for each student, and we partner with parents as the primary educators of their children,” he says. He describes a culture where educators work daily to remove systemic barriers to student achievement. The district adopts a “Life Ready” outcome, a strategic initiative designed to prepare graduates for a volatile global economy. Dr. Atha notes that traditional metrics of success must evolve to meet modern workforce demands.“Our vision is that every student is life-ready on graduation day. Whether they choose a four-year university, a trade school, or the workforce, we want them to have the skills to chase their specific passion,” he says. The administration aligns this vision with regional economic goals by ensuring every diploma represents a versatile set of competencies rather than just hours spent in a classroom. Beyond academic rigor, the district prioritizes specific core values to foster resilience in a post-pandemic landscape. Dr.Atha identifies “seeking joy” as a critical component of the organizational framework. “We believe that connection and purpose are essential.We find joy through building relationships because those connections facilitate the high-level learning we expect from our students,” he says, maintaining that this focus on human connection improves retention for both students and staff.This philosophy supports a stable environment as the district prepares for an eventual enrollment of 17,000 students. THE PROFESSIONAL LEARNING COMMUNITY FRAMEWORK The district operates through Professional Learning Communities, an organizational framework mirroring high-performing corporate teams. In this model, educators move beyond isolated classrooms to share resources and accountability. “We believe in a professional learning community where teachers work in collaborative teams. We take collective responsibility for the learning of all our students,” Dr.Atha says. He notes that these teams meet during the standard workday to assess current data. “Our teachers analyze student progress and share effective strategies. It is not just about one classroom, but how we support every child in a grade level.” The framework facilitates job-embedded professional development, allowing staff to refine skills while remaining in the classroom. Constant focus on instructional quality is maintained by integrating training into the daily schedule. “We provide ongoing professional development for our staff. This ensures our educators have the tools to address diverse learning requirements within their teams,” Dr. Atha says. He explains that these teams include specialists such as school counselors and mental health experts. “Our collaborative groups include specialists in the English language and special education. A network of support ensures we meet the needs of our multilingual learners,” he adds. 217 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 02 WESTFIELD WASHINGTON SCHOOLS
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