Dr. Jim Ewing
Dr. Jim Ewing is a motivating and knowledgeable consultant with a diverse background in teaching, coaching, and research. After 25 years as a teacher, including eight as an administrator, Jim earned his PhD in education at Syracuse University. At Stephen F. Austin State University, Jim’s ability to engage his students and coach them into being better teachers was recognized with the Teaching Excellence Award—first for his department, and then for his college— and he received early promotion to Associate Professor and tenure.
Jim has emphasized how to meet the needs of Emergent Bilinguals and he has gained national recognition at ASCD, NCTM, and ESSA conferences for teachers and administrators. His keynote addresses have been given widely around the country, and—speaking Spanish—he coached elementary teachers in Ecuador on motivating their math students.
Jim is experienced at helping teachers and administrators meet the needs of emergent and bilingual students, and he does it with passion and compassion.
His knowledge is what dreams are made of in the teaching profession.
You made us feel welcome. Sometimes when you go to trainings, the presenters are not warm…You made it relaxed and like, “I can do this.”
Jim Ewing is a tremendous presenter who is extremely dedicated to improving teaching and learning. Jim’s training is engaging, fun, practical, and easy to implement immediately. His professional style and knowledge base speak to educators and students alike. I highly recommend him – you will not be disappointed.
• TEPSA (Texas Elementary Principals and Supervisors Association) Journal •
“…The acronym PATH will help you remember the mindsets—Position ELs to be successful; provide culturally responsive Access; Teach language; and learn from researchers like Hattie….”
February 18, 20121
• Teaching MLs Podcast •
Dr. Jim Ewing (@EwingLearning) shares strategies and frameworks for effective math instruction.
• Ohio Journal of School Mathematics •
“…Whereas teachers need training in many areas on how to meet ELLs’ needs, the focus of this article is to offer guidance to mainstream elementary teachers for planning lessons for ELLs in mathematics…”