ABSTRACT
This chapter focuses on a multi-year National Science Foundation funded project that sought to address some of these problems across two states. In this chapter, we will specifically highlight how this MADE CLEAR (Maryland and Delaware Climate Change Education, Assessment and Research, Award #1239758) project developed and enacted a climate change-focused professional development program for teachers. We discuss our intentions and reflect on lessons learned regarding the most important components for effective climate change professional development. The ongoing and iterative nature of our own work along with slowly emerging research literature understandings from others allowed us new insight, which we seek to share.
