1. 1 Professional Development for Correctional Educators: EDJJ Professional Development Series Sarup R. Mathur Heather Baltodano Derrick Platt Pamela Harris

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

3. 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. 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. 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. 6 Rationale for PD  Retaining the next generation teachers  Supporting beginning teachers  Sustaining a qualified workforce 

7. 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. 8 Factors related to Micro and Meso, and Exosystem  Caseload  Paperwork  Challenges of managing diverse learning needs  Opportunities for professional growth  Salaries

9. 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. 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. 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. 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. 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. 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. 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. 16 Videotaping Module Example: Curriculum  Written module to Script  Differences  Script Presentation  Making it Interesting

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

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

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

20. 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. 21 Anticipated Outcomes  Increased accessibility  Wider dissemination  Systemic approach to PD  Accountability  Increase in positive student outcomes

22. 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. 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. 24  Register for our mailing list & conferences  Download full text publications  Read research reports  Link to related sites  EDJJ Denver Conference Visit our website at http://www.edjj.org

25. 25 Questions/Answers