Recently my job in Laos was to deliver a two-day training, then help plan follow-through. This had been a 14-hour seminar in what normally would have taken 24 hours over several months. Professional development activities are more and more often condensed into less preferable time frames in geographically isolated settings such as rural North America and in international schools. When training is abbreviated, follow-up — and planning follow-up — is even more important. On concluding the training, I met with the Vientiane International School’s professional development committee. Our purpose was to begin designing follow-up. The first requirements for this Friday evening meeting were an agenda and knowledge of implementation outcomes. IMPLEMENTATION OUTCOMES Programs that develop teachers’ skills have two important outcomes: having teachers develop unconscious