We partner with school systems to provide contextualized, research-based adult learning to support leaders in creating schools where all students are happy and proud.

Professional learning partnerships over the past five years

Students across the country served

CEL’s professional learning participants report that skills they’ve gained will lead to greater on-the-job impact

Explore our professional learning opportunities

Our side-by-side partnerships help build a throughline of mutual accountability that support leaders in creating instructional practices and rigorous learning environments where all students thrive.

Central Office Leaders

Empower school leaders to lead for great student learning experiences and equitable outcomes.

School Leaders

Prioritize student experience to grow collective leadership for equitable instruction and environments for learning.

Teacher Leaders

Facilitate impactful opportunities for educators to grow and solve problems together to ensure all students succeed.

Leaders set the vision for teaching and learning

What do you want the student experience in your schools to look like?

Let’s bring that vision to life.

When you partner with CEL, you form communities of learners committed to making courageous decisions on behalf of students. Together we’ll help you move from your current state toward a vision of equitable teaching and learning where all students are empowered to reach their full potential.

What our partners say


I didn’t anticipate that people would be able to handle this level of change so quickly, and that was good learning for me as a leader — we're resilient, and we're capable of a lot more than we give ourselves credit for.

Stacy Thomas, executive director of teaching and learning, Blaine School District, WA

CEL is student-centered with an actionable equity focus. They provide quality professional development for adults, which creates powerful learning experiences for students. Their research ensures students are feeling capable, connected and contributing in their learning environments.

Jose Rivera, assistant superintendent of teaching and learning, Grandview School District, WA

When we worked with CEL, they asked questions about what we were working on and then showed the alignment between how they can support us and what we are doing in our system. They served as great thought partners and narrowed our focus to help our leaders be better leaders.

Dr. Deann Collins, director of CARES Act, Early Childhood, and Title I Programs, Montgomery County Public Schools, MD

The principals have been really appreciative of the change in the relationship between the supervisor and the principal. They can see the differences in what happens not only with their learning but in their schools through the inquiry cycle, and we’ve had some really strong positive results in using that cycle.

Karen Kapp, director of staff and leadership development, Greenville County Schools, SC