DARLING LINDA WANTS YOUR CHILDREN
http://edsource.org/2015/new-institute-in-palo-alto-aims-to-help-shape-state-national-k-12-policy/86100
(Bolded = emphasis added)
The institute has opened during a critical period for education policy nationwide and in California. Along with implementing the Common Core State Standards, California is transitioning to a new school accountability system and a financing system that targets substantially more money to high-needs students and shifts control over spending from the state to local school districts. [Charters/unelected boards? ed.]
In Washington, Republicans and Democrats are struggling with aspects of the rewrite of the No Child Left Behind law. But their overall compromise would return more authority over education policy and accountability to the states. That will make it all the more important, Darling-Hammond said, for communities “to know what works and act based on that knowledge. States and the federal government need to be in the knowledge-sharing business,” and the institute will be a forum and conduit for that information, she said.
Independent and nonpartisan, the Learning Policy Institute will differ from most research institutions, Darling-Hammond said, in that it will combine original and existing research to focus on “pressing policy questions” and then will translate the findings so that federal, state and local policymakers and practitioners can adopt the recommendations and bring them to scale. A large focus of the institute’s work will be on California, she said.
She said the institute’s policy agenda will include:
Examining effective designs for new schools with structures, curriculum and types of learning that young people will need to thrive in a “radically different, knowledge-based world economy.”
Sharing early education programs with strong outcomes so that they can be brought to scale. There is an emerging bipartisan recognition nationally of the importance of early education, she said.
Making recommendations and sharing research on how to attract, train and effectively retain the next generation of teachers; California and other states are already experiencing a diminishing supply of prospective teachers.
Helping to shape an “equity agenda” that draws attention to the United States’ high rates of child poverty and homelessness and unequal school funding and staffing, compared with other industrialized nations. End excerpt.
"New institute in Palo Alto aims to help shape state, national K-12 policy"
Sep 2, 2015 | By John Fensterwald | http://edsource.org/2015/new-institute-in-palo-alto-aims-to-help-shape-state-national-k-12-policy/86100
A prominent scholar from Stanford University will direct a new education institute in Palo Alto whose mission is to influence K-12 policies in both California and the nation.
Linda Darling-Hammond, an emeritus professor at the Stanford University Graduate School of Education, is the president and CEO of the Learning Policy Institute, which formally announced its opening Wednesday. Along with headquarters in the San Francisco Bay Area, the institute has an office in Washington, D.C., an initial budget of $5 million and a staff of 30 that may grow to 50 within a year.
Linda Darling-Hammond, an emeritus professor at the Stanford University Graduate School of Education, is the president and CEO of the Learning Policy Institute, which formally announced its opening Wednesday. Along with headquarters in the San Francisco Bay Area, the institute has an office in Washington, D.C., an initial budget of $5 million and a staff of 30 that may grow to 50 within a year.
The new position will take most of Darling-Hammond’s time, although she will continue to teach occasionally as an emeritus professor at Stanford and to serve as chair of the California Commission on Teacher Credentialing. Patrick Shields, who managed research at SRI Education for two decades with a focus on California’s teaching force, will be the new institute’s executive director.
The San Francisco-based Sandler Foundation is the lead funder with the Atlantic Philanthropies, the S.D. Bechtel, Jr. Foundation, the Ford Foundation, the William and Flora Hewlett Foundation and the Stuart Foundation also providing initial support for the institute.
The institute has opened during a critical period for education policy nationwide and in California. Along with implementing the Common Core State Standards, California is transitioning to a new school accountability system and a financing system that targets substantially more money to high-needs students and shifts control over spending from the state to local school districts.
In Washington, Republicans and Democrats are struggling with aspects of the rewrite of the No Child Left Behind law. But their overall compromise would return more authority over education policy and accountability to the states. That will make it all the more important, Darling-Hammond said, for communities “to know what works and act based on that knowledge. States and the federal government need to be in the knowledge-sharing business,” and the institute will be a forum and conduit for that information, she said.
Independent and nonpartisan, the Learning Policy Institute will differ from most research institutions, Darling-Hammond said, in that it will combine original and existing research to focus on “pressing policy questions” and then will translate the findings so that federal, state and local policymakers and practitioners can adopt the recommendations and bring them to scale. A large focus of the institute’s work will be on California, she said.
She said the institute’s policy agenda will include:
Examining effective designs for new schools with structures, curriculum and types of learning that young people will need to thrive in a “radically different, knowledge-based world economy.”
Sharing early education programs with strong outcomes so that they can be brought to scale. There is an emerging bipartisan recognition nationally of the importance of early education, she said.
Making recommendations and sharing research on how to attract, train and effectively retain the next generation of teachers; California and other states are already experiencing a diminishing supply of prospective teachers.
Helping to shape an “equity agenda” that draws attention to the United States’ high rates of child poverty and homelessness and unequal school funding and staffing, compared with other industrialized nations.
The timing may be right for a new institute focusing on these issues and for Darling-Hammond. An early education adviser to President Obama, who considered naming her secretary of education, she has been a critic of the standardized test-based school sanctions and federally prescribed options for turning around low-performing schools under the No Child Left Behind law. She also has criticized the federal government’s pressure for states to use standardized test scores to evaluate teachers.
As California, under Gov. Jerry Brown, rejected federal initiatives like the Race to the Top funding competition and went its own way, education leaders have turned to Darling-Hammond. Brown appointed her to the Commission on Teacher Credentialing, where she and the commission have been rewriting requirements for training and credentialing teachers and principals. Superintendent of Public Instruction Tom Torlakson asked her to co-lead the task force that produced his Blueprint for Great Schools in 2011. The State Board of Education has turned to her for advice on creating a new school accountability system based on a collaborative process of improvement and a dashboard of measures of student and school performance. She gave a lengthy presentation of her ideas at the board’s May meeting.
While an advocate for many of these policies and viewed as an ally of the nation’s teachers unions, Darling-Hammond said that the institute is committed to evidence-based, high-quality research that “addresses the complex realities facing public schools and their communities.”
An author of 20 books and 500 publications, she has frequently testified before Congress and was an advisor to the Smarter Balanced Assessment Consortium, which has produced the standardized tests for the Common Core State Standards for California and other member states. While not involved in the creation and adoption of the Common Core – she has criticized its timeline for implementation – she has championed the standards’ goals of deeper learning and problem solving.
Along with researchers, the institute will employ educators, policy experts and communicators who will hold briefings, seminars and debates and do extensive communications outreach and networking, the institute said in a press release.
But David Plank, executive director of Policy Analysis for California Education, or PACE, a research center, said the institute’s “biggest asset will be Linda.”
“All of us say we want our research to influence policy,” he said. “Linda is uniquely engaged at the highest levels of California and Washington, with a direct line to those making policy decisions so she is in a unique position to make research matter.”
Susan Sandler, a trustee of the Sandler Foundation, will chair the board of directors. Other members are Henry Louis Gates, Jr., director of the W. E. B. Du Bois Institute for African and African American Research at Harvard University; Kris Gutiérrez, professor of Language, Literacy and Culture at UC Berkeley and former president of the American Education Research Association; David Lyon, founding president emeritus of the Public Policy Institute of California; David Rattray, executive vice president of the Los Angeles Chamber of Commerce; and Stephan Turnipseed, chairman of the Partnership for 21st Century Skills.
http://learningpolicyinstitute.org/our-work/
It is with great pleasure that we're writing to let you know about our new endeavor: The Learning Policy Institute. See our announcement below for more information.
Best,
Linda Darling-Hammond
President and CEO
Patrick Shields
Executive Director
NEW NATIONAL EDUCATION THINK TANK
TO FOCUS ON LEARNING
"Learning Policy Institute" to bridge research and policy;
respond to 'New Moment'
Palo Alto, CA - A new national education think tank - the Learning Policy Institute - is being announced today. Its mission is to conduct high-quality research to inform evidence-based policies that can prepare all students for the challenges of our fast-changing, knowledge-based society.
Bridging the often far-apart worlds of research and policymaking, as well as knowledge about learning and the design of education systems, the Institute's work will be independent and nonpartisan, focusing on learning from pre-K through high school. Internationally renowned researcher and policy expert Linda Darling-Hammond will serve as president and CEO of the organization.
"We've arrived at a new moment for public education in America," said Dr. Darling-Hammond. "All children need to be able to inquire deeply, think critically, communicate, and collaborate to solve challenging problems. Fortunately, we have growing knowledge about how to create learning environments that can accomplish these goals. The Learning Policy Institute will focus on turning that knowledge into action to promote policies that enable each and every child to learn, think and thrive."
Darling-Hammond, who is Charles E. Ducommun Professor of Education Emeritus at the Stanford University Graduate School of Education, is joined by Executive Director Patrick Shields, who comes to the Institute after 20 years creating and building a highly respected education research center at SRI International. They will lead a team of researchers, educators, policy experts, and communicators that will conduct, marshal, and disseminate research; translate research for federal, state, and local policymakers; host policy briefings, seminars, and debates; and engage in extensive communication, outreach and networking.
"Rather than leaving research on the shelf, where it often lands, the Learning Policy Institute will carry research about what works directly into the policy arena," said Shields. "We'll provide all those who care about improving education with independent, practical knowledge and information."
In doing this work, Institute staff will connect the people who shape public policy with evidence, ideas and actions to strengthen the education system and address the complex realities facing public schools and their communities. And they will collaborate with leaders in education, government, business and other fields who share a commitment to high-quality education and who want to follow the evidence where it leads in the search for smart policy.
"In this new moment, there's very substantial interest in finding agreement across old political divides so that our nation can move education forward," added Board Chairwoman Susan Sandler. "Most people want an education system that guarantees that all children learn and graduate, find good jobs, and contribute to society to make the world a better place. The Institute will build on those areas of agreement."
In addition to Ms. Sandler, a trustee with the Sandler Foundation, and Dr. Darling-Hammond, the Board of Directors includes:
The Atlantic Philanthropies, the S.D. Bechtel, Jr. Foundation, the Ford Foundation, the William and Flora Hewlett Foundation, the Sandler Foundation, and the Stuart Foundation are providing initial support for the Institute.
More information on the Learning Policy Institute can be found at http://www.LearningPolicyInstitute.org and on Twitter @LPI_Learning. Also see Linda Darling-Hammond's Huffington Post blog.
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About Linda Darling Hammond (President and CEO)
Linda Darling-Hammond 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. She continues to teach part-time in the Stanford Graduate School of Education. She previously served as Director of the RAND Corporation's education program and as the William F. Russell Professor of Education at Columbia University, Teachers College.
Darling-Hammond 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. She is also a member of the American Association of Arts and Sciences and of the National Academy of Education. She is recipient of 14 honorary degrees as well as numerous national and international awards for the quality and impact of her research. These include the coveted Grawemeyer Award, the Brock International Prize, the Pomeroy Award for Outstanding Research, and the Margaret B. Lindsay Award for Distinguished Research in Teacher Education.
Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. She has consulted widely with federal, state and local officials and educators on strategies for improving education policies and practices. From 1994-2001, she was Founding Executive Director of the National Commission on Teaching and America's Future, whose 1996 report What Matters Most: Teaching for America's Future was named one of the most influential reports affecting U.S. education in that decade. In 2006, Darling-Hammond was named one of the nation's ten most influential people affecting educational policy. In 2008, she served as the leader of President Barack Obama's education policy transition team. Among her more than 500 publications are a number of award-winning books, including The Right to Learn, Teaching as the Learning Profession, Preparing Teachers for a Changing World and The Flat World and Education. She received an Ed.D. from Temple University, with highest distinction, and a B.A., magna cum laude, from Yale University.
About Patrick Shields (Executive Director)
Patrick Shields was previously the executive director of SRI Education. He has more than 25 years of experience managing large-scale social science research projects, and his work has focused on efforts to provide high-quality learning opportunities to every student in the United States. He served as research director for Teaching and California's Future, a 13-year initiative to track the quality of the teacher workforce that contributed to legislation to ensure high-quality teaching for the poorest of California's students. Shields has also overseen many NSF- and foundation-supported studies of STEM opportunities for disadvantaged children, including as the co-principal investigator of the Science Activation Lab, a national research and design effort to dramatically strengthen learning. In addition, he previously was co-principal investigator of a U.S. Department of Education study on English-learner reclassification in California.
Shields received a Ph.D. and an M.A. in Educational Policy from Stanford University, an M.A. in Educational Administration from Columbia University and a B.A. in Romance Languages from Amherst College. He serves on the National Academy of Sciences Committee on Strengthening Science Education through a Teacher Learning Continuum. He also was on the Academy's Committee on the Influence of Standards in Mathematics, Science, and Technology; worked as a senior policy advisor to the Center for Research on Educational Diversity and Excellence at the University of California, a member of the National Council of Teachers of Mathematics Standards Impact Research Group; and served as a member of the Committee of Visitors for the Center for Informal Learning and Schools.
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