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.