Instructional leadership describes the process Principals and Leadership Teams go through to implement and embed an effective K-12 literacy program and the High Impact Teaching Practice program. Leaders will also use this approach to develop their teachers’ instructional capacity and curriculum knowledge.
Catalyst offers professional learning sessions, that build on the skills of Principals and their Leadership Teams to ensure the best possible outcomes for their schools.
Topics such as effective mindsets and practices, assessment and intervention, improving curriculum resource usage and the role of an instructional leader will form part of these professional learning sessions.
All Principals across the system come together twice a year to connect as instructional leaders for Catholic Leaders’ Day, to learn together and to share the unique challenges they face in managing organisational change within a school environment.
All Principals and Leaders will have the opportunity to work with their Performance Improvement Leaders to design their Catalyst journey, refining it along the way.
In this episode we speak with Maggie Lloyd from St Monica’s Primary School, Evatt ACT. This is a great listen for those who’d like to refresh their knowledge of Catalyst or for those who are learning more about the aspects of Catalyst.
As Acting Facilitator of Pedagogy, Toby has a key role in the facilitation of High Impact Teaching Practices. Hear about what he and his team have learned from HITP and how they implement this in the classroom.
In this episode of Teacher Insights from Catalyst, Peter shares his invaluable experiences and successes in implementing Catalyst and HITP in the classroom.
In this episode Erica speaks about her role in the implementation of Catalyst. She talks about how she led the change process, The Writing Revolution, Macqlit as an intervention program and their use of engagement norms.
In this episode CECG Director, Ross Fox, speaks about the genesis of Catalyst and his future vision. We delve into what we know about learning now and how this affects the pedagogical demands of teaching.