Studies continue to surface a disheartening fact: while research shows that teachers are key to closing achievement gaps, poor and minority students as well as those in low-performing schools are far less likely to have access to the most experienced and qualified teachers. For instance, although National Board Certified Teachers (NBCTs) are more likely to produce higher student achievement gains when compared to their non-NBCT counterparts, only 19 percent of NBCTs teach in schools in the bottom third of their state's performance ratings. The situation in Oklahoma is no different. Even with 1,289 NBCTs, the state has only 115 serving in low-performing schools. The National Education Association has come up with a common-sense idea: Invite highly accomplished teachers to sit down at the table together with administrators to collaboratively explore what it will take to recruit and retain them in high-needs schools. The NBCT Policy Summit on Supporting and Staffing High-Needs Schools held in Oklahoma City in spring 2006 was designed to do just that. Some of its conclusions are reported here. (Contains 9 endnotes.) [This report was produced by the Center for Teaching Quality, formerly known as the Southeast Center for Teaching Quality and in part by the Oklahoma Education Association. It was written with the assistance of Kevin McDonald.]