Transcript Should we invest in the quality of professional

Professional Development for
Correctional Educators: EDJJ
Professional Development
Series
Sarup R. Mathur
Heather Baltodano
Derrick Platt
Pamela Harris
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www.edjj.org
Funded by OSEP and OJJDP
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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
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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)
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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
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Rationale for PD
 Retaining the next generation teachers
 Supporting beginning teachers
 Sustaining a qualified workforce

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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
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Factors related to Micro and
Meso, and Exosystem
 Caseload
 Paperwork
 Challenges of managing diverse learning
needs
 Opportunities for professional growth
 Salaries
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EDJJ 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:
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
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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 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 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
 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 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:
Curriculum
 Written module to Script
 Differences
 Script Presentation
 Making it Interesting
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Videotaping Module Example:
Curriculum (cont)
 CLN Collaberation
 Preliminary Visit
 Preparing for taping
 Taping
 Editing to final
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Videotaping Module Example:
Curriculum (cont)
 Distribution and Promotion
 CLN Satellite
 EDJJ Distribution
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Future Activities
 Reading Module
 connection between reading and
behavior
 connection between literacy and
employment
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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
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Anticipated Outcomes
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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
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
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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
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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
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Questions/Answers
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