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Rappin' with Dr. Steve: New Issaquah Schools superintendent reflects on first months in office, looks ahead

With a bookshelf packed full of insightful reads, and hints of crimson and gray scattered around his office, it’s apparent that Dr. Steve Rasmussen is passionate about education…and his alma mater.

Husky fans will have to forgive Rasmussen his Cougar loyalties. But his enthusiasm for learning and leadership will be invaluable to both local cats and dawgs as he takes the reins of the Issaquah School District. Having served as a superintendent for the past eighteen years, Rasmussen brings experience and energy to his new role.

Rasmussen learned there was something unique about Issaquah schools as soon as he started the interview process.

“I knew about the high test scores and superior programs,” observes the superintendent, “but I had no idea just how involved this community is. They understand the importance of education in a big way and they are willing to get involved.”

As an example, Rasmussen notes how local organizations like the Issaquah Schools Foundation make things happen. They hosted the “Nourish Every Mind” annual benefit luncheon in October, raising funds to enhance the quality of the district’s programs. This event alone raised over $356,000—a new record.

“The community has really stepped up,” says Rasmussen. “They are committed to figuring out how to compensate for where the state falls short so all kids can get an excellent education.”

With the support of his wife, Terry, he accepted the superintendent position in April, taking his career in a new direction after spending the past fifteen years guiding the Franklin Pierce School District in Tacoma.

Superintendent Rasmussen has already faced challenges in his short tenure. His July 1 start date coincided with teacher contract negotiations, and both sides entered talks with the painful memory of a 2002 teachers’ strike fresh in their minds.

“Thankfully, everything worked out great,” recalls Rasmussen. A new labor contract was ratified just days before the start of the school year, letting Rasmussen move on to his second immediate task: visiting every school in the district.

“I’ve heard all these good things about what’s going on in our schools,” he says. “After being in the classrooms, I’ve seen it…We have very good teachers, the best facilities, materials, and practices that bring out the best in the kids.”

The good doctor knows first-hand the value of great educators.

“I knew when I was a freshman in high school that I was going to be a teacher,” says Rasmussen. “I had an outstanding vocational agriculture teacher at Stanwood High School. I wanted to be him. He was the first person that ever called me out. He noticed that I was coasting and challenged me to step it up.”

Rasmussen was particularly impressed after a visit to Skyline High School.

“Some of the writing those students are doing is unbelievable,” he notes. “Our kids are prepared. They know how to write and communicate at a high level.”

Being the new kid on the block, it’s logical, even expected for Rasmussen’s leadership style, beliefs, and philosophy to be scrutinized.

“I hope my style and experience coming here has helped alleviate concerns people may have,” he shares. “It’s like learning to dance with a new partner—I believe we’re making good progress.”

By gaining the confidence of staff, teachers, parents, and students, Rasmussen is in the position to positively impact the district.

“Hopefully in my rookie year I can be an influence of change and improvement,” he says.

With the teacher contract approved and schools visited, Rasmussen is moving forward with the key tenets of his educational agenda: teamwork, curriculum, community, outreach, enthusiasm, and giving back.

Emphasizing teamwork…beyond sports metaphors

Rasmussen immediately connected with the supportive school board and committed district administrators, whose crucial behind-the-scenes work is rarely visible to the public.

“It’s kind of like a football team that plays on Sundays,” he says. “You don’t see all of the hard work that takes place to make them competitive on game day, but it happens.”

Rasmussen has taken the efforts of his fellow administrators and school board to heart, and is committed to “making sure that everyone is pulling on the rope together in the same direction.”

Equipping learners with new tools

Big curriculum changes lie ahead as the Issaquah School District aims to keep its teaching practices current and relevant.

“When students graduate from our schools, we want them to be competitive at any college or university they go to,” explains Rasmussen.

The district has implemented a new elementary math program. At the high-school level, the district is choosing a new biology program to update current materials.

“Schools are like any business,” notes the superintendent. “They are always evolving, looking for new ways to educate kids at a higher level, more efficiently, and more effectively.”

Implementing new curricula can be unsettling for educators, but can be necessary to provide the best learning environment for students.

“Many people entered the field of education thinking everything is going to stay the same, but that’s not true anymore,” says Rasmussen. “Education is very fast-paced and changing all the time. We’re continually learning new things and improving our craft.”

“Learn Locally, Compete Globally”

Today’s students no longer contend with just their neighbors for opportunities, but with members of a global community. Working with his new colleagues, Rasmussen and school administrators established a slogan for the district’s vision and mission: “Learning Locally, Competing Globally” reflects a commitment to quality education that prepares students for an ever-changing world.

“This catchphrase will be used as a springboard for challenging ourselves and our children to prepare for a world and occupations that don’t yet exist,” says Rasmussen. “It’s a whole new ball game—My intent is to help our kids understand how they can be major players in this new global economy.”

Educating every child

Rasmussen is quick to emphasize that every child, regardless of economic or ethnic background, deserves the same great educational opportunities.
“There are several ways we strive to equalize so that all kids in the district get the same things,” he explains. “[All children will] get the same quality instructional materials and a coherent curriculum.”

The new superintendent is eager to lift all the Issaquah schools to the highest levels: If a student moves from one school to another, he or she will receive the same high-quality educational experience—The only difference will be the teacher delivering the lesson. In addition to curriculum consistency, Rasmussen will be pushing to maintain student/teacher ratios, programs, and support services across the district.

“My goal is to successfully prepare every student to get into any postsecondary education they want to pursue, whether it is an apprenticeship program or a select four-year university,” says the superintendent. “[W]e want to prepare kids to be the best at their trade school, technical program, community college, or university.”

Keeping learning fun

Sixteen-to-eighteen-hour work days can be arduous, even for someone as enthusiastic as Rasmussen. To stay energized and inspired, he makes it a priority to keep a positive attitude and celebrate the little things.

“When I go to the elementary schools I ask the kids two things,” says Rasmussen. “Are you learning new things and can you describe them? And most importantly, are you having fun? The second graders always answer with an enthusiastic, ‘yes,’ throwing their hands in the air.”

Rasmussen dreams of inspiring that kind of emotion in every child. “If I could give our kids anything, it would be the enthusiasm and zest to keep learning and having fun.”

Giving back

When he’s not busy leading a school district with 16,000+ students, Rasmussen finds time to volunteer.

“I’m at a point in my career where I’m really giving back,” he says.

He is a trustee on the Washington State University Foundation which works to generate scholarship dollars for the university. Rasmussen also serves on the board of the American Association of School Administrators.

Rasmussen is already considering his legacy.

“I want the next generation of education leaders to have the same enthusiasm and desire to continue developing good, young people,” he says.

Rasmussen’s heartfelt passion for education is palpable, even contagious.

“I enjoy what I do,” he says, smiling. “I’m really interested in preparing our young people so they can have the right kind of job, the right kind of resources, and the life they want to live.” ■

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