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English Language Learners

“Every teacher is a bridge builder. When we break down the walls that keep our Multilingual Learners from realizing their full potential, we reveal the pathway to equity. Corwin has brought together an unparalleled team of experts and authors to develop practical, evidence-based books to support you in this important work. Together, we can build bridges to learning through culturally and linguistically sustaining teaching that values every student."



Equity

Our Approach to Equity

We acknowledge that disrupting predictable academic outcomes for historically underserved students requires the commitment and collaboration of multiple stakeholders, including classroom teachers, administrators, support staff, and policy makers as well as parents and community organizations. Consequently, our professional learning consulting services are aimed at a range of stakeholders from all levels of the education enterprise.


Equity & Diversity

At Corwin, we believe that promoting equity at all levels of the educational system is a moral imperative that stems from a uniquely human capacity for empathy, fairness, and justice. We are proud to learn from and sponsor the work of brilliant and courageous scholars and practitioners who have made us better people and help us build a better world.


Evaluating Instructional Leadership

Focus on instructional leadership to impact student achievement.

Even with great teachers, student achievement hinges on an effective principal. Behind every great principal is an airtight system of leadership evaluation that consistently rewards excellence and remedies deficits. While teacher evaluation methods have improved, instructional leadership evaluation has often stood still—and student learning and achievement have paid the price.


Evaluating Instructional Leadership Alignment

In the forward for Ray and Julie’s book, Evaluating Instructional Leadership, Professor John Hattie poses a question:

One of the greatest powers of a school leader is that they have the power to create the narrative in their schools. Is it a narrative of curriculum, test, scores, bus timetables, tracking—the peripherals of schools that need school on student learning—learning in the widest senses?




Evidence Gathering Tools

Visible Learning Evidence Gathering

Visible Learning+ Evidence Gathering

Measure Growth 

How do you know that your time, energy, and resources are focused on what works best?  


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