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Program and professional development staff in adult education currently employ a variety of strategies to select professional development materials, but generally lack a systematic selection approach. Selections are often based on familiarity rather than quality or how well-suited the materials are to the learning goals of instructors and the objectives of programs. In order to develop a framework for programs to assess the viability and appropriateness of resources, and to guide the development of new professional development materials, selection and development criteria were created using a field-based research approach that included a selected literature review, field surveys, interviews, and reviews by experts in the field. Twenty criteria that fall into the following four distinct categories were identified: (1) appropriateness of general content; (2) appropriateness of design and delivery; (3) quality of research base; and (4) ease of adoption/adaptation. Each category has a set of criteria as well as indicators or descriptors that more fully explain the criteria. Adul