Daniel Musselman has built his career around a simple but powerful belief: systems matter when they create opportunities for students.

As vice principal of Livermore High School since 2022, Musselman has become a driving force behind efforts to ensure every student has access to the courses, supports and pathways needed to succeed. Drawing on his experience as a teacher, wrestling coach and administrator, he approaches school leadership with a focus on equity, collaboration and student-centered decision-making.

As the school’s master scheduler, Musselman oversees one of the campus’s most complex responsibilities. He uses scheduling as a strategic tool to expand access to Advanced Placement, honors and career technical education courses while preserving intervention supports, counseling services and specialized programs. His careful planning helps remove barriers for English learners, students with disabilities and those pursuing nontraditional educational pathways.

Musselman also oversees the counseling and CTE programs, ensuring students receive individualized graduation planning, timely interventions and meaningful career-connected learning opportunities. He has supported the development of new courses, strengthened curriculum alignment and helped secure funding to expand career pathways and interdisciplinary programs.

Known for his transparent leadership and collaborative approach, Musselman actively engages in professional learning through regional leadership networks. Colleagues trust his fairness, integrity and commitment to doing what is best for students.

Musselman joined ACSA in 2019, when he was hired as a vice principal, and has since been an active participant in mentorship programs, conferences and leadership development events. He also serves as the Livermore Management Association High School Representative and was recently invited to represent Region 6 on the ACSA State Council of Co-Administrator Leaders.

“What truly distinguishes Dan is his leadership style,” said Jason Krolikowski, director of Secondary Education for Livermore Valley JUSD. “He leads with integrity, humility, and purpose. He builds strong relationships, maintains high expectations, and consistently prioritizes safe, inclusive learning environments where students and staff can thrive.”

What’s the best advice you’ve ever been given? One of the best pieces of advice I’ve been given came from my professor, Dr. Donna Andrews, who would often say, “You control the weather.” That idea has stayed with me throughout my work as a teacher, coach and administrator. We can’t control everything that happens around us, but we do influence our environments. Our attitude, our expectations, how we respond to people — everything we do and don’t do is going to impact that environment. It’s a good reminder that when things are not going well, try to be the sunshine and not the storm cloud.

What are some life hacks that you would recommend for a new administrator? I hold a couple beliefs that have helped me grow as an administrator. The first is that listening well is important. Slowing down and really understanding a situation before reacting makes a big difference. I’ve found that some of my biggest mistakes have come when I’ve assumed to understand the situation without taking the time to actually understand it. Those mistakes always end up taking far more time than simply slowing down to understand before acting.

The second is not letting your job become your identity. I’m a husband and father who works as an administrator, not the other way around. Working in education is meaningful and I love that it allows me to support my community. That is what makes it so difficult to turn the work off when you go home, though. I am working on this constantly, but I’ve learned how important it is to be home when you’re at home so you can still show up for the people that matter most.

What would people be surprised to learn about you? People are often surprised by my path into education. Neither of my parents graduated high school, and it took me a very long time to figure out how to “do school.” I was 20 years old before I truly understood the value of education and how much it could positively impact every aspect of my life. Those experiences are a big part of why I went into education. I wanted to help students find that value in education much earlier in their lives than I did.

What’s the biggest challenge you’ve overcome in your current position? One of the biggest ongoing challenges in this work is recognizing that effective leadership requires vulnerability, and I tend to avoid vulnerability by nature. Leadership can be uncomfortable. It asks you to take risks, make decisions without full certainty, open yourself up to others, and be willing to put yourself forward in uncertain moments. But I’ve learned that some of the most uncomfortable, vulnerable things I’ve done have had the biggest impact on my work.

How has ACSA supported you in your career? I’ve been fortunate to work with a strong administrative team at my site, but I recognize that not all administrators have that same level of day-to-day support. ACSA helps bridge that gap. The networking, the conferences, and professional learning opportunities connect you with other administrators who are navigating similar challenges. Education is unique in that you’re around people all day, but in many roles, you’re still taking things on alone. ACSA helps create a sense of community and reminds you you’re not doing the work by yourself.

The theme for this year’s Leadership Summit is “You Belong Here: Leadership for Every Student.” What does belonging look like for your staff or your students? To me, belonging is about feeling seen, heard, and accepted — not just for who someone is in that moment, but for what they have done and what they can become. For students, it means being able to show up as themselves, feel safe, and still be supported and challenged in their growth. For staff, it means feeling that their work matters, that their work is recognized, and that they are part of something meaningful and larger than themselves.