This article describes Children’s Museum of Pittsburgh’s multi-phase approach to developing professional development (PD) for its maker educators. Researchers engaged maker educator staff in research-practice partnerships at each stage of the process, with the intention of supporting maker educators in developing their practice. Grounded in sociocultural learning theories and a community of practice lens, the process involved (1) creating a shared language for learning, (2) identifying locally meaningful facilitation practices, and (3) defining characteristics of specific learner types, then tying the three components together in card game used for staff training and reflection. The process helped make visible an array of techniques maker educators can use to enhance visitor experiences in a manner that is rooted in shared values, learners’ needs and individual style. We argue that this PD approach enhances ownership of the learning practices developed, increases investment in PD among participants, and cultivates a cross-departmental community of practice.
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