Matt Coleman, DEd, has worked at every level of the secondary education system. He has served as an educational assistant, middle school teacher, high school teacher, high school assistant principal, middle school principal, high school principal, director of secondary education, and assistant superintendent. In his administrative roles, Matt supported significant change resulting in improved outcomes for all kids—with a positive, differential impact on students who have been historically underserved. In his role as assistant superintendent in Springfield Public Schools, Matt led and supported high school reform efforts that increased cohort graduation rates, decreased dropout rates, increased enrollment in advanced programs, and significantly reduced the gap in achievement between different cultural groups. In recognition of his service to Springfield Public Schools, Matt received the 2014 Excellence in Achievement Award from the Confederation of Oregon School Administrators. Dr. Coleman received his DEd at the University of Oregon in 2008 with an emphasis on learning assessment systems and performance.
Since joining the organization in 2014, Matt Coleman has led an intentional shift to make our work more accessible to educators and to make a difference in schools. As an organization, we made the difficult decision to change our name from the Educational Policy Improvement Center (EPIC) to Inflexion. While our commitment to all students and to championing a holistic view of readiness remains the same, our shift to working directly with school and district leaders represents our inflection point as an organization. As Inflexion, we use the Four Keys (Think, Know, Act, and Go) developed by our founder, Dr. David Conley, as a critical driver in our work with schools. This framework represents a holistic vision for schools and systems to align with as well as a shared mental model for staff to anchor their understanding of readiness.
The Inflexion Approach is rooted in organizational theory and recognizes the critical role identity plays in developing schools and systems that serve all students well. Specifically, identity informs the types of structures needed to support learning environments capable of ensuring readiness. Identity includes shared values, beliefs, mental models, attitude, and vision. Structure includes the systems, processes, and practices that should be informed and reflect a school’s or system’s identity and support the type of learning environment that will ensure readiness for all. Learning environment includes instructional design as well as professional and program development – all aligned with a holistic vision for student readiness