Every teacher can recall a range of experiences in professional development workshops. Some of these may have provided opportunities in which teachers felt engaged, empowered, and supported as learners, while others felt disconnected from practice. Although we recognize that workshops, particularly those with no follow-up support, are not the ideal learning experience for teachers, we also acknowledge that some form of workshop is still a common approach in professional development in the United States. Therefore, even within a context calling for more comprehensive professional development, the workshop merits careful examination in terms of the quality of learning it can provide. Designers, facilitators, and evaluators need tools to guide reflection on quality that will lead to the best possible learning experience for teachers. We developed and