Dr. Chatoria Franklin currently serves as the High School Science Specialist for Rutherford County Schools in Murfreesboro, Tennessee, a growing suburb of Nashville. In this role, she has the privilege of supporting teacher growth and instructional excellence through high-quality professional learning, as well as guiding curriculum selection and development across all high school science content areas. This work is deeply rewarding, as it directly impacts both educator practice and student learning.

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

One of the most exciting outcomes of her work has been the significant growth that they've seen in their Biology courses. Teachers and students alike are embracing new approaches to science learning—engaging with meaningful phenomena, asking deeper questions, and applying scientific thinking to real-world problems. These shifts have led to more authentic student engagement and a stronger emphasis on sensemaking rather than rote memorization.

Dr. Franklin is particularly proud of her work at both the district and state levels to advance three-dimensional, high-quality science instruction. Over the past four years, she intentionally built strategic partnerships with science leaders across the state to facilitate meaningful conversations about how science instruction must evolve to better support student sensemaking, critical thinking, and problem-solving. Through co-facilitating professional learning experiences, Dr. Franklin has helped guide educators in reimagining science classrooms as spaces where students actively construct understanding and think like scientists.

What is your vision for science education? 

Looking ahead, her vision for science education is one rooted in equity, access, and shared leadership. Dr. Chatoria Franklin is committed to ensuring that every student—regardless of background, school, or circumstance—has access to rigorous, engaging, and meaningful science learning experiences. She believes this begins with investing in teachers as instructional leaders and change agents. By intentionally developing teacher leaders and creating collaborative structures that elevate educator voice and expertise, we can build sustainable systems that support high-quality, three-dimensional science instruction across classrooms and schools. Through this work, science classrooms become spaces where diverse ways of thinking are valued, student sensemaking is prioritized, and all learners are empowered to see themselves as capable scientific thinkers prepared to navigate an increasingly complex world.

Chatoria is also a member of the Communications & Publications Committee as well as the Membership Committee. Thank you, Dr. Chatoria Franklin, for ALL that you do to support science teaching, learning, leadership, and NSELA!

FLSELA (Florida Science Education Leadership Association—previously branded as FASS) is a statewide professional association focused on supporting science education leadership across Florida. Our members are science education leaders who coordinate, supervise, and support science teaching and learning—most commonly at the district and/or system level—who value collaboration, shared problem-solving, and the continuous improvement of science programs. We support statewide connection through an internal contact list designed to strengthen collaboration among leaders across Florida’s 67 school districts, helping ensure leaders can connect quickly to share resources, strategies, and solutions.

What is your organization working on to support science education leaders?

Our work centers on leadership capacity-building and practical support for science programs. In alignment with our stated purpose, we focus on: (1) promoting effective leadership and coordination of science programs and policies; (2) disseminating timely materials and information to the science education community; and (3) advancing research-based science education practices across districts. We do this through statewide convenings (for example, our recurring state meetings that invite proposals and participation), curated resources for leaders (including safety guidance and statewide science/engineering resource connections), and member-only resources that support leaders’ operational and instructional needs.

How can NSELA members in your area get involved?

NSELA members located in Florida can connect with FLSELA by joining our statewide network and participating in our convenings and collaboration structures. Practically, that can include: reaching out via our general contact email, engaging through our statewide collaboration list (especially when leadership transitions occur), and attending/presenting at FLSELA state meetings by responding to our calls for proposals and registrations. Because Florida participates in NSELA’s dual-membership affiliate structure through the Florida affiliate listing, Florida-based leaders can also align their engagement so membership structures support both state and national involvement.

What are some of the opportunities related to science education in your area? What role is your organization playing in those opportunities?

A major opportunity in Florida is the ability to build consistent, coherent science program leadership across a large and diverse set of districts—while still leveraging shared tools and state/national supports. FLSELA supports this opportunity by maintaining structures for statewide leader-to-leader collaboration (including an internal contact list intended to enable cross-district collaboration) and by curating and sharing leadership-relevant resources (including connections to statewide standards-aligned tools and safety guidance that help leaders support safe, high-quality science learning).

Why did your organization decide to become an affiliate with NSELA? What has being an affiliate looked like for your organization?

We affiliate with NSELA because the dual-membership model increases value for members and expands our collective leadership reach—connecting Florida science education leaders to national networking, professional learning, and shared resources while strengthening state-level community and collaboration. In practice, being an affiliate looks like maintaining two-way connections between state and national work (including a designated NSELA Liaison role in our leadership structure) and aligning membership structures so Florida leaders can benefit from both state association supports and NSELA’s broader leadership ecosystem.

The NSELA theme for 2026 is Leadership by Design: Architect the Future of Science Education. What has your organization been working on that connects to this theme?

“Leadership by Design” centers on moving from reactive problem-solving to intentionally constructing coherent systems that support science learning at scale—an emphasis NSELA highlights in its 2026 conference framing of the theme. FLSELA’s mission-aligned work connects directly: we focus on coordinated leadership for science programs and policies, research-based practice, and dissemination of practical resources that help leaders design and sustain strong science programs. We also create regular convening spaces (with intentional agendas built from member proposals and participation) that support leaders in sharing design approaches—whether for instructional quality, safety infrastructure, or systems-level coherence across districts.

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. 

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

AB: I have been in education for 28 years. I was an elementary and middle school teacher and taught science K-8, developed a science lab program, district science instructional coach, and this led me to my current position I have held for 13 years as district Science and STEM supervisor K-12. I am the president of TnSELA and have worked with the state department and state board of education on standards development, assessment and professional learning initiatives. 

BR: I started as a middle school science and social studies teacher in Winston-Salem, NC. I then transitioned into a science lead teacher for an elementary school that was going through a state restart initiative. This role led me into becoming at STEM Coach for Petree Elementary. In 2023, I moved into the role as the K-8 Science/STEM Coordinator for Guilford County Schools. I also teach education courses for Elon University and Wake Forest University. 

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 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 are you most interested in learning more about? 

AB: In a time where we have high-quality curriculum materials nationally, it is crucial to better understand curriculum implementation and the instructional cycle, including content specific feedback for teachers. I am working on how to support teachers through complex change and continuous learning. I have a strong interest in AI and how we might be able to use these tools to support cognitive load with teachers and students in science in an effective way. 

BR: I am interested in learning more about how other districts are recruiting and retaining strong science educators. Also, I am interested in additional tools and strategies I can use to continue to build science teacher leaders in my district. I am always interested in learning more about best practices to share with my teachers and effective professional development strategies. 

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. 

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

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.

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

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

We prioritize listening to districts and collaborating on solutions that make science instruction easier for the science supervisor and their teachers to implement and create a more engaging experience for students.

One district approached us after adopting a new core science curriculum that included both publisher materials and district-created lessons. Implementing it consistently across classrooms was a challenge. We partnered closely with the district’s science supervisor to align every unit—both from the publisher and the district’s customized lessons—and developed tailored science kits for each grade level, teacher, and instructional unit.

These kits include all required materials and renewable consumables, allowing schools to easily replenish supplies each year. As a result, teachers now receive ready-to-use materials that align directly with district and state standards, making it significantly easier to implement the curriculum while enabling students to engage in hands-on, creative science learning.

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

Science supervisors are drowning in curriculum decisions but starving for operational support. The most effective thing we do is not sell a product. It is reduce complexity.

When a district adopts a curriculum, teachers face a real gap between what the textbook says to do and what they can pull off given their budget, equipment, and training. We close that gap through kitting aligned to specific curricula, safety resources that build teacher confidence, and a support model that treats lab readiness as part of the instructional ecosystem rather than an afterthought.

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

Our field over-indexes on assessment data and under-indexes on whether students are actually doing science, learning, and enjoying it. A strong measure comes down to three things: lab utilization, teacher confidence, and safety culture. Are students in the lab? Do teachers feel equipped to run investigations? Is safety enabling ambitious instruction or giving people a reason to avoid it?

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.

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

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.

Stephanie Alderman-Oler is the STEM-Science Program Manager at the Kansas department of Education. In that role she supports K-12 science educators and students across the state in areas of curriculum, assessment, science literacy, and professional development. Stephanie started her journey in science education with a degree in biology and secondary education and then obtained a masters in Family Studies-Youth Development. Currently she is working toward her EdD in Education leadership with an emphasis in JEDI (Justice, Enquiry, and Diverse Identities) at the University of Colorado-Denver proving that she follows her own advice to seek out opportunities to be involved in local, district, state, and national projects as a way to grow as a professional and as a leader.

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

There are so many problems you are going to want to solve, so many things to do. You cannot do them all. Choose 2 or 3 things you want to prioritize and accomplish in the next couple of years and do everything you can to make those things happen.

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

Having a close group of mentors and colleagues that I know I can reach out to at any time with questions and problems big or small. This is a role that can feel very siloed and it is important to know that you aren't alone in doing the work.

What advice do you have for those pursuing science leadership?

It's ok to not be the expert in the room. Surround yourself with people with different experiences than you, who can provide perspectives different than yours, and who can help you continue to grow.

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

I like to camp and hike, which has led me to many national and state parks and stumble across new phenomena. The time outdoors on my own also is ideal for reflection, something I think is critical for being a leader.

How do you get to know your colleagues/students and build relationships with them? What questions do you ask or what actions do you take?

I hold a lot of meetings virtually, so when I lead a meeting we almost always start with some questions to check in. Sometimes it is a silly question, sometimes it is a reflective question, but the important thing is that it is intentionally a space to connect before doing the work.

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

Spencer Martin repeatedly encouraged me to join NSELA and then I had the opportunity to attend some sessions at the conference in Philadelphia last year as a member of CSSS. The opportunity to connect with NSELA members last year is related to what I am most looking forward to as a member -- having a community of practice to learn from and lean on.

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

As a state leader I am most proud of the work I do with our cohort of teacher leaders. We have teacher leader consultants, who are classroom teachers that work part time for the state department of education and field educators who work on a contract basis. These classroom teachers have really grown into leaders in our state and have developed some strong support for other teachers.

What has been a challenge for you as a leader?

Competing priorities. My own competing priorities and needing to manage time and energy. But, also navigating the competing priorities in education, in schools, and in policies.

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

I have been in my current role for just over a year and that transition has changed what other leadership might look like. Now that I have been in this role long enough to understand what my capacity for additional responsibilities may be, I am starting to look for opportunities to be a part of a science education leadership outside of my role at KSDE.

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

Seek out opportunities to be involved in a district, state, or national project. Seek out opportunities to gain perspectives you don't currently have that would be helpful in the type of leadership role you want. There are many types of opportunities to grow into leadership, but if that opportunity is you doing work that you should be paid for -- don't do it for free. Your contributions are valuable and should be valued.

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

I am most interested in considering the connections and relationships between parts of a system. As a student I was drawn to ecosystems and environmental science for those complex relationships. This has led to a deep desire to understand the components of our education system, which components are the biggest levers for change, what changes may have unexpected outcomes or influence, and what has the strongest impact on the student experience and outcomes.

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

I have been inspired by the leaders I have been personally and professionally supported by. Lizette Burks connected me with some of my first opportunities through the state department of education that had a deep impact on my teaching practice. Lizette’s influence inspires me to find opportunities for our Kansas Teachers. Spencer Martin created teacher tiger teams to foster teacher leadership in developing and making district decisions, which has had a lasting impact on how I work with our teacher leaders at the state. Meg Richard leads by building strong relationships, providing unwavering support and encouragement, and invited me to my first leadership role at the state department of education as a teacher leader consultant. She inspires me to push through the challenges and be a voice that is heard. Dr. Sharon Walker consistently models a growth mindset as an educator and leader while remaining steadfastly focused on the most important priority - students as individuals with their own experiences, goals, ideas, and every student brings something meaningful to the classroom. Dr. Walker inspires me to be a stronger advocate that the priority in education has to be the students. The experiences and opportunities they have everyday in our classrooms, whether we are teaching or we are supporting the teachers who are in the classroom, have to drive our decisions and priorities.

Michigan Science Education Leadership Association (MSELA) is an affiliate of the National Science Education Leadership Association (NSELA). MSELA connects and supports emerging and experienced leaders by providing

• high quality professional development,

• a collegial network, 

• access to research and resources, and 

• a voice for leaders in science education.

Each year, MSELA provides opportunities for science education leaders to gather and learn together. MSELA’s science network, MiSCIPLN (the Michigan Science Professional Learning Network), meets online quarterly throughout the year to support science education leaders. MSELA invites researchers, as well as highlights local leadership experts at each meeting. This year the themes are:

• AI 

• Assessment and Grading

• Data

• Climate 

Each Spring, MSELA also provides a leadership strand at the Michigan Science Teachers’ Association Conference, and it is looking forward to it’s first Fall Leadership Day in 2026. During the school year, MSELA builds out a Web Series that supports local leaders and school districts. This year, the web series focuses on lab safety. Past web series have included:

• Citizen Science

• Michigan Merit Curriculum - High School Graduation Requirements

• Elementary Advocacy Series

In the past, MSELA partnered with CREATE4STEM to advocate for science in elementary classrooms, based on the Brilliance and Strengths Report; and MSELA has advocated for science education funding in the state. 

Much like NSELA, MSELA has a diverse membership consisting of science education consultants, researchers, higher education, state department representation, and department chairs/leaders. As an NSELA Affiliate, MSELA members benefit from NSELA publications, professional learning, and technology support on NSELA’s website utilizing an NSELA/MSELA liaison position on the MSELA Board. NSELA Members are welcome to join MiSCIPLN and the web series each year!

The January Leadership Spotlight shines on the Venier Emerging Science Education Leadership Scholarship (VESELS) mentor-mentee pair, Daniel Alcazar-Roman and Kathleen Stynen. The VESEL scholar program connects emerging and experienced science education leaders. Throughout the VESELS year, mentors provide guidance and support to help their mentees grow in their leadership roles. In the column, Daniel and Kathy share their responses to a few questions, offering NSELA members a glimpse into their leadership journeys, insights, experiences, their challenges, and achievements. 

What  led you to apply as a Mentor/Mentee in the VESELS program? 

DAR: I applied to be a VESEL program mentor because I am passionate about supporting the next generation of science education leaders. Throughout my career, I have benefited greatly from mentors and colleagues who took the time to listen to me, share their experiences and offer guidance. Serving as a mentor is a meaningful way to give back to our community. I have already learned a great deal from my mentee, Kathleen, and the experience has been truly reciprocal.

KS: As a seasoned veteran teacher hired into a new district level position for a large school district helping over 200 science teachers, I was overwhelmed. I sought out programs that might assist in networking and giving guidance as a new science leader. Much of the feedback so far has been verifying that the work I have done is right on track and now we are addressing budget concerns from my teachers and will be working on larger scale issues like grants, funding, and instructional materials implementation. 

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

DAR: I have the privilege of currently serving as the Executive Director of Instructional Materials at the University of California, Berkeley’s Lawrence Hall of Science, where a brilliant team of professionals is dedicated to conducting research and designing and developing materials that is used by millions of students across the United States. Before joining The Lawrence, I was a science teacher in Houston, TX, and a science supervisor in the Houston Independent School District, Alexandria City Public Schools in Virginia, and the District of Columbia Office of the State Superintendent of Education. In addition, I have led national reform efforts supporting teams of districts and state education agencies, and I have served on national-level committees focused on developing policy for science instruction and assessment.

KS: I was a high school science teacher for 35 years in TX, AZ, NV. I taught biology and AP biology for the last 16 years. For the last 2 years I have been the Washoe County School District’s science coordinator providing professional learning and guidance for our middle schools and high school science teachers. During my time as a teacher, I was involved in many leadership opportunities at the state level. I helped write the Health Sciences standards, worked with testing review, and am currently working to review curricular materials. At the district level, I helped design and create  standards aligned district wide finals for biology classes on CarbonTIME, served on instructional materials selection committees for biology and AP biology collaborated with the University of Nevada on many projects. At the high school site, I was the department leader for 12 years, served on school improvement committees, mentored numerous preservice, new and alternate routes to licensure teachers. 

What is a leadership success in your district, school, or organization that you are particularly proud of? 

DAR: One success I am proud of is leading the implementation of a state-level assessment system for the District of Columbia Office of the State Superintendent of Education. This process brought together educators, researchers, state and district leaders, academic and community partners, and assessment designers to develop assessments that reflected the diverse student community we served and met high-quality standards. Despite significant resource challenges, we sustained the initiative and continued to engage the community. I am especially proud that this effort has sparked ongoing conversations about equity and the relevance of assessment at the local level. It has also provided educators and leaders with a reason to participate in professional learning opportunities to better understand Framework-based science teaching and learning. Building on this momentum, the work positioned the state office of education to collaborate with national leaders and organizations, contributing practical, equity-centered approaches to science assessment for the benefit of the broader science education community.

KS: The ability to partner with other teachers to collaborate on choosing the essential standards and create district finals aligned to the standards. The process of working through issues and discussing points of view was eye-opening and beneficial. 

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

DAR: I am very interested in learning more about how to better support teachers in enacting science instruction that is relevant, inclusive, and responsive to their students’ lived experiences and rich assets, and in clarifying the best ways to design supports to meet varied needs of all students.

KS: As a high school teacher, it was effective teaching pedagogy, implementation of engaging and thought provoking lessons. In my new position, I am searching for the same opportunities to bring to teachers. 

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

DAR: The science education community is supportive and generous. Look for opportunities to connect, ask questions, explore your interests, get involved, embrace your unique perspective and expertise, and invite a colleague to join us. We have much to learn from one another, and together we can better support teachers and strengthen science education for all students.

What do you hope to gain from the VESEL program? 

KS: Insight into leadership practices, ways to support science educators, networking with other science leaders throughout the US.

Building Pipelines & Breaking Down Silos: A Recap of the NJSELA Winter Roundtable
December 5, 2025 | Rutgers Lifelong Learning Center

Science education leaders from across the state gathered for a day filled with connection, policy clarity, and forward-thinking science leadership for the NJSELA Winter Roundtable. Hosted at the Rutgers Lifelong Learning Center, the day was dedicated not just to leadership development, but to actionable strategies for building K-12 STEM ecosystems and navigating the shifting landscape of high school graduation requirements.

The morning kicked off with a dynamic keynote from Christine Girtain, the 2023 NJ Teacher of the Year and Co-Founder of the Jersey Shore STEM Ecosystem. Her session, titled "STEM Ecosystem Partnerships: Building a K thru Industry Pipeline," challenged leaders to look beyond their district walls for resources. Girtain shared a treasure trove of partnership opportunities to engage diverse learners, like IEEE, Lectec, The MicroNanoTech Ed Center, ThorLabs, and AviNation. Girtain challenged attendees to look outside their district walls to find transformative resources.

Rich Stec also provided a much needed update on the new High School graduation requirements. The conversation provided critical clarity on the changing landscape of science course classification and/or teacher certification needs. Biology is no longer a mandatory specific course for graduation in NJ. However, students still must complete 15 credits in evidence-based science courses that span all NJ standards, including life science. Leaders were advised not to "tear down" existing curricula but to use Appendix K in the framework to integrate Cross-Cutting Concepts and practices. Rather than rushing to design new integrated courses, which requires significant budget and training, districts should collaborate across Bio, Physics, and Chem departments to articulate the 3D progression over several grades.

During the midday break, attendees participated in a "Lunch & Learn" with Mike Rutherford, Founder and CEO of GotLearning. Rutherford introduced "Learning Pulse," a new platform designed to analyze student narratives and show growth over time using qualitative and formative data. The platform emphasizes rapid storytelling for leaders and helps vertical alignment across courses. Mike demonstrated how the tool can ingest hundreds of lab reports, even handwritten ones, to provide feedback that saves teacher time.

The day was rounded out by deep-dive focus groups where leaders tackled some of the most pressing issues in the field: Using AI to support 3D Assessment, Designing professional learning for teachers, Supporting diverse learners, and Curricular Program Evaluation. Each session was led by a curriculum leader who shared resources and posed questions for discussion. 

The NSELA affiliate will convene again in May for another in-person leadership event.

Can you describe your current leadership role in your district?

Dr. Jeffrey Celebre currently serves as the K–8 Supervisor of Science and Engineering in Piscataway Township Schools, where he has led a complete redesign of the science curriculum to not only align with the New Jersey Student Learning Standards for Science, but also to emphasize coherence, phenomenon-driven learning, and equitable access so that every student, regardless of background or experience, can meaningfully engage in science. Under his guidance, the district has successfully transitioned middle school science to an integrated model that builds conceptual connections across disciplines and fosters deep scientific thinking.

What advice do you have for those pursuing science leadership?

For Jeffrey, leadership in science education is about empowerment. “Science teaching and learning isn’t about having all the answers; it’s about creating the conditions where teachers and students can ask the right questions. When we make science accessible and purposeful, we open doors that students didn’t even realize were there.”

What is your philosophy of leadership? 

Dr. Celebre's philosophy of leadership centers on relationships, trust, and shared purpose. He approaches his work with curiosity; listening first and asking questions that help others reflect on their practice and goals. His leadership style blends high expectations with genuine support, ensuring that educators feel both challenged and valued. This balance has allowed him to build a culture where professional learning feels collaborative rather than compliance-driven. As a lifelong learner, Dr. Celebre is deeply committed to reflection, collaboration, and continuous improvement. He views leadership not as a position, but as an evolving practice grounded in the belief that when teachers feel empowered, students will thrive.

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

A central focus of Jeffrey’s recent work has been fostering a culture of equity and belonging in science classrooms. He views this as an ongoing pursuit, not a finished project; one that requires persistence, reflection, and the courage to shift mindsets. Through professional learning experiences grounded in equitable science practices, Jeffrey has supported teachers in rethinking how they engage students, design tasks, and build classroom communities. By prioritizing inclusive instructional approaches, small group learning, and opportunities for all students to see themselves in science, he has helped create classrooms where access to rigorous, authentic learning is not a privilege for some, but a right for all.

What has been a challenge for you as a leader?

Jeffrey acknowledges that one of the most significant challenges in science leadership is shifting mindsets; helping teachers see beyond coverage of content to focus on sensemaking and discourse. He approaches this challenge with empathy and patience, creating space for teachers to grow at their own pace while maintaining a clear vision of what equitable, purposeful, and ambitious science teaching can look like for every student.

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

Before stepping into district leadership, Dr. Celebre taught in both the intermediate and middle school classroom. His classroom experience shaped his belief that students learn best when they are given authentic problems to investigate and a supportive community in which to take intellectual risks. That belief continues to guide his leadership today, informing the professional learning structures and curriculum design he leads across grades K–8.

This month’s National Science Education Leadership Association Leadership Spotlight features a VESELS mentor–mentee duo: Shannon Wachowski (Mentor) and Sara Hill (Mentee). The VESELS program supports emerging leaders in the science education community by providing a $500 scholarship to the Summer Leadership Institute along with sustained mentorship to guide them on their leadership journey.

In the reflections that follow, Shannon and Sara share their perspectives on mentorship, science education, and leadership, offering valuable insight into their experiences within the 2025 VESELS cohort. Their responses highlight the impact of strong mentor–mentee relationships and the importance of cultivating leadership in science education.

What is your background as a science education leader? 

SW: I didn’t start out wanting to be a teacher. I really didn’t know what I wanted to do but because I was ‘good’ at math and science, my high school guidance counselor suggested engineering. After graduating with a chemical engineering degree, I worked as a quality engineer at a shingle manufacturing plant. After a few years, I had a desire for a more meaningful career. I had tutored chemistry in college and enjoyed it so I decided to change careers and get a degree in education. After 14 years in the classroom as a math and science high school teacher, I left the classroom for the University of Wyoming where I taught a science pedagogy course for elementary preservice teachers and supported preservice teachers during their student teaching semester. I then went to the Wyoming Department of Education and served as the Science Consultant, supporting teachers with standards implementation and reviewing items for the state summative assessment. Currently I am the Principal, Science at EdReports where I support educators to review science instructional materials. I am also the chair of the Communications & Publications Committee for NSELA and support the editing of a leadership themed column in the NSTA high school publication. Previously I was a member of the high school committee for NSTA, served as a co-editor for a DBIE-themed column in a journal with the American Association of Physics Teachers, and with three other colleagues, wrote a book about teacher leadership that was published by AIP Publishing

SH: I have always loved science and dreamed of being a marine biologist. My choice to attend a landlocked college and a predisposition for seasickness led me to a pathway in science education. I spent a decade teaching middle school science and developed a passion for education and advocacy. I had the chance to move into a specialist role at the district level and received a few years of profound mentorship before moving into the coordinator role myself. I find myself humbled and learning each day! 

Can you share a success of  your leadership role that you are particularly proud of? 

SW: While at the Wyoming Department of Education I, along with other new colleagues from other states, formed the Interstate Science Collaborative. One purpose of this group was to provide us with the support we needed in our new roles. The other purpose was to be able to pool our resources to provide free professional learning opportunities for the educators in our states. Through this collaboration, we were able to provide free programming in book study format that created spaces for educators from across states to connect and support one another.

SH: I am trying to build connections with other science leaders in my region and my state. I used the blueprint from another district to develop a cohort of teachers to dive deep into 3D learning. Teachers participated in multiple days of PD over the summer and school year, observed one another, and most importantly, got recognized for their efforts. This tight knit group of teachers now have the confidence to lead at their schools and build capacity in others. I was successful thanks to other science leaders' willingness to share ideas and their experiences.

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

SW: My interest in curriculum and its role in student success has really increased since I started my work with EdReports. From national survey data, we know that a majority of K-12 teachers use either materials they design themselves or a combination of various materials they find on the internet, rather than a specifically designed core curriculum. As a teacher, one of the ways I defined success was in my individually created curriculum. I no longer define success that way. I’d like to learn more about the factors that create this culture of teacher developed curriculum. And basically anything else dealing with curriculum and its impacts on teachers and students.

SH: The world our students will enter as adults is unknown in so many ways. I am interested in learning about what innovation looks like in the field so students leave K-12 with the skills to navigate whatever lies ahead. I also love to learn from the experiences of others– what pedagogy or ideas do we need to retire, and what manages to transcend time and technology?

What led you to apply to be a mentor/mentee in the VESELS Program? 

SW: I have always appreciated those who I work with in other organizations who take time out of their very busy schedules to give back to the science education committee. I hope, in some small way, I am contributing through this program. And, I love connecting with new science folks. There’s always something new to learn from everyone.

SH: I was inspired to move into a district position because of amazing leaders. Being part of this program gives me access to a wealth of knowledge and expertise, and I couldn't pass it up!

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

SW: As a new teacher, I received advice from a veteran teacher to present at a local conference. While I was nervous to do so (who wanted to hear what I had to say?) I submitted a proposal and it got accepted! That first presentation helped me realize how much I love learning about, talking about, and connecting with others around science education. It helped me develop confidence and opened doors to several other opportunities. My advice would be to put yourself out there. Trying something new or talking to someone new will always result in learning.

What do you hope to gain from the VESEL program?

SH: It might sound simple, but I'd like to feel more connected. I am a team of one in my district, and sometimes the stakes feel very high. I know the decisions I make are grounded in research and what's best for students, but I hope to also feel more a part of the greater science leadership community.