Darling-Hammond recognized for vision, lifetime achievement
LINDA DARLING-HAMMOND, the Charles E. Ducommun Professor of Education at Stanford, has won two major awards in the past two months and is celebrating the publication of her latest book.
Early in May, Darling-Hammond was named the winner of the 2013 Education Visionary Award from the Learning First Alliance, a partnership of 16 leading education associations with more than 10 million members.
“Our organization is committed to improving public education and student learning and is honored to recognize an individual who has worked – and continues to work – so diligently to achieve this common goal,” said CHERYL S. WILLIAMS, the group’s executive director, in a news release.
In April, Darling-Hammond was recognized with the inaugural Lifetime Achievement Award from Division L of the American Educational Research Association. (That division focuses on education policy and politics.) According to the division’s website, the award honors “a career of research that is characterized by both its technical quality and impact in academe or the world of policy (or both).”
The latest addition to Darling-Hammond’s research career is her new book, Getting Teacher Evaluation Right: What Really Matters for Effectiveness and Improvement,which was released April 1 by Teachers College Press.
“Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning,” according to a summary on the publisher’s website. “She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, [she] offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole.”
—JONATHAN RABINOVITZ, Stanford Graduate School of Education