This presentation decribes a three-year professional development project involving approximately 50 North Carolina teachers. Funded by the National Science Foundation, the program focuses on content, pedagogy, and leadership. Year I (2000-2001) of the project emphasized field studies in the coastal plain and field research projects conducted by participating teachers in their home communities. Year II will continue field work in the mountains and require action research projects by teachers targeting problems in teaching or learning. The final year will bring teachers to the Piedmont and will involve them in development of professional development manuals, curriculum materials, and video/CD-ROM resources for use throughout the state.

Educational research imbedded in the project will explore teachers scientific knowledge base in earth/environmental science and their developing pedagogical content knowledge as applied to this new graduation requirement. At the beginning of the project, many of the teachers had little experience and education in earth science. More intensive studies will focus on the effect of high-stakes testing on teachers' instructional choices, involving project teachers who teach some classes subject to the mandated state test in addition to the earth/environmental course that is not yet subject to the end-of-course test.

The intent of the project is to prepare a cadre of teachers who can deliver intensive, high-quality professional development to their peers throughout the state, using exemplary instructional materials.