Careers

Catalyst ensures every student in every classroom has access to high-quality instruction from teachers who deliver engaging and impactful lessons.

Catalyst provides a consistent approach to teaching and learning across our Archdiocese, making the movement for teachers and students between schools seamless.

This teaching and learning approach is based on the best available research on how students learn, retain and retrieve information.

Learn more about our Teaching Approach
Learn more about Catalyst

Catalyst ensures every student in every classroom has access to high-quality instruction from teachers who deliver engaging and impactful lessons.

Catalyst provides a consistent approach to teaching and learning across our Archdiocese, making the movement for teachers and students between schools seamless.

This teaching and learning approach is based on the best available research on how students learn, retain and retrieve information.

Explore our Teaching Approach

Catalyst aligns to the CECG strategic plan Faith in Learning through our committment to supporting our teachers in their vocation to enrich students’ lives through learning. Catalyst aligns to CECG vision of “Jesus Christ, our greatest teacher, calls us to share and bear witness to our Catholic Faith and Tradition, build inclusive communities and deliver contemporary quality learning opportunities for every person.”

Catalyst does this by supporting our teachers, Leaders, and Principals to transform students’ lives through learning ensuring excellence and equity in education

Learn more about Catalyst

Catalyst is backed by a comprehensive body of knowledge and research on how students learn to read, known as the Science of Reading and the Science of Learning.

Explore our Teaching Approach

Learn more about the Science of Learning by checking out the resources available in the Catalyst Knowledge Packs –
Knowledge Pack 1.0
Knowledge Pack 2.0
Knowledge Pack 3.0

Catalyst is based on the best available research on how students learn, retain and retrieve information.

Leveraging this research ensures our approach and the implementation it in our classrooms is the most effective and efficient way possible for student learning.

Explore the impact

With 56 schools and 9 early learning centres across ACT & NSW we’re working to support the development of excellent principals, leadership teams and teachers in schools across the Archdiocese, through the Catalyst program.

Explore CECG career opportunities

Our teaching approach for Literacy is backed by a comprehensive body of knowledge and research on how students learn to read, known as the Science of Reading.

The Science of Reading refers to a body of evidence that encompasses multi-disciplinary knowledge from education, linguistics, cognitive psychology, special education and neuroscience. It is centred on improving Literacy outcomes for all students and will help us to achieve our bold goal “every student is a competent reader”.

Explore our approach to Literacy

At CECG, we believe reading is a key enabler for learning – when students can read well, they build their capacity to learn and build greater knowledge.
The aim of learning to read is comprehension, or the capacity to extract meaning from print. Reading comprehension is largely the function of two broad skill sets, identified in the Simple View of Reading.

According to the Simple View of Reading, reading comprehension is the combination of using both decoding and language comprehension skills. A student becomes competent at reading when they can use both of these skills to read and understand texts appropriate to their year level. This is true of every student across all  year levels.

Explore our approach to Literacy

Early Years Literacy development is critical to future learning. K-2 classrooms across CECG schools prioritise the implementation of evidence-based literacy programs. What is taught focuses on the 6 components of Reading (Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension and Oral Language). These programs incorporate a Systematic Synthetic Phonics approach in structured lessons, which has been proven to drive positive student reading outcomes.

Explore our approach to Literacy

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment tool is used across all primary classes to screen, monitor and precisely understand what students know and can do, and where further support is required in Reading. Through the introduction of the DIBELS assessment tool and other reading based assessments, we can access more reliable data to inform our baseline level of reading across year levels.

Explore all the ways we track and report on the impact of Catalyst

The Science of Reading refers to a body of evidence that encompasses multi-disciplinary knowledge from education, linguistics, cognitive psychology, special education and neuroscience. The Science of Reading looks at the essential cognitive processes for competent reading and describes how reading develops in both typical and atypical readers. These studies have revealed a great deal about how we learn to read, what goes wrong when students don’t learn, and the instructional strategies that facilitate the cognitive processes required for reading.

Learn more about our Teaching Approach

High Impact Teaching Practice (HITP) equips teachers with the foundational theory and practical understanding to implement evidence-based pedagogy in their classrooms. Centred on Rosenshine’s Principles of Instruction, HITP focuses on the most effective and efficient way to teach.

Learn more about HITP

Yes, the foundation of High Impact Teaching Practice (HITP) is based on Rosenshine’s Principles of Instruction.

Learn more about Rosenshine’s Principles of Instruction

Our ability to measure outcomes, impact and showcase the benefits of the Catalyst program for our teachers and students has been critical through the implementation to ensure success. As such, CECG engaged Deloitte Access Economics (DAE) as an external, objective evaluator to monitor and evaluate the program during the initial implementation period.

Read the report
Learn more about the Impact of Catalyst

In 2021, we first introduced the Dynamic Indicators of Basic Early Literacy Skills 8th Edition (DIBELS) to monitor the development of early literacy and early reading skills in K-2. With additional reading based assessments, we can access more reliable data to inform our baseline level of reading across year levels and inform our teaching practices to support students’ individual learning needs.

In the coming years, we will continue to use these assessment models to track improvement in reading outcomes.
Learn more about the Impact of Catalyst