Policymakers know that improving teaching in our schools requires a systemic look at many policies related to educator effectiveness. For example, teacher preparation programs need to be dramatically improved and strengthened, but without accompanying reform in compensation, even highly effective and innovative schools of education are unlikely to continue attracting top students who have more lucrative post-degree options. Likewise, to carry out compensation reform successfully, states need thoughtful, fair systems for measuring teacher performance. This issue of re:VISION, part of a special series on teacher effectiveness, examines the role of educator compensation through this lens and offers considerations for policymakers who are examining teacher compensation in their states. [For Part 1 of this series, see ED559385; for Part 2, see ED559387; for Part 4, see ED559388; and for Part 5, see ED559391.]