Early outcomes of a structured literacy implementation across a school system: the Archdiocese of Canberra and Goulburn Catalyst program

Although professional learning is the main approach for improving teacher knowledge, little evidence exists for its effectiveness in changing practice and improving student outcomes. One possible explanation is poor alignment between professional learning and classroom practice. In this paper, we describe a system-wide approach to changing teacher knowledge and reading pedagogy. Classroom teachers (n = 199) across 43 schools engaged in professional learning on contemporary science of learning and training in the use of published systematic and explicit reading instruction programs. Following the intervention, students' word reading data revealed that the percentage of students requiring support post intervention had significantly decreased and video samples of teachers' practice showed adoption of practices aligned with explicit instruction. Focus-group themes reflected considerable perceived growth in teacher knowledge and practice resulting from the intervention. Our study provides preliminary support for the effectiveness and efficiency of system-level change to reading pedagogy.