This article provides analysis of a site-based professional development model that is grounded in teacher best practices. Developed by the administration and teacher leaders of a racially/ethnically, socioeconomically, linguistically and academically diverse school in the USA, the teacher-centered coaching model described is an example of an internal professional development program that aligns with research and involves exemplary best practices where the teachers are empowered to: identify the area of focus for growth; gather information about best practices related to the area of development; analyze and interpret the information gathered by research; facilitate training sessions on the topics of interest identified by the teachers; and engage all teaching faculty in study as a learning community. As indicated by analysis of a post-program survey, this practice-based approach to the development of teachers enabled the improvement of their instructional methods and assisted in building knowledge that was useful beyond a particular reform program. A critical look at suggestions for improvement of the model based on international standards of best practice for professional development of teacher educators is also offered. (Contains 1 table and 1 note.)