Evidence-Based Professional Development Considerations Along the School-to-Prison Pipeline

Abstract

This article addresses professional development (PD) issues for those who provide services to students in the school-to-prison pipeline (STPP). Emphasis is on implementing evidence-based practices. The authors use a modified version of Desimone's PD framework for the structure of this article involving (a) collective participation and common content foci, (b) coherence and continuums, and (c) duration and data-driven durability. Their hope is that this information will advance STPP PD practice and research. They offer considerations for future PD needs to those working to dismantle the STPP.

A National Survey on Mental Health Professional Development in Juvenile Justice Facilities: Implications for Youth Reentry

“…Professionals, including clinical directors, counselors, case managers, nurses, social workers, administrators, COs, teachers, and teacher assistants, must all have PD on essential topics if they are to collaborate and support incarcerated youth effectively (Gagnon et al, 2012; Houchins et al, 2012). Collaboration is a cornerstone of effective transition planning for incarcerated youth (Griller-Clark et al, 2016).…”

“…Although there is a dearth of research on PD in JJ, researchers have recommended four attributes that increase the likelihood that PD will be effective and useful. For example, researchers (Houchins et al, 2012) recommend training focus on evidence-based practices (EBPs). However, there is no known research identifying the extent to which JJ mental health-related PD focuses on EBPs.…”

Inclusive Special Education

“…Yet another major barrier is that the professional development provided for teachers on evidence-based practice is often considered to be ineffective (Houchins et al 2012;Odom 2009). The most widely used model, the "one-off workshop" in which information about evidence-based practices is presented, is generally regarded to have little impact on the instructional strategies that teachers subsequently use, especially if there is no ongoing support for the use of evidence-based practices.…”

Current Juvenile Corrections Professional Development Practices and Future Directions

“…Today, teachers often remain unsupervised and unprepared; this isolation could result in use of ineffective practices and attrition (Fore, Martin, & Bender, 2002; Gagnon et al, 2009; Houchins et al, 2009; Maccini et al, 2006). Aside from the actual content of PD, there are additional considerations including the methods of sharing information and ensuring that best/promising practices are implemented, as well as mindful planning of the order and topics covered in PD sessions (see Houchins, Shippen, & Murphy, 2012 [this issue]). Detailed description of PD methods is beyond the scope of our current discussion.…”