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If students forget their lunch, here’s what they need to do:
- See their teacher first
- Get a pass
- Go to the correct location based on the day:
- Monday & Tuesday: Visit the office
- Wednesday to Friday: Go to the canteen
Students will be provided with a sandwich, fruit cup, or grape cup.
To help ensure this only happens occasionally, we kindly ask families to pack lunches with foods your child enjoys and will eat.
Thank you for your support in helping us care for your children.
How national certification is elevating teaching and benefitting school communities
Kelly Delaney and Kristy Everding from St Francis of Assisi Primary School, Calwell, are the latest educators in our system to achieve Highly Accomplished and Lead Teacher (HALT) certification, a nationally recognised standard of excellence in teaching.
This achievement highlights their dedication to continuous professional growth, reflective practice, and leadership that drives improved outcomes for students and their colleagues.
HALT certification was established by the Australian Institute for Teaching and School Leadership (AITSL) in 2012. Applicants are assessed on how they demonstrate their professional knowledge, engagement and practice against the Australian Professional Standards for Teachers. The process involves classroom observations, referee statements and extensive evidence collection.
Kelly and Kristy participated in a HALT support program established by St Francis of Assisi Primary School three years ago to guide applicants as they navigate the certification process.
Principal Sean Rutledge said the program recognised the value of keeping great teachers in the classroom, doing what they love, while offering professional growth and leadership opportunities.
“Through this process, teachers engage in deep reflection on their practice and develop the capacity to lead with impact, mentoring colleagues, sharing expertise and elevating teaching across the school,” Sean said. “This ultimately benefits the students in our school community.”
“It has instilled in me a renewed sense of drive and confidence, empowering me to step into opportunities I might have previously hesitated to pursue.”
The school’s leadership team is on board, with all members training as certification assessors. Their active involvement ensures applicants benefit from their knowledge and experiences throughout the process.
Kelly, who leads numeracy intervention and coordinates support for early career teachers, acknowledged that the certification process was demanding, but believed the experience was more manageable thanks to the strong support she received.
“I couldn't be more pleased,” she said. “Not just with the guidance from my mentor, who is herself a HALT, but also with the encouragement and assistance provided by the entire leadership team and every staff member.”
Kristy’s journey is equally encouraging. Having achieved Highly Accomplished certification five years ago, she challenged herself to pursue Lead Teacher status rather than simply renewing. While Highly Accomplished Teacher certification recognises educators who excel in the classroom and positively influence their peers, teachers pursuing lead teacher certification go further, leading school-wide improvements, mentoring colleagues and guiding professional learning.
In her role as Inclusive Education Coordinator, Kristy leads a team of classroom support assistants and teachers. She said her experience mentoring aspiring HALTs influenced her decision to pursue further certification.
“I wanted to be in the trenches with them, experiencing the process alongside those I support,” she explained.
"I genuinely believe in the power of certification. It pushes you beyond your comfort zone and encourages you to strive for excellence."
Kristy described the Lead Teacher certification process as a transformative experience.
“It has instilled in me a renewed sense of drive and confidence, empowering me to step into opportunities I might have previously hesitated to pursue, such as contributing to national research, launching mentoring initiatives, and speaking at ACT and national conferences and workshops,” she said.
The HALT certification process is highly valued across Catholic Education Canberra Goulburn. Around 40 teachers in our schools have achieved certification, with more working towards it.
In 2024, Kristy launched the Southside HALT Hub, a space where aspiring HALTs could access tailored support from members of the CECG HALT network. A northside hub is expected to be established over the next few months.
Both Kelly and Kristy agreed that while attaining HALT certification was demanding, it was an immensely valuable and fulfilling experience that enhanced their professional practice.
“I am certain that the way I approach both of [my] roles is so much improved by using the Highly Accomplished Standards as a guide,” Kelly asserted.
Kristy agreed, saying she genuinely believed in the power of certification.
“It pushes you beyond your comfort zone and encourages you to strive for excellence,” she said. "That belief was cemented during my first [Highly Accomplished Teacher] certification, where deep reflection on my practice helped me uncover two cornerstones of my educational philosophy: my passion for inclusion and my commitment to mentoring others.
"The level of reflection can feel vulnerable, but it’s within that vulnerability that real growth happens. It allowed me to identify gaps in my practice—not as shortcomings, but as opportunities for development—and take meaningful steps to address them.
"Ultimately, the process has not only strengthened my professional capabilities but also deepened my self-awareness and commitment to continuous improvement. It’s a challenging path—but one that’s absolutely worth it.”
