Search results for: Darling-Hammond Linda
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With the advent of the COVID-19 pandemic, even greater efforts are needed to address students’ academic and social emotional needs, all the while making up for learning loss and preparing for the unpredictable combinations of distance learning, blended learning, and in-classroom learning. These expectations, along with the need for greater emphasis on equity-focused teaching and learning have raised the bar for educators and for educator preparation. This paper explores what policymakers and educators can do to support educators in meeting the social emotional and academic needs of students. These strategies include investing in high-quality educator preparation, transforming educator professional learning opportunities to match current needs, supporting mentoring and the development of new teacher roles, and creating time for educators to collaborate with each other and key partners. These actions are vital for navigating teaching and learning during the pandemic and beyond.
Updated: Apr. 11, 2021
In this article, the authors describe a set of research and assessment strategies used to evaluate program outcomes in the Stanford Teacher Education Programme during a period of program redesign over the course of a decade. The authors conclude that the measures of teacher effectiveness are unlikely to help teacher educators improve programs without a rich array of other tools that reveal how specific experiences support candidates in developing useful practices.
Updated: May. 26, 2011
In this article, the author discusses the U.S. context for teacher education, the power of teacher preparation for transforming teaching and learning, and the current challenges for this enterprise in the United States. The author believes the central issue that teacher education must confront is how to foster learning about and from practice in practice. The author concludes that teacher education system in the United States the possibility of dramatically reforming teacher education and development. However, schools of education must hold themselves to a higher standard. Furthermore, teacher educators must be prepared to create partnerships with schools in their communities.
Updated: Mar. 14, 2010
In this article, the author concludes her work heading Obama’s education policy transition team. She describes President Obama’s commitment to making the education of every child a collective responsibility and reviews central elements of the new administration’s plans for education. She reflects on the importance of suggested policy changes, particularly focusing on the importance of legislation to improve teacher capacity and retention.
Updated: Sep. 07, 2009