For me, the central aim of every school should be to maximise learning opportunities and outcomes for every student. The great professional challenge, therefore, is to develop effective strategies based on evidence and sound principles.

Newspapers, radio and TV programs regularly explore the quality of the learning outcomes of students in Australian schools. Their focus is typically on competitive scores in tests and examinations.

While such scores have a place in a comprehensive assessment and reporting program, they should not be allowed to distort or inappropriately drive our approaches to enhancing learning opportunities.

The wisdom of our profession – and the evidence on which our decisions are based – highlight some important truths about learning. Learning is most likely to be enhanced when learning opportunities are grounded in:

• supportive relationships which are characterised by mutual respect, engagement and the enthusiasm of the teacher
• a learning environment which is safe, ordered and stimulating

• respect for individual differences and diversity in background, experiences, abilities, interests and learning styles

• high but realistic expectations and healthy self-esteem

• attention to core learning processes which include problem-solving, critical thinking and expressing oneself in creative and practical ways, as well as using learning tools (e.g. technology) for developing deeper understanding

• students working cooperatively and collaboratively as members of a learning community  

• students taking responsibility for their own learning, with opportunities to make decisions and be purposefully engaged

• adequate resources which are well maintained and used with imagination and purpose

• quality assessment which is embedded in the learning/teaching processes

• reflection which ensures that pedagogies become more effective