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Keyword: Professional Learning

Showcasing Catalyst: Welcoming Catholic Education New Zealand

Written by lenoxhill on . Posted in News.

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.

Learn more about our approach here.

View our school stories here.

Insights from Tom Bennett – how to create calm and supportive classroom environments to maximise learning

Written by lenoxhill on . Posted in News.

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. 

Learn more about High Impact Teaching Practice or explore our Resources 

S3|E2 High Impact Instruction with Dr Greg Ashman

Written by lenoxhill on .

In this episode, Greg Ashman talks about: 

  • Clarendon College’s consistent record of high academic achievement 
  • The role of homework and study methods in supporting student success 
  • Insights into Explicit Teaching and Direct Instruction 
  • How Cognitive Load Theory can inform classroom practice 
  • ‘Differentiation or Differentiated Instruction’ 
  • His PhD research in Instructional Design 
  • Inquiry Learning

Greg is Deputy Principal at Ballarat Clarendon College in Victoria, and the author of three books, including The Power of Explicit Teaching and Direct Instruction. He also writes a popular Substack newsletter, Filling the Pail. This conversation offers practical insights for educators keen to apply evidence-informed strategies and deepen their understanding of how students learn best. 

Catalyst Knowledge Pack 4.0

Written by lenoxhill on .

Explore a carefully compiled set of articles, podcasts, books, and resources to strengthen your knowledge of instructional coaching models and structures, guiding you toward the best approach for your school.