While designs of professional learning have expanded exponentially beyond the required-attendance inservice day workshop model, infusing meaningful data into daily decisions and conversations has not gained as much traction. Leaders of professional learning are increasingly coming under pressure to demonstrate that evidence is not an anathema in the field. Not much longer will “program evaluation” be sufficient as documentation (totals of hours of program activities and totals of participating educators, summaries of seat time, and lists of different types of onsite services provided), all commonly required in the not-so-distant past by grant funders. Getting unstuck from head counts, customer satisfaction surveys, and anecdotal data (i.e. incidental hallway conversations) — deeply ingrained habits of mind — has proven difficult. Moving to a more intentional focus on