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
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.
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
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
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
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.
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:
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
“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