Podcasts about opportunity policy

We know that a great school leader can have a powerful impact on the success of a school and its students. But how exactly do we get great principals? We sat down with Dr. Linda Darling-Hammond to discuss the latest research on developing effective principals, and how policymakers, districts, and educators can ensure school leaders have what they need to grow and thrive. Dr. Linda Darling-Hammond is President and CEO of the Learning Policy Institute. She is also the Charles E. Ducommun Professor of Education Emeritus at Stanford University where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign. Liz Garden is principal of Henry P. Clough Elementary school in Mendon Massachusetts, and serves as fellow at the NAESP Center for Innovative Leadership. Dr. Scott McLeod is professor of educational leadership at the University of Colorado, Denver, and a fellow at the NAESP Center for Innovative Leadership.  

Today we are joined by Dr. Linda Darling-Hammond. Joining us on election day, there's frankly a lot of anxiety around the current state of our world…not just who will win the election but if those results will be accepted, a general cynicism about our future, and especially in the classroom, teachers are reporting extraordinary rates of burnout and nihilism.Dr. Darling-Hammond has done a ton of work to improve educational policy: both by supporting teachers and by changing systems in schools to support learners, she's advocated for higher standards of the profession and fighting back against authoritarian, behaviorist methods. Yet, given the state of the world today and all the things going on, how do we inspire hope and restore that humanity to professional development?In this podcast, we discuss:Where should we go next? We know that many schools are shifting to more rote practices. This was already happening through various “back to basics” movements, and is reemerging in force in the “learning loss” debate. This is further complicated by the politicization of teaching to new levels, between outcries about CRT, LGBTQIA+ rights, antiracism, etc. - even just using the term “progressive education” at all.How do we navigate those waters? What do we build professional development that address this in 2022? How can teachers and administrators build these practices?How can professional development be used to combat those who wish to discredit educator expertise and shift to hiring unlicensed teachers and/or gig-based workers? How can we ensure that we maintain a high standard for the profession?At a systemic level…what does this look like for school administrators? Attempts to do school reform at a national level seems to have always centered on national testing and teacher evaluations, and it's been a “back to basics” way of looking at education that goes to those non-supported-by-research practices.GuestDr. Linda Darling-Hammond, the Charles E. Docummun Professor of Education Emeritus at the Stanford Graduate School of Education. She founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign. She is the President and CEO of the Learning Policy Institute. Also, she's the former President of the American Educational Research Association. She's written over 25 books and 500 articles including The Right to Learn, Preparing Teachers for Deeper Learning, and The Flat World and Education. She was the leader of the education transition team for Barack Obama's 2008 presidential campaign and Joe Biden's 2020 presidential campaign. And, she began her career as a public school teacher and co-founded a preschool and public high school.*In the recording, it was incorrectly mentioned that Dr. Darling-Hammond is the former president of LPI, she is the current president. She led both Barack Obama's and Joe Biden's US Dept of Education transition teams.ResourcesDr. Linda Darling-Hammond at StanfordLearning Policy InstitutePreparing Teachers for Deeper Learning by Linda Darling-Hammond et. al.The Civil Rights Road to Deeper Learning by Kia Darling-Hammond & Linda Darling-Hammond Hosted on Acast. See acast.com/privacy for more information.

We are excited to bring you Inclusion 360, a special podcast series that with bring the inclusion discussion full circle. Inclusion 360 is the culminating event wrapping up our year of learning, exploring and implementing inclusionary best practices and diving deep into how to be an Inclusionary Leader. This work has been made possible by a generous grant from OSPI. Our AWSP Team has assembled some of the most dynamic, sought after inclusion experts in the country to bring you this special six-episode series. This podcast series with feature LeDerick Horne, Keith Jones, Dr. Lauren Katzman, Dr. Alfredo Artiles and Glenna Gallo. And that's not all, On May 10th, 2021, you can meet this amazing team of experts for a FREE live webinar. You do not want to miss this event, so go on to our website (https://awsp.org/professional-learning/training-conferences/inclusion-360) and register for the Inclusion 360 webinar. For now, enjoy this podcast series. Alfredo J. Artiles is Lee L. Jacks Professor of Education at Stanford University and Director of the Stanford Center for Opportunity Policy in Education. His interdisciplinary scholarship examines the dual nature of disability as an object of protection and a tool of stratification. He aims to understand how responses to disability intersections with race, language, gender and social class advance or hinder educational opportunities for disparate groups of students. Special Guest: Alfredo J. Artiles.

She serves as President of the California State Board of Education, President and CEO of the Learning Policy Institute, and is one of the nation’s leading education researchers...In this episode Dr. Linda Darling Hammond shares what’s on her mind as plans for the new school year continue to take shape. How is distance learning going? What have other countries done to re-open their campuses safely and what else should our federal government do to support efforts here? Plus, we explore the role everyone in schools plays in providing social-emotional supports to students; key objectives for the new Learning Continuity and Attendance Plans that districts must adopt before October – and fact-checking presidential tweets about education.With back to school season upon us, local and state leaders are working tirelessly to ensure as Gov. Newsom has said, “learning is non-negotiable” while prioritizing the health and safety of students and staff during this time of COVID-19.In a recent Forbes article, “The Urgency of Reopening Schools Safely,” Linda discussed what other countries are doing to re-open their school campuses. She makes the compelling case that “where these re-openings have succeeded, governments have been responsive to addressing the significant financial needs.” Yet, with nearly $2.8 trillion in federal aid dedicated to the recovery so far in the U.S., less than half of one percent of the total funding has been allocated specifically for K-12 education. MORE RESOURCESReopening California's Schools: A Discussion on Political Insights for 2020-21, CASBO webinarReopening California's Schools: A FCMAT Discussion on Understanding & Planning for Federal Funding, CASBO WebinarCDE's Coronavirus Response and School Reopening Guidance webpageABOUT OUR GUESTDr. Linda Darling Hammond was appointed by Gov. Newsom to the State Board of Education in February 2019, and currently serves as President. She is President and CEO of the Learning Policy Institute (LPI), an organization that conducts and communicates independent, high-quality research to improve educational policy and practice. Linda is also the Charles E. Ducommun Professor of Education Emeritus at Stanford University where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program. She is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, and Research-to-Policy. Full bio here.ABOUT CASBOThe California Association of School Business Officials is the premier resource for professional development and business best practices for California's school business leaders. Follow at @CASBOAbout your series guide Paul Richman is a public education advocate and consultant. Contact him at edfundingca@gmail.com. Follow at @pjr100

Linda Darling-Hammond, President and CEO of the Learning Policy Institute, is the Charles E. Ducommun Professor of Education Emeritus at Stanford University where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign. In 2006, Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy.

Linda Darling-Hammond led a team of researchers to conduct an international comparative study, Empowered Educators. The study and accompanying series of policy briefs related to teacher recruitment, professional development, appraisal, and other topics was funded and supported by the National Center on Education and the Economy, a Washington DC-based organization led by Marc Tucker, with the help of the Stanford Center for Opportunity Policy in Education. Our discussion focuses on some of the lessons learned from a multi-country comparative study of practices used in high-performing education systems, and their implications for policy and practices in the United States. View the series of policy briefs at: http://ncee.org/empowered-educators/empowered-educators-resources/#PolicyBriefs

Our panel weighs in on the challenges science teachers face, and smart strategies to address them. Follow: @larryferlazzo @mjanatovich @educatoral @ajollygal @WalkerCamie @Bamradionetwork Science Teacher working at Chimacum Middle School. He is an Early Adolescent Generalist National Board Certified Teacher who has been teaching kids in grades 4 through 8 for the past 25 years. Mike Janatovich is the assistant principal of Harmon Middle School in Aurora, OH, and an ASCD Emerging Leader. Anne Jolly taught 8th grade science for 16 years and, during that time, was selected Alabama Teacher of the Year. She writes STEM curriculum, books, articles, website materials, and a MiddleWeb STEM blog. Camie Walker is an elementary science teacher at John Murdy Elementary School in Garden Grove, California, and is a member of the Instructional Leadership Corps, a collaboration among the California Teachers Association, the Stanford center for Opportunity Policy in Education and the National Board Resource Center at Stanford.

Join us as we look beyond standardized testing to identify ways that teachers can more accurately assess student progress in the current climate. Follow: @intoy2014 @mr_abud @LDH_ed @bamradionetwork Linda Darling-Hammond, Ed.D. Emeritus Professor at Stanford University and author of several books, including Getting Teacher Evaluation Right Faculty Director for the Stanford Center for Opportunity Policy in Education.

Dr. Travis Bristol visits The Context of White Supremacy. A Research and Policy Fellow with the Stanford Center for Opportunity Policy in Education, Dr. Bristol investigates the practices that support teacher and student learning and the policies that enable and constrain teacher workplace experiences and retention. He's also a consultant for the World Bank. We'll explore his research on forces driving black male teachers out of the classroom. He suggests that for many black educators, having little support from White colleagues or resources to help navigate White-dominated schools made staying in the classroom undesirable. We'll examine strategies to retain and encourage black teachers and how black children are harmed when the person in front of the class is always White. INVEST in The COWS - http://tiny.cc/ledjb CALL IN NUMBER: 641.715.3640 CODE 564943# The C.O.W.S. archives: http://tiny.cc/76f6p

My guest today, educational researcher Dr. Frank Adamson, gives us a look at his new book: "Global Educational Reform: How Privatization and Public Investment influence Education Outcomes" (Routledge), which he co-edited with Bjorn Astrand and Linda Darling-Hammond. Frank is a Senior Policy and Research Analyst at the Stanford Center for Opportunity Policy in Education. His new book, due out in March of 2016, offers a comparative look at the education policies and outcomes in six countries - Chile, Cube, Sweden, Finland, Canada, and the United States. Frank and his co-editors selected these countries because collectively they span a range of education policy approaches – from neoliberal approaches that emphasize school vouchers to social democratic approaches that emphasize government’s responsibility for education.

While the ranks of students of color continue to rise, so does the diversity gap among teachers. What will it take to engage more teachers of color? Follow: @larryferlazzo @tjacksonbristol @bamradionetwork #edchat #teachers #edtechTravis J. Bristol is a former New York City public high school teacher and teacher educator with the Boston Teacher Residency program. He is currently a research and policy fellow at the Stanford Center for Opportunity Policy and Education (SCOPE).

"Talib Kweli, legendary emcee and activist and one of the most important voices in hip-hop and youth social movements right now speaks on Art, Social Movements & The Way Forward. This lecture is part of RACE, POLICING & MASS INCARCERATION, a AAAS course (AFRICAAM34) and public lecture series presented by IDA and the Program in African and African American Studies “The Race in Post-Obama Initiative” is generously supported by The President’s Office and the Vice Provost for Undergraduate Education (VPUE), Graduate School of Education (GSE), Center for Comparative Studies in Race and Ethnicity (CCSRE), Clayman Institute for Gender Research, Stanford Center for Opportunity Policy in Education (SCOPE), Center for Race, Ethnicity, and Language (CREAL), Department of History, American Studies, Institute on the Politics of Inequality, Race & Ethnicity (InsPIRES), Chicana/o-Latina/o Studies, Department of English, Feminist, Gender, and Sexuality Studies (FGSS), Modern Thought & Literature, Religious Studies, Theatre and Performance Studies and the Stanford Humanities Center."

Dr. Linda Darling-Hammond, Professor of Education at Stanford University, Faculty Director of the Stanford Center for Opportunity Policy in Education and Chair of the California Commission on Teacher Credentialing discusses the benefits of college and career ready standards for improving conditions for both teacher and student learning. Darling-Hammond also speaks to the need for performance assessments that better measure student achievement and growth.

Dr. Linda Darling-Hammond, Professor of Education at Stanford University, Faculty Director of the Stanford Center for Opportunity Policy in Education and Chair of the California Commission on Teacher Credentialing discusses the benefits of college and career ready standards for improving conditions for both teacher and student learning. Darling-Hammond also speaks to the need for performance assessments that better measure student achievement and growth.