Catholic Education Canberra and Goulburn (CECG) had the privilege of hosting 24 leaders from the Edmund Rice Education Australia (EREA) Schools Network.
Among the visiting delegates were Director – Education Strategy & Performance QLD/ACT, Peter Fullagar, staff from St Edmund’s College Canberra, as well as Principals and Assistant Principals from Queensland Colleges.
Over three days, the group visited four CECG Primary and two CECG Secondary Colleges. Here, they had the opportunity to step into classrooms where they observed High Impact Teaching Practice (HITP) and engaged in rich conversations with teachers and school leaders. The key focus of the visit was to see the impact of Catalyst and witness Explicit Instruction in action. This was supported by opportunities to learn about the change management strategies that support the system’s successful implementation across CECG classrooms.
Visitors observed teaching practices and heard firsthand accounts of how this evidence-based approach are driving improved student outcomes. CECG teachers and leaders shared both the successes and challenges of their journey implementing Catalyst, offering a transparent and authentic look at school improvement in progress.
Jessica Colleu Terradas CF, Senior Teaching & Learning Officer, Literacy and Instructional Coach of CECG reflected on the visits, saying, “it was energising to see how much we can learn from each other when schools open their doors and share their journey, challenges and all. Collaboration like this keeps the momentum for change moving forward,”
Delegates spoke highly of their experience, noting the consistent approach to teaching and learning across the schools. They also commented on the high levels of student engagement and that there was a clear sense of purpose articulated by staff. Many remarked on the evident passion and conviction with which educators described the positive impact of Catalyst on both their teacher practice and student learning.
Last week, Catholic Education Canberra Goulburn (CECG) was honoured to share the transformational journey of Catalyst at the Australian Catholic Education Conference (ACEC) in Cairns. With more than 1,200 education leaders from across the country in attendance, the three-day conference explored the theme “Hope, anchored in Faith”, an apt backdrop for reflecting on the impact of evidence-informed teaching across our Archdiocese.
Over the past five years, Catalyst has become a nationally recognised example of how evidence-based practice can transform classrooms. This reputation saw CECG invited to co-present with Catholic Education Tasmania (CET), to more than 200 delegates. The joint presentation, titled ‘A Tale of Two Systems’, showcased how research-informed practices are revolutionising student outcomes across Australia. While each system reflects different contexts, both share the common purpose of investing in teachers as the most important learners, to realise every student’s God-given potential.
The presentation explored the similarities and differences between the Catalyst program and the Insight into Learning program. While both systems share a common mission grounded in Faith, similar governance frameworks, and strong leadership supported by dedicated teams, each brought differences to their rollout of their approach.
Patrick Ellis, CECG Education Lead, outlined the deliberate steps taken in Catalyst’s five-year transformative journey, including crucial foundations:
Building teacher and leadership capacity from the outset
Prioritising leader engagement across all schools
Maintaining a phased, evidence and data-driven program to sustain change – even when everything feels like a priority
With CECG’s large system spanning NSW and ACT, it was vital to approach the implementation with a strong data-focus to provide rich insights into performance and identify measurable gains.
The evidence clearly demonstrates CECG’s progress with 73% of students now competent readers, exceeding the national NAPLAN average of 68%.
Jennifer White and Patrick Ellis at ACEC
Jennifer White, CET’s System Lead: Curriculum and Pedagogy, shared the stage with Patrick, and demonstrated CET’s accelerated implementation, leveraging learnings from CECG and enabling a more fluid and agile approach.
Both speakers reinforced the power of whole-system approaches that empower teachers to excel in their calling. This transformation programs have been made possible through consistent change management, anchored in Catholic values and informed by the Science of Learning. By investing in teachers as the most important learners, providing them with research-informed resources and support, and maintaining our Catholic mission at the core, our students are provided with the foundations for lifelong learning.
This recognition at ACEC validates the Catalyst program even further and CECG welcome further opportunities to share our insights and collaborate with colleagues embarking on their own program of change. CECG extend our gratitude to the National Catholic Education Commission for the invitation to present.
Last week, Catholic Education Canberra and Goulburn (CECG) had the pleasure of welcoming 30 school leaders and teachers from New Zealand who travelled to engage in three dynamic days of learning and classroom observations of High Impact Teaching Practice (HITP), leadership discussions and exploring how Catalyst has been implemented across our 56 schools.
The visit commenced with a welcome presentation on Catalyst, CECG’s teaching and learning approach, offering insights into implementation across our schools and the impact it has had on leaders, teachers and students.
Over the following days, the group visited a range of classrooms where they observed HITP in action. Each day concluded with leadership discussions and a reflective debrief session, which gave our teachers the opportunity to share their experiences. Here, they discussed any changes to their practice, including the key enablers, the challenges encountered, and the barriers overcome along the way. These reflections underscore CECG’s commitment to teaching and learning, continuing to build a culture of improvement, support, and continuous refinement in teacher practice.
“[The visitors] all shared how positively [teachers] spoke about the system support that has been provided to schools, and they heard from teachers at break times in their informal conversations with them about the positive impact Catalyst has had on their teaching and on student learning.” Patrick Ellis, Education Lead
One of the key takeaways, as noted by a visiting educator, was witnessing how teachers effectively responded to student needs through differentiated instruction and carefully scaffolded support.
We would like to extend our gratitude to the following schools that welcomed visitors into their classrooms and took time out of their busy schedules to share their practice –
Holy Spirit Primary School, Nicholls
Holy Family Primary School, Gowrie
St Joseph’s Primary School, O’Connor
St Mary MacKillop College, Wanniassa
Rosary Primary School, Watson
Merici College, Braddon
St Thomas the Apostle Primary School, Kambah
St Monica’s Primary School, Evatt
St Vincent’s Primary, Aranda
Good Shepherd Primary School, Amaroo
“I can’t express enough how impressed our visitors were after visiting your schools. They were blown away by the leadership and the teaching practice they observed. They were buzzing as we debriefed at the end of each day in the office.” Patrick Ellis, Education Lead
This visit reinforced the value of collaboration and a shared purpose within Catholic Education. Thank you to all who participated.
Last week, 148 educators from across the CECG system, including colleagues from Independent and Directorate schools, gathered for a valuable day of professional learning with international classroom behaviour expert Tom Bennett.
A leading voice in evidence-based teaching, Tom draws on over a decade of classroom experience in London and his ongoing work supporting educators to create calm and effective learning environments. Since founding researchED, he has worked with educators across the world to develop research literacy and practical strategies for improving behaviour in the classroom. In recognition of his contributions to education, Tom was awarded an Order of the British Empire in 2022.
His workshop, Running the Room, focused on the critical role that behaviour, culture and routines play in creating orderly and productive classrooms. His insights reflected much of Catalyst’s Bold Goal ‘High Impact Teaching Practice is visible in every classroom’ and further highlighted that effective classroom management is key to improving academic outcomes, student wellbeing and lifelong success.
“Children thrive when we create clear expectations and teach the behaviours we want to see, just as we teach knowledge and skills.”
Building a positive culture
Tom reminded participants that every classroom is shaped by its culture, or the “how we do things around here.” He emphasised that teachers lead this work by –
Setting strong norms: Establishing and reinforcing the behaviours that are expected and celebrated.
Embedding consistent routines: Practicing key behaviours until they become automatic, helping students focus on learning.
Building positive relationships: Holding high expectations and showing a genuine interest for every student.
Behaviour management
Rather than reacting to misbehaviour, Tom emphasised the importance of explicitly teaching and practicing the behaviours we want to see. From how students enter a classroom to how they transition between activities, these routines provide the structure that supports learning.
He also reinforced the role of consequences as feedback, helping students understand that their actions have meaning and impact. While intrinsic motivation is the goal, extrinsic support is often needed to build the habits that lead to lasting change.
A shared commitment
This professional learning session reinforced to our CECG attendees that behaviour is not a separate agenda but an essential part of effective teaching. By setting clear expectations, embedding consistent routines and nurturing strong relationships, we create the conditions for every student to learn, grow and succeed.
Catholic Archdiocese Canberra and Goulburn Education Limited have kicked off 2025 with System Day, bringing together all staff members online from across the system to reinforce and strengthen the journey with Mission and Learning. With a continuing focus on deepening teacher’s knowledge of how students learn and how best to incorporate that learning into their classroom practice to transform student lives through learning.
With over 2,000 Principals, teachers and support staff dialing in online from their school, in groups and individually, with the opportunity to engage, learn and reflect. Guided by leadership and educational experts, recognition was given to the evidence and impact of Catalyst to date, with a focus on practical strategies and techniques that educators can adopt to enhance student learning.
Guided by Pope Francis’s theme for the Year of Jubilee: Pilgrims of Hope, Archbishop Christopher Prowse and Interim Executive Director Pam Betts reinforced the Mission and direction of Catholic Archdiocese Canberra and Goulburn Education Limited for 2025, with emphasis on the role of faith, leadership, and hope in shaping the future of learning.
“As Catholic educators, we are preparing our students not just for academic success but for lives of purpose, integrity, and faith.
Through Catalyst, we are equipping our schools with the tools and strategies needed to foster this hope-filled future, ensuring that every student has the opportunity to thrive.”
Pam Betts, Interim Executive Director
Their addresses underscored the importance of collaboration and a shared purpose across the Archdiocese, inspiring educators to continue making a meaningful impact in their schools and communities.
Event Highlights
Guided by esteemed MC Genevieve Jacobs AM, and featuring thought-provoking keynotes from Natalie Wexler and Professor Daniel Willingham, System Day 2025 was an opportunity to begin the year inspired and empowered to continue to improve student learning across the Archdiocese.
Closing the Knowledge Gap with Natalie Wexler
Education writer and author Natalie Wexler delivered an engaging session to deliver content-rich learning to improve literacy outcomes.
With insights grounded in the Science of Reading, Wexler explained that improving literacy requires a change in how we approach comprehension and writing. She challenged traditional reading comprehension methods, advocating for a shift from isolated skill drills to deep, knowledge-building instruction. With a clear path forward, she highlighted the promising results from our schools with implementing the Catalyst approach, demonstrating the impact of High Impact Teaching Practice (HITP) on improved student learning.
Developing Independent Learners with Professor Daniel Willingham
Cognitive scientist, Professor Daniel Willingham, explored how educators can empower students to take ownership of their learning. He outlined research-backed strategies for building independent study habits, including effective note-taking, managing distractions, and committing key concepts to memory.
Willingham emphasised the need for Explicit Instruction in these skills, ensuring that students, as they grow older, become independent learners who can avoid distraction, commit content to memory, take notes, judge when they have studied enough, avoid procrastination, and more. He shared tools to create students responsible for their own development, to ensure long-term academic success.
The Future of Learning is Bright
Teachers and staff closed the day affirmed with the journey to date through Catalyst and motivated to continue the momentum forward to refine their practice to positively impact student learning. The panel of speakers also reinforced the critical role of Catalyst’s evidence-based approach, highlighting its value not just for our system, but as a model for others to learn from both nationally and internationally.
Teachers undertook a HITP Survey to reflect and evaluate their learning through Catalyst. With over 1500 responses it was clear that teachers value the system strategy, resources, support and professional learning.
88.6% HITP part of my everyday practice
92.4% believe HITP is worth effort and focus
79.3% believe HITP has increased student engagement and learning
75.2% HITP has improved my teaching and I wouldn’t go back
83.3% would continue using HITP even if it wasn’t a formal requirement
System Day has laid the groundwork for 2025 to continue to foster Faith in Learning through a united system that is stronger together.
CECG schools across the ACT have been praised for notable improvement in the latest NAPLAN results released this week on the My School website.
The Australian Curriculum Assessment and Reporting Authority (ACARA) has identified the Top 20 Schools Making a Difference in each state and territory, comparing year on year data for 2023/24. Of the 20 top schools in ACT identified, 13 Catholic Education Canberra-Goulbourn (CECG) schools were recognised, a milestone widely acknowledged by media sources this week and celebrated as a clear endorsement of the power of High Impact Teaching Practice and explicit teaching.
Following its launch over four years ago, Catalyst has transformed how teaching and learning is approached in CECG schools. By implementing High Impact Teaching Practice, grounded in Science of Learning and the Science of Reading, schools have seen positive growth and improvement in literacy and numeracy outcomes.
CECG Director Ross Fox emphasised the program’s ongoing potential in an interview for RioTact –
“We’re excited by these results, but we know there’s more we can achieve. The advancements in early years learning are encouraging, and we’re confident they’ll lead to sustained higher achievements over time.”
Following the success of CECG schools, Good to Great Schools Founder and Co-Chair, Noel Pearson called for all schools to adopt explicit instruction in their classrooms. In an interview for The Australian, he acknowledges all challenges schools face but emphasised,
“If you don’t get the instruction right, you’re going to fail anyway.”
In an interview for Riotact, Dr Lorraine Hammond, a pioneer of the Science of Learning teaching movement, has underscored the importance of explicit teaching in transforming classroom practices in light of the recent literacy and numeracy inquiry.
The article highlights the adoption of High Impact Teaching Practice by Catholic Education Canberra Goulburn through the Catalyst program as the benchmark for reform. Through embedding a scientifically backed, data-driven methodology, significant improvements in student outcomes have been witnessed across the Archdiocese and these results cannot help but attract attention from government schools, creating a compelling case for wider adoption.
Dr Hammond recognises the barriers and resistance to government school and system reform, despite the weight of evidence behind High Impact Teaching Practices. She urges the Directorate to bypass those teachers attached to the past and start with a “coalition of the willing”, to build momentum towards positive change.
“Because teachers are altruistic and they want the best, it just creeps very, very quickly, because then parents are like, ‘Well, hang on, what’s happening at that school down the road, they’re doing this. Why aren’t we doing that, too?’”.
In addition to best practice teaching, Dr Hammond believes that routine and an orderly working environment are a key contributor to success. The CECG approach creates a structured environment for learning, with classroom architecture designed to ensure that students are ready and willing participants and to ensure that teachers achieve whole class engagement.
This approach is particularly important when it comes to literacy. “To get to 100 per cent reading, you’ve got to go through the bottom 20 per cent, so this is going to help everybody. If we don’t go through that bottom 20 per cent they’re never going to learn how to read. That’s the position that Catalyst took as well.”
Our latest podcast features Reid Smith, the co-CEO of Ochre Education. Ochre is a national not-for profit committed to advancing student outcomes and closing the disadvantage gap by supporting teachers to teach and enabling all Australian students to access a high-quality curriculum, through their online library.
Catholic Education Canberra Goulburn (CECG) was thrilled to collaborate with Ochre in the development of scope and sequenced curriculum resources. Over 20 of our teachers collaborated with the Ochre team to produce low variance, knowledge-rich curriculum resources for a comprehensive online library.
We know teachers are managing multiple priorities and are time poor, these challenges are compounded in schools with disadvantaged communities where limited support is available.
CECG has embedded a robust pedagogical framework for our teachers to deliver best practice teaching principles in the classroom since 2020. In collaboration with Ochre, we have curated a wealth of tried and tested, knowledge-rich resources that have been designed to support efficient and effective curriculum implementation which are readily available to draw on.
CECG’s teachers and Leaders can access curriculum scope and sequences, unit plans and lesson plans for core subjects through their Catalyst MS Teams and those external to CECG via Ochre’s website. Unit plans include starter quizzes, videos, presentations and worksheets and are supported by Daily Review and assessment resources. The materials are available to download, for teachers to leverage in their classrooms.
“It was wonderful to play our role in making curriculum resources readily accessible to all teaching colleagues across the nation. We are fortunate at CECG to have a superior level of investment in professional development. It has been a privilege to share our knowledge to benefit others.”
Listen to Reid’s podcast to hear more about the fantastic work of Ochre Education.
Members of the CECG team, along with colleagues from other Australian systems, recently returned from the Knowledge Society ‘Science of Learning Tour’ in London. This tour provided a unique opportunity to delve into the English School System’s reform journey and gain valuable insights from some of the highest performing schools in London.
Visits to Ark Soane Academy, Langford Primary, Michaela Community School and Angel Oak Academy gave the team international exposure to the impact of the Science of Learning on student outcomes.
Our team have curated their key learnings for consideration in your system, schools and classrooms.
10 Key Insights
1. Doing less, better! Focus on improving what you are already doing. Keep refining, not adding, remaining disciplined to focus on what has most impact for improving student learning.
2. Set clear expectations and guidelines for all practice We tend to focus on clearly sharing the specific practice, or change, we want Leaders and teachers to implement or refine. However, we often aren’t as clear to detail what it isn’t, or being aware of what to do when it goes wrong.
3. Students learn what they attend to Attention is critical to student learning. There must be consideration for the structures, processes and systems in place within the school to minimise distractions in the classroom and create the conditions to prioritise teaching and learning.
4. Time is precious It is critical that there is an urgency to learning. We have limited time to make an impact – focus on the most efficient pathway to achieve the desired outcome.
5. Streamline feedback and coaching so it’s achievable Observations, feedback and coaching should be part of the culture at a school. Effective feedback is welcomed, streamlined, achievable and consistent.
6. Be ambitious and cut the fluff Students need clear instructions to achieve their best results. We need to provide better clarity on precisely what it is we want students to know and do with what is taught in every lesson, every day.
7. Every detail matters Leaders need to be across the detail and sweat the small stuff when it comes to curriculum, pedagogy, assessment and behaviour.
8. Consistency creates efficiencies Creating consistent and streamlined timetables, instructional routines, curriculum materials, behavioural expectations, and planning time reduces the workload for teachers, so they can focus on high impact teaching.
9. Plan for whole classroom success first Quality first wave teaching must be our first critical focus when planning. Consider what is required for ALL students in the classroom. Thereafter, what specific scaffolds and supports are required for individual students at point of need.
10. Continuous reflection supports long term sustainability Leaders (school and system) need to continuously reflect upon, and prioritise, ‘creating the conditions’ for effective and efficient practice to be embedded and sustained.
The CECG team hopes that you find these insights valuable. We continue to explore opportunities to leverage the knowledge of others as we seek to transform students’ lives through learning.
The Catalyst program was developed from the commitment to improve student outcomes by evolving teaching and learning practice across CECG’s 56 Schools. Founded in a comprehensive body of research of Science of Learning and the Science of Reading, Catalyst launched its system-wide change journey over three years ago, with a precise focus on Curriculum, Pedagogy and Assessment.
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.
The DAE evaluation of the approach sought to first understand a baseline analysis of system performance pre-Catalyst and then to establish an understanding of how Catalyst had been introduced and put into practice. From this understanding, DAE have published their findings on progress made over the course of the three-year implementation period, with an early assessment of the impact of Catalyst across the system.
With teachers as the most important learner in the Catalyst change effort, the assessment included interviews and observations across 15 teacher case studies and an annual High Impact Teaching Practice (HITP) Teacher Self-Reflection survey. These engagements highlighted the extent to which Catalyst training had an impact on teachers’ instructional decisions and practice, and the amount that these reported changes were perceived to have influenced student engagement and learning.
DAE’s Key Findings
“The Catalyst story at Catholic Education Canberra & Goulburn (CECG) is a unique one in the Australian school reform landscape. The integrity of the design, the quality of the implementation and the belief of the staff – school and central – are all strong predictors of improved learning outcomes. As is the foresight to pursue ongoing evaluation for system learning and refinement, and the transparent sharing of the key outcomes as they emerge so the whole system can celebrate the success.”
Deloitte Access Economics
With over 1000 teachers within the Archdiocese of Canberra & Goulburn trained in the implementation of HITP, DAE reported that by 2023-24, there was an overwhelmingly positive response to the approach
4 in 5 teachers see value in the Catalyst approach
78% of teachers indicated they would not go back to the way they taught before Catalyst.
82% of teachers believe HITP helps their teaching
76% of teachers use HITP everyday
“Any program of lasting change needs to be adopted theoretically, practically and culturally. We know that our high-quality, low variance curriculum resources and our professional learning opportunities deliver exceptional theory and practice for teachers. What the DAE report shows, however, is how readily our teachers have embraced the change journey. Their belief in High Impact Teaching Practice has been reinforced by a culture of strong leadership and peer support which has been validated by measurable gains in student performance.”
Catholic Education Archdicoese of Canberra & Goulburn Director, Ross Fox
Where to next for Catalyst?
“CECG deserves tangible impacts in headline student learning measures in coming years, as the transformation process continues and matures.”
Deloitte Access Education
As many CECG schools saw a critical mass of teachers and leaders fully engaged with Catalyst in 2023, the conclusion of 2024 will offer an exciting next phase to test the full extent of Catalyst’s impact on student learning.
With promising early signs reflected in the DAE report, Catalyst will continue to focus on embedding and sustaining the program in all CECG schools. By supporting teachers to continuously improve their practice towards realising our Bold Goals; ‘Every student a competent reader’ and ‘High Impact Teaching visible in every classroom’ and to truly transform students’ lives through learning.
