Committed to being a charter school with a professional learning community that empowers teachers, New Mexico's South Valley Academy (SVA) staff transformed its state evaluation process into a practitioner action research process (Anderson, Herr, & Nihlen, 2007). While teachers self-diagnose growth needs and play active roles in improving their own practice, SVA's new model holds teachers accountable for addressing student performance challenges and requires classroom-generated data for measuring student learning as a result of teaching practices. Using artifacts as evidence collected by teachers and an action-research timeline built into the school calendar that allows for collaboration and feedback, the rigorous evaluation process both nurtures and measures teaching effectiveness. New Mexico requires teachers to submit annual professional development plans (PDPs) that include improvement objectives, action steps, and measures of desired results. This article describes how to develop a PDF rubric, the necessary skills needed to develop a manageable and relevant PDP, the steps needed to build a culture of feedback and improvement, and the effect of the PDP model on staff culture.