Liana+-+Linda+Darling-Hammond+(Equity+in+a+Flat+World)


 * March 27, 2011**

**The Flat World and Education: How America's Commitment to Equity Will Determine Our Nation's Future**
Handouts can be found on the ASCD website (__ [|ascd.org] __)

Dr. Linda Darling-Hammond - Speaker

"What the best and wisest parent wants for his or her child, that must the community want for all of its children. Any other goal is narrow and unlovely. Acted upon, it destroys our democracy." -- John Dewey

Effective Teachers...
 * Engage students in active learning
 * Use a wide variety of teaching strategies
 * Create ambitious tasks
 * Assess student learning continuously and adapt teaching to student needs
 * Provide clear standards, constant feedback...(missed the rest)

Equitable Teachers...
 * See, hear, and understand the child
 * Have tools to learn about children's strengths, experiences, and prior knowledge
 * Continue to develop a wide repertoire of practices for teaching
 * Look for ways to reinforce competence and confidence

Today, there are 2 achievement gaps:
 * The gap between white and more affluent students in the US and students of color and those in poverty
 * The gap between US and other...

The US is falling behind in educational attainment

College participation is also falling behind (we are down to about 17th - from 1st). In 1975 the rate of college attendance for white, blacks and spanish were the same. But today, funds and efforts were reversed or dramatically reduced in 1980s. We know HOW to close the gap, but we don't have the policies in place.

Reasons for achievement Gap
 * Less access to well qualified teachers
 * Less access to high quality, relevant curr
 * Less access to high quality, current and appropriate malts and equipment
 * Less access to needed counselors, libraries, and other learning supports
 * For ELs, less access to the kinds of teachers, teaching, materials, and assessments needed to support language learning and educational success.

Curriculum access matters for learning

1- Create policies that support the development of expertise (research finds that student learning gains are related to: strong academic background, quality prep, certification of teacher in the field taught, experience >3 yrs, NBCT. In combination, these predict more of the difference in student learning gains than race & parent education combined (Clotfelter, Ladd, & Vigdor, 2008). Policies should strengthen and equalize these features.

2- Develop more effective prep for teachers and leaders - high quality clinical experiences--tapping the wisdom of practice--linked to coursework about learning of students and adults, focus learning applying specific tools in the classroom, more extensive coursework in content and content pedagogy, links to curriculum and assessments, performance assessments for adults evaluating practice.

3- Create thoughtful evaluation systems based on: standards-based observation (in person or video) by experts trained in grade level and ideally the content area; examination of curriculum plans, assignments, and student work samples; evidence of practices that support student learning both in and outside of the classroom -- including work with parents & colleagues; evidence of student learning measured in a variety of ways (e.g., work samples, learning progressions, pre- and post-measures tied to curriculum, exhibitions of mastery, as well as annual tests).


 * Reflection** - Does KS have equity within and between its schools? Does it address to issue of equity in its outreach programs? How might we create policies within our system that would support the findings? We already do so with NBCT but are we ensuring that teachers stay within field taught (KSK - proposal to "loop" with students for two years)? Are we focusing enough energy on the subject of evaluation? both formative and summative, for our education staff, both teachers and support staff?


 * Implications for Ka Pi'ina** - If student achievement is our goal, then the implications are huge. There is not equity between campuses and this should be addressed. Services that could assist some of our students are being ignored. Are PD monies being strategically used system wide?