More than 90 teachers from Catholic Education Canberra Goulburn, Melbourne, Queensland, Tasmania and South Australia, dedicated three days of their school holidays to participate in a High Impact Teaching Practice Intensive Program, facilitated by Dr Lorraine Hammond AM.

The inaugural professional learning experience was held at St Thomas the Apostle Kambah and aimed to immerse educators into high impact teaching practice, specifically looking further into the Science of Learning research, what that means for classroom practice and the impact it has on student achievement.

The Intensive program aligned to the Catalyst four phased professional learning approach of Theory – Demonstration – Practice – Coaching.

Participating teachers were split into three streams for each of the morning sessions– Kindergarten to Year 2, Year 3-4 and Year 5-6 – to connect with HITP coaches who demonstrated a live lesson with students. Students were recruited to attend via the School Holiday Program run at St Thomas the Apostle.

Following the demonstration, participants were encouraged to lead a section of the lesson to practice delivery, and received instant coaching feedback from the expert coaches. As part of the program, CECG teachers who have been involved previously in HITP professional learning, were selected to support coaching participants, building their instructional leadership and mentoring.

“We are helping our teachers become even better teachers,” one Year 2 student who participated in the demonstrations said.

“The lessons we did were really fun and fast-paced, I enjoy learning most when its quick and engaging,” one Year 5 student said.

The afternoon sessions were dedicated to presentations from Dr Lorraine Hammond, the three expert coaches, and a session from the St Thomas the Apostle team on their journey with HITP and Catalyst.

Feedback from participating teachers has affirmed the value in bringing together educators from various schools with many noting that it has given them a new network of peers to connect with to share challenges and successes.

“The Intensive Program has not only shown me how high impact practice looks in the classroom, I’ve also had a chance to try it out myself on real students and get feedback in real time.”

“It has also been great to meet teachers who value this as much as I do, I look forward to connecting with them as we head back to our schools and continue using this teaching approach,” one participant said.

Based on participant feedback, similar professional learning events will be planned throughout 2023 across Primary and Secondary contexts. If interested, keep an eye out for further information in 2023.

Read the Canberra Times article on the Intensive Program here (subscription required)

Since 2020 the Catholic Education team in the Archdiocese of Canberra and Goulburn has introduced and rolled out Catalyst across our network of 56 schools, 2,000+ teachers and 21,000+ students.

Catalyst has garnered great interest and acclamation from schools and systems nationwide and, most recently, it has also attracted the attention of the NSW State Government. In a speech at the James Martin Institute for Public Policy’s inaugural oration last month, NSW State Premier, Dominic Perrottet, outlined his plans to modernise and reform the education system. The Premier spoke passionately about his focus on education as an enabler of opportunity and introduced the State Government’s new strategy to lift student success and well-being throughout NSW.

Perrottet specifically referenced the Catalyst program as a great example of effective teacher professional learning which sets both teachers and their students up for success,

“I can see value in the approach that some Catholic schools have taken to teacher development with a program called Catalyst. By working with teachers one-to-one – schools are sharing best-practice methods among teachers, making sure every teacher is equipped with tools to excel. And students are benefiting from higher quality teaching and consistency through their schooling life.”

This is a fantastic acknowledgment of the work that has been undertaken by many to develop, roll-out and advocate for Catalyst as a valuable framework within which we can continue to improve education outcomes through our system.

Watch the speech here (Dominic Perrottet speaking from 45:00):

Jennifer Buckingham PhD FRSN, Director, Strategy and Senior Research fellow at MultiLit, along with Therese Levins, and Alison McMurtrie visited 12 schools in ACT and NSW over two days.  These MultiLit representatives came with the purpose to observe and provide feedback on the practical classroom application of the MultiLit program from Foundation through to Year 2.

L-R: Jessica Colleu Terradas – CECG Senior Officer Teaching & Learning – Literacy, Kerrin Cronin – Diocese of Lismore Lead Primary Education Teaching & Learning, Dr Jennifer Buckingham – MultiLit Director of Strategy, Elissa Baker – Diocese of Lismore Education Officer Primary, Therese Levins – MultiLit trainer, Therese Clancy – CECG Catalyst Project Officer, Bernadette Rayner, CECG Teaching & Learning Officer and Alison McMurtie, MultiLit product development manager

MultiLit was developed over 25 years ago to improve literacy in the classroom, using scientific, evidence-based research on phonics and vocabulary to enable children to become successful readers and writers. MultiLit was coined as an acronym to ‘Making Up Lost Time in Literacy’ and has developed a number of programs to address knowledge gaps, through direct, systematic and intensive teaching and tutoring. The data driven approach to literary education enables students to become confident readers and writers and achieve the basic foundation for academic success.

The visit was to observe three programs in action: InitiaLit, which is a whole-class based literacy program to build essential core knowledge from the outset, reducing the need for intervention and remedial education; MiniLit, which is a small group reading program for students in Year 1 and 2 who require intensive support to develop decoding skills; which intervenes from Year 2 onwards as a contemporary approach to best practice literacy instruction; and MacqLit which provides Year 3+ students specialist support in word recognition.

The time in the classroom allowed the experts to provide guidance and feedback around the implementation of the program and share best practice, empowering teaching staff to deliver quality outcomes.

Leaders in Primary Education from the Lismore Diocese were also invited to attend to discuss their journey into the science of reading and the plans for implementing the best practice approach to learning in 2023.

Jessica Colleau Terradas, Senior Officer Teaching and Learning – Literacy for Catholic Education, Archdiocese of Canberra and Goulburn, said

“Thank you…to our wonderful CECG teaching staff for welcoming us into their classrooms. It was great to see them in action using scientifically-based reading instruction across Foundation to Year 2 classes. The feedback was positive and the whole experience turned out to be a great success, with staff feeling supported and even more committed to do their best for their students.”

From 4-7 September 2022, the National Catholic Education Commission (NCEC) Conference took place in Melbourne, with presenters from all around Australia coming together to share knowledge and expertise in Catholic Education. 

Patrick Ellis, Education Lead, Catholic Education Archdiocese of Canberra & Goulburn, presented an enlightening session on the Catalyst program to implement the Science of Learning approach in the classroom to realise our bold goals 

1. Every student is a competent reader
2. High Impact Teaching Practice is visible in every classroom 

Patrick shared the background of Catalyst, which is grounded in evidence-based research of how students learn, with the Science of Learning, Cognitive Load Theory, Science of Reading and High Impact Teaching Practice (HITP), developed aligned with Rosenshine’s Principles of Instruction.  

The session also identified that the most important learner in the system is the teacher. Professional Learning commences with program efficacy through to system-wide events illustrating the journey to high impact teaching. The components of the program are then delivered through online learning and theory sessions. Teachers can then practically apply their knowledge to their practice, supported by HITP coaches. 

The outcomes of the systemic approach to teaching and learning are witnessed in early improvements for student academic outcomes and engagement. Teachers have detailed increasing confidence with their teaching practice and satisfaction with knowing and being able to better respond to student needs.  

With over 700 teachers participating in HITP coaching at 100% of Catholic schools in the ACT and NSW, along with over 350 teachers trained in evidence-based literacy instruction, Catalyst is leading an education revolution. 

Andrea de Carvalho, Master Teacher – Education and Research Directorate, Sydney Catholic Schools said, “Excellent presentation Patrick. Thanks for sharing the tremendous efforts of all at Catholic Education, Archdiocese of Canberra and Goulburn. So many synergies with approaches taken in Sydney Catholic Schools program Mathematical Expertise and Excellence. Would love to continue the conversation!” 

Beth Murphy – Assistant Deputy Principal Pedagogy and Practice at Mazenod College in Western Australia said “A fabulous session from Patrick Ellis with some big takeaways on moving forward with teacher development.”

August 2022

On Thursday 25 August, Patrick Ellis, Education Lead, travelled to Tasmania along with Trazel Scott, Senior Teaching and Learning Officer, Leah Taylor, Principal from St Thomas Aquinas and Michele Bezuidenhout, Catalyst Program Manager, to meet with Catholic Education Tasmania’s Principals and system leaders. 

The purpose of the visit was to discuss the Catalyst program for professional learning, unpacking the knowledge of Science of Learning and Science of Reading and what it means for the classroom with High Impact Teaching Practice. The professional learning approach is a four-stage process with professional learning grounded in theory, supported by demonstration which is then put into practice and supported by coaching. 

The informative and interactive sessions really embedded the goals of the program and how the Science of Learning based approach can make a real difference, with High Impact Teaching Practice empowering teachers to guide students to successful outcomes. 

Principal Leah Taylor, presented the impact of Catalyst in the primary school context, showing how the implementation of InitiaLit, The Writing Revolution and High Impact Teaching Practice in Mathematics and English has delivered measurable improvements across all subjects. 

The Secondary education perspective offered by Trazel Scott, illustrated the drive to achieve the goals of competent literacy for all students and the visibility of HITP in every classroom. Feedback was presented from students, teachers and leaders, all commending the value of Catalyst and the benefits of a consistent approach. 

One teacher said of the program, “I have been blown away by the increase in student ability. The use of daily reviews and active participation have led to significant increases in the content retention of my students.” 

Following the presentation, there was plenty of opportunity for questions and discussions within small groups, which offered further insight into the practical application of the program. 

Patrick Ellis said of the event, “It was great to present the CECG Catalyst approach to Catholic Education Tasmania’s Principals and system Leaders this week with the ability to share knowledge and learn together. We look forward to a shared Science of Learning journey ahead.” 

 

On Thursday 25 August, Patrick Ellis, Education Lead, travelled to Tasmania along with Trazel Scott, Senior Teaching and Learning Officer, Leah Taylor, Principal from St Thomas Aquinas and Michele Bezuidenhout, Catalyst Program Manager, to meet with Catholic Education Tasmania’s Principals and system leaders.

The purpose of the visit was to discuss the Catalyst program for professional learning, unpacking the knowledge of Science of Learning and Science of Reading and what it means for the classroom with High Impact Teaching Practice. The professional learning approach is a four-stage process with professional learning grounded in theory, supported by demonstration which is then put into practice and supported by coaching. 

The informative and interactive sessions really embedded the goals of the program and how the Science of Learning based approach can make a real difference, with High Impact Teaching Practice empowering teachers to guide students to successful outcomes. 

Principal Leah Taylor, presented the impact of Catalyst in the primary school context, showing how the implementation of InitiaLit, The Writing Revolution and High Impact Teaching Practice in Mathematics and English has delivered measurable improvements across all subjects. 

The Secondary education perspective offered by Trazel Scott, illustrated the drive to achieve the goals of competent literacy for all students and the visibility of HITP in every classroom. Feedback was presented from students, teachers and leaders, all commending the value of Catalyst and the benefits of a consistent approach. 

One teacher said of the program, “I have been blown away by the increase in student ability. The use of daily reviews and active participation have led to significant increases in the content retention of my students.” 

Following the presentation, there was plenty of opportunity for questions and discussions within small groups, which offered further insight into the practical application of the program. 

Patrick Ellis said of the event, “It was great to present the CECG Catalyst approach to Catholic Education Tasmania’s Principals and system Leaders this week with the ability to share knowledge and learn together. We look forward to a shared Science of Learning journey ahead.” 

Teachers at many schools across our Archdiocese commenced Term 3 by participating in Catalyst professional learning. 

HITP In Action Day 3 with Dr Lorraine Hammond 

The largest professional learning event was HITP In Action Day 3 with Dr Lorraine Hammond, which gathered together the following schools to further explore how High Impact Teaching Practice looks in the classroom. The schools involved were – 

• St Anthony’s, Wanniassa 
• Holy Family, Gowrie 
• St Clare of Assisi, Conder 
• St Mary’s, Moruya 
• St Bede’s, Braidwood
• Mother Teresa, Harrison
• St Francis of Assisi, Calwell 

Feedback from the day found that teachers were keen to continue to implement high impact practice in their class, showing a keen interest in accessing Daily Review resources to assist. 

St Francis of Assisi Principal, Sean Rutledge said “as educators, the knowledge and insight imparted on us by Dr Lorraine Hammond, supported by the research of Cognitive Load Theory and the work of other key academics is critical in understanding the way our students learn best. If we invest in our educators, our students will thrive.” 

HITP In Action for Secondary Schools 

Some of our secondary schools including St Mary Mackillop College also participated in HITP in Action with Catalyst presenter Teach Well, with a strong focus on teaching practice in the context of secondary classes. 

Teachers learned about the importance of daily review in their specialised areas of teaching and how they could utilise technology to simplify their lesson delivery, including using M365 tools such as PowerPoint.

Online Unit Collaboration & Learning 

Many other schools chose to select from the online learning materials available in the Catalyst Resource Hub. Rosary Primary school completed the newly released HITP Theory & Practice 4 – Lesson Design and Delivery and one of the 8 available Catalyst Online Units. 

“We have been integrating Daily Review into our teaching practice and Theory & Practice 4 was a great way to move forward from this to start looking at explicit lesson design,” said John O’Brien, Assistant Principal. 

St Jospeh’s Primary School, Grenfell also completed HITP Theory & Practice 4, with Principal Melissa Hotham noting that the session was highly beneficial to consolidate the learning that had already undertaken through Catalyst. 

“It was also helpful to lay the foundation for the focus of our HITP In Action day this term. It provided teachers the knowledge and skills of how to plan and deliver explicit lessons, in a highly practical manner,” she said. 

Leading HITP In Action 

Meanwhile, schools including Batlow, Adelong, Gundagai, West Wyalong and Lake Cargelligo, were visited by Catalyst presenter Michael Roberts from CogLearn, to deep-dive into leading High Impact Teaching Practice in their context. 

The bespoke sessions focused on planning and implementing Explicit Instruction lessons in Mathematics, and included demonstrations, practice and coaching. 

To learn about the various professional learning sessions that your school will be involved in, speak with your Principal. 

To learn more about our teaching approaches, visit High Impact Teaching Practice and Literacy tabs within the Catalyst website. 

Catholic Education Canberra Goulburn’s (CECG) teaching approach, which is based on the Science of Learning, has been featured on Education HQ, a national hub for teachers to access the latest news, jobs, resources and professional learning events.

Author, Sarah Duggan, spoke with CECG Director Ross Fox to learn more about Catalyst.

He said, “it was very clear to me, very quickly, that we had excellent teachers who are very dedicated to the task, but weren’t always well supported with clarity about what effective learning and teaching was.”

A “period of reflection” ensued, Fox explains, where the research behind best practice in pedagogy, curriculum and assessment was scoured. A series of ‘intensive’ school visits followed. There were gatherings of school leaders and numerous talks from educational experts.

A new understanding of what high quality teaching entails emerged, he says. Now, explicit instruction and cognitive load theory forms the bedrock of teachers’ approach in the classroom, he adds.

Read the full article (PDF)

CECG teachers and leader’s across the system share the impact Catalyst has had on their teaching practice and their students with Catholic Education Tasmania executives.

Catholic Education Canberra Goulburn’s approach to teaching and learning has been featured in the Canberra Times, highlighting a positive impact on student learning and engagement in the classroom as key benefits. 

Canberra Times journalist Sarah Lansdown was invited to visit St Thomas Aquinas Primary School, West Belconnen to view the Catalyst teaching and learning approach in the classroom. She also interviewed CECG Director, Ross Fox, and Catalyst presenter Dr Lorraine Hammond to better understand the research that informed the approach. 

View the article online at the Canberra Times (Subscription only)

Catalyst continues to gain national interest, featuring in a national education event focused on building knowledge and practice in implementing and sustaining Science of Learning informed change in schools. The Science of Learning Leadership Accelerator (SOLLA) event was hosted by Primary Focus, the Crowther Centre and Knowledge Society and facilitated by Ollie Lovell. It brought together enthusiastic teachers, leaders and system representatives from across the country, with leading education experts including Pro. Pamela Snow, Dr. Jenny Donovan, Dr. Lorraine Hammond and Toni Hatten-Roberts.

Ross Fox, Director of Catholic Education Canberra and Goulburn presented a keynote on the system change of 56 schools to a Science of Learning backed teaching approach, through Catalyst. Watch the full presentation below.

Reflecting on the Catalyst journey so far, Mr Fox spoke to the challenges of managing pedagogical change at scale, and the successes the system has achieved in 18 months.

“This event allowed us to showcase the terrific work happening at each of our schools to ensure every child has access to a quality education,” he said.

“It is great to see the interest in Science of Learning based teaching and learning in schools across Australia, and I hope our story can assist schools to implement their own evidence-based approaches.”

Mr Fox warned that educators are defining the teaching profession in a totally unsustainable way, comparing it to the vastly different medical profession.

“We’re saying, here’s your classroom after four years of education at a university where they’ve probably taught you critical and comparative approaches, not the reading science and the learning science – choose your own curriculum.”

“And then you’ve got an eight year trained doctor, who when you go in to see them, they have a scripted diagnosis path facilitated by interaction with a computer. When they find out you’ve got something that needs antibiotics, they don’t whip out the back and say, ‘oh, just get some and I’ll just mix up some antibiotics for you’. There’s a whole industry that validates the efficacy of the treatment,” Mr Fox said.

So, what can we as educators learn from this? Watch part 3 below to learn more.

To this end, Mr Fox said that it was important to understand that the teacher, not the student, is the most important learner in our learning system – because when we know better, we do better.

“In our context, we did a lot of research and reflection on what it meant to deliver exceptional learning experiences. It all boiled down to excellence in curriculum (What we teach), pedagogy (How we teach it) and assessment (How we know the student has learnt it).”

Another key point in Mr Fox’s presentation was that explicit teaching played a core role in student learning.

“At the core of what I think we should be trying to do as educators is teach the most efficient way possible. Because every minute that the student hasn’t learnt something, they have missed an opportunity to learn the next thing and I believe very strongly that means we’ve always got to ask what is the role of explicit teaching in this pedagogy or direct instruction, i.e. teaching first.” he said.

Thoughout the event, SOLLA participants engaged in presentations, discussions, and targeted workshops on evidence-based models for change in both Primary and Secondary contexts. Every participant will be supported to develop their own action plan to implement in their school.

For more information on the Catalyst program, visit the About page or reach out to a member of the team.

Watch the full presentation below –

Part 1 – Introduction and context (6min)

An introduction to the Catholic Education Canberra Goulburn context, and the journey to understanding and shaping the learning approach for the system.

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Part 2 – Why the Science of Learning? (6min)

Mr Fox explains the rationale for a Science of Learning backed approach for teaching and learning.

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Part 3 – Reflections on the Science of Learning (11min)

A deeper dive into why Ross Fox believes the Science of Learning should inform CECG’s teaching and learning approach.

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Part 4 – Reflections on the Science of Learning cont. (6min)

A continuation of the deep dive into why Ross Fox believes the Science of Learning should inform CECG’s teaching and learning approach.

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Part 5 – Leadership and managing change (3min)

Mr Fox discusses the considerations for change management and leadership when implementing system-wide approaches for teaching and learning.

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Part 6 – Our journey so far (7min)

Mr Fox reflects on the CECG journey to implementing an evidence-based teaching approach across the system.

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Part 7 – Conclusion (6min)

A summary of the key points presented and considerations for teachers and leaders for implementing practice change at scale.

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