Climate change is not a neatly compartmentalized body of knowledge but a planetary puzzle that implicates every part of the natural world and humanity’s relationship with it. How then do we re-think what is foundational for educators to understand about this historical moment and for our schools to embrace in terms of teaching toward social justice and sustainability? In this essay I argue that the pedagogical core of schooling must shift in fundamental ways, which will require unique forms of support for both novice and experienced teachers as they develop climate-relevant and compassionate repertoires of practice. These include (a) helping students manage their emotional well-being as they engage with climate change challenges, (b) supporting students’ knowledge of solutions and images of desirable futures, and (c) working with students to take action in the world for sustainability and justice. The coordinated work of teachers, at scale, can be a lever for social transformation, but the rest of us in the educational ecosystem need to support them every step of the way.