Daniel Alcazar-Roman

Associate Director, Learning Design Group

Center for K-12 Science

The Lawrence Hall of Science

University of California, Berkeley

Can you describe your background in science education including your current leadership role?

My career in education started in Houston, just past the turn of the millennium, surrounded by an eager group of second graders at Roosevelt Elementary. Over the years, I taught students in early elementary through middle school, in dual-language and gifted and talented programs. I conducted science family nights, STEM summer school programming, and hosted teacher professional learning communities. I later served as a school administrator and a district science supervisor in the Houston Independent School District. After a move to DC, I worked as the science director at Alexandria City Public Schools in Virginia before joining the District of Columbia State Education Agency to lead the development of the NGSS science assessment system. During the COVID-19 global pandemic, our family made a move to the San Francisco Bay Area and I joined the University of California, Berkeley’s Center for K-12 Science at The Lawrence Hall of Science. For the last three years, I have been working as an associate director at the Learning Design Group where we work on research and the design science instructional materials. I work with an incredibly gifted group of professionals that are taking on the development of world-class curriculum and assessment resources that are used daily by millions of students.

What has been a success of your leadership in science education that you are proud of? What has been challenging?

I feel grateful to have benefited from participating in partnerships that brought together districts and states, academic institutions, and industry partners. For instance, as a new teacher, I participated in a multi-year program with Baylor College of Medicine in Houston. This program introduced me to the importance of using evidence, literacy, and scientific practices in my science instruction.  Later, the Smithsonian Science Education Center invited me to join their Leadership Development faculty.  In this role, I helped districts and state education offices to develop plans for improving their science programs. These and other experiences allowed me to learn from colleagues facing similar challenges across the country and gain a broader perspective on national science education issues.

I am most proud when I see students finding a love for science and when teachers feel empowered to teach science and when they have the time, instructional resources, and professional learning opportunities to be successful. I was proud to see the District of Columbia science education community come together to envision, design, and develop an assessment system that is rigorous and reflects the vision of the Framework of K-12 Science Education. I am also proud of the amazing work that our team at The Lawrence Hall of Science Center for K-12 Science does every day in service of students, teachers, school systems and their communities.

A critical barrier for aspiring African American and Latine leaders in science education is the limited access to professional support networks and mentorship from individuals who share their cultural background and language. This lack of cultural connection can make it difficult for them to find guidance and role models they can fully identify with. That is why I support programs that seek to improve recruitment and retention of educators of color, and to build strong leadership pathways.

What do you find most beneficial about being an NSELA member?

I joined the Texas affiliate (TSELA) in 2006. Eager to connect with fellow science leaders, I attended my first NSELA meeting the following year. As a new district science supervisor, NSELA proved to be a valuable resource for professional learning. It provided a supportive community specifically designed for science leaders like myself.

Later, while working in Alexandria, I actively participated in the Virginia affiliate (VSELA). This involvement not only enriched my professional development but also led to the development of lasting connections.  Several colleagues I met through VSELA  and NSELA have become state science leaders, and we find each other collaborating through the Council of State Science Supervisors (CSSS).

What advice do you have for those pursuing science leadership?

There is still a lot of work to do to improve science education. Here's how you can get involved:

Find your community: Connect with a diverse group of people who share your passion for science education. Learn from their experiences and share your own ideas.

Find Your Focus: Identify a specific area of science education that excites you. Dedicate time to developing your expertise in this niche.

Contribute to Solutions: Connect with researchers, participate in discussions, and collaborate on developing solutions for science education challenges.

Empower the Next Generation: If you're in a leadership role, remember someone once believed in you. Mentor a teacher leader, encourage others, and find ways to involve them in your work and network.