Chronic shortages, high attrition rates, the unique demands of the job, and geographic isolation from colleagues have been identified as unique challenges within the profession for teachers of students with moderate and severe disabilities. Many different forms of professional development exist for educators; however, these experiences do not always adequately meet the specific needs of individual teachers. This article presents an additional tool for professional learning utilizing a framework for selecting, monitoring and assessing progress toward self-identified areas of professional growth. The proposed model considers teacher development in three dimensions including school-based, community-based, and universal growth.