The January Leadership Spotlight shines on the Venier Emerging Science Education Leadership Scholarship (VESELS) mentor-mentee pair, Daniel Alcazar-Roman and Kathleen Stynen. The VESEL scholar program connects emerging and experienced science education leaders. Throughout the VESELS year, mentors provide guidance and support to help their mentees grow in their leadership roles. In the column, Daniel and Kathy share their responses to a few questions, offering NSELA members a glimpse into their leadership journeys, insights, experiences, their challenges, and achievements.
What led you to apply as a Mentor/Mentee in the VESELS program?
DAR: I applied to be a VESEL program mentor because I am passionate about supporting the next generation of science education leaders. Throughout my career, I have benefited greatly from mentors and colleagues who took the time to listen to me, share their experiences and offer guidance. Serving as a mentor is a meaningful way to give back to our community. I have already learned a great deal from my mentee, Kathleen, and the experience has been truly reciprocal.
KS: As a seasoned veteran teacher hired into a new district level position for a large school district helping over 200 science teachers, I was overwhelmed. I sought out programs that might assist in networking and giving guidance as a new science leader. Much of the feedback so far has been verifying that the work I have done is right on track and now we are addressing budget concerns from my teachers and will be working on larger scale issues like grants, funding, and instructional materials implementation.
Tell me about your background as a science educator and leader.
DAR: I have the privilege of currently serving as the Executive Director of Instructional Materials at the University of California, Berkeley’s Lawrence Hall of Science, where a brilliant team of professionals is dedicated to conducting research and designing and developing materials that is used by millions of students across the United States. Before joining The Lawrence, I was a science teacher in Houston, TX, and a science supervisor in the Houston Independent School District, Alexandria City Public Schools in Virginia, and the District of Columbia Office of the State Superintendent of Education. In addition, I have led national reform efforts supporting teams of districts and state education agencies, and I have served on national-level committees focused on developing policy for science instruction and assessment.
KS: I was a high school science teacher for 35 years in TX, AZ, NV. I taught biology and AP biology for the last 16 years. For the last 2 years I have been the Washoe County School District’s science coordinator providing professional learning and guidance for our middle schools and high school science teachers. During my time as a teacher, I was involved in many leadership opportunities at the state level. I helped write the Health Sciences standards, worked with testing review, and am currently working to review curricular materials. At the district level, I helped design and create standards aligned district wide finals for biology classes on CarbonTIME, served on instructional materials selection committees for biology and AP biology collaborated with the University of Nevada on many projects. At the high school site, I was the department leader for 12 years, served on school improvement committees, mentored numerous preservice, new and alternate routes to licensure teachers.
What is a leadership success in your district, school, or organization that you are particularly proud of?
DAR: One success I am proud of is leading the implementation of a state-level assessment system for the District of Columbia Office of the State Superintendent of Education. This process brought together educators, researchers, state and district leaders, academic and community partners, and assessment designers to develop assessments that reflected the diverse student community we served and met high-quality standards. Despite significant resource challenges, we sustained the initiative and continued to engage the community. I am especially proud that this effort has sparked ongoing conversations about equity and the relevance of assessment at the local level. It has also provided educators and leaders with a reason to participate in professional learning opportunities to better understand Framework-based science teaching and learning. Building on this momentum, the work positioned the state office of education to collaborate with national leaders and organizations, contributing practical, equity-centered approaches to science assessment for the benefit of the broader science education community.
KS: The ability to partner with other teachers to collaborate on choosing the essential standards and create district finals aligned to the standards. The process of working through issues and discussing points of view was eye-opening and beneficial.
As a lifelong learner, what are you more interested in learning about?
DAR: I am very interested in learning more about how to better support teachers in enacting science instruction that is relevant, inclusive, and responsive to their students’ lived experiences and rich assets, and in clarifying the best ways to design supports to meet varied needs of all students.
KS: As a high school teacher, it was effective teaching pedagogy, implementation of engaging and thought provoking lessons. In my new position, I am searching for the same opportunities to bring to teachers.
What initial advice do you have for your mentee as they begin the VESEL program?
DAR: The science education community is supportive and generous. Look for opportunities to connect, ask questions, explore your interests, get involved, embrace your unique perspective and expertise, and invite a colleague to join us. We have much to learn from one another, and together we can better support teachers and strengthen science education for all students.
What do you hope to gain from the VESEL program?
KS: Insight into leadership practices, ways to support science educators, networking with other science leaders throughout the US.
