Learning First!: A School Leader's Guide to Closing Achievement Gaps (Hardcover)

"With the spotlight on schools and the achievement of subgroups of students, educators need to read this book and reflect on the guiding questions. Then we need to take the challenge and do what we know is right so we are doubling student performance and closing achievement gaps."
―Leslie Standerfer, Principal
Estrella Foothills High School, Goodyear, AZ

"This text is the product of considerable research and disciplined reflection on closing the student achievement gap in schools, unquestionably the most important challenge facing schools. The book offers a wealth of well-illustrated advice about how to address this challenge and should be required reading for every principal and superintendent."
―Kenneth Leithwood, Professor of Educational Leadership and Policy
Ontario Institute for Studies in Education, University of Toronto

The keys to closing achievement gaps from principals who have been there!

What does it take to reach across cultural and socioeconomic barriers to bridge student achievement gaps? Drawing on five years of nationwide research, the authors present Learning First, an integrated schoolwide framework of collaborative leadership that helps school leaders advance learning for all students. Using case examples that illustrate how Learning First works in action and providing worksheets, checklists, and rubrics to support implementation, the book shows principals how to apply this field-tested model to four critical dimensions of leadership:

• Advancing equity and excellence in student learning
• Developing teachers′ instructional capacity
• Managing and aligning resources
• Building and engaging community

Learning First! offers an approach that strengthens principals′ leadership skills, delineates shared goals for professional communities, and helps educators keep their eyes on the prize―closing the achievement gap in their schools.

Carolyn Kelley is a professor of educational leadership and policy analysis at the University of Wisconsin-Madison. She is an internationally recognized scholar in teacher compensation policy whose research focuses on the preparation and professional development of school leaders, and teacher evaluation and compensation as elements of strategic human resource management in schools. Her current research attempts to build a shared conception of mastery in educational leadership by examining the practices of principals who have closed achievement gaps and significantly improved learning for all students. Through this work, she seeks to build formative assessment tools and intervention strategies to improve leadership practice in schools. Kelley earned her PhD from Stanford University (1993) and conducted research with Consortium for Policy Research in Education (CPRE) from 1989 to 2002. Her publications include over 30 journal articles, book chapters, and research reports, and she is the coauthor of two books: Learning First! A School Leader’s Field Guide to Closing Achievement Gaps (with James J. Shaw, Corwin Press, 2009), and Paying Teachers for What they Know and Do: New and Smarter Compensation Strategies to Improve Schools (with Allan Odden, Corwin Press, 1997 and 2001). She has provided consulting services to numerous states, school districts, and policy and practitioner organizations, including national and state teacher unions.

James J. Shaw is currently superintendent of schools in Racine, Wisconsin. Racine is an urban school district of 21,000 diverse students located between Milwaukee and Chicago. Before serving as the Racine superintendent, Shaw was the clinical professor and director of the Wisconsin Idea Executive PhD Program in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. His major interest at the University was advancing equity in student learning by creating partnerships in K-16 education to promote the integration of theory, research, and practice to improve public schools. His research interests are social learning and social development theory and its relationship to school leadership and leadership development. 

Before going to the University of Wisconsin, Shaw was a highly acclaimed educator and administrator in K-12 public education. He served for ten years as the superintendent of schools in Menomonee Falls, Wisconsin. He is a former Wisconsin Superintendent of the Year and has been recognized by numerous organizations for his leadership and contributions to public education.