Teachers know it is important to keep their professional knowledge and skills up to date, and presentation-style workshops are an efficient way to accomplish this. However, "one shot," "sit and get" workshops are becoming less effective in today's busy world. Much of the information gained is not likely to be remembered, and even less is likely to be applied once teachers return to their daily routine. Re-conceptualizing professional development to align with the needs of adult learners allows teachers to shift their efforts from a "one shot," "sit and get" model to one where teacher learning becomes part of the daily routine (Hunzicker 2010). As a group, adult learners approach learning with clear goals in mind, using their life experiences to make sense of new information. They are motivated by opportunities to address problems--and create solutions--that relate directly to their lives. They prefer open-ended learning activities and function best when they have a voice in the direction and pace of their learning. Therefore, effective professional development is anything that engages teachers in learning activities that are supportive, job-embedded, instructionally focused, collaborative, and ongoing. With these characteristics in place, teachers are more likely to consider professional development relevant and authentic, which makes teacher learning and improved teaching practice more likely. This article presents a checklist that can be used to assess any professional development activity in terms of its alignment to the needs of adult learners. Whether used as a planning tool, an in-progress survey or a final evaluation, the checklist serves as a guide for designing professional development that is more meaningful for teachers than a "one shot," "sit and get" presentation-style workshop. (Contains 1 table.)