Reviews
Our schoole(tm)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 Shawe(tm)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: eoeDiversity is the greatest strength of public schools, and their greatest challengee. (p. xi) Thate(tm)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., 'eoeIn 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.'e�, Our school'e(tm)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'e(tm)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: 'eoeDiversity is the greatest strength of public schools, and their greatest challenge'e�. (p. xi) That'e(tm)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., SThis 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., eoeThis 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.e, 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., 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., 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., 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., 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: SDiversity 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., eoeIn 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.e, 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., 'eoeThis 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.'e�, 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., SIn 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.
