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Critical Response 

by Dr. Justin Matthews, Armidale Catholic Schools

Dr. Lyn Sharratt's incisive analysis of McKinsey & Company's Executive Summary, alongside her comprehensive 14 Parameter Notes (published in February 2024) highlights a troubling trend in the realm of educational reform: the pervasive failure of school improvement endeavours. Rather than merely attributing these shortcomings to logistical challenges, Sharratt provocatively identifies participant resistance as a central factor thwarting success. This revelation not only sheds light on the imbalance between failures and successes but also raises crucial questions about the sustainability of improvement efforts. By leveraging Sharratt's 14 Parameters (Sharratt & Fullan, 2012), a tantalising prospect emerges: not only the potential to ignite change but also to nurture its enduring vitality, akin to the transformative process elucidated in the concept of "spark and sustain”.

There are school systems, much like the Armidale Catholic Schools (ACS), that have been able to navigate these challenges more…

By Dr. Lyn Sharratt

Most of us came into education as practitioners – to teach, to learn, to change the life trajectory of our students, including those struggling the most. Along the way, many were introduced to Learning Organizations (LOs) and learned to lead within them. But do we really understand the LO research underlying “what matters most in learning, teaching and leading,” so that we can put into practice the goals of all students learning and all teachers teaching optimally in our schools? That is, an inclusive education policy designed to embrace equitable learning opportunities for all being firmly embedded in all K-12 classrooms.

Learning Organizations (LO) socially construct knowledge and understanding, enhancing the capacities of individuals and groups to solve problems and achieve the organization's purposes. LO research offers insights that can lead to individual and collective solutions for systems and schools (Sharratt,1996).

This article examines how one…

The What and The How of School improvement involves leadership, teachers, resources, pedagogy and the school community all working together to change school practices for better student outcomes. A School improvement Culture requires an inquiry mindset open to learning, strategic planning and action. Not just in documentation but actual practice, in classrooms, every day. In my work as a School Effectiveness consultant, I encounter many School Improvement Plans and detailed Annual Action Plans. These respond to the questions:

• What are our priorities?

• What strategies will we invest in?

• What are the roles and responsibilities required to implement these priorities?

• What evidence will we use to track and monitor improvement?

Illiteracy is unacceptable (CLARITY, 2019). Two centuries ago, only a small elite of the world population could read and write – the best estimate is that 12% of the world population was literate. In the 19th century global literacy more than doubled; and over the course of the 20th century the world achieved rapid progress in education. More than 4 out of 5 people are now able to read [in rich countries]. Young generations are better educated than ever before (O’Neill, 2021). However, as IR4 (the fourth industrial revolution) has evolved, new illiteracies have begun to emerge again dividing societies in every geopolitical system. Now, in rich and poor countries we consider access to technology and seamless use to be the enabler with that, critical thinking to be the minimal benchmark of our high school graduates. This is the nub of equity and excellence for me.

Together as leaders and…

https://vimeo.com/538569314/97e81e3d8f

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The CLARITY Learning Suite (CLS) is for all teachers and leaders. It is a long-term, online System and School Improvement Professional Learning (PL) suite to complement the strategic improvement directions set by a State/Region/Diocese/School. CLS is a comprehensive ‘Whole-System’ and ‘Whole-School Approach’ that allows staff members to plan clear, self-determined pathways for their own improvement journeys. The premise is that teachers and leaders are practising while taking part in this ongoing learning experience that is self-paced and personalized to meet their needs.

“CLARITY: What Matters MOST in Learning, Teaching and Leading”

VENUE

• Small group, Professional Learning Community (PLC), individual

• On-line forums

• Submit questions for Lyn on website: www.lynsharratt.com

Session 9: Focus: A Case Management Approach and Early Intervention, Chapter 7

Session 8: Focus: Collaborative Inquiry with Students, Chapter 6

Session 7: Focus: Instructional Intelligence, Chapter 5