let's talk teacher clarity for leaders

Teacher Clarity for Leaders Pathway 1

Learning Intention: Leaders will learn how to support teachers with the foundational elements of teacher clarity.

Success Criteria:

• I can define teacher clarity.
• I can identify the key components of teacher clarity.
• I can explain the process to unwrap a standard.
• I can explain the steps involved in creating a learning intention.
• I can explain how to use a learning intention to create success criteria.

Teacher Clarity for Leaders Pathway 2

Learning Intention: Leaders will learn how to support teachers with and the use of learning intentions and success criteria in the classroom.

Success Criteria:

• I can evaluate the quality of a learning intention.
• I can evaluate the quality of success criteria.
• I can provide teachers feedback on the learning intention.
• I can provide teachers feedback on the success criteria.
• I can create a process to progress monitor teacher clarity.
• I can determine connections between the learning intention and success criteria and instruction in the classroom.

Teacher Clarity for Leaders Pathway 3

Learning Intention: Leaders will learn how to support teachers with leveraging learning intentions and success criteria in the classroom.

Success Criteria:

• I can identify strategies teachers use to build student interaction with the learning intention and success criteria. 
• I can provide teachers with strategies to build student interaction with the learning intention and success criteria.
• I can provide teachers feedback on the strategies they use to build student interaction with the learning intention and success criteria.
• I can determine connections between the learning intention and success criteria and feedback in the classroom.
• I can determine ways to use teacher clarity to progress monitor school improvement.

Teacher Clarity Collaborative Learning Walks

Teacher Clarity Collaborative Learning Walks are a transformative practice designed to enhance teaching practices through focused observation and reflection. Unlike formal evaluations or classroom audits, learning walks are non-evaluative and non-judgmental; they serve as an opportunity for educators to collectively observe, analyze and reflect on teaching and learning in action. This approach fosters a supportive and collegial environment where teachers can share insights, celebrate successes, and identify opportunities. 

Ideally, collaborative learning walks occur multiple times a year. During collaborative learning walks, teams of educators visit each other's classrooms to observe teaching and learning in action using focused evidence gathering techniques for teacher clarity. These visits are non-evaluative and non-judgmental, focusing instead on gathering evidence and insights about different facets of teacher clarity. This approach creates a safe and supportive environment where teachers can learn from one another without fear of criticism. The focus is on identifying strengths, celebrating successes, and exploring opportunities for growth.

After visiting classrooms, teachers come together for guided reflection on the evidence from learning walks using a structured protocol. This reflective dialogue helps to build a sense of trust and collaboration among team members. By collectively analyzing evidence in a structured format, teachers develop a shared sense of responsibility for student success. They recognize that their collective efforts are more powerful than individual actions, fostering a strong belief in their ability to make a difference.

Collaborative Learning Walk Schedule

Collaborative Learning Walk Time 1

The first collaborative learning walks occurs after teachers have gone through professional learning for Teacher Clarity Pathway 1. The purpose of the first collaborative learning walk is to establish baseline data. Implementing all the components of teacher clarity is a process that oftentimes has incremental success before full implementation is present. Baseline data captures the current reality and lays the foundation for measuring growth and progress moving forward. 

Collaborative Learning Walk Time 2

The second learning walk occurs after teachers have gone through professional learning for Teacher Clarity Pathway 2. The purpose of the second collaborative learning walk is to collect evidence of transfer from professional learning experiences teacher underwent in Teacher Clarity Pathway 1 and 2.  Collaborative learning walk teams will analyze, discuss and reflect on evidence from the second learning walk as well as evidence from the Time 1 and Time 2 learning walk.  

Collaborative Learning Walk Time 3

The third learning walk occurs after teachers have gone through professional learning for Teacher Clarity Pathway 3.  The purpose of the second collaborative learning walk is to collect evidence of transfer from professional learning experiences teacher underwent in Teacher Clarity Pathway 1,2 and 3. Collaborative learning walk teams will analyze, discuss and reflect on evidence from the third learning walk as well as evidence from the Time 1, Time 2 and Time 3 learning walk.