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This article discusses the struggle prison teachers face in overcoming negative school experiences in their young students. It is a massive challenge to involve these young offenders in classes or programs that they did not choose. The limits placed on teachers regarding technology and resources makes planning engaging lessons a challenge. 

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This article discusses the struggle prison teachers face in overcoming negative school experiences in their young students. It is a massive challenge to involve these young offenders in classes or programs that they did not choose. The limits placed on teachers regarding technology and resources makes planning engaging lessons a challenge. 

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Mahony, H. (2017). Teaching in a prison: 'Education has the best chance of turning lives around'. The Guardian. Retrieved from https://www.theguardian.com/teacher-network/2017/dec/06/teaching-in-a-prison-education-has-the-best-chance-of-turning-lives-around

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I've been a teacher at Feltham prison - an institution for young male offenders - for two years now. I work with 15 to 18-year-olds, but only a few of them stay with us throughout those years. The average sentence served here is about four months, so the group changes frequently.

The actual crimes committed vary; it could be anything from shoplifting, theft or graffiti up to rape and murder. A lot of people ask me why I do my job - and say that the boys don't deserve an education because they've committed crimes. But as I see it, if you're in prison at 15 you can't be solely to blame. These boys have been failed somewhere along the line. I believe education has the best chance of turning these young lives around, preventing more crimes being committed on release, and enabling offenders to become valuable members of the community.
The graduates training as prison officers: 'People think we just turn keys and shout orders'
Most of the boys have had negative experiences in school, too, so it's a massive challenge to engage them in an education environment they haven't chosen for themselves. Many are either on academic or vocational pathways. We can't enrol pupils on a GCSE programme because we're not going to have them for the whole of the academic year - but if they're part way through a qualification when they enter prison, we can take over the teaching. Last year a boy took 19 GCSE exams while he was at Feltham.

Some teachers move between prisons, but I'm at Feltham all day, every day. The boys in my class are quite often vulnerable, or need a quieter environment because of their learning difficulties or disabilities - having the same teacher and learning environment works better for them.

All classes have a maximum of eight pupils, so each boy is getting more attention than they would have had in school. We're contracted to teach them for 30 hours a week - more than the average full-time course in a college, although sometimes the boys get called out of class for legal or social visits.

A lovely part of the job is when boys get in touch to say they're back at college or in a job

I've never felt that I was at risk or I wasn't safe. The prison staff are fantastic; I know that if I have an issue within my class the officers are going to be there in an instant. Working with some of our low-level learners - some of whom haven't been in education since primary school - can be challenging, though. I've had to teach 16-year-old boys how to write their own name.

The restrictions with technology and resources are also tough. We don't have internet access and can't use USB sticks. We're not allowed scissors or even pencils with a metal top. We have interactive whiteboards, but we can't use PowerPoint presentations on them because they're not linked to a computer. I enjoy it, though, because you have to be adaptable and find ways to make the lessons interesting with the resources you have.

A highlight for me is when we get to meet the parents during legal visits. I've had mums thank me for looking after their son when they can't. It also gives you a boost when you're working with a boy and you see the penny drop - when they have that realisation that they can do it. It's not just about the English and maths, but helping them find some self-worth; that's what makes it all worthwhile.
Secret Teacher: funding cuts leave us unable to help SEN children at school
Last year, I won an Outstanding Teacher Award from the Prisoners' Education Trust, and the nominations came from the learners - it was humbling to know they'd taken the time to write a letter. Another lovely part of the job is when boys get in touch to say they're back at college or in a job. We've got one boy who's got a full-time job in Lidl, one who's working for a music production company and a lot of boys who have gone into full-time education. For them to take something positive from such a negative experience is really important. That's why I do it.
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Teaching in a prison: 'Education has the best chance of turning lives around'

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I've been a teacher at Feltham prison - an institution for young male offenders - for two years now. I work with 15 to 18-year-olds, but only a few of them stay with us throughout those years. The average sentence served here is about four months, so the group changes frequently.

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Recommendations and best practices would include doing the following on a daily basis:

- check incoming and outgoing chain lists
- monitor administrative segregation lists
- know eligibility policy for all classes
- monitor disciplinary referrals for all students at least weekly
- verify rosters with under 22 list weekly
-office staff must work as a team to track students movement

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Games Criminals Play: How You Can Profit by Knowing Them

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Games Criminals Play: How You Can Profit by Knowing Them

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This book offers insight into how an offender's mind works, and how they will use whatever tactics available to them to get what they want.It is required reading for everyone working in the prison system.
Allen, B. & Bosta, D. (1981). Games criminals play: How you can profit by knowing them. Susanville, CA : Rae John.

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Games Criminals Play book. Read 35 reviews from the world's largest community for readers. A bestseller for over two decades, this fascinating resource e...

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The educator shall comply with state regulations, written local school board policies, and other state and federal laws. It is sometimes difficult to follow policy especially if you see a problem. It is required to continue to add younger students that you know will be disruptive to a class and create a difficult class culture for the teacher.
19 TAC 247.1(g)

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Enforceable Standards.
(1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not intentionally, knowingly, or recklessly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or that are used to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard 1.11. The educator shall not intentionally, knowingly, or recklessly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard 1.12. The educator shall refrain from the illegal use, abuse, or distribution of controlled substances, prescription drugs, and toxic inhalants. (M) Standard 1.13. The educator shall not be under the influence of alcohol or consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (H) Standard 2.8. The educator shall not intentionally or knowingly subject a colleague to sexual harassment. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly, or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.

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Prevention and Intervention Programs for Children and Youth
This administrative law provides that all Texas Department of Criminal Justice inmates will be placed in WSD Literacy Programs as space becomes available if they do not have a GED.
Windham School District. (2002, October 10). Prevention and Intervention Program for children and youth who are neglected, or at-risk of dropping out - state agency programs. BP 8.05. Retrieved from http://www.windhamschooldistrict.org/images/PDF/policy/8.05.pdf

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It gives a citizen or stranger residing within a state’s boundaries equal access to schools (public services).
It ensures all students are given equal access to educational programming even if they are not citizens of the U.S. It also provides offenders the right to due process after receiving disciplinary infractions.
U.S. Const. amend. XIV

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Amendment 14 - Citizenship Rights

1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

2. Representatives shall be apportioned among the several States according to their respective numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice-President of the United States, Representatives in Congress, the Executive and Judicial officers of a State, or the members of the Legislature thereof, is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such State.

3. No person shall be a Senator or Representative in Congress, or elector of President and Vice-President, or hold any office, civil or military, under the United States, or under any State, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any State legislature, or as an executive or judicial officer of any State, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may by a vote of two-thirds of each House, remove such disability.

4. The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any State shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void.

5. The Congress shall have power to enforce, by appropriate legislation, the provisions of this article.

URL: //www.usconstitution.net/xconst_Am14.html

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U.S. Constitution - Amendment 14 - The U.S. Constitution Online - USConstitution.net

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1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside.

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	Every Student Succeeds Act of 2015 (ESSA)  

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	Every Student Succeeds Act of 2015 (ESSA)  

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This statute advances equity by upholding critical protections for America's disadvantaged and high-need students (students ages 3-22). Requires that all students are taught at high academic standards that would prepare them for college or vocational school.
20 U.S.C. & 6301

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The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10, 2015, and represents good news for our nation's schools. This bipartisan measure reauthorizes the 50-year-old Elementary and Secondary Education Act (ESEA), the nation's national education law and longstanding commitment to equal opportunity for all students.

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	Elighibility for Certain Programs and Services 

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	Elighibility for Certain Programs and Services 

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This statutory law assures that any person confined or imprisoned in prison who is not a high school graduate is eligible for programs or services under this chapter paid for with money from the foundation school fund. To the extent space is available, the district may also offer programs or services under this chapter paid for with money from the foundation school fund to persons confined or imprisoned in the department who are high school graduates.
2 TEC § 19.005

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EDUCATION CODE CHAPTER 19. SCHOOLS IN THE TEXAS DEPARTMENT OF CRIMINAL JUSTICE

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Sec. 19.002. ESTABLISHMENT. The school district established by the Texas Board of Corrections in 1969 shall be known as the Windham School District, an entity that is separate and distinct from the Texas Department of Criminal Justice. The district may establish and operate schools at the various facilities of the Texas Department of Criminal Justice.

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Student Eligibility for Windham School District Programs

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Student Eligibility for Windham School District Programs

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The WSD shall use appropriated funds to serve offenders whose participation in WSD educational programs will help achieve the goals of reducing recidivism and increasing success of former offenders in obtaining and maintaining employment.  To achieve these goals, younger offenders with the lowest educational levels and the earliest WSD Program Date shall receive the highest priority.

Windham School District. (2018, April 20). Student Eligibility for Windham School District programs, BP 8.01. Retrieved from http://www.windhamschooldistrict.org/images/PDF/policy/8.01.pdf

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More and more, reports, data, and stories confirm that education is the key to reducing recidivism. A recent study found:

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More and more, reports, data, and stories confirm that education is the key to reducing recidivism. A recent study found:

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1. Former offenders who complete some high school classes have a recidivism rate of 55%
2. Vocational training cut recidivism to 30%.
3. An associates degree drops recidivism to 13.7%
4. A bachelors degree drops recidivism to 5.6%
5. A master's degree drops recidivism to 0.
If someone in prison is given the opportunity to gain knowledge and skills their chances of returning to prison is lowered and society benefits by adding qualified workers to the workforce.
6 True stories of transformation from prison to influential professionals through education. (2018). Stand Together Foundation.
Retrieved from https://www.stand-together.org/6-true-stories-transformation-prison-influential-professional-education/

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Ample and show that education has a massive impact on lowering incarceration and crime rates.

More and more, the , , and confirm that education is the key to reducing recidivism -the likelihood of inmates to return to prison after being released.

Former offenders who complete some high school courses have recidivism rates around 55 percent.

Vocational training cut recidivism to approximately 30 percent.

An associate degree drops the rate to 13.7 percent.

A bachelor's degree reduces it to 5.6 percent.

A master's brings recidivism to 0 percent.

If someone in prison receives the opportunity to learn an industrial skill or acquire knowledge in a specialized field, not only do they rarely return to prison (single digit percentage), but they also go on to build businesses, create jobs, and inspire their local communities.

This shouldn't sound new to any of us. We all know education can be effective. The numbers that support the positive impacts of education abound. But what does it actually look like in the context of individuals who are incarcerated? How does education actually change lives?

Education, at its core, is the process of gaining knowledge. While knowledge is nice to have, it's ineffectual when it's not applied. To make a positive difference in people's lives, knowledge must be applied in a meaningful way. This action is the manifestation of a .

To illustrate how an education (i.e., reading a book, working through tests, and sitting in a lecture) leads to practical economic betterment (i.e., starting a profitable business, growing a bank account, and supporting a healthy family), below are six true stories of individuals who turned their lives around and applied their education in prison to build careers that made (and continue to make) a positive impact in the world.

6 True Stories of Transformation from Prison to Influential Professionals

Sean Pica, Hudson Link for Higher Education - Sean Pica entered prison as a 9th grade New Yorker with a 24-year sentence. He said he had little hope in himself or any sort of redemptive future. But, when he began reading children's books to fellow inmates and teaching them how to write letters to their loved ones, he witnessed how education created a flicker of joy amid the isolation. Soon, he enrolled in an organization called Hudson Link, a education program in prisons (and Stand Together Foundation Catalyst), and took college classes. After he was released, he went on to earn 400 credits from Nyack College and two master's degrees from New York Theological Seminary and Hunter College. In 2007, Pica returned to lead Hudson Link as its Executive Director. Today, Hudson Link's programs give an education to thousands of men and women in prison, less than 4% of whom recidivate, compared to the rate of 67% nationwide. Pica's work saves New York State taxpayers over $21 million per year, and that number continues to increase.
Education transforms hopeless situations into inspiring opportunities to lead and give back.

Tim Arnold, Lawn Life - By the time he was 18 years old, Ohio-based Tim Arnold had 27 convictions on his record and spent the next six years incarcerated. "By everyone else's account, I was a failure." But when he turned 25, someone gave him a chance in spite of his past and hired him full time. He went to real estate school and asked plumbers and electricians questions like, "How did you fix that?" He learned quickly. In 2008, he launched Lawn Life, a nonprofit that employs formerly incarcerated young men and teaches them work ethics and business skills. Today, Lawn Life has hired over 700 at-risk youth in five different cities.
The best person to teach the lessons you wish you were taught when you were younger is you.

Kenyatta Leal, The Last Mile - Growing up with an absent father, Kenyatta Leal's dealing with drugs and robbery with firearms led him to a life sentence in the San Quentin, California prison at the age of 22. In prison, Leal learned about The Last Mile, an entrepreneurship program for inmates. "I was always looking for a way to channel my entrepreneurial energy and gift." The Last Mile inspired Leal to launch Code.7370, an education program that teaches incarcerated individuals how to code. To overcome the challenge of no internet connection, Code.7370 created a proprietary programming platform that simulates a live coding experience. Once inmates graduate, they're invited to join , the first web development agency to provide individuals coming out of prison with the opportunity to earn a living, professional wage.
"Software engineers who are judged by the quality of the code they develop, not by the stigma of criminality." - Kenyatta Leal

Richard Miles, Miles of Freedom(MOF) - From age 19 to 34, Richard Miles spent 15 years in prison for serious crimes he didn't commit. Even after his release, employers and apartments offered him nothing. "The perfect mixture for recidivism," he , referring to the obstacles he faced over and over again upon release. When the case Miles vs. State of Texas exonerated him completely, he had one mission: to give men and women re-entering society housing, employment, and the opportunity to regain the dignity to rebuild their lives. MOF, a Stand Together Foundation Catalyst, offers educational classes, including a three-month Job Readiness Workshop, which results in financial literacy, resume building, and placement with employers.
Empathy undergirds the drive to accomplish a huge, meaningful vision.

Marilyn Barnes, Root and Rebound - In and out of prison for 20 years, Marilyn Barnes struggled with drug addiction. Her time in California prison as a young woman made things even worse. With the help and guidance of Root and Rebound's Roadmap to Reentry guide, Barnes went on to earn her master's degree in education, authored the book From Crack to College and Vice Versa and founded a non-profit, Because Black Is Still Beautiful. Having experienced systemic problems firsthand, Barnes' education fuels her passion to help people break free from the cycle of recidivism.
One of Root and Rebound's core principles is education empowers. Knowledge breeds power and can have exponential impact.

Hector, Getting Out and Staying Out (GOSO) - Enrolled at the infamous Riker's Island prison in New York City, Hector regularly corresponded with Getting Out and Staying Out, one of the most effective re-entry programs in the New York City area for 16 to 24 year old men. During his five year sentence, Hector received study materials and career counseling. While incarcerated, Hector earned his High School Equivalency diploma, obtained a Masonry certification, and facilitated the prison's Alternative to Violence curriculum. Since his release, Hector completed a successful internship at a Brooklyn-based bakery, Ovenly, one of GOSOWorks' employer partners, and was hired as their head of porters. His story of transformation is one of many, as 86% of GOSO participants never return to prison and many have earned degrees or certificates from leading colleges and universities.
Change doesn't have to wait until after a sentence is over. Change can happen in prison, all along the way.
Education isn't just a buzzword to throw around as a solution in the nonprofit world. The six stories above - Sean, Tim, Kenyatta, Richard, Marilyn, and Hector - are brilliant examples of how education empowers disenfranchised individuals to rediscover hope and self-worth, gain knowledge and skills, and take action to make a positive difference in the world.

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6 True Stories of Transformation from Prison to Influential Professionals through Education - Stand Together Foundation

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Ample research and results show that education has a massive impact on lowering incarceration and crime rates. More and more, the reports, data, and stories confirm that education is the key to reducing recidivism-the likelihood of inmates to return to prison after being released. A study by Emery University found that: Former offenders who complete ...

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Superintendents Report to the Texas Legislature

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Superintendents Report to the Texas Legislature

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The report to the Texas Legislature on accountability for Windham School District. The report outlines inmate recidivism rates, employment rates, GED attainment, professional certifications, and adult literacy levels. It also reinforces the mandatory requirement to make under 22 offenders a priority for literacy and vocational classes.

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This is an important topic because it affects employee jobs and General Equivalency Exam accountability. It is making the classroom more dangerous because of more younger offenders in the classroom.
Best Practices
*Check chain list daily
*Check administrative segregation lists daily
*Check class rosters daily for under 22 enrollment.
The emerging issue is going to be student and teacher safety due to a younger classroom. It could also negatively affect GED scores.
Suzanne Monzano, principal, Middleton unit, Windham School District

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My professional perspective is working as a school administrator at an adult prison facility. This legal padlet is a resource guide for other principals in corrections to help them understand the requirements for keeping students under the age of 22 in school. I chose this topic because it is a topic of controversy as these young offenders make a classroom more chaotic and dangerous. It is a priority to Windham School District Administrators because they receive funding for each student under the age of 22 that is enrolled in school. It is reinforced by the fact that if prison schools do not earn their required hours staff can be rifted.

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My professional perspective is working as a school administrator at an adult prison facility. This legal padlet is a resource guide for other principals in corrections to help them understand the requirements for keeping students under the age of 22 in school. I chose this topic because it is a topic of controversy as these young offenders make a classroom more chaotic and dangerous. It is a priority to Windham School District Administrators because they receive funding for each student under the age of 22 that is enrolled in school. It is reinforced by the fact that if prison schools do not earn their required hours staff can be rifted.