Staff Professional Development

Dr. Adeyemi Stembridge in partnership with the Center for Strengthening the Teaching Profession (CSTP) offers Culturally Responsive Education Teacher Residencies. Selected secondary teachers participated in this program during the 2022-23 school year. This three-day intensive program offers in-person learning, coaching and technical assistance around the mental model that serves as the foundation for a culturally responsive classroom. *To start the 2023-24 school year off, Dr. Stembridge led a district-wide certified staff "Not a Keynote" session on culturally responsive education providing an interactive guide to using a culturally responsive approach to engaging students in their learning goals. Two additional Residency Programs also took place during the 2023-24 school year.

Courageous Conversation, LLC began working with our Cabinet, Building, and District leaders in June and August of 2023, introducing the framework for systemic racial equity transformation. Work continues with district and building administrators throughout the current school year. Administrators will examine policies, practices, programs structures, climate and culture to identify barriers to excellence. District and building administrators will also engage with protocols for how to discuss race in ways that are productive, insightful, and generative.

As part of the Issaquah School District’s commitment to ongoing equity work, staff from our Equity Department provide professional development to our staff and administrators around culturally competent practices.Virtual workshops were led by Rosetta Lee, a faculty member at Seattle Girls’ School who teaches subjects such as science, math, technology, art, ethics and more. As a professional outreach specialist, Lee designs and delivers trainings for all parts of school communities, as well as for local and national educational and nonprofit sectors.

For our Elementary staff, Rosetta Lee focused on Culturally Responsive Teaching and creating classroom environments where are students thrive because they feel a sense of belonging and that they matter. Rosetta Lee focused on our MTSS work in the area of Cultural Competency for our Secondary staff. Rosetta Lee also talked with our district Administrators on Cultural Competency and what leaders need to know as well as an in-person presentation about Cross Cultural Communication.

• The professional development session led by Gaelin Elmore aimed to deepen counselors' understanding of the conditions that cultivate genuine belonging within school communities. The objective was to strengthen educators’ capacity to create environments where all students and staff feel seen, valued, and connected—essential elements for academic, social, and emotional thriving.
   
• Key Highlights: Belonging is created through deliberate actions—listening deeply, affirming individual stories, interrupting harm, and shaping systems that honor each learner. Counselors explored how policies, school structures, and everyday interactions can either reinforce or undermine belonging, especially for students whose experiences may differ from the dominant culture. The session offered practical, relational strategies for strengthening connection and elevating student voice. Counselors left with a clearer understanding of the difference between “fitting in” and truly belonging, along with tools to help students feel recognized, supported, and authentically included.

• Objective: To provide certificated staff with professional development that increases cultural and religious competence related to Jewish and Muslim cultures and faiths; strengthens awareness of antisemitism and Islamophobia; and addresses the impact of the Israel–Gaza conflict and the related rise in hate speech and hate crimes. This professional learning is intended to ensure that Jewish and Muslim students feel safe, supported, and seen in their school communities, and that staff are equipped to respond in ways that promote student well-being, belonging, and equitable access to learning, consistent with the district’s commitments under OE-16 and the Strategic Plan.
   
• Key Highlights: This professional learning deepened staff understanding of Jewish and Muslim identities, beliefs, and traditions, with an emphasis on the diversity within each community. Educators examined both historical and contemporary forms of antisemitism and Islamophobia, including implicit bias, coded language, and systemic impacts, and strengthened their ability to recognize how religious-based bias and discrimination affect student safety, belonging, and engagement. The learning also clarified the distinction between legitimate criticism of Israeli government policies and antisemitism, reinforcing the importance of nuanced and informed discourse. Throughout the session, educators were reminded of their responsibility to interrupt bias, respond appropriately to incidents of harm, and actively support students impacted by discrimination, while fostering culturally responsive communication and engagement with students, families, and colleagues.