Professional standards for teachers have become a near-ubiquitous policy tool in Organisation for Economic Co-operation and Development member countries in efforts to improve teacher quality and student outcomes. The Australian Professional Standards for Teachers differ from teaching standards implemented in comparable countries, with its system of voluntary higher accreditation levels for teacher-leaders. In the decade since these standards were introduced, it was hoped that 50% of teachers would achieve higher levels of accreditation. Currently, that number is lower than 1%. This protocol paper outlines the rationale and methodologies for a design-based research study that creates, tests and refines a set of design principles for effective professional development. These principles are used to inform the design and delivery of a professional development program that supports teachers through the process of gaining higher accreditation under the Australian Professional Standards for Teachers. The benefits of this study are twofold. The professional development program will remain as an artefact for the profession to address the issue of the dearth of Highly Accomplished and Lead Teachers. The design principles will also support researchers and practitioners in the development of future effective professional development programs within and beyond the teaching profession.