Manuel Colón - Inflexion

Chief Program Officer

Manuel joined Inflexion on July 1, 2022, as the Chief Program Officer. His experience as a site and district office administrator and over 30 years in education, grounds him when leading local, state, and national initiatives that impact student outcomes. Manuel has been serving as a Portico Coach working with principals throughout California since July 2021. Manuel holds a degree in Language and Culture from the University of California, Santa Cruz and advanced degrees in education and school administration from Stanford University and UCLA.

In his role as Chief Academic Officer in the Anaheim Union High School District, Manuel was instrumental in creating a state model for family and community engagement as well as recognized for building partnerships with institutions of higher education and local businesses and nonprofits. He is a transformational leader that has excelled as a site principal, leading his school to be named one of the first national P-21 Exemplar Schools. Manuel has received individual awards for his service in education including the Apple of Gold Award in Excellence in Teaching from the Hispanic Education Endowment Fund, California State Administrator of the Year for Valuing Diversity from the Association of California School Administrators (ACSA), Campbell UHSD Teacher of the Year, and the LaBoskey Award in Teacher Education from Stanford University.

Manuel loves collecting books (first edition and rare), he is a trained Mexican Folklorico dancer, his dog’s name is “Cinco”, and his poetry has also been published in teaching video tools for Spanish textbook !Dime! Pasaporte al mundo 21. D.C. Heath, 1994.

California Education Policy Fund | Connecting Policy and Practice

Merced Union High School District | Making Learning Relevant for all Students Through CTE

CTE Course Equivalent Frameworks (Washington)

EPIC conducted an evaluation of a 15-month project funded by the Oregon Department of Education. The grant allowed the Oregon Business Education Compact (BEC) to implement a model of professional development and support for teachers and leaders at four demonstration sites across Oregon (two middle schools, one high school, and one grade 4–7 school). The project aimed to support and expand the use of proficiency-based teaching practices, and gather feedback from teachers and students about the use of proficiency-based practices in their schools. The evaluation focused on adding to the BEC’s growing body of research-based knowledge regarding its model, determining the necessity and effectiveness of the various components of the model, and deepening understanding of the supports and barriers to effective implementation.

Proficiency-Based Teaching and Learning (Oregon)

Collective Impact Shared Outcomes (Oregon)

Quality Elementary Science Teaching (Missouri)

South Carolina College and Career Readiness Toolkit

International Baccalaureate Diploma Programme: Examining College Readiness Final Report

Understanding Entry-Level Courses in American Institutions of Higher Education