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

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

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

My first teaching position was at a charter school serving students who had been expelled from or withdrawn from traditional high schools.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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What has been a challenge for you as a leader? 

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

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

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

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

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

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

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

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

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

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

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

Can you describe your current leadership role in your state?

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

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

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

What advice do you have for those pursuing science leadership?

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

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

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

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

By Sarah Rasmusen, Chief Marketing Officer, Flinn

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

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

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

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

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

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

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

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

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

Stacey (Gruber) van Der Veen 

Founder and Lead Consultant of Leadership in Science 

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

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

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

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

What advice do you have for those pursuing science leadership?

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

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

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

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

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

What are you reading for enjoyment?

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

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

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

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

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

What has been a challenge for you as a leader?

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

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.