The author has been working with colleagues Trudy Banta and Karen Black on a new Jossey-Bass book, "Designing Effective Assessment: Principles and Profiles of Good Practice," which focuses on assessment profiles from a variety of colleges and universities. These profiles also represent the spectrum of institutions from research universities to community colleges and public as well as private institutions. In this article, the author provides some examples of structured, ongoing professional development practices that are portrayed in profiles in their new book. The author believes that providing systematic, formal professional development opportunities is vital in order to adequately prepare and motivate faculty and student affairs staff to engage in meaningful assessment practices. If leaders thoughtfully plan and develop a series of ongoing professional development experiences, participating instructors and staff can learn how to conceptualize new ideas and receive constructive feedback from their peers about suggested improvements. Such feedback can help faculty become better instructors and more knowledgeable about the quality of student learning. It can also help student affairs staff understand the contributions that their programs and services make to student development.