Leadership Profile Report

The HYA associates conducting the focus groups and interviews would like to thank the participants for giving so freely of their time and for the depth of the discussions regarding Highline Public Schools during the sessions.

One word was often shared during stakeholder focus groups, and that word was “diversity.”  Many saw diversity in the District as a significant strength, some saw the challenges associated with it, and others commented on how it is both a strength and a challenge.  The reason that the term is mentioned here is the fact that diversity means many different things to the community of Highline Public Schools.  It was often referenced in regards to racial, ethnic, religious, geographic, and/or socio-economic terms.  Occasionally, the term was used to reference differences in political perspectives or community interests.   It was also used to reference variations between school communities and program alternatives.  Some referred to diversity among the academic needs of students.  Some focused the term on staff demographics.  Many cite the term by referring to DEI – Diversity, Equity, and Inclusion.

While “diversity” may have been a frequent term used during the focus meetings, it should be noted that there was no common definition or reference when it was being used; the implications were broad.  While cited often, it was in reference to many of the themes listed below.  Therefore, it is not called out as a separate concept or theme.  Instead, “diversity” as a concept is incorporated into many of the topic areas listed in the below text.

The overwhelming theme across all stakeholder groups was a shared commitment to and appreciation for the District’s promise: every student in Highline Public Schools is known by name, strength and need and graduates prepared for the future they choose.

When asked about the district’s strengths, this promise was repeated with remarkable frequency and accuracy at the start of each discussion. Stakeholders value the vision and mission of the district, and believe this shared commitment is crucial to meeting the varied needs of students. They also see this promise as a key element to celebrating the multifaceted diversity found across the district. Several stakeholder groups shared that the clarity of focus and direction has allowed the district to make strides in creating high expectations for all children, engaging families of diverse backgrounds in their student’s learning, and partnering with the local community (nonprofit and local businesses included) to ensure that students are better equipped to and supported in achieving their potential.

Stakeholders held up the strides Highline Public Schools has made in addressing issues of racial equity, especially with regard to out-of-school suspension and discipline reforms. Stakeholders were aware of and proud that the district has been recognized regionally and nationally for this work. Stakeholders affirmed the School Board for making this work a districtwide priority and stated that they value the equity-driven leadership provided by the current superintendent. 

There was less clarity and consistency among stakeholders in terms of how the mission has impacted student achievement. The COVID pandemic has undoubtedly played a role in impacting how people perceive student learning. 

Nonetheless, it was widely believed that the district is well positioned for its commitment to equity to now have greater impact moving forward on increased academic achievement for all students, closing opportunity gaps for students from lower socio-economic backgrounds, and increasing staff diversity at all levels.

“I often get a text, a phone call and an email. It’s overkill, but I love it.”

​​Strong and consistent communication across multiple platforms, touchpoints, and media is considered a strength by many stakeholders.

While there is always room for improvement, there was appreciation that Highline works hard to provide translation and interpretation services in multiple languages, and that the district encourages student family and community participation.

At the school level, school leaders and staff are seen as accessible and responsive to families’ needs, concerns, and interests. By and large, communication from the district is perceived as honest and transparent even if not always positive.

Student families and community members believe that there are frequent opportunities for feedback and exchange of ideas.  As another example of Highline’s commitment to seeking stakeholder input, several groups mentioned the multiple opportunities available to provide input into the superintendent search process.

Preparing Students for the Challenges of Today and Tomorrow

Stakeholders expressed pride for the diversity of academic programming provided by Highline, including dual language programs, biliteracy certification, innovative secondary programs/schools, inclusionary practices for special needs students, and career/technical opportunities with higher education partners. 

Stakeholders are largely aware that Highline’s diversity of academic programming is a model for other districts and that the district has received recognition for its dual language immersion programs, as well as for its inclusive education programs.

Across stakeholder groups, people frequently noted appreciation for Highline’s Choice Schools. The most frequently mentioned secondary schools were Maritime High School, Puget Sound Skills Center, and Raisbeck Aviation High School. Most saw the tremendous variety of programs for students, especially at the secondary level as a strength in preparing students for the challenges of today and the jobs of tomorrow. There was a strong shared desire to continue building upon this strength of the district.

“We’re All In This Together.” Clearly Highline has a deep-rooted sense of shared commitment and sense of responsibility for its students across a broad spectrum of constituents. A remarkable pattern in listening to stakeholders is that internal and external constituents spoke with equal passion and conviction for knowing “each student by name, strength and need.” 

As one community member stated, “we are all in this together.”  Businesses and community-based organizations feel valued by the district and included in developing and implementing programs that benefit students and families. They recognize themselves and are recognized by others as key partners contributing to the success of Highline students.

Stakeholders stated that communication between and among partners connects the schools and students to resources in the broader community. Many acknowledged the district’s work to continuously encourage, create, and sustain new and authentic partnerships. They shared the example that Highline has enjoyed a history of strong community support for schools, including passage of levies and bonds to support operations and needed facility improvements. 

Stakeholders frequently referenced the many ways they felt connected to the school district. They spoke as graduates of Highline, parents of current or former Highline students, graduates who later became Highline staff - they spoke as a collective body that has longevity with the district and buy-in for the District’s mission. 

Stakeholders spoke with mutual appreciation for the dedication, talent, strengths, and resources that staff and community members brought to serving students.  Specifically, with regard to teachers, students and their families felt teachers were generous with their time and dedicated to their learning.

Over the past few years the number of teachers and staff of color has increased and the Human Resource department was praised for its ongoing work focused on this goal. Staff articulated appreciation for paths to professional growth and advancement in leadership, including programs and support for paraeducators to become teachers. Lastly, the longevity of current administrators, as well as the Board of Directors, is seen as a source of stability and continuity for the district.

The following were the top five strengths identified in the online stakeholder survey:

• The district engages with diverse racial, cultural and socio-economic groups.
• The district employs effective teachers, administrators and support staff in its schools.
• The district provides a clear, compelling shared vision for the future.
• The district is heading in the right direction.
• Technology is integrated into the classroom.

The first four strengths mentioned above align well with and reinforce ideas shared during the focus group meetings.  The last bullet, “technology is integrated into the classroom,” was not frequently mentioned by focus group participants.

The student survey developed and implemented by the district provided a menu of areas to choose from asking students which of the items they felt their school was “good at,”. The following strengths represent the top four selected by students at the elementary and secondary levels:

Elementary:

• Keeping us safe
• Helping us learn hard things
• Helping us when we don't know
• Knowing all students well

Secondary:

• Creating classrooms that support students
• Keeping students safe
• Having strong activities (sports, clubs, music, drama)
• Connecting to the community

The number one challenge identified by stakeholders is the need to support students and staff as the district works to recover from the COVID pandemic.  While some individuals placed greater priority on academics and stated that attention should be focused on helping students recover from learning loss, others gave greater weight to the need for mental health and social-emotional support for both students and staff. 

Community, families, students, and staff shared awareness of the tremendous pressure on staff as a result of reaching students on blended, remote, and in-person learning platforms, as well as managing issues related to health protocols, attendance and learning gaps. Compassion fatigue and workload increases were frequently mentioned as challenges for school level staff. Several people shared that staff burnout and turnover has become an increased challenge over the past year.

Some mentioned the need to hire additional staff as a strategy to lower the student to staff ratio and thereby combat staff fatigue and attrition. Stakeholders were sympathetic to the reality that COVID-recovery will be ongoing and require significant leadership attention moving forward.

While many stakeholders applauded the district’s commitment to disrupting institutional bias and ending inequitable practices, most people also highlighted the challenges that remain with achieving greater equity, and in doing so touched on many facets of the district. 

Some felt the district is still “hard-wired” around white dominant culture. Most notable across stakeholder groups was a call for greater staff diversity among teachers, principals, and cabinet level leadership. 

Students specifically asked why there aren’t more staff of color. In addition to staff diversity, stakeholders pointed to a need for a more equitable distribution of resources and student access to instructional programs. For instance, some felt that Choice School offerings, while attractive, were not well-advertised or made available to all students. This included enrichment and after-school opportunities often sponsored and organized by parent groups.

The COVID pandemic brought greater attention to challenges related to equal access to technology, quiet and uninterrupted learning spaces, and support for learning in the home. Students appreciated the promise of knowing every student by name, strength and need, but felt there were still too many invisible students.

Student leaders shared that some students do not feel connected to school and that their voices are not heard or valued. Students stated that more work is needed on inclusivity and acceptance for LGBTQ students.

While Highline embraces inclusive pedagogy in serving students with special needs, some parents stated that there was disparity in implementation across schools.  As a result, families with special needs students are shopping for schools with strong inclusive practices.

Parents emphasized that inclusive programming should be offered at all schools. Several constituent groups mentioned the need to continue to improve outreach to student families that have been traditionally marginalized. White Center was specifically and repeatedly identified as a community whose voices are less heard.

Some stakeholders desired more accountability for student academic achievement. There was a consistent request from these stakeholders for more data and communication regarding student academic performance and growth.

Graduation rates have improved, but some report that other data points are less often shared with respect to how well students are doing academically in grades K-12 and in post-secondary settings.

Some community members felt families do not move into the district due to perceived low achievement rates. Another group of stakeholders reiterated the need for staff to have more explicit anti-bias training as it pertains to their instructional practice, believing this awareness will lead to greater equity in achievement results across all student groups.  Additionally, there was concern expressed regarding the district’s goal of all students graduating bilingual and biliterate by 2026.  While aspirational, there was expressed concern that not enough human and financial resources were available or dedicated to reach that goal.

Sufficient funding to support our schools is an age-old problem. Looming for Highline is a declining student enrollment trend which reduces per pupil revenue.

Compounding a reduction in financial resources is an expiration of supplemental funding from the state and federal government to help districts address COVID-related costs.

Current district leaders confirmed that resources have been managed responsibly and will help prevent some short-term reductions. However, they also acknowledged that planning for lost revenue will be a necessary initiative for the next superintendent and school board to address.

Some stakeholders questioned the structure, roles and number of district office administrators, and felt that slimming central staff should be considered. Despite a need to plan for funding reductions, many stakeholders indicated a need for additional spending for more staffing, expanded programming, and other identified needs.

Several people mentioned that Highline will need to plan for another bond initiative. This investment in facilities was viewed as an important measure in securing building safety for students and staff, and in ensuring fairness and equitable investment in learning environments across Highline’s neighborhoods and schools.

While there is a sense of pride for the district’s development of innovative program initiatives, a challenge shared by teachers and principals is the number and frequency of new programs and/or curriculum initiatives/changes determined by the district. 

It was shared that sometimes these decisions exceed the capacity school staff possess in the context of existing program responsibilities.  While there is support for changes that will improve outcomes for all students, school level staff desire consistent opportunities to discuss the merits of proposed changes, available capacity for new initiatives, and strategies for effective implementation of changes affecting them before final decisions are made. 

Concern was also expressed about leadership expectations for changes in instructional practice that sometimes result in conflict with the teacher’s association. Teachers felt similarly about site leadership teams with respect to district initiatives/decisions.

The stakeholder survey invited participants to select the top strengths of the district among a listing of performance characteristics.  Respondents were not asked to prioritize district challenges.  A separate HPS survey summary showing the ratings for each performance area is available for review.

The following items represent the top four areas for improvement selected by students at the elementary and secondary levels on the district’s student survey:

Elementary:

• Knowing all students well
• Having fun activities (clubs and after school activities)
• Helping us learn hard things
• Keeping us safe

Secondary:

• Knowing all students well
• Helping students learn hard things
• Having strong activities (sports, clubs, music, drama)
• Having fair grading practices

Highline is proud of its unique and rich diversity.  As such, stakeholders expressed a desire for their next superintendent to have experience working in diverse communities and in creating and implementing programs that meet the varied academic, social-emotional, and mental health needs of students. They want the next superintendent to possess a relentless belief that all Highline students can succeed, and remain committed to a “students first” focus - knowing each student by name, strength and need. As a dedicated advocate for children, the next superintendent should be a leader who:

• Continues the promise of knowing every child by name, strength and need
• Champions the importance of equity throughout the school system
• Listens to and values the student voice in decision making
• Prioritizes the safety of and sense of security for students 
• Builds partnerships with local business, community nonprofits, and governmental organizations to enhance opportunities for children
• Wants to make a long-term commitment to Highline’s success

Organizational trust is essential to accomplish meaningful strategic work and the new superintendent will need to establish and nurture mutually respectful relationships with internal stakeholder groups and external partners.

Consistent and transparent two-way communication will play a critical role in establishing these relationships. Sincere collaboration and stakeholder engagement will be necessary to sustain and expand the many partnerships already established in Highline. Most importantly, the superintendent will need to listen with a desire to understand, make decisions after gathering and considering input, and communicate effectively and with transparency regarding their rationale for the decisions that they make.

Participants in focus groups value a leader who is easily accessible and approachable; available to meet and interact with students and families, has a strong community presence, and is down to earth. Additionally, the superintendent must be able to navigate the complexities among multiple municipalities and be comfortable in varied socio-economic and cultural settings.

As an effective communicator and relationship builder, constituents asked that the next superintendent be a leader who:

• Is highly accessible and approachable to people throughout the district
• Interacts with all employee groups by seeking broad-based input, engaging in two-way dialogue, and making decisions that balance the interests of all stakeholders impacted by those decisions
• Communicates regularly and transparently with the larger community to understand their perspectives and foster support for a high quality school system
• Advocates for the needs of Highline at the state and federal levels in order secure the necessary resources for student success

The next superintendent shall possess the courage to express bold and innovative ideas and the knowledge to systematically advance them throughout the district. In doing so, the superintendent will need to facilitate a collaborative decision-making culture to ensure school level staff input is reflected in decision-making and implementation of new initiatives.

Many stakeholders asked for a superintendent who is willing and able to ensure accountability for progress toward district goals and who has a track-record for closing gaps in both student opportunities and outcomes.

As a knowledgeable instructional leader, the next superintendent should be a leader who:

• In response to COVID recovery, brings all stakeholder groups together around instructional priorities, best practices, performance measures, and the social-emotional needs of students, student families, and staff
• Is cognizant that the world is changing rapidly and that Highline must prepare students for the opportunities and challenges of both today and tomorrow
• Understands the importance of differentiating instruction and support programs to meet the unique and diverse needs of varying groups of learners within Highline
• Is able to balance the tension between bold and innovative leadership and the need for curriculum consistency, program stability, and staff capacity
• Drives the district to create and support equal access and multiple paths for success in both career and college options
• Demonstrates knowledge of and successful implementation of  dual language and student bi-literacy programs
• Prioritizes equity in budgets and spending around student needs

Highline is unified around a common vision and system goals which serve as a powerful foundation for ongoing improvement efforts moving forward.

The new superintendent needs to have a deep understanding of internal organizational operations. They will need to ensure the District’s support functions and personnel align with school level needs, equitably distribute available resources (personnel, dollars, and time) consistent with the District’s priorities, and create accountability measures and a timeline to evaluate school and system effectiveness. This work will require significant internal focus on budgets, operations, supervision, communications, and decision-making protocols.

As a thoughtful systems thinker, the next superintendent should be a leader who:

• Collaborates to develop a powerful, cooperative Board/Superintendent team to guide the District forward
• Holds leaders at all levels within the organization accountable for mutually agreed upon measures of success
• Ensures that Highline’s support functions and personnel align with school level needs
• Is a servant leader and life-long learner with the humility to consider different ideas and own mistakes
• Facilitates responsible financial planning aligned with system priorities and available capacity