FEEDING THE WORLD'S FUTURE POPULATION IN A FASHION THAT SUSTAINABLY PROMOTES ENVIRONMENTAL AND HUMAN HEALTH IS THE MOST PRESSING PROBLEM FACING THE PLANET AND ITS INHABITANTS. IN RESPONSE TO THIS CHALLENGE, THERE WILL BE AN INCREASED DEMAND FOR TRAINED INDIVIDUALS WITH THE APPROPRIATE KNOWLEDGE AND SKILLSET ACROSS SUSTAINABLE FOOD AND AGRICULTURAL SYSTEMS. A CHALLENGE IN CONNECTING AN URBAN POPULATION WITH THESE CAREER OPPORTUNITIES IS THAT STUDENTS IN THESE COMMUNITIES ARE NOT TAUGHT ABOUT FOOD SYSTEMS, ASSOCIATED CAREERS, OR THE SKILLS NECESSARY TO OBTAIN THESE POSITIONS. IN ORDER TO CREATE A PIPELINE FOR AN EDUCATION, A CAREER, AND A POSITIVE MOVEMENT IN FOOD SYSTEMS, URBAN STUDENTS MUST BE EXPOSED TO THIS INFORMATION THROUGH SECONDARY EDUCATION. WE PROPOSE TO: 1) DEVELOP OPEN-ACCESS TEACHING MODULES ON THE MULTIPLE COMPONENTS OF A FOOD SYSTEM, INCLUDING LEARNING OBJECTIVES, ACTIVITIES, AND ASSESSMENTS; 2) CREATE MULTIPLE ONE WEEK TEACHER PROFESSIONAL DEVELOPMENT ACADEMIES DESIGNED TO TEACH THE TEACHERS HOW TO EFFECTIVELY IMPLEMENT THE MODULES; AND 3) DEVELOP BOTH PROGRAMS AS MODELS BY WHICH TO EXPAND THE IMPACT TO STAKEHOLDERS THROUGH FUTURE SUSTAINABLE PROGRAMS. SPECIAL FEATURES OF THIS TEACHER TRAINING PROGRAM INCLUDE: A) ALIGNMENT OF CONCEPTS IN THE TEACHING MODULES WITH FOOD SYSTEM PROBLEMS THAT NEED TO BE SOLVED, THE STEM-ASSOCIATED SKILLS NEEDED TO SOLVE THEM, AND THE JOBS AVAILABLE TAILORED TO THE SKILLS FOR PROBLEM-SOLVING; B) GRADUATE STUDENT INCLUSION; C) AFORMAL PROGRAM EVALUATION WITH ASSESSMENTS, AND E) DISSEMINATION OF OUR RESULTS IN VARIOUS FORMS. THESE EDUCATIONAL PROGRAMS WILL ACHIEVE THE GOAL OF IMPROVING PROFESSIONAL DEVELOPMENT FOR AGRICULTURAL LITERACY.