Learning First!: A School Leader’s Guide to Closing Achievement Gaps - Tapa dura

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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.