The Center for Adult English Language Acquisition (CAELA) Network, under contract with the Office of Vocational and Adult Education (OVAE), has created a framework that can be used to plan, implement, and evaluate professional development for practitioners working with adult English language learners at the state, regional, and program levels. The framework addresses the need to improve student learning and facilitate learner progress through and beyond programs and, as a result, the need for high-quality adult education practitioners and professional development programs for them. This framework focuses on the knowledge and skills that teachers and administrators need, as well as the systems and processes necessary to help them work effectively with the adult English language learners in their programs. State- and program-level administrators, professional developers, teacher trainers, and teachers can use this framework as they seek to improve instruction with the goal of facilitating learner progress through a systematic, coherent, and sustainable professional development effort. This program improvement process can enhance the design of professional development opportunities, which can in turn improve instructional quality, practitioner responses to learner needs, and learners' progress. The desired outcome is a workforce of trained, knowledgeable practitioners who can respond to the needs of adult English language learners through high-quality, evidence-based practice. The framework has three components: (1) The "content" that practitioners need to be successful in working with adult English language learners; (2) The "process" for planning, implementing, and evaluating professional development for practitioners; and (3) The "context" in which professional development is provided. Each of these components, with its specific elements, is described in this paper. Background is appended. (Contains 1 figure.) [For the 2008 edition of this report, see ED505519.]