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

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

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

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

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

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

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

Can you describe your current leadership role in your district?

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

What advice do you have for those pursuing science leadership?

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

What is your philosophy of leadership? 

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

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

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

What has been a challenge for you as a leader?

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

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

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

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

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

What is your background as a science education leader? 

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

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

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

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

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

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

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

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

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

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

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

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

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

What do you hope to gain from the VESEL program?

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

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

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

Can you describe your current leadership role?

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

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

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

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

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

What has been a challenge for you as a leader?

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

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

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

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

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

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

So many incredible humans have shaped my journey:

• Dr. Danny Morales-Doyle: He showed me what it means to live by your values, even when it’s hard. His emotional labor and honesty helped me grow as a human being in ways I didn’t know I needed. I didn’t earn that grace, but I’m deeply grateful for it.

• Dr. Sara Cooper: A master of student-centered leadership. She reminds me daily that this work can be rigorous, joyful, and wildly creative.

• Angela Landrum: A true sage.

• Dr. Jen Slavick, Dr. Sam Messier, Todd Katz, Jeanne Schick, Joe Glover, Lindsay Anderson, Dr. Andrea Mobley, Amy Hanson, Jessica Taylor: thank you for your wisdom, generosity, and example.

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

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

Background as Science Educators and Leaders 

*Mentor John Olson*

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

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

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

*Mentee Marta Stoeckel*

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

Motivation to Join the VESELS Program 

*Mentor John Olson* 

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

*Mentee Marta Stoeckel*

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

Proud Leadership Achievements 

*Mentor John Olson*

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

*Mentee Marta Stoeckel*

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

For Leaders the Learning Journey Never Ends 

*Mentor John Olson* 

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

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

*Mentee Marta Stoeckel*

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

Marta’s Hope for the VESELS program 

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

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

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

By Aaron Reedy, Cofounder and the CEO at DataClassroom

A Partnership Rooted in Need

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

Piloting DataClassroom: Lowering Barriers to Data Skills

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

From Eyeballing to Statistical Thinking

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

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

Supporting Leaders Through Professional Development

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

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

Measuring Leadership Success

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

We measure that success in three key ways:

• Teacher Confidence and Capacity – When teachers report that they feel more capable of guiding students through authentic data collection, graphing, and analysis, we see leadership success. This often appears in post-PD feedback where educators say things like, “I can actually teach this tomorrow.”
  

• Student Engagement with Data Practices – Success is evident when more students move beyond “eyeballing results” to engaging in the NGSS practices of Analyzing and Interpreting Data and Using Mathematics and Computational Thinking. The leaders who champion these practices create classrooms where data literacy is not reserved for a few advanced students but is accessible to all.
  

• Systemic, Sustainable Change – Finally, we see leadership success when districts embed data practices across grade levels and subjects, rather than in isolated classrooms.
  

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

Innovation Rooted in the Classroom

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

Empowering Leaders for Equity and Access

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

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

Learning and Growing with NSELA

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

Advice for Science Education Leaders

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

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

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

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

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

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

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

What advice do you have for those pursuing science leadership?

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

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

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

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

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

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

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

Can you describe your current leadership role in your district?

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

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

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

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

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

What has been a challenge for you as a leader?

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

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

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

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

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

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

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

Empowering Science Educators Through Partnership

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

A Comprehensive, Year-Round Support Model

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

Redefining Success in Science Education

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

Innovative Tools for Personalized STEM Learning

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

Expanding Impact Through National Collaboration

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

Fostering a Culture of Professional Growth and Connection

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

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

• How do you describe leadership? 

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

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

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

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

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

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

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

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

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

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

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

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

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

Tina Hovance - Katy ISD Secondary Science Coordinator

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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