In 2003, 15 teacher associations put together a National Statement from the Teaching Profession on Teacher Standards, Quality and Professionalism. It recommended that A nationally coordinated, rigorous and consistent system should be established to provide recognition to teachers who demonstrate advanced standards . . . The enterprise bargaining process between employers and unions will be an important mechanism for providing recognition for professional certification. All employing authorities should be encouraged to provide recognition and support for professional certification as the process comes to demonstrate its credibility and its effects on professional learning. (p. 4) The Statement was the culmination of three years work coordinated by Australian College of Educators. “Certification” as used here refers to an endorsement by a professional agency that a member of that profession has attained a designated standard of practice. Ten years later, it is time to revisit the Statement. How much progress has been made toward such a system for promoting and recognising highly accomplished professional knowledge and practice? More particularly, how much progress has been made toward ensuring that responsibility for its operation rests with the profession, given the commitment that many teachers’ associations made to it ten years ago?