Many teachers have a good sense of the kind of pedagogies on which 21st century learning hinges, but there is a major gap between intended and implemented practices. How can education systems create the conditions for encouraging and supporting teachers to initiate, share, and evaluate innovative pedagogies and curricula, including new technologies? What are the implications of new pedagogies for the roles of teachers and students? What are the implications of pedagogical innovation and innovative learning environments for the roles of governments and the profession/unions? What are the implications of new pedagogies and curricula for school and system evaluation? These are important issues that the 2018 International Summit on the Teaching Profession seeks to tackle in its second session.