This paper presents an individualized model that assists inservice and preservice educators in attaining their professional goals in a continuing program of self-improvement. This model provides a structure that creates a theoretical framework that lends continuity to individual programs. It also presents a methodology of identifying individual needs and mastering competencies to fulfill objectives based on these needs. An underlying assumption of this model is that an organized approach to the continuing development of professional competencies will, in the long run, produce more effective teaching as evidenced by increased student gain. (Author)