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.  


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