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Star Teacher Training
Haberman Online Product Integration:
When districts purchase the online Teacher Pre-screeners and/or Administrator Questionnaires they automatically receive the results. In this way, the Haberman online products stand alone as tracking system for your district. In addition, we have the ability to partner with any applicant tracking system already in place.

The Star Teacher Selection Interview: The Haberman Educational Foundation (HEF) proposes to train principal 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 designed to fit each district’s specific needs by the superintendent or an appropriate designee. Intense, district saturation training such as proposed here is a formidable force focusing on the power of personnel selection. With the one day 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 “core beliefs” 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 at-risk youth. When principals understand the ideology of the star teacher live interview, they will fully understand the implications of the online teacher pre-screener results which goes hand in hand with the interview protocol, thus, changing the culture of hiring in the school district.

Background and Methodology of the Star Teacher Selection Interview: The Teacher Selection Interview was developed by identifying functions which discriminate between the behaviors of star teachers and quitter/failure teachers. The number of star teachers (app. 8%) and the number of quitter/failure teachers (app. 40%) in the 120 major urban school districts was both sufficiently large and accessible. Stars were willing to be interviewed because they had been identified on seven criteria as being extraordinary teachers. Quitter/failure teachers were equally willing to be interviewed because they believed that the problems they encountered with students were the fault of the students, their parents or the schools’ systems. Indeed, they were generally eager to conduct exit interviews and explain in detail the reasons why “good” teachers such as themselves could not continue to teach in these systems.

After identifying the functions which discriminate between the two groups questions were developed which required subjects to respond to whether they would perform these functions and the degree to which they would perform them. In effect, subjects’ answers are assessed in terms of the proximity or distance of their responses from the responses made by stars or quitter/failures. The best answers are closest to how star teachers respond. The poorest answers are closest to how quitter/failure teachers respond.

The interview predicts who will remain in teaching in highly bureaucratic school systems, relate positively to diverse students in poverty and be effective versus those who will quit or fail. This interview is now used in over 220 major urban school districts any of which can provide additional evidence of its predictive validity. The Star Teacher Selection Interview boasts a 95% accuracy rate in predicting which teachers will stay and succeed and which ones will fail or quit. High success rates result from the ability of the scenario-based interview to give a clear picture of the candidate's beliefs about teaching at risk youth, and to predict how a candidate will behave on the job; which ones will be able to handle the stress, the discipline the unmotivated students and those who learn differently.

Validity and Reliability of the Star Teacher Selection Interview: The instrument was developed by identifying factors which discriminate between quitters/failures and stars. "Quitters/failures" are those who have left urban teaching with unsatisfactory ratings from supervisors or who describe themselves as unable to continue teaching. "Stars" are urban teachers indentified as such by principals, other teachers, students, and themselves. The level at which discriminating factors were accepted in developing the instrument was total: that is, the number of quitters/failures who passed the interview was zero. The number of stars who passed was 100%. Since 1962, groups of stars and quitters/failures have been periodically tested to validate this level of discrimination. No changes have been made to the questions/mid-range functions. Any test or scale may have a number of validity and reliability coefficients depending on how, when, where, and by whom it is used. Each city using the Interview keeps its own records and compares respondents initial interview scores (prediction) against school principals' ratings in subsequent teaching practice. Those who pass the interview with any score (that is they avoid a zero on all questions/ mid-range functions) are rated satisfactory or higher by school principals 95% of the time. Another way to state this is that when the instrument is correctly administered by trained interviewers, there is a 5% or 1 in 20 chance of hiring a quitter/failure.

Background and Development of the Haberman Star Teacher Online Pre-Screener Test: After years of research, Dr. Haberman was able to determine that the beliefs of great teachers differs greatly from the quote, "quitters and failures" in today's public schools. His book goes to great lengths to describe the differences between the two sets of beliefs and describes the under girding ideology of the star teachers and their performance in classrooms. From his on-going research, Dr. Haberman crafted an interview which gets to the heart of what teaching should be for children, especially those who live in poverty. The questions and answers were derived from what the best teachers believe their job will and should be. The interview actually tests the third dimension of working in classrooms. Not content, nor pedagogy, but does the teacher have the capacity to build relationships with children, parents, and school leaders in general. The online pre-screener is based on the same research as the live interview. Again, questions are based on core beliefs, not content nor pedagogy. It will save time, energy and funds based on the results of the pre-screener; which determines what applicants will do well on the live interview. You can find out about your potential for teaching diverse children in poverty schools by taking the on line pre-screener to the Haberman Star Teacher Selection Interview. This is a 50 item, half hour test that you can administer to yourself, in private, on your own computer. Your answers will be rated in terms of how star teachers vs. quitter/failure teachers have responded to the very same questions. At the completion of the test you will get a professional profile that tells you a great deal about your potential for teaching in poverty schools. First, your total score will be compared with everyone else who has taken the test and will tell you the quartile of your total score. In other words, how close your answers were to those of star teachers. Second, your answers will be organized in terms of ten mid-range functions

Dimensions Assessed on the Online Star Teacher Pre-screener

  1. Persistence predicts the propensity to work with children who present learning and behavioral problems on a daily basis without giving up on them for the full 180 day work year.
  2. Organization and Planning refers to how and why star teachers plan as well as their ability to manage complex classroom organizations.
  3. Values Student Learning predicts the degree to which the responses reflect a willingness to make student learning the teacher's highest priority.
  4. Theory to Practice predicts the respondents ability to see the practical implications of generalizations as well as the concepts reflected by specific practices.
  5. At-risk Students predicts the likelihood that the respondent will be able to connect with and teach students of all backgrounds and levels.
  6. Approach to Students predicts the way the respondent will attempt to relate to students and the likelihood this approach will be effective.
  7. Survive In Bureaucracy predicts the likelihood that the respondent will be able to function as a teacher in a large depersonalized organization.
  8. Explains Teacher Success deals with criteria the respondent uses to determine teaching success and whether these are relevant to teachers in poverty schools.
  9. Explains Student Success deals with the criteria the respondent uses to determine students' success and whether these are relevant to students in poverty schools.
  10. Fallibility refers to how the teacher plans to deal with mistakes in the classroom.

At the conclusion of the teacher interview training, there is a proficiency test that ensures inter-rater reliability. When principals and key leaders are trained, a full understanding of the online pre-screener results will emerge and the complete selection protocol will become systemically research-based.




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