The Clarity Learning Suite team introduces their newest initiative, the Clarity Essential Suite, designed to distill powerful professional learning into 12 flexible hours to support school improvement across New South Wales.
• Three core components: explicit leading, explicit teaching, and explicit learning
• Designed for 55-minute sessions, aligning with NSW Department of Education guidelines
• Complete flexibility for schools to implement according to their specific context and needs
• Based on Lynn Sharratt's research on the 14 parameters for school improvement
• Inclusive pricing model ensures all teaching staff can access the professional learning
• Supports schools to develop common language and consistent practice across classrooms
• Includes comprehensive resources, case studies and learning leader notes
• Directly supports implementation of the NSW School Excellence Framework
• Practical tools that can be implemented immediately following professional learning
• Designed to build leadership capacity while supporting teachers to meet all students' needs
To explore the Clarity Essential Suite and register your team,
Visit: https://www.nswppa.org.au/clarity-learning-suite
and get started on your professional learning journey today.
Visit:
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.
Drew Janetzki (00:00):
Welcome back to Professional Learning's, the New
South Wales PPA EducationalLeadership Podcast.
It's great to have your company.
This podcast aligns to thevalues of the New South Wales
Primary Principals Association,that is, the values of principal
wellbeing, principals as leadlearners, as well as supporting
principals to lead schooloperations.
(00:23):
If you enjoy this podcast,don't forget to subscribe for
further updates.
Now let's get into today'slatest episode.
In this episode, it was a realprivilege to sit down with the
Clarity Learning Suite team andunpack their newest initiative,
the Clarity Essential Suite.
As someone who is deeplycommitted to school improvement
(00:46):
across New South Wales, I'mexcited how this offering
distills the core of the ClarityLearning Suite into 12 hours of
powerful, flexible professionallearning.
The three essentials explicitleading, explicit teaching and
explicit learning equip schoolswith the tools to lift to
practice and drive improvement,From the gap analysis strategies
(01:07):
and data walls to developingassessment, capable learners and
building a strong parent andcommunity partnership.
The Clarity Essential Suite isso rich with practical guidance.
Each session runs for 55minutes, aligning with the
latest latest NSW Department ofEducation and Teachers
(01:28):
Federation guidelines.
The Essential Suite directlysupports the implementation of
the NSW or the alignment to theNSW School Excellence Framework,
as well as the Public EducationPlan education plan.
It offers practical tools tostrengthen explicit teaching and
leadership practices acrossschools.
(01:51):
This conversation is availablenot only as a podcast format,
but also in a webinar format,and if you'd like to watch the
full discussion, simply followthe links in the episode
description below.
In the episode descriptionbelow.
So are you leading a school?
Are you teaching a class?
You deserve a professionallearning that's practical,
(02:15):
flexible and built to supportyou right when and where you
need it.
So let's dive in.
You're about to hear a powerfulconversation with the Clarity
Learning Suite team as we unpackClarity Essentials and explore
how it can help you lead withpurpose and teach with impact.
(02:36):
Well, welcome colleagues.
It's great for you to be withus today.
Before we do start, I'd like toacknowledge Country and we are
meeting here today atAcknowledge the Gadigal people
of the Eora Nation in ourbeautiful office in Sydney, and
with that it's a specialoccasion.
(02:57):
We have some special guestswith us today.
It's fantastic for you to joinus, sue.
Welcome Great to be here, drew,fantastic.
And welcome Lynne.
Thanks so much, drew, andwelcome Maggie to join us, Sue.
Welcome.
Great to be here, drew,fantastic and welcome Lynne.
Thanks so much, drew, andwelcome Maggie.
Thank you, drew.
(03:26):
I'm really looking forward toour discussion today, unpacking
clarity, unpacking theessentials and the why behind.
We are moving into theessentials and there's a lot of
change, as we know, in the NewSouth Wales education landscape
with, obviously, thoseprovisions, so it'd be really
good to unpack what ourdiscussion is today and the why
behind the essentials and howthat can be implemented into
schools.
Lynne, if we could start withyou first, I guess we start with
.
I said the why why wouldschools engage with the
(03:49):
essentials suite of professionallearning?
Dr Lyn Sharratt (03:53):
Oh, thanks, drew.
You know we've really been onthis journey alongside New South
Wales and the learningenvironment that they're
creating for quite a long time,and as we listened and walked
alongside senior leaders, schoolleaders and teachers, we
(04:13):
realized that there wassomething that needed to be
unveiled, unpacked that would be24-7 learning for staff, all
staff.
And then we've listened again.
We're really intent on gettingfeedback, listening to how it's
being used, and we felt, giventhe environment in New South
(04:38):
Wales, there needed to besomething that I call short,
sharp and shiny, and what Ireally mean is that teachers'
ongoing professional learningneeds to be efficient in terms
of time and also given time tothink about the learning, embed,
the learning.
So we created ClarityEssentials, and for me, that
(05:04):
captures not only 55 minutes ofprofessional learning each week,
which is such a preciouscommodity, but it also really
allows all staff to be involved.
It's effective in terms of costas well as time, so that all
(05:24):
teachers are on the journeytogether, alongside leaders.
Drew Janetzki (05:28):
Yeah, yeah.
So there's a lot of.
There's clearly a lot ofthinking, and what I heard was
listening to leaders, listeningfrom the changes which really it
took when we think about thislandscape that changed in
October 2024.
And the ability as a team tolisten to what educators need,
(05:50):
what leaders need, and then beable to put together high
quality professional learning ondemand.
So it can be done within thoseparameters as well.
But it can also have thatflexibility where it can be
accessed, as you said, Lyn 24-7as well.
But it can also have thatflexibility where it can be
accessed, as you,Lyn said, 24-7as well.
Yeah, so many advantages.
Maggie Ogram (06:13):
And, as well, it's about having that awareness of
what is the climate that we'reworking in and, as you said,
drew, the ability to adapt andto pivot accordingly so that
people really are getting whatthey need.
Drew Janetzki (06:25):
Yeah, absolutely.
Well,Maggie said,.
So if I go to you, Sue, whatare the benefits of the clarity
learning essentials?
Sue Walsh (06:35):
It's all about the response to the schools and what
the schools have been tellingus and listening to the schools
and leaders, and they've beengiving us feedback that they
needed more control over theirprofessional learning.
The essentials are actuallydesigned in such a way that
teachers and leaders can saythis is what we want to do, this
(06:58):
is what we want to focus on,this is what's important for our
school.
So it's been designed in such away that, whilst there's the
three different components theteaching, leading and learning
you don't have to start in justone area.
You could say this is importantat this time and we're going to
focus on this.
Also, it really gives schoolsthe opportunity to say this is
(07:23):
our context, they're ourprofessional learning, this is
how we want to do it.
We may want to do it in 55minutes, which it has been
designed for 55 minutes, butthey could extend it over the
time.
So it's about schools takingthe content which has been from
Lynn's research the importancethat it's based on that research
(07:44):
and really working with it tomake it their own.
So what is important for yourstaff, what's her focus, and you
make the decisions about howyou're going to do it.
Your professional learning.
Drew Janetzki (08:03):
So essentially I'm hearing lots of trust in the
profession.
We know the research does showthat leaders do can lead the
best in their particular context.
This particular piece isflexible for leaders to be able
to do that.
Sue Walsh (08:17):
Very flexible, and that's probably one of the key
components of it.
It's not lockstep.
You can look at the whole suite, the essentials, and say this
is what's important for us thistime.
This is what we're going tofocus on and we're really going
to make our mark in this area ofprofessional learning.
Drew Janetzki (08:33):
Yeah, yeah.
So if we go to you, Lynn, whatdo you see?
The benefits in the essentials?
Dr Lyn Sharratt (08:39):
Well, I really appreciate how the essentials
really include our researcharound the 14 parameters and
when we're thinking about, asStu said, what we need to focus
on, given our content, also,given our data what is our data
saying?
And then taking a look at theessentials and marrying the
(09:00):
context the data with theprofessional learning, the
context, the data with theprofessional learning, so that
flexibility and I would sayresponsiveness to need is really
important and the essentials.
Drew Janetzki (09:12):
Yeah, and also the thinking around.
What we're seeing in the systemas such is the schools that
also have staff turnover, whichoccurs, and so here's an
opportunity for for schools whodon't have all of their staff
understanding the context ofwhat clarity is to be able to.
(09:35):
There's another benefit thatcould occur.
Sue Walsh (09:37):
Well, we know the impact of the churn factor in
school.
We know the people on longservice lines returning from
maternity leave, new teachers,teachers moving around the
essentials actually, schoolscould be on a journey and you
know how hard it is to catch upthe teachers who have been away.
So this is a resource that'savailable.
(09:59):
People could have learned it ontheir own, they can catch up,
they can meet with other groupsof teachers.
So it's a resource that's 24-7for people to tap into and it's
not onerous.
I think that's probably one ofthe things that in the design
and development of this, this isbeing made using lens words
(10:20):
short, sharp and shiny so thatteachers know that what the time
commitment is, they can go intoit and focus on it and catch up
quite quickly.
Drew Janetzki (10:29):
Yeah.
So if we go to you, Maggie, whatdoes it actually look like?
What do these essentials looklike for the user?
Maggie Ogram (10:54):
there are four sessions and, as we've said,
each session is 55 minutes.
So the first one would beexplicit leading and then
explicit teaching and thenexplicit learning.
So, for example, the foursessions in Essential One for
explicit leading, we begin withthe 14 parameters, as Sue said,
we base it on Lynn's research,and then we look at the
knowledgeable other and theirrole in the school, working
(11:15):
alongside teachers, and we lookat data walls.
We've touched briefly alreadyon the importance of the data,
always beginning ourconversations with data and the
case management meetings whichreally brings leadership and
teachers together to really honein on which students are we
talking about today and they'reour students and how can we
(11:37):
support each other to reallymove those students on.
So all these things are brokendown very clearly within three
essentials and we even extendtowards the end of thinking
about the parental involvement.
That comes into the lastessential and then finishing
with sustaining.
So we're implementing this workand now how are we going to be
(11:58):
sustaining it?
So all those really the keynuggets that we don't want to
lose, the key messages and theclarity work.
They're all in the essentials.
Yeah, um, another benefit we'vetalked a little bit about
benefits is that it buildsleadership capacity in the
school and it has the benefit ofeverybody talking in the same
(12:21):
language.
And I'm all in this togetherand we all know, we all
understand what we're doing hereand there's a familiarity and a
consistency across classrooms.
Drew Janetzki (12:34):
Yeah, yeah.
Maggie Ogram (12:34):
Yeah.
Drew Janetzki (12:35):
Yeah, so in terms of that choices, it's over 12
months.
Is there guidance here forusers saying do I need to do
this as a 12-week module?
What would you consider as ateam as the best practice here
(12:55):
for schools thinking around thisjourney?
Should they unpack it, forexample, in a term?
Should they look at it as afortnight?
What's the thinking here?
Or is it flexible?
Sue Walsh (13:09):
The issue is it's flexible, everything that you've
just said because every schoolcontext is different and schools
might say we have these amountof hours to focus on
professional learning or we havethis amount of time to focus.
It could actually be done in aprofessional learning day.
Some of it you could, as we'vedesigned for 55-minute sessions,
(13:34):
but it could be spread overthree hours If the school wanted
to go into it deeply.
The reality is that it's reallyleft to the school, but we
provide very significantresources with all the case
studies and the learning leadernotes.
Maggie Ogram (13:52):
The learning leader notes To build capacity.
Yes, and I suppose that's worthalso mentioning here, is that
schools could purchase the holesof three essentials um.
Or alternatively, if theyreally want to concentrate first
of all, let's say explicitteaching um, they can buy one
essential at a time for Forschool leaders.
Drew Janetzki (14:12):
Then, looking at the essentials as you clarity
was built around, I recall yousaying this the New South Wales
School Excellent Framework andthat alignment.
So the question is, where doesthis fit into that?
Is there still that alignmentthere?
Dr Lyn Sharratt (14:34):
Yeah, absolutely, and I think it's
really important that we allappreciate how there must be an
alignment between the documents,the legislative documents that
we're working with, so thecurriculum, the systems
documents that we're workingwith and having that translate
(14:59):
into professional learningsessions and then apply to our
teaching practices.
So I always see it from the bigpicture school excellence
framework right to changepractices in the classroom, and
that has been my research for avery long time.
And when I look at our researchthat Michael Fullan and I began
(15:21):
probably around the year 2000,and we continue to write about
it 2022, we're still writingabout it I'm very conscious of
the fact that the 14 parametersare the how we're going to do
this.
So wherever I work across theglobe, we have documents that
say this is what we want, andvery seldom are there documents
(15:46):
that say we'll take what we'reto do and expand on why we're
doing it and then really morphinto how are we going to do this
.
So the clarity tools reallyhelp with that.
And just recently, new SouthWales has delivered the teaching
and learning document and theexplicit teaching and learning,
(16:09):
and I can't say enough thatthose one-hour sessions are
about explicit teaching andlearning.
They're about the frameworkthat ensures system and school
(16:35):
together over years certainlyhelp our leaders unpack.
Here's what we're about.
And clarity supports ourleaders and teachers to say what
are the tools we can use tohelp the how.
How are we going to do this?
So alignment's huge how are wegoing to do this?
So alignment's huge.
Drew Janetzki (16:53):
Yeah, and it's the how is what I heard.
These are the tools in terms ofthe how to move towards from
wherever the school is at intheir school excellence journey,
yep, and then using the toolsof clarity to move, see where
those gaps, using the gapanalysis language and then
referring to that and goingthrough that process as well.
(17:15):
So would you say it's an entrypoint for our colleagues For
sure.
Dr Lyn Sharratt (17:22):
And I think everyone's entry point will be
different, and that's why theflexibility of the essentials is
so important, because if I'mleading a school, I have data to
consider, I have my context toconsider, I have my broader
community to consider.
So the entry points can bebeginning with the end in mind,
(17:45):
which is the 14 parameters, butit may be that my data is saying
, oh, we really need to havedetailed, specific, explicit
practice in assessment that willthen lead us to look at
instruction.
So it's understanding the bigpicture and how the tools and
clarity are explicit and cansupport us.
Maggie Ogram (18:06):
Yeah.
Sue Walsh (18:09):
Could I say, drew, that one of the things about the
essentials is that what youlearn today together in PEEL,
with your staff, can beimplemented tomorrow.
That's how the essentials havebeen designed so that it's
practical.
We've got the theory behind it,but also what does it mean for
a teacher in a learning spacewith students?
(18:30):
So what you're learningtogether, or what leaders are
learning together, is about whatyou need to implement or what
you need to think about.
We're not telling them what todo, but these are the things
that you need to think aboutimplementing to get your PL
sustained and across the wholeschool.
And when we look at theessentials, we think about the
(18:50):
whole school approach.
This is the language thateverybody shares, everybody
understands, so that you'reactually moving as a team
together.
Drew Janetzki (19:00):
Yeah, the key features I see is this is a full
FTE allocation.
So that's important to mentionfor colleagues listening.
So that includes colleagues,all of your staff, all of your
teaching staff.
Is there a reason behind thatthinking?
Dr Lyn Sharratt (19:21):
Oh, absolutely.
I think we've all learned fromexperience that this is an
equity issue for us.
We need to have this resourcein the hands of all teachers, so
we've made it timely, we'vemade it cost effective so that
all teachers can have it ontheir computers, not just the
(19:43):
leaders.
The leaders are sharing andlearning alongside the teachers,
but everyone has the resource,and the resource is quite
expansive in terms of journalarticles that we've sourced or
I've written with my colleagueslike John Hattie and Michael
Fullan and others.
(20:03):
We have thought as a team whatare the supports that both
teachers and leaders need toimplement the thinking around
system and school improvement.
And I just probably want toclose by saying that I have two
(20:24):
goals in this research that I'vebeen researching forever, it
seems and one is that allstudents can learn and that
every teacher knows how to teacheach student.
That's the first one.
Second one is that explicitassessment, instruction, leading
(20:46):
learning and teaching is welldefined in all of the work that
we do about, and it's definedabout being precise.
It's knowing each face and howto teach each one.
So we have a broad repertoireof approaches that teachers can
(21:08):
trial, can practice and then putin place because they're
effective for all students, andit can't be just some students.
We're talking about everystudent.
Drew Janetzki (21:19):
And that has been proven in the evidence and
research, as you said, not justwork within New South Wales,
it's work across the globe, it'swork with students with
disabilities, it's working withstudents with high potential as
well.
So it really meets that needand, as you said, goes back to
(21:39):
those 14 parameters, backed byevidence and research as well.
Terrific, this has been aterrific conversation, as always
.
Going back to the why,listening to our leaders,
listening to the need, theresponsive piece and that's so
flexible is what I've heard.
So, colleagues, if you areinterested in this work, it's
(22:02):
going to our New South Wales PPAwebsite and to the Clarity
website and you'll be able toclick through accordingly to
find the essentials and purchasethat accordingly.
We'll be looking forward tofurther discussions and also
hearing your journey in yourClarity journey through the
Essential Suite.
(22:22):
Thank you again for listening.
Dr Lyn Sharratt (22:25):
Thanks, drew, thank you.
Drew Janetzki (22:27):
Thank you.
So thanks again for joining usfor this inspiring deep dive
into the Clarity Essential Suite.
If you're ready to take thenext step in your school's
professional learning journey,now is the time.
So visit newsouthwalesppaorgauforward slash
clarity-learning-suite toexplore the modules, register
(22:49):
your team and get started today.
And remember when you lead withclarity, your whole school
moves forward.
We'll catch you in the nextepisode of professional
learnings.
Until then, keep leading, keeplearning and keep making a
difference in your school.
Welcome back to Professional Learning's, the New
South Wales PPA EducationalLeadership Podcast.
It's great to have your company.
This podcast aligns to thevalues of the New South Wales
Primary Principals Association,that is, the values of principal
wellbeing, principals as leadlearners, as well as supporting
principals to lead schooloperations.
(00:23):
If you enjoy this podcast,don't forget to subscribe for
further updates.
Now let's get into today'slatest episode.
In this episode, it was a realprivilege to sit down with the
Clarity Learning Suite team andunpack their newest initiative,
the Clarity Essential Suite.
As someone who is deeplycommitted to school improvement
(00:46):
across New South Wales, I'mexcited how this offering
distills the core of the ClarityLearning Suite into 12 hours of
powerful, flexible professionallearning.
The three essentials explicitleading, explicit teaching and
explicit learning equip schoolswith the tools to lift to
practice and drive improvement,From the gap analysis strategies
(01:07):
and data walls to developingassessment, capable learners and
building a strong parent andcommunity partnership.
The Clarity Essential Suite isso rich with practical guidance.
Each session runs for 55minutes, aligning with the
latest latest NSW Department ofEducation and Teachers
(01:28):
Federation guidelines.
The Essential Suite directlysupports the implementation of
the NSW or the alignment to theNSW School Excellence Framework,
as well as the Public EducationPlan education plan.
It offers practical tools tostrengthen explicit teaching and
leadership practices acrossschools.
(01:51):
This conversation is availablenot only as a podcast format,
but also in a webinar format,and if you'd like to watch the
full discussion, simply followthe links in the episode
description below.
In the episode descriptionbelow.
So are you leading a school?
Are you teaching a class?
You deserve a professionallearning that's practical,
(02:15):
flexible and built to supportyou right when and where you
need it.
So let's dive in.
You're about to hear a powerfulconversation with the Clarity
Learning Suite team as we unpackClarity Essentials and explore
how it can help you lead withpurpose and teach with impact.
(02:36):
Well, welcome colleagues.
It's great for you to be withus today.
Before we do start, I'd like toacknowledge Country and we are
meeting here today atAcknowledge the Gadigal people
of the Eora Nation in ourbeautiful office in Sydney, and
with that it's a specialoccasion.
(02:57):
We have some special guestswith us today.
It's fantastic for you to joinus, sue.
Welcome Great to be here, drew,fantastic.
And welcome Lynne.
Thanks so much, drew, andwelcome Maggie to join us, Sue.
Welcome.
Great to be here, drew,fantastic and welcome Lynne.
Thanks so much, drew, andwelcome Maggie.
Thank you, drew.
(03:26):
I'm really looking forward toour discussion today, unpacking
clarity, unpacking theessentials and the why behind.
We are moving into theessentials and there's a lot of
change, as we know, in the NewSouth Wales education landscape
with, obviously, thoseprovisions, so it'd be really
good to unpack what ourdiscussion is today and the why
behind the essentials and howthat can be implemented into
schools.
Lynne, if we could start withyou first, I guess we start with
.
I said the why why wouldschools engage with the
(03:49):
essentials suite of professionallearning?
Dr Lyn Sharratt (03:53):
Oh, thanks, drew.
You know we've really been onthis journey alongside New South
Wales and the learningenvironment that they're
creating for quite a long time,and as we listened and walked
alongside senior leaders, schoolleaders and teachers, we
(04:13):
realized that there wassomething that needed to be
unveiled, unpacked that would be24-7 learning for staff, all
staff.
And then we've listened again.
We're really intent on gettingfeedback, listening to how it's
being used, and we felt, giventhe environment in New South
(04:38):
Wales, there needed to besomething that I call short,
sharp and shiny, and what Ireally mean is that teachers'
ongoing professional learningneeds to be efficient in terms
of time and also given time tothink about the learning, embed,
the learning.
So we created ClarityEssentials, and for me, that
(05:04):
captures not only 55 minutes ofprofessional learning each week,
which is such a preciouscommodity, but it also really
allows all staff to be involved.
It's effective in terms of costas well as time, so that all
(05:24):
teachers are on the journeytogether, alongside leaders.
Drew Janetzki (05:28):
Yeah, yeah.
So there's a lot of.
There's clearly a lot ofthinking, and what I heard was
listening to leaders, listeningfrom the changes which really it
took when we think about thislandscape that changed in
October 2024.
And the ability as a team tolisten to what educators need,
(05:50):
what leaders need, and then beable to put together high
quality professional learning ondemand.
So it can be done within thoseparameters as well.
But it can also have thatflexibility where it can be
accessed, as you said, Lyn 24-7as well.
But it can also have thatflexibility where it can be
accessed, as you,Lyn said, 24-7as well.
Yeah, so many advantages.
Maggie Ogram (06:13):
And, as well, it's about having that awareness of
what is the climate that we'reworking in and, as you said,
drew, the ability to adapt andto pivot accordingly so that
people really are getting whatthey need.
Drew Janetzki (06:25):
Yeah, absolutely.
Well,Maggie said,.
So if I go to you, Sue, whatare the benefits of the clarity
learning essentials?
Sue Walsh (06:35):
It's all about the response to the schools and what
the schools have been tellingus and listening to the schools
and leaders, and they've beengiving us feedback that they
needed more control over theirprofessional learning.
The essentials are actuallydesigned in such a way that
teachers and leaders can saythis is what we want to do, this
(06:58):
is what we want to focus on,this is what's important for our
school.
So it's been designed in such away that, whilst there's the
three different components theteaching, leading and learning
you don't have to start in justone area.
You could say this is importantat this time and we're going to
focus on this.
Also, it really gives schoolsthe opportunity to say this is
(07:23):
our context, they're ourprofessional learning, this is
how we want to do it.
We may want to do it in 55minutes, which it has been
designed for 55 minutes, butthey could extend it over the
time.
So it's about schools takingthe content which has been from
Lynn's research the importancethat it's based on that research
(07:44):
and really working with it tomake it their own.
So what is important for yourstaff, what's her focus, and you
make the decisions about howyou're going to do it.
Your professional learning.
Drew Janetzki (08:03):
So essentially I'm hearing lots of trust in the
profession.
We know the research does showthat leaders do can lead the
best in their particular context.
This particular piece isflexible for leaders to be able
to do that.
Sue Walsh (08:17):
Very flexible, and that's probably one of the key
components of it.
It's not lockstep.
You can look at the whole suite, the essentials, and say this
is what's important for us thistime.
This is what we're going tofocus on and we're really going
to make our mark in this area ofprofessional learning.
Drew Janetzki (08:33):
Yeah, yeah.
So if we go to you, Lynn, whatdo you see?
The benefits in the essentials?
Dr Lyn Sharratt (08:39):
Well, I really appreciate how the essentials
really include our researcharound the 14 parameters and
when we're thinking about, asStu said, what we need to focus
on, given our content, also,given our data what is our data
saying?
And then taking a look at theessentials and marrying the
(09:00):
context the data with theprofessional learning, the
context, the data with theprofessional learning, so that
flexibility and I would sayresponsiveness to need is really
important and the essentials.
Drew Janetzki (09:12):
Yeah, and also the thinking around.
What we're seeing in the systemas such is the schools that
also have staff turnover, whichoccurs, and so here's an
opportunity for for schools whodon't have all of their staff
understanding the context ofwhat clarity is to be able to.
(09:35):
There's another benefit thatcould occur.
Sue Walsh (09:37):
Well, we know the impact of the churn factor in
school.
We know the people on longservice lines returning from
maternity leave, new teachers,teachers moving around the
essentials actually, schoolscould be on a journey and you
know how hard it is to catch upthe teachers who have been away.
So this is a resource that'savailable.
(09:59):
People could have learned it ontheir own, they can catch up,
they can meet with other groupsof teachers.
So it's a resource that's 24-7for people to tap into and it's
not onerous.
I think that's probably one ofthe things that in the design
and development of this, this isbeing made using lens words
(10:20):
short, sharp and shiny so thatteachers know that what the time
commitment is, they can go intoit and focus on it and catch up
quite quickly.
Drew Janetzki (10:29):
Yeah.
So if we go to you, Maggie, whatdoes it actually look like?
What do these essentials looklike for the user?
Maggie Ogram (10:54):
there are four sessions and, as we've said,
each session is 55 minutes.
So the first one would beexplicit leading and then
explicit teaching and thenexplicit learning.
So, for example, the foursessions in Essential One for
explicit leading, we begin withthe 14 parameters, as Sue said,
we base it on Lynn's research,and then we look at the
knowledgeable other and theirrole in the school, working
(11:15):
alongside teachers, and we lookat data walls.
We've touched briefly alreadyon the importance of the data,
always beginning ourconversations with data and the
case management meetings whichreally brings leadership and
teachers together to really honein on which students are we
talking about today and they'reour students and how can we
(11:37):
support each other to reallymove those students on.
So all these things are brokendown very clearly within three
essentials and we even extendtowards the end of thinking
about the parental involvement.
That comes into the lastessential and then finishing
with sustaining.
So we're implementing this workand now how are we going to be
(11:58):
sustaining it?
So all those really the keynuggets that we don't want to
lose, the key messages and theclarity work.
They're all in the essentials.
Yeah, um, another benefit we'vetalked a little bit about
benefits is that it buildsleadership capacity in the
school and it has the benefit ofeverybody talking in the same
(12:21):
language.
And I'm all in this togetherand we all know, we all
understand what we're doing hereand there's a familiarity and a
consistency across classrooms.
Drew Janetzki (12:34):
Yeah, yeah.
Maggie Ogram (12:34):
Yeah.
Drew Janetzki (12:35):
Yeah, so in terms of that choices, it's over 12
months.
Is there guidance here forusers saying do I need to do
this as a 12-week module?
What would you consider as ateam as the best practice here
(12:55):
for schools thinking around thisjourney?
Should they unpack it, forexample, in a term?
Should they look at it as afortnight?
What's the thinking here?
Or is it flexible?
Sue Walsh (13:09):
The issue is it's flexible, everything that you've
just said because every schoolcontext is different and schools
might say we have these amountof hours to focus on
professional learning or we havethis amount of time to focus.
It could actually be done in aprofessional learning day.
Some of it you could, as we'vedesigned for 55-minute sessions,
(13:34):
but it could be spread overthree hours If the school wanted
to go into it deeply.
The reality is that it's reallyleft to the school, but we
provide very significantresources with all the case
studies and the learning leadernotes.
Maggie Ogram (13:52):
The learning leader notes To build capacity.
Yes, and I suppose that's worthalso mentioning here, is that
schools could purchase the holesof three essentials um.
Or alternatively, if theyreally want to concentrate first
of all, let's say explicitteaching um, they can buy one
essential at a time for Forschool leaders.
Drew Janetzki (14:12):
Then, looking at the essentials as you clarity
was built around, I recall yousaying this the New South Wales
School Excellent Framework andthat alignment.
So the question is, where doesthis fit into that?
Is there still that alignmentthere?
Dr Lyn Sharratt (14:34):
Yeah, absolutely, and I think it's
really important that we allappreciate how there must be an
alignment between the documents,the legislative documents that
we're working with, so thecurriculum, the systems
documents that we're workingwith and having that translate
(14:59):
into professional learningsessions and then apply to our
teaching practices.
So I always see it from the bigpicture school excellence
framework right to changepractices in the classroom, and
that has been my research for avery long time.
And when I look at our researchthat Michael Fullan and I began
(15:21):
probably around the year 2000,and we continue to write about
it 2022, we're still writingabout it I'm very conscious of
the fact that the 14 parametersare the how we're going to do
this.
So wherever I work across theglobe, we have documents that
say this is what we want, andvery seldom are there documents
(15:46):
that say we'll take what we'reto do and expand on why we're
doing it and then really morphinto how are we going to do this
.
So the clarity tools reallyhelp with that.
And just recently, new SouthWales has delivered the teaching
and learning document and theexplicit teaching and learning,
(16:09):
and I can't say enough thatthose one-hour sessions are
about explicit teaching andlearning.
They're about the frameworkthat ensures system and school
(16:35):
together over years certainlyhelp our leaders unpack.
Here's what we're about.
And clarity supports ourleaders and teachers to say what
are the tools we can use tohelp the how.
How are we going to do this?
So alignment's huge how are wegoing to do this?
So alignment's huge.
Drew Janetzki (16:53):
Yeah, and it's the how is what I heard.
These are the tools in terms ofthe how to move towards from
wherever the school is at intheir school excellence journey,
yep, and then using the toolsof clarity to move, see where
those gaps, using the gapanalysis language and then
referring to that and goingthrough that process as well.
(17:15):
So would you say it's an entrypoint for our colleagues For
sure.
Dr Lyn Sharratt (17:22):
And I think everyone's entry point will be
different, and that's why theflexibility of the essentials is
so important, because if I'mleading a school, I have data to
consider, I have my context toconsider, I have my broader
community to consider.
So the entry points can bebeginning with the end in mind,
(17:45):
which is the 14 parameters, butit may be that my data is saying
, oh, we really need to havedetailed, specific, explicit
practice in assessment that willthen lead us to look at
instruction.
So it's understanding the bigpicture and how the tools and
clarity are explicit and cansupport us.
Maggie Ogram (18:06):
Yeah.
Sue Walsh (18:09):
Could I say, drew, that one of the things about the
essentials is that what youlearn today together in PEEL,
with your staff, can beimplemented tomorrow.
That's how the essentials havebeen designed so that it's
practical.
We've got the theory behind it,but also what does it mean for
a teacher in a learning spacewith students?
(18:30):
So what you're learningtogether, or what leaders are
learning together, is about whatyou need to implement or what
you need to think about.
We're not telling them what todo, but these are the things
that you need to think aboutimplementing to get your PL
sustained and across the wholeschool.
And when we look at theessentials, we think about the
(18:50):
whole school approach.
This is the language thateverybody shares, everybody
understands, so that you'reactually moving as a team
together.
Drew Janetzki (19:00):
Yeah, the key features I see is this is a full
FTE allocation.
So that's important to mentionfor colleagues listening.
So that includes colleagues,all of your staff, all of your
teaching staff.
Is there a reason behind thatthinking?
Dr Lyn Sharratt (19:21):
Oh, absolutely.
I think we've all learned fromexperience that this is an
equity issue for us.
We need to have this resourcein the hands of all teachers, so
we've made it timely, we'vemade it cost effective so that
all teachers can have it ontheir computers, not just the
(19:43):
leaders.
The leaders are sharing andlearning alongside the teachers,
but everyone has the resource,and the resource is quite
expansive in terms of journalarticles that we've sourced or
I've written with my colleagueslike John Hattie and Michael
Fullan and others.
(20:03):
We have thought as a team whatare the supports that both
teachers and leaders need toimplement the thinking around
system and school improvement.
And I just probably want toclose by saying that I have two
(20:24):
goals in this research that I'vebeen researching forever, it
seems and one is that allstudents can learn and that
every teacher knows how to teacheach student.
That's the first one.
Second one is that explicitassessment, instruction, leading
(20:46):
learning and teaching is welldefined in all of the work that
we do about, and it's definedabout being precise.
It's knowing each face and howto teach each one.
So we have a broad repertoireof approaches that teachers can
(21:08):
trial, can practice and then putin place because they're
effective for all students, andit can't be just some students.
We're talking about everystudent.
Drew Janetzki (21:19):
And that has been proven in the evidence and
research, as you said, not justwork within New South Wales,
it's work across the globe, it'swork with students with
disabilities, it's working withstudents with high potential as
well.
So it really meets that needand, as you said, goes back to
(21:39):
those 14 parameters, backed byevidence and research as well.
Terrific, this has been aterrific conversation, as always
.
Going back to the why,listening to our leaders,
listening to the need, theresponsive piece and that's so
flexible is what I've heard.
So, colleagues, if you areinterested in this work, it's
(22:02):
going to our New South Wales PPAwebsite and to the Clarity
website and you'll be able toclick through accordingly to
find the essentials and purchasethat accordingly.
We'll be looking forward tofurther discussions and also
hearing your journey in yourClarity journey through the
Essential Suite.
(22:22):
Thank you again for listening.
Dr Lyn Sharratt (22:25):
Thanks, drew, thank you.
Drew Janetzki (22:27):
Thank you.
So thanks again for joining usfor this inspiring deep dive
into the Clarity Essential Suite.
If you're ready to take thenext step in your school's
professional learning journey,now is the time.
So visit newsouthwalesppaorgauforward slash
clarity-learning-suite toexplore the modules, register
(22:49):
your team and get started today.
And remember when you lead withclarity, your whole school
moves forward.
We'll catch you in the nextepisode of professional
learnings.
Until then, keep leading, keeplearning and keep making a
difference in your school.
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