One of the goals of pre-K programs funded by states is to support the learning and development of young children. Research finds that only high-quality programs can achieve positive, long-term outcomes in areas such as student achievement, educational attainment, personal and social behavior (e.g., reductions in crime), and adult health and economic productivity. As states plan for expansion of public preschool programs, the working conditions, qualifications, and compensation of the current workforce need to be addressed as well as strengthened to recruit future pre-K teachers who are highly-qualified and prepared to meet each child's physical, cognitive, social, and emotional development in partnership with parents. The following are some of the policies and actions states, as well as school systems that operate preschool programs, can implement that will create, support and retain a high-quality early learning teaching staff: (1) Create a Unified and Informed Statewide Vision for developing an Early Childhood Education (ECE) workforce; (2) Establish Career Pathways that are Comprehensive, Aligned and Accessible; (3) Offer Continuous, On-going Professional Development; (4) Establish Salary Parity and Equity; and (5) Develop a Diverse Pre-K Workforce .