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.

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

TCI's award-winning K-8 science programs are used by districts across the country. What we hear from teachers and supervisors over and over is that they love the hands-on approach, the ready-to-teach lessons, and the depth of supporting resources that come with the program.

One example that stands out is Gloucester Township Public Schools in New Jersey. They first adopted Bring Science Alive! and Social Studies Alive! for K–5 back in 2017. When their re-evaluation cycle came around, they chose to stay with TCI, and the reason behind that decision is what makes it worth telling.

K–5 teachers are responsible for every subject in the building. So the bar for a science program isn't just rigor. It has to be something a first-grade teacher can actually open and use on a Monday morning without three weeks of prep. Chris Mason, their Supervisor of Curriculum and Instruction for Science and Tech-Ed, put it this way: "TCI does a great job of organizing the materials, providing resources, and offering interesting links, videos, and hands-on experiments for science. For a teacher, setting up a lab with individual purchases and finding materials can be challenging. TCI's one-stop-shopping option simplifies the process for our district."

Read the full Gloucester story here , and explore more science success stories from districts across the country here.

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

The science supervisors we partner with consistently identify three priorities: implementing curriculum that authentically reflects the Framework for K–12 Science Education and the NGSS, addressing variability in student engagement, and sustaining teacher growth beyond initial training.

Bring Science Alive! was designed around the research underpinning the NGSS itself. Each unit is anchored in real-world phenomena, an instructional approach supported by the National Research Council's call for three-dimensional learning, where students apply science and engineering practices and crosscutting concepts to make sense of a phenomenon rather than receiving content as a set of disconnected facts. Hands-on investigations sit at the core of every unit because the research is clear: students develop deeper conceptual understanding when they engage in the practices of science, asking questions, designing investigations, analyzing data, and constructing evidence-based explanations.

Multimodal supports, including simulations, videos, and interactive digital tools, extend access to content and draw on the well-established finding that students benefit from multiple representations of complex science ideas.

Professional development is built on the same evidence base: implementation training at adoption, followed by live and on-demand webinars, in-app guidance teachers can access in the moment of instruction, and ongoing learning opportunities, including our annual Back to School Summit. The result is professional learning that supports teachers throughout the year, not only at launch.

The first question we ask is whether students are actually doing science. Are they running investigations, arguing from evidence, building models, designing solutions? The hands-on investigations and engineering challenges in Bring Science Alive! are designed so engagement isn't optional, but supervisors still need to see it landing in classrooms.

That's where our reporting dashboard comes in. It gives administrators and supervisors real visibility into how schools and educators are using the program: license usage by school and grade level, which teachers have completed in-app PD courses, which integrations are being used with the district's existing tech stack, and how students are performing on the NGSS-designed assessments. The supervisors who get the most out of it treat the dashboard as a coaching tool.

Success also means science is reaching every student. We've built supports for multilingual learners and students with IEPs directly into the program: read-aloud audio, translation features, embedded scaffolds, and modified text levels that meet students where they are.

Empowering science education leaders takes more than supplying materials. Leaders need a coherent instructional model, visibility into what's happening across classrooms, and a curriculum that grows teacher capacity year over year.

That's where TCI puts its work. Our K-8 science programs are built on research-backed teaching strategies refined in real classrooms over decades. Storyline-driven units, anchoring phenomena, hands-on investigations, and engineering challenges give supervisors a consistent instructional approach from kindergarten through eighth grade. Our reporting dashboard gives administrators real visibility into how the program is being used, from license activity to in-app PD completion, integrations, and assessment performance. And our PD model is designed to deepen teacher skill over time, not just deliver a launch event.

The reach reflects what's working. Last year (across social studies and science), 115,000+ teachers signed in to bring learning alive in their classrooms, 1.7 million+ students experienced active learning with TCI, and 3,600+ educators built new skills through TCI events.

Leaders are most effective when they have a coherent program, evidence to guide their decisions, and a curriculum that builds teacher capacity year over year. That's the work we focus on.

NSELA connects us directly to the people doing the actual work of science leadership across districts. Supervisors, coordinators, directors. It’s helped us shape our product roadmap, and how we think about supporting the K-8 science teachers who are often the most stretched. Beyond the day-to-day feedback, NSELA events, webinars, and collaborative initiatives give us a chance to learn from leaders who are already advancing the field.

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

The strongest science programs we see live in districts where PD happens all year long, where experienced teachers lead sessions for their colleagues, and where the people closest to the classroom are trusted to shape what learning looks like. Build the collaboration around that. Make space for teachers to plan together, observe each other, and share what's working. Some of the best science instruction happens when departments stop operating as silos and start trading strategies on literacy, modeling, and inquiry. A culture of growth and shared learning is what turns a good curriculum into a strong program.

The 2026 LISTEMELA STEM Star Teacher Award

The Long Island Science, Technology, Engineering, and Mathematics Educational Leadership Association (LISTEMELA) recognized 22 teachers at their annual STEM Star Teacher Award Ceremony. The STEM Star Teacher Award was created to recognize educators who serve as a beacon of light for our students. The STEM Star recipients were selected for their exemplary commitment to LISTEMELA's vision of equitable student access to high-quality STEM learning experiences.

Our STEM Star teachers represent all grade levels, K through 12. The stories shared by their administrators described vibrant, robust, creative, and engaging opportunities taking place in classrooms all across Long Island. These educators are described as innovative, student-centered leaders who bring STEM learning to life through creativity, inquiry, and authentic real-world experiences. Across classrooms, labs, and school communities, they foster curiosity, critical thinking, collaboration, and confidence while ensuring all students feel supported, challenged, and capable of success. Their work reflects a deep commitment to equity, hands-on learning, and the New York State Science Learning Standards. Furthermore, they passionately mentor colleagues, lead schoolwide initiatives, and expand opportunities in science, technology, engineering, and mathematics. Whether through robotics, research, environmental science, mathematics, healthcare, engineering, or technology education, these teachers inspire students to become problem-solvers, innovators, and lifelong learners while making a lasting impact on their schools and communities. Congratulations and thank you for your ongoing support of STEM teaching and learning!

• Joanne Ahern (Northport-East Northport)
• Kim Baccarella (Farmingdale)
• Brianna Castagna (Great Neck)
• Liz Correll (South Huntington)
• Donna D’Auria (Middle Country)
• Rachel Delaney (Smithtown)
• Dina Ditrano (Hicksville)
• Jennifer Fitzpatrick (Plainview-Old Bethpage)
• Hannah Gallo (Long Beach)
• Derek Gerardi (Malverne)
• Lori Jackson (Sewanhaka)
• Lisa Jones (Seaford)
• Betsy Luna (North Babylon)
• Emanuela Matthews (East Rockaway)
• Katherine O’Callaghan (Hauppauge)
• Sherry Ostroff (Carle Place)
• Luigi Papasidero (Huntington)
• Adam Parente (Comsewogue)
• Katarzyna Sawicki (Freeport)
• Samantha Sforza (Jericho)
• Dawn Thompson (Baldwin)
• Ron Weber (West Islip)
• Matt Zausin (Levittown)

Dr. Chatoria Franklin currently serves as the High School Science Specialist for Rutherford County Schools in Murfreesboro, Tennessee, a growing suburb of Nashville. In this role, she has the privilege of supporting teacher growth and instructional excellence through high-quality professional learning, as well as guiding curriculum selection and development across all high school science content areas. This work is deeply rewarding, as it directly impacts both educator practice and student learning.

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

One of the most exciting outcomes of her work has been the significant growth that they've seen in their Biology courses. Teachers and students alike are embracing new approaches to science learning—engaging with meaningful phenomena, asking deeper questions, and applying scientific thinking to real-world problems. These shifts have led to more authentic student engagement and a stronger emphasis on sensemaking rather than rote memorization.

Dr. Franklin is particularly proud of her work at both the district and state levels to advance three-dimensional, high-quality science instruction. Over the past four years, she intentionally built strategic partnerships with science leaders across the state to facilitate meaningful conversations about how science instruction must evolve to better support student sensemaking, critical thinking, and problem-solving. Through co-facilitating professional learning experiences, Dr. Franklin has helped guide educators in reimagining science classrooms as spaces where students actively construct understanding and think like scientists.

What is your vision for science education? 

Looking ahead, her vision for science education is one rooted in equity, access, and shared leadership. Dr. Chatoria Franklin is committed to ensuring that every student—regardless of background, school, or circumstance—has access to rigorous, engaging, and meaningful science learning experiences. She believes this begins with investing in teachers as instructional leaders and change agents. By intentionally developing teacher leaders and creating collaborative structures that elevate educator voice and expertise, we can build sustainable systems that support high-quality, three-dimensional science instruction across classrooms and schools. Through this work, science classrooms become spaces where diverse ways of thinking are valued, student sensemaking is prioritized, and all learners are empowered to see themselves as capable scientific thinkers prepared to navigate an increasingly complex world.

Chatoria is also a member of the Communications & Publications Committee as well as the Membership Committee. Thank you, Dr. Chatoria Franklin, for ALL that you do to support science teaching, learning, leadership, and NSELA!

FLSELA (Florida Science Education Leadership Association—previously branded as FASS) is a statewide professional association focused on supporting science education leadership across Florida. Our members are science education leaders who coordinate, supervise, and support science teaching and learning—most commonly at the district and/or system level—who value collaboration, shared problem-solving, and the continuous improvement of science programs. We support statewide connection through an internal contact list designed to strengthen collaboration among leaders across Florida’s 67 school districts, helping ensure leaders can connect quickly to share resources, strategies, and solutions.

What is your organization working on to support science education leaders?

Our work centers on leadership capacity-building and practical support for science programs. In alignment with our stated purpose, we focus on: (1) promoting effective leadership and coordination of science programs and policies; (2) disseminating timely materials and information to the science education community; and (3) advancing research-based science education practices across districts. We do this through statewide convenings (for example, our recurring state meetings that invite proposals and participation), curated resources for leaders (including safety guidance and statewide science/engineering resource connections), and member-only resources that support leaders’ operational and instructional needs.

How can NSELA members in your area get involved?

NSELA members located in Florida can connect with FLSELA by joining our statewide network and participating in our convenings and collaboration structures. Practically, that can include: reaching out via our general contact email, engaging through our statewide collaboration list (especially when leadership transitions occur), and attending/presenting at FLSELA state meetings by responding to our calls for proposals and registrations. Because Florida participates in NSELA’s dual-membership affiliate structure through the Florida affiliate listing, Florida-based leaders can also align their engagement so membership structures support both state and national involvement.

What are some of the opportunities related to science education in your area? What role is your organization playing in those opportunities?

A major opportunity in Florida is the ability to build consistent, coherent science program leadership across a large and diverse set of districts—while still leveraging shared tools and state/national supports. FLSELA supports this opportunity by maintaining structures for statewide leader-to-leader collaboration (including an internal contact list intended to enable cross-district collaboration) and by curating and sharing leadership-relevant resources (including connections to statewide standards-aligned tools and safety guidance that help leaders support safe, high-quality science learning).

Why did your organization decide to become an affiliate with NSELA? What has being an affiliate looked like for your organization?

We affiliate with NSELA because the dual-membership model increases value for members and expands our collective leadership reach—connecting Florida science education leaders to national networking, professional learning, and shared resources while strengthening state-level community and collaboration. In practice, being an affiliate looks like maintaining two-way connections between state and national work (including a designated NSELA Liaison role in our leadership structure) and aligning membership structures so Florida leaders can benefit from both state association supports and NSELA’s broader leadership ecosystem.

The NSELA theme for 2026 is Leadership by Design: Architect the Future of Science Education. What has your organization been working on that connects to this theme?

“Leadership by Design” centers on moving from reactive problem-solving to intentionally constructing coherent systems that support science learning at scale—an emphasis NSELA highlights in its 2026 conference framing of the theme. FLSELA’s mission-aligned work connects directly: we focus on coordinated leadership for science programs and policies, research-based practice, and dissemination of practical resources that help leaders design and sustain strong science programs. We also create regular convening spaces (with intentional agendas built from member proposals and participation) that support leaders in sharing design approaches—whether for instructional quality, safety infrastructure, or systems-level coherence across districts.

This month, the NSELA Leadership Spotlight shines on a partnership that connects emerging and experienced leaders through the Vernier Emerging Science Education Leadership Scholars (VESELS) program. In this column experienced science education leader Andrea Berry and emerging leader Brad Rhew share their takes on leadership, mentorship, and the insights they have gained from working together this year. 

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

AB: I have been in education for 28 years. I was an elementary and middle school teacher and taught science K-8, developed a science lab program, district science instructional coach, and this led me to my current position I have held for 13 years as district Science and STEM supervisor K-12. I am the president of TnSELA and have worked with the state department and state board of education on standards development, assessment and professional learning initiatives. 

BR: I started as a middle school science and social studies teacher in Winston-Salem, NC. I then transitioned into a science lead teacher for an elementary school that was going through a state restart initiative. This role led me into becoming at STEM Coach for Petree Elementary. In 2023, I moved into the role as the K-8 Science/STEM Coordinator for Guilford County Schools. I also teach education courses for Elon University and Wake Forest University. 

When you look back at your leadership role, what initiative do you think made a meaningful impact on science education in your community? 

AB: One of the leadership successes I am most proud of is elevating science as a district priority. We set clear expectations for K–5 science instructional time, adopted high-quality instructional materials across grade levels, and invested in professional learning and coaching supports for teachers. This work was driven by a science vision and strategic plan. It was sustained through continuous monitoring, reflection, and adjustment to support best student outcomes.

BR: In 2023, North Carolina adopted new standards that included the science and engineering practices. These standards were implemented in classrooms during the 2024 school year. Knowing how important hands-on, student-centered learning would be for these new standards, I was able to build a group of teacher leaders who were able to create lessons and professional development opportunities for teachers in my district to understand new standards, learn about the SEPs, and how to effectively implement them into their instruction. This has led to an increase in hands-on science instruction across my district. 

What are you most interested in learning more about? 

AB: In a time where we have high-quality curriculum materials nationally, it is crucial to better understand curriculum implementation and the instructional cycle, including content specific feedback for teachers. I am working on how to support teachers through complex change and continuous learning. I have a strong interest in AI and how we might be able to use these tools to support cognitive load with teachers and students in science in an effective way. 

BR: I am interested in learning more about how other districts are recruiting and retaining strong science educators. Also, I am interested in additional tools and strategies I can use to continue to build science teacher leaders in my district. I am always interested in learning more about best practices to share with my teachers and effective professional development strategies. 

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

AB: I was encouraged to consider serving as a mentor in the VESEL program, and I believe effective mentoring requires vulnerability, reflection, and a willingness to share both lessons learned and successes. I am deeply committed to the mission of improving science instruction so that all students have access to high-quality learning experiences. As a leader, once you get to a certain level of leadership you have to seek out mentorship. Our jobs don’t usually come with a handbook and training session so leaning on the expertise of mentors that have done this work is how I have been able to best support my district. I want to provide that support to others and give back what was given to me. 

BR: I am still fairly new in my district leadership role. I wanted the opportunity to learn from other science leaders on how they were able to navigate a large district to provide the support and resources for their teachers. I also wanted to find additional ways to grow myself as a leader. I currently serve as the president of the North Carolina Science Teachers Association. I want to build my network of science leaders to help me in supporting science educators across the state of North Carolina to continue to build science instruction in every school in our state. 

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

AB: My advice would be to enter the VESEL program with curiosity, openness, and a willingness to reflect honestly on your practice. Be clear about what you hope to grow in, ask questions often, and view challenges as opportunities for learning rather than obstacles. The greatest growth comes from engaging fully, being open to feedback, and connecting learning back to the impact on science instruction and student learning.

What do you hope to gain from the VESEL program? 

BR: I hope to grow myself as a science leader not only in North Carolina, but also on the national level as well. I want to continue the amazing partnership with Andrea after the program ends, so I can continue to gain knowledge of how to effectively lead a district with science instruction. My goal is to take what I have learned from the VESEL program and continue to have an impact on science education.

This month we are pleased to feature NSELA's Platinum Partner, Flinn Scientific.

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

We prioritize listening to districts and collaborating on solutions that make science instruction easier for the science supervisor and their teachers to implement and create a more engaging experience for students.

One district approached us after adopting a new core science curriculum that included both publisher materials and district-created lessons. Implementing it consistently across classrooms was a challenge. We partnered closely with the district’s science supervisor to align every unit—both from the publisher and the district’s customized lessons—and developed tailored science kits for each grade level, teacher, and instructional unit.

These kits include all required materials and renewable consumables, allowing schools to easily replenish supplies each year. As a result, teachers now receive ready-to-use materials that align directly with district and state standards, making it significantly easier to implement the curriculum while enabling students to engage in hands-on, creative science learning.

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

Science supervisors are drowning in curriculum decisions but starving for operational support. The most effective thing we do is not sell a product. It is reduce complexity.

When a district adopts a curriculum, teachers face a real gap between what the textbook says to do and what they can pull off given their budget, equipment, and training. We close that gap through kitting aligned to specific curricula, safety resources that build teacher confidence, and a support model that treats lab readiness as part of the instructional ecosystem rather than an afterthought.

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

Our field over-indexes on assessment data and under-indexes on whether students are actually doing science, learning, and enjoying it. A strong measure comes down to three things: lab utilization, teacher confidence, and safety culture. Are students in the lab? Do teachers feel equipped to run investigations? Is safety enabling ambitious instruction or giving people a reason to avoid it?

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

Flinn is working on making our lab procedures open source for teachers. Freely available to every teacher, every district, regardless of whether they buy from us. Frankly, not everyone inside the building loved that decision at first. But we believe access to safe, well-designed lab instructions should not be gated by a purchase order. It has raised the floor for lab quality across the country, and it reflects what we actually believe about our role in the ecosystem. We are not just a supplier. We are a public resource for hands-on science.

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

NSELA is the professional home for the people who shape science instruction at scale. For Flinn, the partnership keeps us honest. It is easy to build products based on assumptions about what districts need. NSELA gives us direct access to the supervisors who live with those decisions every day, and that feedback loop will continue to shape our services and how we show up as a partner rather than just a supplier. Some of our best ideas have come from NSELA members telling us where we were getting it wrong. That kind of candor is worth its weight in gold.

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

The most dangerous thing in science education is not a chemical spill. It is a lab that never gets used. Every district we talk to has teachers who want to do more hands-on science but feel unsupported on the operational side. The supervisors making the most progress are building safety infrastructure that says "yes" to ambitious instruction rather than giving teachers reasons to say "no." Invest in making your teachers confident, not just compliant. The measure of great science leadership is not how well you manage risk. It is how much real science your students get to do.

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.

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!

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.