This article represents the second part of a two part article. It begins with a summary of part one of the article published in the September issue of "T.H.E. Journal." This second part of the discussion presents vignettes that demonstrate how many current approaches to teacher preparation, new teacher induction and continuing professional development are clearly inadequate to achieve the goals; and how an innovative strategy for schooling might attract a much broader range of skilled and committed people to the profession of teaching. Brief illustrative examples of how distributed learning communities might guide design efforts toward such an innovation strategy are also described. The article concludes that powerful new models for teacher preparation, induction and professional development--as well as for evolving the public's conceptions of learning and schooling--are essential to take full advantage of the opportunities new technologies pose. To meet this challenge, those in teacher education should lead the way with improvement initiatives based on a distributed learning communities process of innovation.