Shared expertise can make every classroom and teacher more effective. This informative book illustrates how educators can come together to bolster achievement in the 21st century.
Comprehensive in scope, CLARITY illustrates how system and school leaders must come together to boost student achievement and build teacher capacity to learn, teach and lead. By emphasizing collaborative processes, Lyn Sharratt's detailed design demonstrates how shared knowledge, equity and expertise can make every classroom more impactful and every teacher more empowered.
Dr. Lyn Sharratt is a highly-accomplished practitioner, researcher, author, and presenter. She coordinates the doctoral internship program in Leadership, Higher and Adult Education department at the Ontario Institute for Studies in Education, University of Toronto. Lyn has worked in four school districts across Ontario as a school superintendent, superintendent of curriculum and instruction, administrator, curriculum leader and K-10 and Special Education teacher. Lyn has taught all elementary grades and secondary-aged students in inner-city and rural settings. She has analyzed and commented on public policy for a provincial trustee organization, the Ontario Public School Boards' Association; has taught pre-service education at York University, Masters' and Doctoral students at University of Toronto and Nipissing University; and led in-service Professional Development in a provincial teachers' union head office. Lyn is a widely-published researcher and author. She is lead author, with Michael Fullan, of Realization: The Change Imperative for Increasing District-Wide Reform (Corwin, 2009) and Putting FACES on the Data: What Great Leaders Do! (Corwin, 2012, published in English, Spanish and Arabic). Lyn is lead author of Good to Great to Innovate: Recalculating the Route K-12, (Corwin, 2015) with Gale Harild, and of Leading Collaborative Learning: Empowering Excellence (Corwin, 2016) with Beate Planche. CLARITY: What Matters MOST in Learning, Teaching and Leading (Corwin Press, 2019) is her fifth book that reflects all of her work across the globe from 2009-2019. As well as an author and practitioner working in remote and urban settings world-wide, Lyn is an advisor for International School Leadership with the Ontario Principals' Council; is an Author Consultant for Corwin Publishing; and consults internationally, working with system, school and teacher leaders at all levels in Australia, Canada, Chile, the Netherlands, the United Kingdom and the United States. She works tirelessly, focusing her time and efforts on increasing each student's achievement by working alongside leaders and teachers to put FACES on their data, taking intentional action to bringEquity and Excellence for all students. Visit her at ; Twitter @LynSharratt; and on Linked-In where Lyn owns the "Educational Leadership" Linked-In group made up of 67,000+ members. Search for Lyn's "Good to Great to Innovate" video on There you will see her speaking in Ontario about the leadership it takes to achieve system and school improvement.
List of Online Resources List of Acronyms Foreword by John Hattie Preface Acknowledgments About the Author In Memoriam Introduction by Alma Harris PART I. LEARNING Chapter 1. CLARITY: The 14 Parameters: A Learning Framework The Third Teacher: Creating a Collaborative Culture of Learning Introduction to the 14 Parameters Achieve CLARITY Using the 14 Parameters How to Begin Implementing the 14 Parameters A Deliberate Pause to Create CLARITY Chapter 2. CLARITY: Knowing the FACES of Learners Achieving Because They Believe They Can Parameter #1: Shared Beliefs and Understandings Parameter #14: Shared Responsibility and Accountability Putting FACES on the Data Powerful Questions to Get to Know Learners and Learning Parents Are Critical Partners in Knowing Each Learner Parameter #12: Parents and the Community Are Critical Partners in Learning A Deliberate Pause to Create CLARITY Chapter 3. CLARITY: Collaborative Inquiry With Teachers and Leaders Parameter #11: Collaborative Inquiry The Value of Collaborative Inquiry When Do We Inquire Collaboratively? Professional Learning Communities at Work Lead in Order to Learn and Learn in Order to Lead A Deliberate Pause to Create CLARITY PART II. TEACHING Chapter 4. CLARITY in Teaching: Assessment Parameter #3: Quality Assessment Informs Instruction Formative and Summative Assessment Debriefing Each Component of the Assessment Waterfall Chart Learning Walls Capture the Ongoing Assessment Journey A Deliberate Pause to Create CLARITY Chapter 5. CLARITY in Teaching: Instruction Parameter #3: Assessment Informs Instruction and Parameter #13: Cross-Curricular Literacy Connections Literacy Learning Is the Foundation of All Instruction Eight Components of High-Impact Literacy Instruction A Deliberate Pause to Create CLARITY Chapter 6. CLARITY: Processes That Support Collaborative Inquiry With Students Parameter #14: Shared Responsibility and Accountability Collaborative Inquiry With Students Collaborative Inquiry in the Classroom Three Approaches to Student-Led Collaborative Inquiry A Deliberate Pause to Create CLARITY Chapter 7. CLARITY: Using Data for Prevention and Intervention Parameter #6: Case Management Approach Prevention: Data Walls Intervention: Case Management Meetings Parameter #5: Early and Ongoing Intervention A Deliberate Pause to Create CLARITY PART III. LEADING Chapter 8. CLARITY: The Knowledgeable Other-Leading Alongside Parameter #2: The Embedded Knowledgeable Other Six Evidence-Proven Professional Learning Approaches A Deliberate Pause to Create CLARITY Chapter 9. CLARITY: Precision in Leadership Practice Parameter #4: Principals and System Leaders as Lead Learners The Six Dimensions of Leadership The New Sixth Leadership Dimension System Leadership in Action School Leadership in Action Principal Learning Teams Learning Walks and Talks: Leading to Ensure the Growth of All Students A Deliberate Pause to Create CLARITY Conclusion CLARITY: Leadership for the Future The FACES of CLARITY Afterword by Melanie Greenan Glossary of Terms References and Further Reading Index
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