This research was to create a model of environmental education (EE) competency development for teachers in secondary schools, which has been conducted by the multi-research method. The data were collected by questionnaire for the operational teachers in eco-schools, and structured interview for the experts from teacher advisors, and the mentor teachers of the eco-school project, which analyzed by percentage, mean score, standard deviation, weight mean score, and index of congruence. The research findings revealed that most informants were having intermediate level of EE competency in 6 parts: environmental knowledge, fundamental understanding on EE, responsibility on EE teacher actualization, EE planning and operating, promoting of EE learning, and EE evaluation. The EE innovation was created to develop the teachers from various subjects to perform the integrated learning for the student’s environmental actualization before conserving or solving the community environmental problems. This systematically consisted of 5 steps including: analyzing the environmental policy covering national, educational area, and school policies; studying the community environmental problem; designing the environmental learning project; identifying the learning standard; and performing the integrated lesson plan. The innovation efficiency was confirmed both internal and external skills by authentic assessment.

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