National Science Education Leadership Association Newsletter Articles

Stephanie Alderman-Oler - Leadership Spotlight

Shannon Wachowski — Sat, 21 Feb 2026 00:11:18 GMT

Stephanie Alderman-Oler is the STEM-Science Program Manager at the Kansas department of Education. In that role she supports K-12 science educators and students across the state in areas of curriculum, assessment, science literacy, and professional development. Stephanie started her journey in science education with a degree in biology and secondary education and then obtained a masters in Family Studies-Youth Development. Currently she is working toward her EdD in Education leadership with an emphasis in JEDI (Justice, Enquiry, and Diverse Identities) at the University of Colorado-Denver proving that she follows her own advice to seek out opportunities to be involved in local, district, state, and national projects as a way to grow as a professional and as a leader.

What’s the best advice anyone has given you as a science leader?

There are so many problems you are going to want to solve, so many things to do. You cannot do them all. Choose 2 or 3 things you want to prioritize and accomplish in the next couple of years and do everything you can to make those things happen.

Fill in the blank. I couldn’t be successful in science leadership without ____. Why?

Having a close group of mentors and colleagues that I know I can reach out to at any time with questions and problems big or small. This is a role that can feel very siloed and it is important to know that you aren't alone in doing the work.

What advice do you have for those pursuing science leadership?

It's ok to not be the expert in the room. Surround yourself with people with different experiences than you, who can provide perspectives different than yours, and who can help you continue to grow.

How do your hobbies outside of science leadership contribute to your professional life?

I like to camp and hike, which has led me to many national and state parks and stumble across new phenomena. The time outdoors on my own also is ideal for reflection, something I think is critical for being a leader.

How do you get to know your colleagues/students and build relationships with them? What questions do you ask or what actions do you take?

I hold a lot of meetings virtually, so when I lead a meeting we almost always start with some questions to check in. Sometimes it is a silly question, sometimes it is a reflective question, but the important thing is that it is intentionally a space to connect before doing the work.

Why did you join NSELA and what are you most looking forward to as a member?

Spencer Martin repeatedly encouraged me to join NSELA and then I had the opportunity to attend some sessions at the conference in Philadelphia last year as a member of CSSS. The opportunity to connect with NSELA members last year is related to what I am most looking forward to as a member -- having a community of practice to learn from and lean on.

What has been a success of your leadership that you are proud of?

As a state leader I am most proud of the work I do with our cohort of teacher leaders. We have teacher leader consultants, who are classroom teachers that work part time for the state department of education and field educators who work on a contract basis. These classroom teachers have really grown into leaders in our state and have developed some strong support for other teachers.

What has been a challenge for you as a leader?

Competing priorities. My own competing priorities and needing to manage time and energy. But, also navigating the competing priorities in education, in schools, and in policies.

In addition to your leadership role, what other leadership activities are you involved with?

I have been in my current role for just over a year and that transition has changed what other leadership might look like. Now that I have been in this role long enough to understand what my capacity for additional responsibilities may be, I am starting to look for opportunities to be a part of a science education leadership outside of my role at KSDE.

What advice do you have for science educators who want to step into leadership roles?

Seek out opportunities to be involved in a district, state, or national project. Seek out opportunities to gain perspectives you don't currently have that would be helpful in the type of leadership role you want. There are many types of opportunities to grow into leadership, but if that opportunity is you doing work that you should be paid for -- don't do it for free. Your contributions are valuable and should be valued.

As a lifelong learner, what are you most interested in learning more about?

I am most interested in considering the connections and relationships between parts of a system. As a student I was drawn to ecosystems and environmental science for those complex relationships. This has led to a deep desire to understand the components of our education system, which components are the biggest levers for change, what changes may have unexpected outcomes or influence, and what has the strongest impact on the student experience and outcomes.

Who are some of the leaders in education who have inspired you and how have they inspired you?

I have been inspired by the leaders I have been personally and professionally supported by. Lizette Burks connected me with some of my first opportunities through the state department of education that had a deep impact on my teaching practice. Lizette’s influence inspires me to find opportunities for our Kansas Teachers. Spencer Martin created teacher tiger teams to foster teacher leadership in developing and making district decisions, which has had a lasting impact on how I work with our teacher leaders at the state. Meg Richard leads by building strong relationships, providing unwavering support and encouragement, and invited me to my first leadership role at the state department of education as a teacher leader consultant. She inspires me to push through the challenges and be a voice that is heard. Dr. Sharon Walker consistently models a growth mindset as an educator and leader while remaining steadfastly focused on the most important priority - students as individuals with their own experiences, goals, ideas, and every student brings something meaningful to the classroom. Dr. Walker inspires me to be a stronger advocate that the priority in education has to be the students. The experiences and opportunities they have everyday in our classrooms, whether we are teaching or we are supporting the teachers who are in the classroom, have to drive our decisions and priorities.

MSELA - Affiliate Highlight

Shannon Wachowski — Thu, 22 Jan 2026 23:48:53 GMT

Michigan Science Education Leadership Association (MSELA) is an affiliate of the National Science Education Leadership Association (NSELA). MSELA connects and supports emerging and experienced leaders by providing

high quality professional development,
a collegial network,
access to research and resources, and
a voice for leaders in science education.

Each year, MSELA provides opportunities for science education leaders to gather and learn together. MSELA’s science network, MiSCIPLN (the Michigan Science Professional Learning Network), meets online quarterly throughout the year to support science education leaders. MSELA invites researchers, as well as highlights local leadership experts at each meeting. This year the themes are:

AI
Assessment and Grading
Data
Climate

Each Spring, MSELA also provides a leadership strand at the Michigan Science Teachers’ Association Conference, and it is looking forward to it’s first Fall Leadership Day in 2026. During the school year, MSELA builds out a Web Series that supports local leaders and school districts. This year, the web series focuses on lab safety. Past web series have included:

Citizen Science
Michigan Merit Curriculum - High School Graduation Requirements
Elementary Advocacy Series

In the past, MSELA partnered with CREATE4STEM to advocate for science in elementary classrooms, based on the Brilliance and Strengths Report; and MSELA has advocated for science education funding in the state.

Much like NSELA, MSELA has a diverse membership consisting of science education consultants, researchers, higher education, state department representation, and department chairs/leaders. As an NSELA Affiliate, MSELA members benefit from NSELA publications, professional learning, and technology support on NSELA’s website utilizing an NSELA/MSELA liaison position on the MSELA Board. NSELA Members are welcome to join MiSCIPLN and the web series each year!

Find out more about MSELA at https://mselanow.weebly.com/ or on the NSELA Affiliate Page!

Kathleen Stynen and Daniel Alcazar-Roman - VESELS Leadership Spotlight

Shannon Wachowski — Thu, 22 Jan 2026 23:43:57 GMT

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.

NJSELA Winter Roundtable - Affiliate Highlight

Shannon Wachowski — Fri, 19 Dec 2025 16:40:36 GMT

Building Pipelines & Breaking Down Silos: A Recap of the NJSELA Winter Roundtable
December 5, 2025 | Rutgers Lifelong Learning Center

Science education leaders from across the state gathered for a day filled with connection, policy clarity, and forward-thinking science leadership for the NJSELA Winter Roundtable. Hosted at the Rutgers Lifelong Learning Center, the day was dedicated not just to leadership development, but to actionable strategies for building K-12 STEM ecosystems and navigating the shifting landscape of high school graduation requirements.

The morning kicked off with a dynamic keynote from Christine Girtain, the 2023 NJ Teacher of the Year and Co-Founder of the Jersey Shore STEM Ecosystem. Her session, titled "STEM Ecosystem Partnerships: Building a K thru Industry Pipeline," challenged leaders to look beyond their district walls for resources. Girtain shared a treasure trove of partnership opportunities to engage diverse learners, like IEEE, Lectec, The MicroNanoTech Ed Center, ThorLabs, and AviNation. Girtain challenged attendees to look outside their district walls to find transformative resources.

Rich Stec also provided a much needed update on the new High School graduation requirements. The conversation provided critical clarity on the changing landscape of science course classification and/or teacher certification needs. Biology is no longer a mandatory specific course for graduation in NJ. However, students still must complete 15 credits in evidence-based science courses that span all NJ standards, including life science. Leaders were advised not to "tear down" existing curricula but to use Appendix K in the framework to integrate Cross-Cutting Concepts and practices. Rather than rushing to design new integrated courses, which requires significant budget and training, districts should collaborate across Bio, Physics, and Chem departments to articulate the 3D progression over several grades.

During the midday break, attendees participated in a "Lunch & Learn" with Mike Rutherford, Founder and CEO of GotLearning. Rutherford introduced "Learning Pulse," a new platform designed to analyze student narratives and show growth over time using qualitative and formative data. The platform emphasizes rapid storytelling for leaders and helps vertical alignment across courses. Mike demonstrated how the tool can ingest hundreds of lab reports, even handwritten ones, to provide feedback that saves teacher time.

The day was rounded out by deep-dive focus groups where leaders tackled some of the most pressing issues in the field: Using AI to support 3D Assessment, Designing professional learning for teachers, Supporting diverse learners, and Curricular Program Evaluation. Each session was led by a curriculum leader who shared resources and posed questions for discussion.

The NSELA affiliate will convene again in May for another in-person leadership event.

Dr. Jeffrey Celebre - Leadership Spotlight

Shannon Wachowski — Mon, 15 Dec 2025 16:04:51 GMT

Can you describe your current leadership role in your district?

Dr. Jeffrey Celebre currently serves as the K–8 Supervisor of Science and Engineering in Piscataway Township Schools, where he has led a complete redesign of the science curriculum to not only align with the New Jersey Student Learning Standards for Science, but also to emphasize coherence, phenomenon-driven learning, and equitable access so that every student, regardless of background or experience, can meaningfully engage in science. Under his guidance, the district has successfully transitioned middle school science to an integrated model that builds conceptual connections across disciplines and fosters deep scientific thinking.

What advice do you have for those pursuing science leadership?

For Jeffrey, leadership in science education is about empowerment. “Science teaching and learning isn’t about having all the answers; it’s about creating the conditions where teachers and students can ask the right questions. When we make science accessible and purposeful, we open doors that students didn’t even realize were there.”

What is your philosophy of leadership?

Dr. Celebre's philosophy of leadership centers on relationships, trust, and shared purpose. He approaches his work with curiosity; listening first and asking questions that help others reflect on their practice and goals. His leadership style blends high expectations with genuine support, ensuring that educators feel both challenged and valued. This balance has allowed him to build a culture where professional learning feels collaborative rather than compliance-driven. As a lifelong learner, Dr. Celebre is deeply committed to reflection, collaboration, and continuous improvement. He views leadership not as a position, but as an evolving practice grounded in the belief that when teachers feel empowered, students will thrive.

What has been a success of your leadership in your district that you are proud of? What are you most proud of?

A central focus of Jeffrey’s recent work has been fostering a culture of equity and belonging in science classrooms. He views this as an ongoing pursuit, not a finished project; one that requires persistence, reflection, and the courage to shift mindsets. Through professional learning experiences grounded in equitable science practices, Jeffrey has supported teachers in rethinking how they engage students, design tasks, and build classroom communities. By prioritizing inclusive instructional approaches, small group learning, and opportunities for all students to see themselves in science, he has helped create classrooms where access to rigorous, authentic learning is not a privilege for some, but a right for all.

What has been a challenge for you as a leader?

Jeffrey acknowledges that one of the most significant challenges in science leadership is shifting mindsets; helping teachers see beyond coverage of content to focus on sensemaking and discourse. He approaches this challenge with empathy and patience, creating space for teachers to grow at their own pace while maintaining a clear vision of what equitable, purposeful, and ambitious science teaching can look like for every student.

Tell me about your background in science education before your current role (teaching, degrees, etc.)

Before stepping into district leadership, Dr. Celebre taught in both the intermediate and middle school classroom. His classroom experience shaped his belief that students learn best when they are given authentic problems to investigate and a supportive community in which to take intellectual risks. That belief continues to guide his leadership today, informing the professional learning structures and curriculum design he leads across grades K–8.

Sara Hill and Shannon Wachowski - VESELS Leadership Spotlight

Shannon Wachowski — Fri, 21 Nov 2025 17:25:09 GMT

This month’s National Science Education Leadership Association Leadership Spotlight features a VESELS mentor–mentee duo: Shannon Wachowski (Mentor) and Sara Hill (Mentee). The VESELS program supports emerging leaders in the science education community by providing a $500 scholarship to the Summer Leadership Institute along with sustained mentorship to guide them on their leadership journey.

In the reflections that follow, Shannon and Sara share their perspectives on mentorship, science education, and leadership, offering valuable insight into their experiences within the 2025 VESELS cohort. Their responses highlight the impact of strong mentor–mentee relationships and the importance of cultivating leadership in science education.

What is your background as a science education leader?

SW: I didn’t start out wanting to be a teacher. I really didn’t know what I wanted to do but because I was ‘good’ at math and science, my high school guidance counselor suggested engineering. After graduating with a chemical engineering degree, I worked as a quality engineer at a shingle manufacturing plant. After a few years, I had a desire for a more meaningful career. I had tutored chemistry in college and enjoyed it so I decided to change careers and get a degree in education. After 14 years in the classroom as a math and science high school teacher, I left the classroom for the University of Wyoming where I taught a science pedagogy course for elementary preservice teachers and supported preservice teachers during their student teaching semester. I then went to the Wyoming Department of Education and served as the Science Consultant, supporting teachers with standards implementation and reviewing items for the state summative assessment. Currently I am the Principal, Science at EdReports where I support educators to review science instructional materials. I am also the chair of the Communications & Publications Committee for NSELA and support the editing of a leadership themed column in the NSTA high school publication. Previously I was a member of the high school committee for NSTA, served as a co-editor for a DBIE-themed column in a journal with the American Association of Physics Teachers, and with three other colleagues, wrote a book about teacher leadership that was published by AIP Publishing

SH: I have always loved science and dreamed of being a marine biologist. My choice to attend a landlocked college and a predisposition for seasickness led me to a pathway in science education. I spent a decade teaching middle school science and developed a passion for education and advocacy. I had the chance to move into a specialist role at the district level and received a few years of profound mentorship before moving into the coordinator role myself. I find myself humbled and learning each day!

Can you share a success of your leadership role that you are particularly proud of?

SW: While at the Wyoming Department of Education I, along with other new colleagues from other states, formed the Interstate Science Collaborative. One purpose of this group was to provide us with the support we needed in our new roles. The other purpose was to be able to pool our resources to provide free professional learning opportunities for the educators in our states. Through this collaboration, we were able to provide free programming in book study format that created spaces for educators from across states to connect and support one another.

SH: I am trying to build connections with other science leaders in my region and my state. I used the blueprint from another district to develop a cohort of teachers to dive deep into 3D learning. Teachers participated in multiple days of PD over the summer and school year, observed one another, and most importantly, got recognized for their efforts. This tight knit group of teachers now have the confidence to lead at their schools and build capacity in others. I was successful thanks to other science leaders' willingness to share ideas and their experiences.

As a lifelong learner, what are you more interested in learning about?

SW: My interest in curriculum and its role in student success has really increased since I started my work with EdReports. From national survey data, we know that a majority of K-12 teachers use either materials they design themselves or a combination of various materials they find on the internet, rather than a specifically designed core curriculum. As a teacher, one of the ways I defined success was in my individually created curriculum. I no longer define success that way. I’d like to learn more about the factors that create this culture of teacher developed curriculum. And basically anything else dealing with curriculum and its impacts on teachers and students.

SH: The world our students will enter as adults is unknown in so many ways. I am interested in learning about what innovation looks like in the field so students leave K-12 with the skills to navigate whatever lies ahead. I also love to learn from the experiences of others– what pedagogy or ideas do we need to retire, and what manages to transcend time and technology?

What led you to apply to be a mentor/mentee in the VESELS Program?

SW: I have always appreciated those who I work with in other organizations who take time out of their very busy schedules to give back to the science education committee. I hope, in some small way, I am contributing through this program. And, I love connecting with new science folks. There’s always something new to learn from everyone.

SH: I was inspired to move into a district position because of amazing leaders. Being part of this program gives me access to a wealth of knowledge and expertise, and I couldn't pass it up!

What initial advice do you have for your mentee as they begin the VESELS program?

SW: As a new teacher, I received advice from a veteran teacher to present at a local conference. While I was nervous to do so (who wanted to hear what I had to say?) I submitted a proposal and it got accepted! That first presentation helped me realize how much I love learning about, talking about, and connecting with others around science education. It helped me develop confidence and opened doors to several other opportunities. My advice would be to put yourself out there. Trying something new or talking to someone new will always result in learning.

What do you hope to gain from the VESEL program?

SH: It might sound simple, but I'd like to feel more connected. I am a team of one in my district, and sometimes the stakes feel very high. I know the decisions I make are grounded in research and what's best for students, but I hope to also feel more a part of the greater science leadership community.

Samantha Agoos - Leadership Spotlight

Shannon Wachowski — Thu, 30 Oct 2025 22:03:37 GMT

Samantha Agoos - State Science Supervisor and STEM Lead, Colorado Department of Education

Since early 2023, Samantha (Sam) Agoos has served as the State Science Supervisor and STEM Lead for the Colorado Department of Education. Sam leads statewide science education initiatives, impacting 880,000+ students, and leads the STEM Team for the Standards and Instructional Support office. She was a key contributor to the Colorado Roadmap for AI In K-12 Education and the state K-12 Quantum Blueprint; led the STEM Team in revising the STEM Plan to include Generative AI and Quantum Computing. In her role, Sam has delivered over 485 hours of professional learning and targeted consultations with Colorado school districts and led the revision of the Colorado State Science Standards as well as the annual science item review process for the state standardized tests. Prior to leading science education for the state, Sam was a science teacher and science department chair at Denver East High School and co-authored the Serengeti storyline for InquiryHub (iHub).

Can you describe your current leadership role?

On paper, my role falls into three main categories: 1) Technical assistance: Supporting districts and LEAs in implementing Colorado’s science standards through consultations, professional learning communities, ongoing sessions, and representing CDE at conferences. 2) Policy implementation: Translating state laws, policies, and Governor’s initiatives into action in science and interdisciplinary STEM. 3)Network building: Connecting PK–12 science and technology educators across the state to ensure coherent messaging, responsive support, and alignment with broader goals like postsecondary workforce development.

In practice, I anchor my leadership in Katz’s Leadership Hierarchy. While it may be considered old-school, I value its clarity: strategic thinking, relationship-building, and technical expertise. This framework keeps me focused on what matters most: equity, evidence-based practices, and leveraging the best of both education and business principles. That means clear communication, strong value propositions, shared goals, and measurable outcomes.

What has been a success of your leadership in Colorado that you are most proud of?

I’m most proud of the relationships and networks we’re co-constructing across Colorado. Our educators are incredible; they're hardworking, creative, and deeply committed to their students. Elevating their work and celebrating their successes is the best part of my job.

One tangible outcome of this collaboration is the Colorado K–12 Science and Technology Work-Based Learning Resource Toolkit, which we co-developed with Colorado educators, Angela Landrum, and Dr. Sara Cooper. We’re also expanding the Assessment Library with open-source, work-based learning tasks to increase access and opportunity for all.

What has been a challenge for you as a leader?

Meeting the diverse and often competing needs of K–12 educators. Every district, school, and classroom has its own context, and balancing those needs while staying aligned with state goals is a constant challenge. That said, it’s a meaningful challenge. It pushes me to provide individualized support and, more importantly, to be a better listener.

What’s the best advice anyone has given you as a science leader?

“Just focus on doing your job well.” It’s simple, but powerful. In other words: stay grounded, stay focused, and stay aligned with your core values.

Why did you join NSELA and what are you most looking forward to as a member?

I joined NSELA to be part of a community that shares my passion for science education leadership. I’m looking forward to learning from others, contributing to the field, and engaging in thought-provoking conversations that challenge my thinking.

Who are some of the leaders in education who have inspired you, and how have they inspired you?

So many incredible humans have shaped my journey:

Dr. Danny Morales-Doyle: He showed me what it means to live by your values, even when it’s hard. His emotional labor and honesty helped me grow as a human being in ways I didn’t know I needed. I didn’t earn that grace, but I’m deeply grateful for it.
Dr. Sara Cooper: A master of student-centered leadership. She reminds me daily that this work can be rigorous, joyful, and wildly creative.
Angela Landrum: A true sage.
Dr. Jen Slavick, Dr. Sam Messier, Todd Katz, Jeanne Schick, Joe Glover, Lindsay Anderson, Dr. Andrea Mobley, Amy Hanson, Jessica Taylor: thank you for your wisdom, generosity, and example.

What do you do for personal enjoyment outside of your professional life?

I live in Southern Colorado and love spending time outdoors with my partner and our two young children. I’m also a big fan of ghost stories and anything spooky. I enjoy renovating our home, and while I don’t currently have any, I’m a devoted cat person.

John Olson and Marta Stoeckel - VESELS Leadership Spotlight

Shannon Wachowski — Fri, 26 Sep 2025 17:30:25 GMT

Background as Science Educators and Leaders

*Mentor John Olson*

John has had an extremely varied career! He studied physics at Concordia College, Morehead. Afterward, he took a position with the Peace Corps in Liberia, teaching in a teacher training institute for elementary teachers. He enjoyed the experience, so when he came back to Minnesota, he took a job teaching physics at Litchfield High School. One of his colleagues there helped John get interested in geology, so when John worked on a Master's degree in Education, he took geology classes and added an earth science license.

During his summers, John worked at a camp on Lake Superior in northern Minnesota and eventually left teaching to work as a director for the camp for 7 years. The job came to involve too much administrative work, so he came back to teaching in St Paul Public Schools for 15 years. In St. Paul, John started taking on some leadership roles as a TOSA.

For 3 years, John split his time between St. Paul Public Schools and Metro State University where he taught physics and science education. He eventually went back to St. Paul full-time as the district science lead for 3 years. From there, John joined the Minnesota Department of Education where he worked for 12 years as the state science education specialist. After retiring from MDE, John has continued to teach at Metro State.

*Mentee Marta Stoeckel*

Marta received a physics degree and then added a teaching license. She has been working in the same district her entire career. She started as a physics teacher and has been gaining leadership opportunities. She participated in a teaching fellowship focused on STEM integration and later a PhD program in science education.Her current role is the secondary science specialist for a suburban school district, providing coaching, professional learning, and curriculum development.

Motivation to Join the VESELS Program

*Mentor John Olson*

John has been to some NSELA events and knows Eric Rhodes from the Council of State Science Supervisors. Eric reached out to see if John would be interested in mentoring a VESEL applicant from his state and John was glad to help someone local!

*Mentee Marta Stoeckel*

Marta participated in a virtual professional development program that recommended the VESEL program and decided to apply to grow her leadership skills.

Proud Leadership Achievements

*Mentor John Olson*

John led the development and adoption of Minnesota’s most recent science standards, which actually began with the development of the Next Generation Science Standards. Minnesota was one of the NGSS lead states, represented by John. A few years after the NGSS were published, John led a revision of Minnesota’s science standards that was influenced by the NGSS and had a very smooth process.

*Mentee Marta Stoeckel*

Marta cites the leadership of high school instructional materials adoption and implementation as a significant success. They successfully adapted the NextGen TIME process to facilitate decision-making and secure teacher buy-in.

For Leaders the Learning Journey Never Ends

*Mentor John Olson*

John currently teaches pre-service teachers, so is very interested in how he can support them in modifying or designing curriculum to deliver phenomena-based instruction. Many of his students will work for districts that have adopted science curriculum, but the quality of that curriculum varies so he wants to make sure his students have the skills to bring phenomena into their classrooms no matter what curriculum their school uses.

John has also been learning about how to improve recruitment and retention of science teachers. When we have strong science students in our classrooms, teachers frequently encourage them to pursue a career in science or engineering, but John would like to see teachers encourage some of those students to become science teachers.

*Mentee Marta Stoeckel*

Marta is interested in further exploring effective science group work strategies, including conversation and feedback processes. This is an essential aspect of science learning. This focus is an outgrowth of work that she did for her recent PhD dissertation.

Marta’s Hope for the VESELS program

Marta is looking forward to the connections with other participants and the community they develop. She wants to be able to share ideas and strategies with people who have similar roles. She hopes there will be an opportunity to interact in person.

John’s Advice to Marta for getting the Most out of the VESELS Program

Get to know not only the VESEL scholars, but the leaders in NSELA. The organization is full of people who are strong leaders and science educators who can be great resources to grow in this work. Getting involved in a committee is an especially great way to build connections in the organization.

DataClassroom - Partnership Feature

Shannon Wachowski — Fri, 26 Sep 2025 17:27:32 GMT

By Aaron Reedy, Cofounder and the CEO at DataClassroom

A Partnership Rooted in Need

One of the most rewarding success stories for us at DataClassroom came from our longstanding partnership with Loudoun County Public Schools, a large suburban school district in Virginia that was working to bring authentic data analysis into their middle and high school science programs. Their science supervisors told us that teachers were confident in delivering lab content but hesitant when it came to guiding students through the more quantitative side of inquiry. As a result, students often collected rich experimental data but were not engaging as fully as they could with the NGSS practices.

Piloting DataClassroom: Lowering Barriers to Data Skills

We worked directly with the district’s science leaders to pilot DataClassroom in a handful of science classrooms at first. The initial challenge was twofold: teachers needed a tool that lowered the barrier to teaching data skills, and leaders needed evidence that students could handle more rigorous analysis aligned with the NGSS practices of “Analyzing and Interpreting Data” and “Using Mathematics and Computational Thinking.”

From Eyeballing to Statistical Thinking

Now, five years later, with incredible support from those district science leaders, students who had previously relied on “eyeballing” results are running t-tests and chi-square analyses with confidence, guided by DataClassroom’s scaffolds. In classrooms that conduct many labs, students are now spending more time than ever discussing the story behind their lab data and much less time simply making graphs.

Throughout our partnership, Loudoun County has expanded its use of our tools across all of their secondary schools. For us, this success story illustrates what happens when science education leaders are empowered with the right tools: teachers gain confidence, students gain agency, and districts move closer to their vision of inquiry-driven science learning where students do real science.

Supporting Leaders Through Professional Development

The most effective support we have provided to science education leaders lies in the ways we help them support their teachers. This almost always begins and ends with professional development for their educators. Tools alone do not transform classrooms; teachers do. That’s why we have built our partnerships around sustained, practical PD that gives educators the confidence and skills to integrate authentic data practices into their teaching.

Our professional development workshops—delivered both in person and virtually—focus on the “how” of teaching with data. Leaders tell us that what resonates most is the way we model classroom-ready strategies, from designing experiments with messy, real-world data to using our platform to scaffold NGSS-aligned practices.

Measuring Leadership Success

We define the success of science education leadership by looking at how effectively leaders create the conditions for both teachers and students to thrive in data-driven science learning. To us, strong leadership is measured not just by technology adoption, but by the ripple effect it has on classroom practice and student outcomes.

We measure that success in three key ways:

Teacher Confidence and Capacity – When teachers report that they feel more capable of guiding students through authentic data collection, graphing, and analysis, we see leadership success. This often appears in post-PD feedback where educators say things like, “I can actually teach this tomorrow.”
Student Engagement with Data Practices – Success is evident when more students move beyond “eyeballing results” to engaging in the NGSS practices of Analyzing and Interpreting Data and Using Mathematics and Computational Thinking. The leaders who champion these practices create classrooms where data literacy is not reserved for a few advanced students but is accessible to all.
Systemic, Sustainable Change – Finally, we see leadership success when districts embed data practices across grade levels and subjects, rather than in isolated classrooms.

In short, we define and measure the success of leadership by the growth of teacher confidence, the depth of student engagement, and the sustainability of systemic change that leaders make possible.

Innovation Rooted in the Classroom

We believe that most of our innovation stems from the fact that our company’s DNA is rooted in the experience of teaching science. I was a high school science teacher in the Chicago Public Schools before I started working on the first prototype of DataClassroom. Nearly everything we do is designed to improve that moment when students are fully engaged in a lab activity and then hit a wall when it comes time to graph, analyze, and interpret data. I often referred to that moment as the time when all the fun got sucked out of my classroom. That moment is exactly where we are always trying to make things better for the science classroom.

Empowering Leaders for Equity and Access

We aim to empower science leaders to help their schools at that exact moment. In particular, we want to help those leaders make deeper analysis and statistics accessible to all students. This sounds like an obvious goal, but given the realities and challenges in schools, it can be more difficult than it sounds. We have built animated, interactive hypothesis tests and graphing tools that allow students to run t-tests, chi-square analyses, and regressions without needing advanced math software or coding. This shifts the focus from “Can my students do the math?” to “Can my students make sense of the science?” Leaders have told us this change is crucial for equity and access.

Another way we empower leaders is by helping them view DataClassroom not as an add-on, but as an extension of the NGSS Science and Engineering Practices, especially Analyzing and Interpreting Data and Using Mathematics and Computational Thinking. This ensures that leaders can directly connect the classroom use of DataClassroom to district science goals and accountability frameworks.

Learning and Growing with NSELA

Overall, I think our biggest innovation is not in flashy features, but in helping science leadership recognize the 21st-century need to make authentic data work possible for every student. Through NSELA, we have had the opportunity to share not only our tools, but also our professional development strategies that give teachers the confidence to bring authentic data into their classrooms. NSELA has provided us with a platform to highlight success stories, learn from the challenges leaders are facing across the country, and ensure our solutions are aligned with their priorities. This two-way exchange has helped us refine our work and tailor our resources to meet the real needs of science leaders and the schools they serve.

Advice for Science Education Leaders

My advice is simple: invest in your teachers first, and the rest will follow. Science education leadership is not just about adopting new standards or choosing the right tools—it is about creating the conditions where teachers feel confident, supported, and inspired to take risks in their classrooms. If districts and states do more to support their teachers, then science leaders will be able to achieve more with their schools and departments.

Second, I encourage supervisors to make data literacy a priority across grade levels and subject areas. Authentic data analysis is not just for AP Biology or advanced labs. When middle school students learn to graph and interpret real data, they are building the foundation for scientific thinking that will carry them through high school, into college, and beyond. Leaders who set the expectation that “every student is a data student” help make equity in science education a reality.

Finally, stay connected with your peers. Organizations like NSELA give science leaders the chance to learn from one another, share what is working, and collectively move the field forward. Leadership is not about having all the answers, but about creating networks of support where innovation and good ideas can spread.

In short, my advice is this: empower your teachers, prioritize data literacy for all students, and lean on your professional community. That combination builds leadership that lasts.

Karen Covil - Leadership Spotlight

Shannon Wachowski — Thu, 28 Aug 2025 00:44:11 GMT

In this month’s Leadership Spotlight, we are proud to highlight Karen Covil, science department chair at North Star High School in Lincoln, Nebraska. A passionate educator and leader, Karen was honored with the 2025 Robert E. Yager Exemplary Teaching Award from the National Science Teaching Association and recognized as a 2019 NSELA VESELS Scholar. Known for her commitment to mentoring the next generation of educators, Karen has served as a dedicated cooperating teacher for numerous pre-service science teachers. Her advice to emerging leaders: “Never be afraid to try something new or step outside of your comfort zone.”

What’s the best advice anyone has given you as a science leader?

The best advice I’ve ever received was: “Go into your classroom, shut the door, and enjoy every minute of working with your students.” This simple statement reminds me of my core responsibility—to give my best to students every day. No matter what else is happening, everything else comes second to that. On the most challenging days, I also recall the words of the late James Rynearson, a recipient of the 2005 Nebraska Presidential Award for Excellence in Math and Science Teaching, who mentored me early in my career: “You get to work with kids every day. What can be better than that?” I carry this mindset with me each time I step into the classroom. I see it as both a responsibility and a privilege to work with students. In order to be fully present and engaged, I’ve learned to filter out the “noise” that often comes with the education system—so I can focus on what truly matters: the students in front of me.

What advice do you have for those pursuing science leadership?

I encourage aspiring leaders to seek out opportunities to serve, whether on school or district committees, or by attending professional development seminars and conferences that align with their passions and interests. My best advice is: never be afraid to try something new or step outside of your comfort zone. Early in my career, I wasn’t always confident with public speaking or sharing my ideas openly with colleagues. But at some point, I decided to say yes when opportunities arose, even if I felt nervous or unsure. Over time, these experiences helped me build the confidence to speak regularly in front of my science colleagues, lead professional development sessions within my district, and contribute my ideas in a wide variety of settings. You may not feel ready at first, but every new experience helps you learn and grow for the next challenge. And in education, it’s important that those of us with the skills and passion to lead step up and help shape positive change when needed.

How do your hobbies outside of science leadership contribute to your professional life?

My hobbies help me maintain a healthy balance between my personal and professional responsibilities. As a teacher, and especially in a leadership role, it's essential to manage stress and workloads by making time for activities I enjoy outside of school. I find joy in gardening, working out at the local YMCA, and spending quality time with my children. These activities allow my mind to rest and recharge, which helps me return to work with renewed clarity and motivation. I’ve also found that this balance makes me more resilient in the face of challenges and better equipped to manage student behavior with patience and perspective.

Fill in the blank. I couldn’t be successful in science leadership without ____. Why?

Support. Support is essential in a science leadership role. Guidance from administrators, teaching colleagues, and mentors has played a critical part in my development as both an educator and a leader. The advice and feedback I’ve received over the years have been invaluable in helping me strengthen my instructional practices and leadership abilities. Without a strong support system, it becomes challenging to identify areas for growth or to recognize and leverage your strengths to develop leadership qualities that encourage others to listen, collaborate, and grow alongside you.

How do you get to know your colleagues/students and build relationships with them?

In my leadership role at North Star High School, I prioritize regular communication and connection with both my science colleagues and students. I frequently check in with teachers, offer support in their classrooms, and ensure they have the resources they need to teach effectively. I believe it’s essential to be approachable and maintain an “open door” policy, creating a space where colleagues feel comfortable coming to me with questions, concerns, or ideas. With students, I make an effort to learn about their interests and involvement in school activities, engaging them in conversations that build trust and rapport beyond the classroom.

Can you describe your current leadership role in your district?

I serve as the Science Department Chair at North Star High School, where I continue to find fulfillment in teaching, mentoring colleagues, and working with students. In addition to serving on several committees, I have been the lead teacher for high school-level science assessments for nearly ten years with the Lincoln Public Schools.

Tell me about your background in science education before your current role (teaching, degrees, etc.)

My journey began in 1999 when I earned a B.S. in Agricultural Sciences (horticulture) from the University of Nebraska. I went on to pursue an M.S. in Plant Pathology at North Carolina State University, where I served as a graduate teaching assistant. It was during that time that I discovered my passion for education and the joy of supporting students in their learning. In 2010, I returned to school to complete a post-baccalaureate teaching certificate in secondary science education and an M.S. in Teaching, Learning, and Teacher Education from the University of Nebraska. That decision launched my career in science education. For the past 14 years, I have taught physics and astronomy at North Star High School, part of Lincoln Public Schools in Lincoln, Nebraska.

What has been a success of your leadership in your district that you are proud of? What are you most proud of?

I am proud of the leadership that Lincoln Public Schools has demonstrated in implementing the NGSS standards for both classroom instruction and district-wide assessment. Science educators across our district have worked diligently to center instruction around the three-dimensional aspects of NGSS and to support sensemaking for all students. I'm especially proud of our efforts to develop NGSS-aligned, 3D assessments that more authentically measure student learning and make students’ thinking visible—with a strong focus on equity and accessibility. Recently, our district has taken a bold and commendable step by prioritizing student feedback and voice in science instruction and assessment. We are actively engaging high school students in conversations about their classroom experiences and using their input to inform the design of instructional materials and assessments.

What has been a challenge for you as a leader?

Teaching shortages and educator burnout have been two of the most significant challenges I’ve faced as a leader, particularly in the aftermath of the pandemic-related school shutdowns. Staffing shortages have resulted in increased course preps and larger class sizes for my science colleagues, which has added to the strain of an already demanding profession. At the same time, teachers have had to help students re-adjust to in-person learning after a significant time of remote instruction. The emotional and instructional toll has been considerable. As department chair, I’ve worked hard to reduce teaching loads and alleviate stress wherever possible. Leadership during these times has meant being responsive and thinking outside of the box to deal with staffing shortages.

Who are some of the leaders in education who have inspired you and how have they inspired you?

In the spring of 2025, I was honored to receive the Robert E. Yager Exemplary Teaching Award, established through a charitable trust in memory of Dr. Yager. Since receiving the award, I’ve had the opportunity to connect with several individuals who knew Dr. Yager personally, and I’ve been especially inspired by his work to transform science education into more hands-on, engaging experiences for students, as well as his contributions to improving teacher preparation programs. Dr. Yager strongly emphasized the importance of ongoing professional development throughout a teaching career as a means to continually enhance the educational experiences we provide to students. His vision deeply resonates with me, and it reflects the kind of teacher and leader I strive to be—committed to growth, innovation, and meaningful student learning.

As a lifelong learner, what are you most interested in learning more about?

As an astronomy teacher, I genuinely love learning more about space and contemplating what might exist in the far reaches of the universe. This passion not only fuels my own curiosity—it also creates meaningful opportunities to connect with students. I enjoy having conversations with them about the mysteries of space and hearing their thoughts, questions, and ideas. It's important for students to see that I’m just as curious as they are, and that I, too, have questions still waiting to be answered. That shared sense of wonder fosters a learning environment where exploration, imagination, and scientific inquiry are at the heart of what we do.

Vernier Science Education - Partnership Feature

Shannon Wachowski — Thu, 28 Aug 2025 00:42:05 GMT

This month we feature a Gold Level Partner, Vernier Science Education.

We are thankful to Vernier for sponsoring the Vernier Emerging Science Education Leadership Scholarship (VESELS). VESELS scholars receive funds to assist with travel to an NSELA event, a chance to work with a mentor, and the opportunity to be part of the VESELS scholars cohort. Look for VESELS scholars and their mentors to be featured in future Leadership Spotlights!

Empowering Science Educators Through Partnership

Through our multi-year University of Texas Rio Grande Valley (UTRGV) GEAR UP partnership in South Texas, Vernier has empowered district science leaders by pairing STEM technology with regular, educator-focused services and professional development. Teachers from across the region receive Vernier sensors and targeted training aligned with upcoming lessons. This approach, which spans biology, chemistry, physics, and more, builds teacher confidence, ensures consistent implementation, and fosters cross-campus collaboration. Supported by regional coaching from UTRGV’s STEM Center, the program increases student engagement in real-world, data-driven investigations and strengthens instructional leadership across multiple campuses and grade levels.

A Comprehensive, Year-Round Support Model

Our comprehensive approach offers educators a blend of consultative implementation design, progress monitoring, and hands-on professional development to create sustainable programs that support student sensemaking. We support teachers throughout the school year as they build confidence using data-collection technology with their students to explore real-world phenomena. When questions arise, our tech support team is ready to assist teachers, administrators, and IT leaders with real-time troubleshooting, helping keep student learning on track. This wraparound approach not only enhances classroom instruction, it also supports teacher retention and helps districts maximize their investment.

Redefining Success in Science Education

For Vernier, successful science leadership means creating conditions where teachers thrive and students remain engaged in learning. That requires investing in professional development, trusting teachers to lead, and supporting real-world, hands-on learning. We measure success not only by test scores, but by confident educators, curious students, and classrooms where science feels relevant and empowering.

Innovative Tools for Personalized STEM Learning

One of our most innovative approaches is Vernier Connections®, powered by Penda—a digital platform for grades 3–12 that supports high-quality, standards-aligned STEM instruction. It features engaging activities and hands-on high school investigations using Vernier sensors, delivering personalized learning in ways that traditional curricula cannot. Built-in assessment and progress monitoring provide educators with real-time insight into student learning, making it easier for teachers and school leaders to target interventions, scale impact, drive adoption, and evaluate outcomes.

Expanding Impact Through National Collaboration

Our partnership with NSELA has amplified our impact by connecting us with a national network of diverse science leaders who bring both experience and forward-thinking insight. Through collaboration, thought partnership, and initiatives like the VESELS award, we’ve deepened our understanding of the field’s evolving needs and strengthened our ability to contribute meaningfully to the future of science education.

Fostering a Culture of Professional Growth and Connection

Prioritize time and space for educator collaboration—both within schools and across them. Create professional learning opportunities where experienced teachers mentor those with less experience, and encourage cross-pollination among science, math, and even ELA departments. Strong science leadership grows from a culture of shared learning, thoughtful support, and connections that extend beyond individual classrooms.

Dr. Dina Dormer - Leadership Spotlight

Shannon Wachowski — Fri, 27 Jun 2025 18:53:35 GMT

In this leadership spotlight we shine a light on Dr. Dina Dormer, the K-12 Supervisor of Science, Technology and Engineering and Family and consumer science in the West Chester Area School District. Dr. Dormer correlates leadership to science, stating “"Leadership is a lot like science in many ways, as some predictions and hypotheses turn into expected OR unexpected/unanticipated results. Troubleshoot, learn, iterate, adapt, and try again - the next time, better informed and equipped." When you spot Dr. Dormer, you won't help but notice the goofy/fun knee-high socks she wears every day. She is known not to repeat a design during the course of a school year.

How do you describe leadership?

When thinking about science leadership in general, Dr. Dormer shares, "I believe that leadership is ongoing & shows up in a range of ways that are needed, from an ally to an advocate to an advisor to a mentor to a sponsor. In any of these “roles,” a leader influences those around them and ultimately equips others to live their own standard and create their own momentum on their desired path."

What advice do you have for those pursuing science leadership?

For those who are interested in pursuing leadership opportunities, Dr. Dormer advises, "Get involved in various roles and committees. Ask a lot of questions and learn from people in different roles, departments, and schools. Be patient. Be curious. Take a risk."

How do your hobbies outside of science leadership contribute to your professional life?

Dr. Dormer is a swimming coach, which helps her to "maintain the discipline and resilience to persist through challenges and difficult times." When thinking about how science leadership contributes to her professional life, she says, "Coaching also reminds me of the importance of establishing and maintaining strong working relationships with others, serving others, and finding ways to draw out the possibilities and opportunities within each person."

Why did you join NSELA and what are you most looking forward to as a member?

She joined NSELA for the opportunities to collaborate with science leaders and educators and is "most looking forward to continuing to learn and grow both with and from others."

What has been a success of your leadership in your district that you are proud of? What are you most proud of?

Dr. Dormer is most proud of the successful transition to the PA STEELS stands. She notes, "Science and Technology & Engineering teachers have been heavily involved in curriculum development and revisions, shifts in learning experiences, development of multidimensional assessments, and inviting students into their learning of science in ways that promote curiosity, exploration, investigation, and constructing evidence-based explanations."

What has been a challenge for you as a leader?

As a leader, Dr. Dormer acknowledges that she is "Always challenged by others' disappointment" and her "own perfectionism."

In addition to your leadership role in your district, what other leadership activities are you involved with? (e.g. publications, presentations, professional association involvement, volunteer work, etc.)

A former high school and college Chemistry teacher, Dr. Dormer was recently named the PA Science Administrator of the Year by the Pennsylvania Science Teaching Association (PSTA) and will be honored in October 2025 at their annual conference. She is the Secretary of the Technology and Engineering Association of Pennsylvania (TEEAP) and membership coordinator of the Council for STEM Leadership for the International Technology & Engineering Educators Association. Dr. Dormer was honored in the Spring of 2024 as being named an ITEEA 21st Century Learning Academy cohort member. In addition to her supervisory role, she serves as a National Teacher Effectiveness Coach for Engineering by Design and is a member of multiple professional organizations. Dr. Dormer has presented at countless conferences, including NSTA, PSTA, ASCD, AERA, TEEAP, KSLA, the SAS Institute, PETE&C, and the International Habits of Mind Conference on a range of science, STEM, and education topics.

Tina Hovance - Leadership Spotlight

Shannon Wachowski — Wed, 28 May 2025 03:25:57 GMT

Tina Hovance - Katy ISD Secondary Science Coordinator

What’s the best advice anyone has given you as a science leader?

The best advice I’ve received is to “show up.” That simple phrase has stuck with me throughout my leadership journey. It means being present—not just physically, but mentally and emotionally—for teachers, students, and colleagues. Whether it’s visiting classrooms, listening in PLCs, or responding to a late-night email from a new teacher, showing up consistently builds trust and connection. It’s how relationships are formed, and ultimately, how change happens.

What advice do you have for those pursuing science leadership?

Have a passion and vision for what science education could be—and continually work toward that goal. Let that vision guide your decisions, knowing that students and teachers are at the heart of your work. Stay grounded in research-based practices; they provide a strong foundation when navigating change or advocating for instructional shifts. Also, seek out a network of other science leaders. You don’t have to figure everything out alone.

Fill in the blank. I couldn’t be successful in science leadership without ____.

I couldn’t be successful in science leadership without teacher leaders.They’re the heartbeat of any science program. Whether it's mentoring peers, leading district teams, or co-creating professional learning, their energy and insight elevate everything we do. They ensure our vision reaches classrooms in meaningful, relevant ways.

Can you describe your current leadership role in your district?

I serve as the Secondary Science Coordinator for Katy ISD,in a large K-12 suburban district in Texas. I support science education across grades 6–12 for a rapidly growing and diverse student population. My role includes leading the development, implementation, and evaluation of curriculum for almost twenty secondary science courses—including core, advanced, and credit recovery options. I create and facilitate a wide range of professional learning experiences, such as New Teacher Orientation, District Learning Days, and our Summer Science Conference, all designed to build teacher capacity and deepen instructional practice.

I also lead and mentor campus science department chairs and district course leads. A key aspect of my work involves overseeing district assessments and analyzing local, state, and national data to inform curriculum decisions. I collaborate closely with other departments—including Special Education, Office of Other Languages, Instructional Technology, and Assessment & Accountability—to ensure our practices are inclusive and research-based. Additionally, I manage the district science budget, coordinate resources and equipment for new campuses, and maintain a comprehensive science safety program. Every day, I strive to create systems and supports that empower teachers and ensure all students engage in high-quality, meaningful science learning.

Tell me about your background in science education before your current role (teaching, degrees, etc.)

My background in science is rooted in both academic study and hands-on research. I earned a B.S. in Bioengineering and an M.S. in Biology from the University of Illinois at Urbana-Champaign. Early in my career, I worked as a medical research assistant in a cardiac muscle lab at Loyola University’s Stritch School of Medicine.

I transitioned into education with a passion for bringing real-world science into the classroom. I’ve taught a variety of high school science courses, including Biology and Integrated Science, in both Illinois and Texas. I also served as a science instructional coach in Katy ISD before becoming the Secondary Science Coordinator. Alongside my teaching, I was actively involved in student life—I coached girls softball and sponsored student organizations like S.A.D.D. and Future Health Professionals.

What has been a success of your leadership in your district that you are proud of? What are you most proud of?

As Secondary Science Coordinator, I’m proud to have led systemic efforts that center equity, empower educators, and transform how science is taught and experienced in our district. I’ve been intentional in designing a rich, vertically aligned curriculum while ensuring that all students—across all campuses—have access to high-quality, hands-on science learning. This includes developing districtwide learning assessments to guide instruction, launching “essential labs” to guarantee real investigative experiences for every student, and leading initiatives that promote equitable access to resources. Whether coordinating lab equipment for new schools or maintaining a comprehensive learning management system of instructional tools, my focus remains on building sustainable systems that support both teachers and students.

What I’m most proud of is leading our district’s shift to phenomenon-driven, sensemaking science instruction. We’ve developed a robust professional learning ecosystem—including our Summer Science Conference, teacher institutes, and science academies—and supported it with strategic planning, revised curriculum, and collaborative leadership structures like our District Course Lead model. I’ve championed a move toward inquiry-based instruction, cultivating teacher leaders through cohort-based PD and curriculum collaboration to foster a culture of continuous improvement. Alongside this instructional work, I’ve built strong partnerships with families, local organizations, and state leaders—securing resources, expanding opportunities, and advocating for high-quality instructional materials aligned with research and the new state standards.

What do you do for personal enjoyment outside of your professional life (family, hobbies, travel, anything you want to share!)

Outside of my professional life, I love to spend time traveling like hiking through national parks, relaxing on a beach, and visiting museums and historical landmarks. I also enjoy running, reading fiction with my book club, or playing a competitive game of dominos.

In addition to your leadership role in your district, what other leadership activities are you involved with? (e.g. publications, presentations, professional association involvement, volunteer work, etc.)

Beyond my role in Katy ISD, I am the president-elect for the Texas Science Education Leadership Association (TSELA) after serving as secretary and member-at-large. This is also my first year to serve as an awards committee member for NSELA. I’ve had the privilege to regularly present at national, state, and regional conferences—including NSTA and the Conference for the Advancement of Science Teaching (CAST) in Texas—on topics such as three-dimensional learning, scientific literacy, and student engagement. I co-authored an article published in Computers in the Schools and was featured in NSTA’s NexGen Navigator titled “Discovering Ways to Shift Lessons Along the Sensemaking Continuum.”

Why did you join NSELA and what are you most looking forward to as a member?

I joined NSELA to connect with a national network of leaders who are passionate about improving teaching and learning and advancing science education. As a member, I’m most looking forward to learning from and collaborating with others who are leading science education at various levels. NSELA provides a platform to stay informed, inspired, and engaged in meaningful leadership work beyond my district.

Kammas Kersch - Leadership Spotlight

Shannon Wachowski — Wed, 30 Apr 2025 02:29:57 GMT

Kammas Kersch is the STEM coordinator for the Chester County Intermediate Unit in southeastern PA, the Project Manager for STEM and Computer Science for the Pennsylvania Department of Education, and is an Executive Committee member of the PA SEED Ecosystem, a STEM ecosystem consisting of the four southeastern Pennsylvania counties. A former high school chemistry and computer science teacher, Kammas is a passionate advocate of STEM activities and opportunities for every student. She was recently honored with the 2025 National Scholastic Esports Administrative Ally Award, recognizing her exceptional leadership and advocacy in scholastic esports. Kersch has been involved in securing grant funding to further esports across Pennsylvania and grow the Pennsylvania Scholastic Esports League (PSEL) where she serves as the Director. Kammas played a critical role as a leader in supporting the work of establishing state affiliation for PennSELA.

What’s the best advice anyone has given you as a science leader?

The best advice I’ve been given as a leader is to surround myself with great people. I have an incredible team that helps me grow and pushes me to develop new ways to support teachers and students. I think continuing to surround yourself with people who support you and push you is crucial.

What advice do you have for those pursuing science leadership?

I would encourage teachers to start by seeing themselves as leaders in the work that they do. You do not have to be in a formal leadership role to be a leader. Lead by example, try new things, get involved in committees, and step outside of your comfort zone.

How do your hobbies outside of science leadership contribute to your professional life?

I got into education through martial arts, which I’ve been teaching since I was 13. It’s where I found my passion for leadership. I have learned so much about public speaking, leadership development, and perseverance and I use those lessons into my professional life every day.

Fill in the blank. I couldn’t be successful in science leadership without ____.

I couldn’t be successful in science leadership without learning from great leaders and being surrounded by a great team. Leadership is not an individual sport. We are most effective when we learn from and with others and do the work as a team.

Can you describe your current leadership role in your district?

I currently serve dual roles. I have a local role at an educational service agency in Southeastern, PA where I am the STEM Coordinator. I have the opportunity to support our 12 districts as well as our charter and non-public schools in all things STEM. My team provides strategic planning and professional learning to support their efforts. Additionally, I serve as the Project Manager for statewide STEM & CS with the Pennsylvania Department of Education. Through this work, I support the statewide special consultant in executing the strategic plan to ensure all students have access to high quality STEM & CS education.

What is your background in science education?

My undergrad degree is in Chemistry Education with a minor in Physics. While in college, I had the chance to work as the chemist in a physics nanoparticle lab, which was fascinating, but also confirmed for me that I wanted to be in a classroom, not a laboratory. I taught primarily high school chemistry and then launched a computer science pathway. While teaching, I went back to school for my Masters in Ed Tech as I was supporting a 1:1 iPad program where I eventually became a tech coach. Since leaving the classroom, I have grown to focus on teacher and leader support. Teacher leadership is a passion area of mine and I’ve had the opportunity to co-lead several science teacher leader institutes locally. I have recently completely my principalship certificate.

What has been a success of your leadership in your district that you are proud of?

Pennsylvania has new science standards that go into effect for Fall 2025. I am really proud of the way my team and I have supported our schools in preparing for the new standards. These are the first framework aligned standards for Pennsylvania, so they are requiring an instructional shift in addition to curriculum and assessment alignment. We have focused on supporting people and meeting them where they are and the result has been the chance to build relationships with many teachers and support their instructional practice.

Partner Feature - Penda Learning

Shannon Wachowski — Sun, 27 Apr 2025 16:35:16 GMT

Penda Learning

pendalearning.com

Success in Science Leadership: A Case Study
Districts across the country face persistent challenges in advancing science learning, including teacher vacancies, large class sizes, and student disengagement. Penda Learning offers case studies highlighting how Penda Science addresses these barriers. A standout example is Sarasota County Schools, which implemented Penda from 2022 to 2024 with impressive results: Grade 5 SSA scores were 8 points higher than the control group and 10 points above the state average. Grade 8 showed similar gains, and Biology EOC scores were 11 points higher than the control group. Multiple studies confirm a highly statistically significant correlation between mastering Penda activities and strong state assessment performance—even among students from historically marginalized populations.

Strategies and Tools for Science Leaders
Science education leaders achieve success with Penda by aligning implementation with instructional goals, using data to inform decisions, and setting measurable targets for usage and proficiency. Educators are supported through real-time reporting tools, instructional guides, professional development, and classroom strategies. Gamified activities reward and build student motivation, while dedicated Customer Success Managers offer hands-on guidance to ensure purposeful and consistent implementation.

Measuring Success in Science Leadership
Penda delivers high-quality science instruction through automation, easing teacher workload while providing administrators with shareable, standards-based reports. The platform includes embedded supports such as translation and read-aloud in over 60+ languages, making science more accessible to all learners. Gamified features reward effort and foster a growth mindset. Penda equips leaders to support teachers, engage students, monitor progress, and increase science achievement—preparing more students for success in STEM.

Innovative Tools for K–12 Science Leadership
Penda leads in science innovation through partnerships and technology. A new collaboration with Vernier Science Education connects real-time data with digital activities, enriching hands-on learning. Penda also pioneers AI-powered grading of written responses streamlining feedback and supporting deeper learning. Instructional guides provide a roadmap for cohesive science instruction.

Partnering with NSELA to Boost Impact
Our partnership with NSELA offers direct insight into educators’ evolving needs. Feedback from NSELA members helps shape Penda’s innovations to improve outcomes without adding to workload. Through events, webinars, and collaboration with science leaders, Penda helps amplify effective practices across the field.

Voices from the Field: Leader Perspectives

Science leaders report that Penda “raises the floor for all students,” offering support for those who need help while challenging others—building a strong culture of science learning.

Together with educators, Penda is transforming science classrooms into inclusive, data-driven, and engaging spaces where all students can thrive.

Holly Sullivan and Kayla Boykin Leadership Spotlight

Shannon Wachowski — Sat, 22 Mar 2025 20:23:12 GMT

Tell us about your background as a science educator and leader.

**Holly**

With a B.S. in Chemistry from North Carolina State University, an MBA from East Carolina University, and an Ed.D. from Nova Southeastern University, I have a strong academic foundation to their work, continually striving to enhance science instruction and inspire the next generation of learners.

I have nearly three decades of experience in science education, and have dedicated my career to advancing STEM instruction and supporting educators at all levels. After spending 18 years teaching chemistry and physics in Texas, North Carolina, and South Carolina, I transitioned into district leadership, and now serve as a science coordinator for the past 11 years. A National Board Certified Teacher (2003-2023) and the 2011 Presidential Award for Excellence in Mathematics and Science Teaching recipient for South Carolina, I have been recognized for my commitment to excellence in science education. As the past president and current secretary of the South Carolina Science Education Leadership Association, I actively contribute to the professional growth of science educators. My expertise extends to national platforms, having presented at numerous NSTA conventions and serving as an OpenSciEd Professional Learning Facilitator. Additionally, I have developed and facilitated graduate courses for teachers within my district, ensuring ongoing professional development in STEM education.

**Kayla**

Throughout my teaching career, I have had the privilege of pouring into young minds at the elementary, middle, and high school levels. While I thoroughly enjoyed witnessing students' learning and understanding of science develop over the years, I found my niche in teaching 7th-grade science. I found that many 7th grade students had limited interactions with science in previous grade levels and this was one of the first times that they were being given the chance to be curious, ask questions, investigate, and fall in love with the nature of science. After being in the classroom, I was given the opportunity to be the K-8 science specialist for my district. Since taking on this leadership role, I have had the opportunity to spread my love for science with teachers. During this time, I was also selected as a 2022-2024 Science Leadership Fellow with the North Carolina Science Leadership Association. The fellowship gave me an incredible network of science leaders around my state which has been extremely valuable.

What has been a success of your leadership in your district/school/organization that you are proud of?

**Holly**

An example of leadership success in Lexington One was my district's voluntary implementation of a new middle school science curriculum. OpenSciEd is an Open Education Resource with high-quality units that fully address the Next Generation Science Standards and the South Carolina College- and Career-Ready Science Standards. I recruited middle school teachers three years ago to pilot one or two units. Once they tried the units, they chose to teach all six for their grade level because the students were learning science at a higher level. Other teachers began using the units and found them engaging and relevant to their students. During the 2023-2024 school year, at least one grade level at all eight district middle schools fully implemented the OpenSciEd curriculum. I was only one person in a district of over 28,000 students. I could not make this happen by myself. By creating small communities of grade-level teachers through Google Spaces and Schoology, I enabled teachers to mentor and support each other as more teachers tried this new curriculum. This year in Richland School District Two, I have been able to initiate a similar approach. There is a sizable cohort of middle and high school teachers who are excited to pilot the units.

**Kayla**

One of our greatest successes is the professional development opportunities we've provided for our teachers in the area of science education. When I took on this role in 2022, I was told that our teachers hadn't had any formal science training since 2018, which was concerning given the rapidly evolving science teaching methods. I recognized the need for high-quality professional learning to support our educators in providing effective science instruction. To address this, we developed district wide professional learning communities and designed hands-on training sessions that placed our teachers in the role of learners. This strategy allowed them to experience the type of engaging and interactive learning experiences we want to provide for our students. This approach helped them develop a deeper understanding of the importance of “Exploration before Explanation” in the science classroom.

As a lifelong learner what are you more interested in learning about?

**Holly**

Right now, I am interested in how to support international teachers so that they understand how US classrooms/students are different. These teachers are masters of their content and have been teaching a long time. But too often US school districts don’t understand what international teachers don’t know.

Additionally, I want to research how school culture translates to teacher retention and student success.

**Kayla**

I am eager to expand my knowledge in the realm of educational policy, particularly as it relates to science education. My background is in science curriculum and instruction which has equipped me with a strong foundation in pedagogy and instructional design, but I recognize the importance of understanding the broader policy landscape that shapes the education system. I want to learn more about the ways that changes in policy can influence the time and emphasis placed on science education in public schools. I believe that a deeper understanding of policy will enable me to better advocate for science education and make informed decisions as an educator.

What led you to apply to be a mentor/mentee in the VESEL program?

**Holly**

I have been a member of NSELA for many years. I just recently learned about the VESEL program, and I have been on the subcommittee so I also learned about becoming a mentor. When I shifted from the classroom to a district office position, I didn’t have anyone to mentor me. There were several new district science coordinators who started when I did, so we all took care of each other. Now, we are very intentional about supporting new district science leaders so that they don’t struggle like we did. I’m excited to work with Kayla! She’s already quite accomplished, so I may not have much to offer as a mentor. I expect I will learn a lot from her through this process.

**Kayla**

As the sole K-8 Science Specialist for my district, it can feel overwhelming at times. While I have supportive colleagues in other subject areas, I was eager to find someone who works in a similar role. I am grateful to have Holly as my mentor. She is experienced in her role which allows me to talk through successes, challenges, and tap into her expertise. I'm excited for more opportunities to discuss ideas, share struggles, and explore new approaches with someone who has faced similar situations. From the VESELS program I hope to gain new strategies, methodologies, and perspectives that can be implemented in my work. I am also excited to expand my network and collaborate with science educators across the nation

What is one thing that you took away from the Summer Leadership Institute?

**Kayla**

All of the resources, both physical and human! It was great to connect and collaborate with other educators from around the nation.

What initial advice do you have for your mentee as they begin the VESEL program?

**Holly**

Ask a lot of questions. While at the SLI, meet as many people as you can. I’ve been surprised by the number of science educator folks I have befriended in my 29 years who have kept showing up in my life. Derek McDowell is one of them!

Partner Feature - ExploreLearning

Shannon Wachowski — Sat, 22 Mar 2025 20:16:38 GMT

Can you share a specific success story where your organization helped science education leaders overcome a challenge?

Nearly all states have adopted new science standards that emphasize scientific sensemaking. ExploreLearning wanted to bring more sensemaking support to all levels of teachers, allowing them to readily get the most out of Gizmos simulations and deliver high-quality instruction to all students. Read more about a teacher’s beta testing experience with Gizmos Investigations, a NEW product launching this fall!

What strategies or resources have been most effective in supporting science education leaders through your programs or services?

At ExploreLearning, we are dedicated to partnering with leaders in the science community to create real-life, rigorous content for students. The ExploreLearning Collab Crew is a partnership program where educators help our team develop new edtech product concepts and test them in real-world classrooms. Learn more about educators' experiences, like Dr. Anna Scott's, as part of the Collab Crew.

How does your organization define and measure the success of science education leadership?

ExploreLearning is dedicated to creating science learning experiences that build confidence and excitement in the classroom. Our goal is to develop research-proven solutions educators know they can count on, with a laser focus on the knowledge and skills that most impact students’ long-term achievement. Success happens when science leaders empower teachers with tools to meet students where they are.

What innovative approaches has your organization taken to empower science education leaders in K-12 settings?

In response to educators' demands for more high-quality instructional materials (HQIM) in science, we've developed NEW Gizmos Investigations (launching this fall). Gizmos Investigations elevate our simulations within inquiry-driven, ready-made investigations that facilitate deeper scientific sensemaking practices. Targeting 6th-8th grade standards, these experiences prepare students for high-stakes assessments through enhanced engagement with core science concepts.

How has your partnership with NSELA helped amplify your impact on science education leadership?

Our partnership with NSELA has allowed us to collaborate with science education leaders and support teachers with content customized to their expressed needs. Our teams have learned alongside others, gained access to resources, and engaged with the latest trends in the larger science community. In-person sessions and webinar opportunities have allowed for real-time collaboration with science leaders.

What advice would you give to district and state science supervisors looking to strengthen science education leadership in their schools?

Evidence-based research should guide your science education leadership decisions. When selecting classroom resources, prioritize products with research validation, student engagement metrics, and standards alignment that prepare students for computer-based assessments. Read more about the research behind Gizmos.

Coming fall 2025, new Gizmos Investigations will elevate existing Gizmos simulations and support grades 6-8 with highly scaffolded and engaging pre-made lessons that engage students in science practices. Read more about a middle school teacher’s experience with Gizmos Investigations!

Rocco Williams Leadership Spotlight

Shannon Wachowski — Mon, 17 Feb 2025 17:00:47 GMT

Leadership Spotlight Rocco Williams

Introduction

For the February Leadership Spotlight we would like to spotlight Rocco Wiliams the Texas Science Education Leadership Association’s (TSELA) Outstanding Learning in Science Education Award (OLISE) for 2025. The OLISE is given to a TSELA recognizes one of its members each year who has demonstrated outstanding leadership in science education at the school, district, county, regional, state, and/or national level. As the K-12 Science Curriculum Coordinator for Fort Worth ISD, Rocco has demonstrated exceptional vision and dedication to advancing science education in Texas. Through his innovative leadership, he has not only transformed science instruction in his district but also inspired educators statewide. Rocco’s unwavering commitment to fostering excellence in science education makes him a true leader and a deserving recipient of this prestigious award.

What’s the best advice anyone has given you as a science leader?

The best advice I have received as a science leader is to never lose track of what’s going on in the classroom. In leadership roles, it’s easy to get sucked into “desk work” like curating documents, answers e-mails, and developing PD. However, it is imperative that we dedicate time to being in classrooms working directly with teachers who are utilizing the very documents we are in charge of creating!

What advice do you have for those pursuing science leadership?

Get involved! Find organizations, non-profits, and networks of people that are going through the same challenges you are and lean on them.

Fill in the blank. I couldn’t be successful in science leadership without ____. Why?

My network of amazing colleagues. Throughout my career, I have been fortunate to work with some of the finest educators in the world. As a classroom teacher, I had the privilege of learning from an outstanding instructional coach. Later when I transitioned into instructional coaching myself, my teammates played a crucial role in helping me make that transition.Now, as a curriculum writer and leader, having a group of peers to collaborate with, share ideas, and tackle projects together has been instrumental to my success.

Can you describe your current leadership role in your district?

As the K-12 Science Curriculum Coordinator for Fort Worth ISD, I oversee science education across all grade levels, with a primary focus on elementary education. My responsibilities include supporting campus staff and developing curriculum documents for grades K-5. A key part of my role involves collaborating with colleagues to design and deliver professional learning experiences for science teachers across the district. This position allows me to ensure curriculum alignment, enhance instructional practices, and promote educational excellence throughout our schools.

Tell me about your background in science education before your current role (teaching, degrees, etc.)

My educational journey began in Illinois, where I earned my Bachelor's degree in Elementary Education from Illinois State University. After graduation, I embarked on my teaching career in Texas, spending six years teaching 5th-grade science and social studies in southeast Fort Worth. In 2013, I transitioned into educational leadership as an Elementary Science Instructional Coach. During this time I also earned a Master’s degree in Design and Technology from the American College of Education. In fall 2019, I stepped into district leadership role, just as the COVID-19 began. I am now in my third year of Ph.D studies in Science Education at Texas Christian University.

What has been a success of your leadership in your district that you are proud of? What are you most proud of?

One of my most unique accomplishments was organizing a year-long citizen science project that engaged multiple stakeholders and had meaningful community and civic impact. As our district implemented a new science instructional framework, I wanted to create an opportunity for the entire community to experience this new approach to learning in a tangible, engaging way. Inspired by Paul Anderson’s session at the June 2023 TSELA training, where we explored the movements of Texas’s state bird, the mockingbird, I thought it would be impactful if our local community could have an officially recognized bird of its own. I developed the idea of having students convince the community that Fort Worth should have an officially recognized bird.

The project’s goal was to connect students, schools, and the broader community through an authentic, phenomena-based learning experience. I knew that this idea would need lots of support, so I reached out to members of the Fort Worth City Council as well as Fort Worth’s chapter of the Audubon Society. Fortunately the idea was met with enthusiasm from all stakeholders, including district leadership.

Schools across the district volunteered to participate in the year-long project, with each school assigned a specific bird to research. Students developed arguments for why their assigned bird should be named “the Official Bird of Fort Worth!” The first round of arguments were presented virtually, narrowing the competition down to six finalist schools, each representing one bird.

The six finalist schools then took a field trip to one of our high schools with a broadcast journalist program. There, the students worked with high school students to create video “commercials” advocating for their chosen bird. The high school students shot, edited, and finalized the videos, which then posted online for viewing (link to videos).

The final phase of the project took place at our annual district science fair, where the finalists presented their findings to the community. Attendees had the opportunity to hear the students’ arguments and cast their votes. By the end of the process, we proudly announced the Eastern Bluebird as the winner of the project!

An official proclamation was made at a city council meeting with a plaque being awarded to the students and district officials. You can click here to view slides highlighting the many facets of the project.

In addition to your leadership role in your district, what other leadership activities are you involved with? (e.g. publications, presentations, professional association involvement, volunteer work, etc.)

In addition to my current role, I am actively pursuing a Ph.D in Science Education. I also serve as the President of the Texas Council of Elementary Science (TCES), where I provide strategic direction and leadership for statewide science education initiatives. Among my accomplishments, I co-authored and implemented a Science Instructional Framework for my district, leading professional development sessions and teacher training programs to ensure its effective adoption. Furthermore, I spearhead an inter-district collaborative initiative that highlights exceptional student science projects through an annual Science Expo, hosted at a local community college and featuring top projects from participating districts. Additionally, I co-founded Accelerating Success, an innovative online platform offering supplemental science resources to support both student learning and educator instruction.

Alex Kuziola and Kevin Doyle Leadership Spotlight

Shannon Wachowski — Tue, 21 Jan 2025 04:52:39 GMT

In this month’s Leadership Spotlight, we explore the mentor-mentee relationship between Drs. Kevin Doyle and Alex Kuziola, two New Jersey-based science educators and district leaders. With decades of experience between them, their dedication to shaping the future of science education and fostering leadership shines through. Here’s a glimpse into their insights as they work together during the VESELS program.

Background as Science Educators and Leaders

Alex:
I spent 16 years as a high school biology teacher in the cities of Bayonne and Livingston before stepping into my current role as Supervisor of Science, Technology, and Engineering in the North Plainfield School District. This is my fourth year in that role, and marks my 20th year in education overall.

Kevin:
I’ve been in education for 31 years, and I’ll celebrate my 32nd anniversary on January 3, 2025. I taught physics for 17 years before transitioning into my current roles: district supervisor of science for the Morris Hills Regional District in New Jersey, its Math & Science Magnet Program Coordinator, and Safety Advisory Board Chairperson for the National Science Teaching Association.

Motivation to Join the VESELS Program

Alex:
A former colleague, Brian Carey, Science Supervisor in Livingston, encouraged me to explore the VESELS program when I transitioned into my supervisory role. Joining NJSELA and the VESELS program has been invaluable—offering a lifeline for answering the “guidebook-free” questions of leadership. I hope to gain insights and strategies from colleagues who’ve tackled the same challenges I’m facing for the first time—be it curriculum, staffing, or morale-building.

Kevin:
I’ve been fortunate to have mentors who guided me early in my career, and I feel a responsibility to give back. For me, taking on a mentee is about paying it forward and sharing what I’ve learned. Every mentee I have worked with has taught me something. I am looking forward to learning more from Alex.

Proudest Leadership Accomplishments

Alex:
One of my proudest achievements as a formal leader has been successfully transitioning Grades 6–8 to OpenSciEd, rolling out popular new high school STE electives, and starting an award-winning FIRST Robotics Competition team at the high school level.

Kevin:
There are several highlights for me. I co-designed and developed the Math & Science Magnet Program 17 years ago, which has grown into a state-recognized initiative open to students across New Jersey. I also launched the state’s first Public High School Aviation Program, led the AP STEM Roundtable for science and math teachers, and co-wrote the Science Laboratory Safety Manual (4th ed.). In addition, mentoring new and aspiring administrators remains one of the most fulfilling aspects of my career.

Areas of Future Leadership Growth

Alex:
I’m deeply interested in developing and cultivating leadership strategies that strike a balance between empowering teacher leadership and maintaining rigor and productivity. Climate change and justice for underserved communities are also topics that resonate with me. A pivotal moment for me was driving in Seattle during the 2024 NSELA Summer Leadership Institute and seeing graffiti on a highway sign reading, “Give us our land back,” which sparked deep reflection on equity and historical justice. Ensuring that these stories are part of our climate change mandate education is of vital importance to me.

Kevin:
As I approach retirement, I’m focused on ensuring that my experiences and knowledge don’t retire with me. I want to explore the best ways to pass on what I’ve learned to the next generation of leaders.

Kevin’s Initial Advice to Alex

Kevin:
Develop relationships. As a leader, it’s easy to feel isolated. Building a strong support network is essential—it’s those connections that will help you navigate challenges and grow.

Alex and Kevin remind us that leadership is about continuous learning, fostering connections, and paying it forward. Whether through starting groundbreaking programs or mentoring the next generation, their commitment to science education is inspiring. We look forward to seeing how their journey through the VESELS program unfolds.

Summer Pelton and Beth Grabois Leadership Spotlight

Shannon Wachowski — Thu, 14 Nov 2024 17:31:24 GMT

VESEL Leadership Spotlight for Beth Grabois and Summer Pelton

In this Leadership Spotlight we shine a light on the mentor/mentee relationship between Beth Grabois and Summer Pelton, two science educators and district leaders. Both are participants of the 2024-2025 VESELS Scholars program, an initiative designed to support emerging leaders in science education. Through a series of reflective questions, Beth and Summer share insights into their science education leadership journeys, challenges, successes, and future aspirations.

Background as Science Educators and Leaders

Beth Grabois's career as a science education leader began in the classroom, where she taught math and science since 2007. Her focus deepened through a departmentalized role, working with BSCS Tracks Science materials and a three-year NSF grant that emphasized Science Notebooking and CER strategies. Nominated for the Presidential Award for Excellence in Math and Science Teaching in 2012, she pursued leadership roles, eventually becoming a principal and leading initiatives like Amplify Science. Currently, as Director of Science and STEAM in Denver Public Schools and now Director of Math and Science in Jeffco Public Schools, she champions equitable, inquiry-based learning for all students.

Summer Pelton has been an educator since 2007, prioritizing science instruction in her K-6 classroom. At the school level, she supports teacher development through coaching and modeling best practices for equitable science instruction. In 2020, she transitioned to a role as an academic coach for the Salt Lake City District, where she has contributed to shaping the district's science curriculum, creating pacing guides, and leading professional learning communities. Pelton’s commitment to becoming a science education leader is shown through her commitment to research-based instructional strategies in science and serving on state committees that aim to better science education in her home state of Utah.

Motivation to Join the VESELS Program

Beth was inspired to apply as a VESELS mentor out of a deep sense of gratitude for the National Science Education Leadership Association (NSELA) and the incredible opportunity that she has had as a passionate science educator and leader. Beth believes that NSELA has played a pivotal role in her professional growth, providing experiences and connections that have shaped her career. When she saw the opportunity to become a mentor, she was excited about the chance to give back by partnering with another educator and expanding their collective impact on the field of science education.

Summer was inspired to apply to the VESEL program after working with Utah’s State Science Supervision at the Advancing Coherence and Equity in Systems of Science Education (ACCESSE 50+) meeting in Kansas City, MO. That meeting allowed summer to work with the network of State Science Supervisors and partners from educational research and practice to improve equity by building coherence in science education. During that meeting she participated in professional development designed to build capacity and promote effective approaches to curriculum and instruction.

Proud Leadership Achievements

In their leadership role at Jeffco Public Schools, Beth is proud of the collaborative work that helped establish a unified vision for K-12 Science Education. Recognizing the importance of partnership with educators for a successful initiative, they organized comprehensive committees of educators to help set the vision for science education in the district. These committees assessed the current state, evaluated science RFP content and resources, and discussed essential questions like the ideal experience for engaged science learners and what they would say about their learning. By prioritizing educator input, Beth and the committee ensured that those implementing the changes felt heard and valued, resulting in a strong sense of ownership among educators. This collaborative approach led to a shared vision for science education and a commitment from educators to make it a reality, which Beth feels confident will positively impact students' learning experiences.

One of the highlights of my contributions at the district level is the design and implementation of an instructional playbook for science coaches. This resource serves as a guide for organizing coaching cycles and optimizing available resources effectively. Additionally, Summer’s in-depth knowledge of the Mystery Science curriculum has enabled her to monitor teacher usage and address any issues promptly, ensuring a seamless integration of this tool into her school district’s instructional framework. 

Takeaways from the Summer Leadership Institute

Summer had the best time at the 2024 Summer Leadership Institute in Seattle Washington and saw representatives from all across the nation coming together to share their passion for science. The institute helped her recognize that the “roses and thorns” from each state are similar and that the work of all science education leaders share a common thread. Students are the future of the planet and they deserve how to responsibly use and protect the environment through conservation and sustainable practices to enhance ecosystem resilience and well-being.

Initial Advice from Mentor

Beth’s advice for Summer as a mentee is to embrace this mentorship as a collaborative journey. Be open to asking questions, sharing your experiences, and exploring new ideas together. Don't be afraid to take risks and try out different strategies in your practice—growth often comes from stepping outside of your comfort zone. Remember that mentorship is a two-way street, so your insights and perspectives are just as valuable as mine. Stay curious, stay reflective, and most importantly, stay true to your passion for science education. We're in this together, and I’m here to support you every step of the way.

Dieuwertje “DJ” Kast Leadership Spotlight

Shannon Wachowski — Thu, 17 Oct 2024 18:51:24 GMT

Dieuwertje “DJ” Kast, Ed.D., is the Director of STEM (Science, Technology, Engineering, and Math) Education Programs for the University of Southern California’s (USC) Joint Educational Project, which includes managing the Young Scientists Program. She has provided STEM instruction to over 31,000 underserved students, 900 educators, 20 school principals, and countless community members. She holds a doctorate in education, focusing on Teacher Education in Multicultural Societies in STEM at USC. She received her master’s degree in education and biology teaching credential from the USC Rossier School of Education and she received her bachelor’s degree in Biology and a Master of Science in Marine Environmental Biology in 2011 from USC. Her mission is to level the playing field for underserved students in STEM. Her education philosophy is focused on hands-on, inquiry-based and authentic STEM learning experiences.

She has coordinated the creation and publication of a STEAM Powered Career children's book series that features main characters of color and scientists of color for elementary school students. The publisher printed 90,000 free copies to distribute to low-income families in book desert areas in Los Angeles, and she spearheaded that distribution.

She also volunteers with EE Just- a program dedicated to bringing Black youth into marine biology and the USC Neighborhood Academic Initiative where she teaches research methods to first generation high school Latinx students with expeditions to Catalina Island and research symposiums. She is also the co-chair of the Expanding Audiences Committee of the National Marine Education Association since 2013. Her doctorate research was focused on preparing elementary school teachers how to integrate science and technology into their classrooms in a culturally relevant manner. She has also partnered with the Mayor's office Women in STEM Los Angeles (WiSTEM LA) group and has hosted events & programming for them and received funding for her educational equity work from the Los Angeles Mayor's office. She has also hosted Project Scientist, a summer science camp for girls at USC, and worked to include scholarships for low-income students of color to participate in the program. For her work in educational equity and DEI in STEM, she has received the Forbes 30 under 30 in Science Award in 2016, North American Association for Environmental Education “EE 30 under 30” Award in 2016, The National Association of Geoscience Teachers – Far Western Section (NAGT-FWS) Outstanding Earth Science Teacher Award (2017), International STEM Education Association Mike Neden STEM Champion Award (2017), the USC Rossier Second Century Alumni Award – an award for rising stars in their fields that support educational equity (2019), the Anitab.org Social Impact Abie Award (Women in Technology) Award Winner (2021),

Built In’s Moxie Awards - recognizes 100 rising women in tech who are making a difference in their workplaces, communities, and the tech industry (2022), Women Impact Tech’s 2023 Women of Impact Honoree, and 40 under 40 Public Health Catalyst 2023 Award from The Boston Congress of Public Health (2023). She has published in dozens of journals on culturally relevant STEM curriculum and instructional activities. Her work makes an impactful difference by leveling the playing field in STEM for low-income students of color in the Los Angeles area.

"Finding a mentor who truly believes in you is key in succeeding in STEM Education as a leader—they’ll guide your growth, challenge your thinking, and help open doors to opportunities that can shape your career and impact in the field. I wouldn't be where I am today without the support of amazing educators and leaders that made connections to fields especially in marine and informal science education that I never knew existed. It's those experiences that led to my position as a Director of STEM education at USC's Joint Educational Project and I am grateful to them everyday".

Leadership Matters Column - Call for Papers

Shannon Wachowski — Thu, 17 Oct 2024 18:48:03 GMT

Leadership Matters: Tool and Strategies to Support Leaders

Educational leadership encompasses various roles and opportunities, from classroom experts to national policy decision-makers. In collaboration with the National Science Education Leadership Association (NSELA), Science and Children will explore aspects of developing and supporting science educator leadership within the classroom, school, district, and beyond. Our new Leadership Matters column will highlight innovative, best-practice ideas in K–5 science and engineering teaching and learning that reflect the vision of A Framework for K–12 Science Education (NRC 2012) to enhance teaching and learning in preschool and elementary science classrooms.

Length: 2000 words.

Article suggestions for this column include, but are not limited to, the following:

Share examples of science education leadership opportunities enhancing the professional competence and leadership status of elementary science education.
Provide pathways that promote equitable opportunities and cultural awareness in science and STEM teaching and learning, including the involvement of families and the community.
Share ideas for universities and/or informal science institution partnerships in which efficient and effective leadership opportunities for elementary science are practiced.
Illustrate how shifts in science teaching and learning can be sustained and supported through transformative professional development and leadership roles for elementary educators.
Share practical strategies, tools, and resources elementary science leaders can use to build the confidence and capacity of elementary teachers to teach science effectively.

Contact column editor Kathy Renfrew at krsciencelady@gmail.com for more information and submissions.

Courtney Toht and Melissa Niemi Leadership Spotlight

Shannon Wachowski — Tue, 17 Sep 2024 20:46:44 GMT

Melissa Niemi (Secondary Science Content Specialist Muscogee County School District, Georgia) and Courtney Toht (Northwest Independent School District Secondary Science Coordinator, Texas)

In this Leadership Spotlight, we shine a light on the dynamic mentor-mentee relationship between Melissa Niemi and Courtney Toht, two passionate science educators and leaders. Both are participants in the VESEL Scholars program, a prestigious initiative designed to foster leadership in science education. Through a series of reflective questions, Melissa and Courtney share insights into their journeys, successes, and aspirations.

Background as Science Educators and Leaders

Melissa's journey as a science educator began in 2006 when she entered the profession through an alternative teacher preparation program. She dedicated 13 years to teaching middle school science before transitioning into her current role as the Secondary Science Content Specialist in 2019. Throughout her career, Melissa has taken on leadership roles within the science education community, including serving as the President of both the Georgia Science Teachers Association and the Georgia Science Supervisors Association.

Courtney's career in education started in 2007, and like Melissa, she has a deep-rooted passion for science education. In 2019, she transitioned from teaching to become an instructional coach, focusing on secondary science. Her leadership journey continued as she was promoted to the role of Secondary Science Coordinator in 2023, where she played a crucial role in guiding science education in her district.

Motivation to Join the VESSEL Program

Courtney was encouraged to join the VESEL program by Derek McDowell, a board member of the National Science Education Leadership Association (NSELA) and the Texas Science Education Leadership Association (TSELA), along with her elementary counterpart, Kelly Saurez. Their support inspired her to seek mentorship and guidance in her evolving leadership role. Courtney hopes to gain valuable support and advice from the VESEL program, particularly in navigating the multifaceted challenges of her ever-evolving role as a science education leader.

Melissa's motivation to become a mentor in the VESEL program stemmed from her own positive experiences with mentorship. Having benefited greatly from the guidance of a mentor earlier in her career, she felt compelled to offer the same support to someone else.

Proud Leadership Achievements

One of Courtney's proudest achievements as a leader has been the successful training of numerous teachers on campuses throughout the Northwest Independent School District in Texas on 3D learning targets. This approach, which integrates disciplinary core ideas, crosscutting concepts, and science practices, has been pivotal in enhancing science education in her district.

Melissa takes pride in her work to strengthen professional learning communities (PLCs) across her district. She has not only established monthly PLC meetings but also created mentorship roles within these communities to provide ongoing support. This year, her focus is on implementing the 5E lesson plan model, a teaching framework that emphasizes engagement, exploration, explanation, elaboration, and evaluation.

Initial Advice from the Mentor

Melissa's advice to Courtney as she embarks on her journey in the VESEL program is to remain open to new ideas and never hesitate to ask questions. This openness and curiosity are essential for growth and success in any leadership role.

In conclusion, the mentor-mentee relationship between Melissa Niemi and Courtney Toht exemplifies the power of collaboration and shared learning in the field of science education. Through their participation in the VESEL program, both are poised to continue making significant contributions to their districts and the broader science education community.

Alec Barron Leadership Spotlight

Shannon Wachowski — Sun, 18 Aug 2024 16:53:13 GMT

Alec Barron - Director, San Diego Science Project at UC San Diego

What’s the best advice anyone has given you as a science leader?

So many leaders and authors have helped me better understand the importance of recognizing areas of growth. The best advice in this area is to think like a scientist. Act with humility and curiosity and treat your emerging thoughts as a hypothesis that can be tested with data.

What advice do you have for those pursuing science leadership?

Connect with and learn from as many diverse leaders in diverse contexts as possible. It is easy to be trapped in an echo chamber with the same ideas and practices. The diverse perspectives and experiences of others are essential for growing as a science leader.

How do your hobbies outside of science leadership contribute to your professional life?

When not getting nerdy with scientists and other science educators, I can be found on trails in nature exploring phenomena of our natural world. It reminds me that I am not disconnected from the systems of our wonderful planet.

Fill in the blank. I couldn’t be successful in science leadership without ____. Why?

I couldn’t be successful in science leadership without the wonderful support of students and teachers. I have to give credit to one of my former students who coined the term nerdy delight. This idea is about opening ourselves up to all the joys that we experience when we encounter new discoveries or overcome challenges. Science leadership is about inspiring nerdy delight for others.

How do you get to know your colleagues/students and build relationships with them? What questions do you ask or what actions do you take?

I like to begin with a phenomenon that promotes curiosity. Whether it is a boy breaking a glass with his voice or a puzzling data set, these observations promote dialogue and sense making. It is from these explorations that we learn more about one another and can establish our shared goals for working together.

What are you reading for enjoyment?

I just finished Andy Weir’s Project Hail Mary. It is a great adventure novel with puzzling phenomena. I would love to see some of the ideas in this novel leveraged by high school physics and chemistry units of instruction.

Can you describe your current leadership role in your district?

I work as the Director of the San Diego Science Project (SDSP) at UC San Diego. In this role, I partner with underserved school districts to adopt culturally responsive instructional materials and implement curriculum and professional learning plans for the Next Generation Science Standards (NGSS). I also work collaboratively with science researchers to write and implement grants that create opportunities for science teachers to learn about new phenomena and gain access to resources that engage their students. My work on the Science of Sound of Music with UC San Diego music neuroscientist Dr. Victor Minces best exemplifies how grants from the National Science Foundation can translate into curriculum resources and professional learning experiences that best meet the needs of science teachers in our region.

Tell me about your background in science education before your current role (teaching, degrees, etc.)

My professional journey has been a constant pursuit of diverse experiences to deepen my understanding of educational systems and hone my leadership capacity for diversity, equity, and inclusion in science education. This passion led me to teach a variety of science subjects (Chemistry, Physics, Earth Science, and Biology) across grades 6-12 in schools with diverse cultural and socioeconomic backgrounds. I co-founded a high school called, Del Lago Academy, a STEM school focussed on personalized learning experiences for students. Additionally, I was an instructional coach and administrator supporting the implementation of the Next Generation Science Standards.

Why did you join NSELA and what are you most looking forward to as a member?

I joined This organization so that I can connect to others outside my region and be inspired by other efforts and innovations in our field.

What has been a success of your leadership in your district that you are proud of? What are you most proud of?

The Listening to Waves project with Dr. Victor Minces has generated an 8th grade Science of Sound and Music unit that engages students with a sense of wonder on the sonic world, which helps them make connections between the perceptual, physical, and computational aspects of sound and music. Both students and teachers have reported that these curriculum resources and professional learning experiences are the most impactful of their career. Additionally, I am proud of the Climate Champions initiative that I lead at UC San Diego and support over 60 teachers each year with learning about and using the Understanding Global Change conceptual framework.

What has been a challenge for you as a leader?

Even though California funds a variety of climate-based initiatives, we have seen very few targeted towards the greatest needs of science teachers. Science teachers in our landscape analysis have asked for more support for climate education, action, and justice for their students. We’ve worked to address this issue by leveraging funding from Broader Impacts components of National Science Foundation grants to support our Climate Champions programming at UC San Diego.

I serve on the Leadership team for the California NGSS Collaborative. In this role, I support the planning and implementation of professional learning efforts for teacher leaders and teachers throughout our state. Additionally, I work collaboratively with researchers to generate publications based on the work of our project.

Who are some of the leaders in education who have inspired you and how have they inspired you?

Maria Simani, the Executive Director of the California Science Project, has inspired my leadership practices and strategic planning efforts at UC San Diego. Additionally, I’m continuously inspired by the work of Nan Renner at Birch Aquarium at Scripps Oceanography, UC San Diego. Nan is the greatest champion I’ve met for climate education, action, and justice in our world. I am continuously learning with her about the injustices in our world due to the climate crisis we are facing.

As a lifelong learner, what are you most interested in learning more about?

I’m interested in how to promote more collective action on the part of students with data to create change within their community to combat the climate crisis.

What advice do you have for science educators who want to step into leadership roles?

Develop a systems leadership view of the challenges we face in education. Read Think Again by Adam Grant and practice rethinking practices when looking at phenomena and challenges in your own work. Challenge yourself to have new experiences with diverse professionals that can inspire new perspectives on leadership and more.

What do you do for personal enjoyment outside of your professional life (family, hobbies, travel, anything you want to share!)

Anything outdoors (e.g., backpacking, hiking, mountain biking, and skiing) with my family helps fill my cup.

Penda Partner Feature

Shannon Wachowski — Sun, 18 Aug 2024 16:46:42 GMT

Penda Learning

Science Education Leadership at Penda Learning

A core component of Penda's company values is "Leading with Science," which means in all our endeavors, we prioritize evidence-based approaches, rigorous research, and continuous learning. Our ongoing innovation for providing a three-dimensional, gamified, science intervention resource is driven by an internal team of science leaders, as well as listening closely and collaborating with science educators across the country.

At Penda Learning, we support the needs of science education leaders and work to provide solutions for challenges faced in the classroom. We recognize the difficulty in finding and retaining highly qualified science teachers, the growing trend in teacher departures, the challenge of vacancies, long-term subs, and teachers who are 'out-of-field'. We know what it takes for leaders to navigate these challenges and understand the importance of keeping science instruction going. Penda activities and assessments have been hand-crafted to the NGSS, FL and TX state standards to help all students excel in science. As an intervention resource, Penda assists science educators in closing learning gaps, and improving outcomes across student groups. Automated assignments and Immersive Reader support differentiated instruction for ELL students and struggling readers.

Penda Learning's commitment to excellence is driven by relationships with science leaders, who are crucial in supporting science goals and fostering student success in science classrooms across the country.

How We Support Science Education Leaders

Penda supports science education leaders in multiple ways. We actively sponsor national and state events to support critical professional development opportunities for science leaders, as well as work with state associations.

Penda Science equips teachers with high-quality instructional materials tailored to state standards for NGSS, TX, PA, and FL. Assignments can be automated according to class scope and sequence to streamline the process for educators, while providing clear insights and feedback for remediation. Gamification supports student engagement and takes learning to a new level. Penda's suite of assessments and customizable reports provide the data required to monitor progress by standard, differentiate instruction and target interventions. Reports are easily created and shared at every level based on role.

The Penda Learning team is dedicated to meeting teachers' professional development needs through online and in-person training, webinars, as well as an online library of resources.

Penda is committed to providing inclusive science instruction for all learners, including level 1s and 2s, struggling readers, ELL/ESOL students, and underrepresented groups - every student deserves the opportunity to learn and fall in love with science

Why We Partner with NSELA?

Penda Learning supports NSELA’s goals and mission of advancing science education and supporting educators. The time allocated to teaching science education is becoming increasingly limited across the nation, it is critical to have science leaders supported through NSELA to ensure students have access to high-quality science instructional materials. Together, we can level up science education. The relationships built through NSELA events allow companies to receive feedback and gain insights on how to meet the needs of science leaders, enabling continual innovation and driving successful student outcomes. NSELA helps showcase the tools that enable students to grow and succeed.

Learn more about Penda Learning

Penda Learning complements any curriculum bringing high quality activities and assessments to students grades 3 through high school. Learn more about how we engage students, lighten the load for teachers, and improve science achievement on our website.

Nancy Besley Leadership Spotlight

Shannon Wachowski — Thu, 18 Jul 2024 03:30:00 GMT

Nancy Besley
Florida Foundation for Future Scientists

What is your background in science education before your current role (teaching, degrees, etc.)

M.ED, Science Curriculum, and M.ED, Educational Leadership
Science Teacher, Learning Resource Specialist, Instructional Leader/Mentor
Fair Director, Orange County Regional Science and Engineering Fair (18 Years)
Middle School Science Curriculum Committee
Consultant, Middle School Certification Component – Writing Team and Trainer
Science Curriculum Frameworks Committee (FDOE) – 1985

Can you describe your current leadership role in your district?

I have been the Executive director for the nonprofit organization, Florida Foundation for Future Scientists for the past 24 years. We administer the State Science and Engineering Fair of Florida – an annual event run only by volunteers. I collaborate with 37 affiliated Fairs throughout the state of Florida to provide a great opportunity for science research students.

In addition to your leadership role in Florida Foundation for Future Scientists, what other leadership activities are you involved with? (e.g. publications, presentations, professional association involvement, volunteer work, etc.)

I serve as the treasurer for the Florida Association of Science Teachers and serve as the coordinator for the annual F.A.S.T conference workshops and concurrent sessions. I am also the Parliamentarian, Florida Association for Science Supervisors. As a retired educator (mostly), I consider my role in FAST to motivate and encourage the science leadership to build capacity for science leadership in the state of Florida.

My involvement with the science and engineering fair affiliation system, (regional, state, international) has allowed me to increase the capacity for leadership in both science educators and students.

Why did you join NSELA and what are you most looking forward to as a member?

We are fortunate to be able to join NSELA through our FASS membership. I look forward to staying focused on science learning – even in my retirement

What has been a success of your leadership in your district that you are proud of? What are you most proud of?

I am most proud of being able to continue to build capacity for leadership in science education in the state of Florida. I am proud of the organizations I work with and their focus on building leadership.

What's the best advice anyone has given you as a science leader?

Being a lifelong learner is key to anyone involved in being a leader in education. I was fortunate to be offered many learning challenges and experiences during my 40 years with Orange County Public Schools. I was able to build a support network and pursue my aspirations throughout my career.

What advice do you have for those pursuing science leadership?

A classroom science teacher is a science leader! Science is ever evolving. Staying current with current trends, new innovations, and staying updated with the latest research is critical to making the classroom exciting. Science educators have many opportunities to participate in real-life local, state, and national science experiences. They should pursue professional learning through leadership training, workshops, and/or seminars. It is important to take courses involving educational leadership and strategic planning. Also, working in an inclusive environment where colleagues feel their contributions are valued and collaboration leads to innovation.

I could not be successful in science leadership without ______________.

I couldn't be successful in science leadership without collaboration with colleagues and the science community. I believe that having strong relationships with colleagues to build a culture of trust, gratitude, and appreciation is important to provide great learning experiences and opportunities for students.

How do you get to know your colleagues/students and build relationships with them? What questions do you ask or what actions do you take?

Communication with colleagues/students is essential. Listening and understanding the perspectives and aspirations of others allows me to motivate and encourage people to pursue their aspirations and goals. We collaborate on what resources are needed to do this.

How do your hobbies outside of science leadership contribute to your professional life?

I enjoy being with people, attending college sports, and traveling. Being curious and interacting with others contributes to leadership.

What are you reading for enjoyment?

I belong to a Book Club and we read a variety of fiction in all areas – books with good character development and historical novels.

BrainPOP Partner Feature

Shannon Wachowski — Thu, 18 Jul 2024 03:24:39 GMT

Science Education Leadership at BrainPOP Science

BrainPOP Science is a learning tool crafted and continually refined through our partnership with science leaders. This collaborative effort ensures that our product is not only pedagogically sound but also resonates with the real-world experiences of both educators and students. By prioritizing science leadership, we ensure that our product initiatives are led by individuals deeply committed to advancing science education and fostering a culture of scientific inquiry. The invaluable contributions of these science leaders, combined with their diverse perspectives, empower us to develop and deliver high-quality, impactful educational tools. Our partnership with science leaders also cultivates an environment where innovative teaching strategies and cutting-edge scientific concepts are seamlessly integrated into BrainPOP Science. This commitment to excellence allows us to create a dynamic and supportive learning platform that effectively engages students and prepares them for future scientific endeavors.

How We Support Science Education Leaders

We actively support science leaders in several key ways. We sponsor state-level science conferences and science nights across the country, providing the necessary funding for science leaders to implement their state-level science initiatives effectively. These sponsorships ensure that science educators have the resources they need to advance science education in their regions. Additionally, we offer professional development opportunities (webinars and in-person sessions) focused on critical science education topics. These initiatives equip educators with the latest tools and knowledge to deliver high-quality science education, fostering a genuine love for science in students. Our support stems from the belief that well-supported educators are essential for a thriving culture of scientific inquiry and excellence in classrooms.

Why We Partner with NSELA?

BrainPOP Science shares NSELA's mission of advancing science education and supporting educators. This partnership aims to ensure that science leaders have the funding, tools, and knowledge they need to inspire students and elevate science education nationwide. By partnering with NSELA, we reach a broader audience and make a more significant impact on the field.

Learn more about BrainPOP Science

BrainPOP Science complements your curriculum, bringing multidimensional science to life. Students engage as scientists and engineers through immersive investigations. Visit our website or scan the QR code below to learn more.

June Leadership Spotlight

Shannon Wachowski — Sun, 16 Jun 2024 19:58:19 GMT

Daniel Alcazar-Roman

Associate Director, Learning Design Group

Center for K-12 Science

The Lawrence Hall of Science

University of California, Berkeley

Can you describe your background in science education including your current leadership role?

My career in education started in Houston, just past the turn of the millennium, surrounded by an eager group of second graders at Roosevelt Elementary. Over the years, I taught students in early elementary through middle school, in dual-language and gifted and talented programs. I conducted science family nights, STEM summer school programming, and hosted teacher professional learning communities. I later served as a school administrator and a district science supervisor in the Houston Independent School District. After a move to DC, I worked as the science director at Alexandria City Public Schools in Virginia before joining the District of Columbia State Education Agency to lead the development of the NGSS science assessment system. During the COVID-19 global pandemic, our family made a move to the San Francisco Bay Area and I joined the University of California, Berkeley’s Center for K-12 Science at The Lawrence Hall of Science. For the last three years, I have been working as an associate director at the Learning Design Group where we work on research and the design science instructional materials. I work with an incredibly gifted group of professionals that are taking on the development of world-class curriculum and assessment resources that are used daily by millions of students.

What has been a success of your leadership in science education that you are proud of? What has been challenging?

I feel grateful to have benefited from participating in partnerships that brought together districts and states, academic institutions, and industry partners. For instance, as a new teacher, I participated in a multi-year program with Baylor College of Medicine in Houston. This program introduced me to the importance of using evidence, literacy, and scientific practices in my science instruction. Later, the Smithsonian Science Education Center invited me to join their Leadership Development faculty. In this role, I helped districts and state education offices to develop plans for improving their science programs. These and other experiences allowed me to learn from colleagues facing similar challenges across the country and gain a broader perspective on national science education issues.

I am most proud when I see students finding a love for science and when teachers feel empowered to teach science and when they have the time, instructional resources, and professional learning opportunities to be successful. I was proud to see the District of Columbia science education community come together to envision, design, and develop an assessment system that is rigorous and reflects the vision of the Framework of K-12 Science Education. I am also proud of the amazing work that our team at The Lawrence Hall of Science Center for K-12 Science does every day in service of students, teachers, school systems and their communities.

A critical barrier for aspiring African American and Latine leaders in science education is the limited access to professional support networks and mentorship from individuals who share their cultural background and language. This lack of cultural connection can make it difficult for them to find guidance and role models they can fully identify with. That is why I support programs that seek to improve recruitment and retention of educators of color, and to build strong leadership pathways.

What do you find most beneficial about being an NSELA member?

I joined the Texas affiliate (TSELA) in 2006. Eager to connect with fellow science leaders, I attended my first NSELA meeting the following year. As a new district science supervisor, NSELA proved to be a valuable resource for professional learning. It provided a supportive community specifically designed for science leaders like myself.

Later, while working in Alexandria, I actively participated in the Virginia affiliate (VSELA). This involvement not only enriched my professional development but also led to the development of lasting connections. Several colleagues I met through VSELA and NSELA have become state science leaders, and we find each other collaborating through the Council of State Science Supervisors (CSSS).

What advice do you have for those pursuing science leadership?

There is still a lot of work to do to improve science education. Here's how you can get involved:

Find your community: Connect with a diverse group of people who share your passion for science education. Learn from their experiences and share your own ideas.

Find Your Focus: Identify a specific area of science education that excites you. Dedicate time to developing your expertise in this niche.

Contribute to Solutions: Connect with researchers, participate in discussions, and collaborate on developing solutions for science education challenges.

Empower the Next Generation: If you're in a leadership role, remember someone once believed in you. Mentor a teacher leader, encourage others, and find ways to involve them in your work and network.

Vernier Partnership Feature

Shannon Wachowski — Sun, 16 Jun 2024 19:53:15 GMT

In what ways is science education leadership important to/in your organization?

At Vernier, our roots are deeply connected to science education leadership, both in our history and in our mission. Co-founded by a passionate educator in 1981, we have been developing data-collection technology to advance science education and engage students through hands-on learning for more than 40 years. Our mission is to create a more STEM-literate society, and fostering strong leadership in science education is essential to this goal.

By collaborating with leaders in the science education space through national and regional organizations, conferences, and research groups, we stay attuned to the real-world challenges that students, teachers, and administrators face. These partnerships help us find new ways to better support educators and foster the next generation of curious, engaged, and STEM-literate students.

How does your organization support science education leaders?

Vernier is deeply invested in the future of STEM education, and that means supporting the leaders who shape it. We recently crystallized our long-term commitment to the science education community by transitioning to a Perpetual Purpose Trust ownership model—ensuring that Vernier will always prioritize our mission to support science education leaders, teachers, and students over profits. This decision empowers us to give back to the community through financial, educational, and professional support to further science and science education, which is what we believe in and why we exist.

Our partnerships with groups like NSELA and NSTA keep us connected with educational leaders, helping us tailor support for individual partners in specific and meaningful ways. This can take the shape of sponsorships and grants, PD and training, opportunities to collaborate on programs or products, as well as public advocacy for stronger science education policies. Additionally, we run programs like the Vernier Trendsetters Community, which supports inspiring educators in becoming future science leaders, and organize grant programs to help fund teachers and their innovative projects.

Why did you want to partner with NSELA?

We value our long-standing partnership with NSELA for their efforts to elevate comprehensive conversations about the state of STEM education at a national level. NSELA is a crucial forum where we can really listen to what our education leaders are thinking, hear what their pain points are, understand their challenges, and learn about big picture patterns in education. NSELA’s mission—maximizing effective science teaching in ever-changing educational landscapes—aligns with many of our own values at Vernier.

Our collaboration with NSELA allows us to contribute to the wider goals of enhancing science literacy. Since 2017, we have sponsored the Vernier Emerging Science Education Leader Scholarship (VESELS) Award, which supports the professional growth, mentorship, and development of emerging science leaders across the country.

We always welcome conversations with NSELA members, so if you have questions or want to speak with us about needs in your district, please reach out to our team at solutions@vernier.com.

April Leadership Spotlight

Shannon Wachowski — Wed, 17 Apr 2024 02:00:15 GMT

Eric Rhoades - Collaborative Teaching and Learning Group

Eric Rhoades has a Bachelor of Science in Biology, a minor in Chemistry, and a Master of Education in Education Leadership. He is co-founder and lead consultant for the Collaborative Teaching and Learning Group. This group aims to empower partners on their journey of continuous improvement toward a student-centered approach to teaching and learning through embedded and ongoing support. Prior to this endeavor, Eric served as the Secondary Science Educational Specialist for Henrico County Public Schools (HCPS) in Virginia. In this capacity, he undertook a multitude of responsibilities ranging from leadership development for administrators and teachers to curriculum design and program planning. One of Eric's notable achievements during his tenure at HCPS was spearheading the Center for Environmental Studies and Sustainability development focused on experiential and place-based learning in the environmentally and historically rich Varina community, showcasing his exemplary leadership skills. Eric is currently serving as President-Elect and Advocacy Chair for the Virginia Association of Science Teachers (VAST). Eric is also a current member of NSELA’s membership committee, where he plays a pivotal role in the planning and execution of the VESELS Scholarship program.

Tell us about your background as a science educator and leader.
I started as a classroom teacher in a couple of different school districts, one urban and one rural, which is interesting. I was a physical science, biology and chemistry teacher. So I taught everything from middle-school physical science up through chemistry. From there, I became a half-time science coordinator and a half-time teacher at a rural district. I had to do two things at once. It was a great experience because it taught me how to lead with empathy and understand what it’s like when you make changes. After all, the changes I was asking teachers to make I had to make, too, because I was still a teacher. From that role, I moved to the Virginia Department of Education as a Science Specialist. I worked in that role for a few years before I was promoted to science coordinator at the Virginia Department of Education. I was in that role for five years and then moved to the Stafford County School district, where I was the supervisor for mathematics and science. While I was in that role, I wrote a grant called VISTA or the Virginia Initiative for Science Teaching and Achievement. I was the director of the VISTA grant and was responsible for developing district leadership capacity and helping district leaders develop a vision and strategic plan. From there I went back to the Virginia Department of Education where I worked as the Director of Science for 10 years and then went on to be the secondary science specialist for Henrico Country until my retirement. In my retirement, I co-founded a consulting group called the Collaborative Teaching and Learning group that supports high-quality tier-one instruction in school districts that could use the support. The Collaborative Teaching and Learning group works to support district leaders, teachers, and many areas. We also work on workforce development projects, anything that supports students seeing themselves as scientists and mathematicians. I am also the president-elect for the Virginia Association for Science Teachers and serve on the NSELA membership committee and lead the VESELS program. I am also going to work as a mentor for the VESELS program because of my experiences as a science leader.

What’s the best advice anyone has given you as a science leader?
My first advice is to embrace a vision for science education and develop a vision and goals for what you want to achieve. The vision and goals need to be ambitious and inspiring and aligned with whatever education initiatives that are coming in your district. You need to know how that vision is going to support your community and move the students in your district forward, making sure they have high-quality science education. I think that a good, solid vision would be my biggest piece of advice.

What advice do you have for those pursuing science leadership?
I think that those pursuing science leadership should think about always being in a position where they are staying informed. Being a part of organizations like NSTA and NSELA and your state affiliates can help you stay on edge regarding what is happening in science education. And you are always a part of a community. This can be a lonely job, and often you are the only one at the district level who is doing the work of promoting high-quality professional learning in science to others. You should build a culture of innovation in yourself when you take on a leadership role. To do that, you need to evaluate and reflect constantly. Think about “Where am I being effective?” “How can I be better tomorrow?” Do not take it to heart or let it hurt your feelings but asking questions as a self-evaluation or self-reflection is important. Also, be a role model. You should always demonstrate that passion for science and education and enthusiasm and commitment. Not every day is easy, but you have to be the one shining North Star, where you are always talking about what is important for students, and how we can make things better for students.

What hobbies do you have outside of your professional life?
I love to kayak, hike, and hunt for fossils. I am big on biology and chemistry but I am a big nerd when it comes to finding fossils.

How do your hobbies outside of science leadership contribute to your professional life?
I think it is important to have a curious mind and ask questions. Whether outside on your own time, with students and teachers or administrators, you need to ask questions. I think that always asking questions is one thing that rings true. I have spent a lot of my time making connections in environmental education and spent a lot of time working on the Chesapeake Bay Education workgroup building that educational program and materials.

Fill in the blank. I could not be successful in science leadership without ___________________. Why?
I could not be successful in science leadership without teachers and administrators who are willing to grow and work with others. Even though I am a science leader, I cannot do it alone. Collaboration is so critical to the work we do. As a district and a state leader it took others who were willing to sign on to the vision and move the vision forward. I spent a lot of time in my career building young leaders in my district because I knew that I wasn’t always going to be there. I knew that sustainability is important to a program, and for sustainability to occur you need the next group of leaders who will take over when you retire or move on to your next role.

How do you get to know your colleagues or students and build relationships with them?
I think the first step is being a good listener. With my students, it was easy because at the beginning of the year, we would do the typical survey to find out about their interests, family, and their background. After that, it is just listening and understanding what they do. This is the same with adults that I have worked with. Listen to what is important to them because it is not just about moving my vision forward but making that our vision and finding those touch points where everybody is moving in the same direction. I like to think of it like a magnetic domain. If you get all those electrons moving in the same direction, there is much more power than when they move in different directions. Another part of building relationships it to be interested in their personal lives. Ask them how their families are doing, how things are going in their personal lives. Ultimately we are all humans, and education is a human endeavor and not just work.

What are you reading for enjoyment?
This is going to sound super nerdy, but I am reading the book “Building Thinking Classrooms in Mathematics” by Peter Liljedahl. I can see where math and science intersect, and I have already used some of the principles in the book during professional learning. So, where we are at is not just a teacher-centered classroom but a student-centered classroom.

Why did you join NSELA?
So it is interesting because someone just asked me that. I belonged to NSELA a while back. I was president of the Virginia Science Educational Leadership Association (VSELA) and an NSELA member. And to be honest, I was in too many organizations so I slipped away from NSELA for a while. But when I retired I wanted to stay connected with a remarkable group of people. I am still in VSELA but I wanted to reach out and look to the broader community of science education nationally as well. I was impressed with what NSELA has been doing over the last couple of years and knew it was an organization I wanted to join. I could see that NSELA has a clear vision of what they wanted for science education nationally, and I was impressed with what was going on. I got involved with the membership committee because I have always felt like when you are part of an organization you need to serve in some way. It does not need to be something huge, serving on a committee is relatively painless and easy to do.

What has been a success of your leadership in your district that you are proud of? What are you most proud of?
I am most proud of the work with VISTA because, at that time I could work with new science leaders from across Virginia. Where I was able to help them develop their vision and strategic plan which included what they wanted the curriculum to look like and the professional learning that was needed to support that curriculum. There are many facets to being a science leader, it is pretty complex, but you need to know how to do that in your district. I think that helping emerging science leaders with that is one of the most memorable experiences and one that I am most proud. What has been a challenge for you as a leader? I think that the biggest challenge is when it is clear that we need to have a change. I will give you an example, science education at the elementary level. When it is clear that something is needed, you work hard to make policy changes and advocate for changes but cannot make that move and see a shift. There is a knee-jerk reaction in education that kids cannot read, and kids cannot do math. They do not see the bigger picture of students actually reading in science class and it is very motivating for them. And that we do mathematics in science class and it is not just graphing. I think the most frustrating part is seeing state, district, and school leaders who do not recognize the importance of building curiosity in our students from a very young age. Everybody is a science person. I think that it is important to build curiosity in our students from a very young age and not just from upper elementary or middle school. We are all science people from the time that we are born. That is how we learn to walk, we are constantly testing things to figure things out. But lack of movement of science education in elementary grades is my biggest struggle throughout my career.

In addition to your leadership role in your district, what other leadership activities are you involved with? (e.g. publications, presentations, professional association involvement, volunteer work, etc.)
I am the president-elect of the Virginia Association of science teachers. Also, because I am no longer in a public role, I can say whatever I want and be free to communicate with legislators and advocate for science education. I am also working with the Central Virginia Biotechnology Association and developing a pilot right now to ensure we have more diversity in the biotechnology workforce. I am currently working with two schools, one in central Virginia and one in Tidewater. We have peer mentors who are going in and working with students to expose them to biotechnology principles that are curriculum embedded. The peer mentors come and work with students in the lab and also take them to professional labs so they can have that experience. We continue working in a local community college to help build a program that will open this fall. I am also a volunteer for the Department of Wildlife Resources, and I go out to do Project Wild Workshops and work with community members.

Who are some of the leaders in education that have inspired you?
I think most recently is Phillip Bell because his sessions at NSTA were inspiring. His work around equity in science is critical. I always want to grow in that area. Also Mark Windschitl with Ambitious Science Teaching. I have followed his work since it was just a website. I am drawn to the ideas of how we can make science more equitable. Also, Brett Moulding from Utah is an important science leader as I was in CSSS (council for state science supervisors). There was also a fellow here in Virginia named Jim Firebaugh. He is retired now and lives in South Carolina, but Jim was my mentor from my early days as a science leader. He was a remarkable mentor and helped me focus and think about the decisions that I was making as a science leader.

As a lifelong learner, what are you more interested in learning more about?
I want to know more about how we can ensure equity in science and make sure that everybody is a science person with the work that I do now. My big focus now is to change the story around science education. In meetings, I hear someone say they are not a science person. People say that about math too. I want everyone to feel like a science person and, through that, have teachers build a culture of science in their classrooms through student-centered approaches. Currently, I work with school districts or workforce development, ensuring that our workforce in industries like biotechnology reflects our population.

What advice do you have for science educators who want to step into leadership roles?
I currently mentor a handful of folks, and one of the things that I help them do is develop a plan that puts them in leadership opportunities. Build a plan that also includes making sure that you are doing public speaking and professional learning, and that you are always putting yourself in a situation where you are learning and staying abreast of what is happening in science education. If you want to be a leader, join a committee here, join your local science teachers association, science leadership association, fill in the blank, any group. As a committee member or doing some work in your community as a leader, you are going to learn by doing it. Stay involved and join forces with other science leaders. I was fortunate in my early career to hitch my wagon to a handful of young leaders and we grew up through the ranks together. Always stay connected and have a cohort of young leaders that you can bounce ideas off of and be critical friends.

What do you do for personal enjoyment outside of your professional life (family, hobbies, travel, anything you want to share!)
So you have heard of love languages, well, my love language is service. My wife would tell you that I had a hard time with work/life balance. But enjoyment in life is time with my family, my wife, and two adult children. Just being a husband and father is the greatest job ever in my life. It is the best ever because I have watched my kids grow, helped mentor them, and taught them along the way. Now, I see them grow into amazing adults. It is fantastic.

March Leadership Spotlight

Shannon Wachowski — Tue, 12 Mar 2024 02:51:40 GMT

Dr. Rebecca Hite - Texas Tech University

• What’s the best advice anyone has given you as a science leader?

Dr. Pat Shane told me in the mid-2000s as an NCSLA fellow that exemplary science leaders never hold onto to leadership for only themselves. Instead, great science leaders find ways to generate and/or distribute experiences for reluctant or emerging leaders; providing them guided opportunities to strengthen leadership and become independent and confident leaders. I have held that advice close to heart then and today as I work as a science leader.

• Why did you join NSELA and what are you most looking forward to as a member?

I joined NSELA having been a member of NCSLA and an NCSLA fellow. I particularly enjoy being part of a greater network of like-minded science education leaders.

• What advice do you have for those pursuing science leadership?

Find novel opportunities to grow your knowledges, skills, and dispositions in science leadership. In those spaces, identify and recruit mentors to ensure your success and cultivate those relationships so you can call upon your mentors when you need them.

• How do your hobbies outside of science leadership contribute to your professional life?

In lieu of hobbies, I spend any free time with my family and my dogs. I find that “down time” invaluable to recharge and reengage with the hard work of being an advocate.

• Fill in the blank. I couldn’t be successful in science leadership without ____. Why?

Mentors. Mentors are the linchpin for successful endeavor to recruit and retain individuals so they may nurture their knowledge for and skills in leadership.

• How do you get to know your colleagues/students and build relationships with them? What questions do you ask or what actions do you take?

Time and transparency are two strategies in how I build relationships and engender trust with teams I am leading. I make sure the work is clearly stated and readily available with multiple opportunities for input and refereeing the process from the group.

• What are you reading for enjoyment?

My sister just sent me Buddha's Brain by Rick Hanson to better cultivate a calm mind through meditation and mindfulness.

• Can you describe your current leadership role in your district?

At Texas Tech University, in addition to serving as an associate professor of STEM education, I am the program director for both an academic and leadership program. I have also served as the associate department chair of Curriculum & Instruction since 2022 and as associate director in the Center for Innovative Research in Change, Leadership, and Education (CIRCLE).

• Tell me about your background in science education before your current role (teaching, degrees, etc.)

I received my B.S. in Biology and M.A.T. in Secondary Science Education from the University of North Carolina at Chapel Hill and taught nine years with the Chapel Hill/Carrboro City Schools. After serving as a Congressional Albert Einstein Distinguished Educator Fellow in Washington D.C., I worked as a graduate research assistant at the Friday Institute for Educational Innovation at North Carolina State University. Upon graduating with my doctorate in science education, I moved to Lubbock, Texas, as a research professor in the department of Curriculum & Instruction.

• What has been a success of your leadership in your district that you are proud of? What are you most proud of?

I am most proud of being the founding director of the Education Policy Fellowship Program for the state of Texas. Over five years, we have served 68 education leaders in developing and refining their policy knowledge, advocacy-focused leadership, and networks to make tangible impacts in their professional contexts and communities.

• What has been a challenge for you as a leader?

Collaborating with individuals who are obstinately resistant to necessary and agreed upon changes.

• In addition to your leadership role in your district, what other leadership activities are you involved with? (e.g. publications, presentations, professional association involvement, volunteer work, etc.)

I have 125 presentations and 75 publications in both practitioner and research venues; these include but are not limited to the National Science Teaching Association (NSTA), the Association for Science Teaching Associate (ASTE), National Association for Research in Science Teaching (NARST), the International Journal of Science Education (IJSE), and School Science in Mathematics (SSM). I was/am on the editorial boards for the Journal of Research in Science Teaching (JRST) and IJSE. In 2024, I began my term as an associate editor for the Journal of Science Teacher Education (JSTE).

• Who are some of the leaders in education who have inspired you and how have they inspired you?

I am inspired by leaders who lead by example, taking on the hard work and make the hard decisions to ensure success for the greater good. They also are willing to mentor individuals who are unaware of the great leader that lies within them. For me, some examples of those mentors are Dr. Pat Shane, Dr. Gail Jones, and Dr. Darlene Ryan.

• As a lifelong learner, what are you most interested in learning more about?

I love learning languages, so I am planning to learn American Sign Language this year.

• What advice do you have for science educators who want to step into leadership roles?

Get involved in the work and get to know and support the individuals who are leading in that work. By taking this type of initiative, it becomes evident your interests and investments in the organization and its efforts. Leadership would, then, be the next logical step as leaders take notice and encourage you to take on new or expanded roles.

• What do you do for personal enjoyment outside of your professional life (family, hobbies, travel, anything you want to share!)

Since I conduct research on virtual, augmented, and mixed realities, I enjoy playing video games on my PlayStation 5 and PSVR.

February Leadership Spotlight

Shannon Wachowski — Tue, 13 Feb 2024 00:17:46 GMT

Stephanie Brushway - Denver Public Schools

Stephanie, from the moment she stepped into a district-level leadership role a few years ago, has tirelessly worked to use her position to influence changes in how students in our large, urban district experience classroom science. Ms. Brushway is committed to increasing instructional minutes in science, especially in K-8 grades (Denver is not unique in our struggle to compete for adequate science instructional minutes at the elementary and middle-school levels). Prior to joining central-office administration in Denver as a Science Curriculum & Instructional Specialist, Stephanie was a teacher leader, teaching middle-school science and driving reform ideas from within her department. Her successes as a teacher leader informed her practice within a new district-leadership role.

To help convince school leaders to increase instructional minutes for science at their schools, Stephanie thought it would be powerful if they could, from one location, see how their schools compared with others. She wanted leaders to be able to compare metrics like school size, student demographics, comprehensive schedule (minutes per content per day), science curriculum use, and state assessment performance. Her idea was that if school leaders or members of instructional leadership teams could quickly access these (and other) concisely-communicated data points, there would be a collective move toward increasing instructional minutes for science; and it might even promote cross-site collaborations.

Stephanie set out to design and build a website to serve as a dashboard to school leaders so they could access all of that information. It has also supported our Science Curriculum & Instruction team with difficult conversations about providing students instructional minutes for science. When we can quickly access school data, comparable in whatever ways are important to the leader, and show how the differences in student outcomes almost always correlate with the number of instructional minutes provided in the elementary levels, it is hard for leaders not to make that happen for students. Sometimes just seeing that other schools actually have science in their schedule is enough to convince a leader to do the same.

We are early in the push for more K-8 science instructional time using this approach, but it has already yielded change at a handful of elementary schools this academic year. They now provide students with science instructional time, called out by name on their comprehensive calendars. Thousands of students (at a minimum) are now, and every year forward, getting more access to classroom science experiences than they were 18 months ago. The way Stephanie influenced that system-level change is the epitome of what successful and spotlightable science leadership should be. Most district, region, state, or national leaders were, at one time on their journey, an amazing classroom or school-level leader, making deep differences in individual students’ lives. As we trade that deep impact for broader influence within a system, we must figure out how to make scalable impacts for students. Stephanie has shown us all we can make those scalable, system-level changes and influence the lives of all our students. I’m impressed with Ms. Brushway’s impact and proud to work alongside her every day.

The best advice Stehanie ever received as a science education leader was to “Lead how you teach: see the end goal, break it down into steps, and then work to guide others there on their own path.” The advice she gives hungry science leaders today is “Lead the best you can each day and continue to seek out new information and skills so your best is always better than the day before.”

Submitted by: Douglas A. Watkins Manager K-12 Science Curriculum & Instruction, Denver Public Schools

Vernier Science Education Partnership Feature

Shannon Wachowski — Fri, 05 Jan 2024 01:07:14 GMT

In what ways is science education leadership important to/in your organization?

At Vernier, we’re deeply committed to supporting science education leaders for a few crucial reasons. First, they help us in understanding the big picture by providing us with invaluable insights about the broader education landscape and what the needs are in terms of science solutions at the district level. This is very important for us, because it helps shape our product planning and development to meet those needs.

Science education leaders also help us learn about the larger trends happening in schools districtwide. This includes understanding which instructional strategies and technologies are improving student engagement and addressing educational challenges, such as how gaps in math knowledge are impacting readiness for science courses. Educators are facing a lot of big challenges—but that also means we have many opportunities to learn and innovate. Getting to see the comprehensive view of science education and understanding what students need for high school and postsecondary success helps us work toward our mission.

Additionally, science education leaders play a pivotal role in the successful adoption of our technology. They’re our partners in this, helping to ensure that schools and teachers have the support they need for Vernier solutions to really make a difference in the classroom. That means supporting professional development, getting teacher buy-in, and having the right methods in place to evaluate student learning outcomes. This partnership with education leaders isn’t just part of our strategy; it’s at the heart of our mission.

How does your organization support science education leaders?

First and foremost, we view our relationship with science education leaders as a partnership. We’re deeply invested in the future of STEM education, and that means supporting the leaders who shape it. We’re putting our efforts into helping current and upcoming administrators by supporting and contributing to organizations like NSELA. And it’s really a true partnership in that we give back to organizations in ways that are significant and meaningful to them—from sponsorships and speaking opportunities to inviting leaders to provide feedback on our programs and product development.

A great example of how we support science education leaders is one of our newest initiatives, the Vernier Trendsetters Community. We founded this community to encourage stronger connections and cross-learning between science educators and administrators from diverse districts—leaders representing different regions, school sizes, funding levels, and so forth. We want to create a supportive network where educational leaders can learn from each other and exchange ideas to develop innovative, impactful ways to help build the knowledge and skills of the next generation of STEM-literate citizens.

We always welcome conversations with NSELA members, so if you have questions or want to speak with us about needs in your district, please reach out to Candace Davis at cdavis@vernier.com.

Why did you want to partner with NSELA?

Our decision to partner with NSELA stems from the organization’s proven, long-standing commitment to mentoring administrators as well as its recognition of the importance of public-private partnerships. NSELA focuses on quality partnerships that help support their mission—maximizing effective science teaching in ever-changing educational landscapes—and those efforts align with many of our own values at Vernier.

That’s also why we continue our partnership through programs like the Vernier Emerging Science Education Leader Scholarship (VESELS) Award, which has supported professional growth, mentorship, and development for emerging science leaders across the country since 2017. Ultimately, we see our collaboration with NSELA as an opportunity to contribute to wider goals in enhancing science literacy.

ExploreLearning Partnership Feature

Shannon Wachowski — Sun, 10 Dec 2023 18:41:13 GMT

In what ways is science education leadership important to/in your organization?

ExploreLearning was founded in 1999 by educators looking for new ways to inspire students and help them succeed with math and science. Our innovative math and science solutions are now used in classrooms in every state and over 50 countries worldwide. Our diverse team – made up of educators, developers, scientists, mathematicians, instructional and visual designers, content experts, analysts, and more – works together alongside leaders in the science education space to bring teachers and students the highest quality learning experiences.

Science4Us (grades K-2) gives students a head-start in STEM with literacy-infused modules covering Inquiry, Physical Science, Life Science, and Earth & Space Science. Gizmos (grades 3-12) help students make connections and draw conclusions through 500+ interactive, inquiry-based math and science simulations.

At ExploreLearning, we are dedicated to partnering with leaders in the science community to create real-life, rigorous content for students. The ExploreLearning Collab Crew (https://web.explorelearning.com/collab/) is a partnership program where educators help our team develop new edtech product concepts and test them in real-world classrooms. Learn more about educators' experiences, like Dr. Ann Scott's, as part of the Collab Crew: https://www.explorelearning.com/resources/success-stories/collab-crew-anna-scott

We value continuous learning from science leaders and teachers so we can better support students using our STEM products. Our team stays current in the science education space through collaboration with others at national and local conferences, membership through regional organizations, and ongoing research.

How does your organization support science education leaders?

ExploreLearning promotes professional excellence with digital STEM tools teachers and administrators can easily implement to enhance and monitor student learning. We believe science educators need relevant, ongoing professional development and content-specific training. Our robust professional development team develops and delivers on-demand and in-person training to help educators use Science4Us (https://www.science4us.com/pd) and Gizmos (https://gizmos.explorelearning.com/support/) most effectively.

We are committed to continuous research and development to support science leaders with insights and evidence-based learning experiences. Our research and Science Solutions teams work to analyze how our products impact learning and to discover ways to improve our solutions and release new content. Read more research: https://gizmos.explorelearning.com/about-gizmos/research-behind-gizmos

In 2023, the Gizmos team released three new STEM Cases (Hydrologic Cycle; Smelling in the Rain: Designing Solutions to Improve Air Quality; Sound Off, Please!: Designing Solutions to Reduce Noise Pollution). The Gizmos development team also launched a new student progress monitoring heatmap tool that allows educators to view data insights as they relate to specific science and engineering practices in addition to skills (https://www.explorelearning.com/about-us/news/stem-cases-practices-view). Additionally, a new “model builder” widget allows students to lean into the engineering design process by both designing solutions and demonstrating their understanding of problems. These innovations support science education leaders to make the most informed decisions in their classrooms and schools.

Why did you want to partner with NSELA?

ExploreLearning supports NSELA’s mission of maximizing effective science teaching and learning in an ever-changing learning environment. ExploreLearning is dedicated to PD, research, and giving educators a voice in the science education space.

We want to partner with NSELA to collaborate with science education leaders and support teachers with content customized to their expressed needs. Additionally, we would like to learn alongside others, gain access to resources, and engage with the latest trends in the larger science community. ExploreLearning is dedicated to sharing best practices, engaging in joint initiatives and research opportunities, and continuously growing.

Ring in the new year with fresh ideas and best practices to transform STEM learning. Join the ExploreLearning team in this NSELA partner webinar. Register here.

December Leadership Spotlight

Shannon Wachowski — Sun, 10 Dec 2023 18:10:19 GMT

Shana K. Benford is a true exemplar of dedication and passion in the field of STEM education. With a profound commitment to making a difference, she has mentored countless students from high school to the graduate level. Starting as an educator in 2007, she has made an impact as a Biology, Physics, and Chemistry teacher, coach, leader, university supervisor, Noyce Scholars program professor, and Teacher mentor. Her current executive leadership role, Chief Program and Impact Officer, in a national non-profit STEM organization, Project Scientist, is a testament to her unwavering drive to empower marginalized girls and integrate them into the STEM workforce. She is also committed to personal growth. Shana is completing a Doctorate in Education, Policy, Organization and Leadership at UIUC with a 4.0 average. Her former education includes a Bachelor of Science in Biology Degree from Purdue University, a Master of Science in Education and Social Policy and Secondary Science Education from Northwestern University in Evanston, IL, and Technology Specialty and Diversity and Equity in Education certificates from UIUC. Her journey and responses to the interview questions paint a vivid picture of her inspiring leadership.

Building relationships is at the heart of Shana's leadership style. Active listening and empathy are her guiding principles when connecting with colleagues and students. She believes in understanding their unique challenges and aspirations, encouraging open and honest conversations about experiences and effective collaboration.

Shana's unspoken motto for success in science leadership is that she couldn't achieve it without a dedicated and high-performing team. Leadership is a collective effort, and having a team that shares the same passion and commitment is vital for driving positive change.

Shana draws inspiration from leaders like Errika Moore, who taught her the importance of honest and constructive communication in leadership through candid feedback. She also admires Dr. Ronda Taylor Bullock, whose unwavering commitment to anti-racism work and support for others reinforces the significance of equity and inclusion in STEM education. Additionally, Sue Cusack and Nettrice Gaskins have inspired her through their innovative methods of advancing STEAM education and support for teachers and students, showcasing how creativity and innovation can drive positive change in education.

The best advice Shana received as a science leader emphasizes the importance of diversity, in STEM. This counsel underlines the necessity of fostering an environment where every individual has a genuine opportunity to contribute to the scientific community. There is tremendous untapped talent and genius all around us, we just have to ignite and engage curiosity while promoting creativity and collaboration.

For aspiring science leaders, Shana's advice is to be focused on impact over title; be unwaveringly passionate about their mission in life, dedicated to continuous learning, and resolute in their commitment to make a positive impact. Embracing and actively seeking opportunities to empower the next generation is essential for aspiring leaders.

Outside her professional life, Shana finds joy in traveling and volunteering with her husband and children. Family and Spirituality bring joy and purpose to Shana's life. These experiences provide a balance to her life and still allow her to connect with diverse communities, enriching her perspective and leadership. Understanding and relating to the people she serves is a fundamental aspect of her approach.

As the Chief Program and Impact Officer at Project Scientist, Shana's current leadership role involves strategic planning and innovation to enhance program excellence and expansion. She manages resources to empower the next generation of innovators, particularly from underserved communities across numerous program locations in the United States. In her role, she also oversees diversity, equity, inclusion, and belonging (DEIB) efforts and ensures equitable policy implementation.

In this role, she takes immense pride in making a national impact on students and educators. Through Project Scientist's efforts, they have had the privilege of serving students who can genuinely benefit from their work. This expansion and its positive impact on underserved communities are a testament to their commitment to advancing STEM equity on a national scale.