Drawing from research and related literature on successful staff development activities, a professional development model was developed and implemented at J. F. Ingram Technical College (JFITC) in Alabama. Designed to serve the professional development needs of support staff, apprentice and master teachers, and administrators, the model provides for vertical and horizontal occupational movement and for increasing knowledge and skills to levels commensurate with present job positions and future aspirations. To develop the support staff component of the model, job and task analyses were conducted for each position, time on task estimates were developed, educational requirements were identified, a conference was held to develop a needs plan, educational/work experiences were reviewed, desired changes in job responsibilities were implemented, and a professional development plan was developed and agreed upon for each support staff member. The instructional staff component of the model involved the classification of the teaching staff as master or apprentice teachers, an annual conference review, an annual meeting with a TRIAD committee (comprised of a supervisor, professional development staff member, and university teacher educator), in-house learning activities, and the development of individual professional development plans. The administrative component also included input from the TRIAD committee, an annual conference and review, and professional development plans. During the model's implementation, morale was identified as the single most important influence on job satisfaction, and project staff utilized a variety of approaches to improve morale and provide a stress-free environment. A flowchart of the model is attached. (JMC)