Needs, resources, methods, and motivation must be emphasized in personal and professional growth programs if teachers are to continue to develop professionally. Programs should include input by teachers, administrators, and staff development specialists in a spirit of mutual development of professional skills and, when possible, should be built into the educational day. Periodically providing substitutes to allow released time for growth opportunities seems a helpful development used by some school systems. Teachers must be able to anticipate that skill development will have a specific payoff in terms of more income or more released time for other activites. A staff development program should begin with individual personal growth opportunities emphasizing values, self-concepts, and potential for growth which can then lead to incorporating cognitive materials into a self-directed program of positive behavior change. This will help educators see themselves as changing, growing persons who can shape the outcome of that growth and can recognize their shortcomings as targets for growth rather than as sources of defensiveness. (TJ)