In this leadership spotlight we shine a light on Dr. Dina Dormer, the K-12 Supervisor of Science, Technology and Engineering and Family and consumer science in the West Chester Area School District. Dr. Dormer correlates leadership to science, stating “"Leadership is a lot like science in many ways, as some predictions and hypotheses turn into expected OR unexpected/unanticipated results. Troubleshoot, learn, iterate, adapt, and try again - the next time, better informed and equipped."  When you spot Dr. Dormer, you won't help but notice the goofy/fun knee-high socks she wears every day. She is known not to repeat a design during the course of a school year.

• How do you describe leadership? 

When thinking about science leadership in general, Dr. Dormer shares, "I believe that leadership is ongoing & shows up in a range of ways that are needed, from an ally to an advocate to an advisor to a mentor to a sponsor. In any of these “roles,” a leader influences those around them and ultimately equips others to live their own standard and create their own momentum on their desired path."

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

For those who are interested in pursuing leadership opportunities, Dr. Dormer advises, "Get involved in various roles and committees. Ask a lot of questions and learn from people in different roles, departments, and schools. Be patient. Be curious. Take a risk." 

• How do your hobbies outside of science leadership contribute to your professional life?

Dr. Dormer is a swimming coach, which helps her to "maintain the discipline and resilience to persist through challenges and difficult times." When thinking about how science leadership contributes to her professional life, she says, "Coaching also reminds me of the importance of establishing and maintaining strong working relationships with others, serving others, and finding ways to draw out the possibilities and opportunities within each person." 

• Why did you join NSELA and what are you most looking forward to as a member?

She joined NSELA for the opportunities to collaborate with science leaders and educators and is "most looking forward to continuing to learn and grow both with and from others." 

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

Dr. Dormer is most proud of the successful transition to the PA STEELS stands. She notes, "Science and Technology & Engineering teachers have been heavily involved in curriculum development and revisions, shifts in learning experiences, development of multidimensional assessments, and inviting students into their learning of science in ways that promote curiosity, exploration, investigation, and constructing evidence-based explanations." 

• What has been a challenge for you as a leader?

As a leader, Dr. Dormer acknowledges that she is "Always challenged by others' disappointment" and her "own perfectionism." 

• 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.)

A  former high school and college Chemistry teacher, Dr. Dormer was recently named the PA Science Administrator of the Year by the Pennsylvania Science Teaching Association (PSTA) and will be honored in October 2025 at their annual conference. She is the Secretary of the Technology and Engineering Association of Pennsylvania (TEEAP) and membership coordinator of the Council for STEM Leadership for the International Technology & Engineering Educators Association. Dr. Dormer was honored in the Spring of 2024 as being named an ITEEA 21st Century Learning Academy cohort member. In addition to her supervisory role, she serves as a National Teacher Effectiveness Coach for Engineering by Design and is a member of multiple professional organizations. Dr. Dormer has presented at countless conferences, including NSTA, PSTA, ASCD, AERA, TEEAP, KSLA, the SAS Institute, PETE&C, and the International Habits of Mind Conference on a range of science, STEM, and education topics.

Tina Hovance - Katy ISD Secondary Science Coordinator

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

The best advice I’ve received is to “show up.” That simple phrase has stuck with me throughout my leadership journey. It means being present—not just physically, but mentally and emotionally—for teachers, students, and colleagues. Whether it’s visiting classrooms, listening in PLCs, or responding to a late-night email from a new teacher, showing up consistently builds trust and connection. It’s how relationships are formed, and ultimately, how change happens.

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

Have a passion and vision for what science education could be—and continually work toward that goal. Let that vision guide your decisions, knowing that students and teachers are at the heart of your work. Stay grounded in research-based practices; they provide a strong foundation when navigating change or advocating for instructional shifts. Also, seek out a network of other science leaders. You don’t have to figure everything out alone.

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

I couldn’t be successful in science leadership without teacher leaders.They’re the heartbeat of any science program. Whether it's mentoring peers, leading district teams, or co-creating professional learning, their energy and insight elevate everything we do. They ensure our vision reaches classrooms in meaningful, relevant ways.

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

I serve as the Secondary Science Coordinator for Katy ISD,in a large K-12 suburban district in Texas. I support science education across grades 6–12 for a rapidly growing and diverse student population. My role includes leading the development, implementation, and evaluation of curriculum for almost twenty secondary science courses—including core, advanced, and credit recovery options. I create and facilitate a wide range of professional learning experiences, such as New Teacher Orientation, District Learning Days, and our Summer Science Conference, all designed to build teacher capacity and deepen instructional practice.

I also lead and mentor campus science department chairs and district course leads. A key aspect of my work involves overseeing district assessments and analyzing local, state, and national data to inform curriculum decisions. I collaborate closely with other departments—including Special Education, Office of Other Languages, Instructional Technology, and Assessment & Accountability—to ensure our practices are inclusive and research-based. Additionally, I manage the district science budget, coordinate resources and equipment for new campuses, and maintain a comprehensive science safety program. Every day, I strive to create systems and supports that empower teachers and ensure all students engage in high-quality, meaningful science learning.

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

My background in science is rooted in both academic study and hands-on research. I earned a B.S. in Bioengineering and an M.S. in Biology from the University of Illinois at Urbana-Champaign. Early in my career, I worked as a medical research assistant in a cardiac muscle lab at Loyola University’s Stritch School of Medicine.

I transitioned into education with a passion for bringing real-world science into the classroom. I’ve taught a variety of high school science courses, including Biology and Integrated Science, in both Illinois and Texas. I also served as a science instructional coach in Katy ISD before becoming the Secondary Science Coordinator. Alongside my teaching, I was actively involved in student life—I coached girls softball and sponsored student organizations like S.A.D.D. and Future Health Professionals.

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

As Secondary Science Coordinator, I’m proud to have led systemic efforts that center equity, empower educators, and transform how science is taught and experienced in our district. I’ve been intentional in designing a rich, vertically aligned curriculum while ensuring that all students—across all campuses—have access to high-quality, hands-on science learning. This includes developing districtwide learning assessments to guide instruction, launching “essential labs” to guarantee real investigative experiences for every student, and leading initiatives that promote equitable access to resources. Whether coordinating lab equipment for new schools or maintaining a comprehensive learning management system of instructional tools, my focus remains on building sustainable systems that support both teachers and students.

What I’m most proud of is leading our district’s shift to phenomenon-driven, sensemaking science instruction. We’ve developed a robust professional learning ecosystem—including our Summer Science Conference, teacher institutes, and science academies—and supported it with strategic planning, revised curriculum, and collaborative leadership structures like our District Course Lead model. I’ve championed a move toward inquiry-based instruction, cultivating teacher leaders through cohort-based PD and curriculum collaboration to foster a culture of continuous improvement. Alongside this instructional work, I’ve built strong partnerships with families, local organizations, and state leaders—securing resources, expanding opportunities, and advocating for high-quality instructional materials aligned with research and the new state standards.

• What do you do for personal enjoyment outside of your professional life (family, hobbies, travel, anything you want to share!)

Outside of my professional life, I love to spend time traveling like hiking through national parks, relaxing on a beach, and visiting museums and historical landmarks. I also enjoy running, reading fiction with my book club, or playing a competitive game of dominos.

• 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.)

Beyond my role in Katy ISD, I am the president-elect for the Texas Science Education Leadership Association (TSELA) after serving as secretary and member-at-large. This is also my first year to serve as an awards committee member for NSELA. I’ve had the privilege to regularly present at national, state, and regional conferences—including NSTA and the Conference for the Advancement of Science Teaching (CAST) in Texas—on topics such as three-dimensional learning, scientific literacy, and student engagement. I co-authored an article published in Computers in the Schools and was featured in NSTA’s NexGen Navigator titled “Discovering Ways to Shift Lessons Along the Sensemaking Continuum.” 

• Why did you join NSELA and what are you most looking forward to as a member?

I joined NSELA to connect with a national network of leaders who are passionate about improving teaching and learning and advancing science education. As a member, I’m most looking forward to learning from and collaborating with others who are leading science education at various levels. NSELA provides a platform to stay informed, inspired, and engaged in meaningful leadership work beyond my district.

Kammas Kersch is the STEM coordinator for the Chester County Intermediate Unit in southeastern PA, the Project Manager for STEM and Computer Science for the Pennsylvania Department of Education, and is an Executive Committee member of the PA SEED Ecosystem, a STEM ecosystem consisting of the four southeastern Pennsylvania counties. A former high school chemistry and computer science teacher, Kammas is a passionate advocate of STEM activities and opportunities for every student. She was recently honored with the 2025 National Scholastic Esports Administrative Ally Award, recognizing her exceptional leadership and advocacy in scholastic esports. Kersch has been involved in securing grant funding to further esports across Pennsylvania and grow the Pennsylvania Scholastic Esports League (PSEL) where she serves as the Director. Kammas played a critical role as a leader in supporting the work of establishing state affiliation for PennSELA.

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

The best advice I’ve been given as a leader is to surround myself with great people. I have an incredible team that helps me grow and pushes me to develop new ways to support teachers and students. I think continuing to surround yourself with people who support you and push you is crucial.

What advice do you have for those pursuing science leadership?

I would encourage teachers to start by seeing themselves as leaders in the work that they do. You do not have to be in a formal leadership role to be a leader. Lead by example, try new things, get involved in committees, and step outside of your comfort zone.

How do your hobbies outside of science leadership contribute to your professional life?

I got into education through martial arts, which I’ve been teaching since I was 13. It’s where I found my passion for leadership. I have learned so much about public speaking, leadership development, and perseverance and I use those lessons into my professional life every day.

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

I couldn’t be successful in science leadership without learning from great leaders and being surrounded by a great team. Leadership is not an individual sport. We are most effective when we learn from and with others and do the work as a team.

Can you describe your current leadership role in your district?

I currently serve dual roles. I have a local role at an educational service agency in Southeastern, PA where I am the STEM Coordinator. I have the opportunity to support our 12 districts as well as our charter and non-public schools in all things STEM. My team provides strategic planning and professional learning to support their efforts. Additionally, I serve as the Project Manager for statewide STEM & CS with the Pennsylvania Department of Education. Through this work, I support the statewide special consultant in executing the strategic plan to ensure all students have access to high quality STEM & CS education.

What is your background in science education?

My undergrad degree is in Chemistry Education with a minor in Physics. While in college, I had the chance to work as the chemist in a physics nanoparticle lab, which was fascinating, but also confirmed for me that I wanted to be in a classroom, not a laboratory. I taught primarily high school chemistry and then launched a computer science pathway. While teaching, I went back to school for my Masters in Ed Tech as I was supporting a 1:1 iPad program where I eventually became a tech coach. Since leaving the classroom, I have grown to focus on teacher and leader support. Teacher leadership is a passion area of mine and I’ve had the opportunity to co-lead several science teacher leader institutes locally. I have recently completely my principalship certificate.

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

Pennsylvania has new science standards that go into effect for Fall 2025. I am really proud of the way my team and I have supported our schools in preparing for the new standards. These are the first framework aligned standards for Pennsylvania, so they are requiring an instructional shift in addition to curriculum and assessment alignment. We have focused on supporting people and meeting them where they are and the result has been the chance to build relationships with many teachers and support their instructional practice.

Penda Learning 

pendalearning.com

Success in Science Leadership: A Case Study
Districts across the country face persistent challenges in advancing science learning, including teacher vacancies, large class sizes, and student disengagement. Penda Learning offers case studies highlighting how Penda Science addresses these barriers. A standout example is Sarasota County Schools, which implemented Penda from 2022 to 2024 with impressive results: Grade 5 SSA scores were 8 points higher than the control group and 10 points above the state average. Grade 8 showed similar gains, and Biology EOC scores were 11 points higher than the control group. Multiple studies confirm a highly statistically significant correlation between mastering Penda activities and strong state assessment performance—even among students from historically marginalized populations.

Strategies and Tools for Science Leaders
Science education leaders achieve success with Penda by aligning implementation with instructional goals, using data to inform decisions, and setting measurable targets for usage and proficiency. Educators are supported through real-time reporting tools, instructional guides, professional development, and classroom strategies. Gamified activities reward and build student motivation, while dedicated Customer Success Managers offer hands-on guidance to ensure purposeful and consistent implementation.

Measuring Success in Science Leadership
Penda delivers high-quality science instruction through automation, easing teacher workload while providing administrators with shareable, standards-based reports. The platform includes embedded supports such as translation and read-aloud in over 60+ languages, making science more accessible to all learners. Gamified features reward effort and foster a growth mindset. Penda equips leaders to support teachers, engage students, monitor progress, and increase science achievement—preparing more students for success in STEM.

Innovative Tools for K–12 Science Leadership
Penda leads in science innovation through partnerships and technology. A new collaboration with Vernier Science Education connects real-time data with digital activities, enriching hands-on learning. Penda also pioneers AI-powered grading of written responses streamlining feedback and supporting deeper learning. Instructional guides provide a roadmap for cohesive science instruction.

Partnering with NSELA to Boost Impact
Our partnership with NSELA offers direct insight into educators’ evolving needs. Feedback from NSELA members helps shape Penda’s innovations to improve outcomes without adding to workload. Through events, webinars, and collaboration with science leaders, Penda helps amplify effective practices across the field.

Voices from the Field: Leader Perspectives

Science leaders report that Penda “raises the floor for all students,” offering support for those who need help while challenging others—building a strong culture of science learning. 

Together with educators, Penda is transforming science classrooms into inclusive, data-driven, and engaging spaces where all students can thrive.

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".