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Shorecrest High School

Principal, Chad Towe
15343 25th Ave. NE, Shoreline, WA 98155
Main Office: 206-393-4286

 

Administrative Team
Contact Email Phone
 Principal: Chad Towe
  chad.towe@ssd412.org  206-393-4289
 Assistant Principal: Justine Locke
 justine.locke@ssd412.org  206-393-4290
 Assistant Principal: Rosa Khim
  rosa.khim@ssd412.org  206-393-4292
 Dean of Students: Heidi Rutledge
  heidi.rutledge@ssd412.org  206-393-4314
 Office Manager: Marlys Pickrell
  marlys.pickrell@ssd412.org  206-393-4282
 Main Office Secretary: Heather Shi
  heather.shi@ssd412.org 206-393-4286
 Registrar: Stephanie Mondragon Flores
  stephanie.mondragon.flores@ssd412.org 206-393-4293
 Counseling Secretary: Jocelyn Hudson
  jocelyn.hudson@ssd412.org 206-393-4296
 Attendance Secretary: Sara Sokolowski
 sara.sokolowski@ssd412.org 206-393-4294
 ASB Secretary: Andy Denney
  andy.denney@ssd412.org 206-393-4291
 Family Advocate: Kristin Harrington
  kristin.harrington@ssd412.org 206-393-6161

 

Photo of Shorecrest High School Main Entrance

About Shorecrest

Shorecrest High School, located in the southeastern portion of the Shoreline School District, has an enrollment of approximately 1,300 students in grades 9-12. The school generally serves students who live east of I-5.

Shorecrest is a comprehensive high school offering a broad spectrum of educational programs in academics, the arts and applied learning. Instruction is organized by departments, and many staff members work collaboratively both inter- and intra-departmentally. Shorecrest encourages parent, community and staff participation in school decision-making. Opportunities include Site Council, the administrative team and school-wide committees.

Mission Statement

At Shorecrest, we push ourselves to grow as unique learners;  we are involved in our school, we excel in our classes, and we are committed to our community.

Vision Statement

Expanding Minds, Igniting Passions

Shorecrest Goals

Academic Achievement: Shorecrest High School teachers will…

  • use student improvement data from common formative assessments to gauge student mastery of learning targets.
  • develop classroom-based interventions to ensure students attain those learning targets.
  • create enrichment activities to extend and personalize learning for students.

As a Shorecrest staff member, I will be one of the informed, caring adults who supports the development and implementation of each of my students’ five-year plan.

Student Growth: Shorecrest High School students will…

  • build balanced five-year plans with the support of family and an informed Shorecrest adult who cares about him/her.
  • include in the five-year plan artifacts that reflect the student Naviance account, college/career plan, course schedules, portfolios, community service, co-curricular participation, and culminating exhibition/senior project work.

School Organization

Shorecrest is a comprehensive high school offering a broad spectrum of educational programs in academics, the arts, and applied learning. Instruction is organized by departments; many staff work collaboratively both inter- and intra-departmentally. Opportunities for participation and leadership in school decision-making are encouraged at Shorecrest. Leadership groups include Department Heads, the Administrative Team, school-wide committees, and Site Council.

Educational Philosophy

Academic success and shared decision-making at Shorecrest are guided by the following principles:

  • Education is the collective responsibility of students, their families, school staff, and the school community
  • High standards and expectations are set for all students with provisions for their individual learning styles.
  • We are a diverse learning community of students, families, and professional educators.
  • We respect both our differences and similarities in areas such as race, ethnicity, culture, language, religion, ideology, life choices, sexual orientation, socio-economic status, physical and mental differences, gender, age, appearance, and marital status. We are all Shorecrest.
  • A climate of trust and respect is essential for an effective learning environment.
  • The process of learning is as important as the product or specific content taught.
  • Education includes a student’s intellectual, social, emotional, and physical development.
  • Educational programs link learning to life experiences and must be adaptable to fit a changing world.
  • Learning opportunities must prepare students for successful participation in civic and family life, further education, and satisfying work.
  • Creating and promoting a positive environment for all is everybody’s job in all of our programs.
  • We each assume personal responsibility for achieving our educational and professional goals.