Creating communities of professional practice in the correctional education classroom.

Creating communities of professional practice in the correctional education classroom. Introduction Professional Development (PD) for teachers has been a topic ofrecent focus due in part to the No Child Left Behind (NCLB NCLB No Child Left Behind (US education initiative)) legislation(2001) and more rigorous standards for earning and maintaining teachercertification. The US Federal Government, within the context of NCLD NCLD National Center for Learning DisabilitiesNCLD National Center for Law and Deafness ,defines PD for educators and includes (but is not limited to) thefollowing activities that: * "improve and increase teacher's knowledge of theacademic subjects the teachers teach, and enable teachers to becomehighly qualified; * give teachers, principals, and administrators the knowledge andskills to provide students with the opportunity to meet challengingState academic content standards and student academic achievementstandards; * are high quality, sustained, intensive and classroom-focused inorder to have a positive and lasting impact on classroom instruction andthe teacher's performance in the classroom; * are not 1 day or short tem workshops or conferences; * are developed with extensive participation of teachers,principals, parents and administrators of schools to be served underthis Act. * are designed to give teachers of limited English proficientchildren, and other teachers and instructional staff, the knowledge andskills to provide instruction and appropriate language and academicsupport services support servicesPsychology Non-health care-related ancillary services–eg, transportation, financial aid, support groups, homemaker services, respite services, and other services to those children, including the appropriate use ofcurricula and assessments; * provide instruction in methods of teaching children with specialneeds" (p.539). These activities can form the basis for ongoing learningopportunities that build on skills teachers already possess as well asdevelop new skills to work more effectively with their students.Meaningful and effective PD is especially important to teachers who workwith diverse learners and students who are considered to be at -risk foreducational success. Meeting the needs of students in the correctionaleducation classroom may present the most challenging context foreffective professional development. Contextual Factors The correctional classroom is a unique environment for a variety ofreasons. The organizational structure of a correctional facility bearslittle resemblance to mainstream educational institutions. In fact,prison cultures and structures have been described as militaristic mil��i��ta��rism?n.1. Glorification of the ideals of a professional military class.2. Predominance of the armed forces in the administration or policy of the state.3. orauthoritarian (Geraci, 2002), compared to traditional school culturesand organizational structures which focus on interpersonal relationshipsbetween all stakeholders and environments that "must constantlyseek to affirm and enhance people" (Beach & Reinhartz, 2000,pp.48-49). In addition, correctional educators frequently have had nopreparation for teaching incarcerated incarcerated/in��car��cer��at��ed/ (in-kahr��ser-at?ed) imprisoned; constricted; subjected to incarceration. in��car��cer��at��edadj.Confined or trapped, as a hernia. students prior to entering thecorrectional classroom. In fact, many correctional educators findthemselves teaching in jail and prison classrooms accidentally, ratherthan as a result of intentional professional decisions (Wright, 2005).Finally, teachers in correctional settings are frequently unprepared orunder-prepared to work with an inmate population comprised of diverse,at-risk learners. With respect to adult students in correctional facilities, 30-50%are estimated to have learning disabilities as compared to 5% to 15% ofthe general adult population (Tolbert, 2002). Moreover, between 34% and70% of incarcerated youth are identified as disabled, as compared to12.7% of the public school population, with 86.3% of the incarceratedyouth population receiving special education services (Leone, Krezmein,Mason, & Meisel, 2005). Combined with these challenges, professionaldevelopment opportunities typically available for teachers do noteffectively target the needs of correctional educators. In a recent NewYork State Education Department The New York State Education Department is the state education department in New York State. It is responsible for the supervision for all public schools in New York State and all standardized testing, as well as the production and administration of state tests and Regents (NYSED NYSED New York State Education Department ) memo to local superintendents ofannouncing the annual conference of the New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of State Association ofIncarcerated Education Programs, the following statement was made:"Teachers who are assigned to a locked setting often feel isolatedand removed from the educational process and other colleagues. Inaddition, many professional development opportunities are not relevantto the everyday challenges confronted by teachers working withincarcerated individuals" (NYSED, 2007, p.1). Teachers oftenstruggle with identifying best practices and addressing the unique needsof the students in this non-traditional setting. While topics that areoffered for mainstream educators are relevant to all, the experience ofmany correctional educators whohave attended such workshops has been that they really don'taddress the unique needs and contexts that exist in the correctionalsetting. Researchers have discussed the barriers to effective instruction incorrectional educational programs (Allen, 1988; Hackman, 1997; Moody,2003; Parkinson & Steurer, 2004), however, discussion and researchon teacher development inside correctional facilities is rare. In arecent article, Lewis (2006) investigates issues surrounding theevaluation of educational programs for inmates and identifies suchfactors such as lack of teacher preparation and mismatch mismatch1. in blood transfusions and transplantation immunology, an incompatibility between potential donor and recipient.2. one or more nucleotides in one of the double strands in a nucleic acid molecule without complementary nucleotides in the same position on the other betweeninstructional delivery and learner needs as factors that may contributeto a program being assessed as ineffective. Improving teachers'knowledge of both the subject that they teach and the pedagogical ped��a��gog��ic? also ped��a��gog��i��caladj.1. Of, relating to, or characteristic of pedagogy.2. Characterized by pedantic formality: a haughty, pedagogic manner. skillsnecessary for effective instruction in correctional classrooms are twokey professional development components for correctional educators. Teacher Professional Development Teacher preparation in the United States United States,officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. consists of two strands ofstudy: content and pedagogy. For example, a math teacher will major inmath and engage in a specified course of study that teaches generalpedagogical skills as well as content specific pedagogical skills (asper the individual state certification requirements). Teacher candidatesfrequently participate in one semester of supervised student teaching,and then are 'on their own'. Teaching is one of the fewprofessions that provide such a short apprenticeship and induction. Thismakes in-service PD critical to the continued development of educatorsand to their retention as well. While the topic of teacher developmenthas been and continues to be researched and discussed (Evans, 2002;Fullan & Hargraves, 1992; Darling-Hammond, 1994a; Day, 1999;Grossman, 1994; Keiny, 1994; Leithwood, 1992) a definitive definitionhas not emerged. In general, teacher development can be seen as: "Teachers learning, rather than as others getting teachers tochange. In learning, the teachers were developing their beliefs andideas, developing their classroom practice, and attending to theirfeelings associated with changing" (Bell & Gilbert, 1994, p.493). When teachers attend PD workshops that are mandated by districts,often the result can be "others getting teachers to change",or at least, trying to. Teachers who work in correctional facilitiesshare many of the same needs for further development of their knowledge,both in terms of the subject they teach and how they teach. Regrettably,the opportunities for PD specific for correctional educators are verylimited. In terms of the types of PD activities that work best, one key isintensiveness. Research has suggested that the duration of a PDinitiative is directly related to the level of teacher change in beliefs(Shields, Marsh, & Adelman, 1998; Weiss, Montgomery, Ridgeway A ridgeway is a road or path that follows the highest part of the landscape. Roads and pathwaysOne of the best known ridgeways is the Ridgeway National Trail, also known as The Ridgeway Path , &Bond, 1998). Short duration, 'one time only' or 'short-term' development opportunities are not especially successful.While these workshops can send teachers back to their classrooms withsome new ideas, there is no continuity, no follow-up, and no realopportunity to integrate the learned strategies, or reflect on theireffectiveness, and ultimately revise practice based on that reflection.Basically, these short-term opportunities leave the teacher on his orher own to decide whether to continue or implement the new strategy(Clark, 1994). A synthesis of the research on PD conducted by the AmericanEducational Research Association reviewed five studies on effectiveteacher PD (AERA AERA American Educational Research AssociationAERA Automotive Engine Rebuilders AssociationAERA Air Emissions Risk AnalysisAERA Accelerating Economic Recovery in AsiaAERA American European Racquetball Association , 2005). The research demonstrated impact on studentachievement when the focus of the PD activities was on (1)studentlearning and comprehension styles, (2) teachers' knowledge of theirsubject matter, and (3) alignment with the actual conditions of theclassroom (author's emphasis). The synthesis offers the followingsuggestions for policy makers: * "Make sure that professional development focuses on thesubject matter teachers will be teaching. * Align teachers' learning opportunities with their real workexperiences, using actual curriculum materials and assessments. * Provide adequate time for professional development and ensurethat the extended opportunities to learn emphasize observing andanalyzing students' understanding of the subject matter. * Ensure that school districts have reliable systems for evaluatingthe impact of professional development on teachers' practices andstudent learning" (AERA, 2005, p. 4). In addition to the above recommendations, research has shownteacher PD to be most effective when it is planned with particularprograms' needs in mind (Joyce & Showers, 1988). Teachers musthave real opportunities and support to change classroom practice and tobe able to assess their change in practice so that it can be proven toimpact student outcomes (Guskey, 1986). Other researchers have discussedissues such as collaboration, collegiality col��le��gi��al��i��ty?n.1. Shared power and authority vested among colleagues.2. Roman Catholic Church The doctrine that bishops collectively share collegiate power. and time as some key factorsin successful teacher PD (Loucks-Horsley, Harding, Arbuckle, Murray,Dubea, &Williams, 1987). Another important aspect of teacher PD isthat of teachers investigating their own practice and taking reflectiveaction based on questions they have identified and answered in their ownteaching context (Carr & Kemmis, 1989). A common theme that emergesfrom the literature on teacher PD is the need for teachers to be able toengage in professional dialogue with colleagues who share their teachingcontext. Teachers are like all learners in that they need to beresponsible for their own learning, be supported throughout the learningcycle, have the opportunity to apply what they have learned, andfinally, be able to construct meaning based on their own experiences. Correctional educators are often left behind when it comes to PDactivities that "Align teachers' learning opportunities withtheir real work experiences, using actual curriculum materials andassessments" (AERA, 2005, p. 4). This does not have to be the case.When teachers take control of their own in-service learning, they areempowered to question, research, collaborate, implement new methods ormodify existing ones, reflect on what worked and why (or whatdidn't work and why not) and then engage in this cycle recursively. Creating Communities of Professional Practice in the CorrectionalEducation Program Creating 'in-house' opportunities or connecting withother geographically feasible programs is a solution that makes sensefor correctional educators. Teacher and program coordinators incorrectional education programs can work to develop long-term workshopseries, collegial col��le��gi��al?adj.1. a. Characterized by or having power and authority vested equally among colleagues: "He . . . circles, reading and discussion groups, or electroniccommunities (list serves, discussion boards, chat sessions). Whendeveloping these PD opportunities, program coordinators, lead teachers,and teachers should keep the following principles in mind. First, the PD should be tied to content. Teachers must be expertsin their fields and their understanding of the content that they teachmust reflect disciplinary standards and curricular requirements as wellas understanding of central concepts of discipline. When PD activitiesfocus on the subject matter that correctional educators actually teach,the gap between theory and practice is narrowed and the teachers'learning will be contextualized. PD for correctional education teachersshould also focus on creating a learning environment where the emphasisis on the collaborative construction of meaning (Putnam & Borko,2000; Darling-Hammond, 1998). This is essential for students inincarcerated settings. These students often differ greatly frommainstream students in terms of their learning abilities, learningstyles, and past achievement. The collaborative construction of meaningwill enable incarcerated students to draw on their different abilitiesand prior knowledge, so that their understanding of the material issocially constructed and situated within a social context that makessense to the learner. In order to accomplish this, one activity thatteachers can engage in is to collaboratively develop specific learninggoals that will allow them to observe and document student progress, andto analyze their own teaching. Correctional educators need to developgoals that go beyond the general and collaborate to create very specificlearning goals for their students. The goal 'to obtain a GED',while important and frequently an indicator of correctional educationprograms' success, does not allow teachers to focus on specificskills that will enhance student performance and increase learning andchances of success on a GED GEDabbr.1. general equivalency diploma2. general educational developmentGED(US) n abbr (Scol) (= general educational development) → exam. Moving from the general goal of'obtain a GED' to a sub-set of very specific goals which mightinclude 'understand the difference between academic writing andreflective writing', or, 'compare and contrast the informationon U.S. population levels in graphs created from 1990 and 2000 censusdata'. When teachers work to create specific learning goals , theyrely on their own knowledge of the subject they are teaching in order todevelop very specific goals that "set the state for what will countas evidence that students are achieving them" (Heibert, Morris,Berk & Jansen, 2007, p. 51). By working together to identify clearand attainable goals for their learners that are actually aligned withthe classroom conditions, correctional educators can go on to collectevidence of student achievement and meeting goals. This data willprovide a valuable and authentic tool for program evaluation Program evaluation is a formalized approach to studying and assessing projects, policies and program and determining if they 'work'. Program evaluation is used in government and the private sector and it's taught in numerous universities. . They willbegin to understand that the creation of specific learning goals is tiedto the ability to assess their students' level of understanding andacceptance of concepts. Moreover they will develop the skills necessaryto engage in inquiry based classroom research that will improvepractice. Second, collaborative partnerships between correctional educatorswithin and across programs can serve to ameliorate a��mel��io��rate?tr. & intr.v. a��me��lio��rat��ed, a��me��lio��rat��ing, a��me��lio��ratesTo make or become better; improve. See Synonyms at improve.[Alteration of meliorate. the sense ofisolation that teachers in correctional education programs often feel.Teachers in correctional education programs are in a good position tomeaningfully collaborate with each other, a professional activity thatis often lacking in traditional secondary and adult level programs.Through this collaboration, teachers can review subject matter andmaterials, map curriculum, establish learning goals and create acomprehensive assessment plan that focuses on both formal assessments(TABE, GED, BEST Plus) as well as informal, or authentic assessment Authentic assessment is an umbrella concept that refers to the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful,"[1] as compared to multiple choice standardized tests. (free and structured writing, affective interpretation of readings orart work, discussions, presentations, visual representation, portfoliodevelopment). In this way, teachers can work together to developcurriculum and materials, or make modifications where appropriate.Developing the skills, in context, that are required to negotiateteacher collaboration and the integration of curriculum so thatincarcerated students can see the interconnectedness of their learningexperiences is a valuable professional growth activity. Correctionaleducators can develop collegial circles where they can review relevantresearch, collaborate and plan for instruction. After implementing theteaching strategies that they develop and decide upon, the collegialcircle then serves as an outlet for support, trouble shooting,brainstorming, and reflection. When teachers engage in such collaboration, a professionalcommunity of teachers is created and these teachers develop sharedgoals, shared responsibility for the success of all students, sharedapproaches to teaching and learning, and renewed energy to address thedemands of the correctional setting. Third, the structure of the PD program must address the real issueof time and sustainability. As stated earlier, PD that is ongoing ismost effective. An ongoing PD program offers participants the necessarytime to reflect on the experience in light of their own practice. Inaddition, teachers need time to implement new techniques learned duringthe PD workshops. Along with time for implementation, teachers must beable to reconvene reconveneVerbto gather together again after an interval: we reconvene tomorrowVerb 1. reconvene - meet again; "The bill will be considered when the Legislature reconvenes next Fall" and (1) revisit re��vis��it?tr.v. re��vis��it��ed, re��vis��it��ing, re��vis��itsTo visit again.n.A second or repeated visit.re the initial topics, skills, andknowledge shared in the PD, (2) share stories about their experienceswith the new practice, (3) and discuss how to revise or modify theskills and strategies learned in order to meet the needs of theirstudents and work in their unique context. The time required for suchdevelopment can be extensive. Programs can develop innovative ways forthis time to be available. For example, many districts that see thebenefit of such intensive and intentional PD provide released time Released Time is a concept used in the United States public school system wherein pupils enrolled in the public schools are permitted by law to receive religious instruction. forteachers to engage in this professional collaboration and reflection.Collaborative planning periods or duty free periods could be built intocorrectional educators' schedules so that their in-serviceeducation is part of their daily or weekly duties. Another way that the issue of time can be addressed is through therequirement or guideline for teacher participation in a district orstate determined mandatory number of PD hours each year. This type ofrequirement is an outgrowth of the No Child Left Behind legislation(2001) which requires that teachers are "highly qualified" toteach the subjects for which they were certified. In addition tofulfilling state certification requirements, the definition of"highly qualified" includes the general requirement thatteachers participate in in-service professional development. States anddistricts vary on their requirements for in-service education. In NewYork State, for example, the guidelines state that certified teachersmust complete 175 hours of PD, and certified teacher A certified teacher is a teacher who has earned credentials from an authoritative source, such as the government, a higher education institution or a private source. These certifications allow teachers to teach in schools which require authorization in general, as well as allowing assistants (Paraeducators) must complete 75 hours every 5 years to maintaincertification. However, these again are general guidelines and actualauthority in setting the exact number of hours is left to individualdistricts. In addition to Federal and state guidelines on teacher development,the Correctional Education Association The Correctional Education Association (CEA) was founded in 1930[1] to provide educational services in correctional settings. This non-profit professional association is the largest affiliate of the American Correctional Association. has developed standards forcorrectional education programs which were adopted in 1988 with the mostrecent revision completed in 2004 (CEA, 2004). These standards call for40 hours of preservice staff development that address issues such as anoverview of program/facility policy and procedures, information on thefield of corrections, basic security training, emergency plans andprocedures, and issues related to teaching the correctional student (p.12). The standards go on to state that "Full time education employees will receive an additional 40hours of training during the first year of employment and 40 hours ofin-service training each year thereafter. Teacher continuing education continuing education:see adult education. continuing educationor adult educationAny form of learning provided for adults. In the U.S. the University of Wisconsin was the first academic institution to offer such programs (1904). requirements and/or advanced graduate work may be used for thispurpose" (CEA, 2004, p. 12). Finally, the program must have a system for evaluation in terms ofthe impact of the PD on the teachers' practice and students'success. The plan for evaluation must occur during the initial planningstage of the PD. Developing an evaluation plan allows the participants "to formulate the questions that will have to be answered aspart of the evaluation. The evaluation team should begin to formulatethese questions by talking with as many of the stakeholders of the staffdevelopment program as possible" (Mullins, 1994 p. 6). The evaluation component should be structured so that it measuresprogram effectiveness and the effectiveness of the PD on theteachers' knowledge, skills, and beliefs related to correctionaleducation. Both formative evaluation Formative evaluation is a type of evaluation which has the purpose of improving programmes. It goes under other names such as developmental evaluation and implementation evaluation. (conducted at intervals coming or happening with intervals between; now and then.See also: Interval throughoutthe PD) and summative Adj. 1. summative - of or relating to a summation or produced by summationsummationaladditive - characterized or produced by addition; "an additive process" evaluation (conducted at the end of the PD) shouldbe included. By including both types of evaluation, programcoordinators, developers , participants, and stakeholders can ensurethat the evaluation is ongoing and makes use of multiple sources of data(for example, narrative reflections from teachers, participantquestionnaires, classroom observations, participant discussion, studentinput, student assessment data). When the effectiveness of teacher PD isassessed, the focus should be on the growth of knowledge and pedagogy,teachers' awareness of changing beliefs and pedagogical practice.In addition, the evaluation should focus on the extension of thecollaborative partnerships that are created during the PD, reflectiveteaching, inquiry, adaptation of existing methods and materials, andinnovation in the classroom. Moreover, teachers should be engaged inself-reflection and analysis of student learning as part of theevaluation process. By focusing on their students, teachers can developan understanding of how their teaching affected student learning. Interms of the evaluation of correctional education this focus is criticalbased on recent recommendations by Lewis (2006) that call for a changein the traditional methods of evaluation of correctional educationprograms so that the "outcome measures would focus on how CE[correctional education] and post-release programs affected releasedoffenders, their families, and their communities" (p. 292). Thisshift in the way programs are evaluated is consistent with the abovementioned shift in focus from teacher and program to student. Conclusion The primary goal of teaching is to enhance and support studentlearning. The primary goal of teacher PD should result in changes inpractice and beliefs. Effectiveness of teaching must be viewed in termsof student learning. To determine their effect on student learningteachers can pose questions such as, "What did students learn, andhow and why did instruction influence such learning? How could lessonsbased on this information be revised to be more effective when teachingthem next time?" (Heibert, Morris, Berk & Jansen, 2007, p. 48).Correctional educators need supported opportunities to work together topose questions specific to their context, focus on content andpedagogical skills, and form collaborative partnerships within their ownfacility and with teachers in other facilities. The time necessary todevelop, engage in and reflect on the PD program is necessary and can beintegrated into existing program structures through mandates andguidelines already in place at the Federal, state, and professionalorganizational level. In addition, programs must create and implement anevaluation plan that collects both qualitative and quantitative datathat is used in the evaluation of the effectiveness of teaching andlearning. 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Articles are published in English, Spanish or Portuguese. , 10(2) Retrieved May 2, 2008, fromhttp://epaa.asu.edu/epaa/v10n12/ Wright, R. (2005). Going to teach inprisons: Culture shock. Journal of Correctional Education, 56(1), 19-38. Biographical Sketch -- MARGO DELLICARPINI has worked as a teacher coordinator for the E.S.BOCES BOCES Board Of Cooperative Educational Services Incarcerated Educational Program in Suffolk County Suffolk County may refer to: One of the following counties in the United States: Suffolk County, New York - central and eastern Long Island - the largest Suffolk County by population and geographic size , NY where shehas created and implemented professional development programs forcorrectional educators. She is currently an Assistant Professor of TESOL TESOLabbr.1. Teachers of English to Speakers of Other Languages2. teaching English to speakers of other languages at Lehman College Lehman College:see New York, City University of. .