Dominique, Ida, Jill (and whoever else may know),
I was asked to find out how one goes about getting a job teaching in
prisons. Are there particular qualifications one must have? If so, do these
qualifications differ by state? And, are there different qualifications
needed for teaching in youth detention centers versus prisons? Also, this
person wanted to know if there are graduate programs that focus on
corrections education and, if so, where they are located.
Thanks, 
Ryan



On 2/15/07 11:20 PM, "baguette16 at aim.com" <baguette16 at aim.com> wrote:


> Hi again, 

>  

> I am currently a graduate student focusing on adult and correctional

> education.  Before returning to school recently, I taught in ABE/GED courses

> to incarcerated males at a county correctional facility in Boston for several

> years.  

>  

> My academic interest is in identifying characteristics/practices of

> exceptional correctional educators.  I am also interested in evaluating the

> feasiblity/effectiveness of implementing a critical, collaborative pedagogy

> within correction facilites.  I will be conducting field research next fall on

> some version of the above topic areas.

>  

> I am wondering if anyone has recommendations for reputable research studies

> along similar lines.

> I have come across some work through the Journal of Correctional Education and

> other sources, but any further suggestions/advice is much appreciated.

>  

> Thank you in advance,

>  

> Jill 

>  

>  

> -----Original Message-----

> From: dchlup at tamu.edu

> Sent: Thu, 15 Feb 2007 6:25 PM

> Subject: [PovertyRaceWomen 514] Re: Barriers, etc

> 

> Hi Andrea,

> 

> I'm not currently teaching inmates this semester, but I am working with

> colleagues on developing a new teaching/research project, so I'll

> explain the plan for that project to give you a sense of how I typically

> structure my class and I can compare it a bit to work I have done in the

> past.  This new project is for a federal women's prison here in TX.  It

> is still in the designing and developing stages.  The prison is located

> very close to where I live, which is a first for me. I have been

> involved with a jail program (NY) and state prisons (MA) both involved

> at least 40-90 minutes of commute time. This project has the support of

> the warden and Susan Chabot, the Education Administrator of the Federal

> Bureau of Prisons (Bill [Muth], I think this might have been your old

> job.)  I've never worked with a project with such a high level of prison

> administration support.  My colleague developed this project 3 years

> ago, and it got shelved by the old warden at the prison.  The new warden

> showed interest in the project, they contacted us, and now there is much

> support for us to get grant funding and make it happen.

> 

> The class is designed to be a part of the parenting education program at

> the prison.  Using a book club structure, women will be using children's

> literature to develop literacy skills and engage in a series of

> activities to positively impact the students' parenting skills and

> nurture family literacy efforts between women inmates and their

> children.  Women will be both reading and writing children's literature.

> We hope to have women reading children's literature that is age

> appropriate for their children and aligned to their own reading levels.

> Hopefully (we still need Institutional Review Board approval on all of

> this) the women will have the opportunity to videotape themselves

> reading for their children and will be able to use visiting time to meet

> and read with their children.  There is an onsite Children's Visiting

> Center.  Two sections of the class will be offered and team taught by

> two instructors.  We are anticipating 15-30 students in each class.  We

> are also drawing from our community and connections here to have guest

> artists, including theater professionals, bookbinding artists, and a

> well-known children's book author visit the classes.  Four of us have

> been actively involved in the planning and we are all bringing unique

> strengths to the design and development process since this is both a

> teaching and a research project.  We will be assessing parental beliefs

> and practices, attitudes toward reading and writing, and literacy levels

> pre-and post the classes.

> 

> In the past, my work has both in classrooms and one-on-one.  In the case

> of one-on-one it was more tutoring and mentoring to transition students

> from their GED classroom into the prison college program.  And my

> classes were literature and writing based, reading and creative writing

> classes that could be used for credit in the adult education program,

> but could also be taken just for the sake of taking.

> 

> Anyway, I hope that gives you a sense of what I've been up to and what I

> hope to do.

> 

> Best,

> Dominique

> 

> 

> 

> 

> -----Original Message-----

> From: povertyracewomen-bounces at nifl.gov

> <javascript:parent.ComposeTo("povertyracewomen-bounces%40nifl.gov", "");>

> [mailto:povertyracewomen-bounces at nifl.gov

> <javascript:parent.ComposeTo("povertyracewomen-bounces%40nifl.gov", "");> ] On

> Behalf Of Andrea Wilder

> Sent: Thursday, February 15, 2007 2:59 PM

> To: Women and Literacy Discussion List The Poverty Race

> Subject: [PovertyRaceWomen 512] Barriers, etc

> 

> Dominique, I would be interested in knowing about the content of your

> classes, what exactly you do with your students and how you structure a

> class.  How many students do you work with at a time?

> 

> Thanks.

> 

> Andrea

> 

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