Linda Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford University where she has launched the Stanford Educational Leadership Institute and the School Redesign Network. She has also served as faculty sponsor for the Stanford Teacher Education Program. She is a former president of the American Educational Research Association and member of the National Academy of Education. Her research, teaching, and policy work focus on issues of school restructuring, teacher quality and educational equity. From 1994-2001, she served as executive director of the National Commission on Teaching and America’s Future, a blue-ribbon panel whose 1996 report, What Matters Most: Teaching for America’s Future, led to sweeping policy changes affecting teaching and teacher education. In 2006, this report was named one of the most influential affecting U.S. education and Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy over the last decade. Among Darling-Hammond’s more than 300 publications are Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do (with John Bransford, for the National Academy of Education, winner of the Pomeroy Award from AACTE), Teaching as the Learning Profession: A Handbook of Policy and Practice (Jossey-Bass: 1999) (co-edited with Gary Sykes), which received the National Staff Development Council’s Outstanding Book Award for 2000; and The Right to Learn: A Blueprint for Schools that Work, recipient of the American Educational Research Association’s Outstanding Book Award for 1998.
Teacher education; school leadership development; school redesign; educational equity; instruction of diverse learners; education policy.
Assessment By Teachers
Credentialing / Preparation
Curriculum and Instruction
Policy Analysis and Implementation
Professional / Staff Development
Race, Inequality, and Language in Education (RILE)
School Finance Reform
School Reform Issues
Teacher Education and Certification
Teacher Labor Markets
Teachers and Teachers' Unions
"Bureaucratic solutions to problems of practice will always fail because effective teaching is not routine, students are not passive, and questions of practice are not simple, predictable, or standardized. Consequently, instructional decisions cannot be formulated on high then packaged and handed down to teachers."
Charles E. Ducommun Professor of Teaching and Teacher Education; Faculty Sponsor, Stanford Teacher Education Program (1998-2004); Principal Investigator and Co-Director, School Redesign Network and Stanford Education Leadership Institute. Principal Investigator and Co-Director, Stanford Center for Opportunity Policy in Education (SCOPE) (2008-present)
Director and Senior Social Scientist, Education and Human Resources Program, RAND (1985-1989)
William F. Russell Professor of Education, Teachers College, Columbia University (1989-1998)
Co-Director, National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University (1989-1998)
Executive Director, National Commission on Teaching and America's Future (1994- 2001)
Education Policy Analysis
Principles of Learning For Teaching
Powerful Teacher Education (Jossey Bass, 2006).
Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do (Editor, with John Bransford, Jossey-Bass, 2005).
Instructional Leadership for Systemic Change: The Story of San Diego's Reform (Scarecrow Press, 2005).
"The Color Line in American Education: Race, Resources, and Student Achievement," W.E.B. DuBois Review (2004).
"Standards, Accountability, and School Reform," Teachers College Record,(2004).
"Meeting the 'Highly Qualified Teacher' Challenge" (with Gary Sykes), Teacher Education in Practice (2003).
"Defining 'Highly Qualified Teachers:' What does 'Scientifically-Based Research' Actually Tell Us? (with Peter Youngs). Educational Researcher (2002).
"Reinventing High School" (with Jacqueline Ancess and Susanna Ort). American Educational Research Journal (2002).
"Teacher Quality and Student Achievement" in Educational Policy Analysis Archives (2000);
Teaching as the Learning Profession: A Handbook of Policy and Practice (Editor, with Gary Sykes, Jossey-Bass, 1999);
The Right to Learn: A Blueprint for Creating Schools that Work (Jossey-Bass, 1997);
Authentic Assessment in Action: Studies of Schools and Students at Work (with Jacqueline Ancess and Beverly Falk, Teachers College Press, 1995);
Professional Development Schools: Schools for Developing a Profession (Editor, Teachers College Press,1994).
National Staff Development Council Advisory Panel, 2007-present
National Council for Educating Black Children, Advisory Board, 2007-present
Council of Chief State School Officers Formative Assessment Advisory Group, 2006-present
Alliance for Excellent Education, Board member, 2005-present
National Commission on Teaching and America’s Future, Board member, 2001-present
Center for Teaching Quality, Advisory Board, 2001-present
George Lucas Education Foundation, Advisory Board (2000 - present)
Stanford Graduate School of Education
485 Lasuen Mall, Stanford, CA 94305-3096
Tel: (650) 723-2109