Daniel comes from a family of teachers. He is the son of two career teachers and long term MESA advisors, who dedicated their years in education to students and families from underserved communities, and his brother is an assistant professor of English at Riverside City College in California. Daniel has worked in public, charter, and private schools in roles including teacher (high school math and ESL), mentor, lead instructor, program manager, school administrator, and district staff. He was also one of four co-hosts for “aka Teacher,” a PBS Wisconsin Education podcast. Daniel is passionate about the intersection of innovation and equity and applying processes such as Liberatory Design to improve educational systems. Daniel holds a B.S. in Mathematics and an M.A. in Education from Stanford University.

Daniel also has a background in theater and improv. His two favorite places to be are in a classroom and in a theater rehearsal room. He believes that both are spaces for discovery, learning by doing, reflecting on identity, risk taking, play, storytelling, imagination, and co-creating that which couldn’t have been possible alone. These spaces rely on trust, empathy, and a sense of community. They are spaces that teach us what it means to be human.

Daniel lives in Madison, Wisconsin, with his wife and two children and enjoys rock climbing, camping, photography, theater, and meditation.

What excites you most about the Future of Learning?

What we envision for schools is based on what we know. Often, our vision for education is based on our personal experiences in school, which can lead to perpetuating outdated ways of teaching and learning. As the science and research behind effective teaching and learning evolves and becomes more widely known, I'm excited to hear more and more people talking about their vision for education based on what they know, not from their personal school experiences, but from what they've learned from the research and from what they inherently understand about what makes learning joyful, engaging, and memorable. And it's not just adults–children are savvy as well and are speaking up and advocating for a better school experience. What's more, leaders at all levels are listening and rethinking policies and systems. The Future of Learning is Now.

Why is anti-bias and anti-racism (ABAR) an integral part of the Future of Learning?

At its core, this is about changing habits. For example, if I want to change my at-home snacking habits because I find myself eating too many sweet, chocolatey treats, then I might think about replacing those options with fresh fruit or some other healthier option–what might be considered anti-sweets. Being this deliberate and conscious about shifting my snack options is what helps me avoid sliding back into old habits. What I think is most important about the anti-bias, anti-racist conversation is that it combines the work of individuals (anti-bias) with what needs to shift in systems (anti-racism). If we want to challenge any -ism (racism, sexism, ageism, ableism...) we have to be intentional and explicit about the changes that need to be made (systems, practices, and beliefs) so that we don't fall back on old habits and replicate the historical, cultural, and systemic inequities that exist in schools.