Better Teachers, Better Schools is a must read for two main reasons. First, the achievement gap between 16 million children in poverty and their mainstream counterparts is continuing to become even wider. Many urban students are constantly subjected to educational barriers, which limits their future opportunities. These learners deserve teachers that know more than content, but who can build relationships in order to leverage learning with greater outcomes. Second, Haberman was one of the most prolific producers of teachers to date. He reminds us that quality school systems, built on the back of quality teachers, benefit our society. Better Teachers, Better Schools offers a refreshing take on what it means to be a star teacher by sharing some of Haberman’s most requested writings as well as new narratives and research that corroborate his star theory. The contributions in this volume give us a window into Haberman’s seven relational dispositions of star teachers; or teachers’ ideology put into behavior. Also, each chapter contains learning outcomes and reflection questions for discussion.
We all know teachers who, in the face of insurmountable district and school level challenges, inspire underserved students to succeed. These teachers are more than good they are 'stars'. Haberman maintains that school districts still gamble when selecting teachers as an overwhelming number are not stars and are unprepared or underprepared to work effectively with marginalized students. Haberman explains that teacher selection is more important than teacher training. The ability to identify educators with the necessary social justice or relational characteristics may lead to an increase in academic achievement among learners as well as lower teacher attrition. Consequently, all those who are interested in building America's teaching force with stars -including human resource managers for K12 school districts, administrators, teachers, teacher advocates, teacher education faculty and graduate students will benefit from this book.Better Teachers, Better Schools is a must read for two main reasons. First, the achievement gap between 16 million children in poverty and their mainstream counterparts is continuing to become even wider. Many urban students are constantly subjected to educational barriers, which limits their future opportunities. These learners deserve teachers that know more than content, but who can build relationships in order to leverage learning with greater outcomes. Second, Haberman was one of the most prolific producers of teachers to date. He reminds us that quality school systems, built on the back of quality teachers, benefit our society. Better Teachers, Better Schools offers a refreshing take on what it means to be a star teacher by sharing some of Haberman's most requested writings as well as new narratives and research that corroborate his star theory. The contributions in this volume give us a window into Haberman's seven relational dispositions of star teachers; or teachers' ideology put into behavior. Also, each chapter contains learning outcomes and reflection questions for discussion.
Front Cover 1
Better Teachers, Better Schools 2
What Star Teachers Know, Believe, and Do 2
A Volume in Urban Education Studies Series 2
Series Editor: 2
Nicholas D. Hartlep, Metropolitan State University Thandeka K. Chapman, University of California, San Diego Kenneth J. Fasching-Varner, Louisiana State University 2
CONTENTS 6
1. Selecting Star Teachers for Children and Youth in Poverty 6
2. Gentle Teaching in a Violent Society: A Postscript for the 21st Century 6
3. Teacher Burnout in Black and White 6
4. The Myth of the Highly Qualified Bright Young Teacher 6
5. Character is Destiny: My Journey to Becoming a Star Teacher 6
6. Confessions of a Novice Star Teacher of Children in Poverty 6
7. Does Highly Qualified Make You a Star? 7
8. Victory at Buffalo Creek: What Makes a School Serving Low-Income Hispanic Children Successful? 7
9. Teaching in the “Windy” City: A Mixed Method Case Study of Seven STAR Teachers in Chicago 7
10. Selecting and Preparing Urban Teachers 7
Urban Education Studies Series 3
Better Teachers, Better Schools 4
What Star Teachers Know, Believe, and Do 4
Edited by 4
Valerie Hill-Jackson Texas A& M University
and 4
Delia Stafford The Haberman Educational Foundation 4
Information Age Publishing, Inc. 4
Charlotte, North Carolina • www.infoagepub.com 4
Editors’ Foreword 8
Nicholas D. Hartlep, Thandeka K. Chapman, and Kenneth J. Fasching-Varner 8
Dr. Martin Haberman (1932-2012) 10
Foreword 12
Jonathan Kozol 12
Prologue 14
Valerie Hill-Jackson and Delia Stafford 14
The Teacher Quality Gap 15
Star Teachers Make a Difference 16
Closing 21
References 22
Figure P.1. Haberman’s seven midrange functions (dispositions) of star teachers as a product of teachers’ beliefs and behaviors. 19
Table P.1. Traditional Versus Star Teachers’ Responses to Haberman’s Seven Midrange Functions/Dispositions 20
1. Persistence 20
2. Protects and values student learning 20
3. Theory into practice 20
4. Approach to children in poverty or at- risk students 20
5. Professional versus personal orientation to students 20
6. Burnout 20
7. Fallibility 20
CHAPTER 1 26
Selecting “Star” Teachers for Children and Youth in Urban Poverty 26
Martin Haberman 26
Chapter Objectives 26
2. appraise the undergirding ideologies and behaviors that distinguish exemplary urban teachers from quitters and failures and
3. reflect on the seven midrange functions of star teachers. 26
In Search of “Star” Teachers 28
The Seven Midrange Functions: The Dimensions of Effective Teaching 29
Persistence 29
Protecting Learners and Learning 30
Application of Generalizations 31
Approach to “At-Risk” Students 32
Professional Versus Personal Orientation to Students 32
Burnout: Its Causes and Cures 33
Fallibility 34
Functions Beyond the Interview 34
Concluding Thoughts 35
ACKNOWLEDGMENT 36
Chapter Questions 36
1. What is your philosophy on making mistakes with learners in the classroom? In other words, are mistakes a sign of weakness or strength? Explain. Describe a situation in your classroom in which you readily admitted a mistake or lack of professional... 36
2. Stars are able to move from the specific to the general and the reverse is true as well. Share an instructional theory that is unique to your grade level and subject matter. How have you, or a respected peer, brought this theory to life in classro... 36
3. Obtain a piece of blank paper with three columns and eight rows. In the top row and far left column, write the word “functions,” then itemize each function. Next, write the word “yes” in the middle column and “no” in the far right colu... 36
References 36
CHAPTER 2 38
Gentle Teaching in a Violent Society 38
Martin Haberman With Valerie Hill-Jackson 38
Chapter Objectives 38
3. analyze the star teacher’s approach to gentle teaching in a violent society and
4. explore a mechanism to allow teachers to face themselves through a five-step self-analysis of their prejudices. 38
Five Forces Influencing Youngsters Growing Up in Poverty 41
Star Teachers’ Ideology Regarding Violence 43
When Teachers Face Themselves 46
Only Decent People Can Be Prepared to Teach 49
Chapter Questions 51
1. What are the statistics on violence in your school district? What are the numbers on discipline and violence specific to your school and grade level? What is the impact on your classroom in terms of relationships and instruction? How have the dist... 51
2. The authors share five forces that affect learners in poverty. Share your experience of recognizing two of the five forces among your learners and ways you used instruction or counseling to combat these forces. 51
3. If you were principal for a day, what initiative might you implement or how would you improve current antiviolence initiatives in your school? 51
4. Complete the five-step self-analysis for identifying and addressing one’s prejudices be specific and map out a one page summary.
5. Consider the attributes of star teachers identified by the bullet points above. Assess whether or not you have these attributes mark each bullet with a + or a -. Based on your findings, are you a sensitive or insensitive teacher? Also discuss in ...
ACKNOWLEDGMENT 52
References 52
Figure 2.1. Percentage of children exposed to different types of violence (n = 4,549). 40
Figure 2.2. Teachers’ five-step self-analysis of recognizing and overcoming prejudices. 47
CHAPTER 3 56
Teacher Burnout in Black and White 56
Martin Haberman 56
Chapter Objectives 56
3. inspect the rationale for why quitters leave urban or diverse school districts and
4. discern between teacher stress and burnout in educators of color and their White counterparts. 56
Defining Teacher Stress and Burnout 56
Outside Factors Affecting Stress and Burnout 59
Stress Among Teachers in Rural and Urban Contexts 63
Urban Teachers Who Leave 64
Teacher Ethnicity, Burnout, and Attrition 67
Summary 71
Chapter Questions 74
1. Compare and contrast the terms stress and burnout. Explain how these terms are similar yet different. 74
2. In what ways can teachers find job satisfaction, and how important is it for teachers’ longevity in the profession? 74
3. What are reasons that teachers of color enter the profession and how are these reasons different from or similar to their White peers? 74
4. The 21st century offers new triggers of stress and burnout for urban teachers. Share a list of possible stressors that your 20th century counterparts did not have to deal with in schools. In addition, share some solutions that could support teache... 74
5. Explore the Internet and search the phrase teacher stress test. Take the test and reflect on your score and its meaning. What can you proactively do to continue good stress fitness, and what can you do to reduce stress levels in your life? 74
ACKNOWLEDGMENT 74
References 74
CHAPTER 4 82
The Myth of the “Fully Qualified” Bright Young Teacher 82
Martin Haberman 82
Chapter Objectives 82
3. disrupt the falsehood that young beginning teachers are prepared to teach and
4. consider some suggestions for interrupting the quitter/failure rate of young beginning teachers. 82
Young Teachers: A Brief History of Teacher Education 83
Why Are Teachers So Young? 85
The Nature of Adulthood and Its Relevance to Young Teachers 91
Adult Developmental Models 93
Kohlberg’s Theory of Moral Development 93
1. Level I. Concern about obedience 93
2. Level II. Concern with satisfying needs and wants 93
3. Level III. Concern with conformity 93
4. Level IV. Concern with preserving society 93
5. Level V. Concern with the social contract, that is, “What is right beyond legal absolutes?” 93
6. Level VI. Concern with universal, ethical principles (Kohlberg, 1976). 93
Erikson’s 8 Stages of Human Development 94
Piaget’s Theory of Cognitive Development 94
Ancillary Models 95
Some Final Notes 96
recommendations 98
Chapter Questions 98
1. At what age and why did you decide to become a teacher? What function did gender roles, by you and your family, have on your decision to pursue teaching as a career? 98
2. Reflect on your teacher preparation program. What were the qualifications for becoming a teacher in your program? Are these qualifications rigorous enough for today’s K–12 schools? Why or why not? 98
3. What was the average age of the graduates in your teacher preparation program? What percentage of the teachers in your teacher preparation program is female and male? What were the overt and covert recruitment practices that may have contributed t... 98
4. What is the nature of adulthood and its relevance to beginning teachers? In your response, cite a minimum of two human development theories. 98
5. There are four recommendations offered in this chapter to identify mature beginning teachers. Please speculate if any of these recommendations could be successfully implemented and share the supportive structures and/or roadblocks for each. 99
ACKNOWLEDGMENT 99
References 99
CHAPTER 5 102
Character Is Destiny 102
Sherese Mitchell 102
Chapter Objectives 102
2. consider how reflection and self-awareness of one’s life history can provide insight into one’s character and
3. evaluate how closely aligned one’s core beliefs are to Haberman’s seven midrange functions. 102
Mapping the Development of My Character 103
Father Knows Best 103
Teaching as a Professional Calling 104
Seven Midrange Functions of Star Teachers 106
Approach to At-Risk Students 107
Persistence 110
Protection of Students’ Learning 113
Fallibility 115
Professional Versus Personal Orientation 116
Burnout 117
Putting Theory Into Practice 119
Implications: Why Teachers Must Assess Their Star Potential 120
Teacher Turnover 120
Self-Reflection 121
Summary: Character Is Destiny 122
Chapter Questions 123
1. Is the author a star teacher? Explain your response. 123
2. How can a review of your life history help you understand your teaching philosophy and improve performance? 123
3. Has reflection or self-awareness influenced your instruction methods? Explain. 123
4. What are your core beliefs about education? Using Table 5.1 as your guide, reflect on whether or not you are a star teacher. Can you connect any of your beliefs to Haberman’s midrange functions and explain if there are any alignments to the evid... 123
References 123
Table 5.1. Seven Midrange Functions of Star Teachers and the Author’s Personal Assessment of These Dispositions 108
Table 5.1. (Continued) 109
CHAPTER 6 126
The Lifeguard 126
Lauren Ashley Williams 126
Chapter Objectives 126
1. explore a case study which demonstrates the ideology or core beliefs of a beginning star teacher and
2. understand the importance of building relationships among children in poverty. 126
Lifeguard at the “Ghetto Pool” 127
My First Year Teaching: Learning From Students in Poverty 129
The Second Year: Building Relationships From the Beginning 134
The Third Year: “Without You, I Would Probably Be Dead …” 140
Summary 141
Chapter Questions 141
1. The author explored several majors before teaching. Describe your path to teaching. Are teachers who were always decided on teaching as a career less or more committed that those who go into teaching after they have failed other majors? Explain yo... 141
2. The author used the trope “ghetto” in the description of the community pool where she worked as a lifeguard. Is her use of the word acceptable? Why or why not? 141
3. It is a widely held belief that poor kids of color do not want or value an education. Where did this belief originate and does it have any validity? Explain. What are the repercussions if teachers believed this idea? 141
4. Teacher and student relationships are a central theme in this chapter. At what point should a teacher work on his or her relationships with students? Defend your answer. Next, make a list of relationship-building strategies that you can exercise i... 142
5. In 30 to 50 words, describe your teaching philosophy. Were you prepared to teach diverse learners or kids in poverty, and is this commitment a part of your teaching philosophy? 142
6. Teachers must be careful and act as supportive figures in their students’ lives and not saviors what does this statement mean to you?
7. The author’s journey with Haberman’s work began when a professor gave her one of Dr. Haberman’s books. Many teachers are often motivated by other teachers. Reflect on the supervisors and peers in your life and share how one of them positivel... 142
References 142
Figure 6.5. Email from Student C to Lauren Williams (affectionately called “Mom”). 138
Figure 6.1. Letter from Student A to Lauren Williams (formerly Lauren Spurlock). 132
Figure 6.2. Letter from Student B to Lauren Williams (formerly Lauren Spurlock). 133
Figure 6.3. Email from parent to Lauren Williams (formerly Lauren Spurlock). 134
Figure 6.4. Email from district administrator to Lauren Williams (formerly Lauren Spurlock) and peer teacher. 136
CHAPTER 7 144
Does “Highly Qualified” Make You a “Star”? 144
Sueanne E. McKinney, Sherell Fuller, Stephen Hancock, Robert H. Audette, and Jack Robinson 144
Chapter Objectives 144
2. formulate a rationale for the impact of national reform like No Child Left Behind on schools and teacher quality and
3. assess the characteristics of effective teachers versus star teachers. 144
The Promise of NCLB 145
A Legacy for Concern 146
Offering a Promise for America’s Toughest Schools 147
Characteristics of Effective Teachers and “Stars” 147
Making a Difference in Urban Schools 152
Attracting and Retaining Effective Urban Educators 153
Challenges to Teacher Preparation Programs 154
Changing Course to Achieve Intended Outcomes 155
Chapter Questions 157
1. Describe the process of state licensure for teachers in the nation and in your state. 157
2. How do the latest reform efforts in teacher education affect the teacher licensure process? Be specific and name a reform initiative and share a minimum of two potential influences on teacher licensure. 157
3. Compare and contrast the terms highly qualified and star teachers. 157
4. Table 7.1 gives a comparison of several characteristic for effective urban teachers. Identify four from the list and demonstrate the way in which you perform each attribute in your classroom. 157
ACKNOWLEDGMENT 157
References 157
Table 7.1. A Comparison of the Identified Effective Urban Teacher Characteristics 151
Figure 7.1. Comparative case study offers a glimpse of a star and traditional teacher in action. 150
CHAPTER 8 162
Victory at Buffalo Creek 162
Martin Haberman 162
Chapter Objectives 162
1. critique a case study of a successful elementary school serving low- income Hispanic learners and
2. appraise the 33 indicators of a successful school for underserved learners. 162
The Context 163
Why is Buffalo Creek Elementary Successful? 163
Teachers’ Children Attend 164
Children’s Needs Trump Schedule 164
Identifiable Priorities 165
Effort as the Explanation for Success 165
Demonstrated Effort as the Basis for High Expectations 166
Widespread Peer Teaching 166
Interconnected Teachers 166
The Faculty as Family 167
Teachers Control Curriculum 168
The Integration of Teacher Specialists 168
Thematic Teaching 169
Teacher Control of Methods 170
Risk Takers, Not Change Agents 170
Parents as Partners, Not Consumers 171
Service to Children and Their Families 172
Teachers Visit Homes 172
Teachers Accept Accountability 172
Principal Protects Teachers’ Time and Energy 173
Interruptions Are Minimal 174
Faculty Has Not Made Tests the Curriculum 174
A Precollege Curriculum for All 175
Administrative “With-It-Ness” 175
Consensual Decision Making 176
Climate of Teacher Encouragement 177
Teachers Practice in the Open 178
The Children Feel Needed 178
Teachers Are Students of Learning 179
Teachers Act as if They Are Important 179
Children Reluctant To Go Home 180
Faculty Planning Includes Out-Of-School Objectives 180
Children Expect Teachers To Be Good 180
Pervasive Bilingual Program 181
A Final Note 181
Update on Buffalo Creek Elementary School 182
ACKNOWLEDGMENT 183
Chapter Questions 183
1. How is the setting of Buffalo Creek Middle School similar to, or different from, other suburban school districts with diverse learners? 183
2. One of the indicators for academic success among the Hispanic learners for Buffalo Creek Elementary School is widespread peer teaching. Please explain this criterion and your experience with it. 183
3. One of the indicators for academic success among the Hispanic learners for Buffalo Creek Elementary School is teachers as risk- takers, not change agents. Please explain this criterion and your experience with it. 183
4. What role does the principal play in the overall effectiveness of an underserved school? 183
5. What was the retention rate of teachers at Buffalo Creek Middle School? At your school? And what is the impact of teacher attrition on student achievement? 183
References 184
CHAPTER 9 186
Teaching in the Windy City 186
Nicholas D. Hartlep, Christopher M. Hansen, Sara A. McCubbins, Guy J. Banicki, and Grant B. Morgan 186
Chapter Objectives 186
2. recognize the ways in which Star Teachers seek opportunities to affect educational change beyond their classrooms, which sometimes includes leaving the K–12 classroom and
3. critique the behaviors of Star Teachers who find ways to work, often within suboptimal schools/school systems, for the sake of their students. 186
Chicago Public Schools 187
Statement of Problem 188
Review of the Literature 188
Effective Urban K–12 Teachers 188
Methodology 189
Haberman Star Teacher Live Interview Protocol 189
Teacher Participants 191
Data Coding and Analysis 192
Research Team Composition and Reflexivity of Researchers 192
Findings 193
Major Codes 193
Themes 194
Personalized Teaching 194
“Throw-Away” Students 194
“At Risk” is Situational 195
Discussion 197
Implications for Future Research and Practice 197
Chapter Questions 199
1. How might schools and school systems use Haberman screening tools to aid in professional development of teachers? 199
2. Discuss the implications of using tools like the Haberman screening tools to identify teachers as potentially exemplary in working in underresourced, high-need urban schools. 199
3. How might including dispositional measures like the Haberman tools expand a school system’s understanding of teacher quality? 199
4. A number of the teachers identified as Stars in this study explain that they go above and beyond typical expectations for the teaching profession. How might these efforts inform a school’s personnel choices, its support for faculty, and its expe... 199
References 199
Table 9.1. Demographic Information, Prescreener Scores, and Interview Scores for Seven Star Teachers 190
Table 9.2. Chicago Public School (CPS) Student Demographics Compared to Star Teacher Sample 191
CHAPTER 10 202
Selecting and Preparing Urban Teachers 202
Martin Haberman 202
Chapter Objectives 202
2. interpret the characteristics of mature adults who become effective urban teachers and
3. rate the conditions under which urban educators teach. 202
What Attracts People to Teaching? 203
Attributes of Urban Teachers 204
Shortage of Teachers in Urban Schools 206
1. Persistence refers to the effective teacher’s continuous search for what works best for individuals and classes. Part of this persistence involves problem solving and creative effort. The manifestation of this quality is that no student goes unn... 213
2. Protecting learners and learning refers to making children’s active involvement in productive work more important than curriculum rigidities and even school rules. Effective teachers not only recognize all the ways in which large school organiza... 213
3. Application of generalizations refers to the teacher’s ability to translate theory and research into practice. Conversely, it also refers to the teacher’s ability to understand how specific behaviors support concepts and ideas about effective ... 213
4. Approach to at-risk students deals with the teacher’s perceptions of the causes and cures for youngsters who are behind in basic skills. Effective teachers see poor teaching and rigid curricula as the major causes. They are also willing to assum... 213
5. Professional versus personal orientation to students refers to whether teachers might use teaching to meet the their emotional needs rather than those of the students. Quitter/failures have a different set of expectations than effective teachers o... 213
6. Burnout—its causes and cures—predicts the likelihood that teachers will survive in an urban school bureaucracy. Those with no understanding of the causes of burnout who hold naïve expectations of working in school systems are most likely to b... 213
7. Fallibility refers to the teacher’s willingness to admit mistakes and correct them. This dimension of teacher behavior establishes the classroom climate for how students respond to their mistakes in the process of learning. 213
1. High expectations: The demonstrated belief that all the children can be successful if appropriately taught. 214
2. Organizational ability: The skill to plan, gather materials and set up a workable classroom. 214
3. Physical/emotional stamina: The ability to persist with commitment and enthusiasm after instances of violence, death, and other crises. 214
4. Teaching style: The use of coaching rather than direction and information giving. 214
5. Explanations of success: An emphasis on student effort rather than presumed ability. 214
6. Ownership: The willingness to lead students to believe it is their classroom not the teacher’s. 214
7. Inclusion: The acceptance of accountability for all the students assigned to the classroom. 214
Impact of Effective Teacher Attributes on Urban Schools 214
The School Environment, Working Conditions, and the Retention of Urban Teachers 216
Salaries 217
School Safety 218
Class Size 218
Supportive Principals 219
Tests 219
FINAL THOUGHTS 220
ACKNOWLEDGMENT 222
Chapter Questions 223
1. As you review the factors that attract individuals to teaching, identify those that you agree with and those you do not. 223
2. Review the list of characteristics of mature adults who become effective teachers. Do you agree with this list? Why or why not? If the recruitment and selection of mature teachers is critical to teaching success, why aren’t more districts engagi... 223
3. In your experience, and making reference to new sources, evaluate the credibility of the five reasons for the teacher shortage. 223
4. The five most important conditions of work have been identified as salary, safety, class size, principals, and testing. Summarize these conditions at your school. Next, argue whether or not these circumstances will change for major urban school di... 223
References 223
About the Contributors 226
About the Editors 226
About the AUTHORS 227
Back Cover 234
| Erscheint lt. Verlag | 1.2.2017 |
|---|---|
| Sprache | englisch |
| Themenwelt | Schulbuch / Wörterbuch ► Lexikon / Chroniken |
| Geisteswissenschaften | |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-10 | 1-68123-717-2 / 1681237172 |
| ISBN-13 | 978-1-68123-717-6 / 9781681237176 |
| Haben Sie eine Frage zum Produkt? |
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