NAPLAN progress reflects sustained investment in teaching and learning
By Jillian Miles
Catholic Education Tasmania has welcomed this year’s NAPLAN results, with four Catholic schools recognised among Tasmania’s “schools making a difference,” based on student learning progress over the past two years.
Dominic College, St Thomas More’s Catholic School, St Patrick’s College, and St Anthony’s Catholic School were noted for patterns of improvement across multiple year levels and learning domains. These outcomes reflect the efforts of students and staff, and the steady, system-wide work underway across Catholic schools.
This year’s NAPLAN release includes updated progress measures that focus on learning growth between assessments rather than achievement alone.
Catholic Education Tasmania Executive Director, Dr Gerard Gaskin, said the progress visible in this year’s data reflects the shared commitment of educators and school communities.
“We’re encouraged by what we’re seeing in this year’s NAPLAN data,” Dr Gaskin said. “Maintaining pace with state and national figures is an important benchmark for us, and the progress evident across several of our schools is a very positive sign.”
These emerging patterns suggest the early effects of longer-term work across the system.
Over the past three years, Catholic Education Tasmania has made a substantial and sustained investment in strengthening teaching and learning through the Insight into Learning initiative. This work has focused on developing teacher expertise through high-quality professional learning, coaching, and school-level support.
System-wide opportunities such as the All System Days and the Teaching Matters Science of Learning Summits have also played an important role, giving educators access to consistent, evidence-informed professional learning.
Insight into Learning was deliberately structured as a multi-year commitment, recognising that sustainable system improvement takes time.
“System-wide change usually takes three to five years, so the uplift emerging in this data is exactly what we would expect at this stage,” Dr Gaskin said.
“Our Teachers and Principals have worked with dedication to deepen their professional practice, and we are beginning to see the impact of that effort in classrooms across our schools.”
This work includes strengthening early literacy instruction, and ensuring teachers have the resources and support needed to meet the needs of every student.
The progress recognised in this year’s NAPLAN release suggests that this investment is beginning to take hold. It reflects not only outcomes in the four recognised schools, but the broader momentum developing across the system.
The next phase for Catholic Education Tasmania will expand opportunities for teachers to learn from one another. Ongoing analysis of NAPLAN and school-based data will continue to guide decision-making and ensure system actions lead to enhanced learning experiences for students.
This moment represents both progress and promise for Catholic education in Tasmania, and reinforces our commitment to supporting every student’s learning journey.