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March 2026

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EDUCATE
Keeping current with news in science education.

Board Corner

Cindy Gay
Region D Director (Year 2)

Senior Science Educator, BSCS
Steamboat Springs, CO

What initiatives or projects have you been most proud to contribute to this year?

I’ve been honored to be part of the strategic planning process, helping move NSELA forward as an organization to meet the changing needs of science education leaders.

How have you collaborated with other board members or committees to move NSELA’s mission forward?

NSELA board members have generously and graciously shared their knowledge and experience with me; no question has been too small for them to support. My greatest area of collaboration has been serving on the communications committee, helping spread the word about NSELA’s mission and great work.

What feedback or lessons have shaped your leadership over the past year?

One is too small a number for excellence and effecting transformative change. It takes the wisdom of many to grow as a leader. I have learned much from every NSELA member I’ve been fortunate to interact with.

Reflecting on your goals from last year, what progress have you made and what new goals have emerged?

I’ve learned how to reach out to members in my region. I hope they, in turn, will reach out to me!

Policy Brief

NSELA members can read the full issue at the link below.

ADVOCATE
Connecting with NSELA committees, events, and leaders.

Leadership Spotlight

This month, the NSELA Leadership Spotlight shines on a partnership that connects emerging and experienced leaders through the Vernier Emerging Science Education Leadership Scholars (VESELS) program. In this column experienced science education leader Andrea Berry and emerging leader Brad Rhew share their takes on leadership, mentorship, and the insights they have gained from working together this year.

Andrea Berry - Mentor
K-12 Science and STEM Supervisor, Knox County Schools, TN

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

AB: I was encouraged to consider serving as a mentor in the VESEL program, and I believe effective mentoring requires vulnerability, reflection, and a willingness to share both lessons learned and successes. I am deeply committed to the mission of improving science instruction so that all students have access to high-quality learning experiences. As a leader, once you get to a certain level of leadership you have to seek out mentorship. Our jobs don’t usually come with a handbook and training session so leaning on the expertise of mentors that have done this work is how I have been able to best support my district. I want to provide that support to others and give back what was given to me.

BR: I am still fairly new in my district leadership role. I wanted the opportunity to learn from other science leaders on how they were able to navigate a large district to provide the support and resources for their teachers. I also wanted to 

find additional ways to grow myself as a leader. I currently serve as the president of the North Carolina Science Teachers Association. I want to build my network of science leaders to help me in supporting science educators across the state of North Carolina to continue to build science instruction in every school in our state.

When you look back at your leadership role, what initiative do you think made a meaningful impact on science education in your community?

AB: One of the leadership successes I am most proud of is elevating science as a district priority. We set clear expectations for K–5 science instructional time, adopted high-quality instructional materials across grade levels, and invested in professional learning and coaching supports for teachers. This work was driven by a science vision and strategic plan. It was sustained through continuous monitoring, reflection, and adjustment to support best student outcomes.

BR: In 2023, North Carolina adopted new standards that included the science and engineering practices. These standards were implemented in classrooms during the 2024 school year. Knowing how important hands-on, student-centered learning would be for these new standards, I was able to build a group of teacher

Brad Rhew - Mentee
K-8 Science and STEM Coordinator, Guilford County Schools, NC

standards, I was able to build a group of teacher leaders who were able to create lessons and professional development opportunities for teachers in my district to understand new standards, learn about the SEPs, and how to effectively implement them into their instruction. This has led to an increase in hands-on science instruction across my district.

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

AB: My advice would be to enter the VESEL program with curiosity, openness, and a willingness to reflect honestly on your practice. Be clear about what you hope to grow in, ask questions often, and view challenges as opportunities for learning rather than obstacles. The greatest growth comes from engaging fully, being open to feedback, and connecting learning back to the impact on science instruction and student learning.

What do you hope to gain from the VESEL program?

BR: I hope to grow myself as a science leader not only in North Carolina, but also on the national level as well. I want to continue the amazing partnership with Andrea after the program ends, so I can continue to gain knowledge of how to effectively lead a district with science instruction. My goal is to take what I have learned from the VESEL program and continue to have an impact on science education.

Do you have someone in mind for the Leadership Spotlight? Self-nominations are welcome! Click the button to access the submission form.

Join Us at NSTA 2026: Leading the Future of Science Education

Come for the NSELA Annual Conference on April 15 and stay for the Leadership Lounge during NSTA! 

Step into the Leadership Lounge, a dedicated space for school, district, and state leaders to pause, recharge, and make the most of their time in Anaheim. Designed in partnership with NSTA and supported by Vernier, it’s your hub to connect with peers, exchange ideas, and reflect on how conference insights can translate into action. Stop by anytime to enjoy a coffee or snack, catch up between sessions, and recharge for what’s next.

But that's not all! We are thrilled to announce a powerhouse lineup of workshops featuring a special Thursday track, in partnership with the Collaborative for Advancing Science Teaching and Learning (CASTL) network, including a Town Hall on teacher engagement and specific innovations in elementary science. Then, we’ll explore the cutting edge of the classroom with a session on Integrated Technology and AI within the OpenSciEd curriculum.

The momentum continues into Friday with a series of leadership-focused sessions designed to tackle the "what’s next" of science administration. From navigating the shift from adoption to implementation of new standards to scaling ELL support through train-the-trainer models, these workshops offer actionable strategies for every level. 

• Thursday 1:00-2:00PM The Collaborative for Advancing Science Teaching and Learning in K-12: A Town Hall to Grow Teacher Engagement
• Thursday 2:20-3:20PM The Collaborative for Advancing Science Teaching and Learning in K-12: Collaboration and Innovation in Elementary Science
• Thursday 3:40-4:40PM Advancing Science and STEM Through Integrated Technology and AI in OpenSciEd
• Friday 9:20-10:20AM New Standards, Now What? Leading the Shift from Adoption to Implementation
• Friday 10:40-11:40AM Building Communities of Hope for Children Through Engaging in Local Phenomena
• Friday 1:20-2:20PM Leading Across Grade Bands: Showcasing Coordinated Data & Science Practice PD
• Friday 2:40-3:40PM Science Leadership for All: Scaling ELL Support through a Train-the-Trainer Model

Write for the Leadership Matters Column - Now in All Three NSTA Publications!

NSELA members now have the opportunity to submit a column for Leadership Matters in Science and Children, NSTA's K-5 science publication, Science Scope, NSTA's 6-8 science publication, and The Science Teacher, NSTA's HS publication. Every NSELA member is a leader and you all have stories to tell about what is happening in K-12 science in your district and how you and others are making science happen.

Use the link (button) below to learn more about submitting an article AND/OR applying to be a reviewer. The column editors will work with you to get your article ready for publication. Any science educator can write for the column. The goal is to share our stories and learn from one another. 

COLLABORATE
Highlighting the work of our members, partners, and other organizations.

Partner Feature

This month we are pleased to feature Flinn Scientific, NSELA's 2026 Platinum Partner.

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

Flinn is working on making our lab procedures open source for teachers. Freely available to every teacher, every district, regardless of whether they buy from us. Frankly, not everyone inside the building loved that 

decision at first. But we believe access to safe, well-designed lab instructions should not be gated by a purchase order. It has raised the floor for lab quality across the country, and it reflects what we actually believe about our role in the ecosystem. We are not just a supplier. We are a public resource for hands-on science.

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

NSELA is the professional home for the people who shape science instruction at scale. For Flinn, the partnership keeps us honest. It is easy to build products based on assumptions about what districts need. NSELA gives us direct access to the supervisors who live with those decisions every day, and that feedback loop will continue to shape our services and how we show up as a partner rather than just a supplier. Some of our best ideas have come from NSELA members telling us where we were getting it wrong. That kind of candor is worth its weight in gold.

The most dangerous thing in science education is not a chemical spill. It is a lab that never gets used. Every district we talk to has teachers who want to do more hands-on science but feel unsupported on the operational side. The supervisors making the most progress are building safety infrastructure that says "yes" to ambitious instruction rather than giving teachers reasons to say "no." Invest in making your teachers confident, not just compliant. The measure of great science leadership is not how well you manage risk. It is how much real science your students get to do.

Announcements

UCAR - The University Corporation for Atmospheric Research has some great workshops coming up this spring and summer.  Check out our offerings on our website. We have two free virtual options: Heat on 4/30 and Hurricanes on 5/7 in partnership with NSTA.

CAESART - The Education Development Center’s CAESART project is recruiting districts for a federally funded, two-year study examining the impact of a literacy-integrated science curriculum on K–1 students’ science learning. Eligible districts may be using any K–1 science curriculum, or interested in adopting Amplify Science. Participating schools receive $5,000/school per year and $1,000/ teacher per year. The study runs from 2026–27 through 2027–28. To learn more, contact CAESART@edc.org or visit this link to learn more.

Arizona State University - ASU has three free research-informed Modeling Workshops in physics and chemistry (June 1 to 19) for high school teachers. Courses can lead to an interdisciplinary Master of Natural Science (MNS) degree in physics, for which teachers in 15 western states can apply for 150% of in-state tuition; that deadline is April 1. View this link to learn more.

SAFER LABS: Be Protected!
By Dr. Ken Roy, NSELA Safety Compliance Officer

Laboratory PPE Condition Assessment & Resulting Replacement Protocol

Learn how often should laboratory personal protective equipment (PPE) condition be assessed and, if necessary, replaced to help keep students and teachers safer during teaching /learning activities.

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