Teachers do not work in a vacuum. They are, in most cases, part of a science department in which teachers and the chairperson have important roles in science education reform. Current reform is shaped by national standards documents that emphasize the pedagogical and conceptual importance of best practices framed by constructivism and focused on teaching science as inquiry. But, while these documents emphasize best practices, research consistently shows that science teachers have difficulties enacting them. In this article, the authors discuss how teachers and chairpersons can help their departments support best practices in science.