Tell us about your background as a science educator and leader.

**Holly** 

With a B.S. in Chemistry from North Carolina State University, an MBA from East Carolina University, and an Ed.D. from Nova Southeastern University, I have a strong academic foundation to their work, continually striving to enhance science instruction and inspire the next generation of learners.

 I have nearly three decades of experience in science education, and have dedicated my career to advancing STEM instruction and supporting educators at all levels. After spending 18 years teaching chemistry and physics in Texas, North Carolina, and South Carolina, I transitioned into district leadership, and now serve as a science coordinator for the past 11 years. A National Board Certified Teacher (2003-2023) and the 2011 Presidential Award for Excellence in Mathematics and Science Teaching recipient for South Carolina, I have been recognized for my commitment to excellence in science education. As the past president and current secretary of the South Carolina Science Education Leadership Association, I actively contribute to the professional growth of science educators. My expertise extends to national platforms, having presented at numerous NSTA conventions and serving as an OpenSciEd Professional Learning Facilitator. Additionally, I have developed and facilitated graduate courses for teachers within my district, ensuring ongoing professional development in STEM education. 

**Kayla** 

Throughout my teaching career, I have had the privilege of pouring into young minds at the elementary, middle, and high school levels. While I thoroughly enjoyed witnessing students' learning and understanding of science develop over the years, I found my niche in teaching 7th-grade science. I found that many 7th grade students had limited interactions with science in previous grade levels and this was one of the first times that they were being given the chance to be curious, ask questions, investigate, and fall in love with the nature of science. After being in the classroom, I was given the opportunity to be the K-8 science specialist for my district. Since taking on this leadership role, I have had the opportunity to spread my love for science with teachers. During this time, I was also selected as a 2022-2024 Science Leadership Fellow with the North Carolina Science Leadership Association. The fellowship gave me an incredible network of science leaders around my state which has been extremely valuable. 

What has been a success of your leadership in your district/school/organization that you are proud of?

**Holly** 

An example of leadership success in Lexington One was my district's voluntary implementation of a new middle school science curriculum. OpenSciEd is an Open Education Resource with high-quality units that fully address the Next Generation Science Standards and the South Carolina College- and Career-Ready Science Standards. I recruited middle school teachers three years ago to pilot one or two units. Once they tried the units, they chose to teach all six for their grade level because the students were learning science at a higher level. Other teachers began using the units and found them engaging and relevant to their students. During the 2023-2024 school year, at least one grade level at all eight district middle schools fully implemented the OpenSciEd curriculum. I was only one person in a district of over 28,000 students. I could not make this happen by myself. By creating small communities of grade-level teachers through Google Spaces and Schoology, I enabled teachers to mentor and support each other as more teachers tried this new curriculum. This year in Richland School District Two, I have been able to initiate a similar approach. There is a sizable cohort of middle and high school teachers who are excited to pilot the units. 

**Kayla**

One of our greatest successes is the professional development opportunities we've provided for our teachers in the area of science education. When I took on this role in 2022, I was told that our teachers hadn't had any formal science training since 2018, which was concerning given the rapidly evolving science teaching methods. I recognized the need for high-quality professional learning to support our educators in providing effective science instruction. To address this, we developed district wide professional learning communities and designed hands-on training sessions that placed our teachers in the role of learners. This strategy allowed them to experience the type of engaging and interactive learning experiences we want to provide for our students. This approach helped them develop a deeper understanding of the importance of “Exploration before Explanation” in the science classroom.

As a lifelong learner what are you more interested in learning about? 

**Holly**

Right now, I am interested in how to support international teachers so that they understand how US classrooms/students are different. These teachers are masters of their content and have been teaching a long time. But too often US school districts don’t understand what international teachers don’t know. 

Additionally, I want to research how school culture translates to teacher retention and student success. 

**Kayla**

I am eager to expand my knowledge in the realm of educational policy, particularly as it relates to science education. My background is in science curriculum and instruction which has equipped me with a strong foundation in pedagogy and instructional design, but I recognize the importance of understanding the broader policy landscape that shapes the education system. I want to learn more about the ways that changes in policy can influence the time and emphasis placed on science education in public schools. I believe that a deeper understanding of policy will enable me to better advocate for science education and make informed decisions as an educator.

What led you to apply to be a mentor/mentee in the VESEL program? 

**Holly** 

I have been a member of NSELA for many years. I just recently learned about the VESEL program, and I have been on the subcommittee so I also learned about becoming a mentor. When I shifted from the classroom to a district office position, I didn’t have anyone to mentor me. There were several new district science coordinators who started when I did, so we all took care of each other. Now, we are very intentional about supporting new district science leaders so that they don’t struggle like we did. I’m excited to work with Kayla! She’s already quite accomplished, so I may not have much to offer as a mentor. I expect I will learn a lot from her through this process. 

**Kayla** 

As the sole K-8 Science Specialist for my district, it can feel overwhelming at times. While I have supportive colleagues in other subject areas, I was eager to find someone who works in a similar role. I am grateful to have Holly as my mentor. She is experienced in her role which allows me to talk through successes, challenges, and tap into her expertise. I'm excited for more opportunities to discuss ideas, share struggles, and explore new approaches with someone who has faced similar situations. From the VESELS program I hope to gain new strategies, methodologies, and perspectives that can be implemented in my work. I am also excited to expand my network and collaborate with science educators across the nation

What is one thing that you took away from the Summer Leadership Institute? 

**Kayla**

All of the resources, both physical and human! It was great to connect and collaborate with other educators from around the nation. 

What initial advice do you have for your mentee as they begin the VESEL program?

**Holly**

Ask a lot of questions. While at the SLI, meet as many people as you can. I’ve been surprised by the number of science educator folks I have befriended in my 29 years who have kept showing up in my life. Derek McDowell is one of them! 

Can you share a specific success story where your organization helped science education leaders overcome a challenge?

Nearly all states have adopted new science standards that emphasize scientific sensemaking. ExploreLearning wanted to bring more sensemaking support to all levels of teachers, allowing them to readily get the most out of Gizmos simulations and deliver high-quality instruction to all students. Read more about a teacher’s beta testing experience with Gizmos Investigations, a NEW product launching this fall! 

What strategies or resources have been most effective in supporting science education leaders through your programs or services?

At ExploreLearning, we are dedicated to partnering with leaders in the science community to create real-life, rigorous content for students. The ExploreLearning Collab Crew is a partnership program where educators help our team develop new edtech product concepts and test them in real-world classrooms. Learn more about educators' experiences, like Dr. Anna Scott's, as part of the Collab Crew.

How does your organization define and measure the success of science education leadership?

ExploreLearning is dedicated to creating science learning experiences that build confidence and excitement in the classroom. Our goal is to develop research-proven solutions educators know they can count on, with a laser focus on the knowledge and skills that most impact students’ long-term achievement. Success happens when science leaders empower teachers with tools to meet students where they are.

What innovative approaches has your organization taken to empower science education leaders in K-12 settings?

In response to educators' demands for more high-quality instructional materials (HQIM) in science, we've developed NEW Gizmos Investigations (launching this fall). Gizmos Investigations elevate our simulations within inquiry-driven, ready-made investigations that facilitate deeper scientific sensemaking practices. Targeting 6th-8th grade standards, these experiences prepare students for high-stakes assessments through enhanced engagement with core science concepts.

How has your partnership with NSELA helped amplify your impact on science education leadership?

Our partnership with NSELA has allowed us to collaborate with science education leaders and support teachers with content customized to their expressed needs. Our teams have learned alongside others, gained access to resources, and engaged with the latest trends in the larger science community. In-person sessions and webinar opportunities have allowed for real-time collaboration with science leaders.

What advice would you give to district and state science supervisors looking to strengthen science education leadership in their schools?

Evidence-based research should guide your science education leadership decisions. When selecting classroom resources, prioritize products with research validation, student engagement metrics, and standards alignment that prepare students for computer-based assessments. Read more about the research behind Gizmos.

Coming fall 2025, new Gizmos Investigations will elevate existing Gizmos simulations and support grades 6-8 with highly scaffolded and engaging pre-made lessons that engage students in science practices. Read more about a middle school teacher’s experience with Gizmos Investigations!  

Leadership Spotlight Rocco Williams 

Introduction 

For the February Leadership Spotlight we would like to spotlight Rocco Wiliams the Texas Science Education Leadership Association’s (TSELA) Outstanding Learning in Science Education Award (OLISE) for 2025. The OLISE is given to a TSELA recognizes one of its members each year who has demonstrated outstanding leadership in science education at the school, district, county, regional, state, and/or national level. As the K-12 Science Curriculum Coordinator for Fort Worth ISD, Rocco has demonstrated exceptional vision and dedication to advancing science education in Texas. Through his innovative leadership, he has not only transformed science instruction in his district but also inspired educators statewide. Rocco’s unwavering commitment to fostering excellence in science education makes him a true leader and a deserving recipient of this prestigious award. 

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

The best advice I have received as a science leader is to never lose track of what’s going on in the classroom.  In leadership roles, it’s easy to get sucked into “desk work” like curating documents, answers e-mails, and developing PD.  However, it is imperative that we dedicate time to being in classrooms working directly with teachers who are utilizing the very documents we are in charge of creating!

• What advice do you have for those pursuing science leadership?

Get involved!  Find organizations, non-profits, and networks of people that are going through the same challenges you are and lean on them. 

• Fill in the blank. I couldn’t be successful in science leadership without ____. Why?

My network of amazing colleagues.  Throughout my career, I have been fortunate to work with some of the finest educators in the world. As a classroom teacher, I had the privilege of learning from an outstanding instructional coach. Later when I transitioned into instructional coaching myself,  my teammates played a crucial role in helping me make that transition.Now, as a curriculum writer and leader, having a group of peers to collaborate with, share ideas, and tackle projects together has been instrumental to my success.

• Can you describe your current leadership role in your district?

As the K-12 Science Curriculum Coordinator for Fort Worth ISD, I oversee science education across all grade levels, with a primary focus on elementary education. My responsibilities include supporting campus staff and developing curriculum documents for grades K-5. A key part of my role involves collaborating with colleagues to design and deliver professional learning experiences for science teachers across the district. This position allows me to ensure curriculum alignment, enhance instructional practices, and promote educational excellence throughout our schools. 

• Tell me about your background in science education before your current role (teaching, degrees, etc.)

My educational journey began in Illinois, where I earned my Bachelor's degree in Elementary Education from Illinois State University. After graduation, I embarked on my teaching career in Texas, spending six years teaching 5th-grade science and social studies in southeast Fort Worth. In 2013, I transitioned into educational leadership as an Elementary Science Instructional Coach. During this time I also earned a Master’s degree in Design and Technology from the American College of Education. In fall 2019, I stepped into district leadership role, just as the COVID-19 began. I am now in my third year of Ph.D studies in Science Education at Texas Christian University. 

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

One of my most unique accomplishments was organizing a year-long citizen science project that engaged multiple stakeholders and had meaningful community and civic impact. As our district implemented a new science instructional framework, I wanted to create an opportunity for the entire community to experience this new approach to learning in a tangible, engaging way. Inspired by Paul Anderson’s session at the June 2023 TSELA training, where we explored the movements of Texas’s state bird, the mockingbird, I thought it would be impactful if our local community could have an officially recognized bird of its own. I developed the idea of having students convince the community that Fort Worth should have an officially recognized bird.

The project’s goal was to connect students, schools, and the broader community through an authentic, phenomena-based learning experience. I knew that this idea would need lots of support, so I reached out to members of the Fort Worth City Council as well as Fort Worth’s chapter of the Audubon Society. Fortunately the idea was met with enthusiasm from all stakeholders, including district leadership. 

Schools across the district volunteered to participate in the year-long project, with each school assigned a specific bird to research. Students developed arguments for why their assigned bird should be named “the Official Bird of Fort Worth!” The first round of arguments were presented virtually, narrowing the competition down to six finalist schools, each representing one bird. 

The six finalist schools then took a field trip to one of our high schools with a broadcast journalist program. There, the students worked with high school students to create video “commercials” advocating for their chosen bird. The high school students shot, edited, and finalized the videos, which then posted online for viewing (link to videos). 

The final phase of the project took place at our annual district science fair, where the finalists presented their findings to the community. Attendees had the opportunity to hear the students’ arguments and cast their votes. By the end of the process, we proudly announced the Eastern Bluebird as the winner of the project!

An official proclamation was made at a city council meeting with a plaque being awarded to the students and district officials. You can click here to view slides highlighting the many facets of the project. 

• In addition to your leadership role in your district, what other leadership activities are you involved with? (e.g. publications, presentations, professional association involvement, volunteer work, etc.)

In addition to my current role, I am actively pursuing a Ph.D in Science Education. I also serve as the President of the Texas Council of Elementary Science (TCES), where I provide strategic direction and leadership for statewide science education initiatives. Among my accomplishments, I co-authored and implemented a Science Instructional Framework for my district, leading professional development sessions and teacher training programs to ensure its effective adoption. Furthermore, I spearhead an inter-district collaborative initiative that highlights exceptional student science projects through an annual Science Expo, hosted at a local community college and featuring top projects from participating districts. Additionally, I co-founded Accelerating Success, an innovative online platform offering supplemental science resources to support both student learning and educator instruction. 

In this month’s Leadership Spotlight, we explore the mentor-mentee relationship between Drs. Kevin Doyle and Alex Kuziola, two New Jersey-based science educators and district leaders. With decades of experience between them, their dedication to shaping the future of science education and fostering leadership shines through. Here’s a glimpse into their insights as they work together during the VESELS program. 

Background as Science Educators and Leaders 

Alex:
I spent 16 years as a high school biology teacher in the cities of Bayonne and Livingston before stepping into my current role as Supervisor of Science, Technology, and Engineering in the North Plainfield School District. This is my fourth year in that role, and marks my 20th year in education overall.

Kevin:
I’ve been in education for 31 years, and I’ll celebrate my 32nd anniversary on January 3, 2025. I taught physics for 17 years before transitioning into my current roles: district supervisor of science for the Morris Hills Regional District in New Jersey, its Math & Science Magnet Program Coordinator, and Safety Advisory Board Chairperson for the National Science Teaching Association.

Motivation to Join the VESELS Program 

Alex:
A former colleague, Brian Carey, Science Supervisor in Livingston, encouraged me to explore the VESELS program when I transitioned into my supervisory role. Joining NJSELA and the VESELS program has been invaluable—offering a lifeline for answering the “guidebook-free” questions of leadership. I hope to gain insights and strategies from colleagues who’ve tackled the same challenges I’m facing for the first time—be it curriculum, staffing, or morale-building.

Kevin:
I’ve been fortunate to have mentors who guided me early in my career, and I feel a responsibility to give back. For me, taking on a mentee is about paying it forward and sharing what I’ve learned. Every mentee I have worked with has taught me something. I am looking forward to learning more from Alex. 

Proudest Leadership Accomplishments 

Alex:
One of my proudest achievements as a formal leader has been successfully transitioning Grades 6–8 to OpenSciEd, rolling out popular new high school STE electives, and starting an award-winning FIRST Robotics Competition team at the high school level.

Kevin:
There are several highlights for me. I co-designed and developed the Math & Science Magnet Program 17 years ago, which has grown into a state-recognized initiative open to students across New Jersey. I also launched the state’s first Public High School Aviation Program, led the AP STEM Roundtable for science and math teachers, and co-wrote the Science Laboratory Safety Manual (4th ed.). In addition, mentoring new and aspiring administrators remains one of the most fulfilling aspects of my career.

Areas of Future Leadership Growth 

Alex:
I’m deeply interested in developing and cultivating leadership strategies that strike a balance between empowering teacher leadership and maintaining rigor and productivity. Climate change and justice for underserved communities are also topics that resonate with me. A pivotal moment for me was driving in Seattle during the 2024 NSELA Summer Leadership Institute and seeing graffiti on a highway sign reading, “Give us our land back,” which sparked deep reflection on equity and historical justice. Ensuring that these stories are part of our climate change mandate education is of vital importance to me.

Kevin:
As I approach retirement, I’m focused on ensuring that my experiences and knowledge don’t retire with me. I want to explore the best ways to pass on what I’ve learned to the next generation of leaders.

Kevin’s Initial Advice to Alex 

Kevin:
Develop relationships. As a leader, it’s easy to feel isolated. Building a strong support network is essential—it’s those connections that will help you navigate challenges and grow.

Alex and Kevin remind us that leadership is about continuous learning, fostering connections, and paying it forward. Whether through starting groundbreaking programs or mentoring the next generation, their commitment to science education is inspiring. We look forward to seeing how their journey through the VESELS program unfolds.

VESEL Leadership Spotlight for Beth Grabois and Summer Pelton 

In this Leadership Spotlight we shine a light on the mentor/mentee relationship between Beth Grabois and Summer Pelton, two science educators and district leaders. Both are participants of the 2024-2025 VESELS Scholars program, an initiative designed to support emerging leaders in science education. Through a series of reflective questions, Beth and Summer share insights into their science education leadership journeys, challenges, successes, and future aspirations. 

Background as Science Educators and Leaders 

Beth Grabois's career as a science education leader began in the classroom, where she taught math and science since 2007. Her focus deepened through a departmentalized role, working with BSCS Tracks Science materials and a three-year NSF grant that emphasized Science Notebooking and CER strategies. Nominated for the Presidential Award for Excellence in Math and Science Teaching in 2012, she pursued leadership roles, eventually becoming a principal and leading initiatives like Amplify Science. Currently, as Director of Science and STEAM in Denver Public Schools and now Director of Math and Science in Jeffco Public Schools, she champions equitable, inquiry-based learning for all students.

Summer Pelton has been an educator since 2007, prioritizing science instruction in her K-6 classroom. At the school level, she supports teacher development through coaching and modeling best practices for equitable science instruction. In 2020, she transitioned to a role as an academic coach for the Salt Lake City District, where she has contributed to shaping the district's science curriculum, creating pacing guides, and leading professional learning communities. Pelton’s commitment to becoming a science education leader is shown through her commitment to research-based instructional strategies in science and  serving on state committees that aim to better science education in her home state of Utah.  

Motivation to Join the VESELS Program 

Beth was inspired to apply as a VESELS mentor out of a deep sense of gratitude for the National Science Education Leadership Association (NSELA) and the incredible opportunity that she has had as a passionate science educator and leader. Beth believes that NSELA has played a pivotal role in her professional growth, providing experiences and connections that have shaped her career. When she saw the opportunity to become a mentor, she was excited about the chance to give back by partnering with another educator and expanding their collective impact on the field of science education. 

Summer was inspired to apply to the VESEL program after working with Utah’s State Science Supervision at the Advancing Coherence and Equity in Systems of Science Education (ACCESSE 50+) meeting in Kansas City, MO. That meeting allowed summer to work with the network of State Science Supervisors and partners from educational research and practice to improve equity by building coherence in science education. During that meeting she participated in professional development designed to build capacity and promote effective approaches to curriculum and instruction. 

Proud Leadership Achievements 

In their leadership role at Jeffco Public Schools,  Beth is proud of the collaborative work that helped establish a unified vision for K-12 Science Education. Recognizing the importance of partnership with educators for a successful initiative, they organized comprehensive committees of educators to help set the vision for science education in the district. These committees assessed the current state, evaluated science RFP content and resources, and discussed essential questions like the ideal experience for engaged science learners and what they would say about their learning. By prioritizing educator input, Beth and the committee ensured that those implementing the changes felt heard and valued, resulting in a strong sense of ownership among educators. This collaborative approach led to a shared vision for science education and a commitment from educators to make it a reality, which Beth feels confident will positively impact students' learning experiences.

One of the highlights of my contributions at the district level is the design and implementation of an instructional playbook for science coaches. This resource serves as a guide for organizing coaching cycles and optimizing available resources effectively. Additionally, Summer’s in-depth knowledge of the Mystery Science curriculum has enabled her to monitor teacher usage and address any issues promptly, ensuring a seamless integration of this tool into her school district’s instructional framework.  

Takeaways from the Summer Leadership Institute 

Summer had the best time at the 2024 Summer Leadership Institute in Seattle Washington and saw representatives from all across the nation coming together to share their passion for science. The institute helped her recognize that the “roses and thorns” from each state are similar and that the work of all science education leaders share a common thread. Students are the future of the planet and they deserve how to responsibly use and protect the environment through conservation and sustainable practices to enhance ecosystem resilience and well-being. 

Initial Advice from Mentor 

Beth’s  advice for Summer  as a mentee is to embrace this mentorship as a collaborative journey. Be open to asking questions, sharing your experiences, and exploring new ideas together. Don't be afraid to take risks and try out different strategies in your practice—growth often comes from stepping outside of your comfort zone. Remember that mentorship is a two-way street, so your insights and perspectives are just as valuable as mine. Stay curious, stay reflective, and most importantly, stay true to your passion for science education. We're in this together, and I’m here to support you every step of the way.

Dieuwertje “DJ” Kast, Ed.D., is the Director of STEM (Science, Technology, Engineering, and Math) Education Programs for the University of Southern California’s (USC) Joint Educational Project, which includes managing the Young Scientists Program. She has provided STEM instruction to over 31,000 underserved students, 900 educators, 20 school principals, and countless community members. She holds a doctorate in education, focusing on Teacher Education in Multicultural Societies in STEM at USC. She received her master’s degree in education and biology teaching credential from the USC Rossier School of Education and she received her bachelor’s degree in Biology and a Master of Science in Marine Environmental Biology in 2011 from USC. Her mission is to level the playing field for underserved students in STEM. Her education philosophy is focused on hands-on, inquiry-based and authentic STEM learning experiences.

She has coordinated the creation and publication of a STEAM Powered Career children's book series that features main characters of color and scientists of color for elementary school students. The publisher printed 90,000 free copies to distribute to low-income families in book desert areas in Los Angeles, and she spearheaded that distribution.

She also volunteers with EE Just- a program dedicated to bringing Black youth into marine biology and the USC Neighborhood Academic Initiative where she teaches research methods to first generation high school Latinx students with expeditions to Catalina Island and research symposiums. She is also the co-chair of the Expanding Audiences Committee of the National Marine Education Association since 2013. Her doctorate research was focused on preparing elementary school teachers how to integrate science and technology into their classrooms in a culturally relevant manner. She has also partnered with the Mayor's office Women in STEM Los Angeles (WiSTEM LA) group and has hosted events & programming for them and received funding for her educational equity work from the Los Angeles Mayor's office. She has also hosted Project Scientist, a summer science camp for girls at USC, and worked to include scholarships for low-income students of color to participate in the program. For her work in educational equity and DEI in STEM, she has received the Forbes 30 under 30 in Science Award in 2016, North American Association for Environmental Education “EE 30 under 30” Award in 2016, The National Association of Geoscience Teachers – Far Western Section (NAGT-FWS) Outstanding Earth Science Teacher Award (2017), International STEM Education Association Mike Neden STEM Champion Award (2017), the USC Rossier Second Century Alumni Award – an award for rising stars in their fields that support educational equity (2019), the Anitab.org Social Impact Abie Award (Women in Technology) Award Winner (2021),

Built In’s Moxie Awards - recognizes 100 rising women in tech who are making a difference in their workplaces, communities, and the tech industry (2022), Women Impact Tech’s 2023 Women of Impact Honoree, and 40 under 40 Public Health Catalyst 2023 Award from The Boston Congress of Public Health (2023). She has published in dozens of journals on culturally relevant STEM curriculum and instructional activities. Her work makes an impactful difference by leveling the playing field in STEM for low-income students of color in the Los Angeles area.

"Finding a mentor who truly believes in you is key in succeeding in STEM Education as a leader—they’ll guide your growth, challenge your thinking, and help open doors to opportunities that can shape your career and impact in the field. I wouldn't be where I am today without the support of amazing educators and leaders that made connections to fields especially in marine and informal science education that I never knew existed. It's those experiences that led to my position as a Director of STEM education at USC's Joint Educational Project and I am grateful to them everyday".

Leadership Matters: Tool and Strategies to Support Leaders

Educational leadership encompasses various roles and opportunities, from classroom experts to national policy decision-makers. In collaboration with the National Science Education Leadership Association (NSELA), Science and Children will explore aspects of developing and supporting science educator leadership within the classroom, school, district, and beyond. Our new Leadership Matters column will highlight innovative, best-practice ideas in K–5 science and engineering teaching and learning that reflect the vision of A Framework for K–12 Science Education (NRC 2012) to enhance teaching and learning in preschool and elementary science classrooms.

Length: 2000 words.

Article suggestions for this column include, but are not limited to, the following: 

• Share examples of science education leadership opportunities enhancing the professional competence and leadership status of elementary science education.
• Provide pathways that promote equitable opportunities and cultural awareness in science and STEM teaching and learning, including the involvement of families and the community.
• Share ideas for universities and/or informal science institution partnerships in which efficient and effective leadership opportunities for elementary science are practiced.
• Illustrate how shifts in science teaching and learning can be sustained and supported through transformative professional development and leadership roles for elementary educators.
• Share practical strategies, tools, and resources elementary science leaders can use to build the confidence and capacity of elementary teachers to teach science effectively.

Contact column editor Kathy Renfrew at krsciencelady@gmail.com for more information and submissions.

Melissa Niemi (Secondary Science Content Specialist Muscogee County School District, Georgia) and Courtney Toht (Northwest Independent School District Secondary Science Coordinator, Texas)  

In this Leadership Spotlight, we shine a light on the dynamic mentor-mentee relationship between Melissa Niemi and Courtney Toht, two passionate science educators and leaders. Both are participants in the VESEL Scholars program, a prestigious initiative designed to foster leadership in science education. Through a series of reflective questions, Melissa and Courtney share insights into their journeys, successes, and aspirations.

Background as Science Educators and Leaders

Melissa's journey as a science educator began in 2006 when she entered the profession through an alternative teacher preparation program. She dedicated 13 years to teaching middle school science before transitioning into her current role as the Secondary Science Content Specialist in 2019. Throughout her career, Melissa has taken on leadership roles within the science education community, including serving as the President of both the Georgia Science Teachers Association and the Georgia Science Supervisors Association.

Courtney's career in education started in 2007, and like Melissa, she has a deep-rooted passion for science education. In 2019, she transitioned from teaching to become an instructional coach, focusing on secondary science. Her leadership journey continued as she was promoted to the role of Secondary Science Coordinator in 2023, where she played a crucial role in guiding science education in her district.

Motivation to Join the VESSEL Program

Courtney was encouraged to join the VESEL program by Derek McDowell, a board member of the National Science Education Leadership Association (NSELA) and the Texas Science Education Leadership Association (TSELA), along with her elementary counterpart, Kelly Saurez. Their support inspired her to seek mentorship and guidance in her evolving leadership role. Courtney hopes to gain valuable support and advice from the VESEL program, particularly in navigating the multifaceted challenges of her ever-evolving role as a science education leader.

Melissa's motivation to become a mentor in the VESEL program stemmed from her own positive experiences with mentorship. Having benefited greatly from the guidance of a mentor earlier in her career, she felt compelled to offer the same support to someone else.

Proud Leadership Achievements

One of Courtney's proudest achievements as a leader has been the successful training of numerous teachers on campuses throughout the Northwest Independent School District in Texas on 3D learning targets. This approach, which integrates disciplinary core ideas, crosscutting concepts, and science practices, has been pivotal in enhancing science education in her district.

Melissa takes pride in her work to strengthen professional learning communities (PLCs) across her district. She has not only established monthly PLC meetings but also created mentorship roles within these communities to provide ongoing support. This year, her focus is on implementing the 5E lesson plan model, a teaching framework that emphasizes engagement, exploration, explanation, elaboration, and evaluation.

Initial Advice from the Mentor

Melissa's advice to Courtney as she embarks on her journey in the VESEL program is to remain open to new ideas and never hesitate to ask questions. This openness and curiosity are essential for growth and success in any leadership role.

In conclusion, the mentor-mentee relationship between Melissa Niemi and Courtney Toht exemplifies the power of collaboration and shared learning in the field of science education. Through their participation in the VESEL program, both are poised to continue making significant contributions to their districts and the broader science education community.

Alec Barron - Director, San Diego Science Project at UC San Diego

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

• So many leaders and authors have helped me better understand the importance of recognizing areas of growth. The best advice in this area is to think like a scientist. Act with humility and curiosity and treat your emerging thoughts as a hypothesis that can be tested with data.  

• Connect with and learn from as many diverse leaders in diverse contexts as possible. It is easy to be trapped in an echo chamber with the same ideas and practices. The diverse perspectives and experiences of others are essential for growing as a science leader.
  

• When not getting nerdy with scientists and other science educators, I can be found on trails in nature exploring phenomena of our natural world.  It reminds me that I am not disconnected from the systems of our wonderful planet.
  

• I couldn’t be successful in science leadership without the wonderful support of students and teachers. I have to give credit to one of my former students who coined the term nerdy delight. This idea is about opening ourselves up to all the joys that we experience when we encounter new discoveries or overcome challenges. Science leadership is about inspiring nerdy delight for others.
  

• I like to begin with a phenomenon that promotes curiosity. Whether it is a boy breaking a glass with his voice or a puzzling data set, these observations promote dialogue and sense making. It is from these explorations that we learn more about one another and can establish our shared goals for working together.
  

• I just finished Andy Weir’s Project Hail Mary. It is a great adventure novel with puzzling phenomena. I would love to see some of the ideas in this novel leveraged by high school physics and chemistry units of instruction.  
  

• I work as the Director of the San Diego Science Project (SDSP) at UC San Diego. In this role, I partner with underserved school districts to adopt culturally responsive instructional materials and implement curriculum and professional learning plans for the Next Generation Science Standards (NGSS). I also work collaboratively with science researchers to write and implement grants that create opportunities for science teachers to learn about new phenomena and gain access to resources that engage their students. My work on the Science of Sound of Music with UC San Diego music neuroscientist Dr. Victor Minces best exemplifies how grants from the National Science Foundation can translate into curriculum resources and professional learning experiences that best meet the needs of science teachers in our region.
  

• My professional journey has been a constant pursuit of diverse experiences to deepen my understanding of educational systems and hone my leadership capacity for diversity, equity, and inclusion in science education. This passion led me to teach a variety of science subjects (Chemistry, Physics, Earth Science, and Biology) across grades 6-12 in schools with diverse cultural and socioeconomic backgrounds. I co-founded a high school called, Del Lago Academy, a STEM school focussed on personalized learning experiences for students. Additionally, I was an instructional coach and administrator supporting the implementation of the Next Generation Science Standards.
  

• I joined This organization so that I can connect to others outside my region and be inspired by other efforts and innovations in our field.
  

• The Listening to Waves project with Dr. Victor Minces has generated an 8th grade Science of Sound and Music unit that engages students with a sense of wonder on the sonic world, which helps them make connections between the perceptual, physical, and computational aspects of sound and music.  Both students and teachers have reported that these curriculum resources and professional learning experiences are the most impactful of their career.  Additionally, I am proud of the Climate Champions initiative that I lead at UC San Diego and support over 60 teachers each year with learning about and using the Understanding Global Change conceptual framework.
  

• Even though California funds a variety of climate-based initiatives, we have seen very few targeted towards the greatest needs of science teachers. Science teachers in our landscape analysis have asked for more support for climate education, action, and justice for their students. We’ve worked to address this issue by leveraging funding from Broader Impacts components of National Science Foundation grants to support our Climate Champions programming at UC San Diego.
  

• I serve on the Leadership team for the California NGSS Collaborative. In this role, I support the planning and implementation of professional learning efforts for teacher leaders and teachers throughout our state. Additionally, I work collaboratively with researchers to generate publications based on the work of our project.
  

• Maria Simani, the Executive Director of the California Science Project, has inspired my leadership practices and strategic planning efforts at UC San Diego. Additionally, I’m continuously inspired by the work of Nan Renner at Birch Aquarium at Scripps Oceanography, UC San Diego. Nan is the greatest champion I’ve met for climate education, action, and justice in our world. I am continuously learning with her about the injustices in our world due to the climate crisis we are facing.
  

• I’m interested in how to promote more collective action on the part of students with data to create change within their community to combat the climate crisis. 
  

• Develop a systems leadership view of the challenges we face in education. Read Think Again by Adam Grant and practice rethinking practices when looking at phenomena and challenges in your own work. Challenge yourself to have new experiences with diverse professionals that can inspire new perspectives on leadership and more.
  

• Anything outdoors (e.g., backpacking, hiking, mountain biking, and skiing) with my family helps fill my cup.

Penda Learning

Science Education Leadership at Penda Learning

A core component of Penda's company values is "Leading with Science," which means in all our endeavors, we prioritize evidence-based approaches, rigorous research, and continuous learning. Our ongoing innovation for providing a three-dimensional, gamified, science intervention resource is driven by an internal team of science leaders, as well as listening closely and collaborating with science educators across the country.  

At Penda Learning, we support the needs of science education leaders and work to provide solutions for challenges faced in the classroom. We recognize the difficulty in finding and retaining highly qualified science teachers, the growing trend in teacher departures, the challenge of vacancies, long-term subs, and teachers who are 'out-of-field'.  We know what it takes for leaders to navigate these challenges and understand the importance of  keeping science instruction going. Penda activities and assessments have been hand-crafted to the NGSS, FL and TX state standards to help all students excel in science. As an intervention resource, Penda assists science educators in closing learning gaps, and improving outcomes across student groups.  Automated assignments and Immersive Reader support differentiated instruction for ELL students and struggling readers.  

Penda Learning's commitment to excellence is driven by relationships with science leaders, who are crucial in supporting science goals and fostering student success in science classrooms across the country. 

How We Support Science Education Leaders

Penda supports science education leaders in multiple ways. We actively sponsor national and state events to support critical professional development opportunities for science leaders, as well as work with state associations. 

Penda Science equips teachers with high-quality instructional materials tailored to state standards for NGSS, TX, PA, and FL. Assignments can be automated according to class scope and sequence to streamline the process for educators, while providing clear insights and feedback for remediation. Gamification supports student engagement and takes learning to a new level. Penda's suite of assessments and customizable reports provide the data required to monitor progress by standard, differentiate instruction and target interventions. Reports are easily created and shared at every level based on role.

The Penda Learning team is dedicated to meeting teachers' professional development needs through online and in-person training, webinars, as well as an online library of resources.

Penda is committed to  providing inclusive science instruction for all learners, including level 1s and 2s, struggling readers, ELL/ESOL students, and underrepresented groups - every student deserves the opportunity to learn and fall in love with science

Why We Partner with NSELA?

Penda Learning supports NSELA’s goals and mission of advancing science education and supporting educators. The time allocated to teaching science education is becoming increasingly limited across the nation, it is critical to have science leaders supported through NSELA to ensure students have access to high-quality science instructional materials. Together, we can level up science education. The relationships built through NSELA events allow companies to receive feedback and gain insights on how to meet the needs of science leaders, enabling continual innovation and driving successful student outcomes. NSELA helps showcase the tools that enable students to grow and succeed. 

Learn more about Penda Learning