Professional Development for Correctional Educators: EDJJ Professional Development Series

1. Professional Development forCorrectional Educators:  EDJJ Professional DevelopmentSeries Sarup R. Mathur Heather Baltodano Derrick Platt Pamela Harris

2. www.edjj.org Funded by OSEP and OJJDP

3. Agenda • Overview of Professional Development in the Juvenile Justice System • What does EDJJ research inform us about PD? • A systemic approach to technical assistance and PD • Correctional Learning Network and EDJJ collaboration • Q & A

4. Professional Development • High quality, sustained, intensive, and classroom focused in order to have a positive and lasting impact on classroom instruction and the teacher’s performance in the classroom (NCLB, PL 107-110)

5. Some Observations • Practices that increase risk or that do not improve resiliency • Ineffective teaching, inappropriate curriculum, poor school climate • Suspension, expulsion • “Tough on crime” policies • No meaningful “engagement

6. Rationale for PD • Retaining the next generation teachers • Supporting beginning teachers • Sustaining a qualified workforce

7. How do we plan to enhance the capacity of systems • Implementing a systemic approach to technical assistance and professional development • Conducting an ongoing evaluation of technical assistance and professional development activities

8. Factors related to Micro and Meso, and Exosystem • Caseload • Paperwork • Challenges of managing diverse learning needs • Opportunities for professional growth • Salaries

9. EDJJ PD Plan • Use of a sound evaluation component • Guskey’s model • Empirical validation of effects • Use of various modalities • Evidence of sustainability

10. EDJJ PD Survey Findings: Training Needs • Developing the capacity of people involved in the process of transition • 83% indicated they would participate in PD if they had more opportunities • Four factors that impede their involvement in PD • Funding • Time • Relevant topics • Trained substitutes • Four areas of PD • Discipline and classroom management • Research-based best classroom practices • Aligning curriculum with state standards • Transition

11. 1986 • Educational Service District 101 began producing live, interactive, satellite broadcast classes for K though 12 • 1997 • ESD 101 began disseminating adult and alternative education courses • 1999 • Awarded grant to develop and distribute satellite broadcast instruction to the correctional community

12. Corrections Learning Network • Now broadcasting in 745 sites in 47 states • Provides over 1700 hours per year of relevant academic, life-based and transition based broadcasts for confined youth and adults • Broadcasts over 400 hours per year of staff development for correctional, education, and medical personnel

13. EDJJ/CLN Partnership • The National Center for Education, Disability, and Juvenile Justice developed a Professional Development series consisting of 8 modules • The series is approximately 1000 pages • In order to establish wider audience for the series, we partnered with CLN to transform 4 of the modules into a taped video piece

14. EDJJ PD/CLN Process • Develop four videotaped modules • Assessment • Curriculum • Instructional Strategies • Transition • Identify module coordinators • Responsible for script • Organization of material • Travel to CLN production office in Spokane

15. CLN/EDJJ PD Process • Importance of identifying and including authorities on the four respective areas • During the 2004 Teacher Educators for Children with Behavior Disorders Conference in Tempe, AZ 20 researchers, practitioners, and administrators serving court-involved youth were interviewed and taped • Taped interviews incorporated into the 4 modules

16. Videotaping Module Example: Curriculum • Written module to Script • Differences • Script Presentation • Making it Interesting

17. Videotaping Module Example: Curriculum (cont) • CLN Collaberation • Preliminary Visit • Preparing for taping • Taping • Editing to final

18. Videotaping Module Example: Curriculum (cont) • Distribution and Promotion • CLN Satellite • EDJJ Distribution

19. Future Activities • Reading Module • connection between reading and behavior • connection between literacy and employment

20. Reading Module Goals • The Curriculum Module has an overview of reading curriculum • Future module will focus on • assessments to identify literacy needs • planning successful instruction • dynamic assessment to modify instruction and monitor progress

21. Anticipated Outcomes • Increased accessibility • Wider dissemination • Systemic approach to PD • Accountability • Increase in positive student outcomes

22. How do we intend to measure the effectiveness: Friedman's Model • Quadrant 1 • How much professional development did we deliver to enhance effective transition? • Example: Number of participants receiving professional development in transition services. • Quantity indicator: INPUT/EFFORT • Quadrant 2 • How well did we deliver service? • Example: Percent of teachers with training in the ITPs. Quality indicator: INPUT/EFFORT

23. Performance Measures • Quadrant 3 • How much effect/change did we produce? • Example: Number of students completing transition goals in the detention/secure care settings. • Quantity indicator: OUTPUT/EFFECT • Quadrant 4 • What quality of effect/change did we produce? • Example: Percent of students who enter college or employment. • Quality indicator: OUTPUT/EFFECT

24. Visit our website at http://www.edjj.org • Register for our mailing list & conferences • Download full text publications • Read research reports • Link to related sites • EDJJ Denver Conference

25. Questions/Answers