Harry Georgiou is the Assistant Principal at Saint Anthony’s School in Edwardstown, with leadership responsibilities across Catholic Identity, Inclusive Education, and Innovation. With thirteen years of experience, he has spent most of his career as a classroom teacher in middle and upper primary, supporting student learning from Reception to Year Six. Harry is passionate about creating inclusive, faith-filled learning environments. After serving for two years as the Leader of Learning, he stepped into his first full-time leadership role this year, where he continues to drive innovative practices and inclusive support for all learners.
What inspired you to become a teacher?
I’ve always been passionate about nurturing others’ growth, and teaching offers that daily invitation to walk alongside children as they discover who they are and what they can contribute. From a young age, I found joy in helping others understand new concepts and celebrating their successes. I’m drawn to the idea that education has the power to transform lives, open minds, and build compassionate communities. Teaching allows me to combine creativity, care, and critical thinking in ways that empower students to reach their potential. I’m inspired by the opportunity to make a lasting impact, not just academically, but emotionally, socially, and spiritually. It’s a vocation grounded in hope, service, and the belief that every child has unique gifts worth nurturing.
Can you share a moment in your career where you really felt you made a difference?
One moment that stands out is when I worked closely with a student who had significant learning and behavioural needs. Through a personalised learning approach, consistent restorative practices, and close family collaboration, we were able to turn around not only his academic trajectory but also his self-belief. Seeing him become a valued member of the school community.
Is there a story from your time teaching that has inspired you or had a deep impact on you?
There was a student I worked with early in my career who struggled academically and socially. He had undiagnosed learning difficulties and a tough home life, and he often acted out in class — not because he didn’t care, but because he didn’t know how to succeed in the environment he was in. Over time, with consistent support, patient teaching, and a lot of trial and error, he began to trust that school could be a place where he could thrive, not fail.
One day, after months of small wins — reading his first book independently, contributing to a group task, staying focused during a lesson — he stayed back at lunch and said, “I used to think I was dumb, but now I think I’m just learning a different way.”
That moment stopped me in my tracks. It reminded me that teaching is more than curriculum — it’s about identity, dignity, and hope. That one sentence has become a quiet compass for me.
What mechanisms do your schools have for teachers to clearly see formative assessment data, alongside other data sets, to provide a clear understanding of student achievement and progress?
At Saint Anthony’s School Edwardstown, we take a multi-layered, system-wide approach to using data to drive improved student outcomes. We’ve implemented a Data Wall that is updated mid termly, enabling all teachers to visually track individual student progress in literacy and numeracy, with colour-coded indicators linked to achievement bands. This wall is not static—it’s supported by case management meetings where teachers collaborate with leaders to discuss the ‘why’ behind the data and co-plan next steps.
Teachers also use assessment waterwalls in their classrooms, which are student-facing visual representations of where students are in relation to learning intentions, bump-it-up exemplars, and curriculum-aligned criteria. These are paired with anchor charts and ghost walks during professional learning time, where staff visit each other’s classrooms to observe the visibility of learning and assessment processes.
Formative assessments are captured and discussed at weekly meetings, where student work samples, progress monitoring, and observation data are examined against learning goals. We track summative results and integrate external assessments like PAT and NAPLAN, enabling triangulation of data for a comprehensive understanding of student growth.
Our teachers are supported in using the three Clarity questions with students (What am I learning? How am I going? Where to next?) to make formative assessment part of everyday practice.
What teacher practices contribute to ongoing performance improvement?
Ongoing performance improvement is cultivated through a culture of professional reflection, targeted development, and collaborative growth. At our school, we prioritise evidence-based, high-impact teaching strategies that are continually refined through professional dialogue and data analysis.
One core practice is explicit instruction. Teacher’s structure lessons using the I Do, We Do, You Do model, ensuring learning is scaffolded and success criteria are visible. Learning intentions are clearly communicated, and checking for understanding is embedded throughout each phase of the lesson.
Feedback cycles are another critical driver. Teachers participate in regular learning walks, peer observations, and coaching sessions. These include structured opportunities for reflection, where staff receive feedback from colleagues and leaders to refine and deepen their practice.
Our commitment to moderation and co-assessment supports consistent teacher judgment and deeper understanding of curriculum standards. Teachers collaborate across year levels to analyse student work, calibrate assessment expectations, and share approaches to task design and differentiation.
We place strong emphasis on data-informed planning. Teachers use both formative and summative data sets to guide decisions around groupings, targeted instruction, and intervention needs. This is supported by a tiered intervention model, with Tier 2 and Tier 3 supports informed by case management processes.
Weekly teacher meetings are focused, evidence-based, and responsive to student needs. Teachers use these sessions to review data, co-plan units, and share effective strategies that align with school improvement goals.
Finally, we support staff growth through professional learning aligned to strategic priorities and coaching and mentoring. Staff engage with leaders and system coaches to build their capacity in priority areas such as literacy, inclusion, assessment, and Catholic identity.
By creating a school culture where growth is collective, data is purposeful, and teaching is reflective, we empower educators to continually improve their practice and, most importantly, their impact on student learning.
How does your faith shape your teaching approach?
My faith calls me to see each student as made in the image and likeness of God, deserving of dignity, love, and respect. This belief inspires me to create a nurturing and inclusive classroom environment where every child feels seen, valued, and supported in their learning journey.
My faith places a strong emphasis on the formation of the whole person—mind, heart, and soul. In practice, this means I strive not only to develop academic understanding but also to model virtues such as humility, patience, compassion, and forgiveness. I see teaching as a vocation, a calling to serve others, and this shapes my commitment to helping students flourish, both intellectually and spiritually.
What’s the most rewarding part of teaching in a Catholic school?
The integration of faith, learning, and life. I love that we can nurture both academic excellence and spiritual formation—that we can speak openly about values, justice, and purpose. Catholic schools create space for students to ask big questions and grow not just in knowledge, but in compassion and integrity.
What do you think is the most valuable role Catholic education plays in today’s society?
By forming the whole person—intellectually, morally, spiritually, and socially—within a framework grounded in Gospel values. It promotes human dignity and the common good by instilling respect, compassion, justice, and service, while nurturing a sense of purpose and belonging through faith and spirituality. In a rapidly changing world, Catholic schools develop ethically minded, reflective citizens capable of navigating complex social issues with integrity. They foster inclusive communities where diversity is embraced, and strong partnerships with families and the wider community are encouraged. Rooted in Catholic Social Teaching, Catholic education also inspires a deep commitment to social justice, sustainability, and advocacy for the marginalised, preparing students to make meaningful contributions beyond academic success.