This report describes a program for administrator and lead teacher professional development based on revised standards of the National Staff Development Council. The program acted as a catalyst for improving professional development practices at school sites. The report also presents a preliminary evaluation of the process, which involved self-assessment conversations. The study was conducted at 16 school sites, selected to represent a variety of demographics. Following is a summary of evaluation findings based on interviews with participants 2 to 4 months after the conversations: (1) Participants recognized a need to focus on professional development standards emphasizing data-driven and research-based practices; (2) the self-assessment conversations were perceived by participants as valuable, particularly because of their impact on thinking and planning regarding professional development; (3) the conversation process could be improved by providing more preparation, explaining the framework of the conversation, clarifying and simplifying the language of the self-assessment rubric, and providing follow-up activities; and (4) the conversations appear to have had a positive impact on certain areas within the affective domain. The report also includes suggestions for follow-up activities and recommendations to assess the actual effects of the conversations on professional development practices and student achievement. (WFA)