Many kinds of professional development exist within and across schools, but the IMPACT Model School Grant has provided enough professional development dollars to allow some "best practice" modifications to two common models that have reputations for being less than effective: conference attendance and outside consultants. The principal of Clearmont Elementary School, in Burnsville, N.C. believes wide-ranging experiences, particularly in this fast-paced, technology-rich world, are an important part of a 21st century teacher's education. For this reason, Peterson crafted a large portion of his IMPACT Model School Grant's professional development around attendance at state and national conferences. While a broadening of job-related and personal experiences is a highlight of conference attendance, the perception also exists that conference travel can be little more than a state-subsidized party. To ensure that no one could accuse his staff of this, Peterson created a list of 9 conference requirements that all teachers must adhere to before, during and after the conference. Wells Elementary School Principal, James Davis, on the other hand, believed that the IMPACT Model School Grant requirement of flexible access in both the media center and computer lab would be the key to the school's grant success. Davis acknowledges that flexible access and the collaborative planning process it ensures have made a huge difference in the success of the IMPACT Model at Wells. Much of the credit, however, goes to his decision to hire a consultant whose entire focus was essentially a just-in-time, carefully modeled, job-embedded professional development "course" in its implementation.