The effectiveness of teacher professional development (PD) has been scrutinized for decades. Although scholars generally agree that collaboration is a critical component of sustainable PD, among schools in the United States, time for collaboration embedded within the school day is lacking. In the most recent era of social media, school districts could capitalize on the strengths of this technology to meet the need of sustained PD. However, the problem is that teachers lack a model for including social media into current PD practices. The purpose of this qualitative e-Delphi study was to propose a new model for teacher PD, at the district level, that can include social media to overcome barriers associated with traditional forms of PD learning by discerning which elements of Twitter™ are perceived by K-12 teachers to foster knowledge sharing and professional growth. The strengths, weaknesses, opportunities, and threats (SWOT) framework analysis was paired with the e-Delphi to gather and organize the expert opinions of 16 employees of Cumberland County Schools (CCS). Teachers, administrators, and central office employees with extensive experience in PD and more than six months of experience using Twitter™ for professional learning were asked questions, regarding the current state of PD in CCS and imagine how social media could supplement PD, aligned to the SWOT framework. A total of 51 statements were examined for consensus, stability, and dissent. Each statement received a median score =4, indicating some level of importance in future models of PD for CCS. The subject matter experts (SMEs) overwhelmingly agreed that social media can help overcome barriers of time, location, and funding. However, without training aimed at the benefits of using Twitter™ for professional growth, and logistical use for knowledge sharing, SMEs perceived that few teachers will embrace social media as a professional learning tool. The scope of this research was limited to a single district in North Carolina. Other school districts could replicate this study in an effort to address directives in the North Carolina Digital Learning Plan. Future studies might also examine the extent to which introversion and extroversion affect teachers' inclination to embrace or avoid social media. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]