Newsletter Articles

Daniel Alcazar-Roman - Region F Director (Year 1)

Executive Director, K-12 Science Teaching & Learning at University of California, Berkeley's Lawrence Hall of Science

What motivated you to serve on the NSELA board?

My own growth as a leader was shaped by networks like NSELA. As a district and state science supervisor, some of the most valuable support I received came from colleagues who were facing the same challenges and were willing to share what they learned. I wanted to help build those connections for others, especially across the West and among our international affiliates, where leaders may feel far from the national conversation. I was also motivated by the chance to help NSELA keep growing as a place where every leader experiences real belonging, and where the assets they bring are recognized and celebrated. Serving as Region F Director felt like a way to give back to a community that has given me so much, and to help the next generation of science leaders find their footing sooner than I did.

What has been most rewarding about your experience so far?

Although I've been on the NSELA board for only a few months, the most rewarding part so far has been helping lift up the work of others. Through the Communications & Publications Committee, I've coordinated newsletter features with partners and nominated colleagues for the Leadership Spotlight, including Johanna Brown, Associate Director of Secondary Science Education at the Washington State Office of Superintendent of Public Instruction (OSPI) - featured in July! Seeing leaders recognized for work that often happens quietly, behind the scenes in districts and states, reminds me why this organization matters. Science education leadership can be isolating. When we tell each other's stories, we remind people they are part of something larger, and we give them ideas to bring back to their own systems.

I'm also excited to help create new spaces for this kind of learning. On November 4 in Indianapolis, my team at the University of California, Berkeley's Lawrence Hall of Science will facilitate the Strategic Systems Leadership breakout at NSELA's Leadership Development Academy, offered in partnership with NSTA. The session will focus on developing other leaders and strengthening organizational systems, putting that same commitment to supporting and lifting others up into practice.

What is one goal you set for yourself in this role, and what progress have you made toward it?

When I joined the board, I set a goal to strengthen connections among Region F leaders, who are spread across a large geography and often have few chances to learn from one another. My plan was to figure out a start to connect leaders across the region. So far, I have had conversations with a few state and district leaders, gathering ideas for opportunities to connect and to think of ways NSELA can be a partner in leadership support and development. I've learned that there is so much important work happening across our region and that there is genuine interest in learning and supporting each other. Building connection is slow work, but each conversation adds to a network that leaders can rely on. In the coming months I want to broaden the outreach within the region and start regular communication channels.

Reflecting on your first year, what advice would you offer to new board members starting their term?

Board service has deepened my belief that leadership is a practice we grow into together. I've always thought about leaders developing from novice to expert, but working alongside colleagues from across the country has shown me how much that growth depends on community: on having peers who keep you accountable, challenge your thinking, and share what works. It has also sharpened my sense of responsibility. The decisions we make about projects, programs, awards, and policies shape who sees themselves as a science leader and who gets the chance to grow.

Deanna Ferland, Project Director for Science and College and Career Readiness Assessment at the Oklahoma State Department of Education (NSELA Region D)

This month's Leadership Spotlight features Deanna Ferland, Project Director for Science and College and Career Readiness Assessment at the Oklahoma State Department of Education. In this role, Deanna contributes to science education initiatives at both the state and national levels. She also serves as President-Elect of the Oklahoma Science Teaching Association and as a member of NSELA's Professional Development Committee. Deanna considers her greatest achievement as a science education leader to be her ability to build trust and translate ambitious ideas into practical strategies that educators can implement in their classrooms.

Tell us about your background in science education, including your current role.

My background in science education began in the classroom and has grown into curriculum, assessment, and instructional leadership. I have taught science and worked in education for many years, including serving as a Science Department Chair and Professional Learning Community (PLC) Team Lead.

I hold a Bachelor of Science in Exercise Science from Old Dominion University and two master's degrees, one in Exercise Science from California University of Pennsylvania and one in Curriculum and Instruction from Western Governors University. I also hold an Oklahoma teaching credential that includes Middle Level Science, along with additional certifications in Health and Physical Education and Elementary Education. My experiences have also given me opportunities to participate in science education at the state and national levels, including serving on the board of the Oklahoma Science Teaching Association (OSTA). 

I am currently the Project Director for Science and College and Career Readiness Assessment with the Oklahoma State Department of Education in Oklahoma City. It is an exciting transition for me because I am moving from supporting teachers and students within individual schools and districts to having the opportunity to support educators and students across Oklahoma. My work focuses on science assessment, college and career readiness, and supporting districts with assessment and graduation requirements.

Why did you join NSELA, and what is one benefit you have found as a member?

I joined NSELA because I wanted to connect with other educators who are passionate about science leadership and learn from people working in different contexts across the country.

One of the things I value most about NSELA is the opportunity to learn from people who are doing similar work but may approach challenges differently. Leadership can sometimes feel very specific to your own district or state, so having a network of people who understand the work and are willing to share ideas has been valuable.

What has been a challenge for you as a leader?

One challenge I have experienced as a leader has been navigating situations where expectations and realities don't always align at different levels. I learned that even when everyone is working toward the same goal, people can have very different perspectives about what is realistic. My first instinct is to listen and understand what is creating the concern rather than immediately trying to solve it.

I learned to look for common ground and then break a larger initiative into smaller, actionable steps. Instead of focusing on everything that needs to happen, I ask, "What is one thing we can do right now that moves us in the right direction?" That experience has taught me that effective leadership requires both accountability and empathy. People are much more willing to move forward when they feel heard and when the path forward feels manageable.

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

My biggest advice would be to say yes to opportunities that allow you to contribute outside your classroom, even if you don't feel completely ready. Leadership doesn't have to start with a title. It can start with leading a PLC, sharing an idea with your department, presenting at a conference, serving on a committee, mentoring another teacher, or becoming involved in a professional organization.

I would also encourage educators to build relationships. Some of the most valuable leadership opportunities I have had came from relationships I developed through science education organizations and professional learning. And finally, don't feel like you have to become someone else to be a leader. Your classroom experience is an asset. The best leaders I know can take what they understand about students and teachers and use that perspective to improve systems.

Fill in the blank: "I couldn't be successful in science leadership without ______." Why?

I couldn't be successful in science leadership without the people around me. Science education is inherently collaborative, and I have learned that the best ideas rarely come from one person. Whether it is teachers, administrators, students, professional organizations, or colleagues, I rely on the people around me to challenge my thinking, bring different perspectives, and help turn ideas into action. I also think leadership requires humility. I don't have to be the person with every answer. I need to be willing to listen, ask questions, learn from others, and bring people together.

What does "science leadership" mean to you?

To me, leadership is really about bringing people together around a shared vision. Leadership does not mean having all the answers or simply telling people what to do. It means listening, building relationships, and understanding the realities of education. I think strong science leaders have to be willing to advocate for science education, focus on students, and support teachers. My journey through science education and leadership has taught me that leaders don't need a title to lead, just passion and a willingness to embrace change.

What are you most proud of as a leader?

I am proud of the professional relationships I have built through OSTA, NSELA, and other science education opportunities. Being able to contribute to professional learning beyond my own classroom and district has been especially meaningful to me. Ultimately, I think my biggest leadership success has been building trust with people and helping turn big ideas into practical things educators can actually do.

NSELA and NSTA are in search of a veteran educator to serve as the next Leadership Matters Column Editor for Science & Children.

The Column Editor’s responsibilities include:

• Soliciting articles on elementary science leadership topics from a diverse mix of engaged educators; and

• Overseeing the manuscript review process to ensure articles demonstrate research-informed, equity-centered, and practice-relevant insights on elementary science education leadership at the classroom, school, district, university, and policy levels.

The ideal candidate is an organized, articulate, and effective educator, team player, and communicator who can tap into a network of exemplary elementary level science educators. In particular, the successful candidate should have the following qualifications:

• Experience as a classroom teacher of elementary science;

• Be an active member of NSTA and NSELA with demonstrated familiarity with Science & Children and other similar education journals;

• Familiarity with the findings of The National Academies Press publication (2022) Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strength of Educators.

• A solid science background with a working knowledge of the Next Generation Science Standards;

• Insight into enduring objectives and current trends in elementary science education;

• Ability to network in search of suitable content for the journal; and

• Ability to communicate effectively with authors as well as NSELA and NSTA members, committees, board of directors, and staff.

This is a voluntary appointment, with no stipend available. You would work closely with column editors from other NSTA journals (Science Scope and The Science Teacher).

To apply, e-mail a letter that specifies related experience and background to Peter Lindeman at plindeman@nsta.org by October 15, 2026. The position will remain open until filled.

This month NSELA is pleased to feature Gold Partner, ExploreK12.

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

One example is how a district, looking to improve science instruction and engagement, implemented Gizmos, giving grades 3-12 teachers access to standards-aligned inquiry lessons and simulations. Teachers reported greater confidence, and student engagement increased. Through ExploreK12, educators also have additional resources like Science A-Z to help strengthen science literacy and support K-6 science learning across different grades and learning environments.

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

Connecting interactive science experiences with literacy development has been especially effective. Educators can pair Gizmos and Science A-Z to build K-6 content knowledge, strengthen reading skills, and support cross-curricular learning. We also partner with educators through opportunities like the Collab Crew, helping ensure our solutions reflect real classroom needs.

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

We measure success through meaningful instructional impact, teacher adoption, and student engagement. Science education leaders are successful when they equip teachers with tools that help visualize complex concepts, save instructional time, and create engaging learning experiences that build confidence, curiosity, and a deeper understanding of science.

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

The launch of ExploreK12 reflects a more holistic approach to science education by bringing literacy, math, and science solutions together under one brand. Through evidence-based resources like Gizmos Investigations and Science A-Z, we help leaders provide scaffolded, standards-aligned learning experiences that integrate inquiry, reading, and differentiated instruction.

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

Our partnership with NSELA has strengthened our connection to science education leaders and teachers, providing valuable opportunities for collaboration and feedback. These insights help us better understand educator needs and continue enhancing our evidence-based, cross-curricular resources to support stronger classroom implementation and improved student outcomes.

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

Let evidence-based research guide your decisions by prioritizing resources with proven classroom impact, such as Gizmos, including the newly released Gizmos Investigations for grades 6-8. Look for research-validated solutions with strong student engagement metrics and consistent teacher adoption, and that also provide educators with the support and professional learning needed for long-term success.

Sara Torres 

Executive Director of Arizona Science Teachers Association 

Region D - Arizona 

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

When I became the K–12 Science Curriculum Coordinator for Columbia Public Schools, my predecessor and mentor, Dr. Becky Litherland, gave me advice that has shaped my leadership ever since: Your job is to serve teachers.

She reminded me that every decision should help teachers focus on what matters most - teaching and caring for students. Sometimes that meant finding resources, unpacking science kits, completing paperwork, or simply listening. It also meant spending time in classrooms and building teachers' confidence so they could become leaders themselves.

More than twenty years later, I still ask myself, "How can I make it easier for teachers to do their best work?" That question continues to guide every leadership role I have.

What advice do you have for those pursuing science leadership?

Lead with a servant's heart and a learner's mindset.

Science leadership isn't about having all the answers.  Science leadership is about listening, building relationships, and creating opportunities for others to succeed. Stay connected to classrooms because that's where the real work happens. Be curious, celebrate the strengths of others, and invest in developing future leaders. When teachers grow, students benefit, and our profession becomes stronger.

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

Without question, I am most proud of developing teacher leaders.

Whether I was serving as a district curriculum coordinator or now as Executive Director of the Arizona Science Teachers Association, my greatest joy comes from watching educators discover their own leadership potential. I've had the privilege of mentoring teachers who have gone on to facilitate professional learning, lead statewide initiatives, present at conferences, and influence science education far beyond their own classrooms.

Programs such as ASTA's Ambassador Program, Deeper Dive Program, NGSX Facilitators, and our professional learning team have created opportunities for teachers to grow together, support one another, and ultimately improve science learning for thousands of students across Arizona. Watching teachers gain confidence and realize the impact they can have is incredibly rewarding.

I believe the greatest investment we can make in science education is developing teachers who become confident leaders, because when teachers grow, students, schools, and communities grow with them. 

What has been a challenge for you as a leader?

One of my biggest challenges has been learning patience.

Meaningful change in education takes time. Early in my career, I wanted everyone to embrace new ideas as quickly as I did. Over the years, I've learned that lasting change happens through trust, relationships, and ongoing support - not mandates.

Teachers deserve the same encouragement, constructive feedback, and grace that we strive to provide our students. As a leader, I've learned that meeting people where they are and celebrating incremental growth often leads to the most sustainable change.

What was your background in science education before your current role.

My career began as a middle school science teacher in southern New Mexico, where I taught life science and earth science in communities along the U.S.-Mexico border. Those early years taught me the importance of making science relevant to students' lives and helping every learner see themselves as capable of doing science.

Later, I had the opportunity to establish New Mexico's first middle school science magnet program before moving to Missouri, where I taught middle school science and eventually became the K–12 Science and Secondary Health Curriculum Coordinator for Columbia Public Schools.

As the K–12 Science Curriculum Coordinator for Columbia Public Schools, I discovered that supporting teachers could have an even greater impact than teaching one classroom. Serving as Project Director for Missouri's A TIME for Physics First initiative and later consulting on the National Science Foundation A TIME for Freshman Physics project allowed me to work with educators across the state to rethink science instruction through sustained professional learning.

Since moving to Arizona in 2010, I've had the privilege of serving as Executive Director of the Arizona Science Teachers Association while also working as a STEM education consultant. Those roles have allowed me to continue supporting teachers through professional learning, leadership development, and statewide partnerships

Throughout my career, I've earned degrees from The Ohio State University and New Mexico State University and completed doctoral coursework in science education. Every role, from classroom teacher to district leader to state association executive director, has reinforced my belief that high-quality professional learning and strong teacher leadership are essential to improving science education.

I'm honored that this work has been recognized by my colleagues, including receiving the National Science Education Leadership Association's Outstanding Leadership in Science Education Award in 2017 and being selected as a 2025 Flinn-Brown Fellow. Both experiences have strengthened my commitment to educational leadership and science advocacy.

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

One of the aspects of my work that I enjoy most is collaborating with educators across the country.   

I regularly design and facilitate professional learning focused on three-dimensional science teaching, assessment, systems thinking, and instructional leadership. I've presented at NSTA national conferences, the National Congress on Science Education, and numerous state conferences. I also serve as an OpenSciEd facilitator, NGSX facilitator, Systems Thinking facilitator, consultant for school districts and organizations, and work closely with partners across Arizona to strengthen STEM education.

Whether I'm writing grants, mentoring teacher leaders, or facilitating workshops, my goal is always the same - to inspire, engage, and support educators so they can provide meaningful science experiences for every student. 

Why did you join NSELA and what do you most look forward to as a member?

I joined NSELA because of a mentor.    

In 2004, Dr. Becky Litherland invited me to attend my first NSELA conference. She introduced me to leaders from across the country who were incredibly generous in sharing ideas, resources, and encouragement. As a new science coordinator, I left feeling inspired and much more prepared for my role.

What I continue to value most about NSELA is the opportunity to learn from other science leaders. Every conference provides practical ideas, thoughtful conversations, and renewed inspiration for supporting teachers and advocating for high-quality science education for all students.

I joined NSELA because a mentor invited me. Today, I stay because every conference reminds me that leadership is a journey of continual learning. Some of my best ideas and many lasting friendships have come through the NSELA community.

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

I have been incredibly fortunate to learn from outstanding educators throughout every stage of my career. Each has influenced not only what I do as a leader, but who I strive to be.

My K–12 teachers were my first inspiration. They made learning exciting, engaging, and fun. They sparked my curiosity and showed me that when students enjoy learning, they are willing to take risks, ask questions, and discover more. Their classrooms inspired me to become an educator.

Early in my teaching career, Nyeta Fields and Sue Fields, the visionaries behind the science magnet program in Las Cruces, New Mexico, showed me how to turn big dreams into reality. They challenged me to think beyond traditional approaches, design innovative learning experiences, and always put students' needs at the center of every decision. Their example taught me that meaningful change begins with a bold vision and the courage to pursue it.

As a new science coordinator, Dr. Becky Litherland became an extraordinary mentor. She taught me that leadership begins with serving teachers. Her advice to stay connected to classrooms, remove barriers, and build the capacity of educators has guided every leadership role I have held.

Dr. Meera Chandrasekhar at the University of Missouri expanded my perspective from district leadership to statewide systems change. As I served as Project Director for Missouri's A TIME for Physics First initiative and later worked on the National Science Foundation's A TIME for Freshman Physics project, she encouraged me to think beyond individual classrooms and focus on building sustainable systems that support teachers across an entire state. She helped me understand that meaningful educational change requires strong partnerships, thoughtful planning, and a long-term commitment to professional learning.

Joan Gilbert, former Science Coordinator for Tucson Unified School District, has modeled thoughtful leadership. She is an exceptional listener who asks insightful questions that help others consider different perspectives. During challenging situations and while reviewing grant proposals, she has helped me become a more reflective and intentional leader.

DaNel Hogan, founder of the STEMAZing Project and Braided STEM, has inspired me to think boldly. Her determination, creativity, and belief that obstacles can be overcome have encouraged me to pursue innovative ideas, embrace risk, and continually seek new opportunities for educators and students.

Alison Smith, founder of The Thrive Designer, has helped me grow as both a leader and a person. She has challenged me to lead from my values, build resilience, establish healthy boundaries, and recognize that saying "no" to one opportunity often allows me to say "yes" to work that is more aligned with my purpose and where I can make the greatest difference.

Collectively, these remarkable educators have shaped the leader I strive to be every day. They have taught me that leadership is about serving others, inspiring curiosity, building the capacity of those around us, and leaving people more confident than when we first met them.

******

Looking back, my career has expanded from supporting the students in my own classroom to supporting teachers whose work now reaches thousands of students across Arizona and beyond. While my role has changed, my purpose has remained the same: helping every student experience high-quality science learning by investing in the educators who make it possible.

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

PASCO supports district leaders moving from high-quality science curriculum adoption to classroom implementation. One middle school teacher shared how she uses PASCO’s Certified Version of OpenSciEd to make hands-on investigations more manageable through organized resources, equipment, and technology. Hear about her experience, including how the  PASCO Portal© supports lesson preparation.  

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

Our most effective strategy is listening first. Science leaders understand their communities and challenges better than we do. Their perspectives help us understand instructional goals and capacity while informing how we connect PASCO’s longstanding focus on hands-on investigation, data collection, and analysis with the vision of A Framework for K–12 Science Education and evolving classroom needs.  

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

While PASCO does not directly measure the success of science education leaders, we look to sustained implementation, educator and leadership feedback, and long-term partnerships at a global scale as indicators that our resources and support are helping leaders advance their instructional goals. 

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

PASCO recently joined the National Academies’ CASTL-K12 Action Collaborative, expanding how we participate in conversations about K–12 science education. CASTL-K12 brings together leaders, researchers, and organizations to examine systemic challenges and share perspectives across the science education community. For PASCO, this creates an opportunity to contribute where appropriate while learning from expertise beyond our own.

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

PASCO’s partnership with NSELA helps us listen to science education leaders and better understand systemic challenges. We recognize we can do more. By engaging with NSELA members, we hope to support efforts to address high school science teacher capacity, expanding access to meaningful elementary science experiences, and integrating core academic science within existing and emerging CTE pathways.

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

Our experience reinforces the importance of listening to teachers, collaborating with science leaders, and maintaining open dialogue with publishers and education partners. Leaders help us better understand where resources meet classroom needs and where they do not. Communication among schools, states, researchers, and education partners helps all of us learn from one another and collectively advance science education. 

This month’s Leadership Spotlight shines on Johanna Brown, Associate Director for Science Education at the Washington Office of Superintendent of Public Instruction (OSPI), where they lead statewide efforts to strengthen science education for students in grades 6-12. In this role, they steward Washington science standards, oversee major statewide initiatives, and work to ensure all students have access to high-quality science learning opportunities. Johanna’s leadership experiences have included supporting Washington's legislatively funded ClimeTime program, partnering with the Washington Science Teachers Association, leading professional learning throughout the state, and translating educational research into practical tools for educators. Passionate about collaboration, Johanna, seeds herself as both a connector and a translator - bringing together regional and district science leaders, classroom teachers, higher education partners, informal science organizations, and researchers to build shared understandings and advance science education across Washington.    

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

My path into science education began at Western Washington University, where I earned a degree in chemistry. While I enjoyed the subject, I quickly realized that a career in the lab wasn't the right fit for me. At the time, I was working in student affairs, teaching a leadership course, and tutoring high school and college students in chemistry. Those experiences made me wonder if I could combine my love of science with my interest in helping people learn and grow.

My first teaching position was at a charter school serving students who had been expelled from or withdrawn from traditional high schools. The school provided comprehensive wraparound support, and I worked with students preparing for the biology end-of-course exam required for graduation. That experience profoundly shaped my understanding of the power of relationships, high expectations, and meeting students where they are.

I later taught high school chemistry, where I had opportunities to help develop an AP Chemistry program and, after teaching myself to code, support the launch of an AP Computer Science program. Along the way, I became increasingly interested in grading practices and began questioning some of the traditional approaches I had experienced as both a student and educator.

That curiosity led me to become a Washington State Teacher Leader, where I wrote a monthly blog reflecting on my evolving thinking about grading and assessment. Through those experiences, I was fortunate to connect with educators across the state, facilitate professional learning, and contribute to conversations about teaching and learning. Looking back, those opportunities helped open doors to leadership and shaped how I approach my work today.

Academically, I earned a Masters in Teaching from Washington State University and became a National Board Certified Teacher in Adolescent and Young Adulthood Science (Chemistry). I am currently completing my dissertation research as part of a Ph.D. program in Educational Leadership at the University of Idaho. Each of these experiences has contributed to my growth as an educator and leader, but the most important lessons have always come from the students, colleagues, and communities I've had the privilege to learn alongside.

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

One leadership accomplishment I'm especially proud of came during a period of significant change in Washington. In spring 2025, major state budget reductions eliminated many grant-funded programs, including our landmark climate and science education initiative. Our science team went from seven staff members to two, and at the same time we were onboarding a new colleague while saying goodbye to a teammate who returned to the classroom.

Rather than focusing on what we had lost, we focused on what educators told us they needed most. Because we had spent years listening to and learning from teachers and leaders across the state, we were able to pivot quickly. We launched a six-week curriculum adoption professional learning series, created a collection of science topic briefs, developed new guidance for secondary science and STEM course sequencing, and started a Science Leadership Lab for science leaders across the state.

What I'm most proud of isn't any single resource, it's that we were able to stay responsive and connected during a challenging time. Even with fewer people and less funding, we found new ways to support educators, and that reinforced my belief that strong relationships and listening are some of the most powerful tools a leader can have.

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

The best advice I received came early in my career at my first Washington Science Teachers Association conference. Dennis Schatz, a past NSTA president, encouraged me to apply for a committee position. When I hesitated, unsure whether I was qualified, he simply said, “Just do it.”

That advice taught me that leadership isn't about waiting until you feel ready, it's about showing up, leaning in, and contributing. Some of the most meaningful opportunities in my career began because someone encouraged me to take that first step, and I said yes. It also helped me realize that leadership is rooted in connection, joy, and service. When we bring those qualities into our work and collaborate with others, we create the conditions for more equitable and meaningful science learning opportunities for students.

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

I'm not sure I have any groundbreaking advice for science educators who are considering leadership, but I do know that we need you. Whether that's serving as a department chair, leading professional learning, getting involved in your state science association, or taking the leap into administration, science education needs more leaders with science backgrounds.

Science educators bring systems thinking, curiosity, evidence-based decision making, and a willingness to tackle complex problems—qualities that are incredibly valuable in educational leadership.

So I think I'd share the same advice Dennis Schatz gave me early in my career: Just do it. Don't wait until you feel completely ready. Say yes to opportunities, get involved, and trust that you'll learn along the way.

What has been a challenge for you as a leader? 

One of the biggest challenges of state-level leadership is working within large systems. State agencies and legislatures play critical roles in supporting education, but meaningful change doesn't always happen at the pace we would like—especially when educators and students need support right away.

One lesson I've had to learn is how to zoom out and see the bigger picture. I've had initiatives take a year or two to come together, and while I often wish they could happen faster, I've found that the work is almost always worthwhile. In some cases, delays have even led to stronger outcomes because they created opportunities to build partnerships, gather more perspectives, and collaborate with others in ways I hadn't anticipated.

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 get to know people by being genuinely curious about them. I love hearing people's stories, learning what motivates them, and understanding the experiences that shape how they move through the world.

When I was a classroom teacher, I always asked students to complete a beginning-of-year survey. One of my favorite questions was, "What do people get wrong about you?" The answers were often incredibly insightful. Students would share things like, "Teachers think I'm not paying attention when I really am," or "People think school comes easily to me, but I work really hard." Those responses helped me check my assumptions and better understand how to support each student.

These days, one of my favorite questions is, "What were you absolutely obsessed with as a child?" It's such a fun window into who people are. For me, it was The Beatles. I was absolutely obsessed with them, and if you had walked into my bedroom when I was eight years old, you probably would have wondered whether it was 1967.

I think strong relationships start with curiosity. When people feel seen, heard, and valued for who they are, it's much easier to build the trust that meaningful learning and collaboration depend on.

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

I'm inspired by people who are willing to question assumptions, push the conversation forward, and remain open to change. Throughout my career, I've learned a great deal from educators who challenge conventional thinking and encourage us to think more deeply about the systems we work within.

For example, I've long admired Shanna White for her willingness to critically examine educational technology and the increasing influence of corporate interests in K–12 education. In Washington, I've been fortunate to learn from colleagues at the University of Washington's Institute for Science + Math Education. Phil Bell's work has pushed my thinking about the ethical implications of artificial intelligence in education, Kelsey Fowler has deepened my understanding of climate justice and science education, and Deb Morrison has inspired me through her relentless optimism, scholarship, and ability to bring people together around a shared vision.

I've also been deeply influenced by leaders in the ungrading and student agency movements, including Arthur Chiaravalli, Susan Blum, and Mike Nicholson. I have to add Aneesha Badrinarayanin with her most recent book on science assessment. Their work continually reminds me that education is most powerful when students have genuine ownership of their learning and when we design systems that trust, support, and empower young people.

Can you describe your current leadership role in your state?

I serve as the Associate Director for Secondary Science Education at the Washington Office of Superintendent of Public Instruction (OSPI), where I lead statewide efforts supporting science education in grades 6–12. A key part of my role is stewarding our state science standards and helping ensure they support high-quality learning opportunities for all students.

In addition to standards work, I've led major statewide initiatives funded through legislative provisions, including Washington's ClimeTime program, which I supported for three years. I also partner closely with the Washington Science Teachers Association, lead professional learning opportunities, and develop resources that help translate research into practical tools for educators.

One of the aspects of my role that I value most is serving as a connector. I work to bring together regional and district science leaders, classroom teachers, higher education partners, informal education organizations, and researchers. I see myself as both a translator and a network builder, helping people learn from one another and mobilizing the collective expertise across our state to strengthen science education for students.

What advice do you have for those pursuing science leadership?

My biggest piece of advice for those pursuing science leadership is to think of yourself as a collaborator first. The best leadership happens when we listen deeply, look for connections, and bring people together. That means working across content areas, grade levels, disciplines, and sectors, from K–12 to higher education and informal education.

No one person has all the answers. Some of the most meaningful progress happens when we create space for people to learn from one another and work toward a shared vision for science education.

Flinn Scientific is the sole Platinum Partner with NSELA. Thank you for your partnership!

Flinn Opens Its Full Resource Library: More Than 4,000 Free Documents and Videos for Science Educators

By Sarah Rasmusen, Chief Marketing Officer, Flinn

For science education leaders managing curriculum, safety, and professional learning across a department or district, resource access is rarely simple. Licenses expire. Logins get lost. A great lab demonstration a teacher found last year becomes unreachable the next, buried behind a renewal notice or a forgotten password. Multiply that friction across a building with a dozen science teachers, or a district with a dozen buildings, and it becomes a real drag on consistency.

Flinn has successfully removed one of those barriers. The company’s teaching resource library, already home to more than 2,000 free documents and video demonstrations, has just added another 2,000-plus resources previously available only through PAVO, its paid subscription program. The entire library, now exceeding 4,000 items, is free and fully open, with no login, account, or subscription required.

For department chairs and curriculum leaders, the practical implications are straightforward. Every teacher in a building, full-time, part-time, or substitute, can reach the same safety demonstrations, lab procedures, and instructional documents without a shared password or a district purchase order. New hires can be pointed to one standing library instead of a patchwork of bookmarked PDFs and expired trial logins. And because nothing sits behind a paywall, resources can be linked directly into curriculum maps, LMS pages, or professional development materials without worrying whether the link will still work next semester.

The library spans chemistry, biology, physics, and general science instruction, and includes lab demonstrations, safety and technique videos, and supporting classroom documents built for middle and high school programs.

“This isn’t just an access change, it’s a strategy change,” said Rasmusen. “Teachers and department leaders search for what they need in the moment, and a login screen gets in the way of that. Making everything open means the right resource is one search away, whether someone finds it through our site or through a Google search the night before a lab.”

For NSELA members evaluating department-wide resource strategy, the change is worth flagging to staff directly. Because the library requires no account creation, there is no rollout to manage. Teachers can start using it immediately, and department and district leaders can link to it from their own curriculum resource pages without licensing or procurement concerns to track.

The shift also simplifies safety oversight. Leaders responsible for standardizing lab procedures across multiple teachers and classrooms now have a single, freely accessible source for demonstration videos and technique guides, rather than relying on whichever resources individual teachers happened to have purchased access to in the past. That matters for consistency in a building, and it matters for equity across a district, where budgets for supplemental subscriptions can vary widely from school to school.

For science supervisors overseeing programs across schools with uneven funding, that consistency is difficult to overstate. A resource library that costs nothing removes one more variable between a well-funded lab and one operating on a shoestring budget.

Flinn has supplied science education equipment, chemicals, and instructional materials to teachers in all 50 states since 1977. The full resource library, including the newly added materials, is available now at flinnsci.com/resources.

Stacey (Gruber) van Der Veen 

Founder and Lead Consultant of Leadership in Science 

This month’s leadership spotlight is on Stacey (Gruber) van der Veen. Stacey (Gruber) van der Veen is the Founder and Lead Consultant of Leadership in Science, LLC.  She has extensive experience designing and delivering professional development programs to support New Jersey school districts as they implement the Next Generation Science Standards.  Stacey spends much of her time in schools working elbow to elbow with teams of teachers as they implement the vision behind the NGSS in their classrooms.  She also works closely with science coaches and administrators to help them deepen their skills to serve as instructional leaders in their districts.

Before founding Leadership in Science, Stacey was the Manager of Education Programs for the Merck Institute for Science Education (MISE), a nationally recognized nonprofit organization dedicated to improving science teaching and learning in public schools.  She started her career teaching science and math at high schools in Newark, New Jersey, and New York City and has over 20 years of K-12 teaching and administrative experience in both public and private schools. She co-founded the Hoboken Charter School, one of the first cohort of schools chartered in New Jersey, where she served as Co-Principal and Child Study Team Coordinator.  Stacey earned her Ed.M. in secondary science education from the Harvard Graduate School of Education and her B.A. in biology from the University of Pennsylvania. Below in this month’s leadership spotlight Stacey shares some of her wisdom and lessons learned during her time as an educator and educational leader.

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

Develop a collaborative, specific, ambitious vision for science teaching and learning with your colleagues and use that vision to guide all of your goals and decision-making.  The work we do can quickly become disjointed and distracted if we're not working towards a clear but ambitious endpoint.  And develop a vision for yourself and your work, and use it to guide your personal and individual decision making.

What advice do you have for those pursuing science leadership?

Carve out time to focus on your leadership.  It’s so easy to get bogged down in management that we can forget what we’re managing for.  Management is firefighting, and leadership in fire safety - if you spend all your time battling blazes, you’ll never fireproof your school.  And always teach at least one class.  I know it seems like you never have the time, but I am so grateful that I was forced to do this early in my career, it completely changed the way I led and interacted with my colleagues.

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

I play the violin in a symphony orchestra (New York Repertory Orchestra).  It’s deeply and wonderfully challenging to play in this high-level ensemble, to balance the joy of making music with the difficulty of the repertoire.  It’s also a place where I am learning - sometimes with great discomfort and awkwardness - every week.  Sitting in this space as a learner and reflecting on what helps me and what stands in my way is a weekly lesson in leadership.

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

My personal and professional partnership with my husband Wil.  He is deeply supportive and also a relentless critical friend.  I am just better and smarter because of our collaboration.   

What are you reading for enjoyment?

I just started Yesteryear on my sister’s recommendation.  It’s about a tradwife influencer who gets sent back in time to 1855 to actually live the life she pretends to lead online.  I just started it but so far it’s compelling! 

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

I joined NSELA because I’m deeply interested in how to support science leaders. So much professional learning is focused on teachers, but if we’re going to lead the learning of teachers we have to be learners ourselves.

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

Way back when it was an idealistic thing to do, I co-founded the Hoboken Charter School which will be celebrating its 30th year starting in September.  I’ve never done anything as ambitious or challenging as bringing that school to life, and to see it still thriving is beyond what I had imagined.  As a bonus, the Head of School is someone I hired and mentored, so it’s deeply satisfying to see her at the helm.

What has been a challenge for you as a leader?

I like to figure things out on my own before I make them public.  What I learned when I was working in a school was that by not making my thinking visible, my decisions seemed arbitrary and I lost the trust of my colleagues.  I’ve had to learn to think and learn publicly, which is both challenging and rewarding.

Anthony Stetzenmeyer has shaped the landscape of science education both within Belleville High School and beyond through his diverse roles as a chemistry teacher, department chair, and Professional Development Coordinator. He is an active Senior Fellow in Knowles Teacher Initiative where he serves as co-chair of the Professional Development Facilitator’s Collaborative,  coaches teaching fellows in STEM education and serves as a peer advisor for their literary journal Kaleidoscope. Anthony’s ideas about leadership can be summed up in a recent quote “Leadership in science education isn’t about having all the answers, it’s about creating spaces where teachers and students feel empowered to ask better questions, take risks, and grow together.” Dive into the full Leadership Spotlight below to discover the lessons Anthony has gathered on his journey from the lab bench to the head of the collaborative.

Describe your journey as a science education leader .

Before becoming a chemistry teacher, I majored in chemistry and worked towards a Masters in Chemistry at St. John’s University in Queens, NY.  Right before moving to Michigan, I was working as a graduate assistant and performing research on synthesizing osmium polypyridyl photosensitizers.  

Currently, I serve three types of leadership roles at Belleville High School: 

Mentor Teacher to two new chemistry teachers; I check in with them weekly on our course work, answer questions and anticipate support for their teaching.

Department Chair of the Science Department; I facilitate our department meetings, act as a liaison between administration & teacher and report on testing data to administration

Professional Development Coordinator on the Building Leadership Team:  I curate our professional development for the high school; find/organize the schedule, scout and support facilitators of sessions, report to the Director of Curriculum.

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

Something in my leadership that I am most proud of is how I was able to use my skills and experience of “good PD” to organize our high school's professional development so it was intentional, meaningful and valuable.  I was most proud of feedback given to myself and administration about the intentionality of thoughtfulness of our PD days, that have removed some of the dread of being “stuck” in the building for 3-7 hours.  Specifically, one physical education teacher sent me the following email:

“I just wanted to take a moment to tell you that in my 20 years of teaching at BHS, the way you’ve organized our building based PD has been great. I know it can’t be easy balancing the needs of every department and making sure the content is relevant for all of us, but you’ve done an incredible job. I especially appreciate the effort you put into making the PD meaningful and valuable for the PE/Health department. That often doesn't happen since we are such a unique department. Your effort doesn't go unnoticed. Thank you again for all the hard work you put in behind the scenes to make these days worthwhile. And thank you for the snacks, while I may not need them, they were definitely appreciated.”

This impact - which happened in February - made my entire year.  This is why I put forth such effort into our PD days.

What advice do you have for those pursuing science leadership?

The best advice I would give to an emerging science leader would be to (1) make sure you have access to a mental health provider to unpack imposter syndrome and (2) being a leader does not mean knowing all the answers to all problems, it’s wanting to facilitate the discussion to find out together. 

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

I joined NSELA to be part of a national network of science educators who want to learn, grow and collaborate together in order to make impactful changes in science education.  I am mostly looking forward to thinking about what it means to facilitate high quality professional learning for beginning and experienced science educators.

What has been a challenge for you as a leader?

One challenge I continue to work on as a leader is balancing my level of involvement across multiple leadership teams and professional communities. I care deeply about the work and often take on significant responsibilities to help ensure projects are successful and deadlines are met. However, I’ve learned that being highly involved can sometimes limit opportunities for others to step into leadership roles or contribute in new ways.

I am continuing to grow in recognizing when to delegate, when to empower others to lead, and when to acknowledge my own capacity limits. Developing that balance has helped me think more intentionally about sustainability, collaboration, and creating space for others to grow as leaders as well.

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

I think the best advice I have received as a science leader is understanding the spheres of control and making sure that the effort you put in will match the output you expect. When I reached my 5th year of teaching, I was feeling incredibly burnt out with the work I was doing; I would often question why I even tried to do something.  It’s not until I took a moment to realize that I was trying to manage things outside of my control that I started to feel better about the work I was doing. 

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

Outside of my district I am involved in leadership activities, my teaching fellowship, Knowles Teacher Initiative, and ChemEdEx.

Through Knowles Teacher Initiative  I find myself in three different leadership roles.

1. I am currently wrapping up my second year being a co-chair for the Professional Development Facilitators Collaborative (PDFC).  We  are a group who ingrain ourselves in the work of ending bad PD. Through our collaborative efforts we are supporting fellows as they exchange knowledge through professional learning and help them consider their facilitation moves for meaningful professional development.

2. I'm also finishing my 5th Year being a peer advisor to teacher writers in the fellowship under our periodical Kaleidoscope. Through this work I support fellows who want to write about their teaching or their practice or an experience that had them learn. do this work fellows can choose to publish this locally or nationally or even an our periodical Kaleidoscope.

3. I am in my fourth year serving as a Coach for teaching fellows through our Coaching Network.  As a coach, I complete a coaching cycle to support a fellow in a problem of practice or professional learning goal they have for themselves as educators.

Through ChemEdX I am a lead contributor for their website in which I plan to write about my teaching practice in chemistry and publicize posts on the website through social media.

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

One particular leader in education - specifically chemical education is Michael Farabaugh.  In my beginning years of teaching, I stumbled across Michael’s work when I first started teaching AP Chemistry and I was blown away.  The level of details in his handouts and his videos that go along with it were something I aspired to do.  It is because of Michael that I changed the structure of my AP Chemistry course to be flipped- in which I’ve made my own videos for students to learn from.  Michael is also heavily involved in the AP Chemistry community - having been a question maker and  grader for the exam.   Many chemistry teachers (and students) praise Michael for his work - and it’s gratifying to see a chemistry teacher more than 20 years into the profession still passionate and updating their craft, while being a strong member of the community.  It gives me hope for my future.

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

The best advice I have for science educators who want to step into leadership roles is to get involved in any science communities you have interest in.  Sometimes it’s not what you do in science, but the conversations with the people you meet and know that lead to science leadership roles.  For example, I became involved in ChemEdX because I was active on Facebook groups for Chemistry teaching; it just took one person reaching out to think of me and make the connection.  I also would say - as someone who is now a part of four teaching fellowships - find a fellowship that is an intentional community built around your support and development!

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

A lot of my hobbies include my involvement with various fellowships.  Last year I earned a spot in the Master Science Teacher Fellowship through my district; through that fellowship I work closely with a group of science educators to reflect and improve upon our science teaching.  For the last 11 years I have been a part of Knowles Teacher Initiative; in which a lot of my current involvement includes coaching other science & math educators, peer advising their writing of teacher stories and engaging in the exchange of knowledge on best practices around facilitating professional learning.  Through these fellowships, I am in spaces in which I can practice my leadership skills and build on them from other members of the community.

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

I couldn’t be successful in science leadership without BALANCE. I cannot be my best self  if I don't take a break and stop doing the work. This is where teacher burnout comes in; constantly working feeling like you're on the hamster wheel without any type of break or time to breathe. One of the best things for me and being a successful leader is knowing when the work stops for myself and others! Trying to model the boundaries and suggest others take a break and not overwork themselves not only makes me feel like a better colleague but it also makes me feel like a better human to 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?

For students: In the beginning of the year and trying to engage in some of the science practices I have images and artifacts around my classroom in addition to my classroom decorations in which I have students observe them. Then I have them make some claims about what type of person they think I am backing them up with evidence and reasoning. After students complete that I verify and answer some questions and share a little bit more that might not have come from that activity. Then I invite students to do the same thing with a notebook entry and a name tent Construction. I give students a chance to choose how to share that information whether it be through writing or drawing and then I read everybody's and leave little comments personally or written.   I asked students questions like what other favorite hobbies, what values do they have, do they have somebody in their life that they look up to, what are their hopes and dreams and future goals, how do they best learn, and other questions about themselves.

For colleagues:  This is something that I am still working on.  For a long time I was in a phase where everything was all work and nothing personal. I used to think colleagues did not care to know about me. But once I worked through those thoughts and started sharing some things like some of my favorite television shows or things about my family, colleagues leaned in and wanted to know more and ask questions. So when it comes to colleagues and building that relationship I first try to engage them in some light conversation to get to know about them and I see how much they are willing to share and I match the level of sharing. I also like colleagues to know that they matter to me so if something comes up where something that they've shared with me or mentioned shows up in my life I love to bring that to their attention to know that there was something that I experienced that made me think of them. For me if a colleague does that I find that to be so wholesome and it makes me feel good so I'm hoping it makes colleagues feel good and that just is the beginning of bridging that relationship.

What are you reading for enjoyment?

When it comes to personal reading for enjoyment, in the last few years I have finally arrived at the title of “avid reader,” so I read four books a month.  I’m drawn to books featuring LGBTQIA+ characters because representation matters to me. Seeing parts of my own identity, experiences, and relationships reflected in literature can be both affirming and inspiring. I just finished reading the third book in Rachel Reid’s Game Changer series titled “Tough Guy” which was particularly powerful because it focuses on mental health and vulnerability.

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

Inside my classroom, I am deeply interested in understanding what sparks students’ curiosity about science. Over the past few years, I have grown in my understanding of how anchoring phenomena can provide meaning and purpose to science learning by helping students connect content to real-world experiences and questions. I strive to center that meaning through student discussion, discourse, and sensemaking. Moving forward, I want to continue curating meaningful and engaging phenomena that inspire curiosity and encourage students to see science as relevant and connected to their lives.

Outside of my classroom, I am deeply interested in understanding what makes professional development and professional learning spaces meaningful, intentional, and truly impactful for teachers. I am especially curious about the role of facilitation and the intentional moves facilitators make to create engaging learning experiences that promote reflection, collaboration, and meaningful instructional change.  Through my experiences facilitating and participating in professional learning, I have become increasingly interested in how trust, discourse, structure, and purposeful design can influence teacher growth and collective learning. I enjoy thinking about how professional learning can move beyond compliance or passive participation and instead become a space where educators feel valued, challenged, and inspired to reflect on and strengthen their practice.”

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

Outside of education, I love spending time with my husband, Bradley, and our two maltipoos, Osmium and Ruthenium, who are both proudly named after elements from the periodic table. Bradley and I enjoy exploring new breweries together, especially as Hop Pass members, and spending time unwinding with some of our favorite television shows.

On my own, television often becomes a fun form of escape and relaxation, and I unapologetically enjoy most, if not all, of the Bravo Real Housewives franchise. I appreciate the humor, drama, and entertainment it brings after busy days in education and leadership spaces.