Research and Development

The deve lop m en t o f t h i s questionnaire involved merging the knowledge and research base with the most effective practices of star urban principals. The research and theory base was summarized in the 24 domains of the Knowledge and Skill Base and laid out in Principals for Our Changing Schools published by The National Policy Board for Educational Administration. Star urban principals in three great city school districts were identified: 27 in Houston, 18 in Milwaukee and 84 in Chicago. “Star” principals were invited to participate using the following criteria: achievement scores had risen in their schools for a three year period; they were rated by their faculties as effective instructional leaders; central office personnel identified them as accountable fiscal managers; and parents described them as effective in developing community support for their schools. These stars then engaged in a process of explaining their effective leadership behaviors. They participated in consensus building activities which involved grouping and ranking the performance functions which they believed constituted best practice and which they believed explained their success. The domains of the written knowledge base and the functions performed by the urban principals were then synthesized into eleven

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• The “Star” Principal Selection Interview 1 • From the Presidents Desk 2 • Stafford on Harvard Panel 3 • Dallas ISD Launches the Haberman Star Teacher Program 4 • Are Colleges of Education Developing “Star Teachers?” 4 • National Association of Alternative Certification Annual Meeting 6

• Star Classroom Management Protocol 7 • No Child Left Behind 9 • Places We’ve Been 12

THE “Star” Principal Selection Interview Martin Haberman

Distinguished PROFESSOR University of Wisconsin — Milwaukee

functions. This synthesis represents the functions that star urban teachers identified as the effective behaviors which are also supported in the research literature. Questions designed to assess the eleven functions of star urban principals were then developed to synthesize this research and practice. In order to validate that the content of the questions dealt with the content they purported to be assessing, all the principals of the Milwaukee Public Schools in 2001 (167) were personally interviewed by Prof. Haberman over a period of 53 days. This process established content validity. Respondents, regardless of their level of administrative effectiveness, agreed that the questions dealt with the stated functions. The results of this study indicated that the effective functions cited by star principals which were also supported in the literature were indeed communicating common meanings to respondents. In addition, all question wordings that were ambiguous were clarified or discarded. In an ancillary study, 51 assistant principals were also interviewed. In spite of the fact that assistant principals were typically relegated to disciplinary duties, they identified ten of the eleven functions on the questionnaire as explanations of star principals’ effectiveness. In addition to establishing content validity, this lengthy, in-depth process also

We are pleased to announce that the National Association of Alternative Certification Conference, Mike McKibbin, Conference Chairperson, will be held in New Orleans, Louisiana, 2004. Check the NAAC web for more information.

See HABERMAN Page 8

IN THIS ISSUE

The Haberman Educational Foundation Newsletter

The quarterly newsletter of the Haberman Educational Foundation will collect and disseminate news of all alternative teacher certification programs and will accept contributions of information from teacher educators world wide. It will also provide services of research;, policy, technical assistance, and grants related to the selection and training of more effective teachers and principals. Items of news interest should be submitted to: The Haberman Educational Foundation, Inc., 4018 Martinshire, Houston, TX 77025, Phone: 1-800-667-6185. The Haberman Educational Foundation Newsletter is now self-funded. Thanks to all our many subscribers in 1994-1995. The Newsletter is being disseminated internationally. Your contribution or gift to the Haberman Educational Foundation is tax deductible.

DELIA STAFFORD-JOHNSON is President of The Haberman Educational Foundation, Inc. in Houston, TX. Her research interests include urban education, violence prevention and alternative certification. Mrs. Stafford-Johnson is a member of the North Central Indiana Alumni Chapter of Kappa Delta Pi International Honor Society for Educators. VICKY SCHREIBER DILL is a lecturer, writer and senior researcher for the Haberman Educational Foundation. Her research interests include teacher selection and development, violence prevention, and school renewal. Dr. Dill is a member of the Delta Chapter of Kappa Delta Pi International Honor Society for educators.

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From the Presidents Desk Ten years – one decade – seems a long time, and it can be. However, working at the Haberman Educational Foundation has made a decade feel like a “brief moment” in time. Individual school leaders with whom we have worked always give us a true sense of the urgency felt in school districts to find good, reliable teachers and principals. This seems to be a concern all across America, made more urgent by NCLB. To date, Foundation leaders have yet to train a single individual who did not say to us how much they appreciated the information in Dr.Haberman’s research for both the principal and teacher selection interviews. This constant and positive feedback from school administrators drives our continuing efforts. We have made great strides in getting the message out to interested school leaders: personnel selection is a major key to success not only in schools, but also in every walk of life. Every now and then we get even more affirmation from teachers who accidentally find the “book” on their own and realize the value of good research. For example, Marty recently re-ceived an e-mail from Joe Pirilla…

The Haberman Educational Foundation, Inc. has an on going mission: that “of finding thoughtful teachers like Mr. Pirillo for the children and youth of America.” One decade later, the mission remains clear; the need is more urgent than ever, and the response--a foundation dedicated to seamless personnel selection in the public schools—is still going strong!

Dear Dr. Haberman: I know you have written many books, but I am writing to thank your for the one entitled “Star Teachers Serving Children in Poverty”. It has been an incredible help for me. I am a second year high school teacher here in Milwaukee and I find myself re-reading the chapters in the morning before my day begins. I received my teaching degree from U.W.M. a couple of years ago, but I was never directed to your book. I think it should be required reading for student teachers. Thanks again, Joseph Pirillo.

• How should we define "quality teacher"? Does the definition included in the Act actually encompass the qualities that a “good teacher” should have, particularly those in low-income and urban schools? • How, within the parameters of NCLB, might administrators and teachers address the needs of at-risk students? • How should educational research be brought into the classroom? • What should be the role of teacher education and professional development in "leaving no child behind?" Are the provisions and mandates set forth in NCLB adequate to achieve this goal? • Will NCBL's emphasis on "teacher quality" require a complete restructuring of the teaching profession? NCBL aside, does addressing the problems facing the teaching profession require such a restructuring? If so, how should it look? • What support do teachers need in meeting the goals of and adhering to the mandates in NCLB?

Staffords comments in closing, related to the large numbers of dropouts nationally and the impending teacher shortage as key elements for the possible reasons for continued failure in America’s schools.

Delia Stafford, President of The Haberman Educational

Foundation, Participates in Harvard Law School Panel

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“No Child Left Behind: Progress or Empty Promises?” Advocates for Education - Harvard Law School

Delia Stafford, President of The Haberman Educational Foundation participated as an invited panelist in the Advocates for Education’s Second Annual Educational Law and Policy Symposium sponsored by the Harvard Law School. The Symposium took place on April 7, 2003 in Cambridge (MA). Also present, Jimmy Kilpatrick, editor and publisher of EducationNews.org and Senior Fellow with the Alexis de Tocqueville Institution along with other invited experts. The event attracts some of the most knowledgeable experts in the United States. The symposium, consisting of three panels and a keynote address by Robert Schwartz, Founder of Achieve, Inc., analyzed the impact of the No Child Left Behind (NCLB) Act on teaching and technology in America's schools Teaching and the NCLB: Administrative Burdens or Education Benefit? The panel sought to identify and discuss the reality of the educational system’s need for trained teachers, the resources necessary to train teachers to face the challenge of providing quality education in the 21st Century, and the adequacy of the NCLB Act in the face of these realities. Some of the questions considered by Stafford and others on the panel included: • What do "higher standards" actually mean for how classrooms are run? How does it affect pedagogy? • Should teacher certification requirements be federalized? How will these requirements impact those areas with teacher shortages? • If schools are not currently hiring the best qualified teachers that they can, will a federal mandate change that? Can you change the education/teaching market through federal mandate? • What will the cessation of temporary teachers licenses mean for urban school districts that are often dependent upon these teachers? • What will the realities of overcrowded schools and the inability of administrators in successful schools to turn students away in a choice regime, mean for the way classes are actually taught? What will it mean for schools that actually do not have enough teachers to meet new demand?

In Our Mailbox

Dallas ISD Launches The Haberman Star Teacher Retention Project with $298,000 Federal Grant

The Dallas Independent School District, in a joint effort with Madison Government Affairs, (MGA), and The Haberman Educational Foundation, Inc. recently received $298,000 to create The Teacher/Principal Retention Pilot Project in the Dallas Independent School District, Dallas (TX). The Dallas Independent School District has been identified as district in need of increased teacher retention. The district was selected as a Teacher Retention Pilot Project because it fits the selection criteria by scoring high in three categories of need: 1) student achievement in elementary schools; 2) student achievement in middle schools; 3) high proportions of

the students are in poverty. During School Year 2003-2004, extensive teacher selection, principal selection, and use of the pre-screeners will help administrators base selection on research and improve the likelihood of increased student achievement in Dallas ISD. The urban school district is led by Superintendent Dr. Mike Moses; Ms. Mary Roberts, Deputy Superintendent of Personnel is overseeing the pilot project for DISD. Evaluation of the project will be ongoing and is the largest initiative of The Haberman Educational Foundation in a single district to date. Currently, the Foundation leaders are working with MGA to provide the same initiative in Philadelphia, Palm Beach, FL and Normandy, MO.

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Professional educators acknowledge that prepar-ing individuals to develop into high quality teachers who are committed to making a difference in the lives of urban children should be the first priority in improv-ing urban schooling. However, many of these same educators believe that traditional preparation pro-grams do not prepare teacher candidates for the ide-ology needed for working with urban children (Meyerson, 2001; Haberman, 1995). Therefore, this study sought to determine if Colleges of Education were developing “star teachers” needed for urban school districts. Two urban universities, who have formed part-nerships with neighboring urban school districts, par-ticipated in this investigation. Through their collabora-tive efforts, Professional Development Schools were developed that function “For the development of nov-ice professionals, for continuing development of ex-perienced professionals, and for the research and development of the teaching profession” (Tomorrow’s Schools, 1990, p. 1). Specifically, 29 student interns placed in an urban Professional Development School and 30 student interns placed in an urban non-Professional Development School served as the sam-ple for this study. The Urban Teacher Selection Interview, devel-oped by Dr. Martin Haberman, was utilized to assess the student interns’ development of effective urban teacher characteristics. Used by many school districts across America, this instrument was developed to determine which teacher candidates would be suc-cessful during an oral interview facilitated by each district’s personnel department. According to Haber-

ARE COLLEGES OF EDUCATION DEVELOPING “STAR TEACHERS?” Sueanne E. McKinney, Ph.D., Assistant Professor The University of North Carolina – Charlotte

man, those teacher candidates with scores under 30 do not pass the oral interview. Respectfully, those with scores over 43 have a 100% pass rate. All stu-dent interns were administered this assessment measure both prior to, and at the conclusion of their student teaching experience. The results are alarming. Of the total student in-tern population assessed prior to their internship ex-perienced, only 4 of the student interns passed the oral interview, with 2 student interns from each place-ment environment. This communicates a pass rate of 6.8%. The post scores revealed that only 3 student interns passed the oral interview; two student interns placed in an urban Professional Development School environment, and 1 student intern placed in an urban non-Professional Development School. This repre-sents only 5.1% of the population. These findings suggest that even when colleges of education are working collaboratively with urban school districts to develop high quality teachers, it is having little if any impact on their development as “star teachers.” It is obvious that Colleges of Educa-tion must rethink traditional programs, and begin to explore practices and procedures for attracting teacher candidates who have the dispositions needed to teach in culturally diverse classrooms. Alternative certification programs and employing selection proce-dures are options that can be utilized to identify teacher candidates who hold potential for teaching in urban schools. After all, as Haberman (1995) points out, “teaching is not teaching” and “kids are not kids” in urban area schools (p. 2).

See COLLEGES Page 5

Charity Dollars and Schools in America

• Have you any idea whether your charity dollars accomplish anything? • Do you care? • Would you like your contributions to really make a difference? • Why not hold those who get your charity dollars to the

same high standard as those who manage your business dollars?

HABERMAN EDUCATIONAL FOUNDATION’S PURPOSE The best way to help kids in poverty is to improve their schools. The best way to improve their schools is to get them better teachers. (Half of those hired to teach in poverty schools quit or fail in three years.) Over the last ten years The Haberman Educational Foundation has trained those who hire teachers in 160 cities. Approximately 30,000 new teach-ers are now hired each year using the Haberman “Star” Teacher inter-view. HOW IT WORKS The Haberman Educational Foundation trains the people who hire teachers and principals for school systems serving children and youth in poverty. Hiring officials who use the interview are able to select teach-ers how will be effective and who will remain as teachers in the district. Every city that has received training reports higher student achievement and lower teacher turnover. NEXT STEP You select the school system. You tell us whether you want them trained in selecting more effective teachers, principals or both. We will follow up with the school system you select and offer their hiring officials free train-ing using The Haberman Educational Foundation selection interviews. If the school system does not want the training, or has already been trained, we will ask you to select another school system. Thus far no school system has turned down free training, including Newark, Cleve-land and Brownsville, Wichita, Washington D.C. and Rochester and Buf-falo, NY. Your charity’s contribution would be: • $12,500—One-day training in teacher selection • $15,000—Two-day training in principal selection • As a 501/3c your contribution to The Haberman Educational

Foundation is tax deductible. Our administrative costs are zero. The Haberman Educational Foundation has no paid employees. Your entire contribution, 100%, will be devoted to training the hiring officials in the district you select.

Use your charity dollars in a way that really makes a difference. For further information call Delia Stafford, President, The Haberman Educational Foundation at 1-800-667-6185. www.habermanfoundation.org

References

Haberman, M. (1995). Star teachers of children in poverty. Kappa Delta Pi. Meyerson, A. (2001). Forward. In Carter, S. (Eds). No excuses lessons from 21 high performing, high poverty schools (p. 1). Washington, DC: The Heritage Foundation. The Holmes Group, Inc. (1990). To-morrow schools: Principles for the de-sign of professional development schools. The Holmes Group, Inc.

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Vicky Dill, Senior Researcher at HEF will serve as a Board member for Western Governors University.

Dr. Haberman has a new essay which can be found at educationews.org., “Who Benefits from Failing Urban School Districts?” An essay on Equity and Justice for Diverse Children in Urban Poverty.

COLLEGES From Page 4

Knowledge and human power are synonymous.

Francis Bacon

A child miseducated is a child lost.

John F. Kennedy

Quotable Quotes

The educated differ from the uneducated as much as the living from the dead.

Aristotle

National Association of Alternative Certification Annual Meeting Held in

Orlando (FL) April, 2003

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“Building National Leadership from a

Proud Past”

U.S. Department of Education Represented. Highlighting the 13th Annual Conference of the National Association of Alterna-tive Certification met in Orlando under the guidance of President Dr. Michael McKibbin of the California Board of Teacher Cre-dentialing. White House leaders present included Michael Pet-relli, Associate Deputy Under Secretary of the Office of Innova-tion and Improvement (OII) in the US Department of Education. Petrelli’s speech focused on the

need to build a system which in-cludes principal-driven research-based teacher selection, recruit-ment, strong mentor support, and professional development. While NCLB carefully delineates how “highly qualified” is defined, states have ongoing discretion in how to define “certified.” National Leaders Present. Dr. C. Emily Feistritzer, President of the National Center of Education Infor-mation, also keynoted the confer-ence. Feistritzer traced the history of alternative certification from the early ‘80’s, noting that by 2003, all 50 states have some form of alter-native certification in legislation. “Since 60% of traditional graduates

do not take jobs,” Feistritzer observed, “the large numbers of mature people which have come forward as a result of alternative programs has substantially changed the pool of potential teachers.” Some 200,000 peo-ple have entered the teaching profession through alternative routes. Other national lead-ers and presenters from colleges, uni-versities, school dis-tricts, and depart-ments of education shared information about the highly di-verse programs they direct. Sessions cov-ered on-line alterna-tive teacher certifica-t i on p rog ram s ,

teacher recruitment, Troops to Teachers, grant programs, and many more topics. Individuals interested in further information about The National Association of Alternative Certification can log onto www.alternativecertification.org. Two highlights of the NAAC con-ference included honoring Dr. C. Emily Feistritzer, President of the National Center for Education In-formation, and The Haberman Educational Foundation presented a One Thousand Dollar scholar-ship to an outstanding ACP in-tern.

Dr. Mike McKibbin, Director Califor-nia Teacher Credentialing and Presi-dent of the NAAC, ably conducted the NAAC Conference 2003,in Orlando, FL. along with Molly Drake, Confer-ence Chair, both of whom serve on the Senior National Advisory Board of NAAC. President McKibbin’s keynote address detailed the organizations longevity and successes.

The Haberman Educational Foundation has received 25,000 hits on the website, span-ning to international borders. www.habermanfoundation.org

The National Association for Alternative Certification honored national leader in alternative certification, Dr. C. Emily Feistritzer, President of the National Center for Education Information for her three decades of tracking the Alternative Certification movement in the states. Her research on alternative certification has been instrumental in providing the critically needed information for universities, state departments of edu-cation and local school districts. She has work with the US Department of Education and testified before Con-gress regarding the issues of finding mature adults to enter the teaching profession. Dr. Feistritzer delivered a keynote at the NAAC conference. Martin Haberman and Delia Stafford, are pictured with Dr.Feistritzer en-joying the moment! (L to R) Emily Feistritzer, Martin Haberman and Delia Stafford.

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The “Star” Classroom Management Protocol

The Haberman Foundation is pleased to announce the availability of a new assess-ment tool for school districts, universities and research-ers to answer the most frequently asked question in teaching, “Will this individual be able to manage a class-room?” Veteran teachers as well as beginners will also be able to assess themselves in complete confidence and privacy in order to learn whether or not they have what it takes. If veteran teachers and teachers-to-be can manage the classroom then they have a chance of sharing their knowledge with children and youth. If they can’t relate to the students and keep them on-task then what they know will never be received or learned. This assessment is in the form of an interactive computer game. The teacher is presented with a screen depicting 24 students who must be kept on task. Using a random, timed sequence students begin to move off-task. If the teacher does not intervene in a manner ap-propriate to the particular student they begin to disturb their neighbors. The teacher’s responses are timed as well as assessed for their appropriateness to the particu-lar students’ needs. The score for each episode reflects the total number of seconds the teacher is able to keep the students on-task. The game is based on Rudolph Dreikurs’ theory of logical consequences. The students in the computer classroom misbehave because of their particular need for attention, power, revenge, or avoidance of failure. The best responses are those selected by star teachers. Prof. Haberman developed this interactive system to give teachers practice at the critical behaviors they must demonstrate to be effective classroom managers. As a result of practicing with this interactive system the teachers will improve at:

1. “With-it-ness”—a heightened awareness of eve-rything al the children in the classroom are doing at any moment in time. 2.“Multi-tasking”—an increased ability to think about resolving several children’s problems simultaneously. 3. Responding to individual needs—tailoring re-sponses to particular student needs. 4. Increasing their repertoire of responses—practicing 50 positive teacher responses. 5. Avoid escalating problems—extinguishing auto-matic teacher responses that feed into and make situa-tions worse. 6. Professionalizing teacher behavior—learning to act in response to children’s needs rather than respond-ing to teacher needs. 7. Acting decisively—learning to act quickly and staying in control of the situation. In order to access the Star Classroom Management Protocol call 1-800-667-6185 or log on to http://www.habermanfoundation.org.

The Philadel-phia Public Schools Office of Recruitment e m p l o y e e s , Peter Bent and Mary Anne G r e e n f i e l d have been in-strumental in providing training for principals and other administrators in the Philadelphia Public School District. Haber-man Foundation con-sultants have provided multiple sessions in the star teacher selection and star principal selec-tion training. As early as 1999, Ms Greenfield worked to ensure that school principals have the opportunity to learn the research based in-struments developed by Dr. Martin Haberman. Since 1999,training ses-sions have been pro-vided in 2000, 2002 and 2003. Philadelphia Public Schools use the Haberman Interviews to select all principals and teachers for their district.

Delia Stafford

and Mary Anne

Greenfied

Peter Bent

Pictured here, (R) Gary Cowan from Randall Systems, has been instrumental in ensuring HEF has the best of technology available to those individuals using the on-line pre-screeners for teachers and principals. Ryan Cameron (L), from Northeast Magic Tech in Nova Scotia, worked with Dr.Haberman to develop the new “Star” Teacher Classroom Management, a game for teachers and princi-pals alike. Randall Systems will manage all of the on-line products for HEF.

provided a pool of responses to the same questions from principals deemed to be less than satisfactory as well as responses from star principals. (Unsatisfactory or “failure” principals were those with attributes opposite to stars: their schools had declining achievement; they were not regarded as instructional leaders by their faculties; they were identified by central office administrators as “in trouble”; and they were not supported by their parents and communities. These were individuals in the process of retiring, being assigned principal coaches or being moved out of schools and reassigned.) As a result of these procedures, eleven functions representing sound theory and practice were developed into valid interview questions. Since our studies had included both stars and failure principals’ responses, it was also possible to score responses. The scores reflect the degree to which respondents’ answers are closer to those made by star urban principals or to those made by failure principals to the same questions. These procedures required one year to accomplish. At the conclusion of the year the questionnaire was taken back to the original three groups of star principals in Houston, Chicago and Milwaukee. The numbers of these groups had declined slightly(2 less in Houston, 1 less in Milwaukee and 8 less in Chicago). The star principals were asked to repeat the very same process they had engaged in initially; that is, they engaged in a process of consensus building in which they identified and ranked the behaviors they believed explained their effectiveness. The results of these activities indicated that the behaviors star urban principals had identified the previous year were the same ones they identified a year later. The second finding was that the answers of all the initial respondents’ identified as stars

were, in every case, closer to the star respondents identified in the Milwaukee sample than to the responses of the failing principals. The third finding was that the questionnaire could be administered with inter-rater reliability; different interviewers scored respondents answers in the same ways. In sum, the developmental approach followed here has yielded a questionnaire which synthesizes what the knowledge base indicates makes principals effective and what star urban principals themselves identify as explanations for their success. When this synthesis was replicated one year later, it yielded the same explanations of success. The interview questions developed from this synthesis have content validity for both star principals and failure principals. The scoring of respondents is reliable when used by various questioners who have been trained to use the interview. Individuals have been trained to use the interview in Washington, D.C., Rochester, N.Y., Buffalo, N.Y., San Francisco and numerous smaller cities in Kansas, Missouri, Michigan and Texas. Dallas ISD is in the process of receiving training. All cities report that the quality of the principals that they have hired using the interview has markedly improved. Each city collects its own achievement data and may be contacted for further information. If your school district is interested in the “Star” Principal Selection Training, please contact the Haberman Educational Foundation, Inc. or your favorite charity that may be willing to fund such an event

HABERMAN from Page 1

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I am a career educator and am currently working for a management company that services charter schools. I have been a fan of Martin Haberman and his outstanding research for quite a while. Each time I have had the opportunity to hear him speak, I have been moved and motivated in knowing that what he says, knows and believes has true merit for the children we serve, especially those who are most vulner-able. From my heart, many thanks. Linda Wills Comer Regional Vice President

Bettye Topps pictured here with Martin Haber-man, serves as a consultant with the Haberman Educational Foundation, Inc. Ms. Topps was a key administrator in the Washington DC Public Schools when HEF consultants were invited to work in the school district in 1999. She attended the NAAC 2003 Conference as a representative for the Haberman Foundation.

In Our Mailbox

When we use the phrase "leave no child be-hind" just what do we mean? Are we including 15 million children and youth in poverty? Mem-bers of minority groups? Those with handicap-ping conditions?

As a nation we now spend an average of $7,500 per year per child on education. This total is approaching $350 billion per year and if the last fifty years mean anything, this total will most certainly continue to rise. Are the chil-dren, their parents and the society at large getting the most out of these expenditures? We think we can do bet-ter; indeed, we have to do better or our nation will be— what is left of it—behind.

There is no question that in many states and across the nation we can point to countless projects and programs that have tried just about everything… and the number of children we are "leaving behind" continues to grow. But for once the research and common sense are telling us the same thing. The surest way to improve the schooling we offer our children is also the surest way to get the maximum use of the dol-lars we already spend. We need to get them good teachers…teachers who will not be passing through the classrooms for a few months or a year but who will be committed to stay-ing long enough to become effective and who will have an impact on their students’ achievement. In this decade we will need to select, train and retain approximately two million teachers nationwide. And Texas will need to hire more of these people than any state in the nation.

The traditional programs of teacher education in our col-leges and universities have not been providing the num-bers of qualified beginners who even seek employment in the schools where they are needed most.

In some states as many as 71% of those who graduate from traditional teacher education programs never even seek teaching jobs. In state after state we find urban dis-tricts surrounded by large numbers of teacher preparing institutions whose graduates simply do not choose to seek employment in the districts where they are needed most. The Los Angeles area for example has more than thirty colleges and universities preparing teachers and has had a persisting shortage of effective teachers who will stay for decades. The Boston area has over 100 such institutions and the shortage gets worse, not better. In

New York State in 1998-99 the SUNY system graduated over 17,000 "qualified" teachers and not one applied to teach in the City of New York.

Exacerbating the problem is the fact that of those who do accept jobs in urban districts and in districts serving sub-stantial numbers of children in poverty or from minority backgrounds only half of these "qualified" teachers quit or fail in three years or less. This creates a continuous churn of teachers passing through the very schools that need the stability and commitment that can only come from having effective teachers who stay.

Many states have developed alternative certification pro-grams in response to this problem. The critical dimension of these programs is that they attract and select the right people so that we stabilize these schools and not simply add to the problem of teacher churn. By researched based selection of the right people—those who can pass the state exams—learn from a mentor on the job and most of all relate positively to the children and their par-ents, we can and will make a giant stride toward leaving no child behind.

We now know that we can- not keep waiting for gradu-ates of traditional teacher education programs to deign to come teach our children. They will not come and half of those who do will not succeed or

stay. We now need aggressive programs of selection which empower local school districts to recruit, select and train the teachers they need. What this means is straight-forward. The traditional college and universities are not held accountable in their budgets or in any other way for whether their graduates choose to take teaching jobs where they are needed most or take any teaching jobs at all. The schools, on the other hand, are held accountable for the learning of their children and must be given the tools to succeed. The tools in this case are the power to choose and train their teachers.

In order for us to stop leaving so many of our children be-hind we need to select and retain better teachers. The private sector and not for profit foundations are willing to join with the federal, state and local governments to help us select and train the new populations of teachers we will need. We can do significantly better with the re-sources we already have if we go with what we know is actually working. In city after city with failing school sys-tems we can find individual schools that are succeeding,

No Child Left Behind: A Promise Made is a Debt Un-paid. Who Will Deliver?

By Dr. Martin Haberman

“No child left behind” has no meaning for those who need it most.

Martin Haberman

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See NO CHILD Page 10

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schools with committed teachers and principals in which literally no children are being left behind. Getting better teachers works and we need to get about the business of utilizing the particular foundations and existing govern-ment appropriations that will facilitate this thrust.

Attending teacher selection training in the Chicago Public Schools pictured (L to R) Frank Tobin, Martin Haberman, and Fred Chesek. Mr. Tobin and Dr. Chesek, long time advocates of the Haberman “Star Teacher Selection Interview”, used the protocol for the Teachers for Chicago Recruitment Program. This years training was held at South Loop Elementary School. Attending Dr. Haberman’s training were Chicago principals, assistant principals and Dr. Chou, Dean of Education, Univer- sity of Chicago. Principal of South Loop School, Patrick Baccel-lieri and Assistant Principal Pam Sanders hosted the session.

Dr. William Sanni, pictured here (LtoR) with Delia Stafford and Vicky Dill were celebrating the three years of successful use of the Haberman Star Teacher Selection Interview. Training for Wissahickon School District was first initiated in 1999. In the year 2002 HEF trainers were once again invited to work with the school leaders in that city. Dr. Sanni stated the evaluations were excellent and school administrators continue to use the interview process.

In Our Mailbox

Dr. Haberman’s book, "Star Teachers Serving Children in Poverty”, the text for The Haberman "Star” Teacher Inter-view, has sold more copies than any other publication at Kappa Delta Pi. KDP is the International Honor Society for Educators, an organization that has been in existence for over 50 years. This alone speaks volumes regarding the interest and need that many educators feel in their search for what will work so that they can do more for the children and youth being served in the public schools. The Haberman Educational Foundation Inc. (a not for profit 501(c)3) has worked in over 160 major cities in America, including New York, Washington DC, San Fran-cisco, and we are prepared to endorse any Congressional Representative, Senator, State Representative or Gover-nor who is willing to speak on behalf of the 15 million chil-dren and youth of America being left behind. If any of these elected individuals are willing to advocate for well planned state approved alternative certification programs, (43 states claim to have these programs) and promote research based selection processes, THEF would be please to endorse them. Without the extra effort needed from our legislators, many children will continue to be left behind.

The Haberman Educational Foundation, Inc. chartered in 1994 to further the continuing research of University of Wisconsin Distinguished Professor, Dr. Martin Haberman, is one such organization that has the capacity to help school districts nationwide find the needed teachers and principals to work in America’s schools.

For further information about how your school or univer-sity can develop Alternative Certification programs or learn more about research based interviewing of teach-ers, please contact The National Center for Alternative Teacher Certification Information @ www.altcert.org or www.habermanfoundation.org. Delia Stafford President, Haberman Education Foundation

NO CHILD from page 9

Only the educated are free. Epictetus

, Kappa Delta Pi

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In Our Mailbox

The Haberman Educational Foundation Newsletter is published, with special issues as needed. All rights reserved. No part of this periodical may be reproduced or transmitted by any means without the consent of the Foundation. The Haberman Educational Foundation 4018 Martinshire Houston, TX 77025 www.altcert.org

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PAID HOUSTON, TX PERMIT NO.

09222

Who Will Benefit From This Book? • ISD PERSONNEL WHO HIRE TEACHERS • MID-CAREER & MILITARY PERSONNEL SEEKING A TEACHER CERTIFICATION PROGRAM • STATE DEPARTMENT EDUCATORS, LEGISLATORS,

POLICYMAKERS • DOWNSIZING BUSINESSES AND THOSE WISHING TO

SUPPORT QUALITY EDUCATION REFORM • TEACHER EDUCATORS Contains specific suggestions for innovative ways to solve problems! Features a variety of teacher quality topics that concern today's forward-looking school districts, policymakers, military leaders, businesses and industries.

PA

GE

12

“Places We’ve Been”

2001 Training 1. Buffalo, NY January 8-11 2. South Bend, IN January 19 3. Golden Apple Found. January 25 Chicago, IL 4. Nashville, TN January 31 5. Dallas, TX February 13 6. Lake City, FL March 2 7. E. Lasing, MI March 8. Tyler, TX April 2 9. Round Rock, TX April 9 10. New York, NY Apr 23-27 11. Buffalo, NY April 30/May 1 12. Oakland, CA May 8 13. Fullerton, CA May 9 14. Laredo, TX May 12 15. Kilgore, TX June 21 16. San Joaquin, CA October 22 17. Houston, TX November 2 18. Northern Illinois November 17 University

2002 Training 1. Philadelphia, PA January 8 2. Costa Mesa, CA January 18 3. St. Louis, MO January 24 4. Northglenn, CO January 31 5. Kansas City, MO February 6 6. Round Rock, TX March 7 7. Kilgore, TX March 8 8. Wissahickon, PA March 18 9. Alvarado, TX March 22 10. Spring Branch, TX April 4 11. Galveston, TX April 19 12. Darlington, SC May 20 13. Grandview, MO June 7 14. Mt. Pleasant, MI August 19 15. St. Petersburg/Tampa, FL August 23 16. Philadelphia, PA Oct. 28/29 17. Round Rock, TX October 14

The National Center For Alternative Teacher Certification Information 4018 Martinshire Houston, TX 77025

For Information call: 713-667-6185 Our Fax number is: 713-667-6185

To order, please fill in the information requested below. Enclose your check or money order for $29.00 plus $2.00 shipping and handling. Sorry, no COD's or credit card orders accepted. Bulk order discount available.

NAME PHONE/FAX ORGANIZATION ADDRESS CITY STATE ZIP

Alternative Teacher Certification: History, Handbook, And How-To

By: VICKY DILL and DELIA STAFFORD

2003 Training 1. Columbus, OH January 17 2. St. Louis, MO January 21 3. Long Beach, CA January 24 4. Pamona, CA January 3 5. Kansas City, MO January 30/31 6. Thornton, CO February 25 7. Victoria, TX March 5-6 8. Long Beach, CA March 10 9. Philadelphia, PA March 21 10.Pinellas County, FL April 18 11.Tampa, FL April 21/22 12. Dallas, TX May 7/8 July 22/23 13. Grandview, MO June 2/3 14. Texas City, TX June 19 15. Palm Beach, FL July 29 16. Kansas City, KS August 4/5 17. Mt. Pleasant, MI August 11/12 18. Victoria, TX August 15 19. Chicago, IL August 22 20. Palm Beach, FL October 2 21. Dallas, TX October 7/8 22. National Education Assoc. December 8