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Leading Teacher Clarity�(start your self-assessment)

Douglas Fisher

PPT at www.fisherandfrey.com

“recordings and resources”

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Clarity is not new work; �it’s the work�that makes everything else work.�

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Empirical Evidence

Feedback and

Self-Regulation Theory

Cognitive Load Theory

Self-Efficacy and Perceived Control

Expectancy-Value Theory

Together, these theories show that clarity is more than a teaching technique. It’s also a leadership priority. When leaders understand how clarity supports both the thinking and the emotional needs of learners, they can design systems, professional learning, and feedback structures that make those conditions thrive in every classroom.

Cognitive Load Theory. Sweller (1994) noted that learners have finite cognitive resources. Ambiguity, unnecessary
complexity, or lack of instructional focus create extraneous load, leaving fewer resources for processing essential information. Teacher clarity reduces cognitive overload by providing well-sequenced explanations and unambiguous goals, allowing students to direct their attention toward
deep understanding rather than confusion.

Feedback and Self-Regulation Theory. Hattie and
Timperley’s (2007) feedback model, answering “Where am I going? How am I going? Where to next?” depends
entirely on clarity. Students can only act on feedback if they understand the learning target and the criteria for success. Clarity transforms feedback from judgment to guidance, building the skills of self-monitoring and self-regulation essential for lifelong learning.
Self-Efficacy and Perceived Control. Fryer and Leenknecht’s
(2023) theoretical model suggests that clarity supports the
development of self-efficacy. When expectations are explicit
and goals are achievable, students perceive control over
their outcomes, which fosters persistence and resilience.
Clarity also enhances the feedback loop: Students who
understand their progress feel more capable of improving it.
Expectancy–Value Theory. Expectancy–Value Theory (Eccles
& Wigfield, 2002) suggests that learners are motivated
when they both expect to succeed and value the task. Clear
goals raise expectancy by making success attainable; explicit
relevance raises value by connecting learning to purpose. In
this way, teacher clarity directly fuels motivation.
18CHAPTER 1 • SEE THE POWER OF CL ARIT Y
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Belonging and Positive Psychology. Zheng (2021) connects
clarity to teacher immediacy and credibility, two relational
qualities that strengthen trust and engagement. Students
in clear classrooms report a greater sense of belonging
because expectations are consistent, fair, and predictable.
Clarity reduces anxiety and increases psychological safety
both of which are a prerequisite for risk taking in learning.

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Teacher Clarity

(2025) Visible Learning MetaX

R=3

0.85

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Clarity Questions:

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Leader’s Corner

Ask students the clarity questions and share the findings.

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The Thinking Leader

TEACHER CLARITY

IS MORE THAN Learning Intentions and Success Criteria

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Components of Teacher Clarity:

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Components of Teacher Clarity:

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Components of Teacher Clarity:

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Nine Components of Teacher Clarity

Identifying Concepts and Skills

Including Language Expectations in Success Criteria

Sequencing Learning Progressions

Crafting and Sharing Learning Intentions

Constructing and Sharing Success Criteria

Determining the Relevance of the Learning

Designing Assessment Opportunities

Creating Meaningful Learning Experiences

Establishing Mastery of Standards

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Cycles of Assessment

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Short-cycle formative assessment occurs within and between lessons, day-to-day and even minute-to-minute; not so much every six to ten weeks, but rather every six to ten minutes!

Wiliam, Fisher, & Frey, 2024

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Medium-cycle formative assessment typically occurs within an instructional unit.

Wiliam, Fisher, & Frey, 2024

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Long-cycle formative assessment involves cycle lengths of four weeks or more—typically six to ten weeks.

Wiliam, Fisher, & Frey, 2024

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ONE YEAR

Wiliam, Fisher, & Frey, 2024

Long-cycle assessment involves cycle lengths of four weeks or more—typically six to ten weeks.

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ONE YEAR

Long-cycle assessment involves cycle lengths of four weeks or more—typically six to ten weeks.

Wiliam, Fisher, & Frey, 2024

ASSESSMENT 1

ASSESSMENT 2

ASSESSMENT 3

ASSESSMENT 4

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ONE YEAR

Medium-cycle assessment typically occurs within an instructional unit.

Wiliam, Fisher, & Frey, 2024

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Short-cycle assessment occurs within and between lessons, every six to ten minutes

Wiliam, Fisher, & Frey, 2024

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The goal of assessment is that we are constantly using evidence to inform instruction.

Wiliam, Fisher, & Frey, 2024

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Type	Purpose	Time Span	Examples
Long-Cycle	Gauge student progress toward mastery of standards; curriculum alignment	6-10 weeks or longer	Common formative assessments; interim and benchmarks
Medium-Cycle	Gauge student progress toward unit goals; make decisions about reteaching	2-6 weeks	Practice tests; short constructed responses to unit goals or success criteria
Short-Cycle	Gauge student understanding during instruction to inform near-term decisions	Within and between lessons	Checks for understanding

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Leader’s Corner

Invite teams to create an inventory of their assessments and determine the alignment.

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Assessment Inventory

Short-Cycle	Medium-Cycle	Long-Cycle

An activity for you to do at your site?

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The Thinking Leader

It is UNFAIR to grade students if they have had no practice or feedback.

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Teachers assess learning to make immediate instructional adjustments.

Leaders monitor learning to ensure consistency, support teachers, and align with school goals.

Photo by Pramod Tiwari on Unsplash

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Assessing Learning:�Lesson-level focus

Student learning in a single lesson
Led by teachers
Immediate and formative
Informs student feedback and next steps

Monitoring Learning:�System-level focus

Instructional patterns across classrooms
Led by leaders
Ongoing and systemic
Informs team and leadership actions

Assessment improves instruction. Monitoring improves systems.

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Photo by Kier in Sight Archives on Unsplash

How do you monitor learning?

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List Group Label

Photo by Kelly Sikkema on Unsplash

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Leaders monitor patterns to decide where to focus time, support, and learning.

Monitoring Learning:�Leader & System Examples

Walkthrough and observation trend data
PLC artifacts across grade levels
Assessment results reviewed over time
Patterns informing PD and resource decisions

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Leader’s Corner

Develop your systems for monitoring learning.

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Where can you start?

Where are your goals for student understanding?

Where are you now compared to where you want to be?

What actions will you take to close the gap?

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The Missing Link of Successful Change in Schools

De-implementation

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Part of Implementation is De-implementation

Leader in Me

Writing Across the Curriculum

6 Traits Writing

AVID

???

Project Based Learning

PBIS

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De-implementation

Learning refers to the process of acquiring new skills or knowledge.
Unlearning is a process of discarding outdated mental models to make room for alternative models. (Wang, 2018)

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The Thinking Leader

What do we need to STOP DOING to make room for Teacher Clarity?

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Initiation: The Launch

Implementation: Gain Altitude

Institutionalization: Reach the Stars

3 Phases of Changes

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Change Talk vs. Sustain Talk

Change Talk is when a person expresses a desire, willingness, or readiness to modify their approach or try something new, indicating a positive shift towards change. "I've been noticing some students are struggling with this concept, and I'd like to find a better way to explain it."

Sustain Talk represents statements that indicate a person wants to maintain the status quo and resist change, often highlighting reasons why they might not want to alter their current approach.�"Adding another new initiative would just add to my already busy schedule."

What examples do we hear in our organization?

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Initiate: Rocket Launch

The earliest phases of the initiative. Foundationally, the teacher clarity effort has been initiated with care and intention, where current needs and strengths, desired outcomes and impact, are defined.

Photo by Gia Oris on Unsplash

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Implement: Gain Altitude

The teacher clarity initiative is implemented with fidelity to teacher clarity best practices.

It is continuously improved over time, based on formative evaluation and early indicators of impact, to optimize results for the organization, the teachers, and the students.

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Institutionalize: Reach the Stars

Teacher clarity is evidenced by organization-wide knowledge, understanding, and regular application. An established association between the teacher clarity initiative and data-based evidence of positive impact over time exists.

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Leader’s Corner

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Thank you!