Sara Torres 

Executive Director of Arizona Science Teachers Association 

Region D - Arizona 

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

When I became the K–12 Science Curriculum Coordinator for Columbia Public Schools, my predecessor and mentor, Dr. Becky Litherland, gave me advice that has shaped my leadership ever since: Your job is to serve teachers.

She reminded me that every decision should help teachers focus on what matters most - teaching and caring for students. Sometimes that meant finding resources, unpacking science kits, completing paperwork, or simply listening. It also meant spending time in classrooms and building teachers' confidence so they could become leaders themselves.

More than twenty years later, I still ask myself, "How can I make it easier for teachers to do their best work?" That question continues to guide every leadership role I have.

What advice do you have for those pursuing science leadership?

Lead with a servant's heart and a learner's mindset.

Science leadership isn't about having all the answers.  Science leadership is about listening, building relationships, and creating opportunities for others to succeed. Stay connected to classrooms because that's where the real work happens. Be curious, celebrate the strengths of others, and invest in developing future leaders. When teachers grow, students benefit, and our profession becomes stronger.

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

Without question, I am most proud of developing teacher leaders.

Whether I was serving as a district curriculum coordinator or now as Executive Director of the Arizona Science Teachers Association, my greatest joy comes from watching educators discover their own leadership potential. I've had the privilege of mentoring teachers who have gone on to facilitate professional learning, lead statewide initiatives, present at conferences, and influence science education far beyond their own classrooms.

Programs such as ASTA's Ambassador Program, Deeper Dive Program, NGSX Facilitators, and our professional learning team have created opportunities for teachers to grow together, support one another, and ultimately improve science learning for thousands of students across Arizona. Watching teachers gain confidence and realize the impact they can have is incredibly rewarding.

I believe the greatest investment we can make in science education is developing teachers who become confident leaders, because when teachers grow, students, schools, and communities grow with them. 

What has been a challenge for you as a leader?

One of my biggest challenges has been learning patience.

Meaningful change in education takes time. Early in my career, I wanted everyone to embrace new ideas as quickly as I did. Over the years, I've learned that lasting change happens through trust, relationships, and ongoing support - not mandates.

Teachers deserve the same encouragement, constructive feedback, and grace that we strive to provide our students. As a leader, I've learned that meeting people where they are and celebrating incremental growth often leads to the most sustainable change.

What was your background in science education before your current role.

My career began as a middle school science teacher in southern New Mexico, where I taught life science and earth science in communities along the U.S.-Mexico border. Those early years taught me the importance of making science relevant to students' lives and helping every learner see themselves as capable of doing science.

Later, I had the opportunity to establish New Mexico's first middle school science magnet program before moving to Missouri, where I taught middle school science and eventually became the K–12 Science and Secondary Health Curriculum Coordinator for Columbia Public Schools.

As the K–12 Science Curriculum Coordinator for Columbia Public Schools, I discovered that supporting teachers could have an even greater impact than teaching one classroom. Serving as Project Director for Missouri's A TIME for Physics First initiative and later consulting on the National Science Foundation A TIME for Freshman Physics project allowed me to work with educators across the state to rethink science instruction through sustained professional learning.

Since moving to Arizona in 2010, I've had the privilege of serving as Executive Director of the Arizona Science Teachers Association while also working as a STEM education consultant. Those roles have allowed me to continue supporting teachers through professional learning, leadership development, and statewide partnerships

Throughout my career, I've earned degrees from The Ohio State University and New Mexico State University and completed doctoral coursework in science education. Every role, from classroom teacher to district leader to state association executive director, has reinforced my belief that high-quality professional learning and strong teacher leadership are essential to improving science education.

I'm honored that this work has been recognized by my colleagues, including receiving the National Science Education Leadership Association's Outstanding Leadership in Science Education Award in 2017 and being selected as a 2025 Flinn-Brown Fellow. Both experiences have strengthened my commitment to educational leadership and science advocacy.

In addition to your leadership role, what other leadership activities are you involved with?

One of the aspects of my work that I enjoy most is collaborating with educators across the country.   

I regularly design and facilitate professional learning focused on three-dimensional science teaching, assessment, systems thinking, and instructional leadership. I've presented at NSTA national conferences, the National Congress on Science Education, and numerous state conferences. I also serve as an OpenSciEd facilitator, NGSX facilitator, Systems Thinking facilitator, consultant for school districts and organizations, and work closely with partners across Arizona to strengthen STEM education.

Whether I'm writing grants, mentoring teacher leaders, or facilitating workshops, my goal is always the same - to inspire, engage, and support educators so they can provide meaningful science experiences for every student. 

Why did you join NSELA and what do you most look forward to as a member?

I joined NSELA because of a mentor.    

In 2004, Dr. Becky Litherland invited me to attend my first NSELA conference. She introduced me to leaders from across the country who were incredibly generous in sharing ideas, resources, and encouragement. As a new science coordinator, I left feeling inspired and much more prepared for my role.

What I continue to value most about NSELA is the opportunity to learn from other science leaders. Every conference provides practical ideas, thoughtful conversations, and renewed inspiration for supporting teachers and advocating for high-quality science education for all students.

I joined NSELA because a mentor invited me. Today, I stay because every conference reminds me that leadership is a journey of continual learning. Some of my best ideas and many lasting friendships have come through the NSELA community.

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

I have been incredibly fortunate to learn from outstanding educators throughout every stage of my career. Each has influenced not only what I do as a leader, but who I strive to be.

My K–12 teachers were my first inspiration. They made learning exciting, engaging, and fun. They sparked my curiosity and showed me that when students enjoy learning, they are willing to take risks, ask questions, and discover more. Their classrooms inspired me to become an educator.

Early in my teaching career, Nyeta Fields and Sue Fields, the visionaries behind the science magnet program in Las Cruces, New Mexico, showed me how to turn big dreams into reality. They challenged me to think beyond traditional approaches, design innovative learning experiences, and always put students' needs at the center of every decision. Their example taught me that meaningful change begins with a bold vision and the courage to pursue it.

As a new science coordinator, Dr. Becky Litherland became an extraordinary mentor. She taught me that leadership begins with serving teachers. Her advice to stay connected to classrooms, remove barriers, and build the capacity of educators has guided every leadership role I have held.

Dr. Meera Chandrasekhar at the University of Missouri expanded my perspective from district leadership to statewide systems change. As I served as Project Director for Missouri's A TIME for Physics First initiative and later worked on the National Science Foundation's A TIME for Freshman Physics project, she encouraged me to think beyond individual classrooms and focus on building sustainable systems that support teachers across an entire state. She helped me understand that meaningful educational change requires strong partnerships, thoughtful planning, and a long-term commitment to professional learning.

Joan Gilbert, former Science Coordinator for Tucson Unified School District, has modeled thoughtful leadership. She is an exceptional listener who asks insightful questions that help others consider different perspectives. During challenging situations and while reviewing grant proposals, she has helped me become a more reflective and intentional leader.

DaNel Hogan, founder of the STEMAZing Project and Braided STEM, has inspired me to think boldly. Her determination, creativity, and belief that obstacles can be overcome have encouraged me to pursue innovative ideas, embrace risk, and continually seek new opportunities for educators and students.

Alison Smith, founder of The Thrive Designer, has helped me grow as both a leader and a person. She has challenged me to lead from my values, build resilience, establish healthy boundaries, and recognize that saying "no" to one opportunity often allows me to say "yes" to work that is more aligned with my purpose and where I can make the greatest difference.

Collectively, these remarkable educators have shaped the leader I strive to be every day. They have taught me that leadership is about serving others, inspiring curiosity, building the capacity of those around us, and leaving people more confident than when we first met them.

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Looking back, my career has expanded from supporting the students in my own classroom to supporting teachers whose work now reaches thousands of students across Arizona and beyond. While my role has changed, my purpose has remained the same: helping every student experience high-quality science learning by investing in the educators who make it possible.