Current science education research is providing critical insight into the specific needs of educators at various stages of their professional careers. As a result, the way science educators view the teaching and learning process, implement research-based instruction and assessment strategies, and use tools and resources to improve teaching and learning is changing. New understandings of the importance of formalized programs that prepare mentors, instructional coaches, curriculum specialists and additional support avenues have clearly illustrated the need to offer practicing educators the opportunities to engage in dialogue and reflection relative to the teaching and learning process. Effective interventions and strategies, based on research, can be used to address issues of recruitment, retention and renewal of teachers of science.