Jocelyn Bigay
About Jocelyn
Driven by a commitment to Creating Access, Bridging communities, and Leading with Equity, Jocelyn Bigay has dedicated her career to transformative work within the secondary education system. With experience spanning various roles including high school teacher, middle school assistant principal, alternative education principal, and district-level manager, she has championed change and improved outcomes for historically underserved students.
In administrative capacities, Jocelyn has spearheaded initiatives resulting in increased graduation rates, decreased dropout rates, and the establishment of district-wide transition programs and credit recovery systems. Notably, as principal of culturally specific alternative high schools in Portland, she achieved a four-grade level literacy increase within 18 months.
Currently, Jocelyn works nationally with districts and school leaders, focusing on establishing Multi-tiered Systems of Support aligned with college and career readiness skills. Locally, in the Portland metro area, she assists schools in reestablishing identity, healing from historical trauma, and facilitating professional learning community (PLC) work.
Her guiding principles include the belief that slowing down is necessary and joy is resistance, embodying a dedication to thoughtful, impactful service to communities and students.
Toolkit Resources From Jocelyn
Jocelyn’s Story
Throughout my career in secondary education, I have embraced roles that allow me to lead with students and communities at the heart of the work. I have served as a high school teacher, middle school assistant principal, alternative education principal, district-level manager of federally funded dropout prevention grants, and director of both a reconnection center and multi-tiered systems of support. In these capacities, I facilitated change that positively impacted outcomes for students in alternative and re-engagement settings, particularly those historically underserved. As principal of two culturally specific alternative high schools in Portland, I led efforts that resulted in a four-grade level literacy gain within just 18 months. At the district level, I contributed to reforms that strengthened graduation and retention rates and institutionalized successful transition and credit recovery programs. My passion lies in helping individuals and organizations lead with clients at the center, fostering collaboration, and bridging communities toward strength-based solutions.