The consequences of poorly planned or random professional development for teachers in the early to mid career cycle are serious. Without input from knowledgeable mentors or supervisors, these teachers can flail about professionally. Without the benefit of individualized staff development plans, they may perpetuate ineffective teaching practices or fail to develop core competencies required to advance to the next rung on the career ladder. In this article, the author states that in designing staff development programs, it is important for a director to actively engage early and mid career teachers in their planning, balancing the needs of the organization and the individuals. The author presents the five key areas where directors can support the teachers' development in the early to mid career phase: (1) motivation; (2) supervision and reflection; (3) evaluation; (4) recognition and reward; and (5) work culture.