social outcomes) and facilities high standards of student outcomes for heterogeneous groups of students. Quality teaching facilitates the learning of diverse students and raises achievement for all learners. The teacher establishes and follows through on appropriate expectations for learning outcomes and the pace at which learning should proceed. High expectations are necessary but not sufficient, and can be counterproductive, when not supported by quality teaching. 2. Pedgogical practices enable classes and other learning groupings to work as caring, inclusive, and cohesive learning communities. The learning community concept has arisen out of the research literature and denotes both a central focus on learning and the interdependence of the social and the academic in optimising learning conditions. Research-based characteristics Pedagogical practices create an environment that works as a learning community. Student motivation is optimised and students' aspirations are supported and extended. Caring and support is generated through the practices and interactions of teacher(s) and students. Pedagogical practices pro-actively value and address diversity. Academic norms are strong and not subverted by social norms. The language and practices of the classroom are inclusive of all students. Teachers use class sessions to value diversity, and to build community and cohesion. Teaching and tasks are structured to support, and students demonstrate, active learning orientations. Teaching includes specific training in collaborative group work with individual accountability mechanisms, and students demonstrate effective co-operative and social skills that enable group processes to facilitate learning for all participants. Students help each other with resource access and provide elaborated explanations. Pedagogical