This document presents a report of a 1992 workshop on teacher development and educational reform. The meeting focused on how various state teacher policies could be integrated into a coherent and comprehensive statewide teacher-development system. Following the executive summary, this report contains two main sections. The first sets the context for the meeting by defining teacher-development systems and underscoring their centrality to reform. The second section discusses 10 interrelated guiding principles that can serve as starting points for the design and implementation of teacher-development systems. The principles pertain to strategic planning, clarified government roles, participatory design, multicultural/demographic awareness, development of teachers as reform partners, school restructuring, higher education linkages, education of policymakers and the public, incentives for change, and funding. In conclusion, state policymakers need to: (1) consider teacher development as a means to meaningful school renewal; (2) view teacher policy as a way to clarify and implement national reform goals at the local level; and (3) support teacher-development policy that enables improvement. Appendices contain a list of meeting participants and a reader response form. (LMI)