Aligning Australian Professional Standards for Teachers and CLARITY Learning Suite

CLARITY Learning Suite is an online Professional Learning course that enables participants to align and identify their learning with the Australian Professional Standards for Teachers. This online professional learning may be used by teachers and leaders in Australian States and Territories as professional learning that counts towards teacher accreditation/registration.

Participants of CLARITY Learning Suite receive a certificate for each module as it is completed, including the indicative hours required to complete the module.

CLARITY Learning Suite provides an overview for each of the modules and the suggested alignment with the Australian Professional Standards for Teachers.

The CLARITY Learning Suite certificate maybe used as a record of teacher and leader professional learning.

State and Territory PD Requirements for Teachers

New South Wales

CLARITY Learning Suite is a NESA recognised PD Provider.

Teachers completing part or the entire CLARITY Learning Suite will be able to record this Professional Development as NESA Elective PD for Priority One to maintain Teacher Accreditation. CLS is aligned to the Australian Professional Standards for Teachers (see below for each course).

Members of the NSW PPA may purchase registrations for the CLS through the PPA at discounted prices. Please visit the NSW PPA web site for further information.

Victoria

CLARITY Learning Suite is aligned with the Australian Professional Standards for Teachers and will contribute towards VIT annual renewal requirements (see below for each course). 20 hours professional learning for full registration annually is required for Victoria.

The CLARITY Learning Suite is fully subsidised by the Department of Education and Training for Victorian government school participants and regional staff.

Individual participants and larger teams are welcome to apply.

If you are from a non-government Victorian school and are interested in participating, refer to the expression of interest process.

Queensland

CLARITY Learning Suite is aligned with the Australian Professional Standards for Teachers and contributes towards Queensland Teachers CPD annual 20 hours (see below for each course). Teachers must complete at least 20 hours of CPD for any calendar year in which they teach 20 days or more.

Western Australia

CLARITY Learning Suite is aligned with the Australian Professional Standards for Teachers and contributes towards Teachers Professional Learning annual learning requirements (see below for each course). CLS provides a certificate of hours for each module that maybe used as evidence of participation.

South Australia

CLARITY Learning Suite is aligned with the Australian Professional Standards for Teacher and contributes towards Teachers Professional Learning annual learning requirements (see below for each course) and towards the minimum of 100 hours per five-year term of registration.

Tasmania

CLARITY Learning Suite is aligned with the Australian Professional Standards for Teachers (see below for each course).
Registered teachers in Tasmania must ensure they continue to participate in professional learning to build knowledge, skill and competence.

Northern Territory

CLARITY Learning Suite is aligned with the Australian Professional Standards for Teachers (see below for each course) and maybe used to meet the of 100 hours minimum Professional Development requirements within the preceding five-year period, across a broad range of professional development activities across the Australian Professional Standards for Teachers or the Australian Professional Standards for Principals.

CLS Provides Masters Credit at the University of South Australia and the University of Southern Queensland, participants completing CLS as a Masters Credit with each of these universities will need to address their regulatory authority for teacher registration/accreditation recognition.

Alignment with the Standards

CLS Modules and Sessions

Standards Aligned with CLS

Module 1: Orientation to the CLARITY Learning Suite (CLS)

Session 1:	A Guide to the CLS
Session 2:	A Guide to the CLS Technology
Session 3:	A Guide to the CLS Model

1.2.4
2.1.4; 2.2.4; 2.6.4
4.1.4
5.2.4
6.4.4

Module 2: Introduction to Leading to Do This Work

Session 1:	Introduction To Leading To Do This Work
Session 2:	Unpacking the Six Leadership Dimensions: Part 1
Session 3:	Unpacking the Six Leadership Dimensions: Part 2

1.2.4
2.2.4; 2.3.4; 2.5.4; 2.6.4
3.3.4; 3.6.4
5.1.4; 5.2.4; 5.3.4; 5.4.4
6.4.4

Learning

Module 3: The 14 Parameters: A Learning Framework

Session 1:	The Third Teacher
Session 2:	Unpacking the 14 Parameters – The Big Ideas
Session 3:	Using your Data
Session 4:	The Non-Negotiables
Session 5:	Learning Walks and Talks
Session 6:	The Learning Fair

1.5.4
2.2.4; 2.3.4; 2.5.4; 2.6.4
3.3.4; 3.6.4
5.1.4; 5.2.4; 5.3.4; 5.4.4
6.4.4

Module 4: Knowing the FACES of Learners

Session 1:	Unpack Parameter 1
Session 2:	The Five Questions
Session 3:	Parents and the Community as Critical Partners

1.1.4
2.1.4
3.7.4
5.4.4
7.1.4; 7.2.4; 7.3.4; 7.4.4

Module 5: Collaborative Inquiry with Teachers and Leaders

Session 1:	The Value of Collaborative Inquiry
Session 2:	Session 2: Operating Norms and Co-Learning Protocols
Session 3:	Professional Learning Communities and Communities of Practice

3.5.4
6.1.4; 6.2.4; 6.3.4; 6.4.4
7.1.4; 7.4.4

Teaching

Module 6: Assessment

Session 1:	Big Ideas of Assessment
Session 2:	The Waterfall Chart, Big Ideas, Essential Questions
Session 3:	Learning Intentions
Session 4:	Success Criteria
Session 5:	Descriptive Feedback
Session 6:	Peer and Self- Assessment – Bump -It- Up- Walls
Session 7:	Individual Goal Setting

1.5.4
2.1.4; 2.2.4; 2.3.4; 2.5.4
3.1.4; 3.2.4; 3.3.4; 3.5.4; 3.6.4
5.1.4; 5.2.4; 5.3.4

Module 7: Instruction

Session 1:	The Big Ideas in Instruction
Session 2:	Oral Language and Accountable Talk
Session 3:	Reading Comprehension
Session 4:	Critical Literacy
Session 5:	Writing
Session 6:	Gradual Release
Session 7:	Differentiated Instruction
Session 8:	Higher-Order Thinking and Robust Performance Tasks

1.5.4
2.1.4; 2.2.4; 2.3.4; 2.5.4
3.1.4; 3.2.4; 3.3.4; 3.4.4; 3.5.4; 3.6.4
5.1.4; 5.2.4; 5.3.4; 5.4.4

Module 8: Processes That Support Collaborative Inquiry with Students

Session 1:	Collaborative Inquiry in the Classroom
Session 2:	Three Collaborative Inquiry Processes
Session 3:	Metacognition: Student Voice and Choice

2.2.4
3.2.4; 3.3.4; 3.5.4
6.2.4; 6.3.4

Module 9: Using Data for Prevention and Intervention

Session 1:	The Case Management Approach
Session 2:	Prevention: Data Walls
Session 3:	Intervention: Case Management Meetings
Session 4:	Early and On-going Intervention

1.2.4; 1.3.4; 1.5.4
2.1.4; 2.2.4; 2.3.4; 2.5.4
3.1.4; 3.2.4; 3.3.4; 3.5.4; 3.6.4
4.1.4; 4.2.4
5.2.4; 5.3.4; 5.4.4

Learning

Module 10: The Knowledgeable Other – Leading Alongside

Session 1:	Who is The Knowledgeable Other?
Session 2:	Practices of The Knowledgeable Other

2.1.4; 2.3.4
3.1.4; 3.2.4; 3.5.4
5.2.4

Module 11: Precision in Leadership Practice

Session 1:	Leadership Renewal
Session 2:	Principal Learning Teams

6.2.4; 6.3.4; 6.4.4

Module 12: Pulling It Altogether – Leading for the Future

Session 1:	CLARITY: Leadership for the Future
Session 2:	The Learning Fair

3.2.4; 3.4.4
6.2.4; 6.3.4; 6.4.4
7.4.4