Year One

Probationer’s Self-Evaluation: Year 1 (Spring 2019- Spring 2020) June 16, 2020

I. Evaluation of Goals for Nancy Nelson Spring 2019-Spring 2020

Goals for Year 1:

· Be involved in the review and re-implementation of HS+ starting Spring Quarter 2020

· Implement the Edmonds College Community Read Program at Monroe Correctional Complex (MCC)

· Develop rapport with and motivate students

· Familiarize myself with Department of Corrections (DOC)

How have I met each of these goals?

1. Be involved in the review and re-implementation of HS+ starting Spring Quarter 2020

a. This has been a challenging and rewarding experience. Much work was needed to re-introduce this program to our students. As part of a team, Edmonds faculty at MCC have been working hard to transition an on-line curriculum to a wholly off-line curriculum to provide access to our student population. In addition to the technology aspect of the curriculum, other changes needed to be made including assignment appropriateness for those with certain crimes and adherence to DOC policies. One example is science labs; most items needed to conduct these experiments are prohibited entrance into the prison facility.

b. We did not meet our goal of Spring Quarter 2020 completion because we all believe that rolling out a sub-par curriculum is not what we want for our students. We have made great progress toward this goal and have targeted a new rollout of Fall Quarter 2020.

2. Implement the Edmonds College Community Read Program at Monroe Correctional Complex (MCC)

a. With the tremendous and generous support of Edmonds College’s Lecture Series and Barbie-Danielle DeCarlo, my classroom is now home to 25 copies of this year’s Edmonds College Community Read text, American Like Me by America Ferrera. I plan to use this text regularly in my HS+ and GED courses. Additionally, Spring Quarter 2020 I taught a section of English 99 and used this book as our course text. I received great feedback from students who found positive representations of themselves amongst its pages.

3. Develop rapport with and motivate students

a. The accomplishment of this goal is the one of which I am most proud. As a new Corrections Education instructor, I had much to learn, especially in the area of student population. My gender (female) adds an additional component to an all-male prison. I am thrilled to know that I have made an incredibly positive impact on the majority of my students. Individuals who previously refused to participate, were often struggling to or refused to appropriately communicate with others, and those who believed themselves to be “too dumb” to tackle any of the content are now engaging, creating positive relationships with others, passing tests, and earning credits. And, many of them are having fun while doing

so.

4. Familiarize myself with DOC

a. The best example of my accomplishment of this goal is graduating from the CORE training in August 2019. CORE training is a six-week, intensive and hands-on training for all Corrections staff. Except for a couple skills allowed only for correction officers, I underwent the same rigor, testing, and evaluation as a corrections officer.

b. I have worked hard at establishing and maintaining positive relationships with DOC staff. I have reached out to counselors, staff, and officers to provide a positive, effective, and safe environment for my students and myself.

Goals for Year 2:

· Continue to hone my skills in teaching GED/HS+, primarily in areas such as math and science

· Become more versed in the current various GED curricula and research new curricula

· Complete the HS+ review and re-implementation for a Fall Quarter 2020 rollout

· Teach in other units within the facility

· Pursue team-teaching and peer observation opportunities

· In addition to GED/HS+, teach English pre-college/college courses

· Pursue the implementation of a Creative Writing club at MCC

College Service

· Member of Faculty Senate

· Represented Corrections Education at full faculty Senate meeting and President’s Leadership Team

· Served on search committee for the hiring of three Corrections ATA instructors

· Arranged for the first Edmonds faculty and staff visit to MCC

Scholarship

· Successfully completed Best Practices for Teaching Online Canvas course

· Participated in Teachin’ It Canvas course

· Participated in Building Community Day

II. Reflection of Accomplishments Over My First Year as a Full-time Faculty Member

Teaching is hard. Teaching in a corrections setting is especially hard. But it is a good kind of hard. Like Tom Hanks’ character said in A League of Their Own, “It’s supposed to be hard. If it wasn’t hard, everyone would do it. The hard… is what makes it great.” He was talking about baseball, but I think this also applies to teaching. It is the hard that makes teaching great. It is the hard that brings value and pride, both to the teacher and the student.

I was so excited when I learned that I got the job teaching GED/HS+ for Edmonds College at the Monroe Correctional Complex (MCC). I had never taught in a correctional setting (nor had I ever set foot in one), but I just knew this was the place for me. One year later and I believe that even more. I have learned so much about myself, and I have benefited greatly from the students and staff at MCC.

For my evaluation to have greater meaning, I think it is important to try and fully understand the setting in which I teach. It is impossible to truly appreciate it without being there, but I will do my best to describe it.

A typical day in my classroom is usually not typical. Yes, there are routine items that occur daily and the same students (for the most part) arrive each day. But teaching GED/HS+ (in any setting) has its own unique set of challenges. First, the instructor needs to know all the subjects (which, with degrees in English, I do not), so I was (and still am a little) terrified to teach math. In a traditional college classroom, the entire class is working on the same subject and the same assignments. In a GED/HS+ classroom, that is not the case. More than one student may be working on the same subject (math, for example), but they are probably at a very different level and pace from the others. GED/HS+ classrooms are settings where students work at their own pace and map out (with the guidance of the instructor) their individual path. It is like having an entire classroom of students on IEPs. As in a traditional college setting, my students come from all walks of life, represent all races, religions, ethnic groups, genders, and span all ages. The largest area where they differ is in that they do not get to choose to come to my classroom. Any incarcerated individual in the state of Washington who does not hold a high school diploma or a GED is required to obtain one. I have been very fortunate in that most of my students want to come to school and see the value in it. Sadly, some do not. While I am proud of all my relationships with all my students, it is the rapport I have obtained with those who do not want to be there that is special. On my very first day in the classroom, I was introducing myself to the class and asked if anyone had any questions. One student (who was sitting in the very back corner of the room with his face turned toward a computer screen and had not looked in my direction even once) raised his hand and very matter-of-factly told me that since I was a female, he was not going to listen to one word or do one thing I said. After trying to stealthily retrieve my heart from my stomach and quell my shaking legs, I calmly replied, “We’ll see.” I am thrilled to say that one year later, this student has blossomed both academically and personally. He has one GED test remaining and soon will be a high school graduate. He is also a role model for the classroom and takes students under his wing to offer guidance and support.

The access, rules, and processes in a correctional setting classroom are also very different from a traditional college classroom setting. First and foremost, there is no internet. No internet. In 2020, that seems impossible. But, so it is. We do what we must to provide the best possible education experience to our students. Of course, I would prefer equal access for all our students. I would prefer that the education setting at MCC fully replicates the education setting at Edmonds College. After all, the students taking classes at MCC are, indeed, Edmonds College students. But, the reality of the prison setting presents unique challenges and opportunities as well. As a Corrections Education instructor, I must think outside the box, dig deep into my creative side, and approach obstacles with a positive and curious attitude. Although sometimes difficult and stressful, I can never rest on my laurels or become lazy, which, in turn, keeps me engaged and a deeper life-long learner.

It is hard for me to know exactly what the committee wants to hear or see from me in this evaluation and throughout the tenure process. The basics are obvious: met goals, positive teaching evaluations, scholarship, service). I have been fortunate to have colleagues from Edmonds Campus visit my classroom at MCC. To watch them meet and engage with my students was extremely rewarding. Especially so in watching my students interact and engage with the Edmonds College faculty and staff. The genuine exchange of respect, care, interest, and hope was palpable in the room that day, and, to simply sum up, the most important (to me) reason why I do what I do and, also, the most relevant criteria for evaluating my success in my position. My students will pass tests. They will earn high school and pre-college credits. Those accomplishments are important. But what my students will also gain from being in my classroom (if they choose to accept it) is the opportunity to believe in themselves and to hope. I cannot place more value on that.