showing progress?
What are we missing?
Is there something that we needto add to this data?
So the data wall isn't just ahigh-impact strategy when you're
implementing.
It's actually a way ofsustaining the work, keeping it
(47:58):
alive so that it's at theforefront lynn.
You spoke earlier about knowingthe faces of the day of the
students, so this is the mostcritical part those faces are
the faces that we're responsiblefor and pulling, pulling those
faces off, one of those facesoff and taking it to the case
management meeting.
So we move on to the casemanagement meeting as a really
(48:23):
important strategy, also animportant high impact approach
that impacts on sustainingbecause it's such a
collaborative across the schoolapproach.
But if it falls off, if itneeds to be revitalized, um, do
(48:44):
a, do a fishbowl at a staffmeeting and bring it back to the
forefront of people's thinking,revisit the protocols so that
they don't slip, because they'rethe things that actually make
sure that we have fidelity tothe clarity learnings week.
So we always need to return toour base, have a look at our
(49:07):
sessions and see what thesessions might have been saying
about a case management meetingand really go back to those
things.
Keeping it alive is a criticalpart of the whole process.
The sustaining just doesn'thappen.
(49:28):
It has to be planned for,executed.
And don't forget to celebrate.
You know you've done all thiswork.
How important it is to say wow,look what we've done.
Look what we've achieved.
Look at our first gap analysis.
Look at this.
Bring a student that has beensuccessful to the table from
(49:52):
your case management meeting andsay look at the difference
we've made to this student.
So don't be afraid to celebrate.
Teachers need to feel thatthey're making progress and that
their work is beingacknowledged.
So do leaders.
So it's a really important part.
And I think the learning fair.
(50:13):
Sometimes, when I used to thinkabout the learning fair, I was
thinking about there's a hugelearning fair, but it could be
smaller learning fairs in grades, networks, cohorts, with your
school next door.
But it's a way of people beingable to talk about their
learning, keeping it fresh.
They're reflecting when they'representing and it's a way of
(50:35):
celebrating what they'veachieved.
So learning fairs, small andlarge scale, are critical to how
we do Clarity Learning Suite,because they're all about the
celebration, the celebration ofour success.
Speaker 2 (50:53):
Absolutely, sue, and I think it's the celebration of
putting faces on the data forboth our leaders and teachers.
It's that sense ofaccomplishment that we celebrate
.
Yesterday there were 13 schoolsfrom across New South Wales in
(51:19):
schools for students with autism, satellites and main sites and
they came together and it's acelebration and also everyone
learned from each other and sowe heard across the day.
That's a great idea.
I'm going to try that.
I'm going to put that in myplan.
So today they're working ontheir school improvement plans
(51:43):
and yesterday, when they heardthe work of other schools, they
were able to take the ideas andimplement them in their own
plans and it's very, it's veryfulfilled.
I think it gives us a sense ofaccomplishment when we come
(52:03):
together and teach each otherabout our small wins and of
course, that buildsrelationships as well, doesn't
it across schools?
Speaker 3 (52:11):
and builds connections, yeah, relationships
as well, doesn't it acrossschools and builds connections?
Yeah, and as we come to thelast arm of sustaining, we're
going to hear from Antonella.
And just talking about learningfairs, Antonella is one of our,
a leader in New South Wales,principal in one of our schools,
and Antonella actuallypresented at our learning fair
(52:36):
Clarity Learning Fair so it'sgreat that we're going to hear
from Antonella now.
Speaker 7 (52:45):
Definitely the power of the Clarity Suite is what it
develops amongst your school inshared beliefs and
understandings.
Everybody talks the samelanguage.
Everybody knows what theexpectations are, particularly
around success criteria andlearning intentions.
The power of it has enabled aculture that is very open.
It's very collaborative andtrusting, where staff will
(53:06):
openly and students will openlyreflect on their teaching and
their learning and looking attheir steps going forward.
The power of it as well is thatit's allowed us to really focus
on our data.
It's allowed us tostrategically put the kids at
the center of all our learningthrough our data walls and our
conversations.
Our stage meetings that we havewith our teachers are around
(53:30):
the data wall.
It's's moderating.
We are more focused on thelearning of those students and
the needs of the students.
The power of it is the language.
It's given us to talk the samelanguage across the school and
that has also been highlyreassuring for our parent
community that they hear thesame language being spoken to
amongst the staff.
Speaker 3 (53:50):
Very strong words about Clarity Learning Suite and
their school.
Has been on the journey forsome time and really strongly
focused on the strategies forsustaining Clarity Learning
Suite in their school.
Speaker 4 (54:05):
So I'm wondering now, lynne, perhaps you'd like to
bring our conversation to aclose and some closing comments.
Speaker 2 (54:12):
Absolutely.
Thanks to you, maggie, and toSue, and to our whole team.
It takes a whole team to reallyembed the work of clarity.
So I know Mike is listening in,and Jim and, of course, drew as
well.
So for me there are a fewpoints that highlight the
(54:35):
essence of the Clarity LearningSuite, and one is to quarantine
time for Clarity Learning Suitelearning, for the professional
learning that involves all ofour staff.
That's probably the first onethat resonates for all of us,
and the other one is identifyingyour knowledgeable others so
(54:59):
that you can lead alongside.
I think about the opportunity oflearning walks and talks every
single day, whether it's on yourway to deliver the lost lunch
bag or it's a walk that you'vescheduled with someone else.
Take the opportunity topurposely walk into a classroom
(55:20):
with a focus that you can thengenerically feed back to staff.
This is what we're noticing interms of our travel using the
Clarity Learning Suite.
Make those noticings verypositive.
Another trend and pattern thatI'm seeing from this webinar
(55:41):
today and also from our workacross schools, is how important
it is that the 14 parametersare seen as the how.
How you ensure explicitassessment that improves
instruction every day.
What are the tools that we canuse and how can we ensure we
(56:03):
have integrity to those 14 areasof system network, school and
classroom improvement.
And finally, in saying thankyou for listening, we always
want to remember that we putfaces on our data and we make
our faces come alive and growand achieve.
(56:27):
Thank you so much for listeningto us.
Speaker 4 (56:31):
So, Drew, would you like to make some final
reflections for us please?
Speaker 1 (56:36):
In terms of closing, thank you again to Dr Lynn
Sherratt, thank you again SueWalsh and thank you Maggie as
well, all coming with differentperspectives and, as we say,
it's the forever work.
And as we say, it's the foreverwork and what you have given us
is the framework and also thewhy behind the work, why it's so
(57:00):
important setting thoseparameters up, walking through
for that success, ensuring thereis success, but also giving us
how to sustain the work and thestrategies to ensure the
learning, walks and talks, thedata and analysis as well, and
(57:23):
making sure you celebrate aswell, so crucial to sustaining
and developing the work.
As we say, it is the right work, it links really well and, on
behalf of our association andthose listening, thank you for
listening and being inspired bythe amazing CLS team.
(57:44):
Thank you.
Speaker 2 (57:46):
Thanks Drew.
Thank you Drew.
Speaker 3 (57:48):
Thank you, Drew.
Speaker 1 (57:53):
That concludes our podcast with so many takeaways
from the clarity learning suiteteam.
If you are listening and wouldlike to take the clarity
learning suite journey into yourschool, go to our dedicated
website and take action.
Visit wwwnswppaorgau.
Forward slash clarity dashlearning, dash suite.
Welcome to Season 3 of Professional Learnings, the
NSW PPA Educational LeadershipPodcast.
I'm Drew Janetsky and I'mexcited to be back for a brand
new podcast season.
It's great to have you with usas we continue this journey of
learning, leading and drawinginspiration from the incredible
insights shared by our guests.
Let's dive straight into ourlatest episode.
Speaker 2 (00:22):
Let's dive straight into our latest episode.
The CLS team that's ClarityLearning Suite team have put
together an implementation andsustaining guide.
We're very proud of it.
(00:47):
It will be soon launched on ourwebsite and it will include
resources and input from ourschools using the Clarity
Learning Suite.
I think it's really importantthat all of us acknowledge the
deep learning that happens whenwe engage with the Clarity work
and specifically think about howwe're going to prepare for the
implementation of the ClarityLearning Suite, what happens
during that implementation andthen, finally and most
importantly, how we sustain thiswork.
(01:09):
So it just becomes embedded asthe way we do business at each
of our schools.
Speaker 1 (01:19):
Well, thanks for joining our podcast, which is
also a webinar converted into apodcast format.
If you're a visual learner,jump over and view the new south
wales clarity learning websiteif you want to prefer as a
visual medium.
We'll continue in the podcastwith the ongoing work of lynn
charrett and the claritylearning team.
(01:41):
Focus of this webinar podcastis successful implementation and
momentum of the ClarityLearning Suite.
We've already seen such successwith so many schools that have
been part of the ClarityLearning Suite through the New
South Wales Primary Kids'Association.
In this podcast webinar wediscuss what does it take to
(02:05):
successfully implement theongoing journey of clarity
learning in your context, asLynn Sherrick describes the work
as forever work.
The clarity learning team haveso many exciting implementation
and support systems thatcontinue to ensure success for
all schools and students.
(02:26):
So enjoy the podcast.
Well, welcome to our specialseries.
Before we do start, I'd like toacknowledge Country and the
traditional custodians of theland in which we virtually meet
(02:47):
here today and pay my respect toboth past, present and future
Aboriginal people listening toour special webinar today.
And what a special webinar itis today, connecting with the
fabulous Clarity Learning Suiteteam, where we're going to be
really diving into further workof the wonderful work of Clarity
(03:10):
Learning Suite which has beensuch a refreshing piece and such
important work to support themembership of the New South
Wales Primary PrincipalsAssociation and it gives me
great pleasure with that tointroduce Sue Walsh, maggie
Orgham and of course Dr LynneSherratt Welcome.
Speaker 3 (03:33):
It's great to have you.
Speaker 2 (03:35):
Thank you so much, drew.
I'd like to pay my respects toour elders past, present and
emerging on the lands where Ilive, on Lake Huron in Ontario,
canada, and, of course, acrossthe beautiful lands where you
live and we all have theprivilege to work.
The CLS team that's ClarityLearning Suite team have put
(04:00):
together an implementation andsustaining guide.
We're very proud of it.
It will be soon launched on ourwebsite and it will include
resources and input from ourschools using the Clarity
Learning Suite.
I think it's really importantthat all of us acknowledge the
(04:20):
deep learning that happens whenwe engage with the clarity work
and specifically think about howwe're going to prepare for the
implementation of the claritylearning suite, what happens
during that implementation andthen, finally and most
importantly, how we sustain thiswork.
(04:41):
So it just becomes embedded asthe way we do business at each
of our schools.
It absolutely aligns with theNew South Wales documents, the
plan for public education andthe explicit teaching and
learning documents.
The 14 parameters of ourclarity research are aligned and
(05:05):
supportive in the work acrossNew South Wales.
So, as I said, this guide is inthree sections and so we're
going to unpack in this webinarpre-implementation how you get
ready for explicit instruction,explicit teaching and leading,
(05:28):
what it looks like duringexplicit teaching and leading
and finally, how do you sustainthis work?
How do you sustain the workusing the 14 parameters?
So I want to thank my team, sue, maggie, mike and Jim.
We surround each other with thebest thinking and the best
(05:51):
listening to our folks acrossthe field in New South Wales,
and a particular thank you aswell to Drew, who's supporting
this work all along the way.
Speaker 1 (06:02):
Absolutely Well said, well said all along the way,
absolutely Well said, well said,and we're very excited to see
that work and see that thinking.
As you said, lynne, in terms oflistening to what is current in
the context of New South Walesand how the framework of clarity
(06:22):
learning can clearly align, andI'm excited about the work and
the alignment and also ensuringthe successful implementation of
clarity learning.
Speaker 2 (06:34):
Thank you so much, Drew.
So we'll start, Maggie, withthe pre-implementation stage.
Speaker 4 (06:40):
Thank you, lynn, and thank you Drew.
The pre-implementation stage iscrucial really, and we think
about leading from the outsetand the leading imperatives to
consider as you prepare to beginthe suite.
It's important to really embedCLS into your school's strategic
(07:06):
implementation plan.
It needs to be there, clearly.
We're also going to consider ina moment the crucial questions
that leaders need to be askingand then to look at some
critical strategic leadershipactions as well along the way
strategic leadership actions aswell along the way.
Speaker 2 (07:25):
And, Maggie, what I think about when I think about
that beginning.
I think about the data that wewant to consider as we embark on
implementing the claritylearning suite.
Speaker 4 (07:40):
Yes, indeed, and that comes up.
It's fundamental, isn't itreally to the suite, the
importance of the data, and wealways go back to the data, so
thinking about crucial questions.
So, yes, it's absolutelyimportant that we begin by
thinking about the rationale forimplementation and what are the
(08:05):
expectations that everyone has?
Are those shared expectationsof shared responsibility and
accountability?
Are they there so thateverybody together can improve
all students' growth andachievement?
It's also to think about whowill be our champion, or our
(08:26):
champions, or otherwise theknowledgeable, others also known
as, and who is going to leadCLS with the principle, the
importance as well, of makingsure you have a defined guiding
coalition, if you like, andidentify other early adopted
(08:47):
leaders and teachers who aregoing to form that guided
coalition.
And how will we ensure that allteachers and leaders are clear
on why they are completing thisprofessional learning, this
professional learning, what'sgoing to make them want to buy
(09:07):
into it and what this is goingto mean for their teaching
practice and how it is going tobenefit and enhance their
teaching practice?
Speaker 2 (09:12):
Maggie, I was going to say how important all four
big ideas are, and it's alsoabout the careful selection of
the guiding coalition, who mightbe your early adopters, but
also bringing in people whomaybe aren't quite there yet but
are asking really greatquestions.
So when I think of that guidingcoalition, there'd be members
(09:34):
of your leadership team, butalso some teachers, classroom
teachers.
We want to hear those voices,so how are we moving this
forward?
We want to hear those voices,so how are we moving this
forward?
Listening to all voices.
That guiding coalition can helpus.
Speaker 3 (09:49):
Indeed, yeah, and I'd say Lynne and Maggie in this
early stage that the importanceof having those other teachers
on that guiding coalition isabsolutely critical because they
are the grassroots teachers andbringing them into the picture
and they may not be thenominated leaders, but they're
leaders in their own rightbecause they are strong teachers
(10:12):
, strong practitioner teachers.
So it's a really critical partgetting the leading, getting the
guiding coalition together andnot just designating it with the
designated leaders.
I think is part of the issuethere.
Speaker 4 (10:30):
Yeah, sure, and of course, you know the resourcing.
This has to be clearly includedin our strategic implementation
plan.
Thinking about how will weallocate and timetable for
teachers to work together,because those conversations are
so crucial.
(10:50):
Has the clarity text beenpurchased for all leaders and
teachers?
Have we timetabled?
We're thinking we mentionedearlier about the knowledgeable
others.
Well, have we timetabled andprovisioned for them to work
alongside the principal and theleaders and the teachers,
because the knowledgeable otherswill be thinking about how
(11:11):
they're going to go?
Provision for them to go intothe classrooms and to co-work
with teachers.
And are we mindful of whatteaching and leading practices
need to be taken out of thestrategic plan?
How are we making room to makesure that the focus is on this
key work?
And this is the way we dothings around here and this
(11:35):
needs to be given the time andthis is how we're going to be
building our culture of learningthrough the CLS.
Speaker 2 (11:44):
And Maggie, we call that our.
This is our forever work, don'twe?
And Sue and Maggie and I havesaid that for a long time.
This is the only work, this isour forever work, and that's why
it needs to clearly be plannedand structured, with the end
result of the work beingembedded in every classroom.
Speaker 4 (12:09):
And that leads us on to thinking about strategic
leadership actions and, as Lynnwas just saying, a clear and
consistent message.
Everybody was speaking the samelanguage.
Everybody's understanding,through clear communication and
through having the learninglanguage, everybody's
understanding, through clearcommunication and through having
the learning conversations,what it is we're doing and how
we're doing it, and that there'sa consistency in that and that
(12:35):
everybody understands there isthat shared responsibility and
accountability to adopt thoseapproaches throughout the school
and there's a consistentmessage in that.
Really, and to make sure thatall staff have the time and the
opportunity to raise anythingthat they're wondering or
(12:56):
anything they need clarificationon, and really as well, this is
all part of providing that safeenvironment, isn't it?
Where people aren't afraid, ifyou like, to ask any question
and to seek clarification, andto ensure that all voices are
heard and each member of theteam is given feedback in
(13:20):
relation to successes,roadblocks, challenges, to
implementing the CLS practices.
Thinking about the executiveleadership team, and that leads
us on to the importance of themhaving an inquiry goal, a
collaborative inquiry goal, andthat they need again to message
(13:42):
this clearly with the teachers.
So we've talked and introducedthe gap analysis tool previous
times and the gap analysis toolyou can will take you through
each parameter on where you seeit's an audit, really of where
(14:13):
you see you're placed inrelation to each aspect of the
parameters and where you can seethat you might go next, what
your next steps might be.
And then, of course, theimportance of revisiting that
regularly.
All part of that ongoingreflection, which, lynn and Sue,
(14:34):
I'm sure you'd agree, is allpart of the suite, is a
fundamental part of the suitethat we're always reflecting,
using our reflective journalsand always going back and seeing
where to next.
Speaker 2 (14:48):
Yes, and the 14 parameters within that gap
analysis tool.
I think in working with Darwinleaders and teachers last week
across Northern Territory, itwas important that they started
to think about how the 14parameters are embedded in
(15:12):
practice, in policy, indocuments.
Wherever they're writingdocuments, the 14 are there so
that when they have anopportunity to be elsewhere, the
documents, the research aroundthe 14 parameters, stays in
place, stays in place, and wetalked about how, at the end of
(15:36):
every term, they needed to lookback at the gap analysis tool.
How are we traveling in each ofthe parameters?
Are there some that we've nowembedded and can we move on to
another one?
Or maybe they're not embeddedyet, will stay the course?
So there's an opportunity forflexibility, but always
maintaining that focus on the 14.
(15:56):
As Michael Fallon said, therearen't any other categories.
We need to stick to thesecategories and our gap analysis
tool certainly helps us thinkabout reflecting on each one.
Speaker 3 (16:11):
And you know, when people have the chance to use
the gap analysis, it actually isa real positive for the, for
those looking at the gapanalysis, because there's lots
of things that they already havein place, which actually means
that they're on the road.
So it's a really can be a veryaffirming process to use up
(16:31):
front and early so that teacherssee that this isn't really all
that different.
This is actually a way ofcapturing their work and
recognising what they've alreadygot in place.
So I think the use of the gapanalysis is critical in all the
elements of the work and as away of saying to our teachers
(16:53):
look at the great work we'redoing.
We're getting this in place.
This probably needs a bit morework.
This is fantastic.
We haven't touched this one yet, so it's not as daunting.
It makes it quite possible, Ithink.
Speaker 2 (17:08):
I think that's great and I totally agree, sue.
It's an opportunity tocelebrate the wins that we've
achieved.
Speaker 4 (17:15):
Yes, yes and so important for the leaders to
bring that affirmation in theirmessaging.
We've talked just now aboutclear and consistent messaging
and how, by bringing thepositive out, that really
energizes people.
Doesn't it to feel inspiredbecause it a sense of we can do
this?
You know we've done this muchalready.
Speaker 5 (17:36):
Yeah.
Speaker 4 (17:37):
So, as we close in looking at the
pre-implementation stage it'sjust a few moments We'll hear
from two leaders in New SouthWales and their comments on
pre-implementation and theimportant things to consider.
Speaker 5 (17:55):
Something else that Anastasia and I highly valued
was the notion and we've heardabout it previously today about
creating enabling conditionsthat are going to allow this
work to be successful, and oneof the biggest things that we
(18:16):
thought was most important wasthat notion of strategic
resourcing.
We knew that if we wanted ourmiddle leaders to be able to
take on this work andeffectively implement it within
their teams, they needed time.
They needed time to be able tocome together and to engage in
collaborative, robustconversations, and so Anastasia
(18:39):
and I then took it to anotherlevel of how can we give that
time within the framework of ourschool budget?
So budgets, financialresourcing came into it, and so
what we did was we were able, ona Wednesday, for our middle
leaders to come together andhave that time as a professional
(19:02):
, collaborative practice time,and that is the time that we
come together and engage in theclarity learning suite.
Speaker 4 (19:09):
So we heard there from Lauren Phillips and
Anastasia Galanos and they areprimary principals who work
collaboratively in the OneSchool Network and there they've
just given some key points toremember as you go through the
pre-implementation process.
Speaker 2 (19:30):
Maggie.
It reminds me that exactly whatthey're doing is building on
everyone's strengths.
They're looking at thestrengths of their teams within
schools and across schools andbuilding on those strengths as
they move forward.
So we're in implementation, Sue, Very exciting.
Speaker 3 (19:50):
Oh, it's very exciting, you know, moving into
implementation, you set up thepre-implementation, you're ready
, set, go, and now we're readyto launch Lynne.
Speaker 2 (19:58):
Yeah, absolutely so.
I'm always thinking about thatvision, and the vision for us is
parameters 1 and 14.
Those parameters really talkabout our beliefs and our
understandings and how theyreally morph into all of us,
(20:21):
owning all the faces of ouradult learners and, of course,
our students.
So we think about the guidingprinciples and ensuring that
there's a deep understanding, aswe move through the Clarity
Learning Suite, about why we'redoing this, and hope is a
(20:41):
strategy.
Certainly in our world today,with so many catastrophes
occurring, that has to be ourhope-filled future.
However, when we're talkingabout our students' faces and
knowing each student, we need toensure that we not only know
(21:02):
our students, but we know how toteach each one, and that's
where the Clarity Learning Suitereally works Knowing the faces,
knowing how they areprogressing and learning and how
we can stretch them way beyondwhere they are.
There are other guidingprinciples for you to take a
look at here.
(21:23):
I did mention before that weneed to know our data multiple
sets of data to come together todevelop our data walls that
lead to our case managementmeetings.
But it's a structured, plannedapproach, which is provided for
you in the Clarity LearningSuite.
(21:44):
So we're not off doing bits ofeverything, but actually
focusing on the tools that we'veprovided in the Clarity
Learning Suite and I think,maggie and Sue, you'd both agree
that laser-like focus on everyface drives our own work- Now
(22:04):
knowing the story about eachstudent, their learning story.
Speaker 3 (22:08):
Quite often we get taken in that behaviour
well-being line.
We need to know that, butthat's only part of it.
So how does a student learn?
So it's about knowing the wholeface of the student, lynne and
Maggie.
In the work that we undertake,digging down and looking at the
(22:29):
individual student is criticaland that's part of key to this
work Knowing the places.
Speaker 2 (22:36):
Thanks, sue.
And as we look at our datawalls and we see students who
are struggling, who might bestuck or not being extended, we
need to act right there.
We need to have dataconversations at the wall.
Who needs to come to our nextcase management meeting?
If we walk by and ignore thosefaces, it's a total disservice
(23:00):
to our students.
So the reason we have thosewalls is to illuminate who our
students are and how we need toknow how to teach each one.
It was many years ago now thatDr Ken Leithwood and I worked on
a vision of what's possiblewhen systems, networks and
(23:21):
schools become learningorganizations, and the vision
soon became our research, theresearch into what are the
dimensions of schools, networksand systems who are learning
organizations, and you can seethe five dimensions there that
we wrote about.
(23:42):
And those dimensions now arethe what we need to attend to,
and the 14 parameters are howwe're going to do this work in
the Clarity Learning Suite.
So vision is absolutely key toour work.
Parameters one and 14 are thenon-negotiables, and to that we
(24:04):
add how important it is to putfaces on the data through
parameter six, that those datawalls that I've mentioned that
lead to case management meetings, just 15 minute meetings short,
sharp and shiny that are usedto bring together the student
(24:25):
through a piece of student work.
The student doesn't come to themeeting, but certainly the
classroom teacher presents thestudent's work, looking for
support around what she or hewould like to improve about
their practice and how thoserecommendations can support the
(24:48):
teacher in moving thisparticular student on.
Although many recommendationsmight be made around the table,
we need to hear that teacher'svoice and say this is the one
I'm going to try for three weeks, then come back together again.
So it's an ongoing cycle ofbuilding teachers' capacity to
(25:10):
teach all students.
So you see, 1, 6, and 14 in theparameters are really the
foundational pieces of theClarity Learning Suite.
Certainly, I think Maggie andSue and I have talked about the
fact that Clarity Learning Suiteis asset-based.
(25:33):
It's not a medical model, it'snot a deficit model.
We're not looking for what thestudents can't do or what the
teachers can't do.
This is a supportive modelwhere we learn together what are
the strengths of our learners,both our teachers and our
students.
And in those case, managementmeeting forums it's a place to
(25:56):
say what can the student do andwhat do we build on to ensure
that the student moves on and wesupport the teacher between
those weeks until the follow-upmeeting happens.
So always looking at casemanagement meetings as building
(26:16):
the capacity in instructionalintelligence and knowing they're
not for students, they're notfor parents, they're for
teachers and leaders to reallythink about how the assessment
piece on the table informs ournext steps in instruction.
Speaker 4 (26:33):
The importance there again is a knowledgeable other
and in that three weeks betweenthe teacher and everybody around
the case management meetingtable, have decided what the
strategies will be, have agreedthem for the next three weeks.
That the teacher is thensupported by the knowledgeable
other, going into the classroom,working alongside as well.
Speaker 2 (26:56):
Absolutely, and we never leave a teacher alone to
think well, we've done the casemanagement meeting, now go away
and come back and let us knowhow it occurred, what happened
in three weeks.
That is absolutely not thisasset-based model.
We're supporting the teacherduring the meeting and also the
intervening three weeks beforethat teacher returns, using the
(27:22):
follow-up template in ClarityLearning Suite.
We can't say enough aboutputting faces on the data, so
we're always returning toparameter 1 and 14.
We really believe all studentscan learn and, having had an
opportunity to work with aspectschools across New South Wales
(27:44):
just this past week, we haveseen educators who truly believe
it is about all studentsunderstanding how they can
unlock strategies so that theylearn way beyond what we thought
was possible, and that's a verygood mantra to have and it's
(28:09):
working really well with all ofour students in aspect Very
exciting.
There are some must-dos thatmake this work for our leaders.
I'd first like to say everyone'sa leader and we want to
consider teachers and leadersworking shoulder to shoulder to
become those knowledgeableothers for each other.
(28:32):
So a couple of words that reallyresonate with me is one of them
is co-construction reallylooking at how we co-construct,
meaning together, starting withoperating norms, moving to
protocols, understandingco-construction as a powerful
way to develop data walls,looking at the word time and
(29:03):
seeing time as an opportunity tocull what's not working, as
Maggie said, and really focus ontime to do the work of learning
together through using thatclarity learning suite not only
with our leaders but also withour teachers, knowing that it
will move beyond leadership toall of our teachers in our
(29:27):
schools.
I think we have talked aboutlooking at the parameters and
how, at the end of every term,we review how we're doing, how
we're traveling with them.
This is an example.
I was out in Forbes working andI could see in the staff room
above their data wall that theyhad the 14 parameters visible
(29:53):
and they had huge check marks onsome of them.
So, asking the teachers andleaders assembled looking at the
data wall, what are the checkmarks for?
They came together every termto put a check mark on yes, this
one is embedded, but no checkmarks on the ones they're still
working on embedding.
So, even though we look at 1, 6and 14 as our non-negotiables,
(30:16):
it's really important that weconsider all of the parameters,
just not three.
They all work together toincrease students' achievement,
growth and learning.
Speaker 4 (30:29):
I think interesting here Lynn lynn as well is the
way that schools develop aspectsof the of the data wall to best
meet their needs so they find adifferent way of doing it and
become creative, obviouslystaying faithful to the basis of
what data wall is about.
(30:50):
But some people add goals bitby bit on stickies, don't they?
And add to them so they'reactually on the wall.
Other schools use QR codes.
That's right, so they have asense of owning it.
I think.
Speaker 2 (31:06):
Absolutely, absolutely.
And some of the questions thatteachers were wondering about in
this situation are on thosestickies.
So what were they wonderingabout?
What questions did they havefurther?
So there are so many differentways to display a data ball.
I say there's no one right wayway In thinking about leading
(31:37):
using data.
We also need to acknowledge theimportance of student work as
data and how we can begin everymeeting by hearing teachers'
voices, bringing a piece ofstudent work perhaps something
from September and thensomething from November and
giving teachers time to sharetheir craft knowledge.
Here's Billy in September andthrough these instructional
(32:00):
approaches.
This is Billy in December andwe're celebrating the move and
the growth that he has made.
So student workers data needs tobe foremost in our mind when I
say let's begin every meetingwith data.
It can be our network data, itcan be our school data, it can
(32:23):
be multiple data sets, includingstudent workers data.
I think we've been talkingconsistently about how Clarity
Learning Suite and the toolswithin the suite are the how
we're going to do this work.
We have very cleardocumentation in New South Wales
(32:44):
, using the plan for publiceducation, using the explicit
teaching documents, and that'sthe what and the why we're doing
this work, and the tools in theClarity Learning Suite are the
how we're going to do thistogether.
Speaker 3 (33:02):
It's important, isn't it, that you return regularly
to that communication, becausesometimes it falls off.
We're strong in the beginningand think that you know we've
set it up, but it's actuallygoing back to the what, the why
and the how.
All the time checking in withpeople that they actually know
what we're doing and why we'redoing it, that the message
(33:24):
hasn't been lost.
So don't be afraid to go backand do that check-in to find out
if people are really inagreement about what we're doing
.
Particularly when new peoplecome on board, how do you get
them into the same mindset anduse the expertise of the
teachers and the leaders thatare already in the school?
(33:46):
So it's a critical part, thatcommunication, communication it
can't be forgotten, and quiteoften we're very energised in
the beginning about it butforget to keep going back to the
what, the why and the how.
Speaker 4 (34:03):
It's for leaders as well to consider, if they have
that new person coming in, well,who on the staff is the best
person to spend time alongsidethem and to work with them as
they learn about the claritywork really.
So that can't be left to chance, can it?
Again, it's strategic.
Speaker 2 (34:25):
Exactly.
I'm looking at the tools andthinking about in the clarity
learning suite are the toolsthat really can support all
teachers and how we have to bevery strategic around new
teachers and I'm always askingin the new teacher handbook, are
the 14 parameters there?
(34:47):
Do they know?
This is the work, and I wouldencourage leaders to take an
opportunity to ensure our newteachers go on learning walks
with the leadership team, oneother person, to look into
classrooms to make theconnection specifically for new
(35:08):
teachers, either initialteachers just beginning in our
profession or teachers new toyour staff.
Do they know what the data wallrepresents and how you got to
this point in the data wall?
Invite them not only toalongside you in learning walks
(35:28):
and talks, but also invite themto case management meetings.
I think we need to have an opento learning and an open to
inquiry stance around our newpeople in and how we support
them, not only through ourpolicies, our documents, our
handbooks, but actually theactual walks through the school
(35:50):
looking at the specifics ofprofessional learning that the
school staff is engaged with.
Speaker 4 (35:58):
And always to be checking in with those people
new to the staff too on.
Speaker 2 (36:02):
Do they have any questions or wonderings, or
what's something they're notsure of, etc yeah, absolutely,
and I think we have somewonderful data that we've
collected that shows thestrength of the clarity learning
suite.
This is recent data, obviously.
(36:23):
Nat plan has changed and nowwe're looking at strong and
exceeding across new south Walesand I began to work here in
about 2017, and it was on siteand combined with the Clarity
Learning Suite, and the growthhas been so impressive, as we
(36:45):
can see on the screen.
I love it when our growth movessteadily towards the northeast
of the grid and this is a strongexample and we have many of
them and case studies as well,to show that the research behind
the Clarity Learning Suiteworks everywhere for every
(37:07):
student.
So I think King Sue will listenin to a leader in the field and
then you'll take us forward tosustainability.
Speaker 3 (37:22):
Thanks, Lynne.
Speaker 6 (37:24):
At the beginning of staff meetings.
So we would always reflect backto our data wall.
So whichever way it looked likeat that particular time and
we're obviously being a verysmall school as well, knowing
where everybody was we wouldidentify.
So if we were looking at thosestudents that needed extending,
then we would always have adiscussion down that end of the
(37:46):
data wall what ways we couldlook at extending and that sort
of thing.
So we'd always start with arich discussion around what we
could see and our PLC meetingswould also start with that
discussion around what we wereseeing.
Speaker 2 (37:59):
Yeah, that's excellent.
So it wasn't always thestruggling students.
You also thought about stuckstudents on the wall or
extending students Fabulous, andso I was really taken with you
saying that teachers would cometo the wall and look at the
students' learning goals.
I always thought that using theQR code was just a really quick
(38:20):
way of documentation, but youthink that actually having the
learning goals right there isimportant.
Speaker 6 (38:28):
Why is that?
Because it's there in your face.
You see it, you see thestudent's face, you see the
learning goal and if you'reworking with that or if that's a
student you're going to go andask a question about, you know
what it is that you're trying,that you're looking for with
their learning and, I think, theconversation.
Then you can see the otherlearning goals set as well and
(38:49):
that conversation you can havewith the teacher.
You've got four children inyour class who are all working
towards what can we do tosupport you with that, whereas
QR codes you're going to have toclick on, click off, that sort
of thing.
So it made it a lot more.
Um.
It was a better resource for usas a school and you know we
(39:09):
smaller school, we're able to dothat with the learning goals
there and they just build upover the year.
We just keep putting them ontop of each other and then you
can see data.
You can see the progressthroughout the year too.
We had our system coaches comeinto the school to go through
learning walks and talks in theschool.
Our students were amazing duringthat time.
(39:30):
They were just as nervous I, Ithink.
But once the questions startedflowing and they knew that that
was exactly what was happeningwhen other teachers walked into
the school and they were thesame questions that they were
very comfortable and very proudto show off their bump it up
walls, their learning intentionsand things like that as well.
So we were very fortunate tohave system leaders, as well as
(39:52):
system coaches, come through theschool and really working as a
system to support theimplementation of clarity.
All of our staff and ESOs areinvolved in case management
meetings.
We've specifically designed ourtimetable to allow the teachers
to meet together in PLCs andour school support staff come
(40:15):
into those meetings as well.
During the PLC times we haveour case management meetings and
the ESOs are heavily involvedin supporting those students and
I think that's been critical toseeing an improvement in all of
our students' learning isbecause they're able to hear,
they're able to support, they'reable to have input into how
(40:36):
these students learn and what isthe best thing for them.
Speaker 3 (40:41):
How great that was to hear from Shannon, who has been
full-blown into theimplementation and as we're
moving along now, we've lookedat the pre-implementation, we've
looked atimplementation-implementation,
we've looked at implementationand we come to sustaining.
And quite often when we thinkabout sustaining, this is the
part that can be left.
(41:02):
It can't be left tohappenstance.
It actually has to be plannedfor.
It's how long term you're goingto sustain this work, and it's
not going to happen by a hopeand a dream.
It actually requires a veryfocused piece of work at this
stage.
Quite often at this stage, wetalk about really having a
(41:26):
detailed plan.
You've done the work, you'vedone the learning together,
you've got a plan for how youbring your people into the
learning, but how are you goingto keep it alive?
And that's a critical part,because all that great work can
just fall away if you don't havea very strong plan, prioritised
(41:48):
, timetabled.
When are we going to revisit it?
When are we going to go back toit?
So and I think it's a greatopportunity to revisit the gap
analysis Keep your gap analysis.
Keep them so that you can seewhere you've been, monitor your
journey.
It's a great celebration andsometimes, when you look at that
gap analysis at the sustainingstage, you might actually say,
(42:12):
whoa, we're not on this one atthis moment.
We need actually to go back andrevisit and reinvigorate it.
So when we're looking atsustaining, we're looking at a
very detailed plan who's goingto do what and when we're going
to do it and use the gapanalysis.
So it's really about taking atime to say what's really going
(42:35):
well, what do we need to focuson and what's my next learning
move?
So when you look at that gapanalysis and you see that you've
dropped off, say in your case,management meetings, you say,
right, how do we reinvigoratethat?
How do we go back to it?
Do we need to go back to themodules and have a look at the,
(42:59):
the modules on the claritylearning suite, or have we got
best practice going in theschool, in in in part of the
school?
So it's about not being afraidto say let's have a go, let's
have a look at it and let'sreadjust the plan.
It's about being concise andknowing what's effective and
(43:23):
actually taking that nextlearning move.
And I think that as we move on,we talk about the high impact
strategies that we use in ourschool and we've spoken about
these.
Um lynn, in particular, spokecase management, learning walks
and talks and our data walls.
(43:43):
But let's talk about the powerof the learning walk and talk in
in the area of sustaining.
It's how you prioritize that,making sure that they're
regularly happening, they're notfalling off the agenda.
How are you revisiting theprotocols so that you are
actually looking for the bestpractice that is happening
(44:07):
around the school, not a day ortwo, but always looking for how
the practice is in place andwhere you can point others to
have a look at the work that isin place?
And also, I think, lynne, youwould say that the leadership
team.
It's their work to know howit's being implemented and where
(44:29):
the strengths and where thechallenges are, and it's
important that the leadershipteam don't delegate this out.
It is their responsibility todo this work.
Speaker 2 (44:40):
Absolutely.
And you know, sue, when we'restarting to think about learning
walks and talks, it can besomewhat intimidating and
teachers believe that they'rebeing evaluated, so we talk
about ghost walks first.
So a gentle implementation thatleads to sustaining, because
teachers love ghost walks.
(45:00):
It's a way to begin every staffmeeting by having pairs walk
through the school, leaving warmfuzzy post-its where they have
noticed something that reflectsthe work they've been doing in
professional learning.
It might be an example ofstudents thinking on the wall.
It might be a learningintention that has the why.
(45:21):
It might be a success criteriathat you'd leave a warm fuzzy
note about how it's been co-constructed so gently,
introducing the learning walksand talks through ghost walks
and then ensuring, just asyou've said, sue, that
principals take, or leadershipteam members take, one teacher
(45:46):
at a time looking through theclassrooms for something
specific, through the classroomsfor something specific.
Learning walks and talks needto be purposeful and they need
to inform us, as leaders andteachers, of our next best
learning move as instructionalleaders.
Speaker 4 (46:07):
Can I just too as well, come in there thinking
about how important it is thatthose in leadership model to the
teachers through prioritizingthe learning walks and talks and
being consistent in that andnot letting them drop off, but
make sure that you do do themconsistently and to ask
yourselves if that's not workingout, why is it not happening
(46:30):
and what do we need to do aboutit?
Speaker 3 (46:32):
yeah, so what we've talked about just there is the
importance of whilst we'veimplemented, whilst we've used
this high impact strategy inpart of our professional
learning.
It's actually a critical way ofmaintaining and sustaining the,
the practices that we've put inplace and, similarly, when we
go to data walls, this is agreat opportunity for teachers
(46:55):
to stand at the wall regularly.
Stand at the wall, make a time,don't leave it to chance.
Stand at the wall and look atthe wall and say what's going on
here, what do we observe?
What do we see?
Why is this so?
These are the questions, andjust listening to a couple of
school leaders talk about howthey've broken up the data wall
(47:17):
in their school in differentgroups and how that those groups
visit each other's data walland ask those questions.
It's how do we keep this aliveso that it's at the, at the
forefront of our teachersthinking?
So, standing in front of thedata wall and asking is this
(47:37):
data relevant?
Is it telling us somethingabout our students?
Is it showing progress?
What are we missing?
Is there something that we needto add to this data?
So the data wall isn't just ahigh-impact strategy when you're
implementing.
It's actually a way ofsustaining the work, keeping it
(47:58):
alive so that it's at theforefront lynn.
You spoke earlier about knowingthe faces of the day of the
students, so this is the mostcritical part those faces are
the faces that we're responsiblefor and pulling, pulling those
faces off, one of those facesoff and taking it to the case
management meeting.
So we move on to the casemanagement meeting as a really
(48:23):
important strategy, also animportant high impact approach
that impacts on sustainingbecause it's such a
collaborative across the schoolapproach.
But if it falls off, if itneeds to be revitalized, um, do
(48:44):
a, do a fishbowl at a staffmeeting and bring it back to the
forefront of people's thinking,revisit the protocols so that
they don't slip, because they'rethe things that actually make
sure that we have fidelity tothe clarity learnings week.
So we always need to return toour base, have a look at our
(49:07):
sessions and see what thesessions might have been saying
about a case management meetingand really go back to those
things.
Keeping it alive is a criticalpart of the whole process.
The sustaining just doesn'thappen.
(49:28):
It has to be planned for,executed.
And don't forget to celebrate.
You know you've done all thiswork.
How important it is to say wow,look what we've done.
Look what we've achieved.
Look at our first gap analysis.
Look at this.
Bring a student that has beensuccessful to the table from
(49:52):
your case management meeting andsay look at the difference
we've made to this student.
So don't be afraid to celebrate.
Teachers need to feel thatthey're making progress and that
their work is beingacknowledged.
So do leaders.
So it's a really important part.
And I think the learning fair.
(50:13):
Sometimes, when I used to thinkabout the learning fair, I was
thinking about there's a hugelearning fair, but it could be
smaller learning fairs in grades, networks, cohorts, with your
school next door.
But it's a way of people beingable to talk about their
learning, keeping it fresh.
They're reflecting when they'representing and it's a way of
(50:35):
celebrating what they'veachieved.
So learning fairs, small andlarge scale, are critical to how
we do Clarity Learning Suite,because they're all about the
celebration, the celebration ofour success.
Speaker 2 (50:53):
Absolutely, sue, and I think it's the celebration of
putting faces on the data forboth our leaders and teachers.
It's that sense ofaccomplishment that we celebrate
.
Yesterday there were 13 schoolsfrom across New South Wales in
(51:19):
schools for students with autism, satellites and main sites and
they came together and it's acelebration and also everyone
learned from each other and sowe heard across the day.
That's a great idea.
I'm going to try that.
I'm going to put that in myplan.
So today they're working ontheir school improvement plans
(51:43):
and yesterday, when they heardthe work of other schools, they
were able to take the ideas andimplement them in their own
plans and it's very, it's veryfulfilled.
I think it gives us a sense ofaccomplishment when we come
(52:03):
together and teach each otherabout our small wins and of
course, that buildsrelationships as well, doesn't
it across schools?
Speaker 3 (52:11):
and builds connections, yeah, relationships
as well, doesn't it acrossschools and builds connections?
Yeah, and as we come to thelast arm of sustaining, we're
going to hear from Antonella.
And just talking about learningfairs, Antonella is one of our,
a leader in New South Wales,principal in one of our schools,
and Antonella actuallypresented at our learning fair
(52:36):
Clarity Learning Fair so it'sgreat that we're going to hear
from Antonella now.
Speaker 7 (52:45):
Definitely the power of the Clarity Suite is what it
develops amongst your school inshared beliefs and
understandings.
Everybody talks the samelanguage.
Everybody knows what theexpectations are, particularly
around success criteria andlearning intentions.
The power of it has enabled aculture that is very open.
It's very collaborative andtrusting, where staff will
(53:06):
openly and students will openlyreflect on their teaching and
their learning and looking attheir steps going forward.
The power of it as well is thatit's allowed us to really focus
on our data.
It's allowed us tostrategically put the kids at
the center of all our learningthrough our data walls and our
conversations.
Our stage meetings that we havewith our teachers are around
(53:30):
the data wall.
It's's moderating.
We are more focused on thelearning of those students and
the needs of the students.
The power of it is the language.
It's given us to talk the samelanguage across the school and
that has also been highlyreassuring for our parent
community that they hear thesame language being spoken to
amongst the staff.
Speaker 3 (53:50):
Very strong words about Clarity Learning Suite and
their school.
Has been on the journey forsome time and really strongly
focused on the strategies forsustaining Clarity Learning
Suite in their school.
Speaker 4 (54:05):
So I'm wondering now, lynne, perhaps you'd like to
bring our conversation to aclose and some closing comments.
Speaker 2 (54:12):
Absolutely.
Thanks to you, maggie, and toSue, and to our whole team.
It takes a whole team to reallyembed the work of clarity.
So I know Mike is listening in,and Jim and, of course, drew as
well.
So for me there are a fewpoints that highlight the
(54:35):
essence of the Clarity LearningSuite, and one is to quarantine
time for Clarity Learning Suitelearning, for the professional
learning that involves all ofour staff.
That's probably the first onethat resonates for all of us,
and the other one is identifyingyour knowledgeable others so
(54:59):
that you can lead alongside.
I think about the opportunity oflearning walks and talks every
single day, whether it's on yourway to deliver the lost lunch
bag or it's a walk that you'vescheduled with someone else.
Take the opportunity topurposely walk into a classroom
(55:20):
with a focus that you can thengenerically feed back to staff.
This is what we're noticing interms of our travel using the
Clarity Learning Suite.
Make those noticings verypositive.
Another trend and pattern thatI'm seeing from this webinar
(55:41):
today and also from our workacross schools, is how important
it is that the 14 parametersare seen as the how.
How you ensure explicitassessment that improves
instruction every day.
What are the tools that we canuse and how can we ensure we
(56:03):
have integrity to those 14 areasof system network, school and
classroom improvement.
And finally, in saying thankyou for listening, we always
want to remember that we putfaces on our data and we make
our faces come alive and growand achieve.
(56:27):
Thank you so much for listeningto us.
Speaker 4 (56:31):
So, Drew, would you like to make some final
reflections for us please?
Speaker 1 (56:36):
In terms of closing, thank you again to Dr Lynn
Sherratt, thank you again SueWalsh and thank you Maggie as
well, all coming with differentperspectives and, as we say,
it's the forever work.
And as we say, it's the foreverwork and what you have given us
is the framework and also thewhy behind the work, why it's so
(57:00):
important setting thoseparameters up, walking through
for that success, ensuring thereis success, but also giving us
how to sustain the work and thestrategies to ensure the
learning, walks and talks, thedata and analysis as well, and
(57:23):
making sure you celebrate aswell, so crucial to sustaining
and developing the work.
As we say, it is the right work, it links really well and, on
behalf of our association andthose listening, thank you for
listening and being inspired bythe amazing CLS team.
(57:44):
Thank you.
Speaker 2 (57:46):
Thanks Drew.
Thank you Drew.
Speaker 3 (57:48):
Thank you, Drew.
Speaker 1 (57:53):
That concludes our podcast with so many takeaways
from the clarity learning suiteteam.
If you are listening and wouldlike to take the clarity
learning suite journey into yourschool, go to our dedicated
website and take action.
Visit wwwnswppaorgau.
Forward slash clarity dashlearning, dash suite.
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