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Abstract
A new context for the professional development of teachers has emerged in the US. Because of an historical emphasis on local control of school, national, common expectations for teacher performance have been resisted until recently. Now performance expectations have been developed in the form of standards, which identify knowledge base and skill level across the teaching career continuum. For standards‐based professional development to achieve its potential, individuals and organizations needs to adopt a systems perspective. Such a perspective will allow for the structural changes necessary to improve the quality of education in the US.