The Student Empowerment Model is used as the conceptual framework for this professional learning model. This model demonstrates the process by which student empowerment, affected by individual characteristics (e.g., personality, learning abilities, etc.), ecological contexts (e.g., family, neighborhood), and the characteristics of empowering classrooms and schools, leads to empowered outcomes (intrapersonal, interactional, and behavioral) (Kirk et al., 2016, p. 833). This model is iterative, with greater levels of empowerment feeding back into the environment (e.g., a student with an increased intrapersonal sense of competence reacts differently in class, leading to a more empowering classroom, which in turn leads to greater student empowerment) (Kirk et al., 2016, pp. 833-834).