The 2009 "State Teacher Policy Yearbook" provided a comprehensive review of states' policies that impact the teaching profession. As a companion to last year's comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized "Blueprint for Change," building off last year's "Yearbook" goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines "low-hanging fruit," policy changes that can be implemented in relatively short order. Section 3 offers a short discussion of some longer-term systemic issues that states need to make sure stay on the radar. In the 2009 "State Teacher Policy Yearbook", Arizona had the following grades: (1) Delivering Well Prepared Teachers (D); (2) Expanding the Teaching Pool (C-); (3) Identifying Effective Teachers (D); (4) Retaining Effective Teachers (D+); and (5) Exiting Ineffective Teachers (C-). Arizona has an overall grade of D+ for 2009. In the last year, many states made significant changes to their teacher policies, spurred in many cases by the Race to the Top competition. Based on a review of state legislation, rules and regulations, the National Council on Teacher Quality (NCTQ) has identified the following recent policy changes in Arizona: (1) New legislation requires the use of an evaluation framework that includes quantitative data on student academic progress that accounts for between 33 percent and 50 percent of outcomes; (2) Districts are now prohibited from using tenure as a factor in teacher layoffs, and they no longer have to consider tenure when they rehire; (3) Teachers dismissed for cause now have only 10 days to request a hearing rather than 30; and (4) Arizona now requires that alternate route candidates complete 45 classroom hours or three credit hours of training in research-based systematic phonics instruction. Individual sections contain footnotes. (Contains 5 figures.) [For the related reports, see "Blueprint for Change: National Summary. State Teacher Policy Yearbook, 2010" (ED515614) and "State Teacher Policy Yearbook, 2009. Arizona" (ED511885).]