Lessons learned through our climate change professional development program for middle and high school teachers

Our experience with educators has shown that teachers feel ill-prepared to share the science and implications of climate change research with their students. As a result of the extensive exposure of this topic in the media and the controversy that sometimes surrounds it, teachers are highly motivated to engage in professional development on this subject.

A variety of professional development approaches are needed to reach a wide spectrum of educators whose learning preferences and personal and professional constraints may preclude participation in some professional development opportunities. This paper provides lessons learned from successful climate change professional development for teachers, including the importance of inquiry-based curriculum activities, the importance of an opportunity to "learn by doing" and to share their perspectives with their colleagues.