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
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).
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 | ||||||||||||||||
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Module 1: Orientation to the CLARITY Learning Suite (CLS)
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1.2.4 2.1.4; 2.2.4; 2.6.4 4.1.4 5.2.4 6.4.4 |
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Module 2: Introduction to Leading to Do This Work
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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 |
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Learning | |||||||||||||||||
Module 3: The 14 Parameters: A Learning Framework
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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 |
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Module 4: Knowing the FACES of Learners
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1.1.4 2.1.4 3.7.4 5.4.4 7.1.4; 7.2.4; 7.3.4; 7.4.4 |
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Module 5: Collaborative Inquiry with Teachers and Leaders
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3.5.4 6.1.4; 6.2.4; 6.3.4; 6.4.4 7.1.4; 7.4.4 |
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Teaching | |||||||||||||||||
Module 6: Assessment
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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 |
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Module 7: Instruction
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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 |
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Module 8: Processes That Support Collaborative Inquiry with Students
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2.2.4 3.2.4; 3.3.4; 3.5.4 6.2.4; 6.3.4 |
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Module 9: Using Data for Prevention and Intervention
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1.2.4; 1.3.4; 1.5.4 |
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Learning | |||||||||||||||||
Module 10: The Knowledgeable Other – Leading Alongside
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2.1.4; 2.3.4 |
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Module 11: Precision in Leadership Practice
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6.2.4; 6.3.4; 6.4.4 |
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Module 12: Pulling It Altogether – Leading for the Future
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3.2.4; 3.4.4 |