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This study investigated the perceptions of teachers regarding their own professional development along five distinct constructs (teaming, time, organizational support, communication, and professional responsibility). It also compared the perceptions of teachers utilizing a team-based approach to professional development with the perceptions of those who did not. Teachers in five public school districts in Pennsylvania completed the Professional Development Inventory. All of the districts were participating in an integrated framework project which focused on the integration of arts, history, civics, English, and geography through team-based professional development. Results indicated that teachers considered teaming to be the most significant factor, followed by communication and time. The paper discusses a professional development model that includes the specific components found to make a difference between successful and unsuccessful sites (board support, utilization of research to support instruction, common planning time, team teaching opportunities, administrative cooperation, and recognition). (Contains 13 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Team-based professional development: A new model for professional growt