MACS has truly delivered on its promise to provide rich professional learning opportunities that empower educators and leaders to bring the Vision for Instruction and Vision for Engagement to life with faithfulness and integrity.

Professor Br David Hall FMS inspired us deeply, reminding us of the essential role of hope in education. Drawing on Romans 5: 5, he encouraged us to ‘awaken hope in our students, because hope does not disappoint’. In these words, we were reminded that teaching is not just about knowledge, but about nurturing the spirit of every learner, recognising that we are spiritual beings on a human journey.

Tom Sherrington’s engaging presentation and keynote provided practical, research-informed strategies that translate beautifully into the classroom. His focus on cold calling, pair-share, explicit instruction, and inclusive whole-class discussion gave tangible expression to the ‘All vs Some’ mandate, reinforcing our Catholic philosophy of educating the whole child.

Equally powerful was Kristen Douglas’ challenge: ‘If you are not actively including, you are actively excluding’. This statement was a timely reminder that true flourishing occurs only when every learner feels seen, valued, and included.

MACS’ collaboration with Professor Dylan Wiliam, Emina McLean, Bronwyn Ryrie Jones, Jamie Clark, and the Grattan Institute – experts in assessment and implementation science – provided the momentum required for sustainable, high-quality techniques and instruction.

These two days were more than just a professional learning conference, they were a celebration of our shared mission as Catholic educators: to bring hope, equity, and excellence into every classroom.

– Marisa Matthys, Principal of St Mary’s School, Greensborough

Across the two days the message was clear: the work of Catholic education must be both purposeful and practical, rooted in evidence and oriented towards hope.

There were many outstanding voices across the program. Professor Dylan Wiliam reminded us that genuine improvement comes from investing in the teache

Tom Sherrington showed how great technique, applied with consistency, gets every student thinking and learning, while Bronwyn Ryrie Jones emphasised that assessment should build a culture of thinking, not just checking. Kristen Douglas highlighted the role of educators as ecosystem builders, where learning and wellbeing rise together.

Jamie Clark demonstrated how careful design reduces cognitive load and strengthens memory, and Amy Haywood from the Grattan Institute argued that excellence and equity are inseparable, and that shared routines, rich curriculum and purposeful professional learning define high performing schools.

For John Paul College, this means sharpening our Professional Learning Community cycles so that teachers trial and embed high-impact routines, strengthening our use of learning walks and coaching to build consistency, and refining unit materials to be clear, knowledge-rich and purposeful. Most of all, it means continuing to integrate wellbeing with pedagogy so that every classroom is a place where belonging and learning come together.

– Michael O’Keeffe, Deputy Principal, Learning & Teaching, John Paul College, Frankston