Delia Stafford is the President & CEO of The Haberman Educational Foundation, Inc. In Houston (TX). For nearly a decade, Ms. Stafford directed the nation's largest school district- based alternative teacher certification program in Houston Independent School District. She was twice recognized at White House ceremonies for her success in that program and her advocacy in finding good teachers for children at risk and in poverty. In addition to research interests in alternative teacher certification and teacher selection, Ms. Stafford’s publications include urban school district-based teacher education, violence prevention, beliefs of effective teachers, student resilience, and research implementation. Ms. Stafford began The Haberman Educational Foundation in 1994 for the purpose of making visible and lasting improvements in the education of America's 15 million diverse children in poverty.
- 1993 - present
- President & CEO, The Haberman Educational Foundation, Inc., 4018 Martinshire, Houston, TX 77025.
- Responsibilities include management of the Foundation, developing, marketing, creating all training materials, Haberman Star Teacher/Principal Selection Interview training, comptroller, and all other aspects of creating a thriving Educational Foundation. The Haberman Educational Foundation was, (1997) awarded funds from Houston Endowment, Inc. and The Philip Morris Foundation
- 1996 - 1997
- South Central Regional Director, Kappa Delta Pi International Honor Society in Education. Manage all regional activities, including the developing of new and the growth of established chapters. Presented regional workshops on member services, professional development of novice and experienced teachers, and facilitation of communication of Kappa Delta Pi members in a seven-state region.
- 1986 - 1994
- Houston Independent School District, Director of Alternative Certification, 3830 Richmond Ave., Houston, TX 77027. Managed the development of all areas of the first and largest of the Texas Alternative Certification Programs. Directed the implementation of the instructional program for the teacher interns. Provided technical skills needed to all staff related to Alternative Certification including recruiting, screening, training, supervision and certification. Maintained all data for Texas Education Agency audits, and all district reports.
- 1985 - 1986
- Houston Community College, Adjunct Professor.
- Previous experience
- Instructional Supervisor, Instructional Specialist, Reading consultant, and classroom teacher in various school districts including Houston Independent School District. Frequently promoted to higher positions
EDUCATION AND CERTIFICATES
- Master of Education, Texas Southern University
- Bachelor of Arts, Harding University
- Supervisor Certification, Texas State Board of Education
- Appraiser, Texas Teacher Appraisal System, Texas State Board of Education
PRESENTATIONS AND TRAINING
- Haberman Star Teacher/Administrator Selection Training, 25 states including Texas, New York, California
- Keynote Address, Edison School Principals: “Schools Can Be No Better than the Teachers You Hire”,2001
- Keynote Address, Florida National Staff Development Council: “A National Perspective on Alternative Certification”, May 2001
- Missouri/Kansas Superintendents Forum: Haberman Teacher Selection/ Principal Selection, and Alternative Certification: Implications for School Reform 2001 and 2002
- Texas Association of School Personnel Administrators Presentation: “Selection is More Important than Training” 1999
- Alternative Certification: “A Paradigm for Renewal in Teacher Education”, TX, 1990
- Honored Guest of President George Bush at the signing of the Higher Education Act, Washington, D.C., 1992, Virginia Community College
- “The Houston Plan: A Partnership to improve Teacher Education ,SERA Annual Meeting ,Las Vegas, NV, 1990
- Staffing the Texas Schools with an Ethnically Diverse Teaching Force, TABE, TX 1990
- The Council for Exceptional Children, Toronto, Canada, 1990
- Task Force, Council for Personnel Preparation for the Handicapped, SBOE, Austin, TX, 1989
- Developing a School Based Teacher Education Program, TABE, 1991
- Teacher Professionalism, Richmond-Rosenberg Area Chamber of Education, Houston, TX, 1991
- SBOE Texas Task Force on Professional Preparation and Development, Austin, TX 1992
- Association of Teacher Educators, Weston, VA, 1992
- Mathematics/Science Leadership Program, HISD, Baylor College of Medicine and Rice University, 1993
- Sid Richardson Foundation Task Force for Administrators, Austin, TX 1993
- Staff Writer for Education News. Org – 2000 to present
- HOPE for Children in Poverty – edited by Ronald J Sider and Heidi Unruh – foreword by Marian Wright Edelman – Empowering Children through Effective Education Co-authored by Delia Stafford and Vicky Dill - 2007
- Alternative Teacher Certification: History, Handbook & How-To. Co-authored by Vicky Dill & Delia Stafford. Haberman Educational Foundation Publication (1997)
- Editor of The Haberman Foundation Newsletter 1994-2001
- EducationNews.org : 2 Million by 2005 :Alternative Certification Programs For Americas Schools,2001 “Finding Teachers with Mature Life Experiences” Kappa Delta Pi Record Fall 1999
- Round”Em Up; Don’t Thin ‘Em Out! Vicky Dill and Delia Stafford; Special Report No.24, October 1999, Texas Association of School Personnel Administrators
- "Push: Teaching the Children of Neglect.”The Educational Forum” Vol. 61, Fall, 1996 (pp 36-44.)
- Editorial Board for The National Alternative Certification Association Journal 1998-present
- "School- Based Teacher Education", Phi Delta Kappa , April 1994
- Alternative Certification: The Houston Program, Education Forum, Kappa Delta Pi, 1993
- Alternative Certification: New Paths to Teaching, New York Times, 1988
- Senior Advisory Board of Directors for the National Association of Alternative Certification ,1992-2002
- Kappa Delta Pi Honor Society for Educators, North Central Indiana Alumni Chapter, August 7,1996
- Member of the Board of Directors, Friends of Head Start, Houston (TX) 1996
- ATE Standard and Performance Committee, 1991-1993
- National Chairman, Alternative Certification of Teachers, 1991-92 AACTE, 1990-91
- Communities in Schools Youth Employment and Training Programs, 1988-1989 President, Texas Alternative Certification Association, 1989-91
- President Elect, Texas Alternative Certification Association, 1988-1989
- Member, East Texas Research and Development Center, Stephen F. Austin State University, 1987-88 Alpha Delta Kappa, Association of Supervision and Curriculum Association, 1968-1991
Jennifer Waddell, PhD
I have spent my career dedicated to serving children in urban areas through the identification and development of exemplary teachers for urban schools. I currently serve as the Associate Director of the Institute for Urban Education at the University of Missouri Kansas City. In this role I work collaboratively with Kansas City urban districts and the community to prepare educators who are committed to social justice and educational equity. I now serve as the Principal Investigator and primary author on an $8.36 Million Teacher Quality Partnership Grant from the US Department of Education designed to reform the ways in which universities and school districts prepare and develop new and existing teachers in urban schools. I teach courses in diversity, working with communities and families, effective instruction and teacher leadership. I also work as a leadership and instructional consultant with schools and districts. Nationally, I have presented my efforts around teacher preparation and educational equity in a variety of forums, including a session at the US Department of Education on preparing culturally competent teachers. I have administered the Haberman Teacher Selection and/or Administrator Selection Interview over 400 times, utilizing the instrument in my work with schools as well as in the selection of pre-service teachers. I am a certified National Trainer for the Haberman Educational Foundation, assisting school districts in identifying “Star Teachers and Principals” for urban schools. I received my interdisciplinary PhD from the University of Missouri, Kansas City.
David Ginsburg specializes in instructional coaching and school leadership coaching. He is a former business executive, and has served twenty years in urban schools as a teacher, instructional coach, administrator, and consultant. He has taught urban education and teaching methods courses, and has developed and facilitated a new teacher induction program for urban schools. He has experience with The Haberman Star Teacher Selection Interview as an interviewee and interviewer. He is also trained on Professional Learning Communities and Restorative Practices, and has presented on a range of topics related to instructional quality and school leadership. David holds M.B.A. and M.Ed. degrees, and is the author of the popular Education Week blog, Coach G’s Teaching Tips.
Throughout his 35 years in education Gus Jacob has had a relentless focus on school improvement focusing on quality instruction through professional development and strong leadership. He currently teaches educational leadership at the University of Missouri Kansas City and works as a leadership consultant with schools, districts, and states. His work in the Kansas City area and in the Midwest includes providing leadership training and leadership mentoring to several school districts. He is former director of the Missouri Education Policy Fellows Program in collaboration with the Institute for Educational Leadership in Washington, D.C. Additionally, Gus has 16 years of experience as an elementary and middle school principal as well as serving in the role of Director of Professional Development for the Kansas City, Kansas Public Schools. He was selected principal of one of the 12 original Basic Schools in the nation working closely with Dr. Ernest Boyer. He is a certified trainer for the Haberman Educational Foundation focused on identifying “Star Teachers and Principals” for urban schools. Gus received his doctorate from the University of Kansas.
Michael Harris brings his thirty-six years of experience as an educator and a career-long student of quality selection to the Foundation. Most recently, Michael completed six years as Superintendent of the Clarksville Montgomery County School System in Clarksville, Tennessee. He has served as a teacher, principal, human resources chief officer, and, for twelve years, trained educational leaders in the selection of high quality school leaders and teachers nationwide.
During Michael’s tenure in Clarksville, the graduation rate improved from 76% to 95% in six years. Schools once in the bottom five percent in the state were deemed among the most improved schools. Under Michael’s leadership innovative high schools were developed including a Middle College High School on the campus of Austin Peay State University and a renowned STEM academy. Michael was known for his positive relationship with the School Board and building bridges to the County Commission, resulting in the largest school building program in the district’s history, building six schools in six years. He has worked with many school board members on superintendent-board relations and trained principals and central office leaders across the country.
Dr. Valerie Hill-Jackson
Dr. Valerie Hill-Jackson received her Interdisciplinary Doctorate in Educational Leadership degree, summa cum laude, from St. Joseph's University in Philadelphia, Pennsylvania. She is a clinical professor in the Department of Teaching, Learning, and Culture at Texas A&M University and teaches in its Culture & Curriculum and Urban Education programs as well as the Educational Leadership for Curriculum and Instruction’s online program. She is also a Senior Researcher, a volunteer position, for the Haberman Educational Foundation. Dr. Hill-Jackson's research interests include: critical teacher leadership; social justice leadership, service-learning and community education, STEM education for the underserved, ethnography, urban education, and gifted education.
Dr. Hill-Jackson has several publications in Multicultural Education Perspectives, Urban Education, Kappa Delta Pi Record, and the co-editor of Transforming Teacher Education: What Went Wrong in Teacher Training and How We Can Fix It (Stylus, 2010), Better Principals, Better Schools: What Star Principals Know, Believe, and Do (Information Age Press, 2016), and Better Teachers, Better Schools: What Star Teachers Know, Believe, and Do (Information Age Press, 2016). She is also a nationally and university award winning educator and scholar. She received several national, state and university teaching awards and recognitions; the prestigious American Educational Research Association / Spencer Fellowship; and the Childhood Lead Poisoning Star Award for her research in K-12 community education and outreach. In 2013, Hill-Jackson was conferred with the Upton Sinclair Award and won a Traditional Core Fulbright Award to conduct research in the United Kingdom. In 2016 Dr. Hill-Jackson was bestowed with the Educational Institution Image Award by the Edwards Ministerial Association.
Principal - Florida College Academy
Adjunct Professor – College of Education – Florida College
Consultant -trainer with the school administrators for the School District of Hillsborough County Consultant – Anchin Center – USF
AA from Florida College. Elementary Ed. and Masters in Administration, University of South Florida
I have trained school administrators since 2001. During that time, I have witnessed principals who have carefully used the Haberman model for interviewing. I frequently inquire on how the teachers who have been hired using the Haberman approach are doing. Without exception I am told, “When I use the interview model, I only hire STARS. When I stray, I pay for it”.
I recently, was conducting a principal interview in a school that had experienced serious challenges and very little success. We were seeking to find out the “Best Practices” for the obvious change in overall student achievement, student attendance and the drastic decrease in student referrals. The principal smiled and pulled out her Haberman interview notebook. Her explanation had to do with hiring the right teachers which changed the mindset and culture of her faculty. She stated, I use the Haberman interview model and have only hired STARS by following it. I use the Haberman model when interviewing and it works every time. It is one of the greatest tools a principal can use to bring about change and decrease costly mistakes.
Nicholas D. Hartlep
Nicholas D. Hartlep is an Assistant Professor of Educational Foundations at Illinois State University. He is Series Editor of the “Urban Education Studies” book series with Information Age Publishing. Dr. Hartlep’s research focuses broadly on issues of equity, including the model minority stereotype of Asians. He is author of The Model Minority Stereotype: Demystifying Asian American Success (2013), editor of The Model Stereotype Reader: Critical and Challenging Readings for the 21st Century (2014), and co-editor of Unhooking from Whiteness: The Key to Dismantling Racism in the United States (2013). Dr. Hartlep created the Model Minority Stereotype Project (MMSP), which is an on-line model minority stereotype bibliography of over 500 writings: http://my.ilstu.edu/blogs/ndhartl/ He is a national trainer for the Haberman Educational Foundation.
J. Bert Freeman CPDP, DTM
J. Bert Freeman, the founder of T.A.L.K. Associates, has been providing leadership and staff development programs for educators since 1987. He is a Haberman certified interviewer and National Trainer for selection of teachers for inner city schools and high-need schools. He also provides technical assistance to high need and alternative schools to set accurate achievement targets and to design and develop site-based team building.
He has seen perennial successes from schools and programs that used the Haberman Teacher Selection Interviews in which he participated. Among them were included an elementary school and a college enrollment SES program which resulted in high rates of staff retention among the Haberman selectees as well as higher rates of student achievement and higher rates of college enrollment. He says that his work with program evaluations and professional development have made it very clear that we must invest our efforts into hiring great teachers.
He is the author of Taking Charge of Your Positive Direction (2006). He is a member of the Association for Supervision and Curriculum Development (ASCD), the Association for Talent Development (ATD) and Toastmasters International (DTM). He is a graduate of the U.S. Naval Academy with a B.S. in Engineering and Golden Gate University with an MS in Human Relations. J. Bert Freeman was also a U.S. National Fencing Champion and member of the U.S. Olympic Team. He is joined by a team of educators and specialists who are skilled at assisting schools and districts to accelerate student achievement. Currently he is assisting Supplementary and Alternative Education programs to align with 21st Century practices for student success.
Educator, Motivator, Entrepreneur, Alan has served the field of Education for more than 25 years in various capacities from teacher, college administrator to human resource professional. He has served as the Executive Director of Veritas Sports Academy, an educational concierge organization that assist high school and college athletes who fail short on the meeting the requirements to pursue higher education. His work at VSA includes developing programs that will foster success from the field of play to the classroom, boardroom and workplace. He also identifies and provide training to educational leaders to carry out the Academy's mission. Alan is also the former Director of Employment for the third largest school district in the state of North Carolina where he spent 8 years recruiting and hiring the best teachers nationwide and abroad to achieve “zero” vacancies for the first day of school. Alan is also the president of Alan Hooker Consultants where he crafts presentations, coaching sessions and training seminars that are guaranteed to strengthen and intensify performance in life, family and work. In addition to serving as The Haberman Foundation’s Senior Vice President, he is also a certified trainer for the Haberman Foundation, where he utilizes these skills and experiences to help fellow educators identify star teachers and administrators. Alan received his undergraduate and masters at North Carolina A&T State University.