Camas-Washougal school leaders honored

State association recognizes Camas assistant superintendent Charlene Williams, Washougal assistant superintendent Aaron Hansen for 'extraordinary contributions to K-12 education'

Camas School District Assistant Superintendent Charlene Williams (Contributed photo courtesy of the Camas School District)

Washougal School District Assistant Superintendent Aaron Hansen (Contributed photo courtesy of the Washougal School District)

Two East Clark County school district administrators have been recognized by the Washington Association of School Administrators (WASA) for their “extraordinary contributions to K-12 education.”

Camas School District assistant superintendent Charlene Williams received WASA’s 2022 Columbia River Region Award of Merit for effective leadership.

“Dr. Williams has been a tremendous champion in the Camas School District, as well as Clark County, ensuring that our students and families experience equity in access and opportunities,” Camas School District interim superintendent Doug Hood said in a news release. “She understands the power of coming together to learn by listening to our students and families who have been historically marginalized, and by engaging our community in a dialog to reflect on our own beliefs, deepen understanding, and work together to create equitable systems and practices.”

Washougal School District assistant superintendent Aaron Hansen received WASA’s 2022 Columbia River Region Student Achievement Leadership Award for innovative programs that improve student achievement.

“Aaron has used his time in education working to advance student achievement and to ensure that all students are able to succeed,” Washougal School District Superintendent Mary Templeton said in the news release. “During his tenure as principal at Washougal High School, the school raised the graduation rate from 2016 to 2019 from 74 percent to 89 percent. Subgroups also saw increases in graduation rates during this same time. 

“Aaron (has focused on) restorative practices, minimizing student time out of class, and improving relationships, and led the district’s equity work, focusing on creating systemic changes that will positively impact historically underserved communities.”