There is a trend to bring professional development of teachers, whether it be graduate college courses, district held workshops, or some other in-service programs, under closer scrutiny. This is a partial response to demands for accountability and the problems inherent with the "greying" of the teacher workforce. A growing body of research indicates that a teaching career has structure whereby teachers reflect different behaviors, knowledge, job skills, attitudes, and concerns at different points in their careers. The career of a teacher often follows a regular developmental pattern. Some of these research studies have revealed year phases which seem related to each teacher's development. Special attention needs to be given to the stages of a teaching career and how these levels can impact upon the type of professional development which will be most relevant to teachers. Three models for professional development are offered: the support model, the decision-making model, and the study model. (Author/JD)