Daniel graduated from the University of Pennsylvania with a Masters of Science in Education and from Loyola University Chicago with a PhD in Counseling Psychology. Prior to his doctoral studies, Daniel served in roles as a middle school science teacher, teacher coach, and research assistant in Philadelphia and New York City. During his doctoral and postdoctoral training, Daniel provided therapeutic services to children, adolescents, and adults in Chicago, Boston, and Baltimore. Additionally, Daniel helped coordinate federally-funded grants at the National Center for School Mental Health at University of Maryland School of Medicine. Daniel’s research interests include investigating the psychological and emotional experiences of teachers in urban school contexts, with the intent of designing programs and supports that promote teacher self-efficacy, well-being, and retention. He currently works with Catherine Bradshaw and Jessika Bottiani on projects that seek to enhance students’ social-emotional competencies and teachers’ cultural responsiveness via school-based interventions.
Virginia Preschool Initiative Plus Significantly Impacts School Community