This paper discusses the need for continuous personal professional development, the University of Regina (Canada) approach to professional development, planning for improvement, and sources of feedback on professional improvement attempts. The process involves three components. The first is a supervisory or conferencing procedure that has student pairs (or teams) conference prior to a lesson about the target (competency or method) to be attempted, collection of data about a professional target during the lesson, and debriefing after the lesson about pupil learnings and the student teacher's growth with respect to the professional target. The second component uses a helping (facilitating and supportive but nonjudgmental) frame of reference during the conferencing. Finally, the actual practice of specific targets, using a cycle of theory presentation and modeling, reflection, practice through microteaching, reflection, and practice in a school classroom, and reflection. To facilitate reflection, participants write frequent entries in professional journals, recording personal professional growth. The appendix presents suggested steps for practicing the target in the microteaching lab, and guidelines for keeping a professional journal. (JD)