Beginning Summer of 2016, Alan signed on as Senior Vice President of The Haberman Foundation as well as serving as a National Trainer. 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. 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.
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.
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.
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.
Dr. Karla Loría is currently serving as the Human Capital Chief Officer in Harrison School District Two, in Colorado Springs, Colorado. Karla began her teaching career more than 26 years ago and has served children and communities as a teacher assistant, teacher, assistant principal, principal, and most recently, as an area superintendent in Houston, Texas, where she was responsible for overseeing the instructional programs and the operational management of 60 schools with more than 46,000 students and a budget of over 340 million dollars. In her current role as head of the Human Resources office in Colorado Springs, she is responsible for the management of the human capital aspect of the district including interview development, recruitment processes and systems to support new teachers and administrators, induction programs and the evaluation of the compensation and benefits packet offered to existing and new employees. In addition, she develops professional development for aspiring principals and school leadership teams that include curriculum planning, data analysis, observation and feedback, management of leadership teams and school culture. She also spearheads the induction program offered to new teachers.Dr. Loria earned her bachelor’s degree in primary grades and her master’s degree in school administration in Costa Rica, her native country. She later earned her doctoral degree in executive leadership at the University of Houston, Texas. In addition, she has received training on Universal Design for Learning at Harvard University to support diverse learners and holds certifications in leadership, organizational development, change management and coaching skills, and in strategic marketing for schools from Rice University, Texas, where she was also a field advisor for students. She became a national trainer for the Haberman Foundation in 2012.
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.