This paper falls into two main sections: (1) an overview of contemporary research on effective professional learning for practicing educators; and (2) recommendations for action to promote effective learning for practicing educators. Three central questions guide the paper: (1) When does professional learning lead to improved learning outcomes for students?; (2) How can teachers' work be a site for ongoing professional learning?; and (3) What conditions need to be in place to ensure that all teachers engage in effective forms of professional development? It is argued that it is necessary to build capacity for learning, not only at teacher, school, and system levels, but also at the level of the profession. Evidence is provided that the profession is ready and able to undertake this task. Policies are needed that will support the profession in building a national framework for continuing learning, from registration to advanced certification, guided by professional standards and assessments, and supported by career paths that recognize the central importance of teachers' knowledge and skill to successful learning outcomes for students. (Contains 2 tables and 1 figure.) [This paper was commissioned and first published by the Australian College of Educators in 2002.]