darlinghammond - Clay Burell on Diigo

22 May 09

(Page 1 of 3) - Why New Teachers Come and Go�What We Can Do to Help Them Stay authored by Scherff, Lisa.

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research darlinghammond teacher_retention teacher_certification

Literature Review: Research shows that close to thirty percent of new teachers leave teaching within three years and nearly fifty percent quit before five years; most shocking is that fifteen percent leave the profession in the first year (Ingersoll, 2002; Ingersoll & Smith, 2003). Linda Darling-Hammond (2003), citing a Texas study showing that teacher turnover costs the state around $329 million a year, reiterated, “early attrition bears enormous costs” (p. 8).
Literature over the last twenty years (see, for example, Harrell, Leavell,
vanTassel, & McKee, 2004; McCann, Johannessen, & Ricca, 2005; Valli, 1992; Veenman, 1984) consistently show that areas such as planning, handling paperwork, teaching diverse students, and managing classroom discipline affect beginning teachers’ feelings of efficacy and their desire to remain in the profession (Walsdorf & Lynn, 2002). Harrell et al. (2004), through a five-year study of teacher attrition, found that the top four reasons for leaving the profession were salary, discipline problems with students, leaving to raise a family, and problems with parents. Factors that would influence “leavers’” decision to come back included increased salary, administrative support, and better

29 Apr 09

Who will speak for the children; how 'Teach for America' hurts urban schools and students | Phi Delta Kappan | Find Articles at BNET

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30 Mar 09

drudge: EDUCATION

Intro to Darling-Hammond's book, "The RIght to Learn" at bottom of post.

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16 Mar 09

Daily Kos: Linda Darling-Hammond and "Renegade" Education Advice

Good overview.

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12 Feb 09

Publications: SRN LEADS

LDH adds "comparative professional development" to her "comparative instruction and assessment" research.

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February 4, 2009 – Every year, nine in 10 of the nation’s three million teachers participate in professional development designed to improve their content knowledge, transform their teaching, and help them respond to student needs. These activities, which can include workshops, study groups, mentoring, classroom observations, and numerous other formal and informal learning experiences, have mixed results in how they effect student achievement.
To be effective, however, it must be sustained, focused on important content, and embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.
10 more annotations...
- while the United States is making progress in providing support and mentoring for new teachers and focusing on bolstering content knowledge, the type of support and on-the-job training most teachers receive is episodic, often fragmented, and disconnected from real problems of practice.
- The report also reviews promising strategies in high-performing nations and U.S. states.
- “Most states and districts are still not providing the kind of professional learning that research suggests improves teaching practice and student outcomes,” says Linda Darling-Hammond,
- “The research tells us that teachers need to learn the way other professionals do—continually, collaboratively, and on the job. The good news is that we can learn from what some states and most high-performing nations are doing.”
- Nationally, in 2003-04, more than two-thirds (68 percent) of public school teachers with fewer than five years of experience reported participating in a teacher induction program during the first year of teaching, and 71 percent reported being assigned some kind of mentor teacher. A decade earlier only 56 percent of teachers had experienced teacher induction in their first year of teaching.
- Workshop overload.
- professional development should not be approached in isolation as the traditional “flavor of the month” or one-shot workshop but go hand-in-hand with school improvement efforts. The report finds that teachers still take a heavy dose of workshops and do not receive effective learning opportunities in many areas in which they want help.
- 50 hours of support a year can make a significant impact on student achievement, raising test scores by an average of 21 percentage points, the majority of teachers in the United States (57 percent) receives no more than about two days (16 hours) of training in their subject areas. Fewer than one-quarter (23 percent) of all teachers receive more than 36 hours of professional learning in their subject areas.
- Working in isolation. U.S. teachers report little professional collaboration in designing curriculum and sharing practices, and the collaboration that occurs tends to be weak and not focused on strengthening teaching and learning.
- One of the reasons opportunities for teacher development are superior in other nations is that teachers in those countries don’t spend all of their hours in the classroom. U.S. teachers average far more net teaching time in direct contact with students (1,080 hours per year) than any other OECD nation. By comparison, the OECD average is only 803 hours per year for primary schools and 664 hours per year for upper secondary schools. U.S. teachers spend about 80 percent of their total working time engaged in classroom instruction, as compared to about 60 percent for these other nations’ teachers, who thus have much more time to plan and learn together, and to develop high-quality curriculum and instruction.
  
  In most countries, about 15 to 20 hours per week is spent on tasks related to teaching, such as preparing lessons, meeting with students and parents, and working with colleagues. By contrast, U.S. teachers generally have from 3 to 5 hours a week for lesson planning, which is done independently.
  - A STAGGERING COMPARISON. - on 2009-02-12
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02 Feb 09

Teacher Beat: Darling-Hammond Outlines Professional-Development Ideas

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darlinghammond professional_development change

01 Feb 09

Teacher Beat: Big P.D. Report Coming Out

Not only is Linda Darling-Hammon releasing a new report on international teacher professional development practices this Wednesday - she's doing it at an event that Arne Duncan will attend. Will they announce an appointment for her to the DoE?

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darlinghammond webroundup

There's an interesting political subtext here, and that's that Arne Duncan, the newly appointed secretary of education, will be speaking at the release event next Wednesday. As will Ms. Darling-Hammond. Will we get a staffing announcement? Perhaps an outline of Mr. Duncan's teacher-quality priorities?
- Oooh. Great tease. - on 2009-02-01
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28 Jan 09

Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods | Edutopia

For Jan 31: Darling-Hammond Watch: Edutopia publishes new research by Linda Darling-Hammond and Brigid Barron that finds "Deep Understanding Derives from Collaborative Methods.
Cooperative learning and inquiry-based teaching yield big dividends in the classroom."

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webroundup darlinghammond change

27 Jan 09

Gerald Bracey: The Hatchet Job On Linda Darling-Hammond

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duncan darlinghammond rhee change obama

19 Jan 09

Politics K-12: A Celebration for Linda Darling-Hammond

Rapprochement in the air?

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darlinghammond change duncan

Klein's appearance WAS a bit of a surprise, given the supposed "split" among Democrats in the education-policy community. During the vetting of potential education secretary candidates, Klein, a signer of the Education Equality Project manifesto, was viewed as belonging to a group that supported stronger accountability for teachers and administrators. Alternatively, a second coalition, "Broader Bolder," argued that districts needed more support for wraparound services in public schools and that schools alone shouldn't be held responsible for closing achievement gaps. Darling-Hammond was viewed as belonging to the latter group.

But Klein debunked this supposed split as a media fabrication. "They say there's one camp here and another camp here," he said. "Well let me tell you, in education sometimes people don't even agree with what they [themselves] are saying."

Darling-Hammond has long said that skin color, zip code, and family income should not determine the quality of a child's education, Klein noted. Working together under Barack Obama, leaders can finally deliver the promises of Brown v. Board of Education for the nation's urban schoolchildren, he concluded.
But if there are two things that can bring everyone in education policy together, at least for a while, they are arguably Obama and money. The event was as much a pre-party for Obama's inaguration as it was a celebration of Darling-Hammond's work, and there was a palpable feeling of excitement from the crowd.

"It's almost like a breath of fresh air has blown through the capital," said Jan Harp Domene, the president of the National PTA.

And everyone I spoke with credited Darling-Hammond and her education team's advocacy for winning K-12 education the largest share of cash of any policy area in the House's proposed stimulus package ($122 billion, according to my colleague Alyson Klein).

"This is an administration that gets education," Darling-Hammond told me in a brief interview. "It understands how to leverage improvement and reform while dealing with fiscal needs." Examples of that, she said, include the additional funds for teacher performance pay and for improving teacher preparation, both of which were key ideas in the Obama campaign platform (read more about this here at Teacher Beat).

As to the "camps" in the Democratic party, Darling-Hammond agreed with Mr. Klein's assessment. "All of us talk to each other" after stories on the "split" run in the newspapers, she added with a smile.

She wouldn't comment, though, on whether she'll have a place in the administration.

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