Gahl
Danielle Gahl
Pronouns: She/Her
Director District 2
Video Statement
Statement of Interest
Candidates were asked to submit a letter of interest describing why they wish to serve and should be selected for appointment.
As someone deeply committed to the principles of service and advocacy, my desire to serve on the Seattle Public School Board stems from a fundamental belief in the transformative power of education and the critical role of equitable access to learning opportunities for every student. My journey through various roles in education, nonprofit leadership, and community engagement has not only shaped my understanding of the challenges and disparities within our educational system but has also reinforced my resolve to be part of the solution.
With over two decades of experience fostering educational equity, driving organizational growth, and advocating for marginalized communities, I bring a wealth of knowledge and a multifaceted perspective to the table. My tenure as a teacher, arts education nonprofit leader, and board member for organizations dedicated to cultural and educational programming has equipped me with the skills to navigate educational policy, stakeholder engagement, and strategic planning complexities.
I am particularly drawn to the Seattle School Board’s commitment to closing the opportunity gap and creating supportive learning environments for all students. I see this not only as a mission but as a moral imperative that aligns closely with my values and the work I have passionately pursued throughout my career. My approach is rooted in listening deeply, fostering inclusive dialogues, and leveraging community insights to inform decision-making. By bringing diverse voices and perspectives together, we can collectively build a more equitable, innovative, and responsive educational system.
As a board member, I would be dedicated to advocating for the needs and potential of every SPS student, ensuring that our policies and programs are not just aspirational but actionable, leading to tangible outcomes. I am particularly interested in strengthening the bridge between community resources and our schools, ensuring that every student, regardless of their background, has the support, tools, and opportunities they need to thrive.
My commitment to serving on the Seattle School Board is driven by a genuine call to service—a desire to contribute to a community where every student can discover their potential, pursue their dreams, and achieve academic and personal success. I am eager to bring my experience, empathy, and advocacy to bear in shaping the future of Seattle Public Schools, making it a beacon of educational excellence and equity.
Resume / Summary of Related Experience
Tell us about your experience, including any Board or other leadership experience.
Danielle Gahl – Resume
I am Danielle Gahl, a dedicated professional with a deep-rooted passion for advocacy, nonprofit leadership, and education. Throughout my career, I have focused on empowering communities, fostering educational equity, and leading organizations through growth and strategic change. My approach to leadership is characterized by a commitment to service, a drive for equity, and an unwavering belief in the power of community engagement.
Board Service:
Inspire Washington
Board Member
Since 2018
As a board member for Inspire Washington, I am deeply involved in advocating for increased access to arts, science, and cultural programming. This position allows me to leverage my passion for community service and my belief in the transformative power of education and cultural engagement.
Professional Experience:
Adiutrix Consulting, Seattle, US
Consultant
July 2021 – Present
I lead consulting projects that require a keen understanding of interim project management, training, marketing, and operational support for nonprofits. My philosophy emphasizes purposeful work over passion, guiding organizations toward sustainable growth and meaningful impact.
ArtsEd Washington, Washington State
Executive Director
August 2017 – September 2020
As Executive Director, I led the organization through strategic renewal, significantly enhancing its mission delivery. My leadership doubled revenue and staff size, emphasizing strategic partnerships and an equity-focused approach to HR practices.
GeekGirlCon, Seattle, WA
Interim Executive Director
December 2015 – January 2017
I had the privilege of leading GeekGirlCon, where I focused on elevating the contributions of marginalized groups in pop culture. My efforts resulted in exponential growth in convention attendance and operational effectiveness.
American Red Cross Serving King & Kitsap Counties, Greater Seattle Area
Instructional Programs Manager
June 2007 – September 2010
My role involved managing a large team and contributing to developing key educational programs, highlighting my commitment to community service and education.
Catholic Community Services, Greater Seattle Area
Education Coordinator
September 2004 – June 2007
I led the Youth Tutoring Program, implementing strategies to close learning gaps and enhance community support, showcasing my dedication to educational equity.
North Shore Middle School, Houston, Texas Area
Middle School Teacher
August 2001 – August 2004
As a middle school teacher, I taught various subjects and co-wrote curriculum, further demonstrating my foundation in educational methodologies and advocacy for student success.
Skills and Competencies:
Advocacy and Community Engagement
Strategic Leadership and Organizational Management
Program Development and Educational Equity
Financial Management and Fundraising
Marketing and Social Media Strategy
My career is a testament to my ability to lead with compassion, innovate within constraints, and advocate for the causes of equity and access. I excel at building diverse teams, fostering inclusive environments, and driving initiatives that profoundly impact the communities I serve.
Application questions
What is your connection to the Director District 2 or 4 community, schools, families, and students? How do you foresee growing or expanding on those connections and relationships in your role as a School Board Director?
Our family’s 13 years in the Central District and within the Madrona Elementary community were fulfilling and enriching. It was with a sense of gratitude for that chapter that we moved to District 2 nearly two years ago. This transition introduced us to a different yet welcoming community. Getting involved quickly, I embraced the role of a room parent at Blaine K-8, which soon evolved into leading the Blaine PTA communications. Beyond the school walls, I’ve connected with parent groups throughout District 2, listened to student unions, and advocated for arts education and cultural funding in our district. These efforts have helped me integrate into this vibrant community, understanding its diverse needs and potential. If given the honor of serving as a School Board Director, I commit to deepening these connections through regular, intentional meetings in the spaces where our community already gathers. Experience has taught me that the most effective way to serve is not by drawing people into my orbit but by stepping into theirs—listening, learning, and leading from within. My roots are still growing deeper in District 2, but my resolve to nurture and represent this community is unwavering. With a heart for the arts, a keen interest in science, and a passion for cultural vibrancy, I am both a student and an advocate of this district’s rich diversity. Though my journey here is just beginning, my determination to forge and fortify these bonds is relentless.
What is your understanding of the role and responsibilities of a School Board Director and the Seattle School Board? How do you foresee working with your fellow Directors, the Superintendent, staff, and the public?
School Board Directors are pivotal, serving both as advocates for their respective districts and as ambassadors for the entire School District. Our power as Board members is not micromanaging every operational detail but strategically setting the direction and ensuring the district remains aligned with its overarching goals. This approach necessitates a balance between offering our complete confidence, respect, and support to the superintendent and staff while also maintaining a commitment to accountability for achieving desired outcomes. Engagement with the public is fundamental, requiring regular listening sessions to truly understand and represent community needs and perspectives. In working with fellow Directors, cultivating an amicable and respectful relationship is essential, grounded in the mutual recognition that we share a common goal: delivering exceptional education to our children. Such a collaborative environment is critical for constructive dialogue and decision-making. Moreover, I recognize the importance of diversity in skill sets within the school board. I am prepared to leverage my unique abilities to address specific needs, whether that involves spending more time engaging with our community, advocating for resources in Olympia, or fostering a sense of camaraderie and shared purpose among board members and staff through informal gatherings. My adaptability and commitment to service enable me to contribute effectively in various capacities, ensuring that our collective efforts are geared toward improving our schools.
Describe the areas of strength you bring to collaboration and building positive working relationships with fellow Board directors.
People often find it surprising that I lean towards introversion, but I’ve come to see it as one of my unique strengths, especially in leadership roles. This trait sharpens my listening skills, allowing me to engage with others’ ideas and perspectives with genuine curiosity. I approach every interaction with the assumption of good intent, constantly seeking common ground and opportunities for collaboration. I’m always on the lookout to connect people in meaningful ways. One of my go-to strategies as a facilitator involves inviting team members to share stories about personal objects that hold special significance for them. This exercise is more than just an icebreaker; it opens a window into each person’s background, motivations, and values. By understanding who we are beyond our roles, we build a foundation of empathy and respect that transcends professional interactions. I pride myself on my ability to get along with a wide range of personalities, recognizing the distinction between the individual and their stance on issues. This perspective helps me build positive, productive relationships with folks with a wide range of perspectives, focusing on our shared commitment to serve our students and community effectively.
Please give an example of how you have addressed conflict and overcame it to build alignment as a member of a group decision-making body.
One memorable challenge I navigated involved coordinating a convention aimed at amplifying marginalized voices, where the team consisted of 40 passionate individuals, all with strong opinions on everything from design choices to selecting our ticketing platform and speakers. This dynamic group, united by a common cause but divided in approach, faced a pivotal decision when contemplating the expansion of the convention. This expansion wasn’t just about scale; it fundamentally altered the event’s intimacy and community feel, a move fraught with potential for conflict. The decision to nearly triple our event’s footprint was ambitious and contentious. It risked losing the close-knit community vibe that had defined us. Yet, it was clear that to achieve our primary goals, bold action was necessary. We secured majority support by anchoring our discussions to this overarching objective, effectively navigating through the disagreement. This experience taught us valuable lessons in compromise and capacity management. We learned to adapt, sometimes scaling back when volunteer support couldn’t match our ambition, and yes, we made mistakes along the way. Despite these challenges, this bold move led to an event that was profitable enough to allow us to hire an executive director for their work—a milestone for us for the organization and furthering its goals towards economic justice. In management roles, I’ve encountered various conflicts, from HR decisions to strategic direction. While these instances are confidential, they’ve honed my skills in addressing disagreements within professional settings, always focusing on finding common ground and aligning towards shared goals.
School Board Policy No, 0030, Ensuring Educational and Racial Equity, includes the following commitment:
The Seattle School Board is committed to the success of every student in each of our schools and to achieving our mission of ensuring that all students graduate ready for college, career and life. We believe that the responsibility for student success is broadly shared by District Staff, administrators, instructors, communities and families. We are focused on closing the opportunity gap and creating learning communities that provide support and academic enrichment programs for all students. Additionally, we believe that it is the right of every student to have an equitable educational experience within the Seattle Public School District.
What does this statement mean to you?
The commitment outlined is a potent reminder of our collective intention to foster an environment where every student can thrive, regardless of their background. However, as much as I value the articulation of these intentions, I firmly believe that the true measure of our commitment lies in our actions. This statement underscores the necessity of translating our high-minded ideals and carefully chosen words into tangible, impactful actions. It’s about making real, meaningful progress toward closing the opportunity gap and ensuring that every Seattle Public School District student has access to an authentically equitable educational experience. It involves not just setting goals but also following through with concrete steps to achieve them. Practically, this means actively engaging with communities, listening to diverse voices, implementing inclusive policies, and allocating resources to support every student’s success. It’s about being accountable in words and deeds, ensuring that our promises of equity are aspirational and a lived reality for all students. Ultimately, the promise of equity is only as strong as our commitment to uphold it through consistent, purposeful action. Anything less risks reducing these critical efforts to mere performative gestures. As a potential member of the Seattle School Board, I am dedicated to being part of the solution, working to ensure that our shared vision of educational and racial equity is fully realized for every student we serve.
The Seattle School Board has set three goals for student outcomes with accompanying metrics that serve as broader indicators of the school system’s performance. Provide your insights into how setting goals and monitoring progress influences student success.
Quantitative data is crucial in lending credibility to our evaluation of educational progress and outcomes. My advocacy for the arts data dashboard underlines my belief in the power of such data to provide us with a clear snapshot of our current status, helping us pinpoint areas needing improvement. My experiences during the ‘No Child Left Behind’ era in Texas taught me that quantitative metrics should not stand alone. The phenomenon of ‘juking the stats’ and some developmentally unrealistic expectations highlighted the limitations of relying solely on numerical data. It’s essential to recognize that behind every data point is a young individual. Myriad factors influence learning and development, including comfort with testing environments, attendance rates, and the observed academic trends across broader spectrums. As we set goals and monitor progress, it’s vital to remember that a single data point can only reveal a fraction of the story. A comprehensive and nuanced understanding requires examining a wide array of indicators that reflect students’ diverse experiences and needs. Integrating quantitative analysis with a holistic view of student well-being and achievement can create a more accurate and compassionate picture of our school system’s performance and, importantly, how it serves every student. In light of the current progress monitoring, which indicates that Goals 1 and 2 are unlikely to be met without significant intervention, and the mixed evidence regarding Goal 3, it is clear that we must be both critical and creative in our approaches. This means striving for numerical targets and ensuring that our methods and metrics genuinely support the success and well-being of every student, particularly those who have historically been underserved by our educational system.
Please share your knowledge and/or thoughts on an ongoing educational issue that is a high priority for you. How do you see the Board’s role in this issue?
A paramount issue that continues to challenge our educational system is the shortfall in state funding. Despite the promise of the McCleary decision, we’ve witnessed a decline in funding levels. This persistent financial strain undermines our ability to meet our objectives across critical areas such as equity, safety, academic achievement, and fostering an environment of joyful learning. All these essential components of education rely on adequate resources. Schools and communities have had to create a leaking patchwork of funding for the most basic needs. The city, county, and nonprofit contributions help in some areas, while others depend on parent funds for bathroom repairs. Despite the state’s mandate for core subjects and graduation requirements, the lack of funding for necessary resources and staff creates an impossible equation. I believe a board member’s role extends beyond oversight and into active advocacy. We must champion the cause of securing the funding necessary to fulfill our educational mission. This may involve mobilizing a concerted effort to engage with legislators in Olympia, rallying community support, and compelling the state to meet its obligations to our students. The future of our educational system depends on our ability to ensure that every school has the resources needed to provide a comprehensive, enriching, and equitable learning experience for all students.