There has been a diversity of activity to change policies relating to the recruitment, admission, and preparation of new educational professionals in college and university settings. These policies, coupled with state mandated polices to upgrade the competence of current teachers and administrators, has resulted in a great amount of policy to analyze. Policy models can be helpful in analyzing the recent legislative mandates regarding training and staff development of education professionals. This paper is organized around the following topics: (1) A brief description is given of a policy model that brings together some policy systems theory, some policy process theory, and some policy product theory; (2) Major components of the South Carolina Educator Improvement act of 1979 and the Education Improvement Act of 1984 that are related to the training and development of professional staff are briefly reviewed; (3) The policy classification scheme presented in the policy model is used to analyze the structural, regulative, allocative, and redistributive effects of some of the major components of the Education Improvement Act of 1979 and the Education Improvement Act of 1984; and (4) Some major observations and conclusions are drawn about what these policy effects may really mean to those interested in the education of educators in South Carolina. (JD)