The Visible Learning mindframes provide a coherent approach to simultaneously improve learning outcomes and student wellbeing. At Clarkson, Invitational Education (IE) provides a framework for making other theories work. The most significant driver of school reform is teachers' thinking. Teachers' understanding of intentionality helps make them consciously skilled.

Clarkson Learning Journey 4 has a focus on feedback. For John Hattie and Shirley Clarke in Visible Learning Feedback (2019), feedback is a consequence of performance. It is second and it occurs after instruction. At Clarkson, the focus on feedback is to engage the hearts and minds of the school and its community to focus on the means to accelerate students’ learning outcomes.

By John Young, Principal. Published in Education Today magazine February 2019

It is only with the heart that one can see rightly; what is essential is invisible to the eye.’  Antoine de Saint-Exupéry, The Little Prince


I like to ponder the above quotation as I have thought learning should always be serious fun and so I asked an expert and here was his response -

‘The major notion of VISIBLE is to help make the invisible more visible. Yes learning is not often visible; yes 80% of what happens in a class a teacher does not see or hear; and much more – so how to resource schools to better understand these essential attributes. The Little Prince is so right – which is why we need to be concerned especially with the big hearts that most teachers have to truly make the difference.’ (Prof John Hattie, in correspondence, 2018)

John Hattie and Klaus Zierer’s, 10 Mindframes for Visible Learning: Teaching for Success (2018) provided a coherent vision to guide reform at Clarkson Community High School (CCHS). Visible Learning research provided a framework for school improvement. The understanding of school vision was a useful focus for the professional development, recruitment and selection of teachers in 2018.

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Since the release of the first Clarkson CHS Learning Journey document in March 2011 and the Learning Journey 2 document in November 2017, a number of conditions have changed which impact the school. However, the overall vision that encompasses decision making processes has not changed, as it is founded on what Clarkson CHS's Senior Leadership Team believe are fundamental truths about working with people in an educational setting.

To download the latest Learning Journey 3 document please visit this link

Performed by Viviann Nou, Kaiza Metuariki, Porscha Gurung and Diamond Angel-Lawrence

The song was written a good morning song for students in Invitational Education schools by Dr Sarah M. Butzin an award-winning teacher, academic and author in the USA. Dr Butzin is the creator of Project CHILD instructional system and the founder of the Institute for School Innovation in Tallahassee, Florida. The intentionality of care, optimism, respect and trust (I-CORT) helps to ensure each member of the school is contributing to a positive school climate.

Special thanks to Luke Tucker, Aaeisha Padshah (Year 7) and Ellie Hoyer for their outstanding contributions to this video


The book by Hattie and Zierer, 10 Mindframes for Visible Learning (2018) is a focus for school improvement at Clarkson in 2018 linking invitational theory to the thinking that is necessary to make the learning visible. Visible Learning is about the thinking teachers do to make the learning more effective in the classroom.

Our preliminary work using Mindframes to create a greater focus on intentionality has shown that there is significant improvement in engagement and outcomes when both teacher and learner have a clear understanding of the intention of the lesson and its delivery.

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