Linda Darling-Hammond

In Powerful Learning, Linda Darling-Hammond and an impressive list of co-authors offer a clear, comprehensive, and engaging exploration of the most effective classroom practices. They review, in practical terms, teaching strategies that generate meaningful K–2 student understanding, and occur both within the classroom walls and beyond. The book includes rich stories, as well as online videos of innovative classrooms and schools, that show how students who are taught well are able to think critically, employ flexible problem-solving, and apply learned skills and knowledge to new situations.

Discover how high-performing systems shape teaching quality around the world Producing highly skilled and committed teachers is not the work of a single innovative school or the aggregation of heroic individuals who succeed against the odds. In high-performing countries, the opportunities for teachers to learn sophisticated practices and continue to improve are embedded systemically in education policies and practices. Empowered Educators describes how this seemingly magical work is done—how a number of forward-thinking educational systems create a coherent set of policies designed to ensure quality teaching in all communities. . . and how the results are manifested in practice. Spanning three continents and five countries, Empowered Educators examines seven jurisdictions that have worked to develop comprehensive teaching policy systems: Singapore and Finland, the states of New South Wales and Victoria in Australia, the provinces of Alberta and Ontario in Canada, and the province of Shanghai in China. Renowned education expert Linda Darling-Hammond and a team of esteemed scholars offer lessons learned in a number of areas that shape the teaching force and the work of teachers, shedding unprecedented light on areas such as teacher recruitment, preparation, induction and mentoring, professional learning, career and leadership development, and more. Find out how quality teaching is developed and conducted across the globeDiscover a common set of strategies for developing, supporting, and sustaining the ongoing learning and development of teachers and school leadersSee how high-performing countries successfully recruit and train educatorsUnderstand why the sharing of expertise among teachers and administrators within and across schools is beneficial A fascinating read for researchers, policymakers, administrators, teacher educators, pre-service teachers and leaders, and anyone with an interest in education, this book offers a rare glimpse into the systems that are shaping quality teaching around the world.

We are far from the ideal of public schools that are open and equal for all. This book is a guide for policymakers, and, as important, the larger public--to help leverage a strong voice in support of a cohesive, excellent, and fair system of K-12 public education. The authors offer data explaining why dramatic changes are needed in public education and rally support for such reform. They then explore myriad opportunities to learn and illuminate the nuances of what we mean by an adequate system of education.

District Leadership for Racial Equity shows how transformative changes can occur across diverse districts when leaders take purposeful action in support of racial equity.Developed as part of the Racial Equity Leadership Network initiative led by Southern Education Foundation, this collection provides an opportunity for leaders to learn from district reform efforts that have reduced disparities and improved outcomes for students of color across unique contexts. The cases presented acknowledge the challenges leaders face, but they also demonstrate that change is possible when leaders build will and capacity to support successful student outcomes. It examines the cases of racial equity leaders across four districts who have developed approaches that create new opportunities and outcomes for students who have been historically marginalized.District Leadership for Racial Equity is an essential resource for emerging leaders, leader practitioners, and policymakers who are committed to reducing disparities and improving outcomes for all students, especially those who are marginalized and underserved in our schools and society.

District Leadership for Racial Equity shows how transformative changes can occur across diverse districts when leaders take purposeful action in support of racial equity.Developed as part of the Racial Equity Leadership Network initiative led by Southern Education Foundation, this collection provides an opportunity for leaders to learn from district reform efforts that have reduced disparities and improved outcomes for students of color across unique contexts. The cases presented acknowledge the challenges leaders face, but they also demonstrate that change is possible when leaders build will and capacity to support successful student outcomes. It examines the cases of racial equity leaders across four districts who have developed approaches that create new opportunities and outcomes for students who have been historically marginalized.District Leadership for Racial Equity is an essential resource for emerging leaders, leader practitioners, and policymakers who are committed to reducing disparities and improving outcomes for all students, especially those who are marginalized and underserved in our schools and society.

Strong school leadership is critical for shaping engaging learning environments, supporting high-quality teachers and teaching, and influencing student outcomes. Developing Expert Principals offers a comprehensive research synthesis to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals’ preparedness and practices to staff retention and student achievement. This book also offers vivid examples of high-quality programs and examines the extent to which principals have opportunities to participate in effective learning experiences. It examines the policies that drive both the development of high-quality programs and access to them, highlighting successful examples across the country. With practical recommendations throughout, this book is a key resource for educational leaders, faculty and scholars of educational leadership, developers of leadership preparation and training, and policymakers who seek to create a learning system that will better serve principals, the staff they support, and, ultimately, all children. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial (CC-BY-NC) 4.0 license.

Strong school leadership is critical for shaping engaging learning environments, supporting high-quality teachers and teaching, and influencing student outcomes. Developing Expert Principals offers a comprehensive research synthesis to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals’ preparedness and practices to staff retention and student achievement. This book also offers vivid examples of high-quality programs and examines the extent to which principals have opportunities to participate in effective learning experiences. It examines the policies that drive both the development of high-quality programs and access to them, highlighting successful examples across the country. With practical recommendations throughout, this book is a key resource for educational leaders, faculty and scholars of educational leadership, developers of leadership preparation and training, and policymakers who seek to create a learning system that will better serve principals, the staff they support, and, ultimately, all children. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial (CC-BY-NC) 4.0 license.

A License to Teach speaks directly to the quality-of-education debate now focused on public schools. It shows that reforms of teacher education and licensing are needed to ensure that teachers are prepared for the classroom.

This concise and compelling book outlines the key civil rights conditions that are essential to deeper learning—the skills and knowledge that students need to succeed in 21st-century jobs and life. It describes schools that enable young people, including those traditionally furthest from opportunity, to develop into caring and critical problem solvers, effective communicators, collaborators, and scholars. The book also describes the community and school inequities that have created persistent obstacles to these goals and the civil rights actions that have been and continue to be needed to remove them. These include policies and practices that ensure safe and healthy communities, equitable investments in public schools, supports for competent teachers, strategies for welcoming and nurturing school climates, and innovative curricula. The authors examine the civil-rights-based pathways that lead to these goals, highlighting examples of exemplary schools that offer the kind of deeper learning that engages and empowers students. This successor to Linda Darling-Hammond's Grawemeyer Award–winner, The Flat World and Education, is a big-picture view of what constitutes deeper learning—where it is found and what enables it—and what must be done to address the learning needs of all children.Book Features:Offers a concise treatment written in a voice that will be accessible to a wide range of readers.Pulls together three key strands of the learning needs of children (civil rights, educational opportunity, and deeper learning), the distinct inequalities in their delivery, past efforts, and legal and educational paths forward.Examines neighborhood and environmental inequities that can compromise learning, along with inadequate school funding and segregation. Looks at the professional teaching quality imbalance between rich and poor districts and the inferior curriculum offerings for marginalized populations.Includes numerous examples of schools that succeed at deeper learning and equity and explains how they do so.

This concise and compelling book outlines the key civil rights conditions that are essential to deeper learning—the skills and knowledge that students need to succeed in 21st-century jobs and life. It describes schools that enable young people, including those traditionally furthest from opportunity, to develop into caring and critical problem solvers, effective communicators, collaborators, and scholars. The book also describes the community and school inequities that have created persistent obstacles to these goals and the civil rights actions that have been and continue to be needed to remove them. These include policies and practices that ensure safe and healthy communities, equitable investments in public schools, supports for competent teachers, strategies for welcoming and nurturing school climates, and innovative curricula. The authors examine the civil-rights-based pathways that lead to these goals, highlighting examples of exemplary schools that offer the kind of deeper learning that engages and empowers students. This successor to Linda Darling-Hammond's Grawemeyer Award–winner, The Flat World and Education, is a big-picture view of what constitutes deeper learning—where it is found and what enables it—and what must be done to address the learning needs of all children.Book Features:Offers a concise treatment written in a voice that will be accessible to a wide range of readers.Pulls together three key strands of the learning needs of children (civil rights, educational opportunity, and deeper learning), the distinct inequalities in their delivery, past efforts, and legal and educational paths forward.Examines neighborhood and environmental inequities that can compromise learning, along with inadequate school funding and segregation. Looks at the professional teaching quality imbalance between rich and poor districts and the inferior curriculum offerings for marginalized populations.Includes numerous examples of schools that succeed at deeper learning and equity and explains how they do so.

A License to Teach speaks directly to the quality-of-education debate now focused on public schools. The authors show that reform of teacher education and licensing are needed to ensure that teachers are prepared for the classroom. A well-conceived licensing system that supports high-quality teacher preparation would ultimately support the more demanding learning goals now expected of students and would give parents and policymakers greater confidence that teachers are being prepared to practice their profession responsibly. The authors propose a comprehensive plan for licensing analogous to those in other professions. An extensive analysis of licensing examination and preparation grounds specific proposals for new assessments for teachers based on complex, real-life teaching tasks. The book also describes the kind of rigorous preparation program teachers should experience along with a well-designed and supervised internship in specially-designated professional development schools. This book offers much-needed, practical advice on how to prepare and evaluate teachers for the challenging work they must accomplish. Agreement on standards for teacher preparation and licensing—among teachers, policymakers, and lay people—would go a long way toward improving the quality of education for children while also strengthening and improving the teaching profession itself.

Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today's knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High's Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students' abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.

Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today's knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High's Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students' abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.

Among the many models of school reform that have emerged in the late 20th and early 21st centuries, one has endured for more than 50 years: the School Development Program (SDP). Established in 1968 by renowned child psychiatrist James P. Comer and the Yale Child Study Center, the SDP is grounded in the belief that successful schooling—particularly for children from disadvantaged backgrounds—must focus on the whole child. With that in mind, the SDP encompasses both academics and social-emotional development, and it is founded on positive and productive relationships among students, teachers, school leaders, and parents.With the Whole Child in Mind describes the SDP's six developmental pathways (cognitive, social, psychological, physical, linguistic, and ethical) and explains how the program's nine key components (in the form of mechanisms, operations, and guiding principles) create a comprehensive approach to educating children for successful outcomes. Firsthand recollections by Comer, school leaders and teachers, and SDP staff members provide an inside look at the challenges and successes that eventually transformed severely underperforming schools into models of excellence.Linda Darling-Hammond, one of the country's foremost experts on K-12 education, and her colleagues argue persuasively for the continuing relevance of the SDP. Far too many schools still operate in a high-pressure environment that emphasizes testing and standardized curricula while ignoring the fundamental importance of personal connections that make a profound difference for students. Fifty years on, the SDP is still just as powerful as ever.

BEST PRACTICES FROM SINGAPORE'S HIGH-PERFORMING SCHOOL SYSTEM Empowered Educators in Singapore is one volume in a series that explores how high-performing educational systems from around the world achieve strong results. The anchor book, Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World, is written by Linda Darling-Hammond and colleagues, with contributions from the authors of this volume. Empowered Educators in Singapore delves into the country's rapid rise to educational excellence on a global scale and the national effort that drives it. Singaporean students routinely outperform their peers from around the world, placing first or second in international assessments, particularly in math and science. In 2015, Singaporean students topped the league table for both the Programme in International Student Achievement (PISA) and the Trends in International Mathematics and Science Study (TIMSS). With educators around the world clamoring for the "Singapore secret," the reality is that Singapore's excellence is the result of a 25-year drive to improve education through systemic, long-term and ongoing, consistent, and deliberative reform with an emphasis on teacher quality. This book describes the interwoven strategies that merge context, quality, governance, and continual evolution into a consistently high-achieving student population.

Be the Change tells the remarkable story of an innovative public high school in East Palo Alto modeled after successful small schools in New York City. Guided by the expertise of renowned educator Linda Darling-Hammond, it offers authentic and engaging instruction that has allowed students who start off far behind to graduate and go on to college in record numbers.

This book will help school systems improve their teacher workforce by drawing important lessons from nations with high-performing educational systems, as well as from successful state experiments in the United States. The authors examine common features and differences in the approaches of high-performing systems that made education a top priority and developed high-leverage strategies to meet their goals. Their varied solutions offer valuable ideas for how to create a strong teacher and school administrator corps from recruitment and preparation through induction, professional development, evaluation, and career advancement into leadership roles. Chapters focusing on systems in Finland, Ontario, and Singapore are coauthored by local scholars with extensive knowledge of the history and current status of policy and practice in their nation. A final chapter highlights attributes that are absolutely necessary for any education system to flourish. The book will be useful to policymakers, practitioners, and researchers interested in strengthening the quality of teaching.

This book will help school systems improve their teacher workforce by drawing important lessons from nations with high-performing educational systems, as well as from successful state experiments in the United States. The authors examine common features and differences in the approaches of high-performing systems that made education a top priority and developed high-leverage strategies to meet their goals. Their varied solutions offer valuable ideas for how to create a strong teacher and school administrator corps from recruitment and preparation through induction, professional development, evaluation, and career advancement into leadership roles. Chapters focusing on systems in Finland, Ontario, and Singapore are coauthored by local scholars with extensive knowledge of the history and current status of policy and practice in their nation. A final chapter highlights attributes that are absolutely necessary for any education system to flourish. The book will be useful to policymakers, practitioners, and researchers interested in strengthening the quality of teaching.

A forward-thinking look at performance assessment in the 21st century Next Generation Assessment: Moving Beyond the Bubble Test to Support 21st Century Learning provides needed answers to the nation's growing concerns about educational testing in America. Drawing on research and the experiences of leading states and countries, this new book examines how performance assessments can offer a feasible alternative to current high stakes tests. As parents, educators, and policymakers have increasingly criticized the effects of the teaching to the test mandate from the No Child Left Behind Act, the need for this resource has never been more critical. This summary volume to Beyond the Bubble Test speaks to the nationwide unease about current tests' focus on low-level skills, like recalling and restating facts, rather than higher-order skills such as problem-solving, analyzing, and synthesizing information. It illustrates how schools can use authentic assessments to improve teaching and learning as they involve students in conducting research, designing investigations, developing products and solutions, using technology, and communicating their ideas in many forms. This important book: Serves as a must-have resource for those interested in the most current research about how to create valid and reliable performance assessmentsExplains how educators can improve practice by developing, using, and scoring performance assessmentsHelps policymakers and educators accurately assess the benefits and possibilities of adopting performance assessments nationally If you're an educator, researcher, graduate student, district administrator, or education policy specialist, Next Generation Assessment is an indispensable resource you'll turn to again and again.

Performance assessment is a hot topic in school systems, and educators continue to analyze its costs, benefits, and feasibility as a replacement for high-stakes testing. Until now, researchers and policymakers have had to dig to find out what we know and what we still have to learn about performance assessment. Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning synthesizes the latest findings in the field, and not a moment too soon. Statistics indicate that the United States is in danger of falling behind if it fails to adapt to our changing world. The memory and recall strategies of traditional testing are no longer adequate to equip our students with the skills they need to excel in the global economy. Instead teachers need to engage students in deeper learning, assessing their ability to use higher-order skills. Skills like synthesizing information, understanding evidence, and critical problem-solving are not achieved when we teach to multiple-choice exams. Examples in Beyond the Bubble Test paint a useful picture of how schools can begin to supplement traditional tests with something that works better. This book provides new perspectives on current performance assessment research, plus an incisive look at what’s possible at the local and state levels. Linda Darling-Hammond, with a team of leading scholars, bring together lessons learned, new directions, and solid recommendations into a single, readily accessible compendium. Beyond the Bubble Test situates the current debate on performance assessment within the context of testing in the United States. This comprehensive resource also looks beyond our U.S. borders to Singapore, Hong Kong, and other places whose reform-mindedness can serve as an example to us.