Designed to improve PK-12 professional learning and increase student achievement, Wisconsin's policymakers developed and implemented new educator licensing guidelines (PI 34) and a Professional Development Plan (PDP) system based on empirical research and national policy trends in 2004. As PI 34 and the PDP system are relatively new, the professional development community does not have a broad, conclusive understanding of what the first PDPs developed under PI 34 include. This preliminary information will be necessary before a long-term analysis of how effective PI 34 is in connection with educator quality and student learning; therefore, the following research questions are addressed in this paper: (1) What are the patterns in the content of the PDPs developed to date? (2) In what ways do the approved Professional Development Plans under PI 34 reflect the principles of effective professional development as defined by the research literature? (3) From the perspective of teachers, does the PDP process support or impede effective professional growth? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]