This AGQTP newsletter takes as its theme, Teachers Make a Difference. The profession of teaching requires bringing together expert subject knowledge and a set of high level and complex skills that enable student learning to take place. Recently, the research suggests that the quality of teaching and learning and differential teacher effectiveness are strong determinants of student learning.

Education of the highest quality requires teachers of the highest quality. Research both here and overseas confirms that a highly skilled and professional teaching force does,and will to continue to make a difference.

(Teachers for the 21st Century: Making the Difference. 1999:1)
Teaching is the critical profession. A teacher influences every person who goes on to further study, training or employment… The quality of their work matters in ways matched by few professions. (Ramsey 2000:26)

Included in this issue is a summary of findings from three pieces of research into teachers,quality and difference.

According to the research, key attributes of quality teaching include having high expectations of all students, motivating students through challenging goals and tasks, and creating optimal classroom climates that engage students in deep learning. From explorations in the local creek to an innovative Years 6–7 transition project, some of the school stories featured in this newsletter provide strong evidence of the ways in which teachers are making a difference to student learning.

This issue also explores what supports teachers to make this difference. One form of support is participation in professional development activities that connect directly with teachers' work,especially activities that develop professional learning teams. Two stories illustrate this concept—one about four primary school principals who have formed a learning community to explore new forms of school leadership, and the other about a cross-faculty high school project that supports mentoring for early career teachers.

The stories confirm that high quality professional development for teachers, supported by astron professional community is an integral factor in supporting teachers to enhance the learning experiences they design for their students.

Action learning features prominently as an effective strategy for teachers' professional learning .Several stories describe successful school projects made possible through the support of AGQTP funding.

A number of stories in this issue have been enhanced by the addition of digital video clips,featuring teacher and student interviews. The videos can be viewed by going to the AGQTP, www.qtp.nsw.edu.au/2004nl/enhanced.htm, selecting the relevant priority area and project number and clicking on the links section. The stories that include video clips are identified by the Video icon within the story.

References:Commonwealth of Australia. 2000. Teachers for the Twenty-first Century: Making the difference .Department of Education, Training and Youth Affairs, Canberra .Ramsey, G. 2000. Quality matters Revitalizing teaching: Critical times, critical choices. Report of the Review of Teacher Education, New South Wales Department of Education and Training,Sydney.