Strong emotions can surface when we evaluate our work, especially when we are deeply invested in it. Since professional learning is about shifting adult mindsets and behavior, it is work that frequently challenges assumptions, expectations, beliefs, instructional practices, and long-standing habits. Complex and variable, the evaluation of its efficacy often involves strong feelings, especially when we are already trying hard to do what we think is right for our students, and especially when we think about the equity implications of our evaluation. As a result, we often default to simplistic, compliance-driven modes of evaluation, simply measuring what people did. Compliance-driven modes of evaluation can create safety in their simplicity — we can avoid tricky topics and strong emotions if our evaluation is a checklist of