Learning Sciences researchers have a tradition of developing inquiry-oriented and technology-rich curriculum materials, often in the context of design-based research on learning. But what becomes of the materials developed after the research is completed? A key challenge for the Learning Sciences is to address the issue of sustainability for the materials we develop. Professional development (PD) can help teachers make adaptations to the written curriculum while maintaining its integrity. We

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... mine empirical data from a study of PD in the context of inquiryoriented curricular reform to show how PD aligned with written curriculum and informed by enacted curriculum can influence teachers' practice in ways that are consistent with the goals of the curriculum designers. We conclude with a model for PD design informed both by the written and enacted curriculum to facilitate teacher planning that allows for adaptations that maintain fidelity to the curriculum design. Learning Sciences researchers have a long tradition of developing inquiry-oriented and technology-rich curriculum materials, often in the context of design-based research on learning (Singer, Marx, Krajcik, & Clay-Chambers, 2000) . But what becomes of the materials developed in this research after the research is completed? A key challenge for the Learning Sciences is to address the issue of sustainability for the materials we develop. One challenge is to foster the flexible adaptation of materials by teachers in ways that facilitate adoption but preserve the key commitments of the designers (Squire, MaKinster, Barnett, Leuhmann, & Barab, 2003) . This is a long-standing problem for curriculum designers, who have come to recognize differences between the written curriculum, the planned curriculum, and the enacted curriculum (Remillard, 2005) . Surely one answer to this challenge lies in the development of "educative" materials that are constructed in a way that facilitates their implementation (Ball & Cohen, 1996; Davis & Krajcik, 2005 ). Another answer is to design of professional development in ways that help teachers make connections to the written curriculum, and also to provide tools that allow them to reflect on their enactment of curriculum in ways that bring acceptable variations into focus for examination. In this paper, we examine empirical data from a study of teacher professional development in the context of inquiry-oriented curricular reform to show how professional development aligned with a written curriculum and informed by the enacted curriculum can influence teachers' practice in ways that are consistent with the goals of the curriculum designers.