Job Curriculum: Inmates Building Skills

Employment Curriculum: Building Skills to Pay the Bills

Time Frame: Sixteen Weeks (From September-December)

Developed by:  Nicole Wendolowski

Course: Educ 506, Curriculum Development, Fall 2007

Introduction

This curriculum is designed for a release preparation program within a prison setting; The pre-release program serves inmates of all educational levels. The curriculum utilized in the pre-release program is designed to provide the basic skills necessary to locate, secure and maintain meaningful employment, as well as provide the basic skills to budget and manage a checking account.

Within the prison setting, priority is given to inmates who are twenty-four months or closer to release. However, all inmates are encouraged to participate because they can begin fine tuning the skills needed to obtain employment as well as engage in activities and programs that could potentially assist.

 Much attention has been given to release preparation programs over the past decade.

The program serves inmates of diverse backgrounds with varying degrees of educational attainment. Majority of the participants are African American or Hispanic and come from large urban areas. Their families are often characterized by poverty or rank low on the socioeconomic scale.

Philosophy

The main purpose of prison education is rehabilitation. Education could potentially change the life of an inmate.  By changing the life of an inmate, there will be less victims and less damage to society. In general the purpose of prison education is to provide all inmates with the opportunity to obtain skills, knowledge and a General Equivalency Diploma (GED) if they do not possess one. When inmates take advantage of the educational opportunities available to them, they are better equipped to re-enter society.  My ultimate goal is to provide inmates with the necessary skills to be productive members of society.  In becoming productive members of society inmates need an interactive curriculum that addresses incarceration and the issues and concerns that are unique to that population.  When released from prison inmates will need to overcome barriers of race and discrimination based upon their conviction.  The curriculum needs to be flexible in order to meet the needs of individual students.  

Student Population

The curriculum will serve adults age eighteen and above who have a felony conviction and were incarcerated for any length of time during adulthood.

Ideally class size will be limited to fifteen students to accommodate a population diverse in age, academic ability, education level and experience.

Within an institutional setting, one section should be offered per quarter

Belief Statements

Students believe that school is unnecessary to be successful.

Students believe that a white, middle class teacher, who has never been incarcerated can  understand the racial and discriminatory barriers that exist in society.

Students believe that they do not need a job when they are released.

Students believe that they are entitled to free money to start businesses

 Learning:

Content should be arranged  for students to make connections with the material.

Students will relate material to experiences and transfer knowledge to real life situations.

Through discussion, practice ……..

Teacher

The teacher is the facilitator that introduces topics and steers conversation in the appropriate direction.

Educational Program-

Grouping Structures

The class will have mixed ability grouping.  For this curriculum to be most effective class size needs to be limited to fifteen or less students.  All students regardless of ability will be given one on one attention from the teacher to produce resumes and applications.  A peer tutor will provide assistance while the teacher is engaged with other students.  In addition, advanced students are encouraged to assist students who need extra help. 

Allocation of Time

Instruction will be provided once per week for two hours..

30% of time teacher instruction includes lecture and direct instruction

20% of time review and practice of content or material

50%  of time engaging in activities such as skills assessment, job inventory, discussions, mock interviews.

Curricular Goals, Standards and Objectives

Instructional Objectives

• The student will define common abbreviations used in classified ads
• The student will rewrite an ad replacing abbreviations with the word
• The students will identify the methods used to find a job
• The student will formulate an answer to the question, have you ever been convicted using the three step approach.
• The student will be able to write a check with 100% accuracy.
• The student will utilize basic math skills to balance a checkbook.
• The student will differentiate between gross and net pay.
• The student will label the three types of Job skills.
• The student will explain the difference between an ATM card and a credit card.
• The student will identify common job search techniques.

Attitudes and perceptions objective:

·        Students will reflect upon their individual attitudes and perceptions regarding employment and recidivism.

·        Students will reflect upon their individual attitudes and perceptions regarding re-entry.

·        Students will examine the racial and social barriers that exist in society.

·        Students will examine personal interests, aptitudes and values in relation to employment.

·        Students will reflect upon what was accomplished while incarcerated.

·        Students will consider wants and needs and reflect upon how financial goals will be met.

Acquisition of Integrated Knowledge

·        Students will identify methods to obtain employment and job information.

·        Students will define common abbreviations used in classified ads.

·        Students will recognize adaptive, transferable and job related skills.

·        Students will identify programs that may assist in the re-entry process

·        Students will re-write a classified ad with abbreviations

·        Students will explain how to prepare for an interview.

·        Students will identify proper and improper interview etiquette.

·        Students will recognize the difference between savings accounts, checking accounts.

·        Students will complete a check.

·        Students will complete an application.

·        Students will recognize the power button, mouse and keyboard from a computer.

·        Students will identify monthly expenses.

Extend and Refine Knowledge

·        Students will construct responses to the conviction question.

·        Students will create a job seeking plan

·        Students will critique interviews

·        Students will create a functional or chronological resume using utilizing the appropriate format

·        Students will compare applications and resumes

·        Students will create a basic budget.

·        Students will compare ATM and credit cards

Using Knowledge Meaningfully

·        Students will investigate employment trends and needs for the State they are being released to.

·        Students will apply their knowledge of interview etiquette and responses to Mock interview situations.

·        Students will apply their knowledge to emphasize accomplishments and describe selves without relating to prison.

·         

 Habits of the Mind

·        Students will work together as a team to create a learning resource center for Job seekers.

·        The student will create a rubric to score responses to interview questions

·        The student will create a life plan that addresses everyday stressors and how these can be overcome incorporating family, psychology (mental health, addiction) and education.

·        Students will plan on encountering rejection and developing strategies to overcome negative thinking.

·        Students will respond appropriately to feedback offered by volunteers.

·        Students will restrain impulsivity and respond in a well thought fashion.

Content Selection for all Four Months

Content Selection.

Strand: Give Strands if you have one.                                                                   

	Unit Topic Each topic should last 1-4 weeks	Subtopics	Key Mastery Objectives There should be a nice mix of all dimensions.  Select these objectives from the master list you created in the previous section	Standards §       Add it here for your convenience
September	Self & Employment	*Career Decisions *Documents and Programs *Job Skills *Job  Search * The Daunting Work Place  (The Working Poor by D.Shipler)	1)Students will examine personal interests, aptitudes and values in relation to employment. 2. Students will recognize adaptive, transferable and job related skills. 3.  Students will critically reflect on information and write and essay
October	Applications and Resumes	*Applications   Vs. Resume * Computer Basics * Completing an application * Chronological & Functional Resumes * Coverletters, thank you and follow-up.	1) Students will complete an application. 2)Students will create a functional or chronological resume using utilizing the appropriate format. 3)Students will compare applications and resumes
November	Interview	* Interview basics. * What is he asking me? Deciphering what employers want. * Answering difficult questions * Mock Job Interview and Critique.	1) Students will construct responses to the conviction question 2)Students will reflect upon what was accomplished while incarcerated 3) Students will critique interviews 4) Students will apply their knowledge of interview etiquette and responses to Mock interview situations.
December	Goodbye Paycheck- Hello Bills	*Keeping your job. * Checking accounts *Budgetting * Taxes	1) Students will generate a list of common monthly bills 2) Students will create a basic budget. 3) Students will consider wants and needs and reflect upon how financial goals will be met. 4) Students will complete a check.

                                                                                                             

Then make an individual grid for a month like this 

NOVEMBER  - INTERVIEW                                                                                  

	Subtopic	Objectives	Activities	Resources
Week 1	How we communicate	1)Students will identify forms of verbal and non-verbal communication 2) Students select proper  interview attire. 3) Students will recognize positive and negative habits. 4)  Students identify positive interviewing behaviors such as arriving early, good night of sleep.	* Charades- speaking without using words. * Communicate emotion without using hands or words.
Week 2	Why Interview?	1) Students will recognize the importance of interviews and how they are used. 2) Students will demonstrate an understanding of the types of interviews. 3) Students will identify the four phases of an interview. 4) Students will be familiar with documentation and information to bring to the interview. 5) Students will give examples on how to prepare for the interview.
Week 3	The Job Interview	1) Students will recall positive interview habits and procedures. 2)  Students will identify what the interviewer is asking. 3) Students will prepare questions to ask the interviewer and knows where to obtain information specific to the company. 4.)  Students will apply previous objectives to the interview. 5)  The student will construct an answer to the question: Have you ever been convicted. 6) The student will create a rubric and questions to interview peers.	Mock Job Interview
Week 4	After the Interview	1)  Students will reflect upon the interview experience and offer suggestions on what can be improved and the steps taken to improve. 2)  Students will prepare a follow-up dialogue.

Week 3 - The make an individual grid for a week like this                                                                                                                                                                

	Instructional activities	Student independent activities	Grouping if any	Evaluation How would you assess the lesson/s
Monday	Review communication Identify materials that need to be brought to interview.	Role play interview. Check applications and resumes for accuracy.  Review any materials that will be brought to the interview such as portfolio, art, certificates.	Small groups.
Tuesday	Tough Questions To illustrate the appropriate three step method to answer the question.	*Students will respond to the question have you ever been convicted? Students will engage in a discussion based upon video. Students will develop a rubric to score the Conviction question.	Individual and   whole group.
Wednesday	Lecture: Common questions- what are they asking? * What is your greatest weakness? *  How much do you want to get paid? * Tell be about yourself. * Identify common mistakes. * Review ckecklist and rubric that will be used to evaluate peformance.	* Watch Video resources for change.  *Evaluate the interview. *In a group, brainstorm -  modify the dialogue between Interviewer and interviewee.	Small group
Thursday	Mock Job Interview. Each inmate will have 3-4 interviews.  Volunteers from community will review resumes and applications. Volunteers will evaluate performance  based upon rubric.	Students will utilize information presented throughout course to engage in an interview.		Rubric Checklist
Friday	Interview is over now what? Follow-up phone calls. Thank you letters.	Students will discuss experiences. Students will develop a list of tips for the next class. Students will reflect upon their own performance. Students will write a thank you letter to the volunteers.

Sequence:

The curriculum is sequenced by content and can be viewed as concept-related or as having interrelationships among concepts. It is based upon the principle of prerequisite learning, which means that the students must have prior knowledge

Continuity

Due to the scope and sequence the curriculum shows continuity; Continuity refers to repetition of curriculum components. Throughout the curriculum, students revisit material presented earlier and review the concepts.

Integration

The curriculum has been developed to flow from one topic to the next all of which are connected and based upon real life scenarios that the students have or will encounter

The curriculum contains both horizontal and vertical articulation.  Horizontal articulation can be seen in the Unit on money management.  This unit ties math, consumer skills and job related information together. The curriculum has vertical articulation throughout. The first unit on Skills will be referenced while working on resumes, applications and interviews.  The interviews will be based upon the information provided in the resumes and applications. Balance: This curriculum focuses on topics specific to individuals who have been incarcerated.  Balance is achieved by adapting lessons throughout to meet the occupational needs of the students in the class.

Community Resources:

When preparing inmates for release, community involvement is an important factor.  Depending upon the length of an inmate’s sentence, he may not have come in contact  with members of the community for years.  Utilizing volunteers for a Mock Job Fair as opposed to using prison staff, gives the inmates opportunities to interact with the world outside of the prison fence. More often than not, prison staff cannot step outside of their roll as correctional officers, which affects the validity of a mock interview.  In addition to providing experience interacting with people outside of prison, it is an effective way to pull together all of the information provided throughout the course from resumes to body language.  Receiving feedback from the community members, seems to make the experience more authentic and the inmates learn not only about Interviewing but they learn about themselves.

In addition to the Mock Job Fair, Pennsylvania Career Link will be utilized to provide information upon the services that they offer and programs available that provide resources such as training or tools for specific professions. Because inmates in the Federal System are releasing throughout the United States, Career Link will discuss One Stop Job shops, which are nationwide and other federal programs relevant to all inmates. The materials provided will be Pennsylvania Specific but they can be adapted and utilized to provide pertinent up-to-date information. 

A resource that would be beneficial money/credit  counselor.  Many inmates leave behind credit card debt and other bills when they are incarcerated. Questions always arise regarding late fees, charges  and how it affects their credit report.  Getting a volunteer who is knowledgable in that area would assist inmates in starting off on the right foot. Once an inmate has a job, he needs to be able to make his money work for him to avoid

Other community resources that can be used is the Social Security office so inmates can learn how to obtain paperwork to receive a social security card which is necessary for employment.  The Department of Motor Vehicles can also present information on getting a driver’s license back or how to clear up any tickets or violations that may exist.