This paper discusses the value of action research in professional learning, presenting political and practical questions from the work of a primary school teacher who conducted action research on literacy with at-risk students and an intermediate school teacher, now a program officer at the Ontario College of Teachers who is helping create standards of practice and a professional learning framework for teaching in Ontario. The paper describes the development of the Standards of Practice for the Teaching Profession by the College. It highlights the fifth standard, ongoing professional learning, to illustrate the descriptive quality of the standards. It discusses the importance of using action research and describes the methodology for standards/action research, noting findings from focus groups and writing teams that examined action research. Respondents considered action research a powerful tool for addressing specific themes in their practice and for personalizing standards of practice for the profession. The paper examines the development of the professional learning framework based on the Standards of Practice for the Teaching Profession, and it discusses learning priorities and challenges for today's teachers. It describes the recognition of action research as professional learning and the establishment of criteria for action research in accreditation. (Contains 12 references.) (SM)