Final Report to the U.S. Department of Defense on the Defense Reinvestment Initiative (1999) / Chapter Skim
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G-Haberman Interview
G-Haberman Interview
Pages 75-89
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APPENDIX G Haberman Interview 75
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From page 76... ...
Baas A BRIEF HISTORY of The Urban Teacher Selection Interview :~ Our Mission: To improve the chances of~schoof change occurring thorough timetested personae t hiring and ~ .
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From page 77... ...
Between 1958 and 1961 as part of my work supervising student teachers in a fifth year, masters level program offered by Teachers College, Columbia in the FIarIem schools of New Yoric City, ~ reached the following concIllsions: 1. Teacher educator is not a generic process.
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From page 78... ...
We ad know "shy,n Aggressive," and other types of teachers who might be successfi~ In some schools but not others At the other extreme, it is also useless.to attempt to sped the precise behaviors required of effective teachers In a Even situation The numbers of such behaviors become too large for DUrDOSCS of either teacher trading or evaluation. For example, the :state of wisoonsm has officaany re~gmzeo 227 effective teacher behaviors and many more might be generated if specific situadons were fully examined To negotiate beaten these extremes Merton advocated that each profession develop mid-range func~dons, that is, clusters, chunk, or groups of behaviors Hat particular practitioners must demonstrate ~ carder ~ be effective.
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From page 79... ...
If we could idenu~ poten ial success in urban teaching by using an interview, much time and effort ~night be saved and much 1ncorlveiiience might be avoided Individuals with high potential for 1lrbarl teaching and with sabsfacto~ undergraduate GAP might be screened into teacher educator while many others, also with satisfactory GPAs, might be screened out Most of all, children and youth would not have their time wasted In the adi~onal situation of upping ~nappropnate selection criteria, children aIld youth are, in effects used as the screening mechanisuL Once an individual has an appropriate skills level (approximately Sth grade reading and math levels are required In most states) and a sa isfactoIy GPA in umversity study, there is no further screening und1 sJhe actually fails with children and youth Fifty percent of being teachers fad]
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Figure 2 Star High High Average High Low e I re The comparison of Before assessments based on our ~nterwew against "after' evaluations based on actual teaching performance can be seen in Figure 3. Figure 3 (:OMPARISON OF ORIGINAL INTERN INTERVIEWS WlIB ACIUAL PERFORMANCE: CATEGORY INTERVIEWS PERFORMANCE _ stars 17 L9 .
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From page 81... ...
Evelyn Carlson was the Associate Superintendent of the Chicago Public Schools and was also a frequent attendee. As Is common during many periods, the Chicago Public Schools was short of regularly prepared, certified teachers In 1966, approximately 1,000 college graduates without teacher preparation were hired and appointed on probationary licenses.
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Stamina refers to bow the physical energy required of those who teach all day, every day and the emotional strength required to withstand We unending shocks to the psyche and emotions as one cereals with pupils of boundless energy who are frequently hungry, without adequate medical or dent attention and frequent uncared for or mistreated For educators to stove to do their best and not succumb to helpless pitr or be overwhelmed by their pupils' unmet needs requires much physical strength and strength of character. In over thirty years of comparing Stars and Failures, two truths have remained constant First, there are no Mid-Range Functions more critical to the success of an urban teacher than organizational skills and emotionaVphysical strength Second, there are no ways we have ever devised which anti enable us to interview individuals and predict their 6 82
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The cniica1 dimension here Is not popularity or "getting along' but how effective teachers protect their pupids' right to learn ~ situations which may be contrary to school Naples or norms This MidRange Function Is particularly, relevant in urban schools which are highly bureaucratic and overly organized To better pinpoint the bunion the term became ciaritied as "Response to Authoring anc1 refers to the effective teacher's wUl~ngness to support student reaming In the fam of or even against school policy. The third Mid-Range Function refers to the eEective teacher's ability to apply generalizations about ~aching, learning, Id development of his/her particular classroom Originally, this function was termed nplaIlIlina~ but by the iterative process of Dial and retrial it soon became clear that what was meant was beyond ~adii~onal notions of teacher plaurung.
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From page 84... ...
The interview document itself and its accompanying procedures of administration further clang this development. For a more complete explanation of the Mid-Range Functions, see 'interview Questions to Accompany the Urban Teacher Selection Interview Continua" and the 'urban Teacher Selection Interviews itself Figure 5 ORIGINAL AND CURRANT TESTIS FOR IDI~IWYING MB)
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From page 85... ...
So long as the individual being interviewed is a college graduate and the teaching position subsequently performed is iri an urban school, the interview is being used with the population and for the purpose it was developed Teacher educators in "regular" university teacher education programs have long requested me to apply this instrument to the prediction of success in student teaching in urban schools with undergraduates. I resisted this pressure for many years because student teaching seems to me to be an inadequate criterion of effectiveness It is possible for a poor, even inadequate student teacher to appear better than s/he really is because the classroom is actually set up and managed by someone else-a cooperating teacher.
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From page 86... ...
These teals wad student- teachers are of lime interest to me. As noted earlier, the fact that we have been totally accurate in predicting their "success" has in no way convinced me that student teaching is a worthwhile Paterson to use since the large number of student teachers who are judged to be "As and who subsequent fail in urban schools Is too large to ignore.
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From page 87... ...
When these individuals begin teaching me win have another valuable dam see In sum, the interview has evolved for over thirty-two years spanning four decades of change in urban schools in cities across the United States. The precise wording of questions used in the interview continue to be refined The actual Mid-Range Functions performed by successful urban teachers remain constant.
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From page 88... ...
TORI log ~YOPcSKS8OP FOR I ub FABER' O'~BAN TE:ACIlER SELECTION MERE AGENDA 8:00am Sign in, Coffee, Reading c f A Brief Review of tile History anal Development of tIze Urban Teacher Sele~:on fr~ervre~4 8: 15am Opening Remarks, Ice Breaker, Signing of Professional Agreement, Distribution of Training Manual 9:00am Discussion of A Brief Review of the History an`] Development of the Urban Teacher Selection [r~rY~ 9:30am Mid-Range Function I: Persistence 9 50am Micl-Range Function II: Response to Authority 10: foam Break 10: 20am Micl-Range Function m Application of Generalizations 10:40am ~d-RangeFunctionIV: Approach toA,l-Risk Students 11:OOam Mid-Range Function V: Personal/Professional Onenm~on 11:20pm Mid-Range Function VI: Burnout 11:40pm Mid-Ran~e Function VII: Falllbili~, Review of all 7 Functions, Small Group Interviewing Assignment 12:00pm Lunch 1:OOpm Small Group Interviewing 2:OOpm Guided Practice Integers, DebneEng of Guided Practice 2:45pm Break ::OOpm Proficiency Test =i, Evaluation 3:45pm Proficiency Test =2 (if needed)
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From page 89... ...
He is a distinguished member of the Association of Teacher Ecluc~tion and a Laureate member of Kappa Delta Pi. The most widely Icuown of his developments was The National Teacher Corps, which was based on his intern program in Milwaukee and which brought hundreds of thousands of college graduates into urban schools all over Arneric~ Currently, his developmental efforts are focused on helping to resolve the crises in urban schools sewing twelve million ar-nsk student By working directly with teacher unions, school districts and university researchers, he is demonstrating new forms of teacher preparation based on practice and coaching rather than on traditional university coursewor~ If successful, these research-demonstrations will radically alter the nature of teacher education and certification in Arncrica Professor Habermans work represents a continuous effort to make the preparation of teachers not oniv more effccrive, but also more relevant to schools in a muicicu~curai socicr'V In effect, his career has been an effort lo transform teacher education into an instrumen~ati~v Phi rcciccm~ng social signific.~ncc.
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