Classroom First Strategy
Progressing Classroom First
- From the Director General
- The task ahead
- Key element 1 - A focus on student achievement: success for all
- Key element 2 - A classroom orientation: sound teaching
- Key element 3 - Context specific: distinctive schools
- Key element 4 - Practical support: making it possible
- Key element 5 - Meaningful accountability: asking the hard questions
- Key element 6 - Public confidence: trusting public schools
- Conclusion
- Download Progressing Classroom First (PDF of booklet)
From the Director General
Classroom First has been important in making our classrooms the centre of improvement efforts. While changes are occurring at all levels of our school system, we must never lose sight of the fact that if these changes do not result in improved classroom instruction and student learning then our efforts have been in vain.
Our goal is clear: a system of public schools in which every school is a good school, every teacher is effective and every student is successful.
Classroom First describes a comprehensive set of actions by staff at all levels to support high quality classroom teaching. It also recognises the role of central and regional offices to create the best possible environment for schools to operate.
There has been a positive response to Classroom First from staff in schools as well as from those supporting schools. I believe there is widespread support to continue to use it as the driving force behind our decisions.
While we have been acting on the strategy with considerable success, we need to do more. This statement sets out the progress on each of the six elements and outlines what we will be doing next to continue the Classroom First strategy.
SHARYN O'NEILL
DIRECTOR GENERAL
February 2011
