Professional Development Artur Victoria Professional development cannot be confused with aspects of a career plan, or reduced to it, although it may have associations and intersections with it. Nor can it be identified only as professional competence, where competence is allied to efficiency. It integrates, above all, the idea of evolutions / revolutions in the different cycles of the life of a professional, in perspectives of adult human development, associated with professional development. Considering the interrelationship between an evaluation processes with a view to the quality of professional development it must be remarked that this process aims at changing personal / professional conditions for the better. Therefore, conscious actions are necessary, based on a more objective reflection on the reality experienced, experienced, reflection that will foster innovative actions and actions that translate into effective practices of change. This will only take place with an effort to overcome our routine condition in everyday life, in the constant search to clearly understand the situations in which we live and work, to change, to move forward in relation to the current situation. An evaluation process focused on human-professional development can be directed in this direction. Professional development is allied with a clearer vision of what impedes the transformation of oneself or a reality, in the case of our next educational reality, in schools, in educational networks, in teaching and in its management. Considered in this perspective, a process of evaluation of the work, in its institutional insertion, can be a means for the awareness of certain situations, which allows constructing overcoming conditions in the direction of professional development. In an attempt to systematize the various concepts of professional development, Judith Sachs (2009, pp. 104-112) proposes different models: a) Professional development as re-instrumentation - dominant perspective based on the learning can be improved through learning and development of new skills. b) Professional development as remodelling - as in the previous case, this professional development model the transmission of knowledge and the reinforcement of the practice of working c) Professional development as revitalization - this model elects as structuring axes learning and professional renewal.