Since 2013, a majority of states have been working to implement new standards for K-12 science education that are based on the National Research Council's framework for science education and the Next Generation Science Standards. The new science standards emphasize deeper understanding of content in relation to practices and a three-dimensional approach to science instruction. They provide an opportunity for educators to improve teaching and learning. Professional learning models are a key lever for changing instructional practices to be consistent with the learning expectations established by new standards, but those models must be designed with intentionality and evaluated for effectiveness. The Partnership for Effective Science Teaching and Learning (PESTL), a three-year program designed to align with the National Research Council framework, meets these needs. A Mathematics and Science Partnership grant from the U.S. Department of Education supported development of the program along with a test of the model with Utah schools and teachers. The PESTL model continues to be used in professional learning with Utah teachers and is now part of a new two-year program for teachers in the state of Hawaii. Since this model for professional learning and the classroom observation protocol are based on the National Research Council's framework for science education, the findings from this research project are relevant for many states and districts implementing new science standards.