Implementation of Common Core State Standards (CCSS), now adopted in a large majority of states, requires significant support. To realize the potential of these new college- and career-ready standards, states must focus significant attention on how to prepare educators for implementation. Key among the strategies is high-quality, sustained professional learning that moves educators from awareness and understanding to implementing, analyzing, and revising instruction, assessment, and leadership practices. Any shortcut in professional learning is likely to minimize the potential of the standards and undermine students' opportunity to be college- and career-ready at the end of high school. State boards of education have both the responsibility and authority to influence the quality and results of professional learning as a significant strategy to ensure implementation of reform efforts. To this end, boards should consider the following actions: (1) Define, implement, and monitor effective professional learning; (2) Build alignment and coherence between professional learning and the state's priorities and goals for the Common Core State Standards; (3) Establish adequate of resources for professional learning that incorporate strategic use of local, regional, state, and other public and private resources to ensure equitable access to, effectiveness of, and results from professional learning; (4) Consider flexibility in existing rules and added support for local schools and districts with varying needs; and (5) Build statewide stakeholder and public support for the role of professional learning in achieving education reform. State boards of education must acknowledge and act to the extent of their responsibility and authority to ensure that all educators experience effective professional learning to achieve the promise and potential of Common Core State Standards to prepare all students for college and careers. (Contains 4 endnotes.)