Australian schools are seeing measurable improvements in student learning and teacher confidence thanks to a national initiative that focuses on how evidence-based teaching practices are implemented – not just what is being implemented.
The Australian Education Research Organisation (AERO) has released its latest discussion paper, Insights into Implementation 2025, revealing key findings from its Learning Partner project. Now in its third year, the project has supported 53 schools across four states, helping them embed evidence-based teaching practices in a sustainable and impactful way.
AERO CEO Dr Jenny Donovan said the project is addressing a critical gap in understanding how to effectively embed evidence-based practices in diverse school settings.
“Schools are increasingly drawing on evidence-based practices to improve learning outcomes,” Dr Donovan said. “But knowing what works is only part of the equation. How we go about implementation is just as important.”
The Learning Partner project began in 2023 with nine primary schools trialling explicit instruction in mathematics or writing. Since then, it has expanded to include a diverse mix of metropolitan and regional schools, each receiving tailored support to lead structured implementation efforts.
The 2025 paper outlines several key insights from the 2024 phase of the project:
- Structured approaches yield results: Schools using AERO’s deliberate and sequenced implementation model reported stronger student engagement, improved academic outcomes, and increased teacher confidence.
- Context matters: Implementation strategies must be tailored to each school’s unique context, taking into account local enablers and barriers. However, AERO cautions against adapting approaches to the point where structure and rigour are lost.
- Less is more: Schools achieved better results by focusing on a few well-chosen strategies rather than attempting multiple initiatives at once.
- Teamwork is essential: Purpose-built implementation teams—with clearly defined roles, shared accountability, and protected time for collaboration—were critical to driving and sustaining change.
- Plan for permanence: Schools that considered sustainability from the outset were more likely to embed new practices as part of their long-term culture.
Dr Donovan said the goal is to make effective teaching practices “the way we do things around here.”
“Embedding change so that it becomes part of a school’s DNA is the ultimate aim,” she said. “We’re learning a great deal about what it takes to make that happen.”
Each participating school receives direct support to build leadership capacity, develop implementation skills, and sustain the use of evidence-based practices. AERO is also working closely with regional system teams to extend the project’s reach and impact.
Looking ahead, AERO plans to expand its support offerings, with a focus on scalable, practical tools that can benefit all Australian schools.
“To strengthen our Learning Partner and other implementation work, we’ll continue investigating evidence-informed options to provide practical support and resources,” Dr Donovan said. “We’re excited to work more closely with regional teams and learn alongside them.”
As Australia’s national evidence body for education, AERO is committed to sharing its findings widely. Schools can access free implementation tools and guidance via the AERO website to support their own efforts in embedding evidence-based teaching practices.
Read the full discussion paper here.
