Skip to main content
SpringerLink
Log in

Building a Profession of Teaching

  • Chapter
Back to the Future

Abstract

The experience of [high-performing] school systems suggests that three things matter most: 1) getting the right people to become teachers; 2) developing them into effective instructors and; 3) ensuring that the system is able to deliver the best possible instruction for every child. (Barber & Mourshed, 2007)

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Abdal-Haqq, I. (1998). Professional development schools: Weighing the evidence. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Areglado, N. (1999, Winter). I became convinced: How a certification program revitalized an educator. National Staff Development Council, pp. 35–37.

    Google Scholar 

  • Atelier Learning Solutions Pty Ltd. (2005). An evaluation of the Australian Government Quality Teacher Programme 1999 to 2004. Canberra: Department of Education, Science and Training.

    Google Scholar 

  • Athanases, S. (1994). Teachers’ reports of the effects of preparing portfolios of literacy instruction. Elementary School Journal, 94(4), 421–439.

    Article  Google Scholar 

  • Ball, D., & Cohen, D. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco, CA: Jossey-Bass Publishers.

    Google Scholar 

  • Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey and Company.

    Google Scholar 

  • Bartell, C. (1995). Shaping teacher induction policy in California. Teacher Education Quarterly, 22(4), 27–43.

    Google Scholar 

  • Blank, R. K., de las Alas, N., & Smith, C. (2007). Analysis of the quality of professional development programs for mathematics and science teachers: Findings from a cross-state study. Washington DC: CCSSO.

    Google Scholar 

  • Bond, L., Smith, T., Baker, W., & Hattie, J. (2000). The certification system of the National Board for Professional Teaching Standards: A construct and consequential validity study. Greensboro, NC: Center for Educational Research and Evaluation.

    Google Scholar 

  • Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2006). How changes in entry requirements alter the teacher workforce and affect student achievement. Education Finance & Policy, 1(2), 176–216.

    Article  Google Scholar 

  • Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2008). Teacher preparation and student achievement. NBER Working Paper No. W14314. National Bureau of Economic Research. Available at SSRN: http://ssrn.com/abstract=1264576.

  • Bradley, A. (1994, April 20). Pioneers in professionalism. Education Week, 13, 18–21.

    Google Scholar 

  • Britton, T. (2006). Mentoring in the induction system of five countries: A sum is greater than its parts. In C. Cullingford (Ed.), Mentoring in education: An international perspective (pp. 110–123). Aldershot, England: Ashgate Publishing.

    Google Scholar 

  • Bryk, A., Camburn, E., & Louis, K. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35(5), 751–781.

    Google Scholar 

  • Buchberger, F., & Buchberger, I. (2004). Problem solving capacity of a teacher education system as a condition of success? An analysis of the “Finnish case.” In F. Buchberger & S. Berghammer (Eds.), Education policy analysis in a comparative perspective (pp. 222–237). Linz: Trauner.

    Google Scholar 

  • Buday, M., & Kelly, J. (1996). National Board certification and the teaching profession’s commitment to quality assurance. Phi Delta Kappan, 78(3), 215–219.

    Google Scholar 

  • Calkins, A., Guenther, W., Belfiore, G., & Lash, D. (2007). The turnaround challenge: Why America’s best opportunity to dramatically improve student achievement lies in our worst-performing schools. Boston, MA: Mass Insight Education & Research Institute.

    Google Scholar 

  • Carpenter, T., Fennema, E., Peterson, P., Chiang, C., & Loef, M. (1989). Using knowledge of children’s mathematical thinking in classroom teaching: An experimental study. American Educational Research Journal, 26, 499–532.

    Article  Google Scholar 

  • Cavaluzzo, L. (2004). Is National Board Certification an effective signal of teacher quality? (National Science Foundation No. REC-0107014). Alexandria, VA: The CNA Corporation.

    Google Scholar 

  • Cheng, M., & Brown, R.S. (1992). A two-year evaluation of the peer support pilot project: 1990–1992. Toronto, Ontario, Canada: Toronto Board of Education, Research Department.

    Google Scholar 

  • Chittenden, E., & Jones, J. (1997, April). An observational study of National Board candidates as they progress through the certification process. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

    Google Scholar 

  • Clement, M. (2000). Making time for teacher induction: A lesson from the New Zealand model. The Clearing House, 73(6), 329–330.

    Article  Google Scholar 

  • Cochran-Smith, M., & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.

    Google Scholar 

  • Cohen, D. K., & Hill, H. C. (2001). Learning policy. New Haven, CT: Yale University Press.

    Google Scholar 

  • Darling-Hammond, L. (2005). Teaching as a profession: Lessons in teacher preparation and professional development. Phi Delta Kappan, 87(3), 237–240.

    Google Scholar 

  • Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass.

    Google Scholar 

  • Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.

    Google Scholar 

  • Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.

    Google Scholar 

  • Darling-Hammond, L., Wei, R.C., Richardson, N., Andree, A., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the US and abroad. Washington, DC: National Staff Development Council.

    Google Scholar 

  • Darling-Hammond, L., Wise, A., & Klein, S. (1999). A license to teach: Building a profession for 21st century schools. San Francisco: Jossey-Bass.

    Google Scholar 

  • Desimone, L., Porter, A., Garet, M., Yoon, K., & Birman, B. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Education Evaluation and Policy Analysis, 24(2), 81–112.

    Article  Google Scholar 

  • Dunne, F., Nave, B., & Lewis, A. (2000). Critical friends: Teachers helping to improve student learning. Phi Delta Kappa International Research Bulletin (CEDR), 28, 9–12. Retrieved September 11, 2008, from http://www.pdkintl.org/edres/resbul28.htm.

  • Earl, L, Watson, N., & Torrance, N. (2002). Front row seats: What we’ve learned from the National Literacy and Numeracy Strategies in England. Journal of Educational Change, 3(1), 35–53.

    Article  Google Scholar 

  • Elmore, R., & Fuhrman, S. (1993). Opportunity to learn and the state role in education. In The debate on opportunity-to-learn standards: Commissioned papers. Washington, DC: National Governors Association.

    Google Scholar 

  • Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53(5), 393–405.

    Article  Google Scholar 

  • Flexner, A., & Pritchett, H.S. (1910). Medical education in the United States and Canada: A report to the Carnegie Foundation for the Advancement of Teaching. New York: Carnegie Foundation for the Advancement of Teaching.

    Google Scholar 

  • Friedlaender, D., & Darling-Hammond, L. with the assistance of Andree, A. Lewis-Charp, H., McCloskey, L., Richardson, N., & Vasudeva, A. (2007). High schools for equity: Policy supports for student learning in communities of color. Stanford, CA: School Redesign Network at Stanford University, 2007. Available at http://www.srnleads.org/resources/publications/hsfe.html.

  • Fullan, M. (2007). The new meaning of educational change, 4th edition. NY: Teachers College Press.

    Google Scholar 

  • Fuller, E. (2003). Beginning teacher retention rates for TxBESS and non-TxBESS teachers. Unpublished paper. State Board for Educator Certification, Texas.

    Google Scholar 

  • Gallego, M.A. (2001). Is experience the best teacher? The potential of coupling classroom and community-based field experiences. Journal of Teacher Education, 52(4), 312–325.

    Article  Google Scholar 

  • Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.

    Article  Google Scholar 

  • Goddard, Y.L., Goddard, R.D., & Tschannen-Moran, M. (2007). Theoretical and empirical investigation of teacher collaboration for school improvement and student achievement tin public elementary schools. Teachers College Record, 109(4), 877–896.

    Google Scholar 

  • Goldhaber, D., & Anthony, E. (2005). Can teacher quality be effectively assessed? Seattle, WA: University of Washington and the Urban Institute.

    Google Scholar 

  • Guadarrama, I. N., Ramsey, J., & Nath, J. L. (Eds.) (2002). Forging alliances in community and thought: Research in professional development schools. Greenwich, CT: Information Age Publishing.

    Google Scholar 

  • Hammerness, K., Darling-Hammond, L., & Shulman, L. (2002). Toward expert thinking: How curriculum case writing prompts the development of theory-based professional knowledge in student teachers. Teaching Education, 13(2), 221–245.

    Article  Google Scholar 

  • Hassell, B.C. (2002). Better pay for better teaching: Making teacher compensation pay off in the age of accountability. Progressive Policy Institute 21st Century Schools Project. Retrieved November 18, 2004, from http://www.broadfoundation.org/investments/education-net.shtml.

  • Haynes, D. (1995). One teacher’s experience with National Board assessment. Educational Leadership, 52(8), 58–60.

    Google Scholar 

  • Hord, S. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory.

    Google Scholar 

  • Ingersoll, R., & Kralik, J. M. (2004). The impact of mentoring on teacher retention: What the research says. Denver, CO: Education Commission of the States.

    Google Scholar 

  • Ingvarson, L. (2005). Getting professional development right. In Australian Council for Educational Research Annual Conference Proceedings 2005 – Getting Data to Support Learning Conference (pp. 63–71). Retrieved June 28, 2008, from http://www.acer.edu.au/documents/RC2005_Ingvarson.pdf.

  • Joyce, B., & Calhoun, E. (1996). Learning experiences in school renewal: An exploration of five successful programs. Eugene, OR: ERIC Clearinghouse on Educational Management.

    Google Scholar 

  • Lieberman, A., & Wood, D. (2002). From network learning to classroom teaching. Journal of Educational Change, 3, 315–337.

    Article  Google Scholar 

  • Little, J.W. (2003). Inside teacher community: Representations of classroom practice. Teacher College Record, 105(6), 913–945.

    Article  Google Scholar 

  • Louis, K. S., Marks, H. M., & Kruse, S. (1996). Professional community in restructuring schools. American Educational Research Journal, 33(4), 757–798.

    Article  Google Scholar 

  • Louis, K.S., & Marks, H.M. (1998). Does professional learning community affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 106(4), 532–575.

    Article  Google Scholar 

  • Martins, P. (2009). Individual teacher incentives, student achievement and grade inflation (Paper No. 4051). London, UK: Queen Mary, University of London, CEG-IST and IZA.

    Google Scholar 

  • McGill-Franzen, A., Allington, R.L., Yokio, L., & Brooks, G. (1999). Putting books in the classroom seems necessary but not sufficient. The Journal of Educational Research, 93(2), 67–74.

    Article  Google Scholar 

  • McLaughlin, M. W., & Talbert, J. E. (2001). Professional communities and the work of high school teaching. Chicago: University Of Chicago Press.

    Google Scholar 

  • Meiers, M., Ingvarson, L, Beavis, A., Hogan, J., & Kleinhenz, E. (2006). An evaluation of the getting it right: Literacy and numeracy strategy in western Australian schools. Victoria: Australian Council for Educational Research.

    Google Scholar 

  • Merek E., & Methven, S. (1991). Effects of the learning cycle upon student and classroom teacher performance. Journal of Research in Science Teaching, 28(1), 41–53.

    Article  Google Scholar 

  • Mikkola, A. (2000). Teacher education in Finland. In C. Paiva (Ed.), Teacher education policies in the European Union (pp. 179–193). Lisbon: INAFOP.

    Google Scholar 

  • Milanowski, A. T., Kimball, S. M., & White, B. (2004). The relationship between standards-based teacher evaluation scores and student achievement. University of Wisconsin-Madison: Consortium for Policy Research in Education.

    Google Scholar 

  • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(1), 132–141.

    Article  Google Scholar 

  • National Commission on Teaching and America’s Future (NCTAF) (1996). What matters most: Teaching for America’s future. New York: Author.

    Google Scholar 

  • Newman, F., & Wehlage, G. (1997). Successful school restructuring: A report to the public and educators by the Center on Organization and Restructuring of Schools. Madison, WI: Document Service, Wisconsin Center for Education Research.

    Google Scholar 

  • Odell, S. J., & Ferraro, D. P. (1992). Teacher mentoring and teacher retention. Journal of Teacher Education, 43(3), 200–04.

    Article  Google Scholar 

  • Olebe, M. (2001). A decade of policy support for California’s new teachers: The beginning teacher support and assessment program. Teacher Education Quarterly, 10(2), 9–21.

    Google Scholar 

  • Organisation for Economic Cooperation and Development (OECD) (2004). Completing the foundation for lifelong learning: An OECD survey of upper secondary schools. Paris: OECD.

    Google Scholar 

  • Organisation for Economic Cooperation and Development (OECD) (2004). Completing the foundation for lifelong learning: An OECD survey of upper secondary schools. Paris: OECD

    Google Scholar 

  • Packard, R., & Dereshiwsky, M. (1991). Final quantitative assessment of the Arizona career ladder pilot-test project. Flagstaff: Northern Arizona University.

    Google Scholar 

  • Pang, M. (2006). The use of learning study to enhance teacher professional learning in Hong Kong. Teaching Education, 17(1), 27–42.

    Article  Google Scholar 

  • Penuel, W., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007, December). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958.

    Article  Google Scholar 

  • Sahlberg, P. (2009). Educational change in Finland. In A. Hargreaves, M. Fullan, A. Lieberman, & D. Hopkins (Eds.), International Handbook of Educational Change (pp. 1–28). Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Sato, M. (2000, April). The National Board for Professional Teaching Standards: Teacher learning through the assessment process. Paper presented at the Annual Meeting of American Educational Research Association. New Orleans, LA.

    Google Scholar 

  • Sato, M., Wei, R. C., & Darling-Hammond, L. (2008). Improving teachers’ assessment practices through professional development: The case of National Board Certification. American Educational Research Journal, 45, 669–700.

    Article  Google Scholar 

  • Saxe, G., Gearhart, M., & Nasir, N. S. (2001). Enhancing students’ understanding of mathematics: A study of three contrasting approaches to professional support. Journal of Mathematics Teacher Education, 4, 55–79.

    Article  Google Scholar 

  • Skilbeck, M., & Connell, H. (2003). Attracting, developing and retaining effective teachers: Australian country background report. Canberra: Commonwealth of Australia.

    Google Scholar 

  • Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.

    Article  Google Scholar 

  • Smith, T., Gordon, B., Colby, S., & Wang, J. (2005). An examination of the relationship of the depth of student learning and National Board Certification status. Office for Research on Teaching, Appalachian State University.

    Google Scholar 

  • Snow-Renner, R., & Lauer, P. (2005). Professional development analysis. Denver, CO: Mid-Content Research for Education and Learning.

    Google Scholar 

  • Springer, M., Ballou, D., Hamilton, L., Le, V., Lockwood, V., McCaffrey, D., Pepper, M., & Stecher, B. (2010). Teacher pay for performance: Experimental evidence from the project on incentives in teaching. Nashville, TN: National Center on Performance Incentives, Vanderbilt University.

    Google Scholar 

  • Spuhler, L., & Zetler, A. (1995). Montana beginning teacher support program: Final report. Helena, MT: Montana State Board of Education.

    Google Scholar 

  • Stansbury, K., & Zimmerman, J. (2000), Lifelines to the classroom: Designing support for beginning teachers. San Francisco: WestEd.

    Google Scholar 

  • Stigler, J. W., & Stevenson, H. W. (1991, Spring). How Asian teachers polish each lesson to perfection. American Educator, 12–20, 43–47.

    Google Scholar 

  • Strahan, D. (2003). Promoting a collaborative professional culture in three elementary schools that have beaten the odds. The Elementary School Journal, 104(2), 127–133.

    Article  Google Scholar 

  • Supovitz, J. A., & Christman, J. B. (2003, November). Developing communities of instructional practice: Lessons from Cincinnati and Philadelphia (CPRE Policy Briefs RB-39). Pennsylvania: University of Pennsylvania, Graduate School of Education.

    Google Scholar 

  • Supovitz, J. A., Mayer, D. P., & Kahle, J. B. (2000). Promoting inquiry based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Educational Policy, 14(3), 331–356.

    Article  Google Scholar 

  • Thompson, C. L., & Zeuli, J. S. (1999). The frame and the tapestry: Standards-based reform and professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: A handbook of policy and practice (pp. 341–375). San Francisco: Jossey-Bass.

    Google Scholar 

  • Van Lier, P. (2008). Learning from Ohio’s best teachers. Cleveland, OH: Policy Matters.

    Google Scholar 

  • Vandevoort, L. G., Amrein-Beardsley, A., & Berliner, D. C. (2004). National Board Certified teachers and their students’ achievement. Education Policy Analysis Archives, 12(46), 117.

    Google Scholar 

  • Wei, R.C., Andree, A., & Darling-Hammond, L. (2009). How nations invest in teachers. Educational Leadership, 66(5), 28–33.

    Google Scholar 

  • Wenglinsky, H. (2000). Teaching the teachers: Different settings, different results. Princeton, NJ: Policy Information Center, Educational Testing Service.

    Google Scholar 

  • Wilson, M., & Hallum, P. J. (2006). Using student achievement test scores as evidence of external validity for indicators of teacher quality: Connecticut’s beginning educator support and training program. Berkeley, CA: University of California at Berkeley.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, University of Stanford, USA

    Linda Darling-Hammond

Authors
  1. Linda Darling-Hammond
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Minho, Portugal

    Maria Assunção Flores

  2. University of Coimbra, Portugal

    Ana Amélia Carvalho

  3. University of Minho, Portugal

    Fernando Ilídio Ferreira

  4. University of Minho, Portugal

    Maria Teresa Vilaça

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Sense Publishers

About this chapter

Cite this chapter

Darling-Hammond, L. (2013). Building a Profession of Teaching. In: Flores, M.A., Carvalho, A.A., Ferreira, F.I., Vilaça, M.T. (eds) Back to the Future. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-240-2_1

Download citation

Publish with us

Policies and ethics

Societies and partnerships

Search

Navigation