Evaluation is the burr under the saddle of professional development. To date, many educators have only gone through the motions of evaluating efforts to increase what their colleagues know and can do. They have focused more on the delivery of staff development than on its results, often using the most rudimentary techniques for gathering data. Simplistic surveys and the use of the Likert scale are favorite techniques. What did participants think of the workshop leader? Was the setting comfortable? Did partici – pants enjoy the refreshments? Did they find the experience helpful? Educators answer these questions in different ways. Many provide answers they believe their supervisors want to hear. Others affirm the person responsible for organizing the professional development. Some people use the opportunity to