The emergence of globalization and its impact on knowledge, communications, economies, social structures, and institutions such as education is rapidly changing the context, content, and methods of teachers' work. Consequently, the continuing professional development of teachers, especially in Australia with its aging teacher force, is essential. Though preservice education is the focus of much effort regarding changing teacher professional behavior, its impact may be limited because new recruits constitute a very small percentage of the profession. To encourage professional development, the Australian government launched a program in 1993 to construct a national framework for providing professional development. The program offered a general component administered by the states and a strategic initiatives element to be allocated in accordance with Commonwealth Government priorities. A 1995 review of the program suggested it was fairly successful. One of the most successful components of the program, Innovative Links between Universities and Schools for Teacher Professional Development, linked schools and universities in a roundtable to develop collaborative teacher projects. Various related projects produced innovative ways of linking schools and communities productively. Australia is developing a support structure for professional development that balances the priorities of the government, schools, and universities. (Contains 14 references). (SM)