I am honored to be a candidate for WSSDA Vice President. I welcome the opportunity to take everything I have learned from my WSSDA leadership development opportunities in my 12 years as a school director, and use it within the association itself. The perspective and experience I have gained from the Passport to Leadership, Key Work of School Boards, and Leadership WSSDA classes, and serving on the Legislative Committee, Board of Directors, Achievement Gap Task Force, and the Federal Relations Network, has prepared me to take the next step — giving back to the membership through this leadership opportunity.

My focus is basic: increased student achievement and the school director’s role in supporting students to achieve this goal. In a student success-centered organization, the essential question for every director and WSSDA staff member is, "How do our efforts support student achievement?" As directors, all levels of our governance responsibilities (vision, structure, accountability and advocacy) should focus on this priority. For WSSDA staff, student achievement issues should determine the products and services the association offers. With this laser focus in place, directors would clearly understand their roles, and possess the tools to successfully lead the change necessary, both incremental and systemic, for student achievement in their local districts.

We are serving in our communities at a critical time for education. The perception exists in some influential sectors that school boards are ineffective, instead of being seen as the pre-eminent influence in student achievement efforts. School directors and the Superintendent of Public Instruction are the only elected education officials in this state. Therefore, we may legitimately take the lead on policy, governance and setting expectations around student achievement. There are committed education advocates in other state education organizations, but we are the ones held accountable in our local communities. School directors who are student-centered, knowledgeable, thoughtful and professional should be respected for their efforts to better our education system.

We also serve in an environment where education is perceived as an expense rather than an investment. While the governor and the Legislature increased education funding in the 2007-08 budget, it did not fully compensate for the gap that exists between state contribution and local costs. As directors, we must use the body of available research to make a powerful case for the enormous societal costs associated with NOT making a pro-active investment in early learning and K-12 education.

An important issue in student achievement discussions is cultural competency. It is becoming more critical than ever to understand how to influence student achievement within an increasingly diverse student body. As a Peace Corps volunteer, I know what it felt like to be the "different one" in my African village, and this unique perspective allows me to be a bridge in many cross-cultural situations.

Our students have diverse backgrounds. Some are well prepared to be successful. Others have preparation and opportunity gaps that impede success. We have the same responsibility for all students: prepare them to be participatory members of a democratic society by developing their academic and leadership skills. School directors are in a unique position to create a legacy of learning and leadership in our communities. With the training and support WSSDA provides, we can be catalysts for building the leadership capacity in our schools, which results in high levels of student success and stronger communities.

I look forward to working with my school director colleagues to address the issues above and am willing to do the work necessary to be an outstanding representative for our membership as your association Vice President.