ABSTRACT
This chapter examines how teachers in green schools learn and model the sustainability-related behaviors, dispositions, and habits of mind they seek to develop in their students. It considers how teachers might acquire deep knowledge of principles and constructs underlying education for sustainability and whole school approaches to its delivery. The chapter also examines how sustainability-focused concepts provide teachers opportunities to engage all their students in mastering rigorous and integrated academic content, and how teachers, themselves, develop like habits of mind and practice in order to do so. It explores how green school principals develop and sustain professional communities among teachers at their schools, providing opportunities for teachers to reflect deeply and critically on their own teaching practice. The chapter focuses on how teachers learn about the design intentions of their green facilities so they might better model green operations and maintenance routines and leverage all the features of their green, three-dimensional textbook.
