Much of EETAP3’s work (2005-2010) builds on the efforts of EETAPs 1 and 2 (1995-2005). This continuity has enabled unprecedented gains on strategic initiatives that require years to fully develop.

One such example is the national Guidelines for Excellence in Environmental Education, which has been called the single most important event in the field of EE in the last decade. These voluntary standards describe quality EE resources and programs, identify what learners should know and be able to do as the result of K–12 EE programs, and articulate the knowledge and skills needed to be an effective environmental educator. The Guidelines were drafted, reviewed, and approved during EETAP1. During EETAP2, the Guidelines formed the basis of programs to certify professional environmental educators, develop online EE courses, and review EE resources for quality. Efforts to distribute the Guidelines more widely and to train additional educators and leaders to use the Guidelines expanded during this time.

In Year 2 of EETAP3, the National Council for Accreditation of Teacher Education (NCATE) approved NAAEE’s Standards for the Initial Preparation of Environmental Educators; teacher education programs across the country now have to meet EE standards when they seek to attain or renew NCATE accreditation. NAAEE has since initiated training programs to help universities and colleges meet these new EE standards, catalyzing further development of EE programs for thousands of pre-service teachers.

Recently, progress has been made on a new set of guidelines for effective early childhood environmental education programs.

EETAP3 continues to assist states with development of professional certification programs for environmental educators and is in the final stages of creating a national program to accredit state certification programs.

Taken together, these long-term efforts increasingly ensure that educators have the resources, knowledge, and skills needed to deliver quality instruction about the environment.