[ILLUSTRATION OMITTED] The new Administration and Congress have their jobs cut out for them in education. Here are six strategies to get them started. Teachers are education's greatest unnatural resource. Students in American public schools cannot depend on steady access to capable teachers. The reasons are complicated, preserved by a history of unequal local funding and democratic control, bureaucratic organization and unionization, rapid expansion and segregated attendance patterns. Access to good teaching is a major factor in student learning, and American schools --and American achievement gaps--require good teaching now more than ever. Supplying qualified teachers to all schools is a critical concern, and the federal government has an important role to play in this mission. Based on a review of federal teacher policy, we have identified recommendations for achieving less regulation, enhancing and targeting recruitment, encouraging more innovation around incentives and accountability, reforming teacher preparation and entry standards, paying greater attention to issues of human resource management and policy coordination, and developing state and federal information systems to track key indicators (Sykes and Dibner 2009). Mission and Strategy for Federal Teacher Policy The federal government should stimulate promising ideas, study alternatives closely, disseminate best practices, and build capacity at state and district levels. Four basic goals should inform the federal teacher policy agenda. GOAL #1 Attract and retain qualified teachers for high-need schools and districts. Poor students in poor schools don't have access to the best teaching. This stubborn problem has roots in how our education system has been constructed over the years. Past measures to equitably distribute quality teachers have been only moderately successful, so bolder approaches are needed. The new administration should make this a top priority. No single policy can make a difference, but a combined body of policy coordinated across federal, state, and local levels could stimulate improvement. GOAL #2 Attract and retain qualified teachers for high-priority fields. Recruiting qualified teachers in the STEM fields--science, technology, engineering, and mathematics--is of utmost importance. These subjects will build human capital for the new economy, and there is ample evidence that the U.S. has longstanding teaching shortages in these fields. Other shortage areas that also need attention include teachers for English language learners, special education, and foreign languages. GOAL #3 Attract and retain high-priority candidates to teaching. Teaching needs to be aggressive about attracting a diverse pool of academically able students from colleges, as well as other talent pools. Furthermore, research suggests that minority teachers are more likely to work in schools with higher percentages of poor and minority students (National Collaborative on Diversity in the Teaching Force 2004). Because these schools have suffered historically from lack of access to high-quality teaching, high teacher turnover, and other inequities, providing these schools with academically talented minority teachers presents a critical challenge in better serving those communities. GOAL #4 Improve teacher and teaching effectiveness. Improving teaching effectiveness is another important goal. This broad aim may be accomplished through a wide range of policies that include new uses of incentives, better preparation and development, enhanced working conditions, and others. In addition, research on what constitutes teacher and teaching effectiveness, together with better measures and indicators, will be a critical component of an overall strategic approach. A Federal Teacher Policy Agenda Our proposed federal teacher policy agenda is built around six main strategies that, taken together, can make a difference. …