Spotlight: Danyel Smith (CA '24)

California Milken Educator Danyel Smith (CA ‘24) is a ninth through 12th grade American Sign Language (ASL) teacher at Alta Loma High School. Smith’s dedication to teaching provides accessible education and creates pathways for students to thrive. By fostering inclusivity and building relationships with elementary and middle schools, Smith ignites a lifelong passion for ASL. As a leader in the World Language Department and advocate for students, she ensures every learner has the support they need to succeed in and out of the classroom. On February 18, 2025, Smith became the first ASL teacher to receive a Milken Educator Award.

Milken Family Foundation: How did you feel at your Milken Educator Award notification?

As Lowell described the Milken Educator Award, I kept thinking about how many incredible teachers at our school deserve recognition. Our ASL program’s success has only been possible because of my supportive colleagues and team. When my name was called, I was stunned. I felt truly seen, recognized and celebrated—something that doesn’t happen very often in education.

The excitement extended far beyond that moment. Students in the hallways, staff at my children’s school I ran into at childcare pickup, and even people at the grocery store shared in the celebration. It felt like a recognition not just of me, but of our school and our ASL program. It was so energizing and inspiring, and a reminder of the responsibility I carry to represent our school, community, and ASL, not just in that moment, but also in everything I do moving forward. 

MFF: How did students respond to your Milken Award?

The energy was electric! Students were cheering, clapping, and even making their way across the gym right after the assembly, and days later in the hallway, to say “congratulations.” It was fun, full of excitement, smiles, and so much joy.

In the classroom, I walked in to find my whiteboard completely covered with messages from my ASL 4 class, notes of excitement, cheers, and so much excitement.

Even beyond that day, the celebration didn’t stop. Current and former students, along with families, kept reaching out through social media, emails, and in person, to share in the joy. Reading their messages was deeply moving.

I felt so honored to hear their reflections on the impact our ASL classroom had on them or their families. Their words reminded me of how far the connections we build in class truly reach. It was an outpouring of love and support that left me humbled and grateful, and it felt like our entire community was lifted up together.

MFF: What made you want to pursue a career in education?

When I was a kid, I thought I’d grow up to be a cruise director planning events, coordinating activities, and celebrating people. I loved the idea of bringing energy and joy to a group. In a way, I still get to do that, just in a classroom instead of on a ship.

I felt so connected to ASL because of the incredible Deaf teachers and Deaf friends who welcomed me into the community. Even though I wasn’t Deaf, they made space for me, taught me with patience, and showed me the richness of Deaf culture and language. That experience was powerful, and it shaped the way I wanted to show up in the world.

I also come from a family of teachers: my mom, my grandpa, and sister. Growing up, listening and watching my mom year after year showed me firsthand how much impact teachers have, class after class, generation after generation. I’ve always wanted to make a memorable impact, and though the type of impact has shifted over time, the heart of that purpose has never changed. Teaching gives me the chance to do just that every day, with every student.

MFF: How do you create an inclusive and engaging learning environment for ASL students at different proficiency levels?

I keep lessons voice-off so everyone develops their visual understanding skills. As a non-native signer myself, I understand how much students may struggle with this but it’s essential for growth. I use visuals, gestures, and real-life scenarios so that all learners feel capable.

I build in scaffolds: for beginners, that might mean more repetition and modeling, while advanced students extend into classifiers, role-shift storytelling, or even teaching peers. Most importantly, I celebrate risk-taking so students feel safe to try.

I also encourage spontaneous conversations whenever possible. Supporting authentic curiosity in the moment has been one of the most powerful ways for students to practice ASL and gain confidence.

MFF: What strategies have you found most effective in growing the ASL program and connecting it with the broader school and community?

Our Sprouting Signers workshops have been key. High school students teach ASL to younger kids, and we’ve watched those middle schoolers return as motivated ASL students later on.

At 8th Grade Night, we welcome incoming freshmen and their families and highlight the ASL program. Students can earn college credit through articulation, the Seal of Biliteracy, and now honors credit. I’m there to answer questions, and current ASL students share their experiences so families can see the program in action.

We also build bridges with families through events like Family Signing Night, showing them how ASL benefits their homes and communities.

Finally, social media outreach gives students a glimpse into what ASL looks like day to  day. Content is created not just by me, but by our students, too, which allows future learners to picture themselves in the program.

Together, these strategies spotlight ASL, create excitement, and build a community that keeps growing. By giving students opportunities to connect with ASL as soon as their freshman year, they can maximize their experience and fully engage in the program all four years.

MFF: What does “success” look like for you and your students in life?

For me, success has many layers. In ASL 1, it looks like students gaining confidence with a new language and culture. By ASL 4, it’s fluency: signing with personality, moving naturally between English and ASL, and using their skills in real conversations.

For advanced students, success also shows up in tangible recognition. Our Class of 2025 had a 100% pass rate on the Seal of Biliteracy.Through our articulation with Mt. San Antonio College , students are graduating with an average of 12 transferable college credits. That’s a powerful foundation.

But what does success look like for me? An incredible Milken Educator, Wade Whitehead, once shared that instead of chasing work-life balance, he recommended we strive for work-life harmony. That perspective has been a game-changer; it feels sustainable, and that’s real success. When my three kids are on campus participating in an ASL workshop, it feels deeply fulfilling. When students tell me their ASL learning has impacted their lives outside the classroom with friends, family, or at work, that’s success, too.

Ultimately, success is about connection. When my students and my own children can share the same space of learning, language and community, I know we’re building something lasting.

MFF: Who are your role models in education?

I was fortunate to have amazing teachers in high school who shaped both my learning and my identity. I especially remember my Earth science teacher, Mr. Luera, my pre-calculus teacher, Mrs. Phillips, my psychology teacher, Mr. Phillips, and my history teacher, Mr. Lynch. Each of them not only supported me academically, but also encouraged me to grow as a person, helping me find my own voice during those formative years.

As a college student studying ASL, I was deeply influenced by incredible Deaf professors both at my local community college and later at Western Oregon University. Damara Paris inspired me with her passion, knowledge, and ability to energize an entire room. Her discussions on Deaf women and Native American Deaf history still stay with me. Katie Heise welcomed students into advanced ASL classes while encouraging us to connect beyond the classroom to serve the community. CM Hall opened my eyes to the Deaf/Blind community, giving us hands-on experiences and real opportunities to learn how to be allies. Kara Gournaris remains a role model whose teaching notebooks I still revisit. Her ability to balance structured learning with student curiosity and to welcome each learner at their level with grace is something I strive for daily.

While they are still teaching and leading in their own ways, I no longer sit in their classrooms. But the lessons, inspiration and example they set continue to guide me every day in mine. I’m grateful to have had such a wealth of exceptional teachers who showed me what exceptional teaching looks like.

And while not an educator, my everyday role model is my husband. He shows patience, grace and adaptability with our kids, myself and those around us. I’m so grateful for his example. It grounds me and reminds me of the kind of person and educator I want to be.

MFF: How do you hope to be remembered by your students?

I hope my students remember me as someone who truly believed in them, pushed them, and helped them find their voice, not just in ASL, but also in who they are as people.

Beyond the classroom, I hope they carry with them a lasting sense of allyship with the Deaf community. Most of my students are hearing, living in a hearing world, and may not realize the privilege and access they have until they experience ASL and Deaf culture. My goal is that they leave my class understanding that accessibility is a right, that Deaf people can do anything, and that inclusion is something worth fighting for every day.

If my students remember me as someone who made them feel seen, capable and connected, while also showing them the responsibility of being allies, then I’ll know I’ve done my job.

MFF: Are you working on any interesting initiatives or new projects these days? Is there anything else you want to share about your school?

For the past two years, we’ve hosted Sprouting Signers, workshops where ASL students teach elementary and middle schoolers the basics of sign. We’ve now held six sessions, and it’s been incredible to watch curious visitors return a year or two later as motivated ASL students in our program.

Building on that success, our students are planning a Family Signing Night to teach ASL to parents and caregivers. This is especially meaningful for our Deaf students whose families may still be learning or haven’t yet started, as well as for families eager to support children who want to use ASL to communicate, whether in class or at home. Every Back-to-School Night, I meet parents with deeply personal reasons for learning ASL, and it’s clear the need is there.

With students leading, this event will give families the chance to learn, connect and grow together through language. I’m so proud of our ASL 4 Honors class, our first to reach this level, with our average student earning 12 college credits through our articulation agreement with Mt. San Antonio College.

At Alta Loma, ASL is thriving. One in 5 students is currently enrolled in ASL. Beyond our school walls, I’m excited to keep connecting with the California Milken Educator Network to support and organize opportunities for collaboration.