One of the larger shifts in education is evaluating teacher knowledge acquisition to determine if it is effectively changing the way teachers learn, teach, and bring about student improvement. In the effort to do this, teachers often spend much time on administrative duties, such as documenting what classes or workshops they have taken, and this often takes time away from more important tasks, such as capturing what individual learning occurred and how it was applied in the classroom. It is important to remember that professional learning can only affect student learning in the classroom if it is evaluated in terms of changes in teacher practice and student outcomes. Here, Janet Neufeld describes her experiences with a Professional Development Management System (PDMS). She found that with a high-quality PDMS, teachers can plan professional learning with online surveys for needs assessments; create mentor, professional learning community, schools, and district learning plans; and align specific experiences to those plans to assist with reporting. Neufeld advises that in selecting a system, the PDMS should be highly customizable, manage site-based learning, and include a suite of tools for evaluating effectiveness. The author concluded the article by saying: "In a time when we must make stronger and more visible connections between educator learning and student learning, a PDMS enabled my district to save time and money while ensuring that our professional learning expenditures were highly focused on the adult learning experiences that make a difference."