Linda Darling-Hammond
Stanford University

Linda Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford University School of Education. She also served as executive director of the National Commission on Teaching and America’s Future which produced the 1996 widely cited blueprint for education reform: What Matters Most: Teaching for America’s Future. Darling-Hammond's research, teaching, and policy work focus on teaching and teacher education, school restructuring, and educational equity. She has been active in the development of standards for teaching, having served as a two- term member of the National Board for Professional Teaching Standards and as chair of the Interstate New Teacher Assessment and Support Consortium (INTASC) committee that drafted model standards for licensing beginning teachers. She is author of The Right To Learn, A License to Teach, and Professional Development Schools: Schools for Developing a Profession, along with six other books and more than 200 book chapters, journal articles, and monographs on education.

Dr. Darling-Hammond works on issues of education policy and practice, including school reform, authentic assessment, professional development schools and educational research. She serves as the faculty sponsor for Stanford's Teacher Education Program (STEP). As a leader in the charge for better teacher education and teacher preparedness, Dr. Darling-Hammond is instrumental in redesigning STEP to better prepare teachers to teach diverse learners in the context of challenging new subject matter standards. She also is helping to create a network of Bay Area schools of education and professional development schools (PDS) interested in working together on school reform, and learning communities for Bay Area practitioners through an ongoing series of workshops, institutes, peer coaching networks and study groups.

Education:

BA, Yale University, 1973; EdD (Urban Education),Temple University, 1978

Professional Experience:

Director and Senior Social Scientist, Education and Human Resources Program, RAND (1985-1989); Professor, Columbia University (1989-1998); Co-Director, National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University (1989-1998); William F. Russell Professor in the Foundations of Education, Columbia University (1993-1998); Executive Director, National Commission on Teaching and America's Future (1994- ).

Current Research:

Teacher training and education; professional development schools; instruction of diverse learners; education policy

Recent Select Publications:

Teaching as the Learning Profession: A Handbook of Policy and Practice (Editor, with Gary Sykes, 1999); "Educating Teachers: The Academy's Greatest Failure or It's Most Important Future?" in Academe (1999); "Learning to Teach in the 21st Century" in Principal (1998); "Investing in Teaching: The Dividend is Student Achievement" in Education Week (with Barnett Berry, 1998); The Right to Learn: A Blueprint for Creating Schools that Work (1997); Authentic Assessment in Action: Studies of Schools and Students at Work (with Jacqueline Ancess and Beverly Falk, 1995); Professional Development Schools: Schools for Developing a Profession (Editor, 1994).

Current Activities:

Member, International Advisory Council, San Francisco Exploratorium (1998 - ); Member, Technical Review Panel for the Schools an Staffing Survey (SASS), U.S. Department of Education (1997 - ); Member, Advisory Board, Center for Policy Research in Education (1996 - ); Member, Board of Directors, Recruiting New Teachers (1991 - ); Member, National Advisory Commission, The College Board, Equity 2000 (1993 - ); Member, Carnegie Corporation Task Force on Learning in the Primary Grades (1994 - ); Chair, Council of Chief State School Officers, Interstate New Teacher Assessment and Support Consortium, Standards Drafting Panel (1991 - ).