Indiana may not be the first place that comes to mind for climate leadership, but Hamilton Southeastern Schools— spanning suburban and rural communities 30 minutes outside Indianapolis—is defying expectations. Spearheaded by its visionary Energy Manager, Bob Rice, the district is proving that even in traditionally coal-reliant regions, renewable energy can thrive. This Q&A offers a glimpse into the journey of School Leadership in Clean Energy Network Member, Bob Rice, who helped save the district millions of dollars and empowered 21,000 students to embrace sustainability. Hamilton Southeastern Schools exemplifies how education can drive environmental change while inspiring the next generation of leaders to build a sustainable future.
Hamilton Southeastern Schools / Fishers, IN
School District
- Over 21,000 students at 22 schools
Solar Installations
- Nearly 2MW of solar power installed at 3 school buildings
- $300,000 annual savings
- Set to achieve a return on investment in under 10 years, with 10 additional years of ‘free’ power under a 20-year performance guarantee
How did you become the Energy Manager at Hamilton Southeastern Schools in Indiana? What prior experience in clean energy and energy efficiency did you have?
My path to becoming Energy Manager wasn’t direct, but each step added value. After earning a degree in Production and Operations Management from Tri-State University (now Trine University), I started working in operational efficiency within shipping departments but didn’t find it fulfilling. During a teacher shortage in Indiana, I transitioned to education, earning a secondary science teaching degree while working full-time.
In 2009, I joined Hamilton Southeastern Schools (HSE) as a science teacher, teaching courses like AP Environmental Science and Biology while taking on leadership roles within the school. In 2017, I became the district’s first Energy Manager, tasked with reducing energy consumption to save tax dollars and keep public funds in the classroom. I was told I’d be “building the plane while flying it.” My background in management and education was crucial. Since then, I’ve pursued certifications in HVAC, air quality, and energy management, plus I’ve integrated clean energy efforts into classroom lessons to inspire future STEM leaders. By networking with energy efficiency professionals and through continuous learning, I’ve developed into the energy manager I am today.
Tell us how you successfully adopted nearly 2MW of solar for your school district. What benefits and opportunities has that brought to the community?
In 2018, HSE approved exploring solar energy for the district. After issuing a request for proposals, we partnered with Ameresco to assess utility data, site logistics, building usage, and infrastructure. This led to the installation of solar arrays at Sand Creek Elementary, Sand Creek Intermediate, and Hamilton Southeastern Intermediate and Junior High.
By September 2019, 4,800 solar panels were operational, offsetting significant energy usage at these sites. The $2.8 million project, funded through a general obligation bond, is set to achieve a return on investment in under 10 years, with 10 additional years of “free” power under a 20-year performance guarantee.
Beyond saving over $300,000 annually, the solar arrays are integrated into classroom learning, inspiring over 21,000 students daily to explore STEM and sustainability. The initiative has also reduced our carbon footprint, decreasing reliance on coal-generated power and positioning us as a leader in clean energy adoption.
As Indiana’s fourth-largest school district, HSE has led by example, sharing its solar journey with other districts statewide.
What challenges did you face in the adoption of solar and how did you overcome them?
Solar energy can be polarizing and some stakeholders were initially concerned. However, we emphasized the financial benefits, projecting over $7 million in savings over 20 years. Partnering with Ameresco, we carefully chose sites to minimize property value impacts and ensured the arrays were integrated into educational programs.
Transparent communication was key. We addressed concerns with science-based facts, held discussions, and highlighted both educational and financial benefits. By fostering open dialogue and listening to feedback, we gained community support and successfully moved the project forward.
How have you engaged your community with solar energy? What has been their response to your work?
As Indiana’s fourth-largest school district, HSE has led by example, sharing its solar journey with other districts statewide. For instance, we helped Noblesville Schools develop their solar RFPs, enabling them to install arrays at four sites.
We’ve also collaborated with state and local officials to advocate for clean energy policies that support clean energy adoption in schools. Additionally, we made our solar data publicly accessible via a dashboard, inspiring other school districts to follow suit. The community response has been overwhelmingly positive, appreciating both the environmental impact and educational opportunities the project provides.
What advice would you give to other school district energy managers who are interested in transitioning to clean energy?
You can’t change what you don’t measure! Start by analyzing your current energy usage—review utility bills, track trends, and quantify potential savings and benefits. Use this data to build a clear, compelling case for stakeholders, tailoring your message to their priorities, whether it’s ROI, educational impact, or sustainability. Break down your plan into digestible steps, emphasize the multiple benefits, and maintain open communication to gain support. Strategic, data-driven planning is the key to success in transitioning to clean energy.
You can’t change what you don’t measure! Start by analyzing your current energy usage—review utility bills, track trends, and quantify potential savings and benefits.
What gives you hope about our clean energy future?
In college, a quote from my geology professor, Lea Gilberston, made a lasting impact: “We do not inherit the Earth from our ancestors, we borrow it from our children.” This idea continues to inspire my work and fuels my desire to motivate others, particularly the next generation of environmental advocates.
Side note: I have since told this professor that I didn’t take her class for GRANITE (dad jokes ROCK by the way)
Working with students to promote STEM and trade education is incredibly energizing. Their passion, awareness, and engagement far exceed what I experienced at their age, and I’m confident they’re better equipped to address future challenges. This gives me real hope for the future of clean energy and sustainability.