In this conversation, Melvin sits down with Chris Sullivan, Interim Vice President of Instruction at Seattle Central College, who offers a reflection on the institution’s approach to workforce education. Rooted in equity and social justice, Chris outlines a reverse-design approach that prioritizes the needs of marginalized learners over industry demands. He emphasizes the importance of mission-aligned partnerships, the risks of misalignments, and the necessity of knowing when to walk away from opportunities that don’t serve the intended population. The Academy for Rising Educators (ARE) emerges as a powerful case study. This apprenticeship-style initiative combines paid paraeducator roles, wage progression, and credit-bearing hands-on experiences to create long-term pathways into teaching careers. Chris’s insights highlight a replicable model centered on lived experiences, flexibility, and a values-first framework for systemic change.

Date Recorded: July 16, 2025

I. Aligning Workforce Education with Community Values

00:30 – Community and Social Impact

• Serving people, not just positions

• Centering BIPOC learner experience

• Industry roles must add value

04:45 – Partnership Criteria

• Not all partners are the right fit

• Look for equity-minded champions

• Lip service ≠ alignment

08:10 – Redefining Geographic Focus

• Regional, not city-limited, impact

• Students often live outside city limits

• County-based workforce strategy

10:30 – Values-First Program Design

• Programs built in reverse

• Start with student outcomes

• Align training with mobility goals

II. Navigating Accessibility and Knowing When to Walk Away

13:00 – Organizational Accessibility Practices

• Success: Seattle Children’s, Expedia

• Example of turning down a major partner

• Accessibility must be systemic, not symbolic

16:15 – Misalignment Case Studies

• Wage progression promises unmet

• Lack of mentorship/support structures

• Harm to students → end of partnership

19:30 – Key Lessons

• “Not all money is good money”

• Internal feedback loops are vital

• Mission integrity over funding

III. The Academy for Rising Educators (ARE) – Case Study

22:10 – Original Vision vs. Reality

• Shift from Black male youth to BIPOC paraeducators

• Responded to academic trauma feedback

• Meeting learners where they are

25:10 – Program Features & Innovation

• Paid roles + tuition support

• Guaranteed job placement

• Stackable learning + wage progression

28:05 – Healing Curriculum & Structural Support

• Based on lived experiences

• Cross-institutional collaboration

• Classroom learning is tied to advancement

30:50 – A Flexible, Scalable Model

• Multiple pathways: teaching, counseling, more

• Shared-credit degree design

• Positioned for statewide replication

IV. Conclusion and Call to Action

32:45 – Final Reflections

• Start with who you serve

• Programs must reflect values

• ARE is a replicable, healing-centered model

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