브루스 보겔트

고등학교 수학 교사

이메일:

borgeltb@nclack.k12.or.us

나에 대해서

내 이름은 브루스 보겔트(Bruce Borgelt)입니다. 저는 총 24년 동안 가르쳤습니다. 저는 이제 Clackamas Web Academy에서 수학을 가르치는 13년째입니다. 이 독특한 프로그램에서 훌륭한 교직원 및 학생들과 함께 일할 수 있어서 매우 행운이라고 생각합니다.

나에게는 시에나(Siena)라는 12살짜리 딸과 로건(Logan)이라는 9살짜리 아들이 있습니다. 우리는 West Linn에 살고 있으며 그곳에서 지난 20년 동안 거주했습니다. 우리는 산책, 스포츠, 야외 활동을 좋아합니다.

저는 또한 Tualatin 고등학교의 트랙 코치이기도 합니다. 나는 지난 20년 동안 어떤 면에서든 코칭을 해왔습니다. 저는 엄청난 스포츠 팬이며 여가 시간에는 다양한 종류의 스포츠를 즐기는 것을 좋아합니다.

나는 다가오는 학년도를 매우 기대하고 있습니다. 올해 우리 모두가 매우 생산적인 교육 경험을 하게 되기를 바랍니다.

Statement of Purpose

Social Justice and Equity (Inclusive):
My commitment to social justice and equity aligns closely with Portland State University's value of being inclusive, welcoming, and equity-focused. Throughout my 26-year career in the North Clackamas School District, I have championed initiatives that ensure every student has access to an inclusive and supportive learning environment. As Principal of Clackamas Web Academy (CWA), I conducted an equity audit to redesign our curriculum, ensuring it reflected diverse perspectives and addressed systemic inequities. This work, supported by my Master’s in Curriculum and Instruction and my ongoing pursuit of an Ed.D. in Educational Leadership, led to significant improvements in student engagement and achievement, particularly for historically marginalized groups. Our efforts culminated in a 60% increase in CWA’s "Four Year Cohort Graduation Rate," demonstrating our commitment to inclusivity and equity.

Collaboration and Community (Engaged):
Portland State University values being engaged, connected, and collaborative, which mirrors my approach to leadership at CWA. I believe in the power of collective leadership and have actively involved the entire school community in collaborative redesign efforts. As Principal, I established a parent-teacher advisory model, creating a platform for regular meaningful dialogue and joint decision-making. Additionally, I built strong partnerships with local businesses and colleges, launching mentorship programs that connect students with community leaders and provide real-world learning opportunities. These initiatives have not only enhanced our academic offerings but also strengthened our community ties, embodying PSU’s commitment to being an engaged and collaborative partner.

Innovation and Creativity (Creative):
Innovation and creativity are central to both my leadership style and Portland State University's values. At CWA, I led the development of a blended learning model that integrates online and on-site instruction, offering personalized learning experiences tailored to diverse student needs. This innovative approach, which I initially spearheaded as Assistant Principal and refined as Principal, has positioned CWA as a leader in educational innovation, earning us full accreditation from Cognia and recognition as a Top 10 National Online Charter School by Vastlearners in 2023. My work reflects PSU’s emphasis on creativity, as we continually seek new ways to create knowledge and improve educational outcomes.

Professionalism and Integrity (Responsive):
Portland State University's value of being responsive, mindfully serving students and communities, resonates deeply with my professional journey. I have always prioritized integrity and ethical leadership, ensuring that decisions are made transparently and with the best interests of students and staff in mind. For example, during the development of CWA’s Five Year Strategic Plan, I facilitated open discussions about resource allocation and staff evaluations, fostering an environment of trust and accountability. This responsiveness to the needs of our school community has been a cornerstone of my leadership, aligning with PSU’s commitment to being a mindful and responsive institution.

Excellence and Accountability (Impactful):
Excellence and accountability are at the heart of both my leadership philosophy and Portland State University's values. I have consistently employed data-driven approaches to monitor and enhance student performance at CWA, resulting in a remarkable 61% increase in our "Four Year Cohort Graduation Rate" over 12 years. By developing a comprehensive progress monitoring system and fostering a culture of continuous improvement, I have ensured that our school remains focused on achieving high standards. This dedication to being impactful, process-oriented, and accountable aligns perfectly with PSU’s commitment to making a meaningful difference through rigorous, data-driven practices.

Education

Heading 6

Ed.D. in Educational Leadership. Portland State University. Winter 2013, In Progress.
L2000 Initial Administrators License Program. Portland State University. Summer Cohort 2006-2007.
M.S. in Curriculum and Instruction. Portland State University. Graduation in Winter 2004.
B.A. in History. Linfield College. Graduation in May,1998.

Curriculum Vita

North Clackamas School District (Clackamas Web Academy) – Administrator
(June 2007-Present) Clackamas, OR.
North Clackamas School District – Professional Development Specialist
(June 2005 – 2007) Milwaukie, OR.
North Clackamas School District - High School Social Studies Teacher
(June 1998 - 2007) Milwaukie, OR.

Core Paper

Family participation is the bedrock upon which our education system is built, playing a critical role in fostering community trust in public schools and driving student achievement. According to Epstein's research (2011), when teachers, students, and parents are seen as equal partners in the educational process, the strengths of multiple perspectives are integrated, thereby maximizing student learning. This collaborative approach not only enhances learning for all students, particularly those who are historically underserved, but also broadens the range of teaching styles, making education more individualized and meaningful.

Parents who work closely with their child's teacher engage in setting both short- and long-term academic goals that address the emotional, social, and intellectual needs of their student. Through this collaboration, parents deepen their understanding of academic content and extend learning beyond the traditional school day. Epstein’s family participation categories four, five, and six advocate for a two-way outreach strategy, where community and business groups are actively involved in education, and schools, in turn, encourage family participation within the community (Epstein et al., 2009). This approach creates the metaphorical village that supports, sustains, and enhances learning for all students, including those from historically underserved backgrounds.

To improve student outcomes as measured by Oregon state assessments and Four Year Cohort Graduation Rates, Clackamas Web Academy (CWA) has adopted a parent advisory model that involves the student, parent, and a CWA coach. This academic team meets bi-monthly to check in, review academic progress, set goals, and participate in tutoring sessions for mathematics and language arts.

This inclusive educational model has produced significant improvements in student outcomes. CWA has increased its Four Year Cohort Graduation Rate for 13 consecutive years (2010: 20%, 2016: 64%, 2023: 81%): a total increase of 61 percentage points. Additionally, CWA has consistently achieved academic gains in reading and mathematics on the Oregon Statewide Assessment System (OSAS). In 2023, CWA reported a Four Year Cohort Graduation Rate of 85% for its English Learners (Oregon average 64%) and 75% for its Economically Disadvantaged students (Oregon average 53%).

To further explore the impact of family and community involvement on student achievement, my research will focus on identifying school practices and parental involvement within the construct of comprehension involvement. This study will seek to determine whether greater community partnerships lead to positive academic outcomes for students. The data collected will also help identify which parental involvement practices are most effective in yielding the best academic results for historically underserved students.