The chapter also reviews the coherence and consistency of the teacher evaluation framework and the operation of professional development for teachers. Among other things, it analyses the size of the teaching workforce, how teachers are prepared and improve their skills while in the profession (e.g. initial preparation, professional development), how teachers are recruited and distributed across individual schools, how teacher resources and teaching time are allocated to students so that they optimally respond to improvement priorities (e.g. class size, teacher-student ratios, use of teachers’ time), and how teachers are incentivised to perform at a high level (e.g. teacher appraisal, recognition and compensation). This law, whose gradual application starts in 2016 and whose full application is expected by 2026, establishes significant modifications to the management of the teaching workforce in Chile. It is planned that all teachers in all publicly-subsidised schools will gradually become part of the System for Teacher Professional Development.