Chile’s schools should recruit highly qualified graduates, offer continuing professional development and ensure career advancement, as w'ell as attractive working conditions and salaries (Schleicher, 2011). These issues have included the important role of school leadership, the initial preparation and professional development of teachers, and opportunities for improvement through teacher evaluation and assessment. The 2004 OECD review of Chilean education, and other OECD work on the quality of teacher education and teaching practice in Chile carried out since then have studied teacher evaluation, teacher careers and, more recently, the effective use of school resources in Chile. Both the 2004 review and recent OECD work have found that Chile has taken significant action and made significant progress in reforming the education system (OECD 2004, Santiago et al., The OECD recognises that Chile’s teacher workforce, as in other countries, is highly differentiated. This means that teachers have different roles and different pay according to where they teach and the demands placed on them.