Generation180 is pleased to welcome Greg Libecci as our new energy advisor. Greg was an active member of our School Leadership in Clean Energy (SLICE) network until he retired from his role as Sustainability & Energy Manager at Salt Lake City School District at the end of 2024. As Energy Advisor, Greg will support the Electrify Our Schools program, engage with the SLICE network, and mentor schools on his ‘Reduce and Produce’ philosophy. 

Greg brings to his new role nearly two decades of experience in energy management at school districts and a deep commitment to practical sustainability and student engagement. At Salt Lake City School District, Greg reduced the annual utility spending by $1.1 million, installed 3.5 MW of solar capacity across 18 schools, and helped reduce the district’s CO₂ emissions by 30%.

We sat down with Greg to learn more about his path to sustainability, his time at Salt Lake City School District, and what gives him hope for the future. This interview has been edited for length and clarity. Enjoy!

Generation180: Before you became a leader in school sustainability and energy management, you had a successful career in sales and marketing. What drove that change?

Greg: I got to a point where I wanted the hours in my day to be spent focusing on improving conditions here on this planet and helping direct things in a sustainable manner for future generations. That idea that future generations may not have what we’ve experienced has always had an impact on me. That was a driving force of the pivot. 

In my job interview, I was asked how I would evaluate that I was doing a good job. I got that job because I told him success was measured by students bringing conservation and sustainability home to the dinner table. That’s how we’d know we were doing our job: if students were talking about it with their families.

Generation180: How did your marketing skills show up in your energy management work with schools?

Greg: It turns out my marketing background was actually a huge asset. Every major shift needs to be sold. You have to tailor your message—whether you’re talking to the superintendent, school board, facilities staff, or the plumber with the wrench. The ability to connect with each of those people and understand what they care about is what moves this work forward.

Every paradigm shift requires a sales pitch that needs to be adjusted and tailored to the audience. And there are many different audiences—from administrators and school boards to our electricians and plumbers—to adjust to each one’s mindset takes a marketing mentality. 

Generation180: What are you most proud of from your time at Salt Lake City School District?

Greg: During my time at the district, we got to a point where sustainability was baked into the district’s decision-making. We completed real, measurable clean energy projects and made multi-million dollar investments in energy savings, solar, and electric buses. We even had someone hired specifically to integrate sustainability into the curriculum.

However, the part I’m most proud of is helping connect students to the school board in a way that actually created change. I had the relationships, and I knew the students’ passion. What I did was help package the students’ message in a way the school board could hear and act on. That’s what I take responsibility for, connecting the dots from the students to the administrators. 

I had the project proposals ready and the data in hand. So once the student voices organized and added the urgency, they were able to get unanimous school board support to pass a resolution in 2020 that committed the school district to transition to 100% clean energy by 2030 and be fossil-fuel-free by 2040. That school board commitment is what led to the energy performance contract that funded the energy efficiency and clean energy projects that I implemented. 

Generation180:  You are now supporting our School Leadership in Clean Energy (SLICE) network. How did being part of peer networks help you advance your work? 

Greg: There were years where everything was a “no.” I had to fight just to go to the Green Schools Conference. But I knew I needed to be in that room to hear from people like Tish at Generation180, other SLICE leaders, and other folks who were ahead of me. Meeting with my peers advancing sustainability is what kept me going. I would come back from that conference reenergized with a sharp focus on the obstacles in my way, and I could picture myself overcoming those obstacles.

As I was able to share my district’s progress over the years through conferences and peer networks, people would come up to me and say, “Your story helped me keep going.” That was always incredibly meaningful to know that Salt Lake City’s journey inspired others.

I made a connection with Denver Public Schools through a peer network, and we traded lessons. I supported them in developing a student-driven resolution to their school board, and they helped me navigate the complexities of a performance contract. That kind of peer exchange was invaluable. Whether it’s data sharing or idea swapping, that sense of shared purpose has always kept me motivated. 

Generation180: What advice would you give to school leaders trying to get started on their clean energy journey?

Greg: I’ve always called my approach “Reduce and Produce.” First, reduce energy use as much as possible, then produce clean energy wherever you can. That’s been my guiding philosophy throughout all of this. The ‘Reduce and Produce’ approach is a win-win-win situation: a win for the budget, a win for the community, and a win for the environment.

The school board is the most important stakeholder to get on board with your ideas. Show them that students care. Show them that the community supports it. And make sure they see the numbers—because strong financials make the path forward clear. When the school board can confidently articulate the why, everything else becomes more possible.

Generation180: What gives you hope about the future of clean energy in schools?

Greg: The economics are finally catching up with the mission, and that’s a game-changer. For districts building new schools or working with newer rooftops, solar is a no-brainer. The return on investment speaks for itself. Ground-source geothermal systems have proven to be the most efficient and cost-effective when you look at the full life cycle, and in many parts of the country, air-source heat pumps are just as compelling.

What really gives me hope, though, is that these upgrades don’t just reduce greenhouse gas emissions—they create healthier environments for students and their communities. Cleaner air, smarter investments, and climate action all in one? That’s the kind of win-win that makes progress inevitable.