As Customer Success Manager to an edtech company focused on Next Generation Science Standards (NGSS) assessment, it is my job to understand secondary science educators' NGSS assessment needs and design meaningful professional learning experiences accordingly. However, my teaching background is in the elementary grades in a state that did not adopt the NGSS. The purpose of this study was to better understand the landscape of middle and high school science educators' equitable NGSS assessment needs, as expressed by science administrators, and to then design and implement virtual professional learning sessions for those educators. In this practitioner research study, I used qualitative research methodology to answer the following two questions: What do science administrators express are the professional learning needs of middle and high school science educators regarding equitable NGSS assessment best-practices? and, what can I, as an educational technology provider, learn about designing and implementing virtual professional learning sessions about equitable NGSS assessment practices? Five secondary school or district administrators in NGSS-adopted states using my company's platform were recruited to participate in the study. I then conducted iterative round of interviews and PD sessions. Throughout the study, I collected participants' insights on their context's equitable NGSS assessment needs; I then used these expressed needs to inform topics of virtual PD sessions. Finally, I gathered feedback on the design and facilitation of these sessions. Data analysis revealed educators need practical examples of not only NGSS assessment practices but equitable NGSS assessment practices. Participants also wanted guidance on what the Science and Engineering Practices (SEPs) look like in practice as well as strategies for informal, formative assessments. In terms of virtual sessions centered on these needs, data showed that providing opportunities for teachers to experience the NGSS as a student as well as observe example NGSS facilitation was helpful. Providing exemplars, time to grapple with new ideas, structures for discussion, and useful resources to use with students were all important design elements that arose in the data. Data also showed that interaction, session timing, and clear explanations were important to virtual PD implementation. The findings of this study will inform my continual work as an edtech provider in supporting secondary science teachers with equitable NGSS assessments. Providing specific and realistic science assessment strategies is what is needed to take the implementation of the NGSS and the goals of equitable education to the next level. By deeply getting to know the needs of the educators they serve, edtech companies have the power to, meaningfully and sustainably, make a difference in our field. [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.]