Deanna Ferland, Project Director for Science and College and Career Readiness Assessment at the Oklahoma State Department of Education (NSELA Region D)

This month's Leadership Spotlight features Deanna Ferland, Project Director for Science and College and Career Readiness Assessment at the Oklahoma State Department of Education. In this role, Deanna contributes to science education initiatives at both the state and national levels. She also serves as President-Elect of the Oklahoma Science Teaching Association and as a member of NSELA's Professional Development Committee. Deanna considers her greatest achievement as a science education leader to be her ability to build trust and translate ambitious ideas into practical strategies that educators can implement in their classrooms.

Tell us about your background in science education, including your current role.

My background in science education began in the classroom and has grown into curriculum, assessment, and instructional leadership. I have taught science and worked in education for many years, including serving as a Science Department Chair and Professional Learning Community (PLC) Team Lead.

I hold a Bachelor of Science in Exercise Science from Old Dominion University and two master's degrees, one in Exercise Science from California University of Pennsylvania and one in Curriculum and Instruction from Western Governors University. I also hold an Oklahoma teaching credential that includes Middle Level Science, along with additional certifications in Health and Physical Education and Elementary Education. My experiences have also given me opportunities to participate in science education at the state and national levels, including serving on the board of the Oklahoma Science Teaching Association (OSTA). 

I am currently the Project Director for Science and College and Career Readiness Assessment with the Oklahoma State Department of Education in Oklahoma City. It is an exciting transition for me because I am moving from supporting teachers and students within individual schools and districts to having the opportunity to support educators and students across Oklahoma. My work focuses on science assessment, college and career readiness, and supporting districts with assessment and graduation requirements.

Why did you join NSELA, and what is one benefit you have found as a member?

I joined NSELA because I wanted to connect with other educators who are passionate about science leadership and learn from people working in different contexts across the country.

One of the things I value most about NSELA is the opportunity to learn from people who are doing similar work but may approach challenges differently. Leadership can sometimes feel very specific to your own district or state, so having a network of people who understand the work and are willing to share ideas has been valuable.

What has been a challenge for you as a leader?

One challenge I have experienced as a leader has been navigating situations where expectations and realities don't always align at different levels. I learned that even when everyone is working toward the same goal, people can have very different perspectives about what is realistic. My first instinct is to listen and understand what is creating the concern rather than immediately trying to solve it.

I learned to look for common ground and then break a larger initiative into smaller, actionable steps. Instead of focusing on everything that needs to happen, I ask, "What is one thing we can do right now that moves us in the right direction?" That experience has taught me that effective leadership requires both accountability and empathy. People are much more willing to move forward when they feel heard and when the path forward feels manageable.

What advice do you have for science educators who want to step into leadership roles?

My biggest advice would be to say yes to opportunities that allow you to contribute outside your classroom, even if you don't feel completely ready. Leadership doesn't have to start with a title. It can start with leading a PLC, sharing an idea with your department, presenting at a conference, serving on a committee, mentoring another teacher, or becoming involved in a professional organization.

I would also encourage educators to build relationships. Some of the most valuable leadership opportunities I have had came from relationships I developed through science education organizations and professional learning. And finally, don't feel like you have to become someone else to be a leader. Your classroom experience is an asset. The best leaders I know can take what they understand about students and teachers and use that perspective to improve systems.

Fill in the blank: "I couldn't be successful in science leadership without ______." Why?

I couldn't be successful in science leadership without the people around me. Science education is inherently collaborative, and I have learned that the best ideas rarely come from one person. Whether it is teachers, administrators, students, professional organizations, or colleagues, I rely on the people around me to challenge my thinking, bring different perspectives, and help turn ideas into action. I also think leadership requires humility. I don't have to be the person with every answer. I need to be willing to listen, ask questions, learn from others, and bring people together.

What does "science leadership" mean to you?

To me, leadership is really about bringing people together around a shared vision. Leadership does not mean having all the answers or simply telling people what to do. It means listening, building relationships, and understanding the realities of education. I think strong science leaders have to be willing to advocate for science education, focus on students, and support teachers. My journey through science education and leadership has taught me that leaders don't need a title to lead, just passion and a willingness to embrace change.

What are you most proud of as a leader?

I am proud of the professional relationships I have built through OSTA, NSELA, and other science education opportunities. Being able to contribute to professional learning beyond my own classroom and district has been especially meaningful to me. Ultimately, I think my biggest leadership success has been building trust with people and helping turn big ideas into practical things educators can actually do.