This paper: (1) provides the conceptual underpinnings of the knowledge about effective school practices that bear directly on the quality of the teacher workforce; and (2) analyzes current policy decisions and their ability to affect positive changes. Working conditions enhancing teacher commitment, retention, and teaching effectiveness are examined across a wide range of studies. Teacher rewards, teacher certainty and skill development are considered as variables affecting teacher commitment. Teacher evaluation, buffering, managing student behavior, teacher isolation, faculty collaboration, participation in decision-making, and organizational rigidity and flexibility are discussed as organizational determinants of teacher commitment. Other major points discussed are standards for student learning and career ladders. Some states have begun to set skill-specific standards and learning sequences that all teachers must cover in the curriculum. Periodic testing of students is used to monitor the conformity to new standards. However, use of minimum competency tests can result in unintended negative consequences and lowered teacher commitment. Career ladder plans offer teachers increased salaries and status in return for additional responsibilities. A five-page bibliography is appended. (JAZ)