Olden
Rachelle C. Olden
Pronouns: She/Her
Director District 4
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.
It is with a deep sense of responsibility and a spirit ignited by the boundless potential of this city’s future, that I express interest in serving as Director of District 4.
As a Belltown resident, product of public schools and a relentless champion for education, I believe the promise of Seattle lies in its children, and they deserve schools that reflect the very best we have to offer – I want to help the Seattle School Board fulfill that promise.
From my time as a Peace Corps volunteer, to my work with international organizations, and now as a leader pushing for inclusion in the tech sector, I have witnessed how education unlocks potential. I’ve felt its power in my own life – as a child from a single-parent household who relied on the support of my community and government programs to climb the ladder of opportunity. That experience fuels my commitment to creating a school district where a quality education is available to every student.
I approach this work with empathy and audacity to spark meaningful change. Whether working alongside families in marginalized communities or advocating for systemic reform in corporate environments, my aim has always been to level the playing field. This commitment is rooted in the understanding that while talent is universal, opportunity is not, but education can be.
I have seen the resilience of communities – those debating their child’s education options to those facing adversity – and the transformative power of opportunity. By virtue of my own public education, I’ve walked the halls of power, understanding that change begins with both bold vision and a detailed understanding of the systems we seek to improve. I know what happens when every child is supported, challenged, and truly believed in.
Seattle’s schools are ground zero for the future we all share. However, for too many – particularly our Black boys or children leaving our schools– the promise and expectations of public education have not yet been fulfilled. Our city cannot thrive when talent and potential is leaving or locked away by systemic barriers, unmet needs, and a lack of imagination about what’s possible.
If appointed, my contribution will be guided by these principles:
Equity as Our Compass: Every policy, budget line, and decision must be laser-focused on closing the gaps that hold our children back. This means tailoring support, and demanding a relentless focus on goals and outcomes.
Innovation as Fuel: The world our children will inherit is changing rapidly. Education must be a place where creativity and critical thinking thrive, where technology is a tool for empowerment, not exclusion.
The Power of Community: Schools are not islands. We must forge genuine partnerships with parents, businesses, and community groups. Public education is a shared responsibility, and these partnerships ignite innovation and unlock resources- both in the home and in the community – that transform the possibilities for our children and foster a true partnership in student success.
Believing in the Audacity of Our Teachers: Great schools depend on great educators who feel valued and empowered. Supporting teachers means providing the resources, professional development, and respect they need to be successful.
Stewardship and Bold Investment: We owe Seattle taxpayers transparency and accountability, coupled with a bold vision for investing in the programs that will propel our students forward.
I express interest not only with a vision but with the experience and determination to emphatically listen, align strategically and make tough choices. I understand data, systems, and the collaborative processes necessary to drive change. But more than that, I bring a deep empathy for every child and parent who looks to our schools with hope, believing we can create a district that is a beacon of educational excellence for all. Together, let’s build the Seattle Public Schools our children deserve.
Resume / Summary of Related Experience
Tell us about your experience, including any Board or other leadership experience.
My experience across sectors – including education, advocacy, social impact, and technology – has consistently centered on leadership, equity, and strategic vision.
Duke University, The Fuqua School of Business, Master of Business Administration, Marketing and Strategy
College of Charleston, Bachelor of Arts, Corporate Communication and Spanish
Duke University Alumni Board: I currently serve on the alumni board, advising on strategic direction and fostering engagement, demonstrating my ability to work collaboratively within a governing body.
Adcolor Advisory Board: I advise a leading organization dedicated to diversity in advertising, exhibiting my commitment to fostering an inclusive environment.
Recognition: Recognized through selection to Puget Sound’s 40 under 40 list and inclusion in ESSENCE magazine’s Power 40 list; Fluent Spanish speaker, travel to over 50+ countries.
Professional:
Google (Seattle, WA), Sr. Product Marketing Manager / Lead of Tech Equity Collective:
Leads Tech Equity Collective, an initiative started by Google to accelerate Black innovation and representation in tech by bringing together community and industry partners to create programs and experiences. Manage team of six Program Managers. Manage multi-million dollar budget. Design training programs to serve over 5K participants. Lead national Go-to-Market strategy including narrative building, thought leadership, campaign design and experience curation. Build partner ecosystem, including public pledges from leading tech companies and organizations.
Microsoft (Redmond, WA), Product Marketing Manager / Global Partnerships Manager:
Led global industry partnership and marketing engagement strategy for Microsoft Advertising.
Bill & Melinda Gates Foundation (Seattle, WA), Strategy Planning and Management Program Officer, MBA Fellow: Informed strategic investment decisions related to $5M portfolio of grants and contracts.
Sheryl Sandberg & David Goldberg Family Foundation, Leanin.org (Palo Alto, CA), Partnerships & Marketing Lead: Developed DEI programmatic initiatives and digital campaigns.
The Roosevelt Institute (New York, NY), National Director, Pipeline: Launched a national program in six cities with 2K+ young professionals to influence local policy.
World Vision International (El Salvador + Costa Rica), Regional Advocacy Officer, Leland International Hunger Fellow: Implemented global advocacy methodology in 14 Latin American countries to improve dialogue between youth and local government.
United Nations World Food Programme (Liberia), Program Officer: Designed Education Ministry’s post-war community engagement program.
District of Columbia Public Schools (Washington, DC), Retention Specialist
U.S. Peace Corps Volunteer (Dominican Republic), Youth Development Volunteer
Clinton Foundation (New York, NY), Strategy and Communications Spring Fellow
Founder, Afrocamp (Seattle, WA), Summer camp experience and community for Black adults
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?
While I do not yet have children to enroll in Seattle Public Schools, my connection to the District 4 community is multifaceted. As a Belltown Seattle resident, I am deeply invested in the well-being of my neighbors and the future of our neighborhood and education. Strong public schools are the foundation of any thriving community, and I want to ensure they are for current and future students. I have personal and professional connections with numerous families and educators within the district. These relationships provide valuable insights into the diverse experiences, challenges, and aspirations of those directly impacted by Seattle’s public school system. This understanding gives me a grounded perspective that will inform my decision-making as a School Board Director. Should I be selected for this role, I am committed to proactively expanding my connections and deepening my understanding of the community’s needs in the following ways: Community Engagement: Prioritizing attending school, neighborhood and community gatherings to learn firsthand from students, families, and educators about their priorities, concerns, and hopes. Building Partnerships: I will actively seek opportunities to collaborate with community organizations and local businesses to foster a shared sense of responsibility for student success and create mutually beneficial initiatives. Open Communication Channels: I will establish accessible platforms for regular dialogue and feedback, such as School visits, office hours, surveys, AMA’s (ask me anything on social platforms), ensuring that all voices within District 4 have a means to be heard and valued. Data-Driven Understanding: While personal stories are invaluable, I also commit to understanding district-wide data about student performance, resource allocation, and school climate to guide equitable action. The School Board Director’s role extends far beyond boardroom meetings. It’s about building trust, fostering a sense of shared ownership in our schools, and ensuring that decisions are made with the very best interests of District 4’s students at heart. My commitment to proactive engagement, both personally and strategically, will allow me to fully represent the diverse communities I aim to serve.
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?
From extensive research and understanding of a School Board Director and the Seattle School Board, the role requires advocacy, audacity and authenticity. The School Board Director is an advocate for the students, parents and invested community members of Seattle. The Director represents the best interest of the students and their education. The Director conducts their role with audacity, ensuring that budgets and resources are equitably allocated and accounted for. It’s with this audacity that the Director helps set ambitious goals for the district and holds all stakeholders accountable for not only monitoring progress, but also delivering on impact. As audacious advocates, the Director is a representative and ally of students, parents, educators and the community. This role can only be carried out with a high degree of authenticity and empathy. It is required that Directors authentically represent themselves to the community but also represent the needs of the community to the rest of the School Board. The Seattle School Board is entrusted with the futures of almost 50,000 students. It is the Board’s responsibility to ensure that the district is accountable to itself for providing these students with a high quality and equitable education. Collaborative leadership is a pillar I will lean on when working with fellow Directors, the Superintendent, staff, and the community. We each play a unique role in the success of our students and must work together to realize that success. That means openly and genuinely listening – to fellow Directors, the Superintendent, staff, and the community – about their visions and challenges. It also means boldly having hard conversations, as needed, to demonstrate a commitment to prioritizing students.
Describe the areas of strength you bring to collaboration and building positive working relationships with fellow Board directors.
My personal and professional experiences provide a powerful foundation for collaboration and positive relationships with fellow Board members. I have a proven ability to build trust and understanding across cultural and social divides, fostered by my extensive international work spanning multiple countries and cultures. This experience, coupled with my Spanish fluency, makes me a highly adaptable communicator who values diverse perspectives. I not only build for everyone, I am committed to building with everyone. Every voice at the table, and not at the table, matters. Furthermore, my experience in both the private and public sectors, from working alongside both C-Level executives and marginalized communities, demonstrates my ability to navigate complex systems and build bridges between stakeholders with varying priorities. I bring a collaborative mindset, deep empathy, and a proven commitment to finding common ground to drive impactful outcomes. This background makes me adept at understanding different perspectives and forging consensus-driven solutions – essential qualities for effective collaboration amongst fellow Board directors.
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.
While leading a national program centered on the advancement of a specific demographic, my team faced a difficult decision regarding whether to maintain that focus or expand our scope. Opinions were divided, and everyone felt passionately about their stance. Recognizing the potential for conflict to derail progress, I took the initiative to facilitate a structured process. Through establishing clear rules of engagement, I fostered a safe environment for respectful debate, ensuring all voices were heard. Additionally, I gathered external data and industry insights to inform our understanding of the broader context – the politicization of DEI. I ensured the required internal and external stakeholders were a part of the process. Ultimately, I organized the team around a clear decision-making framework, leading us to a consensus and a strategic path forward. This experience showcases my ability to navigate conflict, build alignment, be inclusive and ensure that tough decisions are guided by data and a shared sense of purpose.
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?
This statement resonates deeply with me, both professionally and personally. As a Black woman who has dedicated my life to creating opportunities for others, I understand firsthand the power of an equitable education to transform lives. My journey – from a child who relied on public schools and assistance programs, to leading initiatives in the tech industry centered on Black excellence – is a testament to the impact that happens when everyone has access to quality education and support. However, I also recognize that “equitable educational experience” is an ongoing promise, not a guaranteed reality for all yet. Closing the opportunity gap means more than just offering the same resources; it requires proactively identifying and dismantling barriers that prevent some students from accessing their full potential. If appointed, this commitment to equity would be a guiding star. It means championing policies that address disparities in resources, curriculum, and support systems. It means working with families and communities to create a culture of belonging and high expectations where every student feels seen, heard, and empowered. Above all, it means recognizing that true equity isn’t an abstract goal – but a constant, dedicated effort that demands unwavering commitment to create a district where every child thrives.\
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.
The School Board’s goals for increasing proficiency and achievement amongst Black boys are critical. Setting a goal is the first step to consistent and committed action. As a north star, a goal provides clarity and focus direction, and minimizes wasted time and resources. Regular progress monitoring is equally crucial, ensuring we’re on track, identifying areas requiring further support, and promoting a culture of accountability. The interim metrics for the Board’s goals underscore the importance of this process. Where targets are not being met, the Board must go beyond simply tracking numbers. Data analysis should pinpoint specific schools or subgroups needing targeted interventions, and help identify successful practices that can be replicated across the district. My experience in leading large-scale equity initiatives demonstrates the importance of setting milestones, aligning resources, and continuously evaluating progress. I will bring data-informed decision-making to the Board. My focus will be on transforming goals into actionable strategies which translate into meaningful outcomes, for our Black boys.
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?
An ongoing educational issue that is a high priority for me is closing the persistent academic achievement gap. When we solve for one group, we solve for all. The achievement gap is a matter of equity and ensuring every child has the chance to reach their full academic potential. My own experience overcoming challenges as a student from an underserved background fuels my unwavering commitment to this issue. As I see the Board’s role in this issue is: Data-Driven Equity: Use disaggregated data to identify specific areas of disparity and guide targeted interventions and resource allocation to close the gap. It’s about more than just closing the gap; it’s about creating equitable opportunities from the start. Culturally Aware Practices: We must champion curriculum, teaching approaches, and classroom environments that are reflective and inclusive of the diverse student body. This promotes engagement, belonging, and creates an educational ecosystem where every student feels seen and valued. Holistic Support Systems: Prioritize student well-being by advocating for comprehensive social-emotional support wraparound services. Family and Community Partnerships: Parents and the community surrounding them are a child’s first teachers, and the Board must actively cultivate two-way partnerships with families and community organizations. This leverages resources outside of the school and increases accountability for outcomes.