Hector Bojorquez, B.A., is IDRA’s Director of Operations, overseeing IDRA’s numerous projects that provide training and technical assistance to school districts and other education-related agencies. He recently served as co-director of the IDRA EAC-South, which builds bridges among administrators, teachers, parents, students and community members so that all stakeholders can find that common higher ground where all students will benefit regardless of race, sex or national origin. The IDRA EAC-South is one of four federally-funded centers that provide technical assistance and training at the request of school districts and other responsible governmental agencies to build capacity of local educators to ensure a more equitable learning environment for all students.
He is also co-director of IDRA’s Re-energizing Leadership to Achieve Greater Student Success project that is transforming instruction schoolwide using promising practices to strengthen student learning and build school-community collaboration.
In 2017, Mr. Bojorquez directed IDRA’s Ready Texas project, funded by the Greater Texas Foundation to develop a study of the implementation of HB5 in Texas to provide education stakeholders critical and timely information about the implications of recent curriculum changes in the state on the college and career readiness of graduates.
Mr. Bojorquez directed a project funded by TG that created an innovative and replicable model of secondary and post-secondary support that provided college success assistance to students, especially first-time-in-college Latino students in Texas who have difficulties navigating IHE processes. He also co-directed IDRA’s i3 program funded by the U.S. Department of Education to spread and document the PTA Comunitario movement across south Texas.
He wrote IDRA’s report, College Bound and Determined, profiling what happens when a school district raises expectations for students instead of lowering them. He examined data and conducted interviews with Pharr-San Juan Alamo ISD superintendent Dr. King, school principals, teachers, counselors and students to explore how PSJA has achieved the kind of success that it has. The report shows how PSJA’s vision and actions, clearly and independently aligned with IDRA’s own vision for change: The Quality Schools Action Framework™. This change theory helps communities and educators assess a school’s conditions and outcomes and identify leverage points for improvement and informing action.
For a number of years, Mr. Bojorquez served as the web specialist and trainer at IDRA. He led integration of technology in providing technical assistance and training to educators. And he developed and enhanced online databases for evaluation; developed products for delivery in a variety of formats, including video, audio, CD and the Internet; and established communication systems with stakeholders.
Mr. Bojorquez has his bachelor’s degree in English literature from the University of Texas at Austin and his certification in elementary education: pre-kindergarten through sixth grade, bilingual education and English as a second language.
Mr. Bojorquez led in the development of the IDRA OurSchool portal, a groundbreaking online portal that helps community and school partners examine their school data and plan joint action to improve school holding power. Through this data-base driven, user-friendly portal, educators and community members can find out how well their high school campus is preparing and graduating students, what factors may be weakening school holding power, and what they can do to address them. Bojorquez directed another project funded by TG to build organizational capacity to disseminate actionable data to communities through IDRA’s OurSchool portal concerning college persistence, developmental courses and success of Texas high school students.
He also developed the technology integration plan for technical assistance through IDRA’s Focusing on Language and Academic Instructional Renewal (FLAIR) model. FLAIR capitalizes on the campus leaders, mobilizing the principal, teachers, librarians and support staff as a force to tailor-make a reading program that is research based and that results in better achievement for all students. Bojorquez led implementation at a pilot campus where teachers are now using technology with their students in the classroom and seeing dramatic results.
Mr. Bojorquez has worked in education for more than 17 years in roles ranging from education specialist for a regional education service center to writing curriculum and training to teaching in a bilingual elementary school classroom.
- Rural Districts Take a 24 Percent Hit in Algebra II Enrollment – IDRA Ready Texas Study Examines Texas HB5 Graduation Requirements, May 24, 2018
- The Link between Institutional Grit and Non-cognitive Skills, April 30, 2018
- Integrating the Assets of Social Justice Principles to Transform Schools, January 31, 2018
- Grit and Non-Cognitive Skills – Framing the Narrative, January 26, 2015
- The Foundation for Using Technology for Learning in the Classroom is in Our Own Hands, June 18, 2013
- Technology Integration in Science and Mathematics- The Opportunity to Explore, September 01, 2011
- Technology Integration in Everyday Instruction, April 02, 2007
- Ready Texas Study of New Graduation Requirements – Podcast Episode 178, January 23, 2018
- Using Socioeconomic Status for School Integration – Podcast Episode 172, May 30, 2017
- Community Expects College Prep for All – Podcast Episode 156, September 14, 2015
- PTA Comunitarios are Born in their Communities – Podcast Episode 144, August 25, 2014
- A Principal on the Core Elements of School Transformation – Podcast Episode 127, August 21, 2013
- A Principal on Setting Expectations for College – Podcast Episode 126, August 12, 2013
- Parents Modeling Math in Everyday Life – Podcast Episode 95, September 30, 2011
- Communities Using Data to Improve their Schools – Podcast Episode 35, June 02, 2008