Post-Gonski 2.0: Supporting evidence-based teaching practice in the classroom – Sydney

Now is the time for public discussion about how government policies can better support schools and teachers in the classroom. David Gonski has handed down his new report (‘Gonski 2.0’) outlining a broad vision for schooling in Australia. It’s a high-level national statement, and arguably state governments have tried to achieve much of it for some time. So why is evidence-based teaching so hard to achieve at scale?

At this Forward Thinking event, School Education Program Director, Peter Goss and a panel of experts discussed the difficulties of achieving evidence-based teaching at scale and how to implement critical reforms, such as tailored teaching and new specialist teacher career pathways.


Leslie Loble is Deputy Secretary External Affairs and Regulation, and leads cross-sectoral, state-wide and national developments in education, spanning early childhood education, schooling and higher education. She shapes State policy and leads negotiations with the Commonwealth over education policy and funding, including agreements worth more than $10 billion over four years to New South Wales. She led the NSW development of the Gonski school funding reforms, the introduction of new State funding arrangements for early childhood education and the development of the Smart and Skilled reforms of the NSW training system. She is a member of 10 major boards and committees and chairs the National Schooling Policy Group on behalf of the Education Ministers and CEOs.

Paul Cahill is the Head of Secondary Curriculum with Sydney Catholic Schools. Prior to this role Paul was a teacher for for twenty and has held leadership roles in a variety of schools ranging from K – 12, coeducational, single sex, faith based and non-faith based schools. He has led the introduction of Authentic Assessment in Sydney Catholic School that gives particular focus on the power of formative assessment to improve learning outcomes for students. Paul is currently completing his doctorate which explores teachers’ experience of high-stakes testing and the influence this experience has on teaching and learning.

Dr Peter Goss, School Education Program Director, Grattan Institute, joined Grattan in 2014, and has focused on how education systems and data can help schools and teachers adapt and improve their practice. Prior to joining Grattan, he spent more than 10 years as a strategy consultant, most recently with the Boston Consulting Group, and worked with Noel Pearson to improve education outcomes for Cape York primary school students. Pete trained as a biologist, with a focus on understanding complex systems.


Megan French is the Marketing Manager for Grattan and the producer and host of the Grattan Institute podcast. Her previous roles in Melbourne have focused on event management, particularly in corporate environments as well as brand management, marketing and relationship building. Megan moved to Melbourne in 2012 following a brief stint living in Italy and prior to this, spent 5 years with the Department of Education Queensland, primarily as a policy officer.