A Mixed-Method Case Study of Seven Star Teachers in Chicago Public Schools

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-9 - Persistence, Awareness, Commitment, and Satisfaction: The Art of Retaining Teachers

Abstract

While filling the need for diverse K-12 teachers through recruitment and induction efforts for our urban schools is of importance, what is equally important is studying and supporting what makes in-service teachers persistent and effective. We present a multiple case study investigating dispositions of seven highly effective teachers of Chicago Public Schools (CPS). Through quantitative and qualitative protocols, Haberman STAR teachers (Haberman, 2004) were identified and interviewed. Twenty-one major categorical codes were found, and three significant sub-themes were identified (Hill, et al., 1997): “Personalized-Teaching,” “Throw-Away Students,” and “At-Risk is Situational.” Based on these findings, we recommend that urban school districts use in-service dispositional data to support in-service teacher persistence and effectiveness.

Authors

• Christopher Michael Hansen, Illinois State University

• Nicholas Daniel Hartlep, Metropolitan State University

• Guy Banicki

• Sara McCubbins