William researches and writes about P-12 curriculum and instructional practice with a focus on representation and culturally responsive teaching.
William previously worked in research and evaluation as a contractor on projects for agencies including the National Science Foundation, the Department of Education, and the Department of Health and Human Services. His evaluation work supported building the evidence base for prosocial student behavior and broadening the participation of students in the STEM education pipeline. For the first 7 years of William’s career in education, he taught middle and high school English.
William holds a master’s degree in curriculum and instruction and a Ph.D. in education policy with an advanced research methods secondary specialization from George Mason University.
Favorite Sports Team
Our local champions, the Washington Spirit!
What’s your favorite thing to do outside of work?
I love finding new places in the city to hang out with my partner and our dogs. I also play soccer a couple times a week and work with our local mutual aid organization—each ward has a mutual aid organization that is great for helping neighbors help each other!
What drew you to education?
I was drawn to education because of the incredible potential it holds to give every child an opportunity for success and as the best mechanism for continuously building a more just, democratic, creative, and intellectually curious society.
Author Archives
Students Deserve More Stories, More Complexity, More Authors, and More Diversity in Publishing
A writing series that emphasizes the need to recognize how multiple and intersecting identities are represented in grade-school books.
Rigor and Representation in Children’s Books Foster a Love of Reading
Students are more engaged when they see people like themselves in school materials. Representation matters in teaching kids to read.