Professional development in education has recently undergone rapid change. A few years ago, most teachers did not have a voice in the types of sessions they attended or the opportunity to connect what they learned to their classrooms. Most sessions were at an awareness level only with no follow-up. All that has changed. The move toward greater accountability has resulted in professional development that: (1) Is related to the school?s goals and the staff?s needs; (2) Supports teachers in applying what they are learning to their classrooms; (3) Empowers staff to design, conduct, and follow through on their own learning; (4) Is designed to build a learning community in which all take responsibility for learning and staff work collaboratively to share knowledge, insight, and experience; (5) Provides follow-up support and time for practice and reflection; (6) Establishes a safe environment for learning in which staff can make mistakes without fear of failure or ridicule; (7) Holds educators accountable for their learning and its impact on outcomes; and (8) Is continuously monitored and evaluated with data used for making course corrections (Kaser, et al. 2002).