The goal of any professional development program is to inform and change teacher behavior as a result of new information. Professional development activities need to be designed in a way that ensures that teachers' time and your investment in time and money pay off in increased student achievement. Getting teacher buy in is important when technology is involved, especially for those who are not convinced technology is worth the time and effort. The first step of any sound professional development program is to develop a belief about technology professional development that includes the idea that the curriculum drives the use of technology, not vice-versa, and that empowered teachers will find appropriate ways to include technology with their ongoing instruction rather than view it as an activity unconnected to the district's content standards. Technology professional development programs are successful when they focus on the teacher's stage of use. A teacher afraid of technology or a beginning user would be lost in a class for power users. Mandinach (1992) describes four stages of technology use: survival, mastery, impact and innovation. A description of the four stages follows. Six technology professional development systems implemented by districts that will help teachers reach the "impact" and "mastery" stages are then discussed. Brief lists of "what works" and "what does not work" and indicators of success to determine if a technology professional development program is making a difference in how teachers incorporate technology are also included. (JMP)