The quality of the public school teacher has the greatest in-school impact on nurturing cognitive abilities, developing content knowledge, and increasing motivation of students (Ferguson & Ladd 1996; Haycock 1998; Rivkin, Hanushek, & Kain 2005; Rice 2003; Sanders & Rivers, 1996; Zollman, Tahernezhadi, & Billman, 2012). We also know from educational research (Johnson & Sondergeld, 2015) that traditional professional development formats do not result in improvement of teacher practices nor substantial gain in student achievement. This paper reports on a shift in the traditional professional development project – one to enhance the quality of the public school teacher in STEM education projects through a synergy of business, community, and school districts partners with education and science university faculty.