The purpose of professional learning is to change what teachers know and can do to better support student learning. Over the last decade, professional learning has changed dramatically in an attempt to be more engaging and productive (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009). What’s missing for many, however, is time or resources to devote to a large-scale evaluation of the professional learning. Districts may track time spent or whether teachers valued the experience (Hirsh, 2013), but this only assesses if the learning was engaging or engaged in, not if it was effective. According to Learning Forward’s Standards for Professional Learning (2011), professional learning needs to start with student, educator, and system data, and that data should be used to assess forward progress. Internal evaluation