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.