This document contains staff-development standards developed by over 50 educators. The standards are organized into three categories: context, process, and content. The section on context addresses the organization, system, or culture in which the new learning will be implemented. Process refers to the "how" of staff development and includes descriptions of the ways in which new knowledge and skills can be acquired. Some examples of process standards include group development, follow up and support, and evaluation. The last category, content, refers to the actual skills and knowledge effective elementary school educators need to possess or acquire through staff development. Examples of this category include research-based instructional strategies, pre-adolescent development, high expectations, and curriculum. Each of the standards' descriptions contains several parts: a succinct statement of the staff-development expectation; the theory and research that validates the significance of the standard and expands its understanding; a real-life application of the standard; results that can be expected if the standard is consistently applied; a means for individuals and groups to consider the implications of the standard for their setting; and sources for citations in the rationale section. An appendix includes a self-assessment and planning tool. (RJM)