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Welcome

Thanks for stopping by! In a nutshell, my ultimate goal is to help all students, in urban, suburban, and rural settings, accelerate as readers, writers, and thinkers through the design and implementation of customized professional development for their teachers and administrators.

 

You may ask, “What do I find most fulfilling?” Seeing a smile on a teacher's or student’s face, as we are working collaboratively, that confirms, “I get it! I can do this! I love this!” BOOM -- Mission Accomplished!

 

As you peruse my website, learn more about my literacy focused work and experiences. I welcome the opportunity to collaborate with you and your team in the design and implementation of tailored professional development that meets your needs.

 

I look forward to hearing from you!

 

Carolyn Gwinn, Ph.D., Educational Consultant and Author

 

Past Experiences Informing Work as Educational Consultant and Author

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Past experiences in various locations and roles, including those at the school, district, University, and state levels, serve as underpinnings for current endeavors. 

                                    

School District Setting:

  • Classroom Teacher: Delivered first best instruction, designed learning experiences to meet the needs of each student at the elementary level.
     

  • Reading Recovery® Teacher: Coached struggling, first-grade students in gaining confidence and becoming independent readers and writers. Partnered with teaching team and families in the process.
     

  • Instructional Coach: Offered intentional and scaffolded support, gradually releasing responsibility.
     

  • District Level Literacy Curriculum and Instruction Specialist: Worked collaboratively in the largest school district in the state, across departments Pre-K–Grade 12 to include those who represent varying content areas and roles like classroom teachers, interventionists, teachers of English language learners and special education students, Reading Recovery® teachers, administrators such as principals, curriculum directors, and superintendents, as well as the community at large.
     

University Setting:

  • Lecturer and Adjunct Professor: Delivered literacy specific content supported by research for undergraduate and graduate students. Oversaw practitioner-based learning opportunities in schools.

 

State Department Setting: Service to Minnesota Department of Education

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  • Co-Chair: Early Childhood Indicators of Progress – Minnesota’s Early Learning Standards
     

  • Member: State Literacy Team
     

  • Consultant: Minnesota K-12 Academic Standards Revision Committee – English Language Arts

Conference Setting:

Carolyn presents to inform others about literacy practices.

  • Association for Supervision and Curriculum Development
     

  • Hamline University Literacy Institute
     

  • International Literacy Association, formerly International Reading Association
     

  • Literacy Research Association
     

  • Minnesota Association for the Education of Young Children and Minnesota School Age Care Alliance
     

  • Minnesota Association of Administrators of State and Federal Education Programs
     

  • Minnesota Reading Association

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Children’s Books:

 

Gwinn, C. B. (2020). Elephant trunks. Scholastic: NY.
 

Gwinn, C. B. (2020). High flyers: Pilots on the job. Scholastic: NY.
 

Gwinn, C. B. (2020). How animals use hearing. Scholastic: NY.
 

Gwinn, C. B. (2020). How animals use sight. Scholastic: NY.
 

Gwinn, C. B. (2020). How animals use smell. Scholastic: NY.
 

Gwinn, C. B. (2020). Oh No! Where’s cosmos? Scholastic: NY.
 

Gwinn, C. B. (2020). What frogs can do. Scholastic: NY.
 

Credentials:

 

Doctor of Philosophy: Education, Curriculum & Instruction, University of Minnesota

Master of Arts: Elementary Education, University of Minnesota

Bachelor of Science: Elementary Education, University of Minnesota

As an Author:

 

Professional Contributions:

 

Castek, J., & Gwinn, C. B. (2020). Literacy and leadership in the digital age. In A.  

     Swan Dagen & R. Bean. (Eds.), Best practices of literacy leaders: Keys to school 

     improvement (pp. 258-276). (2nd ed.). NY: Guilford.
 

Gwinn, C. B., & Watts-Taffe, S. (2017). The impact of vocabulary focused PLC and 

     research-based practices on teacher and student learning. Literacy Practice &

     Research, 42(2), 5-11.
 

Watts Taffe, S., & Gwinn, C. B. (2007). Integrating literacy and technology: Effective 

     practice for grades K-6. NY: Guilford Publications.
 

Watts-Taffe, S. & Gwinn, C. G. (2005). Viewing professional development through

     the lens of technology integration: How do beginning teachers navigate the use

     of technology and new literacies? In Maloch, B., Hoffman, J. B., Schalbert, D. L., 

     Fairbanks, C. M., & Worthy, J. (Eds.), The 54th Yearbook of the National Reading

     Conference (pp. 443-454). Oak Creek, WI: National Reading Conference.
 

Watts-Taffe, S., Gwinn, C., Johnson, J., & Horn, M. (2003). Preparing preservice

     teachers to integrate technology into the elementary literacy program. The 

     Reading Teacher, 57(2), 130-138. 

Carolyn with Susan

WHAT OTHERS SAY

Powerful Instruction

“Carolyn, this training was invigorating and directional. Watching you deliver explicit instruction with students was very powerful. The professional development resonated with me to such a point that eventually I would love to inspire teachers, as you inspired me! You truly have changed my trajectory because of the gift you have!” 

 

—  Alicia Long, Grade 2 Teacher, NY