Cross-linking discussion between this Panel #1 and Panel #2 are critical to establish a more rigorous set of contextual variables that need to be taken into account. Therefore, Panel #3’s responsibility is to explain ways that existing and missing measures of teacher quality may be developed around specific issues that develop and sustain the quality of teachers in states and nations worldwide. In particular, Panel 3 papers will address the pitfalls of using the existing measures and the benefits of using measures identified as missing in the teacher quality evidence-base. These papers will then explain the gaps in the research evidence-base and implemented policy related to teacher quality.
How will educational policy formation around teacher quality in the U.S. be affected by global policy debates and educational reform movements? What are the policymaking/impacts on teacher quality? How do nations manage their educational systems and educational reform issues in the face of increasing global benchmarking and pressure from transnational organizations? How do different nations organize the internal policy environment – i.e. while curriculum standards may be set at local, regional, or national levels, are standards for teachers and/or instructional practice organized in the same way?