Haberman Star Teacher/Principal Selection Project
Scope of Service

The Haberman Star Teacher/Principal Selection Project is objective, reliable and effective. The scenario-based protocol results in identifying teachers who will stay and succeed with children at risk, in poverty, unmotivated, oppositional, and challenging. “Statistical Evidence” in “Increasing the Number of High Quality African American Teachers in Urban Schools” (Haberman, M. Journal of Instructional Psychology, October 25, 1999, 1-5)

HEF ensures the integrity of its model by training trainers over a long period of time, all of whom have been using the interview to select teachers in their respective schools or teacher ed programs, until any trainers trained by HEF to deliver the model can be considered “national trainers.” To date, there are ten certified trainers nationwide for the star selection interview training.

An extensive body of research and data exists to support and enhance the process of teacher selection and retention using the teacher selection interview. This research dates back as far as 1966 when Haberman began to refine his interview in the Chicago Public Schools (“Statistical Data,” Haberman, M., History and Development of the Interview.)

HEF is experienced in seeking and being awarded grants for a variety of technical assistance requests. For example, the HEF received extensive support from The Houston Endowment to do teacher and principal selection training in Houston-area schools. HEF is prepared and has experience in writing and receiving grants.

The Haberman Foundation staff has testified to Senate Education Committees in Florida, Texas, and California; spoke to senators and congressional leaders at the Education Commission of the States (July, 2001), and spoken nation wide to associations, consortia, education service centers, and superintendents’ and Human Resource associations since 1985.

Program Plan and Narrative

Program Content. The program content teaches school district site-based teams the Haberman Star Teacher Interview. The content of the instruction—for the teacher selection—teaches trainees the “star” characteristics, beliefs and behaviors of those who succeed with at-risk students. For example, in the first training segment entitled, “Persistence,” trainees learn that star teachers of children at risk always exhibit the characteristics and behaviors, both together known as a “mid-range function,” of persistence and creative problem-solving in the classroom.

Methodology. Star Teacher/Principal Selection training proceeds by a combination of hands-on practice and video presentation. Trainees have an opportunity to see on video a candidate interviewed who gives an answer to the question that is not a star answer. This candidate has only one solution for any problem that may arise in the classroom and is not persistent or problem-solving. Soon the student is sitting in the principal’s office.

Trainees view examples of a “star” answer on the item called “persistence.” The trainee hears a star candidate give five or six possible solutions to a problem behavior exhibited by a student. This behavior, “persistent problem-solving,” is a critical and indispensable characteristic of an effective teacher of youth at risk. Star teachers see it as their job to be persistent; it’s not an option, it’s what they do.

In a similar fashion, all seven star teacher characteristics/behaviors or “midrange functions” are taught at the teacher training and all eleven star principal midrange functions are taught at the principal training. Trainees practice each question with one another and experience feedback from instructors and one another; they then switch roles and practice listening and reflecting on the answers. Feedback is immediate. At the end of both the teacher and principal interview training, there is a proficiency test that ensures inter-rater reliability.

Program Design. A variety of components comprise the program design. For many school districts, the optimal impact of this training is achieved when a particular feeder pattern or series of related schools may:

  1. Read Martin Haberman’s book, Star Teachers the Ideology and Best Practice of Effective Teachers of Diverse Children and Youth in Poverty, (HEF 2005) Book studies deepen educators’ content knowledge and provide them with research-based instructional strategies;
  2. Experience the ASCD-developed series of videotapes, “Becoming a Star Teacher.” The series of staff development events supports learning communities as they reflect on their own practice, examine and compare the reflection against best practices, and align teacher characteristics/behaviors and midrange functions with district goals;
  3. Conduct intensive teacher interview training. The teacher interview training for principals and Human Resource consultants is a one-day training; After key hiring personnel are trained to do the interview and individuals who demonstrate the profile are members of the various learning communities within the district, quantum leaps in cultural understanding and student achievement will be evident.
  4. The core of this program design, The Haberman Educational Foundation Star Teacher/Principal Selection Project is the interview training for the teacher/principal selection. This training constitutes excellent professional development and equips individuals not only with an interview to select successful teachers, but a profile of extremely effective educators’ beliefs about working with children at risk and in poverty. Subsequent follow-up trainings may include book and video studies that exemplify embedded staff development appropriate to induction protocols and meets NSDC standards.

Scope of Services. The Haberman Educational Foundation has the capacity to train principals, Human Resource officials, the district leadership team, and all of stakeholders in teacher selection strategies.

Teacher Selection/Principal Selection. The Haberman Educational Foundation (HEF) proposes to train individual school teams consisting of a principal and assistant/associate principal. Several additional teams would include school improvement/Human Resource personnel who recruit nationally and internationally. Teams are flexible and may be specified to fit each district’s specific needs by the superintendent or an appropriate designee. The HEF has the capacity to train four sessions of approximately forty individuals concurrently, totaling 160 individuals trained a day.

Intense, district saturation training such as proposed here is a formidable force focusing on the power of personnel selection. In just three weeks of intensive training, a team or pair representing every individual school would be prepared to interview teacher candidates. Subsequently, a tremendous number of individuals would be 1) speaking a common language, the language of “midrange functions” of star teachers; 2) knowledgeable about the core beliefs of the teachers whose students achieve the most and stay in school; 3) articulate in pedagogy designed specifically to meet the needs of urban and at-risk youth.

The nationally famous expertise of Dr. Martin Haberman, Distinguished Professor Emeritus of Education at the University of Wisconsin in Milwaukee, gives the HEF deep and broad experience in the field of program building and monitoring. The results-focus in over a decades of continuous research and development provides school districts the needed assistance in selecting teachers who will stay and work well with at risk youth.

Ability to Perform All Required Services.

The HEF has performed all required services for the last fifteen years, evidencing a quality track record across the nation. In May 2001, the HEF conducted five days of teacher selection training for the NYCBOE and the Center for Recruitment. Evaluation data strongly suggests a positive response to the training and are available through the Center for Recruitment. Further, HEF leaders worked with Sylvan Learning Corporation (Baltimore) and Western Governors University, (Salt Lake City, Utah) as consultants and worked in 360 plus districts nationally.

Comprehensive Service Plan. The HEF will provide training to State Departments of Education, recruiters, principals, school boards, and superintendents in how to interview teachers to identify those who will succeed with even the most challenging students. The Foundation’s technique, called Star Teacher/Principal Interview, has a demonstrated 95% accuracy rate in predicting which teachers will be retained and succeed. High success rates result from the reliability of the scenario-based interview to give a clear picture of the candidate’s beliefs about teaching at-risk and challenging youth and to predict how a candidate will behave “when nobody’s looking.” The HEF is committed to providing site-based teams, principals and school districts’ leaders and recruiters with state-of-the-art research-based teacher selection training.

HEF interviews are designed for general audiences; they do not presume that a candidate being interviewed is already certified; the interviews are appropriate for all audiences and can be translated into any international language. An outline of the training course/materials for teacher/principal selection:

Each trainee will be provided a one-day training event which includes:

  1. training notebook containing the interview questions and specific look-fors;
  2. continua rating forms for scoring of interviewees;
  3. copy of Star Teachers /Star Principals by Martin Haberman
  4. extensive practice in scoring interviews
  5. certificate of completion when the individual passes the proficiency test and becomes a Haberman interviewer.

The HEF training is developed, monitored, and evaluated using NSDC standards; the training is results-based and utilizes the Baldrige approach to systems management. Evaluation and continuous progress models are applied to every training event. Evaluation data includes context, process, and content standards. Cognizant of the research-based nature of the 2001 revision of the NSDC staff development standards, HEF has reviewed and evaluated its protocol. Powerfully, the interview training, done in campus improvement teams or in a combination of Human Resource personnel and administrator cross-functional teams forms an effective personnel learning community, fosters an agile leadership team, and provides the resources (knowledge, skills, and predispositions) to perform the task at hand – identifying and screening potential teachers, all levels, all grades for the children and youth of America.The process prepares educators to apply the research about what constitutes a “star” profile to the appraisal of the educators they hire and not to go on intuition; it is data-driven. Finally, implementation of the interview training,has a direct effect on student achievement.

HEF provides ONLINE PRE-SCREEN tests for both teacher and principal selection protocols

Organizational Capacity.

The HEF evidences more than adequate human and technical, professional ability as evidenced by a long and successful history of training and retaining teachers nationwide.

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