Rivera

Laura Marie Rivera

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.

My name is Laura Marie Rivera. I am a mother, an educator, a nonprofit professional, and a champion of the arts. I believe in the power of public education and that we have a responsibility to not only our students, but our society as a whole. The Seattle Public Schools system has the opportunity and obligation to give our children the tools they will need for the future- for college, trade school, creative careers, and life in general. I am invested in meeting the needs of each of our 50,000 students, particularly those furthest from educational justice. We must foster a safe and welcoming environment for each of our students to succeed. And be sure to take special care for our LGBTQIA+ and vulnerable marginalized students. Having personal experience with Special Education and accommodations- from mild to profound, I am particularly focused on meeting the learning needs of students with differing abilities and special education services.

Because I am the candidate who has been in this education space the longest, I have gotten to meet and have meaningful interactions with most of the current Board Directors. In addition to my many years of teaching and experience with my children’s PTA, PTSA, and PTOs, I started meeting Directors when I was testifying at school board meetings in the years before the pandemic. I got to know Director Hersey and Director Sarju when the three of us were endorsed by The Seattle Times and The Seattle Medium and appeared on the same general election ballot in 2021. President Rankin and I have often crossed paths in our shared course of student and legislative advocacy. And I had the pleasure of interviewing Director Briggs during the 2023 campaign. I discovered that Evan and I both have a very optimistic hope for the district and our children, and a commitment to creating a safer, more collaborative, environment between the Board, staff, and public. We understand that a more open and transparent relationship will benefit us all. My commitment to the students in our district is longstanding and unwavering. I believe in public education, have raised my children in public schools (in four different states), and am a product of public schools myself.

If appointed, I will work collaboratively with our fellow Directors and the Superintendent, upholding mutual respect, and being in constructive dialogue when there is disagreement or when bringing forward divergent viewpoints. I will be accountable and accessible to the students, families, educators, and staff who make our schools a community. I will engage with the public and remain a tireless champion for our schools.

I am endorsed by all three of the LD36 legislators and will proudly partner with them in Olympia to continue my advocacy work toward fully funding our schools.

Additional elected and community leaders can be found on the Endorsement page (coming soon) of my website. https://lauramarie4seattleschools.com/

Resume / Summary of Related Experience

Tell us about your experience, including any Board or other leadership experience.

Summary: Demonstrated commitment to equity and excellence in advocacy, arts, and education. Experience in managing projects and people, community engagement, fundraising, and organizational support.

Education

Doctor of Education, Seattle University, in progress
Master of Science in Education, Museum Education and Non-profit Management, Bank Street College of Education, NY NY
Bachelor of Arts, Art History major, UCLA
Del Campo High School, Sacramento CA

Selected Work Experience

Contributing Writer- Pacific Publishing Company Inc, Seattle, Washington

Feature articles spotlighting hyperlocal businesses, news, and accomplishments
Responsible for identifying and researching people and establishments to highlight
Demonstrated track record featuring diverse subjects

Executive Director, Candidate, Campaign Manager Laura Marie for Seattle Schools
Fundraising, Communications, Volunteer Coordinator, Social Media, et al

First time candidate with no political connections ran a citywide campaign and earned endorsements from The Seattle Times, The Seattle Medium, and many community leaders
Wrote all blogs, questionnaires, and press releases
Developed media strategy to maximize local and online exposure
Raised $42,000 in 5 months
Planned weekly events with volunteers and community interest groups
Coordinated volunteers for outreach efforts and house party events

Producer/ Director, A Seattle Nutcracker

Conceived, choreographed, filmed, and edited an inclusive, virtual Seattle-themed production
Program featured 25 children from 13 families filmed in 10+ city locations
Zoom premiere and encore presentations hosted hundreds families
Raised money for Seattle Children’s Hospital
Recruited and supervised team of volunteers for production support
Secured features in local media outlets, television and print

Lead Museum Educator, School Programs
Crystal Bridges Museum of American Art, Bentonville, Arkansas

Built school tours program and developed inclusive curriculum for 20 engaging programs, serving 500 student and teacher audiences per week
Created and facilitated tours, including Poetry in Motion, Art and Bias, and KinderGallery
Recruited and trained team of 12 educators
Managed cross-departmental collaborations with curatorial, exhibitions, public programs, and visitor services colleagues
Delivered inclusive tours for students with physical and mental disabilities, hearing and visually impaired visitors, individuals with dementia and their caregivers, at-risk youth from the juvenile detention center, and women and children from the Northwest Arkansas Women’s Shelter

Selected Volunteer Experience

LD36 Executive Board Member, PCO, Events and Fundraising
Washington State Parent Ambassador, Head Start & ECEAP advocacy
Coyote Central, Executive Board Member, Board Development and Hiring Committee
Coe Elementary School, Executive Board Member, Fundraising, Creative Advantage
Friends of Seattle’s Olmsted Parks, Executive Board Member, Communications
REFLECTIONS Art Chair and Coordinator
Central Park Elementary School, Executive Board Member, Art Auction Chair
Downtown Little School, NY NY, Auction and Event Committee Member
UCLA Bruin Belles
Sacramento Ballet and Sacramento Opera

Selected Teaching Experience

Guest Lecturer, Teacher
University of Washington, Seattle, Washington
Bank Street College of Education, New York, New York
Central Park Elementary School, Bentonville, Arkansas
Wild About Learning Academy, Bentonville, Arkansas
Twin Rinks, Stamford, Connecticut
Music Theatre of Connecticut, Norwalk, Connecticut
West Side YMCA, New York, New York
Krei Matthews Dance Studio, Sacramento, California

Selected Performing

Broadway/National Tours: Kiss Me, Kate (Swing), Parade, Beauty and the Beast (Enchantress), 42nd Street (Ensemble)
Regional Productions: Chicago (Velma), God of Carnage (Veronica), A Chorus Line, Can Can!, Oklahoma!, Disneyland’s Golden Horseshoe Revue. George Lucas’s The Ewok Adventure

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?

My family moved to Seattle in 2016 and I have lived in and been involved in District 4 ever since. My four children have attended the local elementary, middle, and high schools. In their schools, I have served on the PTAs and as a classroom volunteer. Within the school communities, we have also taken the opportunity to connect with other schools throughout the district. During the pandemic, at my direction, our elementary school donated all of the proceeds from the Fall Fund Drive to our partner school and the SESEC. This is one of the ways I see expanding local partnerships- and will continue to build with the city, state, national levels of government.

At the micro level, we need to make sure that each child has what they need to succeed in school. And at the macro level, we need to be able to address the funding model head on so that we can properly support our students. I serve on the executive board of the 36th Legislative District and have connected with each of our local representatives. And as an advocate, I have worked at the schools, city, county, and state levels. I have the sole endorsement of our three LD36 legislators: State Reps Liz Berry and Julia Reed, and Senator Noel Frame. And, if appointed, I would be proud to partner with them to work toward properly funding our schools.

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?

The Seattle School Board is a bit of an enigma- it is everything and nothing, depending on who you ask. It is an unpaid position that oversees a billion-dollar budget. It is a role that voters often overlook, yet is expected to campaign citywide. It is the link between the district and the public, but can be misunderstood from both sides. It is frequently the subject of community/ parent criticism, and also where they turn for help. I have been warned by many people (friends, colleagues, elected officials, even board members) that it is a difficult and sometimes thankless job.

While I recognize that can be true, I also appreciate the importance of the school board and the fact that our students are relying on us to offer the best possible public education. These children are literally the future of our society and I will do everything I can to give them the tools they need to succeed. The School Board, Superintendent, staff, and public are facing a difficult period. I think it is best to lead with strengths and build upon what we already have, instead of tearing things down.

I pledge to be accountable and accessible to students, families, educators, and the staff who make our schools a community. I firmly believe in the power of public education: I have raised my children through public schools, I am a product of public schools and universities, and I will remain a champion of our schools.

Describe the areas of strength you bring to collaboration and building positive working relationships with fellow Board directors.

Listening, collaboration, and meaningful engagement. I have had the opportunity to speak with several of the board directors and think it is important to remember that they are people first. Each one of them accomplished, caring, and completely reasonable. I share many values with them and feel confident that, if selected, we would be able to build a constructive relationship to help the students and the public through this difficult time.

When Supreme Court Justice Sonia Sotomayor visited Seattle a few years ago, I was invited to attend with a group of students from the middle school. Her story, including the importance of education and opportunity, has stayed with me. And one of the most memorable things she said was that she refused to criticize her fellow Supreme Court Justices. While acknowledging that they do not always agree, she felt it was counterproductive and uncool to publicly criticize them.

Afterall, at the end of the day, they will be working together to craft the decisions that will shape our nation in the decades to come. And the School Board will be doing the same for our children. If selected, I will pledge to work collaboratively with the fellow Directors and the Superintendent, upholding mutual respect, and being in constructive dialogue when there is disagreement or when bringing forward divergent viewpoints.

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.

As one of five children, and the mother of four, I am very experienced in the art of compromise and collaboration. Throughout my career in nonprofit and the arts, I have honed an entrepreneurial and flexible approach that enables me to adapt to the unexpected and deliver the best outcomes with whichever tools are available. Serving in a governing role represents its own particular set of challenges. Having worked in this capacity on the executive board of several local nonprofit organizations, I have learned there are times to step up and steer the ship and there are times when we must take a seat and enjoy the view.

In a recent example, the staff of one of my organizations had decided on a course of action that would not have been my choice. My experience told me this was a big risk but out of experience for my colleagues that were responsible for the day-to-day operations, I agreed to “disagree and commit”. This meant that while I was still in disagreement, I would commit to the agreed course of action and do everything I could to make it a success. I was proactive in making connections, helping facilitate learning, and promoting the work being done.

Unfortunately, after a series of harmful decisions and extensive outside coaching, it became increasingly clear that this direction was just not sustainable and the organization was suffering because of it. Not only was it necessary for the Board to step in as governing body, we needed to step up operationally as well. Without discussing in too much detail, after many tough discussions, we had to pull the ultimate lever and do a massive course correct. In doing so, we were able to take a look at mistakes that were made, opportunities for change, and mitigating threats to the organization.

I am proud to report that the organization is in a much stronger place, working to address the previous gaps, and on a much more productive path to realizing their goals. I know that our Seattle Public Schools are also navigating some very difficult waters.

As we face the budget deficit, school closures or consolidation, and what we all hope is the end of the pandemic, we know that change for the sake of change is not a worthwhile exercise. But if or when it becomes clear that we can make the changes to better serve our students, we will need strong voices to stand up and make the difficult decisions and clearly communicate the necessity and benefits to our communities.

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?

Students must come first. In all that we do, it is paramount to center the needs of our students, with particular care for those furthest from educational justice. I am thankful that Seattle Public Schools and the School Board have created a productive and protective environment that centers and promotes equity. As an educator, a parent of four public school children, and a product of public schools and universities myself, I absolutely believe in the power of education. We have a responsibility to provide the best possible education for each of our 50,000 students.

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.

In the simplest form, the SPS goals and guardrails encompass: What we want our students to learn and how we are going to help them get there. This comes back to the discussion of micro and macro management, and how the SPS Board Directors constantly need to be able to do both. Of course we want our students to be capable in reading and math. And of course we need to prepare them for the world beyond graduation. But that is certainly not all that we can hope for.

As a parent and in my roles outside the home, I am always hoping for more. The progress monitoring tells a much more compelling story as SPS works to support a strong sense of belonging and community, and develop positive identities. And in looking at the whole child, I’d also like to see our schools looking at opportunities for our students (and sometimes even their families) to experience and dream things that they’d never even imagined. Whether our students are looking at college, working in the trades, becoming an artist, or whatever their hearts desire, our schools can and should help open those doors and develop the skills they’ll need to succeed.

At a time when we are struggling to fund our schools and the nation is grappling with the realization that we are losing our competitive edge (https://www.sutori.com/en/story/history-trends-in-american-education–wYeKcHqju7f5ApsFgRJMc1YD), how can we do our part to ensure that our students will have the strong educational foundation to succeed in whichever avenues they choose? A quality public education is the answer and our children deserve the best.

“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” Malcom X (1962).

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?

Special Education and learning disabilities SPS needs to do the work, build the bridges, and truly support our students with disabilities. There is a lot of talk about Equity and the students that are FFEJ but it is sad and harmful that students with disabilities are not being included and uplifted. This ties directly to all three of the district’s stated goals and the effort SPS is putting in is often not being felt by the impacted families.

One simple but meaningful thing that the Board can do is remember to think about students with disabilities and how they will be affected by any given policy or practice. Then also remember to address those aspects in their comments and decisions. Similar to the great progress that has been made around equity, talking about a solution does not make it a reality but it marks the very important step of elevating an issue and the impacted students. Another greater step that is necessary and very often overlooked is the role that the schools could play in diagnosing disabilities and facilitating access. I know from experience that a lot of parents do not understand learning disabilities and may be unaware that their child is struggling. The schools have such an important role to play in helping identify potential issues. And the earlier students receive intervention and support, the better their educational outcomes will be.

“Learning disabilities have no cure, but early intervention can lessen their effects.” https://www.nichd.nih.gov/health/topics/learning/conditioninfo/treatment

All of this is underscored by the goals that SPS has identified. When we look at reading levels for third graders, we need to really consider why children are falling behind. Many times, it is an undiagnosed learning disability. This is something that we can and must address. And the same thing goes for math scores in 7th grade. And when we get to the high school level, there is no reason that all students could not have had access to and success in an advanced course. These are attainable and looking at the underlying causes will help individual students and their entire school communities.