professional development for correctional educators:  edjj professional development series

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Professional Development forProfessional Development forCorrectional Educators:  EDJJ Correctional Educators:  EDJJ

Professional DevelopmentProfessional DevelopmentSeries Series

Sarup R. MathurHeather Baltodano

Derrick PlattPamela Harris

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www.edjj.orgwww.edjj.org

Funded by OSEP and OJJDPOSEP and OJJDP

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AgendaAgenda

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

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Professional DevelopmentProfessional 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)

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Some ObservationsSome 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

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Rationale for PDRationale for PD

Retaining the next generation teachers Supporting beginning teachers Sustaining a qualified workforce

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How do we plan to enhance How do we plan to enhance the capacity of systemsthe capacity of systems

Implementing a systemic approach to technical assistance and professional development

Conducting an ongoing evaluation of technical assistance and professional development activities

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Factors related to Micro and Factors related to Micro and Meso, and ExosystemMeso, and Exosystem

Caseload Paperwork Challenges of managing diverse learning

needs Opportunities for professional growth Salaries

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EDJJ PD PlanEDJJ PD Plan

Use of a sound evaluation component Guskey’s model

Empirical validation of effects Use of various modalities Evidence of sustainability

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EDJJ PD Survey Findings: EDJJ PD Survey Findings: Training NeedsTraining 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

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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

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Corrections Learning NetworkCorrections 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

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EDJJ/CLN PartnershipEDJJ/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

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EDJJ PD/CLN Process 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

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CLN/EDJJ PD ProcessCLN/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

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Videotaping Module Example: Videotaping Module Example: CurriculumCurriculum

Written module to Script

Differences

Script Presentation

Making it Interesting

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CLN Collaberation

Preliminary Visit

Preparing for taping

Taping

Editing to final

Videotaping Module Example: Videotaping Module Example: Curriculum (cont)Curriculum (cont)

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Distribution and Promotion

CLN Satellite

EDJJ Distribution

Videotaping Module Example: Videotaping Module Example: Curriculum (cont)Curriculum (cont)

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Future ActivitiesFuture Activities

Reading Module connection between reading and

behavior connection between literacy and

employment

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Reading Module GoalsReading 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

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Anticipated OutcomesAnticipated Outcomes

Increased accessibility Wider dissemination Systemic approach to PD Accountability Increase in positive student

outcomes

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How do we intend to measure the How do we intend to measure the effectiveness: Friedman's Modeleffectiveness: 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

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Performance MeasuresPerformance 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

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Visit our website at http://www.edjj.org

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Questions/AnswersQuestions/Answers