Leadership Project Summary

Several factors steered me towards this particular need in my school. During

the past four years as a teacher in Juvenile Hall I noticed a lack of support being
given to students during their stay at juvenile hall and subsequent release from
custody. Furthermore, there was little or no time dedicated to devising plans or
goals that may assist these students in attaining specific educational or vocational
goals. Additionally, the segment of the population that was facing more serious
charges seemed to be considered an educational lost cause. These students,
referred to as unit confinement of UC, attended class for less than two hours a day
and were segregated by gang affiliation. The traditional school model of direct
instruction did not appear to be beneficial to the students, especially those who
were going to spend more than three months in juvenile hall and were eventually
leaving to spend longer sentences with the California Department of Corrections or
Department of Juvenile Justice. Some sentences would be 25 years to life.
Therefore, it was my belief that customized learning plans would be more
advantageous to this population than the current practice of direct instruction, often
times included courses that the students didnt need. My goal was to increase the
class time, which would require combining rival gang members in the same room.
My educational vision is that all students deserve an education and one that
meets their specific needs; moreover, becoming a teacher was a way in which I felt I
could have a positive impact on the lives of our youth. My path to becoming a
teacher is most likely different than that of my peers. Subject matter is not
particularly my passion. Transformation, raising self-esteem, making personal
connections, and possibly adding a sliver of joy to young persons day is what truly
matters to me. It was my hope that this project would allow me to accomplish these
goals and at the same time provide the most efficient and beneficial use of their
educational time while in custody. As such, I inquired as to what impact individual
learning plans would have on the students who were not attending the traditional
class rotation and were relegated to unit confinement due to the potential of long-
term sentencing. My personal belief is that everyone has a chance at redemption
and having an education and support system are key elements to having a chance at
success.
Research showed that customized learning and individual learning plans can
motivate students, will allow for differentiated learning, and provide more flexibility
in meeting educational goals; however, I was unable to locate any research on
customized learning in juvenile detention schools. Research also revealed that
educators in juvenile detention facilities have historically faced significant
challenges in providing and delivering educational services due to differing views
with correctional staff.
In order to collect data we used qualitative and quantitative methods. We
surveyed students, probation staff and instructional staff to obtain qualitative data
in the area of motivation, value and worth of individualized learning, and
satisfaction with the concept. For the quantitative data we measured the number of
credits earned by individual students, behavior referrals, and the attainment of
G.E.D. or high school diplomas. After the first PAR cycle, the PAR team analyzed the
information and came up with a plan that would allow for smaller class sizes to
better meet the individual needs of the UC students, but would require changing the
daily schedule for regular students and UC students. It would require teachers
changing some assignments.
As I entered this program, I was aware of some of my leadership strengths,
but also knew that there were areas that needed improvement. Furthermore, I
realized that I was entering a new arena and some additional weaknesses and
strengths might be exposed. My strengths are assessing needs, thinking
strategically, ensuring completion of a task, and accomplishing what I set out to do.
The manner in which these strengths arise can be my weakness.
Fostering relationships and sharing responsibility were the two major
themes that emerged from my ELA coursework and were truly useful strategies in
this process. My previous background was not one that typically relied on these
approaches in order to be successful at accomplishing a task or project, especially in
the day-to-day operations of patrol duties. With the exception of interacting with
my students, my personality type tends to be one that is impatient and would prefer
do it myself rather that wait or take a chance that it may not be done to my
satisfaction. This project gave me the opportunity to try a different approach.
Our project was successful based on the data, the feedback from all of the
stakeholders, and ultimately, our results. Every student who could potentially attain
a diploma or G.E.D. was able to do so. Nearly every student exceeded the number of
credits they would have acquired if assigned to a traditional class rotation. The
exception was one student who clearly depressed and affected by receiving a seen
year prison sentence. The other exception was a student who obtained his G.E.D.,
and was over 150 credits shy of a diploma, so he had no motivation to earn credits.
Class time was increased for all students and there was only one incident between
the rival gangs in the entire five months.
This project was clearly a breakthrough for the students on Unit
Confinement. For the previous three years, theses students were denied a full day of
instruction and were not given any guidance or plans for transitioning beyond
juvenile hall. With additional class time and customized learning plans, students
were empowered to reach personal and educational goals. 6 students attained their
high school diplomas and three others attained their G.E.D. One student attained a
diploma after being released. A transition plan was devised and he followed that
plan resulting in a full time job with the County of Monterey and a high school
diploma. Most students have been able to exceed the typical number of credits that
they are expected to earn in a semester.
This project will continue into the future and there are no plans to
discontinue it unless the population and manner in which students are segregated
were to change; however, that is highly unlikely in the near coming years.
Individual learning plans and the philosophy behind it will continue and be
sustained as both probation and our school administration feel that it is the most
viable and beneficial manner in which to serve the students.
The managerial tasks of this project were fairly routine and something that I
am accustomed to doing. For instance, planning the curriculum, assigning support
staff to carry out particular functions, and working on daily administrative tasks
responsibilities that posed little or no issues for me. From a leadership standpoint,
suggesting a change in how the serious offenders were grouped and instructed was
going to be a tall order. In order to realize any level of success with this project, it
was imperative that probation management approved of the concept. This
undertaking would require meeting with my department heads and proposing a
plan that would benefit all stakeholders. From a leadership standpoint it was
necessary to consider all of the potential concerns and objections and have solutions
in place. Furthermore, due to the potential for physical confrontations between
students, the potential benefits had to significantly outweigh the apprehensions. As
a leader, recognizing the issues, looking at short and long-term strategies, and
gaining the confidence of all parties was crucial. In my opinion, I was able to
effectively convey the necessity for this concept and was able to elicit the support
and confidence of administrators, peers, and support staff.
Reflecting on this project and the ELA program as a whole, it is apparent to
me that my approach to working with others, the manner in which I may choose to
find a solution, and my views on the importance and value of relationships has
changed immensely. Previously, these factors were logically correct, but
experiencing them and taking them for a test drive has made me a believer, and for
that I am thankful! When I decided to pursue my administrative credential and a
Masters degree in the area of Education Administration, I made the decision to
travel outside of my community in order to experience potentially differing view
points from another area of California. It was much more costly to travel to Los
Angeles, and the tuition options were less expensive closer to home; however, it was
more than worth the additional time and expense. My fellow students and the
professors were phenomenal and have made this past year an extremely memorable
and invaluable experience.