Education is a driver for human development and flourishing, and educator professional learning has the benefit of preparing educators to realize their potential as changemakers in their communities. In Haiti, one of the most economically vulnerable states in the world, the education system faces many challenges. Motivated by the concept of education for sustainable development and informed by the principles of asset-based community development, a non-profit organization called Willow Worldwide has developed a professional development program designed to stand in the gap for Haitian educators and improve student outcomes. The purpose of the current study is to learn about the experiences of these development practitioners providing school quality assurance in Haiti. Grounded in a theoretical framework of symbolic interactionism, a qualitative research design engages participants in dialogue via narrative inquiry through semi-structured interviews. Relevant to the fields of educational leadership and sustainable human development, understanding how development practitioners providing school quality assurance perceive their roles in Haitian society could have implications for policy and practice aiming to support and motivate teachers around the globe, offer insight into successful educational leadership development in Haiti, and improve the recruitment and training of non-profit workers in fragile states.

Keywords: Educational leadership, sustainable human development, Haiti, non-profit.