Professional development a capacity building model

Professional development a capacity building model - The...

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The Journal of Correctional Education 60(2) • June 2009 Professional Development: A Capacity-Building Model for Juvenile Correctional Education Systems Sarup R. Mathur Heather Griller Clark Naomi A. Schoenfeld Arizona State University Abstract Youth in correctional facilities experience a broad range of educationai, psychoiogicai. medical and social needs. Professional deveiopment a systemic process that improves the likelihood of student success by enhancing educator abilities, is a powerful way to positiveiy affect student outcomes in correctional settings. This article offers a professional deveiopment framework designed for the juvenile justice system. It includes information on the background and purpose of professional development and provides the structure, objectives and components necessary to achieve a capacity- building professional development model in correctional education settings. In addition, examples of the National Center on Education. Disabiiity and Juvenile Justice {EDJJj professionai development activities, including piloting of professional development modules in a site are discussed. The article concludes with recommendations for future applications of the proposed framework. Correctional educators frequently struggle to provide the best possible education and rehabilitation to the youth in their care. In addition to the institutionai chailenges inherent to any correctionai setting, such as complicated systems of oversight, high staff turnover, a shortage of resources, difficuities obtaining educational records, and the competing priorities of education and security (Griller, 1998; Robinson 8 Rapport, 1999; Rutherford, Criller-Clark, 8 Anderson, 2001), the needs of the youth themselves impose unique demands on educators. Youth in correctional facilities experience a wide range of educationai, psychological, medical, and social needs. More than a third exhibit significant iearning and/or behavioral probiems that entltie them to special 164
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The Journal of Correctional Education 60(2) • June 2009 Mathur, et. al. Professional Development education and related services (Baltodano, Harris, 9 Rutherford, 2005; Quinn, Rutherford, Leone, Osher, & Poirier, 2005; 2002). Many are either marginaiiy literate or illiterate, and most have experienced school failure and retention (National Center on Education, Disabiiity, and Juvenile Justice, 2005). Clearly, these variables pose special challenges for correctional educators struggling to find the most effective ways to teach and rehabilitate their students. While correctionai educators do continually search for new ways to address the academic and social behavioral requirements of detained or incarcerated students, the possibilities offered by appropriate and ongoing professional development in these settings are often overiooked. EIrod and Ryder (1999) point out that many professionals in corrections have not had access to the training needed to perform their jobs weil - and indeed, many of
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Professional development a capacity building model - The...

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