You may have noticed a near absence of conversation about thorough evaluation of professional learning. Perhaps this topic has momentarily slipped off everyone’s agendas — too many other high-priority challenges. Maybe the silence correlates with the decline in federal grants requiring systematic monitoring and some degree of program evaluation to document evidence of results. Or, most likely, a confluence of factors pushed program evaluation aside. One thing is for sure. If professional learning leaders are looking for a clear path lined with models of best program evaluation practices, they will become tangled in the weeds. I encourage leaders to get started making their own path. As it happens, there are lots of reasonable places from which to start. Since the knowledge base about evaluation of