This report interprets the hundreds of new pieces of state legislation influencing the teaching occupation: how teachers are trained, licensed, inducted, and compensated throughout their careers. The authors evaluate both the new policies regarding teachers and the conceptions of teaching that they reflect. The authors discuss policies affecting teacher preparation and certification, policies influencing teacher compensation, and the teaching career. They suggest that for some time there has been a tension between public and professional control of education, with reform movements alternately seeking to strengthen both the public and professional prerogatives over how teaching is structured and governed. The task of future reform will be to determine how and when limits on legislation should be considered, and how alternative modes of accountability can be achieved.