Linda Darling-Hammond

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Linda Darling-Hammond is a Professor of Education at Stanford University, where she has launched the School Redesign Network and the Stanford Educational Leadership Institute. Her research, teaching, and policy work focus on issues of school restructuring, teacher education, and educational equity. From 1994-2001, she served as executive director of the National Commission on Teaching and America's Future, a panel whose 1996 report, Doing What Matters Most: Teaching for America's Future, ^[1] was ten years later named one of the most influential affecting U.S. education, and Darling-Hammond was named one of the nation's ten most influential people affecting education policy over the last decade ^[2]

Darling-Hammond is author or editor of 13 books and more than 300 journal articles on education policy and practice. Among her books are The Right to Learn: A Blueprint for Creating Schools that Work ^[3], Teaching as the Learning Profession: A Handbook of Research and Policy ^[4](co-edited with Gary Sykes), and Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do^[5], a project of the National Academy of Education (co-edited with John Bransford.

Prior to her appointment at Stanford, Darling-Hammond was a professor in the Foundations of Education at Teachers College, Columbia University, where she was also Co-Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST). She has also served as Senior Social Scientist and Director of the RAND Corporation's Education and Human Resources Program and as director of the National Urban Coalition's Excellence in Education Program. Darling-Hammond is past president of the American Educational Research Association, a member of the National Board for Professional Teaching Standards, and a member of the National Academy of Education. She has served on many national advisory boards, including the National Academy's Panel on the Future of Educational Research, the Academy's Committee on Teacher Education, the White House Advisory Panel's Resource Group for the National Education Goals, and on the boards of directors for the Spencer Foundation, the Carnegie Foundation for the Advancement of Teaching, the National Foundation for the Improvement of Education, and the Alliance for Excellent Education.

Darling-Hammond is a critic of alternative certification programs such as Teach For America. In the spring of 2005, a study published by Stanford researchers, including Darling-Hammond, concluded that TFA teachers in Houston who had not completed certification programs were less effective than traditionally credentialed teachers.^[6] "Our study doesn't say you shouldn't hire Teach for America teachers," said Hammond, "Our study says everyone benefits from preparation, including Teach for America teachers — that they became more effective when they became certified."^[7]

Darling-Hammond began her career as a public school teacher and co-founded both a preschool and day care center and a charter public high school^[8] She works closely with schools and districts in her local community and across the nation. Darling-Hammond has been engaged in efforts to redesign schools so that they focus more effectively on learning and to develop standards for teaching. As Chair of the Model Standards Committee of the Interstate New Teacher Assessment and Support Consortium (INTASC), she led the effort to develop licensing standards for beginning teachers that reflect current knowledge about what teachers need to know to teach diverse learners.

Darling-Hammond received her B.A. (magna cum laude) from Yale University in 1973, and an EdD in Urban Education (with highest distinction) from Temple University in 1978. She received the Phi Delta Kappa George E. Walk Award for the most outstanding dissertation in the field of education in 1978, the American Educational Research Association's Research Review Award in 1985, the American Federation of Teachers' Quest Award for Outstanding Scholarship in 1987, the Association of Teacher Educators' Leadership in Teacher Education Award in 1990, Educational Equity Concepts' Woman of Valor Award in 1995, the Association of Teacher Educators' Distinguished Educator Award in 1997, the Council for Chief State School Officers' Distinguished Leadership Award in 1998, the National Commission on African American Education's Founders Award in 2003, and the Margaret B. Lindsey Award for Distinguished Research in Teacher Education in 2007.

[edit] Latest Research Reports

Friedlaender, D., Darling-Hammond, L., Araiza, O., Sandler, S., Velez-Rocha, V., et al. (2008). High Schools for Equity: Policy Supports for Student Learning in Communities of Color. San Francisco, Justice Matters.

Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr. M. T., & Cohen, C. (2007). Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute.

Darling-Hammond, L., McCloskey, L., Pecheone, R. L. (2006). Analysis and Recommendations for Alternatives to the Washington Assessment of Student Learning. Stanford, CA: School Redesign Network.

Darling-Hammond, L., Rustique-Forrester, E., & Pecheone, R. L. (2005) Multiple Measures Approaches to High School Graduation. Stanford, CA: School Redesign Network.

Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., Vasquez Heilig, J. (2005). Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness. Stanford, CA. Stanford University.

Davis, S.; Darling-Hammond, L.; LaPointe, M.; & Meyerson, D. (2005). School leadership study: Developing successful principals (Review of Research). Stanford, CA: Stanford University, Stanford Educational Leadership Institute.

[edit] References

[edit] External links

• [1] Darling-Hammond's Stanford Faculty Page
• [2] School Redesign Network