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The literature and research on instructional supervision is investigated and the importance of supervision for promoting professional growth is discussed. Instructional supervision should form an important part of a teacher professional development program, as it could result in staff development that promotes school improvement, school climate, and a culture that supports change.

Teaching portfolios can assist in the individual professional development of teachers. The maximum potential of these portfolios can be achieved only after the teachers get involved in discussing the contents of the portfolio and its significance.

The role played by a principal in the professional development of a teacher is discussed. The principal should be involved in inspiring the teachers to grow professionally in their occupations and should encourage teachers to work in unison to attain the mission of the school to improve student achievement.

The results-based program assists in providing a more focused and individualized growth plan as this method encourages a groups of learners in which the teachers are motivated and empowered to improve the quality of education. In results-based professional development, the principal plays an important role in encouraging the teachers to work in collaboration to achieve their professional and student-centered goals, assisting the teachers in the creation of professional development plans.

A model that offers a useful outline for guiding the principals in the creation of an ambitious vision of professional development is presented. The ambitious vision of professional development should consist of educational policies that are informed by standards, school improvement initiatives and an understanding of the needs of the teachers at the various career stages.