Discover CEL’s Coordinated Approach to Student Learning
Developing Instructional Coaches
Side by side, we work with you to improve the quality of instructional coaching.
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Content Area Professional Learning
Helping teachers, coaches and principals build content knowledge and hone pedagogical skills.
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Principal Supervisor Academy
Supporting leaders who support principals’ instructional leadership growth. Applications due June 30.
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CEL’s Tools for Leadership and Instruction
IN THE BLOG:Instructional Leadership in Action
In this latest installment of The Throughline, Max Silverman uses his final blog post of the school year to share CEL's new vision and mission.
In their recent book, Leading for Professional Learning, my...
What does transformative teacher professional learning look and sound like? This ...
In this latest installment of The Throughline, Max Silverman reflects on a year of conversations with leaders who are pushing for a new school experience for students.
As a leader, you are continually pushing for a new set of outcomes for students, new experiences for...
News and Events
AASA National Principal Supervisor Academy - Applications due June 30
AASA has partnered with the University of Washington Center for Educational Leadership to bring CEL's Principal Supervisor Professional Development Program to all central office leaders who support principals' instructional leadership growth as their primary responsibility.
Announcing a new approach to teacher professional learning
We are pleased to announce the launch of a new line of service, Leading for Teacher Professional Learning. Unlike traditional investments in teacher professional development that have not consistently yielded results for students, CEL's approach to professional learning develops teacher collective efficacy — a long-term, sustainable approach to addressing persistent challenges of student learning.
Introducing the Leadership Guide for K-12 Teacher Professional Learning
The Leadership Guide for K-12 Teacher Professional Learning is for leaders in classrooms, schools and school systems who want coherent, authentic, sustainable, and effective teacher learning aimed at improving outcomes for students.
Why School Systems Choose CEL
The chance to be coached as an instructional leader is one of the best things that ever happened to me professionally.
Charles Ransom, Superintendent and former principal, Woodburn school district, Oregon
CEL has helped my practice become much more student-centered and much less me-centered.
Carrie Howell, high school teacher, The Academy of Citizenship and Empowerment, SeaTac, Washington
CEL has created this urgency in a place where it didn’t exist before. It’s this idea of reaching 100 percent of the students and making them 100 percent successful, 100 percent of the time.
MICHELLE ROOKS, INSTRUCTIONAL COACH, TETON COUNTY SCHOOL DISTRICT #1, WYOMING