The purpose of this Action Research study was to investigate professional development, specifically related to technology, which has not provided teachers with adequate 21st century learning opportunities. This study sought to investigate a possible solution to ineffective professional development. Participants and data collected in Cycle 1 consisted of classroom teachers of 6th, 7th, and 8th grade students of any subject area. Action steps included two professional development sessions that were designed, implemented, and evaluated in Cycle 2 to develop a co-created professional development template that supported teacher learning and strengthened active participation. The professional development sessions were delivered to a cohort of middle school science teachers during district scheduled professional development time. Participants collaboratively developed a professional development template and then filled in the template to meet their specific personal needs. The participants co-facilitated their professional development. Findings included empowering collaboration and community, feedback driven growth, and time management for community impact. Implications for the organization included systemic change of alternative professional development for teachers, an updated technology plan, and a better utilization of teachers' skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]