Monitoring Report - Operational Expectations (OE) Policies

Policy: OE-04

Title: Personnel Administration Interpretation and Monitoring Indicators

Status: Active

Adopted: August 29, 2023

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To: School Board, Ferndale School District (WA)  

From: Kristi Dominguez, Superintendent 

Date: August 29, 2023 

Subject: 2023 Monitoring Report 

           Operational Expectations Policy 4 (OE-4)  

                  Personnel Administration 

Superintendent’s Introduction 

Policy OE-4 establishes the School Board’s expectations for how we care for our human resources, an essential focus towards improving student outcomes.  As such, it is a subset of Strategic Commitment Three, which calls out the importance of managing all our resources responsibly and productively.  

This policy covers the Superintendent’s and Human Resources’ vital role in recruiting, developing, evaluating, and compensating District employees; along with fostering a work environment that promotes professional growth and upholds ethical standards. 

The District's commitment to excellence in personnel management is exemplified through OE-4. By adhering to the principles outlined within this policy, the District aims to not only attract and retain top-tier talent, but also to create an environment where every employee's contributions are valued and their potential is maximized. 

Policy 

The Superintendent will assure the recruitment, employment, development, evaluation, and compensation of District employees in a manner necessary to enable the District to achieve its Results policies. 

The Superintendent will: 

Assure that no person is employed by the District without first clearing thorough background inquiries and checks. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

We have completed background checks on all new hires and we have written procedures that all employees are required to follow when conducting those background checks. 

For each new employee we have hired in the past two years, we conducted both a Washington State Patrol background check and an FBI check. We also made reference calls to former employers with corresponding documentation. The specific questions we ask references during these calls can be found here and here, for classified and certified employees, respectively. 

The results of these background checks are submitted to either the Classified or Certificated Human Resources Specialist and are retained as a part of the employee’s hiring packet. More information about our background checks can be found on OSPI’s website.  

Procedures are written and communicated, including appropriate forms for completing background checks for prospective employees. These are in the “Personnel” section of a shared online drive as well as in the Principals’ Handbook. The hiring process is documented, updated annually, and available in the Principals’ Handbook. 

Assure that no volunteer has unsupervised contact with students without first clearing reasonable background inquiries and checks. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

2.1     We have written procedures all employees are required to follow when conducting background checks on all potential parent and community volunteers. 

All volunteers are required to fill out a volunteer packet that includes the process for applying to become a volunteer in the District. Part of this process is to complete appropriate background checks through the Washington State Patrol. 

During the 2018-19 school year, we investigated and selected a system to streamline this process and close any gaps that may have existed. We chose the Safe Visitor System, which we still use to this day. The system immediately alerts us to any volunteer applicant who needs further screening prior to working with children. Volunteers also check in through this system, so staff can verify volunteers’ identity as they check in and see all the volunteers in their school building. 

2.2     Evidence that appropriate background checks have been completed on all volunteers. 

Policies 4221 and 5005 require background checks for every volunteer. We have spelled out a clear system for how those checks should be conducted. We have communicated our expectations about background checks and the procedure for completing them to all relevant parties -- principals, administrative assistants, teachers, coaches, activity advisors, PTO leaders, etc. When we learn that someone is volunteering who has not gone through a background check, we take corrective action. 

At this time, any volunteer who works with children without staff supervision must go through additional screening, including fingerprinting. That process is conducted via live scan, and the prints are run through state education and FBI crime databases. 

2.3     Evidence of steps the District has taken to mitigate potentially harmful consequences of background check requirements, especially on parents whose involvement in our schools would assist us in achieving our goals. 

Part of the application procedure for volunteers includes an appeal process for any person who is denied volunteer clearance due to findings identified in the background check. During the appeal process, any volunteer applicants who have been denied clearance can meet with the Director of Human Resources and state their case. 

With further information, some of these petitioners are allowed full or partial volunteer privileges following the interview. Factors considered in the appeal process are the nature and severity of the infraction(s), the length of time since the infraction(s) occurred, corrective actions taken, the relevance of the criminal charge to children, and the violent nature and/or involvement of weapons during the offense. A full list of offense that permanently bar access to children can be found at this link. 

Select only highly qualified and the best-suited candidates for all positions. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

3.1 We have evidence that all our employees meet legal requirements with regards to certifications, endorsements, and other credentials. 

During the application process, all candidates are asked to provide their WA State Teaching credentials. These are reviewed by our Human Resources specialists and administrators prior to an interview, to ensure the candidate is qualified. 

Annually, we audit our teacher certifications to identify any “teachers working out of endorsement.” Attached is an example plan that we use as a guide to support any teacher currently teaching out of endorsement. 

In the fall, principals and registrars are asked to identify any staff who are new or who are teaching courses different from the previous year. We then check alignment between their endorsements and the courses they are teaching. In the spring, the Human Resources department completes a state report that identifies every person teaching out of endorsement and provides documentation of an out-of-endorsement plan, an explanation of the situation, and any necessary corrections to the information in the report. 

3.2 We have a profile of the overall qualifications of our employees in terms of education and experience. 

According to OSPI data from the 2021-22 school year (data from the 2022-23 school year was unavailable): 

• 97.3% of our teachers have full certification. 

• 20.2% of our teachers have a limited certificate (Conditional Certification, Intern Substitutes and Emergency Substitutes). 

• 58.8% of our teachers have a Master’s degree or higher. 

• 9.2% of our teachers have a National Board Certification. 

• 17.8% of our teachers are in their first 5 years in the profession. 

• 22% of our principals have less than 5 years’ experience in administration. 

• 5.6% of our teachers teach at least one class out of their field. 

• On average, our teachers have 13.6 years of experience. 

3.3 We maintain a summary of awards and honors earned by our employees during the preceding year in recognition of their high quality. 

We do not currently have a central repository for maintaining information about honors and awards earned by our employees. When an employee is honored or awarded, our communications team is notified, and that staff member is honored on our social media pages. 

Last year, our communications team kept a list of the more than 150 Belonging Awards handed out to staff. 

The following awards and honors were earned by Ferndale School District employees since the prior OE-4 report in 2021: 

 

Employee Name	Honor and/or Award
Tom Diimmel, FHS	Washington Career and Technical Sports Medicine Association Instructor of the Year, 2022
Marty Moravec, Ferndale High School	Masonic Teacher of the Year, 2022
Grace Ellis, Eagleridge Elementary	WWU Education Student of the Year
Ferndale School District School Board	WSSDA Board of Distinction, 2022
Communications Team	2023 WSPRA Awards of Merit: Video (Storytelling) and Special Purpose Publication
Sam Wood, Eagleridge Elementary	Masonic Teacher of the Year 2023
Erin Gunter, Vista Middle School	Northwest Conference, Person of Distinction 2023
100+ Ferndale staff members	Belonging Awards, 2022-23 school year

 

3.4   We track the diversity of employees and aim to recruit a workforce that reflects our student body and community. 

Our goal continues to employ a workforce that reflects our community and its students. When I arrived and analyzed our staff demographics, I became aware that not only does our staff not resemble our student population, but our district also did not represent the community’s diversity of languages spoken. 

Since then, we have made an effort to hire bilingual administrative assistants. This way, our Spanish-speaking students and families can be greeted every day by staff who speak their language, creating a more welcoming atmosphere. In October 2022, we also hired three bilingual administrative assistants in our schools who are fluent in English and Spanish. Now, every job description posted notes that being bilingual is preferred. 

We have also worked to change our recruiting efforts. This past school year, our human resources team had a booth promoting FSD careers at our student-led Multicultural Night at FHS, as well as at the open house for the new high school Academic Wing. And every Friday, we hold a job fair at the district office. For this upcoming school year, we will be making more attempts to go to nearby underrepresented communities to recruit, instead of asking them to come to us. 

Other strategies we are employing to meet our goal of diversifying our workforce include: (1) actively encouraging minority candidates to apply; (2) evaluating and modifying our screening process to remove inherent bias; and (3) rewriting our interview questions and rating systems to make them more equitable to all candidates. 

Our Grow Your Own class, which launched in the fall of 2021, is preparing our own high school students for teaching careers. The aim of this program, taught by Andrew Bovenkamp, is to diversify the teaching workforce so it better reflects our student body. This program is so popular among our students that FHS will add a second period next school year – 24 students were in this class in the spring of 2022, and 45 have already signed up for the fall of 2023. However, we have work to do in regards to having this new program represent the diversity of our student body: Seventeen of those 24 students from last school year were white, while five of the 24 students were of Latinx/Hispanic ethnicity. We need to be reaching out to more of our students from underrepresented groups in order for Grow Your Own to truly meet the outcomes it was intended to achieve. 

One segment of our organization where these strategies have yielded strong results is our Administrative Team. Not long ago, we were an all-white group -- which definitely is not representative of the students and families we serve in Ferndale. This year, our leadership group includes people of South Asian, East Asian, Latinx, and Native American (including Lummi) descent. Several of these leaders are bilingual. 

Administer clear personnel rules and procedures for employees. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

We have in place documents which contain concrete guidelines defining expectations and directions for staff members, such as current collective bargaining agreements, administrative policies and procedures, Board policies, and employee handbooks. 

 

We have in place current collective bargaining agreements for all our employee groups. Administrative policies and procedures are in place and available on BoardDocs and our district website, as well as in each work location. This school year, we will be reviewing and re-writing (when necessary) our policies and procedures to ensure we remain in compliance. 

Beyond collective bargaining agreements, we currently have a wide range of resources available to staff on our website. This includes salary scales, contact information for district leaders, non-discrimination policies, and much more. The advantage of having this information available online instead of in hard copy is the ease with which we can update it. 

We specifically review key policies when onboarding new employees. We also highlight certain policies, procedures, and important points of emphasis during our full-day new employee orientation in August. Further, when required by law, or when circumstances call for it, we make certain policies and procedures part of our Vector annual online training required of all District employees. Along with a rundown and follow-up quiz on Ferndale school policies and procedures, staff also are reminded about state laws and guidelines regarding bullying, sexual harassment, mandatory abuse reporting, and more. 

Effectively handle complaints and concerns. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

5.1 Employee grievances are handled in accordance to collective bargaining agreements and/or district policy. 

Each bargaining agreement lays out a process for handing formal employee grievances. This is when an employee feels District action is not in accord with their collective bargaining agreement. For more details on each union’s process for handling grievances, please refer to their collective bargaining agreements on the district website. 

No grievance filed has gone beyond the Superintendent level since this report was last updated in 2021. 

Less formal complaints and concerns are addressed at the building level, with support from district administrators when required. For example, if a building needs support in solving a less-formal complaint, the appropriate district-level administrator will provide resources and support. 

5.2 The School Board has received zero reports that District officials have failed to respond to legitimate questions or concerns from stakeholders when those questions or concerns have been communicated through an appropriate venue (notwithstanding that the stakeholders may not agree with, or like, the response they received). 

Any written comments or complaints received by the Board are addressed by Superintendent Dominguez, the secretary to the Board, or her designee. Additionally, she will have the relevant department investigate the complaint and report back to the Board at the next meeting. 

To our knowledge, the Board has not received any reports that District officials have failed to respond to questions or concerns, although there have been instances when questioners have contacted the Board about either the timeliness or the content of the response we provided. 

Maintain adequate job descriptions for all staff positions. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

6.1  We have written job descriptions for all our employees that are consistently updated and provide an accurate explanation of the role. 

All job descriptions are less than three years old and all share a common format. Each job description includes: (1) the Position Purpose/Overview; (2) Education and Experience/Desired Qualifications; (3) Essential Job Functions; and (4) Knowledge, Skills, Abilities, and Physical Requirements. 

We created a plan and a schedule that will ensure that all job descriptions are reviewed and updated a minimum of once every three years. The plan includes an approved process for editing existing job descriptions, as well as procedures and a format to be used when creating a description for a new position. 

Job descriptions can be found by clicking on any open position in our FastTrack hiring system. 

Our new Director of Human Resources, Kara Silsbee, is not only working on restructuring the function of our HR department, but is also performing a full review of the technical aspects of the department – including job descriptions. These changes follow our hiring of an outside consultant during the 2022-23 school year, who did a full analysis of our hiring system. 

Protect confidential information. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

7.1 We have a Confidentiality Statement that outlines both the District’s commitment to confidentiality and the limits to confidentiality that can be offered to employees. 

We have new hires read and sign a Confidentiality Agreement upon hiring. Additionally, we require employees who work with confidential information as part of their regular duties to complete a confidentiality component in their annual Vector online trainings. Policy 4020 addresses confidentiality. 

We are continually working to improve our performance in protecting confidentiality. 

7.2 We have clear procedures for handling employee-related confidential information and evidence that appropriate staff have been trained in following these procedures. 

We have clear guidelines in place for handling confidential information. We communicate these guidelines as required procedures to employees who regularly deal with confidential information, like our Administrative Assistants. A printed copy of the procedures is maintained in each office. As mentioned above, we also require employees who work with confidential information as part of their regular duties to complete a confidentiality component in their annual Vector online trainings. 

7.3 The district maintains practices that address breaches in confidentiality. 

If an employee inappropriately releases confidential information, we have a process that addresses the situation through education or discipline as appropriate. This begins with educating staff on confidentiality rules, progressing to a letter of reprimand, following with progressive discipline. 

 

Assure that compensation and benefit plans attract and retain the highest quality employees by compensating employees, within available resources, in a manner consistent with the applicable marketplace, including but not limited to organizations of comparable size and type. 

 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

We have Collective Bargaining Agreements with each employee group that spell out wages and other benefits. 

We have current contracts in place for all our employee groups, and each of those contracts includes information about wages and benefits. 

In addition, compensation agreements have been developed for some of our employees who are unrepresented, such as professional technical employees and unrepresented administrators. 

We have studies showing our employees’ total compensation packages in relationship to employee compensation packages in other districts in the region and state, especially those districts that are comparable to Ferndale. 

As a part of the bargaining process, we compared the key features of each group’s agreement to those provided to employees with like positions in Whatcom County and/or other comparable districts. We consistently use such comparisons to ensure fairness and competitiveness. Currently, the compensation we provide Ferndale employees in every job category is at least equal to the midpoint of other Whatcom County districts. 

Consistent with the Superintendent’s own evaluation, evaluate all employee performance according to their contribution toward achieving the Board’s Results policies and their compliance with the Board’s Operational Expectations policies. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

We have documentation that all District employees have been appropriately evaluated. 

The HR department has documentation that 100% of District employees have been evaluated. Copies of these written evaluations have been submitted to HR and placed in staff files. More information on state-mandated teacher and principal evaluations (commonly referred to as TPEP) can be found on OSPI’s website. 

State law and the provisions of negotiated contracts dictate the evaluation process and timeline for the majority of our employees. A small segment of our employees fall into the category of “unrepresented,” which means they do not belong to a union and are not subject to contractual timelines or even legal requirements that they receive an annual evaluation. We acknowledge the importance of evaluating every employee every year, whether required by law or not. 

As a part of her Entry Plan last school year, Dr. Dominguez looked into our staff evaluation practices and realized we needed to revisit our processes. This summer, we brought in a state trainer to help with TPEP (Teacher, Principal Evaluation Program), the 5 Dimensions of Teaching and Learning teacher evaluation, and our use of the Association of Washington School Principals leadership framework. 

Ensure that all staff members are qualified and trained to perform the responsibilities assigned to them. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

We monitor certificate renewals and offer a variety of in-person and online opportunities for professional development. 

Our certificated staff such as teachers and administrators are required by state law to renew their certificates through professional development, equivalent college credits, or more. For more information on these state requirements, visit the OSPI website. 

Our district provides numerous opportunities for all staff to participate in professional development. Staff can find these events through our PDEnroller site, which lists dozens of choices. We provide state-required clock hours at no charge for any qualifying professional development event. 

One professional development opportunity we provided staff last school year was a series of virtual talks about inclusionary practices and Universal Design for Learning from Dr. Shelley Moore and Dr. Katie Novak. Last year, at the end of August, our K-8 math teachers took a series of sessions learning about our new i-Ready math curriculum. And staff from the Playworks nonprofit had continual sessions with elementary staff throughout the year, teaching elementary staff about how to teach leadership skills and teamwork during recess. 

We also host a three-day professional development session at the end of August, where staff can receive training in a variety of educational fields. This agenda for this year’s August professional development session, held last week, can be found here. During the session, our staff heard from educational technology speaker Jeff Utecht about how to integrate AI into their classrooms, learned about updates to their curriculum, were taught tips on how to best use classroom management systems like Canva and Google Classroom, and more. 

Our district also very recently received a BEST Mentor Grant from the state, which supports certificated staff during their first three years. These grants pay a few of our more experienced teachers to train our newer certificated staff as mentors. This is a unique form of professional development that can be much more personalized to the individual staff in question. We are currently in the process of finding experienced staff who can serve as mentees. 

Outside of what is provided for all staff by building and department leaders, the Ferndale Education Association contract specifically gives certificated staff control over most of the professional development they receive. All other employee groups have been represented in decision-making about appropriate professional development for the members of their respective groups. 

Each principal, as part of their compensation package, receives an annual stipend for professional development, which they can choose to use to advance their knowledge and skills related to any aspect of their position. A District fund to allow principals to attend a national conference once every three years is also included in the negotiated agreement with the principal’s association. 

Washington, beginning in the 2019-20 school year, began requiring prospective paraeducators to adhere to minimum employment standards. These standards include both foundational prerequisites and additional qualifications, including completing the Fundamental Course of Study (FCS). The FCS mandates that school districts provide paraeducators with a minimum of two days (14 hours) of training during the initial year and an expanded four-day (28 hours) training in the subsequent year. FSD offers these trainings to all paraeducators as required. By the district adhering to the FCS requirements, we nurture a proficient paraeducator workforce, ensuring they are well-prepared to contribute to student learning. 

The above-mentioned professional development supports staff not only in their certification and requirements, but also supports ongoing learning opportunities for growth and continuous improvement. 

Maintain an organizational culture that positively impacts the ability of staff to responsibly perform their jobs and allows them to work in an environment of professional support and courtesy. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

11.1 We have a District Civility policy and evidence of the ways it has been communicated. 

The District maintains a Civility Policy, which is posted at every worksite and is also available on the District’s website. We review the Civility Policy with all new employees as part of the onboarding process. For the past several years, reading and signing off on the Civility Policy has also been a component of the Vector online training that all employees are required to complete. Along with a rundown and follow-up quiz on Ferndale school policies and procedures, staff also are reminded about state laws and guidelines regarding bullying, internet security, sexual harassment, mandatory child abuse reporting, student-staff boundaries, and how to respond to health emergencies at school. 

11.2  We have evidence of the District’s efforts to build positive relationships with  employees. 

Last school year, I made a point to meet with many staff groups throughout the district as a part of my Entry Plan last school year. This allowed everyone from kindergarten teachers to transportation dispatchers to speak their mind about Ferndale School District. These meetings helped build trust among our staff and showed that District leadership was listening to their concerns. During these school visits, I spent time “walking in the shoes” of a variety of our staff like paraeducators and counselors, to learn more about their positions and unique challenges. Not only was this an educational experience for me, but it was a clear signal of support to those staff members. 

A major goal of the You Belong campaign, which launched in the 2022-23 school year, was to boost staff morale and increase a sense of belonging. This included the start of a new annual tradition: the staff kick-off assembly, held the day before the first day of school. This event features inspirational speeches, spirit competitions, fun videos, and more to get our staff excited for the new year. This has been a major success in improving spirits among our staff. The campaign also signaled a shift in our district culture. More information about the You Belong campaign, including t-shirts and Belonging Awards, can be found in the OE-9 monitoring report. 

We have made a concerted effort to grow and improve relationships with our various union groups through regular Labor Management meetings. These meetings include an intentional focus on increased communication, transparency, and reliability. As a result, we have enjoyed a more collaborative atmosphere with our groups. 

District-level administrators are expected to visit school buildings twice a week. This increases visibility, which makes providing support easier and enhances our relationship with staff throughout the district. I set an example of this for our administrative team through my Entry Plan school visits, as well as other frequent pop-ins. 

Administrators also attend as many after-school evening events as possible to show their support for our staff, students and the community. For example, many members of our administrative team – both from FHS and other buildings – attended the #FarewellOldMain open house in December as well as the open house for the new FHS Academic Wing later that school year. 

11.3  We have evidence of the ways employees have been invited to participate in  meaningful decision-making and problem-solving. 

Our district makes a strong effort to involve employees in decisions that impact them. 

Many of our committees and task forces, such as the Early Learning Task Force, feature multiple staff members and/or union representatives, so they have a say in any final recommendations. Furthermore, groups at the individual school levels, such as Multi-Tiered Systems of Support (MTSS) teams, provide opportunities for employees to be meaningfully involved in decision-making. 

Finally, we expect that all administrators maintain the kind of open-door policies that encourage direct communication. We are also making an effort to be more transparent in our decision-making processes both with our staff and with the public. 

11.4  We have evidence that the District has furnished employees with the necessary tools and good working conditions to do their jobs. 

The District has established a set of minimum equipment that we guarantee we will provide in every classroom, including furniture, curriculum, and technology. This year, we are taking this a step further by providing all preschool, Jump Start, and kindergarten classrooms with new furniture and play-based materials. This move was recommended by our Early Learning Task Force. 

In addition, we reimburse all full-time certificated staff members up to $100 annually to use at their discretion for individualized classroom/office supplies. All certificated staff also receive a laptop. 

Each building and department receive a budget to fulfill specific staff needs. For the past four years, these budget allocations to schools have included dollars for purchasing the supplies students need to do their classroom learning work (instead of relying on parents/guardians to provide such supplies). 

We are also taking steps to ensure each of our buildings provides a safe working and learning environment. Every building maintains a Safety Committee that meets at least quarterly. Policy 6511 also sets guidelines for keeping our school's safe workplaces by following state labor laws. Notably, the Ferndale School District has been an acknowledged leader in the region in conducting large-scale safety drills and preparing staff and students to respond to emergency situations. 

Our 2019 Bond also helped make our buildings safer, most notably through the addition of secure vestibule entryways in each building. Now, each building only has one entryway, and our administrative assistants have complete control over who comes in. The new Ferndale High School Academic Wing, completed in January 2023, provided numerous work environment upgrades for our staff, such as improved air quality, better lighting, and fewer trip hazards. Our district has partnered with the Bond Oversight Committee, made up of knowledgeable community members, to make these changes a reality. 

The Superintendent may not: 

Retaliate against any employee for initiating a legitimate complaint. 

Monitoring Indicator(s) 

We will know we are in compliance with this component when we can show: 

12.1 In the event that retaliation is claimed, we have evidence that the claim has been taken seriously, investigated fully, and addressed appropriately. 

The Ferndale School District has a process in place that allows for both internal and external investigations in the event of an allegation of retaliation is reported. In the event of a complaint, it is investigated to determine the veracity of the concern. The current HR Director is reviewing the current process to ensure it follows state law (WAC 296-128-780). 

No formal complaints were filed with the Superintendent during the 2022-23 school year. 

Superintendent’s Final Remarks 

The past few years have been a time of transition as we come out of the devastating global pandemic and welcome new leadership in many parts of the organization. We know these challenges and changes have taken their toll on our employees and we do not underestimate the heightened workloads and/or stress levels they created. The way we treat our most valuable resources, the people whom we work with, has a direct influence on their satisfaction with being members of the Ferndale School District team and the quality of their work with students and families. 

  We have worked hard during this transitional period to support our employees. We communicated with them often. We looked for opportunities to include them in decision-making – the Entry Plan, task forces, the elementary and secondary leadership teams, grade-level and subject matter teams, and regular Labor Management meetings are some examples. Although we know we still have considerable room to grow, we believe it is fair to say that relationships between District leadership and employee groups are stronger today than they were when we last reported. We are very thankful for the many ways Ferndale staff have served our community and supported our District. 

We will end by reaffirming that the Ferndale School District is a people's business. Our staff are truly our most valuable resource. While much of OE-4 focuses on the effectiveness of systems and procedures, we never forget the ingredients that are essence of a powerful human resources program: empathy, compassion, inclusion, respect, recognition, and responsibility.