Research suggests that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek and Rivkin, 2006
Nye et al, 2004
Park and Hannum, 2001
Rivkin et al, 2005
Rockoff, 2004
Sanders, 1998
Sanders and Rivers 1996
and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. The eight policy goals includes the following headings: setting clear expectations for teachers
attracting the best into teaching
preparing teachers with useful training and experience
matching teachers' skills with students' needs
leading teachers with strong principals
monitoring teaching and learning
supporting teachers to improve instruction
and motivating teachers to perform.