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SPS’s Chief of Equity, Partnerships, and Engagement’s commitment to racial equity: A Q&A with James Bush (MPA ’10)

As the district’s Chief of Equity, Partnerships, and Engagement of the Seattle Public Schools, what is one way you plan to ensure racial equity throughout the Seattle School District?

As the Chief of Equity, Partnerships, and Engagement my plan is to build from the existing work of Chief Dr. Keisha Scarlett and ensure that racial equity is embedded in all district processes, policies, and plans. At its core, our plan for educational equity will center on serving students furthest from educational justice. This includes supporting other district colleagues in using our racial equity analysis tool in the development and design of district programs such as our upcoming districtwide Black Studies classes.

What is something you have been most proud of, professionally?

Professionally, I am most proud of my appointment as Seattle Public Schools’ Chief of Equity, Partnership, and Engagement.

This appointment is the culmination and recognition of years of collaborative work with local government institutions and community partners. My original Seattle Public Schools role, as the Director of School & Community Partnerships, required that I use all my skills, experience and training to lift up a variety of complex and innovative projects. As the leader of an amazing team, we were able to push the system to better understand collective impact and the need to work directly with community partners, students, and families to ensure that students had access to programs and services to help them reach their goals.

What are the most critical problems faced by people who work in your field? How do you think these problems should be handled?

One of the most pressing issues in the field of education is the lack of diversity in our educational system. SPS has taken a variety of steps to increase the diversity of our teacher ranks with the creation of SPS’s Academy for Rising Educators. Additionally, our educational systems also need to develop new pipelines to recruit and retain public policy professionals who specialize in policy design, implementation, and evaluation.

What is your favorite memory from your time at the Evans School?

I have many fond memories of my time at Evans. Working with an amazing team on my degree project, serving as a mayor’s fellow, and building community with the Evan’s People of Color. As a lifelong Seattleite and Rainier Beach / Beacon Hill resident, having the opportunity to work on a degree project that directly serves my community was an experience that was aligned to my personal and professional goals.

Who has been your strongest influence in life? Why?

I am blessed to have grown up and be supported by a variety of community leaders. I have had a village that has guided me, lifted me, held me accountable, and pushed me to ensure that I achieve my personal and professional goals.

 

We’d love to learn more about you and your tremendous contributions to the public good, so we can share your story as we connect, learn and reflect. Share your story!

Supporting educational advancement and promoting economic empowerment to communities of color at large: A Q&A with Lizzie L. Evans Martinez Alvarez (EMPA ’15)

Lizzie L. Evans Martinez Alvarez

As a child, what did you want to be when you grew up? 

I started working when I was nine years of age picking peas on a sharecropper’s farm in East Texas. I was always playing banker with the younger siblings, trying to teach them how to save their monetary gifts and earnings. They trusted me because I always carried pocket change from working various odd jobs in the community. I was a natural born entrepreneur, always Enterprising for Profit$. Learn more about my passion for financial literacy.

How might that childhood Dream Job relate to what you do now? 

I created eEnterprises with the intent of leading a change within the community by sharing what I have been learning and discovering in my experiences in business, education, and life. My goal is to help students and young entrepreneurs discover their full potential in a manner that makes it more equitable for everyone. I now focus tirelessly on my volunteer work to empower youth in high schools by teaching financial literacy, entrepreneurship, and digital tools for businesses in the modern world. Serving as a Director-at-Large on the board of the Association of Federal Deposit Insurance Corporation Alumni, I continue to assist the Federal Deposit Insurance Corporation (FDIC) in expanding the Money Smart Financial Literacy program to the underserved youth and BIPOC communities.

What motivates you to get up in the morning and bring your absolute best to work every day and what is something you have been most proud of, professionally? 

“Nothing Beats a Failure but a Try,” an infamous quote of my late mother Dora Lee Evans, is the fuel to my flame. I received my commission as a bank examiner with the FDIC at age 36. Why bank examiner? Perhaps it was a rocky transition from childhood to adulting. For many adult years, I struggled with handling my personal finances. The financial illiterate “aha” moment did not come until I started volunteering with the Urban Financial Services Coalition – Los Angeles Chapter and teaching the importance of the FICO [credit] score at inner city high schools. One day while teaching credit awareness at Crenshaw High School in Los Angeles, CA, I realized the importance of assessing your needs versus your wants. It finally dawned on me that I did not have a budget, or a balance sheet, and I had 21 credit cards with balances. The experience from examining FDIC insured financial institutions prepared me to self-examine my own personal financial performance. In accordance with the Uniform Bank Performance Report, I received a “5” rating (the poorest) in the earnings, capital, and asset quality performances. I will not quit until I reach a FICO score of at least 750.

You’ve been a champion of Diversity, Equity and Inclusion throughout your career. Can you share how you are continuing to promote Diversity, Equity and Inclusion in your work and why?  

I received several distinguished awards of recognition for serving on the FDIC Chairman’s Diversity Committee throughout my 11-year stint. Since retirement from the FDIC in March 2009, I have volunteered tirelessly—providing professional development programs, supporting educational advancement, and promoting economic empowerment to communities of color at large. I earned an Executive MPA degree from the Evans School in 2015. In this program, I researched and wrote a policy paper titled “The Importance of Financial Literacy in Washington K-12 Public Schools.” The policy content is reflected in SSB5202 legislation signed by Governor Inslee on May 8, 2015 – which happens to be on my birthday.

Since May of 2015, I have been serving on the Financial Education Public Private Partnership Education Committee under the direct supervision of Dr. Pamela Whalley. I am taking my financial skills, abilities, and knowledge to deliver financial education to at-risk high school students and collegiate youth interns throughout Washington State and abroad in Ghana, West Africa. I serve as the Executive Director of the Financial Services Coalition, a 501(c)(3) co-founded in 2008 with intent to offer a public service to disadvantaged communities. The FSC-PS Charitable Foundation is now partnered as a professional affiliation of the UW Hubert H. Humphrey Fellows.

How does your Evans education impact how you approach your work today?

The Evans School’s education has positively impacted my personal values by forcing me to discover my core strengths. The invaluable work experience with cohorts from various sectors taught me how to collaborate and lead across boundaries. The nonprofit management knowledge expanded my bandwidth to research socioeconomic cures and ills using cost benefit analysis. The tools acquired during this accelerated 18-month study has help my organization to effectively deliver public services to BIPOC communities. Not only am I better suited to lead organizational change development in the 21st Century, but I now have an insatiable appetite for continuous improvement.

As you pursue your Doctorate degree in Higher Education Leadership at the University of Texas at Austin, what kind of research are you particularly interested in exploring? 

I am a first-generation learner (spanning from 400+ years of lineage) to obtain a higher education graduate degree with all rights, privileges, and honors pertaining thereto. While escalating from racial disparities and climbing to reach the pinnacle of corporate America, I realized the importance of Paying It Forward. I have overcome the barriers of systemic racism and workplace discrimination throughout my entire working career, ultimately peaking as a retired commissioned bank examiner at the FDIC.

In 2021, my servant leadership journey expands in bridging a pipeline for K-12 students to achieve higher education. STEM Pathways to Success is my doctorate mantra. I plan to research structural change in educational institutions through the lens of social justice, diversity, equity, and inclusion. Some of the key competencies that I will gain from studying Educational Leadership and Policy in the Ed.D. program at the University of Texas at Austin are listed below:

  • Social justice, inclusion, and equity foundations
  • Assessment, evaluation, and research
  • Law, policy, and governance
  • Organization and human resources
  • Leadership
  • Student success and learning
  • Technology in education

Dismantling racism in higher education is the key to unlocking the foundational freedoms that we all deserve and seek. It is time to heal the wounds from the past and enter the realm of equity, prosperity, and justice for all.

If you could give Evans School students one piece of advice, what would it be?

Take the “Road Less Traveled,” for it is not trodden and leads to boundless possibilities. If you want to make impact in 2021 and beyond, you must choose “The Road Not Taken” as quoted by poet Robert Frost. Discover your purpose and dare to do so something different from other people. Lead Change!

We’d love to learn more about you and your tremendous contributions to the public good, so we can share your story as we connect, learn and reflect. Share your story!

Tailored Support & Experiential Learning

Oneonone executive coaching & UW faculty advisors provide rapid feedback on leadership and policy development.  

Case-based learning prepares fellows to apply skills and frameworks to real-world challenges. 

A unique blend of online programming and in-person residencies provide a variety of opportunities for global engagement and collaborative learning. 

Network of Practice

Emphasizing individual expertise and encouraging peer to peer learning, IPPHL positions fellows to form strong relationships for ongoing collaboration 

Upon joining the growing Alumni Network, fellows leverage these relationships and access continued program support to advance organizational and systems level change.  

 

The Honorable Norman Rice’s (MPA ’74) new book: “Gaining Public Trust: A Profile of Civic Engagement” and lessons learned

The Honorable Norman Rice (MPA ’74) was elected as the first African American mayor of Seattle in 1989 and served two terms earning him national acclaim. When Rice stepped into his role as mayor, the city was experiencing deep divisiveness and polarization. African Americans represented only 10% of the city’s population and the city was engrossed by the controversial issue of using school busing to achieve racial integration.

In his new book, “Gaining Public Trust: A Profile of Civic Engagement,” Rice shares his journey to leadership and public service, and what he’s learned about the critical importance of civic engagement through his notable successes in bringing Seattle’s divided city together.

As our communities navigate the COVID-19 response and recovery, and as our country continues to grapple with its long history of systemic racism and devastating inequities, the lessons Rice learned 30 years ago – during the city’s most contentious times – are still applicable today.

In his recently released book, he shares:

We need both civic and civil engagement. The skeptics among us might look around and say there is no chance for civic engagement that is civil these days because our politics have become so divisive. But I don’t believe that. I believe democracy survives only when we have meaningful engagement of the populace. It takes more than just voting or reading polling data. It is imperative to examine what it means to participate civilly in the political process and go back to the days when we actually solved problems by listening to each other and arriving at solutions together. It isn’t even so much a matter of bringing bipartisanship into the mix; it has more to do with people recognizing we all approach problems differently. Reaching agreement on the problem is just one step. We have to then find a way forward, despite our differences, to get to the solutions that work best.

With honest, thoughtful, and inclusive leadership, Rice successfully created ways to bring together government, businesses, community groups, and individuals to partner and improve the public school system, revitalize Seattle’s downtown, and strengthen neighborhoods.

Read more about the Honorable Norman Rice, his reflections on leadership, and his new book in the December 9th UW Magazine article, “Civic and Civil Engagement”.

Following a north star rooted in racial equity & anti-racism: A Q&A with Viviana Garza (MPA ’17)

Viviana Garza

Can you share a bit about the work you are currently doing – as a Women and Minority Owned Business Enterprises Advisor at the SDOT Office of Equity and Economic Inclusion – and what a typical day in your job looks like?

There isn’t a typical day in my job. My work spans multiple fields and areas of expertise and I get to engage with folx in the community as well as public officials and servants. The City of Seattle has a Women and Minority Owned Business Program (WMBE) which is a policy tool for increasing contracting equity within the City’s contracts focusing particularly on women-owned and minority-owned businesses, as those have been recognized as being significantly underutilized and underrepresented within City contracts. I manage and implement the WMBE Program within the Seattle Department of Transportation (SDOT), one of the City’s capital departments. The SDOT Women and Minority Owned Business Enterprises program seeks to eliminate internal barriers through fostering support of women- and minority-owned businesses from within SDOT and also by working externally to get information and resources to those firms.

My role can be at the most basic level categorized in internal engagement, external engagement, and data. I work with folx inside SDOT to improve and create processes and policies to increase equity in our contracts, as well as promote understanding of the WMBE Program and utilization of the tools for increasing that equity as a part of SDOT staff’s everyday work. I also work with community organizations and firms on an individual basis to help them navigate the City procurement process so they can gain access to resources and learn about upcoming anticipated projects to prepare for those opportunities.

To support all these efforts, I need to have a solid understanding of our SDOT spending and where our dollars are going. Therefore, I spend a good amount of time analyzing our data to determine where our typical avenues of spend are and come up with strategies to improve our contracting equity in that vein. I also work with other Departments, agencies, and community organizations through outreach events, taskforces, and other efforts to improve contracting equity throughout the City, County, and State. Priorities change daily and sometimes hourly, so I don’t have a typical day. But an example of one type of day can range from advising an SDOT project’s evaluation panel of experts regarding the prime’s Inclusion Plan, to meeting with a firm new to working with the City, to participating in a general meeting at a community organization, to meeting with an interdepartmental team to discuss policy changes for our Diversity Compliance system.

Every day brings new challenges and new problems to solve, and as long as I have my north star of rooting myself in racial equity and anti-racism, I know where to go.

What do you think the state of your field/organization will be in 2030? What will be the same, and what will be different?

It is hard to even speculate what the state of my organization will be in the upcoming year let alone in ten years, even more so for the field of equity work. I know that we are advancing in our technological abilities which has enabled us to reach individuals and groups that did not have access to our work in the past. That is at the same time bringing further to light the disparities in access that some organizations or people have. What I have seen is there is a greater emphasis on equity work as a whole in organizations, and while I think that is a good sign, I also am skeptical about the true intentions of these organizations – public, private, nonprofit and otherwise. There is a tendency for folx to become excited about something for a certain period of time before the excitement wears away and they turn to other interests. I am hopeful that the prioritization of racial equity, anti-racism, and decolonization will continue with firm roots, rather than empty words and false demonstrations of representation. My hope is that particularly those white folx in positions of power – men and women – can think about whether their actions are supporting, centering, and uplifting the Black and Indigenous folx and other people of color in their organizations, or are they simply following an “ethical business trend.” I am hopeful that more Black, Indigenous, and other people of color will be centered in conversations and that they are not solely called upon when people think about racial equity work.

What is something you have been most proud of, professionally?

I think I am most proud of where the SDOT WMBE program is currently in terms of the allies and interest that the Department has for the WMBE Program. We have had the largest number of WMBE Advocates who learned about our program in our trainings this year than any other, and I have implemented a WMBE Pathfinder award to acknowledge the SDOT staff who have been going above and beyond to help WMBE firms navigate the City’s resources and connect with the firms individually. Honestly, I am also most proud of how non-traditional it was for me to join this department and take on this role. I was a Sr. Strategic Data Analyst supporting this role for 5 months before I became the Interim WMBE Advisor where I learned in a trial by fire all the pieces of the program and work – from presenting to City Council, to putting on major outreach events and training programs, and to meeting with Senior Executives in SDOT, the City and other agencies about policy, strategies and tactics to move the needle for the minority- and women-owned business community. I am proud that I had the resilience to fight for the justness of the work, managing expectations from many different stakeholders, and built relationships, allies, and networks to support the WMBE Program within SDOT and externally. I don’t look for accolades and don’t do well with compliments, but one of the best compliments that I have received was from a leader in the women- and minority-owned business community who spoke honestly and frankly at a recent event and said “I am saying this to you, not just because she is here, but because it is true and I tell others this frequently: Viviana truly is an advocate for the WMBE community, and she truly does care about equity.” Whenever I hear from firms reaching out to me sharing they have heard that I am an advocate, regardless what their question is, to me that is the most I can ask for. If folx in the community are telling each other that I am someone to trust, that means more to me than any award I could ever receive.

UW and the Evans School are committed to Diversity, Equity, and Inclusion. How are you addressing Diversity, Equity, and Inclusion in your work and personal life?

Equity work is not something that I address in my work or personal life. Racial equity, anti-racism, and decolonization are parts of who I am. Since they are parts of me – from my upbringing from a Mexican-American family from Los Angeles who fought against gerrymandering and racism through lawsuits and the different organizations they supported and were a part of such as the Mexican American Legal Defense and Educational Fund (MALDEF), to focusing on integrating diversity and inclusion into my small private mostly white school and attending conferences such as the Chicano Latino Youth Leadership Project – I bring that knowledge and experience to what I do. For me, the personal is political and I don’t see a distinction between myself unlearning racism or learning about how to practice decolonization and integrating that knowledge into the policies and programs I work within at the City of Seattle.

What’s the next skill or knowledge set you want to add to your repertoire?

I recently obtained my Project Management Professional Certification and scored above target. So, I could say that I am now looking to achieve another certification going forward. However, in reality the next skill I would like to add to my repertoire quite honestly is relaxation and the knowledge of my value regardless of my output. I have never been able to relax, but I am learning that the constant desire for excellence and problem-solving is rooted in the racist capitalist idea that if we aren’t constantly improving, then we have no value within this economic system. A valued colleague recently told me that we are allowed to take a breath sometimes to fill ourselves with the peace, calm, and awareness that we can use to progress where we need to go.

Looking back on your Evans School experience, what stands out as the most impactful aspect and why?

The most impactful experience was being a part of the Evans Student Organization. I was able to work with many different stakeholders including my amazing volunteer team, start a number of initiatives including the utilization of students in the faculty hiring process, and engage with policy changes in the curriculum, including navigating the politics of selecting the graduation day speaker – allowing students the ability to protest without repercussion which then gave way to future conversations regarding engaging with graduates prior to the administration deciding on the speaker. We also created a structure that we thought would help future classes stay engaged with the administration, faculty, and students in a helpful way. Those conversations and the diversity of needs that the team had taught me better management skills and that I could be a “part of the system” and work for the community. I could even protest the very system I was a part of and stand by my principles while acknowledging the difficulties that the administration faced to make real changes. This engagement prepared me to be a leader who can go into places and get to the root of problems, lead with racial equity, and even if we don’t get what we want, be able to find ways to strategize to improve the outcomes for ourselves and others going forward.

How does your Evans education impact how you approach your work today?

The education – both formal and informal – I received at Evans taught me how to be an adaptable leader working with many different types of people and learning how to motivate them to a common goal. I learned how to listen to many different points of view and manage stakeholders in a collaborative and constructive way while centering the minoritized and historically ignored and dismissed peoples’ views. I learned about executive leadership, management, stakeholder management, policy creation, and constructive communication at Evans and all of this I bring to my work each day.

Ellie Terry & Izzy Sederbaum receive UW Harry Bridges Center for Labor Studies research funding for the 2020-2021 academic year

Since 1992, the Center has awarded over one hundred grants, producing dozens of reports, books, articles, and more. Ellie’s research paper, “The Unintended Impacts of the U.S. Tax and Transfer System on Economic Mobility” exposes the unintended impacts of the U.S. tax and transfer system on economic mobility. Izzy’s research, “A Preliminary Investigation of Wage Theft Data 2006-2019” is centered on wage theft claims in Washington and will explore the question of whether wage theft is an unintended consequence of Seattle’s minimum wage ordinance.