The third research study in a series of qualitative studies examines the functions and practices of local professional development committees in Ohio. This descriptive study interviewed key informants from five Local Professional Development Committees (LPDCs) regarding their processes and practices. Resultant data indicated that several districts were succeeding in helping teachers formulate goals for professional development, engage in reflective practice, and attempt action research projects in order to improve their teaching and student achievement. These positive results were balanced by continuing needs: (1) to develop means to collect and examine data collected from the Individual Professional Development Plans (IPDPs); (2) to provide uniform determinations for awarding credit; and (3) to meet all four goals for professional development of self, students, buildings, and district over the 5 years of the IPDP. It was clear from the interviews that educators are assuming the responsibility for shaping their professional growth. (Contains 15 references.) (Author/SM)