This report from the National Education Policy Center suggests that the debate over whether teachers should be classified as professionals is unproductive; instead, the focus should be on defining the kind of professionals they should be. The authors explain that recent education policies—while aiming to improve teacher quality—have often de-professionalized teaching by increasing workload, standardizing curriculum and assessment, and limiting teachers' decision-making authority. The brief calls for policies that redistribute power to teachers, promoting shared leadership and collaboration among educators. Such measures would help create a democratic and innovative teaching community centered on information exchange, problem-solving, dialogue, and innovation, ultimately strengthening and restoring the professional status of teachers. This resource is valuable for national and state education agencies, accrediting organizations, and district leaders seeking practical strategies to elevate teaching quality and support teachers as empowered professionals.