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.