“I’ve grown my 25-year career inside a credit union founded by teachers, and have been shaped by people who invested in my learning,” said Lindsey Myhre, STCU’s president and CEO. “So when we talk about education in Spokane, we’re really talking about the same mission that’s guided STCU from the start: helping people grow into who they’re meant to be.”
For Myhre, that alignment goes back to STCU’s origins and its core values. “We were started by Spokane schoolteachers, and almost a century later, our mission still comes down to helping people learn, belong, and thrive,” she says. “Whether it’s teaching financial skills or supporting K–12 classrooms, we see education as the throughline that connects our values to real lives.”
Marty Dickinson, STCU’s Chief Community Officer, grew up in the Central Valley School District. “I can tell you who my second-grade teacher was, my sixth-grade teacher, and my high school principal,” she said. “They all showed up for me, and decades later, they still do. I am the person I am personally and professionally because I’m a product of public education in Spokane.”
That strong belief in education fuels both Myhre’s and Dickinson’s personal advocacy and STCU’s commitment to the next generation through GSI’s INSchools initiative—a community effort focused on increasing awareness, engagement, and collaboration in K–12 education. It moves beyond rallying support only when bonds or levies are on the ballot, instead fostering ongoing conversation and storytelling about why education matters.
“We used to rally around a school bond or levy for a couple of months, tell great stories, and then move on,” Dickinson recalls. “We realized we should be sharing our successes all along and capturing why public education matters to Spokane year-round, not just when we need something from voters.”
That ongoing storytelling became the foundation for INSchools, aligning perfectly with STCU’s values, supporting education as a calling rather than a cause. “We tell stories every day about good things happening in our community so people feel compelled to get involved,” said Myhre. “It’s the same idea, bringing people together to talk about the value and importance of educating our youth and our future.”
Connecting Classrooms and Boardrooms
Dickinson firmly believes that discussions between schools and businesses must happen before high school graduation. “K–12 education can’t be done in a vacuum,” she insists. “It’s part of a broader conversation to talk about what we want our future community to look like. Developing industry, social networks, and economic pathways must start with those conversations.”
Myhre believes the business community must not only recognize what schools are doing but also actively help shape a more responsive and relevant educational system. “Post–high school opportunities matter and not just four-year degrees,” she says. “Those conversations about what skills are needed in the workforce need to happen with the private sector, starting as early as middle school.”
That kind of collaboration requires patience, persistence, and honesty. “Whatever we’re doing right now is going to take years,” Dickinson acknowledges. “So you have to be having those conversations now and creating a roadmap.” Her perspective also frames education as economic infrastructure—just as fundamental to Spokane’s future as roads or housing. “The physical buildings matter, but we need to go deeper into programmatic supports, safety nets, and early warning systems. INSchools helps bring those stories forward.”
Bridging Understanding Between Classrooms and Careers
Part of that deeper understanding involves business leaders stepping into educators’ shoes. “I think what businesses can learn from K–12 is understanding what it takes to educate a child who might come to school on the first day not quite ready. Yet over twelve years, that child becomes our next employee. That’s remarkable,” she says. “Creating greater awareness regarding barriers educators navigate every day is critical.”
At the same time, she wants schools to become more agile and practical, from teaching project management through science projects to developing the communication and digital literacy skills that young people need to succeed in modern workplaces. “I appreciate that we want people to read novels and learn math, but we also need to teach immediately relevant skills like how to write a professional email,” Dickinson says. “Those things matter. That skill can make or break an interview.”
She emphasizes that the divide isn’t about intent but more about structure. “It’s not a matter of people saying no or not wanting to innovate,” she says. “It’s about energizing, simplifying, and concentrating on three or four actions we can take together to make a difference.”
The Courage to Stand Up for Schools
For Dickinson, advocating for education has never been easy. “Of everything I’ve done in my professional career, standing up for public education is the hardest thing,” she shares candidly. But she believes the challenge is worth it. “It’s about being credible storytellers for why education matters, and helping our educators and students feel supported,” she explains. “Now’s the time to double down.”
Myhre sees that same persistence reflected in STCU’s long-term approach. “We don’t measure our success in quarters; we measure it in generations,” she says. “If our mission and values mean anything, they should show up in how we support kids today so they can lead the Inland Northwest tomorrow.”
When asked what keeps her going, Dickinson smiles. “Because it matters to me and to STCU,” she says simply. “Education is a long game. It may take decades to see the full results, but the work we put in defines who we are as a community.”