This paper discusses the development and research of a new professional development (PD) model to support teachers in Puerto Rico in engaging middle and high school students in independent data analysis research projects, using ecological data, known as Data Jam. The new PD model was designed using the cognitive apprenticeship model as the driving force for inquiry activities around data practices. This article examines how qualitative data analysis informed the re-design of the new PD model as part of a design-based research methodology. The results of our study suggest that to support teacher learning of data practices, more conceptual information is needed to be integrated to our PD Model. This paper is part of a more extensive mixed-methods study that includes student data.