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

Hardcover (Print)
Used and New from Other Sellers
Used and New from Other Sellers
from $73.64
Usually ships in 1-2 business days
(Save 11%)
Other sellers (Hardcover)
  • All (2) from $73.64   
  • New (2) from $73.64   
Close
Sort by
Page 1 of 1
Showing 1 – 1 of 2
Note: Marketplace items are not eligible for any BN.com coupons and promotions
$73.64
Seller since 2014

Feedback rating:

(363)

Condition:

New — never opened or used in original packaging.

Like New — packaging may have been opened. A "Like New" item is suitable to give as a gift.

Very Good — may have minor signs of wear on packaging but item works perfectly and has no damage.

Good — item is in good condition but packaging may have signs of shelf wear/aging or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Acceptable — item is in working order but may show signs of wear such as scratches or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Used — An item that has been opened and may show signs of wear. All specific defects should be noted in the Comments section associated with each item.

Refurbished — A used item that has been renewed or updated and verified to be in proper working condition. Not necessarily completed by the original manufacturer.

New
Free standard shipping in the Continental US

Ships from: Lakewood, NJ

Usually ships in 1-2 business days

  • Standard, 48 States
Page 1 of 1
Showing 1 – 1 of 2
Close
Sort by

Overview

Combine this research-based, collaborative framework with four critical dimensions of leadership to advance equity and excellence in student learning and close student achievement gaps in your school.
Read More Show Less

Editorial Reviews

Kenneth Leithwood
“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 at this time. It offers a wealth of well-illustrated advice, especially to those in school and district leadership roles, about how to go about addressing this challenge in their organizations. It should be required reading for every principal and superintendent.”
Neil Mac Neill
Our school’s national testing results need to improve, and as the principal I have been generating strategies, with my staff, to turn those results around. We have developed lots of good, solid strategies, but the bit that was missing is how we hold this new plan together. Then I found Kelley and Shaw’s Learning First, and it pushed me back into the big picture stuff, where I should have been all this time.

The book is based on contemporary leadership research from the University of Wisconsin-Madison. The opening sentence struck an immediate chord: “Diversity is the greatest strength of public schools, and their greatest challenge”. (p. xi) That’s where we are at. Other points of engagement were: the moral imperative for Learning First, addressing the achievement gaps, and the resource gaps, which are often overlooked.

The conceptual framework of Learning First in visual form looks like many other concentric-circle models. The elements are what makes it different: socio-cognitive leadership, the dimensions of leadership for learning, and levers of change (shown in Figure 2.1). This framework is repeated throughout the book, showing how the parts are integrated.

This book, beside generating strategies that can be transferred across education systems, is focused and practical. This is higher-level leadership coaching that is very applicable in a variety of school situations.

Because the book is fulfilling an immediate need for my school community, I would give it 6 stars (out of five), if I could.

Art Rainwater
"The Learning First framework provides a much-needed bridge between the current research in leadership and instruction and the day-to-day practice of leading a school."
Leslie Standerfer
“In a time when the spotlight is 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.”
Neil MacNeill

Our school’s national testing results need to improve, and as the principal I have been generating strategies, with my staff, to turn those results around. We have developed lots of good, solid strategies, but the bit that was missing is how we hold this new plan together. Then I found Kelley and Shaw’s Learning First, and it pushed me back into the big picture stuff, where I should have been all this time.

The book is based on contemporary leadership research from the University of Wisconsin-Madison. The opening sentence struck an immediate chord: “Diversity is the greatest strength of public schools, and their greatest challenge”. (p. xi) That’s where we are at. Other points of engagement were: the moral imperative for Learning First, addressing the achievement gaps, and the resource gaps, which are often overlooked.

The conceptual framework of Learning First in visual form looks like many other concentric-circle models. The elements are what makes it different: socio-cognitive leadership, the dimensions of leadership for learning, and levers of change (shown in Figure 2.1). This framework is repeated throughout the book, showing how the parts are integrated.

This book, beside generating strategies that can be transferred across education systems, is focused and practical. This is higher-level leadership coaching that is very applicable in a variety of school situations.

Because the book is fulfilling an immediate need for my school community, I would give it 6 stars (out of five), if I could.

Read More Show Less

Product Details

  • ISBN-13: 9781412966962
  • Publisher: SAGE Publications
  • Publication date: 8/11/2009
  • Pages: 216
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.70 (d)

Meet the Author

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.

Read More Show Less

Table of Contents

Table of Cases
Table of Tools
Preface
Part I. Introduction
1. The Case for Learning First
2. The Road Map for Learning First
Part II. Socio-Cognitive Leadership
3. Setting Direction and Building Commitment
4. Evidence-Based Plan, Value-Added Results, and Reflection for Continuous Improvements
Part III. The Dimensions of Leadership for Learning
5. Advancing Equity and Excellence in Student Learning
6. Developing Teacher Capacity
7. Managing and Aligning Resources
8. Engaging Community
Part IV. Levers of Change
9. The Principal's Role
10. The District Role
Resource A. Socio-Cognitive Leadership Rubrics
Resource B. Socio-Cognitive Leadership Friendly Observer Site Visit Protocol
References
Index
Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)