scholarly journals Haberman Star Teacher Interview as a predictor of success in urban teacher preparation

2018 ◽  
Vol 26 ◽  
pp. 35
Author(s):  
Jennifer H. Waddell ◽  
Jacob M. Marszalek
Keyword(s):  
Teacher Preparation ◽  
Urban Schools ◽  
Belief Systems ◽  
Preparation Program ◽  
Teacher Interview ◽  
Principle Components Analysis ◽  
Urban Teacher Preparation ◽  
Urban Teacher ◽  
Selection Instrument ◽  
Star Teacher Interview

In urban schools, along with skills for effective teaching, successful teachers must also possess values and belief systems conducive to teaching effectively in diverse settings (Becker, Kennedy, & Hundersmarck, 2003; Haberman, 2008; Metzgar & Wu, 2008). As demonstrated in CAEP standard 3, there is a critical need for EPPs to admit candidates who have both the dispositions to be effective teachers in urban schools and the propensity for success within the preparation program. The Haberman Star Teacher Interview is a commercial teacher selection instrument designed for use in selecting teachers for urban schools. This study examines the validity of the instrument as a selection instrument for teacher preparation programs. The selection instrument was administered to 109 students before entry into an urban teacher preparation program at an urban university in the U.S. Midwest. Inter-rater agreement and principle components analysis provided evidence of reliability and structural validity of the multi-part Haberman scores. Logistic regression analyses supported the validity of using the Haberman scores to predict later program attrition, but not in the manner recommended by its developers. Within this paper, the authors recommend the cautious use of the instrument in urban teacher preparation. Application of scoring and program implications are discussed. 

Breaking Down Barriers and Building Bridges: Transformative Practices in Community- and School-Based Urban Teacher Preparation

2018 ◽  
Vol 69 (2) ◽  
pp. 118-126 ◽  
Author(s):  
Robert E. Lee
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Quality Teachers ◽  
Community Based ◽  
Teacher Persistence ◽  
Pedagogical Training ◽  
School Based ◽  
Urban Teacher Preparation ◽  
Urban Teacher ◽  
Urban Classrooms

Attracting and retaining high-quality teachers is especially challenging in urban districts. It is in these communities where teacher candidates must begin their preparation. This article provides a conceptual framework and programmatic examples used to develop a community-based urban teacher preparation model within a third hybrid space where community scholars, school practitioners, and university faculty come together to create a “pipeline” of community-minded teachers committed to teaching in their communities. Bridging the gap between content-based preparation at universities and culturally situated pedagogical training within the very urban classrooms where teachers are likely to be hired results in teachers with higher levels of self-efficacy, agency, and confidence. In turn, this positively affects teacher persistence, resilience, and higher rates of retention over time.

Preparing Teacher Candidates for Trauma-Informed Practices

2020 ◽  
pp. 004208592097408
Author(s):  
Emily C. Brown ◽  
Agata Freedle ◽  
Nicole L. Hurless ◽  
Rebecca D. Miller ◽  
Claire Martin ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Educational Outcomes ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Knowledge And Skills ◽  
Urban Teacher Preparation ◽  
Trauma Informed ◽  
Urban Teacher

Children who experience trauma may experience negative health and educational outcomes. Teachers are critical stakeholders in trauma-informed schools and are tasked with recognizing and responding to the needs of students who experience trauma. However, teachers face barriers to implementing trauma-informed practices, including high levels of stress and lack of preparation. This article describes training embedded in an urban teacher preparation program aimed at increasing the trauma knowledge and skills confidence of teacher candidates. Findings suggest the training helped teacher candidates increase knowledge and skills and met stated needs. Recommendations for future research and implications for teachers and teacher educators are discussed.

Redesigned Urban Teacher Preparation

2017 ◽  
pp. 327-344
Author(s):  
Marius Boboc
Keyword(s):  
Teacher Preparation ◽  
Program Implementation ◽  
Research University ◽  
Implementation Process ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Early Experiences ◽  
Urban Teacher Preparation ◽  
Public Research University ◽  
Urban Teacher

A redesigned teacher preparation program at a Midwestern public research university focuses on deconstructing the previous curriculum to enhance the ways in which pre-service teachers get early experiences in communities and schools that serve them. Concurrently, the new curriculum clusters content, pedagogy, and instructional technology so that such clinical/field experiences could be analyzed by means of reflective practice that is highly contextual and dialogic. Challenges, opportunities, and trends during the design and implementation process reveal connections to the most recent research on urban teacher preparation. Future research proposes areas of investigation related to sustainability of research-focused and evidence-driven urban teacher education that involves community partners as an integral part of the program implementation and evaluation.

A Programmatic View of Portfolios for Urban Teacher Preparation

2008 ◽  
Vol 4 (2) ◽  
pp. 107-132 ◽  
Author(s):  
Marleen C. Pugach ◽  
Hope Longwell-Grice ◽  
Alison Ford ◽  
Maria Andrea Surma
Keyword(s):  
Teacher Preparation ◽  
Urban Teacher Preparation ◽  
Urban Teacher

A Programmatic View of Portfolios for Urban Teacher Preparation

2011 ◽  
Vol 45 (1) ◽  
pp. 88-119 ◽  
Author(s):  
Karen K. Rigoni ◽  
Marleen C. Pugach ◽  
Hope Longwell-Grice ◽  
Alison Ford
Keyword(s):  
Teacher Preparation ◽  
Urban Teacher Preparation ◽  
Urban Teacher
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