<p>The movement toward practice in the science education community highlights the importance of the teacher's role in developing a supportive science learning environment for students. Within this movement, it is important to provide science teachers learning opportunities through professional development (PD) that can support their instructional decision-making, especially related to NGSS-designed curriculum implementation with science and engineering practices. Consequently, the purpose of this study was to examine models of teacher PD in the literature with the aim of proposing a theoretically and empirically derived framework to support teacher learning that is anchored in model-based learning (MBL) curriculum and can support students’ productive disciplinary engagement (PDE) in science classrooms. To this end, literature focusing on teacher PD was used for systematic review to better understand and propose the features of teacher learning opportunities that can support teachers to facilitate students PDE through MBL. As a result of the analysis, the following four features for PD design are proposed: <i>sharing classroom images</i>, <i>contextual application and reflection</i>, <i>sustained and coordinated supports</i>, and <i>improvement and changes</i>. Additionally, for each of the four design features of PD, specific possible ways teachers can be supported for students’ PDE through MBL are discussed.</p>