The continuous transformation of career and technical education (CTE) practitioners' roles that has resulted from reforms, technological advances, and new certification requirements has necessitated the creation of learner-centered professional development (PD) programs. Numerous schools nationwide have succeeded in developing high-quality, learner-centered PD programs, many of which involve electronic technology and the Internet. Worksite experiences, including internships, externships, and industry tours, have proved highly beneficial in linking PD to the workplace and community. The following are among nine guidelines that have been formulated to assist individuals interested in developing strong learner-centered PD programs: (1) the content of PD should focus on what students are to learn and how to address the different problems students may have in learning that material; (2) PD should be driven by analysis of the differences between goals and standards for student learning and student performance; (3) PD should help teachers identify what they need to learn and the appropriate learning process; (4) PD should be primarily school based and integral to school operations; (5) PD should provide learning opportunities that relate to individual needs but that are organized around collaborative problem solving; (6) PD should be continuous and ongoing, involving follow-up support for further learning; (7) PD should incorporate evaluation; (8) PD should provide opportunities to develop a theoretical understanding of the knowledge and skills to be learned; and (9) PD should be integrated with a comprehensive change process addressing impediments to and facilitators of learning. (Contains 16 references.) (MN)