The School-Justice Partnerships Certificate Program is designed to provide school and district staff, court professionals, law enforcement, and other child-serving community leaders with the knowledge and understanding necessary to address the immediate and long term needs of students known to, or at risk of entering, the juvenile justice system. The goals of this Certificate Program are to promote an ongoing engagement in school among youth at risk, re-engage students who have been disconnected, and improve academic outcomes for all.
School and district staff will receive the training and support they need to manage school and classroom behavior in positive ways, balanced with the provision of quality educational instruction for all students. They will learn how to create safe and supportive learning environments without excluding and forcing out those students who are most at risk for negative life outcomes, including students with special education needs, behavioral problems, child welfare involvement, or placement in juvenile justice facilities.
Law enforcement, courts, and leaders from public agencies like child welfare, behavioral health, and juvenile justice will be instructed on strategies of how to work with schools and school districts to create environments outside of the school setting that foster better academic and social outcomes for youth at risk.
All participants will receive instruction from national experts on cutting-edge ideas, policies, and practices from across the country focused on the development of systems that take a holistic approach to the educational process. Upon completion of the Certificate Program, participants will receive an Executive Certificate from Georgetown University, membership into CJJR’s Fellows Network, and ongoing support from the CJJR staff.
CJJR has partnered with American Institutes for Research (AIR) to provide this professional development opportunity.
As part of the Certificate Program, participants are required to develop and submit a Capstone Project a set of actions designed to initiate or continue information sharing reform efforts. After the Capstone Project is developed and approved by Georgetown University, participants are offered technical assistance from instructors to aid in the implementation of their project. Learn more about Capstone Projects.
Tuition & Application
Tuition & Application
The tuition for the School-Justice Partnerships Certificate Program is $2,500 per person. Tuition subsidies are available for participants with demonstrated financial need. Read more about tuition.
This Certificate Program will be held September 26-30, 2016. All applicants will be required to complete an online application form to be considered for the program.
The application period is now closed. Please check back in 2017 for more information.
Please direct any questions to firstname.lastname@example.org.
While there are no minimum education or experience requirements to apply, a preference will be given to leaders working in juvenile justice who are positioned to effect meaningful change in areas related to school justice. This might include school leaders, a juvenile or family court judge, juvenile justice leadership, and representatives from core partners such as law enforcement, the child welfare agency and behavioral health agency. Participants can be individuals working on best practices related to improving educational outcomes for youth at the local, state, or national levels.
Applicants are strongly encouraged to apply as a team of up to seven individuals from the same jurisdiction. While each application will be reviewed on an individual basis, the value of this team approach will be considered in our review of applicants.
Strongly recommended team members include:
- Superintendents, principals, school district central office staff or other school leaders who work on school discipline issues
- Juvenile or family court judge
- Law enforcement, including School Resource Officer
Recommended team members may include:
- School support personnel, including school-based social workers, psychologists or nurses
- Court administrator
- Juvenile justice director / chief juvenile probation officer
- Representatives from other child-serving agencies, such as child welfare, behavioral health, and others
- Representatives from service providers, nonprofit agencies, and residential programs
- State legislators and representative from county/city councils
- Chief Justices
- Advocates and community stakeholders (including leaders of family/parent community groups)
Teams should be comprised of applicants with demonstrated readiness for implementing reforms, especially efforts that engage leaders in other systems, and their agency’s relationship with other child-serving agencies. Team members can be senior level professionals in the juvenile justice, child welfare, mental health, education and other related systems of care.
This program is NOT accepting applications from students who do not also hold a professional role in a child serving organization.
Curriculum & Instructors
Curriculum & Instructors
The School-Justice Partnerships Certificate Program is designed to provide school and district staff, court professionals, juvenile justice, law enforcement and other child serving cross-agency community leaders with the knowledge and understanding necessary to address the educational and related needs of children known to, or at risk of entering, the juvenile justice system.
The curriculum of the certificate program will focus heavily on the change process that is needed to move forward reforms with respect to education and juvenile justice. Case studies and other interactive learning techniques help participants apply the learning to situations they are likely to encounter in their own jurisdictions. In addition to an expert panel of experienced reform leaders and a youth panel, the curriculum includes the following modules:
Module 1: School-Based Practices and Policies
To keep children engaged in their education and connected to school, there are many practices and policies that can be implemented within the education system itself.
Module 2: Culture Change and Leadership
Culture change is a key component of reform. To successfully change the cultures of the education and other child-focused systems, strong leadership is required, especially when leading potentially contentious reforms.
Module 3: Family, Youth and Community Engagement
The Family and Youth Engagement module will focus on the importance of engaging youth and their families in the educational decision making process, and the role of leaders in driving such engagement. The module will also focus on the role that community partners play in building these relationships.
Module 4: Cross-System Practices and Policies
While there are many practices and policies that schools can implement independently, there are challenges beyond the school’s walls that prevent at-risk youth from staying connected to, or reconnecting with, school. Therefore, it is vital that efforts be undertaken with other community partners.
A panel of experts who have successfully implemented reforms to promote positive educational outcomes for this population will be featured. These exceptional leaders will discuss their experiences undertaking their efforts, and will respond to questions and concerns that participants have regarding their ability to overcome challenges in their own jurisdiction.
A panel of students will discuss their experiences with local reform efforts including what their involvement has meant to them, as well as their experience with student Code of Conduct reforms, being part of the solution and implementation, and improving their school climate and student safety.
Instructors for this program include:
- Shawn Ashworth, Program Specialist, Anne Arundel County Public Schools
- Kevin Bethel, Senior Policy Advisor & Stoneleigh Foundation Fellow, Juvenile Justice Research Reform Lab
- Shay Bilchik, Director, Center for Juvenile Justice Reform
- Ramona Bishop, Ph.D., Superintendent, Vallejo City Unified School District
- Kate Burdick, Staff Attorney, Juvenile Law Center
- Gladys Carrión, Commissioner, NYC Administration for Children’s Services
- Jay Corpening, Judge, 5th District, State of North Carolina
- Carla Guenthner, Chief Magistrate Judge, Hamilton County, Ohio, Juvenile Court
- Daniel Kim, Director of Youth Organizing, Padres & Jóvenes Unidos
- Anna Nelson, Executive Director, New Mexico Forum for Youth in Community
- David Osher, Vice President, American Institutes for Research
What our participants are saying
What our participants are saying
I participated in the inaugural School-Justice Partnerships Certificate Program with a seven-person team from Hamilton County, Ohio. I was completely impressed by the entire week. The CJJR staff put together a program of high quality speakers that were engaging, thoughtful, and probing. It was refreshing and invigorating to have such intellectual, resourceful, and articulate speakers. The sequence of topics really prompted systemic reflection and will result in true reform. I know my team spent many hours outside of the structured day continuing the discussions and challenging each other and our system based on the presentations. Our team is excited by the plan we were able to put together with feedback from Georgetown staff and are currently sharing it with our organizations.
Darrell Yater, Assistant Director of Curriculum and Special Education, Northwest Local School District, Ohio | Class of 2015
It is with great pleasure that I endorse and highly recommend the School-Justice Partnerships Certificate Program for any professional desiring to advance their knowledge of and skills in working across systems to improve services for youth and families. As an educator and youth advocate with more than 40 years of experience working in education, justice and other multiple youth-service systems, I found the comprehensive curriculum and cutting edge research and ideas presented by the highly-qualified instructors to be some of the most significant and relevant professional development experiences of my career. All aspects of the experience from the pre-work, class modules, discussions, individual and team support as well as the networking opportunities are essential components in promoting collaboration and collective impact. I particularly want to encourage educators to take advantage of this wonderful opportunity to engage with other partners in the justice system to advance efforts required to best address the needs of justice-involved youth, who like all children deserve a quality education that allows them to develop the skills and competencies necessary for them to become productive adults.
Dottie Wodraska, Director of Juvenile Transition, Maricopa County Education Service Agency, Arizona | Class of 2015
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