Archive

__**Archived Information**__

**-> __18 out of 41 ABRAZO team members completed =__ __44 %__ as of March 22, 2010. Thank you to those who engaged in the e-protocol learning process!**
 * STAR TEACHERS by Dr. M. Haberman -** [|**www.habermanfoundation.com**]
 * Feb. 19 - Read Chapter 1. Post your reflections based on the Four "A"s Protocol - Assumptions, Agree, Argue, Aspire. **Click DISCUSSION Tab at the top.**


 * __**Homework**__ for February 26 - a) Preview the Haberman Foundatoin website. Review the Star Teacher information. Scan through the various Research articles posted.
 * **__Homework__** for February 26 - b) Read Chapter 16 (pages 213-216).
 * **February 26 Forum Discussion**: Chapters 3 and 4 (Mintha B. and Jeff R.)
 * **March 26**: Post your Chapter review using the 4-part process 1) Chapter summary; 2) Notation of Star Teacher dimensions from chapter; 3) Noteworthy Statements, and 4) Post a Discussion topic - Reflective questions related to your chapter. --- ​ **Refer to chart below**



Dr. Haberman's book, Star Teachers: The Ideology and Best Practices of Effective Teachers Serving Diverse Student in Poverty represents four decades of on-going research. 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 describe the differences between the two sets of beliefs and describes the under girding ideology of the star teachers and their performance in classrooms.

Note: One per team || || ||  || pgs. 75-85 || Vanessa A, LaTanya D, Alison F., Peggy S., Michelle S-T || ||   || pgs. 131-190 (Seven Parts: H to N) || Ashlei B, Deborah E., Maritza G., Stacy H., Gail Mc., Claudia M., Harold W. || ||   ||
 * Chapter || Staff Assigned || Post the Chapter Summary by March 26, 2010 || Discussion Topic posted
 * Template ||
 * 3-4 || Jeff Rimkus, Mintha Brown || [[file:Chapter+Review_3&4_Star+Tchr.doc]] || Yes ||
 * 8 || Debra Butt, Lori Gr., Vanessa N-G, Clara Y. || [[file:Chapter Review_8_Star Tchr.doc]] || Yes ||
 * 9 || Heleodro E., Andetria G-H, Sandra H., Xernona M., Sybil M. || [[file:STAR TEACHERS Chapter 9 Review Template.doc]] || Yes ||
 * 10
 * 11 || Leslie B., JoAnne D., Kelci G., Kim S., Saquib A. || [[file:Chapter 11_STAR+TEACHERS.doc]] ||  ||
 * 12 || Barbara B, Marcy D., Gustavo G., Karan Sh., John W. || [[file:Chapter 12 Review_STAR TEACHERS.doc]] ||  ||
 * 13
 * 14 || Tremeka C., LaRue E., Tammie M., Sharon T., Jose Z. || [[file:Chapter 14 Review Star Teachers (3).doc]] ||  ||

**__NOTE__**: The article is 16 pages and a great read!
 * 3) Click on the image to read a very powerful article from the NY Times (March 7, 2010) on Building a Better Teacher. This article references training strategies from Uncommon Schools (NY):** //Taxonomy of Effective Teaching Practices. We will order the book __Teach Like a Champion:__ 49 Techniques that Put Students on the Path to College by Doug Lemov.//

**4) Accelerating Student Achievement through a comprehensive Human Capital Strategy**

- Professional Development Message to Teachers --- Terry B. Grier, Ed.D. Superintendent

//The New Teacher Center, Ca provides research-base practices, tools, and trainings for teh HISD Mentor Program. Click logo below to view NTC page and Reflection journals.//

New Teachers who … receive comprehensive induction are more likely to remain teaching long enough to become effective (Liu & Johnson, 2006). Induction elements include an orientation, pre-service activities, collaborative/differentiated learning communities that support effective teaching practices. Induction programs ‘provide… teachers practical PD that immediately improves classroom efficiency and student engagement.’ Induction also includes quality mentoring/coaching. Ideas learned through coaching are six times as likely to stick as those learned through other training. A skillful coach facilitates a process where you meet teachers where they are, and provide the right amount of hand-holding through observation and feedback, collaborative planning, team teaching, and modeling. (David Ginsburg) Instructional coaches are on-site professional developers who teach educators how to use proven teaching methods. They work one-on-one with teachers to make it easier to adopt the instructional methods that can make a difference to students' success. Because of the coaching, the beginning teachers practices are accelerated and beginning teachers demonstrate leadership capacity.



Example of a Star Teacher: **Ron Clark** - [] (Watch at Home - U-tube clip)