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.