In summary, the committee was charged with examining how the science of children's health, learning, and development can inform how the workforce supports children from birth through age 8. Areas of emphasis included the influence of neurobiology, health, and development on learning trajectories and educational achievement, as well as on workforce considerations such as standards, expectations, and qualifications; generalized and specialized knowledge and competencies; instructional practices; professional learning; leadership; and family engagement. The committee was tasked with looking across diverse contexts and populations and across professional roles and settings to draw conclusions and make recommendations about how to re-envision professional learning systems and inform policy decisions related to the workforce in light of the science of child development and early learning and the knowledge and competencies needed by the adults who work with children from birth through age 8. (author abstract)