The National Education Goals were adopted by the nation's governors in 1990. The March 1994 enactment of the "Goals 2000: Educate America Act" made the National Education Goals federal policy and the guiding principles for a fundamental restructuring of the public education system. These goals have created a climate of education reform that demands improved professional development for educators in elementary and secondary education. Ongoing professional development aligned with changes in curriculum, instruction, and assessment is emerging as an important component of national reform efforts. However, professional development has been given relatively short shrift by state and local education reformers. Teachers must have time, encouragement, and opportunity to rethink teaching strategies, to learn new subject matter, and to stay current on the latest research in their field. New approaches should link professional development programs to state reforms, fulfill teachers' need and desire to grow professionally, be an ongoing and integral part of school operations, help educators overcome isolation, and be designed at the school building or district level. States that want to assess current policies and programs should examine legal and professional definitions of professional development, funding, links with visions for systemic reform, incentives, sponsorship and service providers, research on effects, planning and coordination, and professional development "good practice." Persistent questions and issues include finding time and funding, building public support, the role of state education agencies and other organizations, the role of higher education, addressing the needs of children, and the role of technology. (JB)