With knowledge in hand that teaching mathematics through active engagement leads to better learning outcomes for students, the field of mathematics is now tasked with researching effective facilitation of professional development for faculty. Our university embarked on an initial year of active learning professional development for mathematics faculty, implementing and researching a variety of professional development formats. We conjectured that effective faculty professional development, like effective mathematics instruction of students, would engage faculty in active learning experiences. Initial results indicate that effective professional development for faculty is tightly aligned with effective classroom instruction of students. This paper provides a framework of professional development practices for faculty, informed by a subset of mathematics instructional practices.