This report illustrates how four high-performing systems--British Columbia (Canada), Hong Kong, Shanghai (China) and Singapore--developed their teacher professional learning. The report and accompanying materials are designed as a resource for teachers, school leaders and policymakers wanting to improve teacher professional learning in their schools. The report is accompanied by authentic tools that these high-performing systems and schools have used to develop their professional learning as well as appendices that provide additional details on how policies in these systems work. The report begins with an executive summary highlighting how high-performing systems integrate both adult learning and student outcomes within effective professional learning design. Part I outlines the strategy and policies at a system-level that make professional learning effective. Essentially, these systems embed quality professional learning in schools. It opens with a discussion of strategic reform of professional learning, and proceeds to outline three key policy reforms, namely: developing professional learning leaders; developing evaluation and accountability policies; and creating time and resources for teachers to pursue effective professional learning. Part II outlines specific professional learning programs, with examples from high-performing systems that have operationalized them in schools. Much of this section focuses on implementation and the practical details of how these programs operate in schools. At the conclusion of each chapter there is a summary box of relevant resources that are all available at the NCEE website www.ncee.org/ BeyondPD/. These include links to appendices that provide more information on, for example, specific professional learning programs. There are also links to a range of professional learning tools, resources and forms from the systems discussed in this report. These include sample classroom observation forms, mentor hiring and training guidelines, frameworks for setting up learning communities, and example job descriptions of teacher leaders of professional learning. [The analysis presented in this report has been conducted by Learning First.]