How should educational developers develop their own expertise and skills in the twenty-first century? Today educational developers are drawing on new discoveries in educational research, supporting new pedagogies in many fields, and experimenting with new technologies for teaching and learning. Yet they must do so in a time of uncertain and sometimes uneasy change. This essay explores some of the implications of the era of innovation for educational developers and, in particular, the challenges it poses for our own professional development. It considers major contexts that will shape our work and identifies strategies for how we might prepare for the future.