This paper evaluates Michigan's recently implemented job-embedded professional development policy using criteria of relevance, focus, goal orientation and social scope. The authors assert that while Michigan's policy does address all four criteria detailing effective professional development, there are limitations in the policy that may impact the extent to which the policy improves practice at the local level. The authors provide suggested recommendations to improve the policy's success: ongoing discussions among state, higher education, intermediate school district and local school district partners; training in assessment and data use; specialized training/workshops; and creation of a state-wide job-embedded professional development committee.