Professional development curriculum for re-entry student instructors at West Chester Shelter

Section 1: Background
At the study site—West Chester Shelter for incarcerated youth ages 16-21—young adult re-entry students are mandated to attend court ordered programs towards the end of their incarceration. These learners are not traditional learners and face challenges as they re-enter society. Educational staff at the site endures challenges to change behavior and educate students. Most young adult re-entry students have a higher probability of recidivism (Vacca, 2008).
This project's purpose is to incorporate leadership theory and adult learning principles into the classroom for re-entry students with the goal being to assist in transformational learning and positive social change. Using professional development curriculum training, the project targets the population of instructors and staff employed part-time and full-time at the West Chester Shelter. The deliverable outcomes based on the capstone study are a curriculum and a facilitator’s guide.
Overview of Doctoral Capstone Project
The capstone project was implemented at the Westchester Shelter in the Department of Economic Development and Training. This department provides case management services, adult education, work force planning and job placement assistance for the community and ex-offenders. The outcome of the Professional Development Curriculum applied charismatic, transformational and inspirational leadership techniques in the adult education classes for reentry students. This resulted in increased motivation and transformational learning. According to Wilderom and Wiersma (2012), charismatic leaders improve overall efficacy by expressing confidence that followers can accomplish their collective objectives. In addition, transformational and inspirational leadership allow leaders to transform and inspire followers to perform beyond expectations (Bustaman& Mohamed, 2015). This professional development training will teach staff and teachers leadership techniques and adult learning principles to incorporate in their classes for reentry students.
Alignment to the Specialization
The first step in this project was to host a professional development workshop. The goal of the Professional Development Workshop was to provide content on supported practices about leadership that will support teachers in their teaching of re-entry students and increase motivation in students.
This project was designed to implement a tentative professional development curriculum-training program. Following the needs assessment, the content was finalized after gaining input from potential participants.
Learning Objectives of the Workshop
· To gain a basic understanding of charismatic, inspirational, and transformational leadership theories.
· To learn characteristics of adult students re-entering society
· To discuss key strategies for dealing with individuals who were recently incarcerated
· To review charismatic and inspirational leadership component and develop strategies for incorporating leadership content into their courses
How it Aligns to the Specialization
To aid in reducing recidivism and enhance transformational learning staff, it was important for a curriculum to be designed that supports specifically these objectives. Otherwise, instructors may not know the benefits of incorporating leadership techniques into classroom instruction. During the needs assessment and discussion with key stakeholders the value of incorporating adult learning theories and leadership techniques was understood and appreciated. Using adult learning theory, leadership techniques and theories such as charismatic and inspirational leadership theories, and a new professional development curriculum the project aimed to encourage students in transformational learning.
My Professional Background
I work indirectly with the Department of Economic Development, Training and Employment. Currently, I am a Family Service Worker and I assist low income individuals with social service benefits and referral to the Economic Training and Development department. Also, I am a part-time instructor at a local college where I work with reentry students.
I discussed this professional development training verbally and through emails with the Director of the Department of Economic and Training. In addition, I spoke verbally with the staff and instructors who work with adult reentry students in this department. Both parties were supportive and interested in the training.
Instructors, staff and the department head attended professional development training and provide feedback, complete evaluations and attended debriefings. Furthermore, the site location provided the training facility and technical equipment such as smart board, laptop and audio equipment.
Problem Statement and Purpose of the Deliverable
Incarceration in the United States has quadrupled in the last four decades. One out of every 100 adults is imprisoned in the United States (Causes, 2014). Ex-prisoners face a variety of issues once released from prison such as, substance abuse and addiction, lack of job skills and education, inadequate housing, mental deterioration and financial troubles. Reentry into society varies greatly among individuals, their characteristics, family and peer relationships, community settings and state policies all have an impact. According to Ward (2017) employment opportunity, access to governmental benefits, stable housing, treatment programs, family or mentor support, access to health care and a positive parole experience are needed for successful reentry.
The Westchester Shelter is designed to assist in the reintegration of ex-offenders into the community. It offers basic skills training for adult learners, job placement assistance, social services referrals and adult education classes. This is the site for the capstone project. An improvement opportunity to incorporate leadership theories into these programs to motivate reentry adult students as they face the challenges of integrating into society. According to Boyztzis (2004) leadership through coaching and compassion can develop substantial leaders. Furthermore, understanding these students’ want to learn help leaders recognize the need to offer different kinds of support to help adult students meet new expectations. The purpose of this professional development curriculum is to introduce leadership techniques into the curriculum to promote change and transformational learning.
Evidence/Data Used to Establish Rationale for Deliverable
A needs assessment was conducted and given to instructors and staff at the West Chester Shelter in addition to a focus group inquiry that was conducted. The professional development workshop was two three-hour sessions followed by another session at the end of the term. The training had a facilitator. Participants completed a summative evaluation after the program. The focus group inquiry revealed that the majority of teachers and staff were interested in learning about transformational learning and different leadership skills to help with re-entry.
Other existing data collected was from the enrollment numbers for the reentry program for fall of 2017-2018. Also, recidivism numbers in Essex County, NJ, were used to establish a rationale for this deliverable. The recidivism rate was nearly 30% in 2013 (O’Dea, 2018). The main basis of justification for this project, however, came from the formal data gathered from staff and instructors, such as interviews, surveys and focus groups through the need’s assessment.
Historical Background of the Problem and Its Importance to the Site
The incarceration rate in the U.S. is extremely high and poses a number of problems for society. Not only are the people who are incarcerated repeatedly dealt an unfavorable hand in life but so too are the communities around them. The reason for that is because the problem of the high incarceration rate impacts more than prisoners and the prison population: it also impacts families. It alters the make-up of communities as well as the economic ability and political reality of the country. This problem is made all the more clear when it is understood that America has the highest incarceration rate of any country in the world (Gramlich, 2018) with over 2 million individuals in prison or jail—approximately 860 adults out of 100,000 people in the U.S. This is a problem because it means a significant proportion of the American population is affected one way or another by incarceration. Families are split up and divided, communities are troubled, and millions have records (when finally released) that prevent them from being seriously considered for decent jobs. Youths who are plagued by recidivism enter into that system at a young age and never come out.
Year after year, more people are funneled into the prison industrial complex (Brewer & Heitzig, 2008), from which there is, realistically speaking, little hope of return. The prison industrial complex, a term coined in 1998, refers to the “complex configuration comprised of the US prison system, multi-national corporations, small private businesses and the inmate population in the social and political economy of the 21st century United States” (Smith & Hattery, 2006, p. 1).  This complex system represents a vicious cycle for young people who are admitted into it at an early age. They never learn to overcome the problem of recidivism.
The individual and social implications of this problem are numerous: 1) individuals who are incarcerated face a much more difficult path in life than those who are never imprisoned, 2) the likelihood that they will be recycled through the prison industrial complex on more than one occasion is far higher for those who have been imprisoned previously than for those never jailed, 3) a higher percentage of minority males are imprisoned than whites, 4) minority communities are thus destabilized as a high percentage of minority families are undermined with fathers, sons and brothers imprisoned and re-imprisoned, often for technical violations of parole, 5) corporations take advantage of this system by using prison labor as a source of cheap labor, which incentivizes the privatized world to perpetuate the system and find legal reasons to keep it going (Davis, 2012; Smith & Hattery, 2006; Soyer, 2016).
All of these factors end up contributing to a cycle of personal and social injustice that is perpetuated from one generation to the next. It destabilizes any efforts at regeneration and leads to the continued social and moral deterioration of populations that require whole families and community support. The interlinked nature of crime, culture, society, economics and politics makes it so that this issue is not one that can be addressed at any one level but rather must be addressed holistically at all levels because it is not just a criminal issue—a matter of people breaking the law and being punished. It is a cultural, social, economical and political issue.
Society has attempted to address the problem by adopting alternative approaches to imprisonment, such as rehabilitation and alternative forms of punishment for convicts. This can start early on for juvenile offenders, who are typically the most likely to go on to be adult offenders as well: diversion programs have been set up in several states to help stop the trend of recidivism and to keep young persons from becoming lifelong offenders, criminals and tenants within the prison industrial complex. The benefit of diversion programs is that they provide more oversight for young offenders and can be useful in getting them on a better track in life rather than sitting them behind bars where they are basically like people in time-out, neglected, forgotten but out of the way. The diversion program provides “drug testing, restitution, participation in mentoring efforts, community service, counseling” and other programs for young offenders to be part of (Mears et al., 2016, p. 960). This approach helps them to keep out of jail and to break the cycle of recidivism, if only in a small way.
Restorative justice can be a solution to the problem of traditional incarceration. Johnson et al. (2015) shows that the concept of restorative justice is more meaningful both for perpetrators of crime and for victims, who prefer to see restoration rather than incarceration as the outcome of a trial: “victims reported higher perceptions of fairness and greater feelings of justice through the restorative justice programs as opposed to victim reports of traditional justice programs” (p. 2349). Johnson et al. (2015) also note that in cases where restorative justice has been tried, recidivism rates have fallen by 26%. That is a significant decline and indicates that traditional methods of justice, such as incarceration in the prison industrial complex, where many have their lives ruined and from which so many communities suffer, need to be rethought and set aside in favor of new forms of seeing justice done.
To avoid the cycle of recidivism that so many inmate suffer from, it is important to find alternative solutions that can free inmates from it. The need to educate them effectively can be one such alternative. Education is the process of liberating the mind from oppressive thoughts and choices that negatively impact the life of the person (Simsek, 2012).
Organizational Context of the Site
The West Chester Program currently has no content on supported practices about leadership that will support teachers in their teaching of re-entry students and increase motivation in students. As the research shows, there is clearly a need to help re-entry students change their lives and avoid a life of recidivism. While alternative programs have been useful in the criminal justice system, West Chester Shelter needs to do more to impart upon re-entry youths the importance and value of education by using inspirational methods.
Theoretical Framework
The framework for this project is the Understanding by Design (backward design) framework. It is used in conjunction with the idea that leadership—namely charismatic and inspirational leadership—along with the application of suitable learning theories—namely adult learning theory and transformational learning theory—can be used as guides in the creation of the project deliverable. Leadership and learning foci provide the necessary perspectives on the learning process for vulnerable populations like the one used in this project. Young adults coming from incarceration need both guidance in the form of leadership and learning assistance so as to be able to avoid future trouble or criminality (Gagnon, 2018; Vacca, 2008). Understanding by Design provides the necessary guided approach to curriculum construction.
Leadership Theories
The basic tenets of leadership theories explain the importance of leadership and how it affects followers. Leadership is a set of practices that can be learned, observed, and imitated (Bass, 2008). Charismatic, transformational and inspirational, leadership theories explain how leaders can encourage their followers who are attracted to the leader’s purpose and the person. These leadership styles can attract the attention of group members and serve as a focal point for positive direction in followers.
According to Grabo and Vugt (2016), the fundamentals of charismatic leadership promote and maintains pro-social behaviors within individuals and groups. As Reivich, Seligman and McBride (2011) point out, a leader has to know what is going on within himself before he can really be of help to others. A sense of self-awareness is thus critical to a leader’s ability to lead. Teaching about pro-social behaviors is a way to inspire others and help them to become accountable and responsible to themselves and to others. A leader should be as self-aware as he is aware and mindful of others—this is what allows a foundation for social and emotional intelligence to be put in place; it is also what allows the leader to tap into strengths and use the to guide and assist others; finally, it is what allows the leader to recognize deficiencies and work on improving them. This three-pronged approach to leadership starts with a sense of self—and that sense can only be obtained through study and reflection.
As George (2000) points out, leaders have to possess a high degree of emotional intelligence in order to connect in a positive way with workers. Emotional intelligence is something can be developed through personal reflection and self-analysis. It can also come by way of observing others and noting how people interact and what sort of behaviors trigger particular reactions. Emotional intelligence can be especially useful for young adults in re-entry, so teachers should be made aware of how it can be used to help them interact with young students and how their own emotional intelligence can be used to inspire them to want to do better in life.
Once one knows who one is, one can better utilize the strengths, skills, knowledge and special tools one possesses to assist followers. However, if a leader is deceived or deluded about his own personal strengths and assets, he can cause a great deal more harm than good. Followers might view him as hypocritical and ultimately reject him, which leaves him with little influence or ability to motivate or inspire; or they may be completely turned off by his lack of awareness about his own self and that may turn them to think that if he is not even going to live up to the standards that he preaches and communicates then why should they? Thus it is absolutely essential that a leader be self-aware, know his strengths and work on his weaknesses so as to improve them and get to a point where they are minimal at most. This is essentially what Frederickson, Cohn, Coffey, Pek and Finkel (2008) describe when they talk about building lives through self-examination, meditation and the development of personal resources.
Transformational leadership is a positive way for teachers to inspire their students. It is about recognizing the power within oneself and working to achieve a clear goal. Transformational leaders have to communicate a vision to their followers. That vision has to be attainable. The followers have to buy into it and pursue it. In order to overcome resistance, the leader has to use reason and logic to show why the vision is good and why it should be embraced. The transformational leader inspires and provides support for followers as they work towards achieving the vision (Warrick, 2011). Transformational leadership can help to change the lives of individuals so long as they are convinced to buy into the vision that the leader is communicating. That is why it is important for the leader to have emotional intelligence, too, because this is a skill that the leader can use to help get the follower to believe in what he is saying will be beneficial for him.
Adult Learning Theory
According to Merriam (2014) adult learners are motivated by wanting to improve their lives. Furthermore, adult learners learn by transformational learning, so they are different later in life: “Students’ benefit and their achievement increases when adults learn and grow in school” (Drago & Blum, p.115). In addition, the cognitive perspective on learning states that importance has to be given to thoughts influence action. Adults learn by experience and ready to learn when need arises. This theory supports the professional development project because the staff and instructors need to incorporate these principles into the classroom to motivate students.
Andragogy is the science and art of helping adults to learn, and it was popularized by Malcolm Knowles in 1980 (TEAL, 2018). He put forward several assumptions regarding adult learners which are that the adult learner: By nature adults are more motivated as they apply the context of learning to real life situations. Adult learners are more aware of their learning needs, an effective teacher explains the reasoning behind incorporation of specific skills in the teaching content. Adults believe more in practical work and using what they learn in real life situations, rather than merely memorizing the content provided. Accordingly, tasks given to adult learners focus more on effective instructions.
Some of the basic tenets of adult learning theory are the following—the teacher should:
· Assess the specific interests and needs of the learner.
· Set up an interactive and cooperative environment in the classroom for learning.
· Design several sequential activities in order to complete the objectives.
· Assess the quality of learning an make amendments accordingly for the future; and
· Work individually with the learner to select materials, resources and methods
By following these tenets the theory can be effectively applied to help young adult learners successfully re-enter society.
Transformational Learning
In addition, effective leadership requires transformational learning, which is learning that increases our cognitive, affective, interpersonal, and intrapersonal capacities (Drago & Blum, p.120). Simsek (2012) describes transformational learning as “the process of deep, constructive, and meaningful learning that goes beyond simple knowledge acquisition and supports critical ways in which learners consciously make meaning of their lives” (p. 3341). This method of learning is particularly important when dealing with young adult learners seeking re-entry because it focuses on changing the mindset of the learner. As Simsek (2012) puts it, this method “results in a fundamental change in our worldview as a consequence of shifting from mindless or unquestioning acceptance of available information to reflective and conscious learning experiences that bring about true emancipation” (p. 3341). Since the goal of this program is to emancipate the young adult learner seeking re-entry from the cycle of recidivism that he is at high risk to suffer from, this method of learning is particularly recommended for this project. It can help teachers to motivate their learners and it can help the learners to understand that a fundamental change is needed within them in order to prevent them from succumbing to the same cycle of recidivism that affects others.
Backward Design
The design model for this project is backward design. Understanding by Design (UB) guides designers of a program throughout the process. The UBD process is a 3 stage process that enables the teacher to help students achieve competency by working backwards from the stated goal towards the activities that can lead towards obtainment of the goal.
According to Wiggins and McTighe (2005), “it is a way of thinking more purposefully and carefully about the name of any design that has understanding as the goal (p.7). Wiggins and McTighe (2005) outlined six facets of understanding including:
· explanation and interpretation,
· application,
· perspective,
· empathy, and
· self- knowledge.
These facets represent a learner’s ability to transfers what is learned. Instructors can identify desired results and plan for instruction. Also, the design improves the student’s learning experience. Backward design is imperative to the project because it establishes goals and identifies desired results of the learning.
The UBD process begins with stage 1: identifying the goal that is to be achieved. Stage 2 of UBD is where the teacher determines the criteria by which the student will be assessed. The question the teacher must ask, after identifying the goal, is: How will the trainee demonstrate whether or not the goal has been obtained? What assessment will be utilized?
The second stage of UBD requires the teacher to plan the learning experiences and instruction that will be used to support the learners as they work towards the achievement of the goal. This plan is based on the Stage 1 goal identified and the Stage 2 assessment criteria. The plan is directed by those two points.
The third stage of UBD focuses on developing the learning plan that the teacher will implement in the classroom. Wiggins and McTighe (2005) recommend the WHERETO approach for designing learning activities:
· W—illustrate where the lesson is going
· H—hook the trainees’ attention
· E—equip the learners with the tools they will need that will help them to engage with the most important ideas and issues of the curriculum
· R—give the trainees the chance to rethink and revise earlier impressions, understandings and work
· E—give trainees the opportunity to evaluate their own work and what their work means
· T—tailor the lesson to the class—i.e., personalize it according to the trainees’ needs, interests, desires and abilities
· O—organize the class so that time and potential are maximized
When these stages of UBD are combined, they help to create an environment in which the teacher can see perfectly how the curriculum should be designed because he has worked backwards from the end goal to the start point. It is much like the process of reverse engineering, in which a final product is deconstructed to see how it was put together in the first place. The UBD process is similar in that it starts with a final vision of what the goal should be and then deconstructs the process required to get to that vision and plans out the curriculum accordingly.
Other Scholarly Literature
Why Young Adult Re-Entry Students Need Learning Assistance
Entering the work force is difficult for individuals with prior felony convictions. Discrimination, prohibitions against licenses, and the stigma of not being able to gain higher than entry- level jobs contribute to the hardship of re-entering society. In addition, minimum wage jobs, difficulties financing education and living below the poverty level contribute to recidivism (Trimbur, 2009). However, with a vast amount of difficulties reentry students face, obtaining an education in academics or trade school can decrease recidivism. A report conducted by the Rand Corporation discovered inmates who participated in academic programs such as adult basic education and post-secondary had a lower recidivism rate and an increased chance of employment (Ward, 2017). The reason for this is that education shapes the mind and transforms the will: it provides, as Simsek (2012) indicates, a way for the individual to hone in on individual skills and talents and develop a new worldview that can be used to create a fresh start in life and to keep one out of trouble with the law in the future. The more that one takes seriously one’s education, the more that one is likely to change one’s course of behavior and bring it into conformity with socially accepted norms that can lead to fundamental and promising changes for the better.
In addition, education aids in reducing crime (Machin & Vuji?,2011). Education sets the mind at a higher bar and gives the individual a thoughtful way to determine a future course through life. Criminality is a lower bar set by bad elements in society who do not have the same skill set that can come by way of education and training. Re-entry into society varies greatly among individuals; however individual characteristics, family and peer relationships, community settings, and state policies all have an impact. The Department of Economic Development Training and Employment Reintegration Program is designed to assist in the reintegration of ex-offenders into the community. It offers basic skills training, adult education, job training and job placement assistance and is the site of the capstone project. Adult education classes assist reentry students with their transition into society by offering programs to increase job potential as well as transformational learning.
Instructors and staff through professional development training can incorporate leadership theories into their curriculum to assist in motivation of reentry students due to the various difficulties they endure. Motivation is a critical aspect of training the mind and will and it is required of people who want to see their followers succeed (Nawaz & Khan, 2016). Transformational leadership focuses on motivating people to embrace change by inspiring them with a vision, explaining the purpose or need for the change in a logical manner, and providing the workers with the support they need to buy in to the change and make it a reality (Nawaz & Khan, 2016). Transformational leaders have to be able to communicate well, connect with people, and—most importantly—articulate the vision required for the change in an ordered and logical way so that it appeals to rationally-minded people.
The basic tenets of leadership theories explain the importance of leadership and how it affects followers. Leadership is a set of practices that can be learned, observed, and imitated (Bass, 2008). Charismatic and inspirational leadership theory states leaders can encourage their followers by showing a personality that is engaging, attractive, and moving. People who use charismatic and inspirational leadership are people like Richard Branson, who founded Virgin Group and is one of the most successful CEOs in the world (De Vries, 1998).
Not only are the followers attracted to the leader’s purpose but they are also attracted to the person. That is what De Vries (1998) shows in his assessment of the leadership skills and style of Richard Branson. The CEO uses his own personality and style to inspire those around him to want to work for him, to want to embrace his vision and to want to dedicate themselves to the ideas he advocates. Branson has been very successful because he embodies in his own person all the traits and thoughts that others want to possess when it comes to being successful. He represents the vision that he is trying to get others to buy into.
According to Grabo and Vugt (2016), the fundamentals of charismatic leadership are what help this process to occur: the charismatic leader is one who adopts within himself the style of leadership that attracts people through the personality. The goal of this style is to ensure that people are inspired by the vision of the leader. The charismatic and inspirational personality of the leader gives the follower a concrete and tangible rather than abstract view of that vision in real terms.
How UBD Helps
Understanding by Design (UbD) is an effective framework for training for three main reasons:
1. It allows teachers (1) to “work backward” from the desired results
2. It enables them to identify the evidence trainees should be able to present to show that they have learned the lesson, and
3. It empowers the teacher to lesson plan accordingly (McTighe & Wiggins, 2005; Lester, 2015).
The purpose of UBD is to facilitate learning by purposefully designing the lesson towards a specific end (Lori, 2015). The model utilizes three-stages of development beginning with the identification of the desired results (stage 1), followed by the determination of evidence—i.e., what the learner will need to show in order for measurement of adequate attainment of knowledge and/or skills to take place (stage 2), and concluding with the development of the lesson plan—the resources, materials and activities that the teacher will utilize to assist the learner (stage 3) (McTighe & Wiggins, 2005; Lester, 2014).
The UBD framework provides the targeted approach needed for education as requested by numerous researchers (DelliCarpini, 2010; Kano & Cromley, 2015; Lori, 2015; Peregoy & Boyle, 2013). A targeted approach is helpful for teachers educating trainees because it offers to both teachers and their trainees a clear objective and goal to which all of the various teaching exercises and materials can be directed. The trainee is able to focus on the goal with a clear idea of its applicability and of how the lesson can be utilized beyond the classroom. Likewise, the teacher is able to implement the curriculum in a manner that is consistent with the identified target. Targeting is a practice that assists trainees in understanding the relevance of a lesson in their own lives. It is also a way for teachers to stay on task and focused in their delivery of the lesson and in their assessment of the trainees’ evidence.
Ethical Considerations
The ethical responsibility that the teacher has in the relationship with the trainee is to be honest, forthright, professional, and mindful of the client’s best interests at all time. The teacher should never attempt to offer advice that would negatively impact the individual. The teacher is like a leader but also like a consultant who has a duty to report all findings following an audit of the company (i.e., the individual) and to offer recommendations that could help the person to address any internal issues or external threats that may pose a problem. The teacher is thus like an auditor who comes to help the company change things around and succeed. The teacher owes a duty to the pupil to be honest and transparent throughout this process and to put the pupil’s best interests first before his own.
The teacher should also be available to offer training or to assist in the procurement of training should that need arise. The teacher is there to provide support for the individual so that he can address internal issues and solve the problems; there is no other purpose for the teacher but this. That is why the ethical duty owed to the pupil by the teacher consists primarily of serving the pupil’s needs, offering advice, being truthful and honest about findings, and explaining the consequences and risks of pursuing the same course or of implementing changes. In this project, there is also a need to protect participants’ identities and to ensure anonymity and confidentiality (Northouse, 2015). By protecting information that should not be made public, those involved will be ethically treated.
Conclusion
The incarceration rate and rate of recidivism is very high and re-entry youths are at risk of being recycled into the system if they fail to make major changes in their lives. Education during re-entry can be one of the few opportunities they have to receive that kind of life-changing experience. However, at West Chester Shelter, there is no curriculum that focuses on leadership styles and techniques and learning theories that would be appropriate for young adult learners. This project aims to deliver a curriculum that will be used to help teachers at the West Chester Shelter provide better instruction for the re-entry youths so that their risk for recidivism is reduced and so that they can go on to live meaningful lives, free of the cycle of imprisonment that catches so many others in its grasp.

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