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| Acknowledgments | |
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| Introduction | |
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| A Global Policy Perspective | |
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| Why America Needs a Global Perspective on Teacher Quality | |
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| Goals and Organization of the Book | |
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| Seeking the "Silver Bullet": International Educational Competition and Teacher Quality | |
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| The Global Movement to Improve Teacher Credentials and Quality | |
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| Teacher Quality Around the World | |
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| Developing a Coherent Policy for Improving Teacher Quality | |
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| Research Methods | |
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| Policy Contexts in the United States, Australia, and Japan | |
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| Comparison of National Contexts in the United States, Australia, and Japan | |
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| Policy Context: Standardization and Accountability | |
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| Teacher Policy in the United States, Australia, and Japan | |
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| Teachers' Role: A Vision of High-Quality Teachers | |
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| Summary | |
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| Teacher Quality and Workforce Planning and Management | |
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| Does Teacher Qualification Lead to Improved Student Achievement? | |
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| Comparing Teacher Quality in the United States and Abroad | |
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| The Teacher Quality Gap Between High- and Low-Poverty Schools | |
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| The Importance of Workforce Planning and Management | |
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| Teacher Recruitment in Australia | |
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| Teacher Hiring and Distribution in Australia and Japan | |
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| Summary | |
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| Recommendations | |
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| Teachers' Working Conditions | |
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| Workload and Assignment | |
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| Compensation and Benefits | |
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| Summary | |
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| Recommendations | |
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| Teacher Induction and Professional Development | |
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| Approaches to Professional Learning in the United States, Australia, and Japan | |
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| Teacher Induction and Mentoring | |
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| Professional Development | |
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| Teacher Collaboration | |
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| Summary | |
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| Recommendations | |
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| Developing a Coherent Policy for Improving Teacher Quality | |
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| United States, Australia, and Japan Compared | |
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| Policy Coherence in the United States, Australia, and Japan | |
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| Road Map for Improving U.S. Teacher Policy | |
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| How Should NCLB Be Improved? | |
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| Developing a Coherent Teacher Policy | |
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| References | |
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| About the Authors | |
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| Index | |