The National Staff Development Council (NSDC) has won recognition for the field of professional development. Researchers and education change agents acknowledge the importance of professional learning among strategies essential for reforming schools and raising teacher and student performance. The federal government, states, and school districts are spending more money for professional development than at any time in history. Professional learning communities are all the rage. Within the past five years, a completely new category of educators has emerged: professional developers at the school site who partner with and coach classroom teachers in improving their practice. While these are major achievements, thousands of educators still either have not heard or have not understood the message that if schools are to increase the performance levels of all students, all educators must experience high-quality professional learning as part of their daily work. These educators are easy to identify by their ideas and words. In this article, the author discusses how proponents of high-quality professional learning should think about the future of the field: (1) Develop a definition; (2) Examine values; (3) Own the field; (4) Determine "how" professional development occurs; and (5) Spell it out.