Building a Diverse and Inclusive Workforce: A Commitment to Representation in Our Schools

Growing up in a small town in South Carolina, Tiffany Bahall’s teachers looked like her—a gift she realizes not all students experience. “It showed me that people like me could achieve anything,” she recalls. Now, as a Beaver Lake Middle School math teacher, Bahall offers visibility and encouragement to students who might not always see themselves reflected in their educators. 

Part of the district’s Strategic Plan centers around recruiting a staff that mirrors its student population, which is about 58% students of color. “Representation matters. Students thrive when they see themselves in their teachers,” says Donna Hood, assistant superintendent of Human Resources. Hood highlights that the district has doubled its recruitment events and strengthened partnerships with programs supporting diverse educators. “Retention is equally important,” she adds, sharing that affinity spaces and regular feedback opportunities help all educators feel valued and supported. 

For Bahall, who joined the district in 2006 after first being a software analyst then a stay-at-home mom, building connections with her students is about more than teaching math. She’s committed to authenticity and breaking down stereotypes through honest conversations. She recalls a student once guessing her favorite music based on appearance. “I asked if that guess was based on how I looked. It was a powerful teaching moment about looking beyond stereotypes,” she shares. 

Bahall fosters cultural understanding and mutual respect by encouraging students to be themselves, challenge assumptions, and “to look at people as individuals, not as stereotypes.” She credits the support of her family and many teachers along her journey with helping her build a strong self-belief. In turn, students can see their potential through observing Bahall embrace and celebrate her own identity. 

An Issaquah High School senior echoes the impact teachers like Bahall have on students. “I might feel more connected,” the student said. “When we have similarities, our connections are even stronger. I can sit down and have a conversation, and we can relate to each other.” For this student, having teachers who represent diverse backgrounds doesn’t just help students who share those backgrounds, but enriches the entire school. “The diversity of teachers could help with everyone getting along. If we had more diversity in teachers, it would make a big impact,” the student explains. “Diversifying the teachers and having students do activities to get along and know each other would help eliminate racism. This can help students not worry about being judged… We are all humans; we have our own story.” 

Susana Mercer, a kindergarten teacher at Sunny Hills Elementary, brings her own diverse background to the classroom. Moving to the U.S. in fourth grade from El Salvador, Mercer wasn’t yet fluent in English. “I remember feeling like something was wrong with me because I couldn’t understand anyone,” she recalls. Now, she dedicates her work to making every child feel welcome, regardless of language or background. “In my class, we speak English, Spanish, sign language—whatever my students want to teach me,” she laughs. For Mercer, her presence as a bilingual teacher helps her Spanish-speaking families feel supported in a system that can be hard to navigate. 

Sharon Roy, Equity and Family Partnerships Specialist, adds that these efforts are essential for bridging demographic gaps. “Twenty years ago, Issaquah was 85% white, and 95% of teachers were white. Now our district is just under 40% white, but 85% of our teachers are white,” she explains, noting that this disconnect can lead to cultural misunderstandings. “We need educators of color who understand what it’s like to come to school and there aren’t many people who look like you.” 

In addition to efforts to recruit a more diverse staff, the district has introduced initiatives like mentor options, where newly hired staff can select a “Mentor of Color” or a “Job-Alike Mentor” to receive guidance from someone with similar experiences. Roy mentions that the district is working to expand this program to ensure every new educator has access to this support. She notes that affinity groups for both students and staff help create a space for growth and belonging, allowing students and educators to engage authentically without feeling pressured to adjust their behavior or language to fit in. 

These affinity groups, such as the Black Student Union, (BSU) for high school students, provide safe spaces where students and staff can share their experiences openly. Affinity groups empower individuals, offering a supportive environment where students and staff can feel comfortable expressing their identities without conforming to others' expectations. “Having a leader who looks like you increases a sense of belonging,” Roy says. “It’s vital for our students to see that they belong here, too.” 

The district is working to build a workforce that inspires students through intentional recruitment, a commitment to retention, and initiatives that foster a sense of belonging. For teachers like Bahall and Mercer, it’s about helping each student envision a future where they feel seen and understood.

As Bahall says, “We all have greatness in us. I want my students to know that every day they walk into my classroom.” 

Above, Susana Mercer teaches kindergarten students at Sunny Hills Elementary.

Above, Tiffany Bahall teaches students math at Beaver Lake Middle School.