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Friedlaender, Diane; Beckham, Kyle; Zheng, Xinhua; Darling-Hammond, Linda – Stanford Center for Opportunity Policy in Education, 2015
"Growing a Waldorf-Inspired Approach in a Public School District" documents the practices and outcomes of Alice Birney, a Waldorf-Inspired School in Sacramento City Unified School District (SCUSD). This study highlights how such a school addresses students' academic, social, emotional, physical, and creative development. The study also…
Descriptors: Educational Practices, Nontraditional Education, Academic Achievement, Performance Factors
Horng, Eileen; Zheng, Xinhua; Lit, Ira; Darling-Hammond, Linda – Stanford Center for Opportunity Policy in Education, 2015
This technical report is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education." This report documents the influence of Bank Street teacher preparation programs based upon surveys of graduates, surveys of comparison teachers, surveys of employers, and an analysis…
Descriptors: College Graduates, Schools of Education, Teacher Education Programs, Graduate Students
Lit, Ira; Darling-Hammond, Linda – Stanford Center for Opportunity Policy in Education, 2015
This summary report is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education." This report focuses on graduates of Bank Street College Graduate School of Education teacher certification programs by examining the quality of their preparation, their teaching…
Descriptors: College Graduates, Teacher Effectiveness, Teacher Education Programs, Teacher Certification
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Darling-Hammond, Linda; Wilhoit, Gene; Pittenger, Linda – Education Policy Analysis Archives, 2014
As schools across the country prepare for new standards under the Common Core, states are moving toward creating more aligned systems of assessment and accountability. This paper recommends an accountability approach that focuses on meaningful learning, enabled by professionally skilled and committed educators, and supported by adequate and…
Descriptors: Accountability, College Readiness, Career Readiness, State Standards
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Darling-Hammond, Linda – Peabody Journal of Education, 2014
Efforts to improve teacher education have recently focused in on the importance of well-supervised clinical practice as a critical element of effective preparation. This article outlines the challenges to creating productive clinical experiences for prospective teachers, and identifies strategies that have been found successful in confronting…
Descriptors: Teacher Education, Clinical Supervision (of Teachers), Preservice Teachers, Faculty Development
Darling-Hammond, Linda – American Educator, 2014
As a major policy focus, teacher evaluation is currently the primary tool promoted to improve teaching quality. But evaluation alone is not enough. What will most transform teaching quality--and the profession--is the creation of a larger system that supports teaching and learning through on-the-job evaluation and professional development, and…
Descriptors: Teacher Evaluation, Faculty Development, Total Quality Management, Teacher Improvement
Darling-Hammond, Linda – Teachers College Press, 2013
Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that good--often excellent--teachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a…
Descriptors: Teaching Methods, Best Practices, Teacher Evaluation, Faculty Development
Darling-Hammond, Linda; Falk, Beverly – Center for American Progress, 2013
As the internationally benchmarked Common Core State Standards, or CCSS, are adopted in states across the country, educators are seeking ways to support an increasingly diverse student population to meet these more demanding expectations. The likelihood that students will achieve the aims of the standards will be substantially shaped by how well…
Descriptors: Common Core State Standards, Teacher Competencies, Faculty Development, Student Evaluation
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Darling-Hammond, Linda – Educational Leadership, 2013
One of the failings of teacher evaluation systems in the United States has been their reliance on the school principal alone as the person expected to observe teachers, mentor those who struggle, document concerns and processes, and make the final call on whether to recommend dismissal. Given the enormous scope of their duties, it's simply…
Descriptors: Teacher Evaluation, Peer Evaluation, Mentors, Expertise
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Darling-Hammond, Linda; Newton, Stephen P.; Wei, Ruth Chung – Educational Assessment, Evaluation and Accountability, 2013
The Performance Assessment for California Teachers (PACT) is an authentic tool for evaluating prospective teachers by examining their abilities to plan, teach, assess, and reflect on instruction in actual classroom practice. The PACT seeks both to measure and develop teacher effectiveness, and this study of its predictive and consequential…
Descriptors: Beginning Teachers, Teacher Effectiveness, Teacher Evaluation, Predictive Validity
Darling-Hammond, Linda; Hyler, Maria E. – Rethinking Schools, 2013
As teachers who care deeply about the quality of their own teaching and the development of teaching as a profession, the authors write this article from their conviction that performance assessments in teaching are a critical strategy for developing teachers' expertise and for improving the quality of teacher preparation. They note that the…
Descriptors: Teachers, Teaching (Occupation), Teacher Evaluation, Teacher Education
Darling-Hammond, Linda – Phi Delta Kappan, 2012
As teaching has become a major focus, teacher evaluation is currently the primary tool being promoted to improve it. Thus, most states are dramatically overhauling their evaluation systems for teachers and administrators. What we really need is the conception of teacher evaluation as part of a teaching and learning system that supports continuous…
Descriptors: Teacher Evaluation, Teacher Competencies, Teacher Effectiveness, Performance Based Assessment
Darling-Hammond, Linda; Amrein-Beardsley, Audrey; Haertel, Edward; Rothstein, Jesse – Phi Delta Kappan, 2012
There is a growing consensus that evidence of teachers' contributions to student learning should be a component of teacher evaluation systems, along with evidence about the quality of teachers' practice. Value-added models (VAMs), designed to evaluate student test score gains from one year to the next are often promoted as tools to accomplish this…
Descriptors: Evidence, Teacher Attitudes, Teacher Evaluation, Scores
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Adamson, Frank; Darling-Hammond, Linda – Education Policy Analysis Archives, 2012
The inequitable distribution of well-qualified teachers to students in the United States is a longstanding issue. Despite federal mandates under the No Child Left Behind Act and the use of a range of incentives to attract teachers to high-need schools, the problem remains acute in many states. This study examines how and why teacher quality is…
Descriptors: Teacher Effectiveness, Teacher Qualifications, Teacher Salaries, Educational Research
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Betebenner, Damian; Braun, Henry; Corcoran, Sean; Darling-Hammond, Linda; Friedman, John; Goldhaber, Daniel; Ho, Andrew; Kane, Thomas; Ladd, Helen; Pianta, Robert; Rockoff, Jonah; Rothstein, Jesse – Institute of Education Sciences, 2012
On August 9, 2012, the Institute of Education Sciences (IES) convened a meeting of researchers and U.S. Department of Education (ED) and IES staff to discuss recent advances in measuring teacher effectiveness. The objectives of the meeting were to: (1) Identify and discuss recent advances in the use of value-added models (VAMs) and student growth…
Descriptors: Teacher Effectiveness, Expertise, Teacher Evaluation, Intellectual Disciplines
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