About Dr. Becky Berg
As the Superintendent of the Marysville School District, Dr. Berg is responsible for leading more than 10,000 students, 22 schools, and nearly 1,300 staff members. The path that led her to Marysville involves a deep commitment to the idea of educating the whole child – ensuring all children have access and opportunities to achieve success, regardless of their background or initial place in our world’s social system.
Since joining the Marysville community in 2013, Dr. Berg has lead her team in some amazing strides on behalf of Marysville and Tulalip students. This includes administering the SAT to juniors free of charge; implementing the 1:1 Chromebook Initiative to provide equitable technology access for students in grades sixth through 12, and advance professional development for all secondary staff; and revamping the district’s special education program resulting in a continuum of services being offered at every elementary school.
Dr. Berg also played a key role in the district receiving a $2.5 million federal Project AWARE grant to support student mental health. The district has created student programs promoting inclusiveness on campus, provided teachers with training on how to respond to mental health challenges and added mental health specialists. Healthy Youth Survey data also shows that since receiving the grant, student consumption of drugs and alcohol declined in the district, while students’ overall feeling of being supported and having adults to turn to in times of stress improved.
Dr. Berg joined the Marysville School District after serving as superintendent of the Deer Park School District near Spokane, Washington. At a school district that spanned 173 square miles, she organized the first ever community wide, whole child – whole family, back to school event that drew nearly 1,000 participants, and included getting resources to the families in the community who struggled with poverty. Dr. Berg also organized district efforts around major priority areas, with a driving focus on the improvement of student learning, and helped dramatically improve the quality of student meals while ensuring the food service program was self-supporting.
Dr. Berg has more than 32 years of experience in K-12 education, spanning everything from classroom teaching, to serving as an elementary and middle school principal. From 2012 to 2015, Dr. Berg served as president of the Association for Supervision and Curriculum Development (ASCD International). In this role, she advocated for sound, whole-child educational policies at both national and international levels, and visited schools outside the United States to gain insights into serving students from around the globe.
Dr. Berg is an author, co-author, or contributor of numerous publications and presentations focused on parental choice of charter schools, improving education for students with special needs, and assessing programs and curriculum for students across all grade levels.
A Washington native, Dr. Berg attended Eastern Washington University and Western Washington University before receiving her Doctorate in Education from Teachers College Columbia University in New York City.
Dr. Berg is a Husky Football season ticket holder, and enthusiastic supporter of the Gonzaga Bulldogs. She is the mother of two daughters and a son, and lives in the Sunnyside neighborhood of Marysville with her husband Grant.
DR. BERG'S RESUME
Ed.D. Organization and Leadership, Teachers College Columbia University, 2000
M.Ed.Administration, Western Washington University, 1989
B.A.Education, Eastern Washington University, 1984
State of Washington Provisional Superintendent Certificate, 2008
State of Washington Continuing Administrator Certificate, K – 12 1991
State of Washington Continuing Teacher Certificate, K – 12 1984
Marysville School District Superintendent
2013 - Present
Responsible for all aspects of leading the district of over 11,000 students, 22 schools, and nearly 1,300 staff members with a budget of $136 million. The district includes the City of Marysville and the Tulalip Indian Reservation. Our student body is very diverse, speaking 36 languages and coming from around the world. Nearly 50 percent of families qualify for free or reduced lunch. Results include:
- Created and attended roughly 20 “Coffee and Conversations” hosted by community members in their homes to build relationships and to learn each other’s stories.
- Created and conducted ‘Dream Big’ event that drew nearly 300 participants who engaged in dialogue over the course of an entire day around their hopes and dreams for the future of the school district. This fueled our development of our new Strategic Priorities, district goals, and North Star Indicators.
- Revamped Special Education program resulting in a continuum of services being offered at every elementary school, and renewed focus upon least restrictive environments for elementary age students. Work now continuing at the secondary level.
- Contracted with Phi Delta Kappa to conduct a full curriculum audit. This comprehensive analysis provides the roadmap for academic achievement for the coming years. Included in this work are materials adoptions, alignment of Board of Directors policies, and establishing multi tiered systems of support in all schools.
- Will be administering the SAT to all juniors this year, free of charge.
- Passed a maintenance and operations levy, as well as the first technology levy in ten years.
- All facilities now have wireless access to the Internet, with access being free to the community after hours each day.
- Initiated a 1:1 Chromebook program for all of our sixth through twelfth grade students, and providing ongoing professional development for secondary teachers in ‘connectivist’ pedagogy. We now offer computer science at every elementary school.
- Increased budget reserve fund, while also enhancing wages and benefits for all employee groups through collaborative negotiations process with nearly all associations.
- Increased quality of student meals while ensuring a break-even budget impact. Also, began free ‘breakfast after the bell’ for all students in 2 highest poverty schools.
- Helped secure a $2.5 million federal Project AWARE grant to support student mental health. Through this grant, the district created student programs promoting inclusiveness on campus, provided teachers with training on how to respond to mental health challenges and added mental health specialists. Healthy Youth Survey data also shows that since receiving the grant, student consumption of drugs and alcohol declined in the district, while students’ overall feeling of being supported and having adults to turn to in times of stress improved.
Deer Park School District Superintendent
2010 – 2013
Deer Park, Washington
Responsible for all aspects of leading the district of 2,500 to improve the lives and learning of students in pre-school through grade twelve. The district consists of four traditional schools and a vibrant parent partnership program. Sixty percent of families qualified for free or reduced lunch. The district spans 173 square miles, employed nearly 300 people, and had a $23 million budget. Results include:
- Hosted community forums resulting in district vision and mission statements.
- Organized district efforts around major priority areas, with a driving focus on the improvement of student learning.
- Led deep implementation of professional learning communities, alignment around Common Core State Standards, and implementation of the new evaluation system and instructional model. All traditional schools that administered state tests earned the ‘Very Good’ rating by the State Board of Education.
- Designed and conducted professional development for the Board of Directors, Administrators and Teachers.
- Recipient of Response to Intervention, (RTI) grant through ESD101. Broadening focus of RTI to include academics and behavior, (PBIS).
- Increased reserve fund while responding to state budget reduction of roughly 6%.
- Continued rich tradition of collaborative problem solving with employee associations.
- Successfully passed maintenance and operations levy at nearly 60%, despite an active area-wide anti-tax campaign.
- Dramatically improved quality of student meals while ensuring the program was self-supporting.
- In concert with local churches, organized a first ever community wide, whole child – whole family, back to school event that drew nearly 1,000 participants. This included getting resources to the families who struggled with poverty in the community – which is the majority.
- Began variety of community and student outreach activities to be able to better listen to those whom we served.
Mead School District Principal & Assistant Principal
1994 - 2010
Prairie View Elementary
Principal of new elementary school that opened in fall of 2007. Responsible for all educational elements of design and construction phases for the $16.9 million project. Hired all staff members, and led extensive professional development prior to and after opening. In addition to serving students from the neighborhood, Prairie View served students from across the district with severe and profound learning issues. Led change efforts such as implementing standards –based grading and reporting, redesigning instruction and assessment to meet new math standards, established multi tiered systems of support, and fluidly grouped and regrouped students for learning.
Served on district collective bargaining team, labor management team, and think team. Co-created and taught district Assessment Academy focusing on formative assessment, and co-created and led professional development for administrative team.
The neighborhoods around Evergreen represented families with diverse backgrounds and experience. Nearly fifty percent of families struggled with issues of poverty. As Principal, I co-created a results-oriented culture of inquiry that produced dramatically increased student learning. Results showed only slight achievement gaps for students of color or poverty. The school received numerous awards, including the Title 1 Academic Achievement Award. Co-created a lab school environment by partnering with Eastern Washington University and the State of Washington to train practicing and student teachers in study and implementation of a three-tiered approach to reading and math instruction.
Active member of district level design team for Whole Scale Change process involving 1300 district and community participants.
Mead Middle School
As Assistant Principal, helped convert traditional Mead Junior High School to a middle school.
Bainbridge Island School District Acting Principal and Associate Principal
1991 - 1994
Bainbridge Island, Washington
Helped convert traditional Commodore Middle School from junior high to middle school philosophy including interdisciplinary teaming and inclusive Special Education programming. Responsible for all aspects of school leadership, including ASB, athletics, professional development of staff, and curriculum design.
Renton and Enumclaw School Districts Classroom Teacher
Renton and Enumclaw, Washington
Taught middle school language arts and interdisciplinary summer school at Nelson Middle School and Enumclaw Junior High. Served as a department head, and coached and advised numerous student activities.
OTHER EXPERIENCE AND ACCOMPLISHMENTS
President: Association for Supervision and Curriculum Development, (ASCD International)
2012 – 2015
- Elected by international membership to lead the premier worldwide educational association in fulfillment of its mission, including all fiduciary and policy aspects.
- Advocated for sound whole child educational policy at national and international levels, and visited schools outside the US to gain insights into serving students from around the globe.
Washington State University Adjunct Faculty
2005 - 2009
- Co-taught the Spokane-based cohort of the Washington State University principal preparation program. Taught all courses in supervision, assessment, communication, and leadership.
Board Member, President, Board Member, and Journal Co-editor
ASCD International, Washington State ASCD, 2001, 2009 - 2011
Alexandria, Virginia, 2007-2010
Excellence in Leadership Award
Washington State University, ESD #101, and Spokane Teachers Credit Union, 2005
Washington Alliance for Better SchoolsSnohomish County Boys and Girls Club
Vice Chairperson, 2016 - presentBoard Member, 2016 - present
Greater Marysville Tulalip Chamber of CommerceEssentials for Childhood State Initiative
Board Member, 2013 – presentCo-Chair of Subcommittee
Snohomish Stem Executive CommitteeMember Marysville Noon Rotary
Member, 2015 – presentPaul Harris Fellow, 2015
Spokane County Superintendents, 2012-2013WA. Learning First Alliance, 2000-2003
PEAB Board Member
Eastern Washington University, Whitworth University and UofW Bothell, 1995 – Present
PUBLICATIONS AND PRESENTATIONS*
Alvy, H. & Robbins, P. (2009). The Principals’ Companion, 3rd Edition, Thousand Oaks, CA Corwin Press. Contributor.
Martella, R. C., Marchand-Martella, N. E., & Cooke, B. (2003-2004). Improving the math skills of students with special needs in upper elementary and middle school settings with Project AIM: Achievement In Mathematics. Mead School District. (Funded for $62,262). Office of Superintendent of Public Instruction, State of Washington.
Martella, R. C., Crawford, D., Cooke, B., & Marchand-Martella, N. E., (2004, January). Improving the math skills of students with special needs in upper elementary and middle school settings with Project AIM: Achievement In Mathematics. Paper presented at the Eleventh Annual Office of Superintendent of Public Instruction’s January Conference, Spokane, WA
Cooke, B (2000). Parental choice of a charter school: A case study, Doctoral Dissertation, Teachers College Columbia University.
Burnette, A., Bettis, D., Marchand-Martella, N. E., Martella, R, C., Tso, M., Ebey, T., McGlocklin, L., Hornor, S., & Cooke, B. (1999). A comparison of Spelling Mastery and a whole-word spelling approach across elementary grades in a Title1 School. Effective School Practices, 18(2), 8-15.
Herzog, N. A., Marchand-Martella, N. E., Martella, R. C., Ebey, T. L., McGlocklin, L., Hornor, S., & Cooke, B. (1999). A comparison of assessment results between the Reading Mastery Program and the Qualitative Reading Inventory-II. Effective School Practices, 18(2), 43-49.
Bettis, D. F., McGlocklin, L., Horner, S., Drouin, D., Williams, J., Cooke, B., Marchand-Martella, N. E., & Martella, R. C. (1999, May). Assessing the effects of the Spelling Mastery program with first through sixth grade students. Paper presented at the Association for Behavior Analysis 25th Annual Convention, Chicago, IL. * Most published under former name Cooke.