Dr. Lyn Sharratt is a highly-accomplished practitioner, researcher, author, and presenter. She coordinates the doctoral internship program in Leadership and Policy at the Ontario Institute for Studies in Education, University of Toronto. Lyn has been a school superintendent, curriculum consultant and administrator, and she has also taught all elementary grades and secondary-age students in inner-city and rural settings.

Lyn is lead author, with Michael Fullan, of Realization: The Change Imperative for Increasing District-Wide Reform (Corwin, 2009) and Putting FACES on the Data: What Great Leaders Do! (Corwin, 2012, published in English, Spanish and Arabic). Lyn is lead author of Good to Great to Innovate: Recalculating the Route K-12, (Corwin, 2015) with Gale Harild and Leading Collaborative Learning: Empowering Excellence (Corwin, 2016) with Beate Planche. Currently, Lyn is an advisor for International School Leadership with the Ontario Principals’ Council, is an Author Consultant for Corwin Publishing and consults internationally, working with leaders at all levels, consultants, and teachers in Chile, Australia, the United States, the United Kingdom, and Canada to systematically increase all students’ achievement by putting FACES on the data and taking intentional action.

There are over 500 “Sharratt Schools” across the globe, representing thousands of students. Lyn is passionate about all students becoming “Literate Graduates”!

Keynote: What brings CLARITY to Precision-in-Practice? Integrating Evidence & Experience
Integrating experience and evidence is foundational to creating a collaborative approach to system and school improvement that accounts for the unique learning needs of all students, teachers and leaders.

Bringing ‘CLARITY to precision-in-practice’ is based on solid research into learning, teaching and leading. There is no silver bullet or single program that leads to continuous student improvement. Rather, it is a set of interrelated concepts deployed within an evidence-proven framework and implemented consistently and reflectively across systems, schools and classrooms, that ensures knowing ‘where to next’. While inferences can be made as the result of interpreting many sources of data or evidence, the real power of data resides in the conversations with, between and among ALL stakeholders.

The urgency of evidence and passion of experience in this Keynote are communicated through real-life examples, practical approaches and ‘deliberate pauses’ to reflect on achievable, sustainable practices occurring across Australia.