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  • Impact of Judicial Branch Education: Making a Difference to Improve the Quality of Justice

    By M. Christy Tull, Manager, Curriculum Development, Supreme Court of Ohio Judicial College

    “The purpose of any program of continuing judicial education is to provide a process…to improve judicial performance, and thereby, the quality of justice,” according to a 1993 University of New South Wales law journal article on the need for judicial education.”

    As Judicial Branch Educators, we believe this statement to be true. But what evidence do we have that we help make the difference?

    Judicial Branch Education is an “Evidence-based” Practice  
    Released in August 2011, a study by The Ohio State University (OSU) is now added to a young body of research that shows that judicial branch education based on adult learning principles is an “evidence-based” practice.  After a year-long impact study, OSU found that the Supreme Court of Ohio Judicial College courses are “effective at contributing to changes in knowledge, attitudes, and skills/behaviors” of judges and magistrates.  While this study focused specifically on juvenile court judges and magistrates, the findings are widely applicable to other jurisdictions and court personnel.  In addition to this significant finding, the OSU researchers found that judges form a strong Community of Practice through their participation in Judicial College courses and activities. “This community serves as a catalyst for development of judicial expertise among juvenile judges and through which the effectiveness of judicial education is enhanced.”

    “The Judicial College’s pursuit of excellence in its activities and course offerings was the impetus for this evaluation,” OSU Associate Professor Ann A. O’Connell said. “We found that the judicial education provided through the Judicial College does promote excellence and expertise among both new and experienced juvenile judges. Our hope is that these findings will contribute to local as well as national-level discussions about the fundamental role of evaluation in the design and delivery of professional development for juvenile judges.”  Professor O’Connell teaches at the College of Education and Human Ecology and is Section Head of the Program in Quantitative Research, Evaluation, and Measurement, School of Educational Policy and Leadership.  Graduate student, Joy Edington, assisted with this impact study.

    Report’s Use by Other Judicial Branch Education Organizations
    While Ohio-focused, the findings in this report – that what we do matters – can support the work of all NASJE members locally, nationally, and internationally.  This study is one of only a few attempts at a rigorous examination, under academic research standards, of the effectiveness of our efforts to educate the judiciary and its staff.  It is gratifying to Ohio and hopefully our NASJE colleagues to have this solid evidence affirming that the work we do makes a positive impact on the quality of justice dispensed in the courts.

    Need to Continue Best Practices
    To ensure long-term, high-quality and effective continuing judicial branch education, the OSU researchers offered a “best practice” model that is a good guide to be shared.  The following are best practices to maintain and further our leadership in professional development through judicial branch education, based on OSU’s literature review and evaluation findings:

    • Align desired courses and curricula with organizational and national objectives, and with individual or group standards and needs whenever possible (think curriculum-based education and learning objectives);
    • Customize and tailor training and assessment/evaluation to individual judges’ jurisdictional demographics and other relevant factors such as the judges’ number of years experience on the bench;
    • Design and Deliver professional development courses and sessions to incorporate a variety of techniques and that emphasize networking and engagement in a Community of Practice;
    • Assess courses using course-specific and objectives-based methods; and
    • Follow-up to examine outcomes of professional development and establish real-time corrections for optimal professional development outcomes

    Do we – Judicial Branch Educators – make a difference?  The answer is YES.  And we now have one more study to show that judicial branch education based on adult learning principles is an “evidence-based” practice.

    For a full copy of the report, go to http://ehe.osu.edu/news/2011/oconnell-supreme-court.php.  For questions or continued dialog, please feel free to contact Christy Tull: christy.tull@sc.ohio.gov

  • Unretirement: Innovative Uses of Web-based Technology for Baby-boomers (and others) Navigating Economic Downturn

    by Robert Boone (KY)

    The relatively new and increasingly used word unretirement conjures up many different thoughts and emotions. Applying reductionism, two of these emotions are as simple as the Facebook expressions “like” and “unlike.” Merriam Webster’s dictionary indicates origins of the term as early as the mid-1960s. But use of unretirement is still new enough that computer spell check does not even recognize the term and keeps suggesting use of the word retirement instead. At any rate, and for better or worse, the term unretirement exists because of the economic downturn in contemporary American society, and the acute need for the retirement-aged workforce to reconsider employment or re-employment options.

    According to Maestas (2004), “Nearly one-half of retirees follow a non-traditional retirement path that involves partial retirement and/or unretirement.” If you find yourself one of the “nearly one-half “ of retirees in the United States who will be seeking re-employment, or if you have had a long-term career and are now considering a career change or even advancement within your chosen profession, this article is the first in a series meant to help you navigate your way to a new career using web-based technologies.

    One clarification from the beginning: locating employment continues to maintain many vestiges of the traditional job hunting process of which baby-boomers and other age cohorts are intimately familiar. Hand-written follow up letters, firm handshakes, and feet-to-the-ground networking remain unparalleled in importance. There exist, however, innumerable opportunities for innovation and creativity within the traditional employment processes using social media and other electronic means. Though baby-boomers, and to a lesser extent other age cohorts, wince at the very mention of social media, these contemporary technologies greatly enhance one’s marketability. Current research indicates that only about one-third of baby-boomers utilize social media networking sites (see Hampton et al., 2011). [NOTE: Baby-boomers are defined as those individuals aged 46-64 who were born between 1946-1964.] They provide a prospective applicant with solutions to both stand out in the current challenging career climate, and more control over how professional information is transmitted to potential employers.

    Résumés, CVs and Portfolios: Websites Enhance Marketability
    Combining tradition and innovation, job seekers can add an additional dimension to hard copy résumés, curriculum vitae and portfolios by creating an on-line professional profile with existing websites such as LinkedIn, Facebook, and CareerLab.com. Each website exhibits unique advantages for the job search. Among these advantages are the ability to network with potential employers, locate employment and professional opportunities, aggressively market oneself (and others), and appear “near the top” in searches performed using Google and Yahoo. According to a recent study by the Society for Human Resource Management (2011), “More than half (56%) of the organizations currently use social networking websites when recruiting potential job candidates. This is a significant increase since 2008, when a little over one-third (34%) of organizations were using these sites as a recruiting tool.” Referencing the same study, the social networking website most used by organizations for recruitment in 2011 was LinkedIn, which was reportedly used by 95% of respondents. Facebook was the second most used social networking site for recruitment, with 58% reported usage among respondents.

    If you find yourself among the cohort that has yet to experiment with the aforementioned websites, please know that the websites are intuitive, offer excellent step-by-step instructions for developing and uploading online documents, can offer assistance in the event that difficulties arise, and best of all are either free or low-cost. And much like a professional job coach, they give a gentle nudge regarding the importance of keeping updated, professional documents on-hand even if you aren’t currently in the job market.

    Transitions
    Writing in the Journal of Computer-Mediated Communications, Boyd and Ellison (2007) define social networking sites as,

    “…web-based services that allow individuals to 1) construct a profile or semi-public profile within a bounded system, 2) articulate a list of other users with whom they share a connection, and 3) view and traverse their list of connections and those made by others within the system.”

    Embarking on the process of electronic networking and information sharing is less like a “new beginning” and more akin to a transition; you are intimately familiar with the data reflecting your life’s work, and use of social media simply vaults your information and expertise into a contemporary, easily accessed format. You can begin with what you already have: your portfolio, your résumé, your CV. This transition process generally takes just a few minutes and is a matter of copying and pasting your existing material into this new social media format. You will quickly find that several functions on LinkedIn, Facebook, and CareerLab.com are very familiar, including the ability to

    • Highlight current and past professional experiences. This function allows the job seeker to list dates of employment, position title, company name and location, along with examples of how you met or exceeded the responsibilities of those positions.
    • List educational attainment, professional affiliations, and interests.
    • Write an executive or professional summary

    Next, we seek to concentrate on functions of LinkedIn, Facebook, and CareerLab.com that are powerful tools for the job seeker. These functions, and resulting ideas, are by no means an exhaustive list of what can be accomplished using employment-driven social media. Instead, the following serves as a quick reference to aspects of social media that we have found particularly useful, especially for individuals just starting to explore new tools of the employability trade.

    LinkedIn
    According to a 2010 article appearing in CNN Money, “recruiters rely on the site [LinkedIn] to hire even the highest caliber executives.” The same article continues to explain the average user of LinkedIn “is a college-educated 43-year-old making $107,000 [per year]. More than a quarter are senior executives.”

    According to prdaily.com, “Executives from every Fortune 500 [firm] could be found on LinkedIn in 2010.” LinkedIn can be a very powerful tool in locating (or being located) for your next job. Below are several functions that will allow your LinkedIn account to help you achieve unretirement:

    • Make the most of the connections you have made during your career by requesting recommendations from colleagues. LinkedIn provides the ability to have recommendations published verbatim on your profile. This function allows potential employers to view, for example, what others have said about you, your work ethic, and the arenas in which you excel. Consider how imperative recommendations are to a salesperson’s ability to make a sale. In looking for a job, we take on some fundamental responsibilities of a salesperson, insofar, as we are “selling” our skills, experience, and potential. Accordingly, detailed recommendations from other experienced professionals can have a serious impact on our likelihood of locating employment. This recommendation function gives others the opportunity to assist you in selling what you have to offer, with LinkedIn providing the forum for you to transmit these recommendations to potential employers.
    • Build connections. These connections serve as valuable networking tools to find out about position openings, exchange information with potential employers, interact with other professionals, and to learn about company culture or the health of an industry. In fact, LinkedIn provides the ability to send messages to anyone with a LinkedIn profile. Although certainly no substitute for a formal follow-up letter delivered via traditional mail service, the ability to send messages can be a helpful means of following-up with an employer, directing the employer’s attention to your on-line professional portfolio, and standing out amid the many résumés that were undoubtedly received by the employer.
    • Perform “detective work” by locating information about hiring managers, including professional background, affiliations, references, and interests. Knowing this information could give you an advantage in an interview by providing tailored talking points. Additionally, you may be able to locate the individual who most recently had the job to which you are now applying. This data might be beneficial to determine how you “match up” to someone currently working with that company as well as provide insight into the overall organizational health and advancement opportunities.
    • Promote your blog or website by linking them to your LinkedIn account. In doing so, you can provide potential employers with great insight into your technical savvy by way of your website design, further examples of your excellent writing ability, or snapshots of public speaking virtuosity as demonstrated in video clips. Ultimately, this LinkedIn function allows candidates to showcase diverse abilities and accomplishments in a non-intrusive way, while providing more detailed information to employers about the repertoire of the applicant. For instance, I recently developed a website for my small business and linked the website to both my LinkedIn and Facebook accounts. My intention was not necessarily to market products, but to market my business model and to add a further dimension to my stated experience as a business owner. The result is an increased awareness among my social media contacts of my diverse skill set, community involvement, and productivity outside of my full-time employment in workforce development. I recently created a website for free utilizing Google sites (www.sites.google.com) and am in the process of creating a blog, also for free, utilizing Blogger (www.blogger.com). A quick search using Google or Yahoo will yield many more results for website and blog creation. You might want to consider purchasing a domain name for your site (this is generally a great investment for as little as $10.00 per year). This purchase might allow you to use your name or any name as your web address. For instance, the name of my business is Commonwealth Framing, after purchasing the domain name, my website is www.commonwealthframing.com.
    • Share an update. This function allows you to publish updates and attach files in order to inform your networks of your professional activity and productivity. For instance, you can attach a file containing a press release of an initiative you have been involved with. In doing so, you are providing an immediate update of your professional involvement in addition to directing attention to your LinkedIn profile. Facebook will also allow you to share an update with your networks. I recently shared a press release on LinkedIn and Facebook from my local paper. Sharing this information was important for at least three reasons: 1) It informed my networks of the progress I have made in my current position (my networks would not have otherwise read my town’s newspaper). 2) It provided some level of substantiation for my current position description and responsibilities as they appear on my LinkedIn and Facebook profiles. 3) It directed my networks to visit my profile, allowing for further advertising of my experience and skills.

    Facebook
    Facebook, because of its prevalent usage, has impacted the way individuals communicate.

    According to Facebook.com, there are 750 million active users of the social networking website. Due to its wide usage and helpful features, Facebook can be useful for someone seeking unretirement. Just last week, I posted a status update related to this article. My post read: “Robert Boone is exploring uses of social media for a workforce navigating economic downturn. Anyone have insight into how Facebook helped you, or someone you know, locate employment?” The comments received from my networks were varied. One person commented that she learned of a position vacancy from a Facebook contact. Through her contact, she was able create a dialogue about the position, submit her résumé to the hiring manager, and receive an interview and job offer. Without Facebook, she explained, she would not have known about the position vacancy. Another one of my contacts commented that he had not located a job via Facebook, but something better…his wife! Focusing on the job search, Facebook can allow you to:

    • Create an on-line photo and video portfolio. Facebook gives the job seeker the wonderful ability to post pictures and create albums related to projects you have been involved with. In addition, you can post video clips of lectures, presentations, video résumés, and award ceremonies directly to your profile, allowing potential employers to view your professional accomplishments.
    • Establish networks and begin professional dialogues. This is the key to using Facebook as a job search tool. You will need to develop a list of networks, also known as “friends” in Facebook language. From this list of networks, you can communicate via messages, wall posts, status updates, notes, or on-line chat. A friend used the status update feature to make the following update: “Is looking for job openings at XYZ Company. Does anyone have contacts there?” In response to the status update, he received messages with names of hiring managers. He then looked up the hiring managers on LinkedIn and sent out messages detailing his interest in working for the company. The managers had immediate view of his on-line portfolio. The following month he was offered a job.
    • Make wall posts and allow for comments. Central to every Facebook account is a wall that is used for postings and status updates. Utilizing this feature, you can post professional articles, advances in your field, and personal accomplishments to further encourage dialogue, comments, and networking. This feature helps you to be viewed by networks and potential employers as someone who stays up-to-date and who is passionate about their professional involvement and development.
    • Visit Facebook job boards. Many organizations of all sizes have a Facebook page. Often, these organizations will post job openings and other opportunities on their Facebook wall. Simply use the search function on Facebook to locate the organization of interest. Once the organization is located, scroll through their Facebook wall to search for job postings. For example, you can visit http://www.facebook.com/#!/MaysvilleCTC, scroll through announcements, and view a job posting that we posted on August 25 for Maysville Community and Technical College. On a side note, organizations generally use their Facebook page for press releases and to announce special initiatives and events. In reviewing this information, one can learn a great deal of helpful information about the organization. This information can prove to be useful as you prepare for an interview or simply gather more data about the organization. Two great Facebook pages to visit include The National Council of Juvenile and Family Court Judges and The National Center for State Courts.

    Career Lab
    CareerLab.com is another great on-line resource that allows the (soon-to-be) unretiree to develop an on-line presence for the job search. CareerLab.com allows the user to develop an executive profile that is especially helpful for its direction and organization. For example, your profile will have a series of tabs such as: Welcome, Contact, Job Targets, Experience, Interview, References, and Personal. Each tab adds direction and depth to your portfolio. As an employer searchers tab-by-tab, they have the opportunity to view a holistic snapshot of your professional life that cannot be captured in traditional résumés, portfolios, or CV’s.

    Helpful functions of the executive profile from CareerLab.com include:

    • The interview tab of your executive profile is arguably the most useful and unique function. This tab allows you to select and answer a series of interview questions ranging from “what is your definition of success” to “what is your typical workday.” These questions give you an advantage by providing a great forum to “discuss” what kind of an employee you are and what kind of employee you will be. Additionally, this function can allow you to tailor interview questions based on positions that you are currently seeking. It is a wonderful tool to take control of one of the most powerful commodities of the job search: the interview.
    • The ability to have a unique URL (web address) to include on business cards, e-mail signatures, stationary, job boards, Facebook, LinkedIn, even traditional résumés. This URL directs potential employers to your executive portfolio and widens your networks.
    • Along the same lines as widening your networks, the executive profile allows you to share your professional experience with others without loudly announcing your job search. This portfolio can be viewed as another method to exchange professional information with other professionals. Keep this networking mantra in mind: the more people you have working for you, the more likely you are to find work.

    So on a quiet Sunday afternoon as you contemplate your unretirement, career change or climb up the corporate ladder, settle down at your favorite PC without wincing and introduce the world (well, ok, at least a few targeted industries) with all that you have to offer!

    FURTHER ONLINE READING

    REFERENCES

    1. Boyd, D.M. and Ellison, N.B. (2007) Social network sites. Definition, history and scholarship. Journal of Computer-Mediated Communication, 13: 201-230. doi.10.1111/j.1083-6101.2007.00393.x
    2. Hagel, J. & Brown, J. (2011, January 31). Five tips for better social networking. Retrieved September 2, 2011, from http://blogs.hbr.org/bigshift/2011/01/five-tips-for-smarter-social-n.html
    3. Hampton, Keith et al. Social networking sites and our lives. PewInternet. org. 16 Jun. 2011. Web. 15 Jul. 2011]
    4. Hempel, J. (2010, March 25). How linkedin will fire up your career. Retrieved September 2, 2001, from http://money.cnn.com/2010/03/24/technology/linkedin_social_networking.fortune/
    5. Maestas, N. (2004). Back to work: expectations and realizations of work after retirement. University of Michigan Retirement Research Center, Working Papers: 2004-085 http://deepblue.lib.umich.edu/bitstream/2027.42/50534/1/wp085.pdf
    6. Sebastian, M. (2011, May 22). Inforgraphic: executives from every fortune 500 company can be found on linkedin. Retrieved September 2, 2011, from http://www.prdaily.com/Main/Articles/Infographic_Executives_from_every_Fortune_500_can_8338.aspx
    7. Society for Human Resources Management. (2011). Social networking websites and staffing. Retrieved August 31, 2011, from http://www.shrm.org/about/pressroom/PressReleases/pages/SocialNetworking.aspx

    Robert BooneRobert Boone serves in Workforce Development at TENCO Workforce Investment Board, Maysville, KY. Currently, Mr. Boone is working to develop and provide a variety of supportive services to nursing students enrolled in a Department of Labor funded training program that focuses on the career placement of dislocated, unemployed, and incumbent workers into medically underserved areas of Kentucky. Prior to this experience, Mr. Boone served as a department head for a long-term care and rehabilitation facility in Athens, GA. Mr. Boone’s interests include Economic and Workforce Development, Small Business Development, and Historic Preservation. Mr. Boone received his education from Morehead State University and The University of Georgia.

  • From the President – Fall 2011

    NASJE President, Joseph Sawyer
    NASJE President for 2011-2012, Joseph Sawyer

    Welcome NASJE members to the latest edition of NASJE News. I would like to take this opportunity to thank Phil Schopick and the members of the newsletter committee for keeping NASJE informed of recent educational developments affecting judicial education.

    The NASJE executive board will be announcing a series of educational webcasts covering adult education basics, the ongoing curriculum project funded by the State Justice Institute, and the integration of access, fairness, and diversity issues within other judicial education topics. We will announce the dates and times of the webcast before the end of October.

    Claudia Fernandes, chair of our International Committee, has secured the renewal of NASJE’s agreement with the National Center for State Courts to cooperate in supporting international teaching opportunities of NASJE members. A survey will be sent to each member to determine your interest and availability to teach internationally.

    Christy Tull and the Curriculum Committee are continuing to develop and promote the model curriculum project. NASJE is fortunate to have the financial support of SJI. NASJE members who attended the annual conference in Las Vegas have received a copy of the Curriculum as developed to date. For members unable to attend the conference, a copy will be mailed to you soon.

    While each of us continues to face funding cuts at the state and federal level, NASJE’s committees strive to develop new and cost effective ways to deliver judicial branch education. As an all-volunteer organization, we depend upon each other to share creative solutions to common problems. Each you should be proud of the dedication, professionalism, and commitment of NASJE members who serve on the various committees that keep NASJE at the cutting edge of judicial branch education.

    You will be hearing from various committees soon concerning educational offerings that reach beyond the annual conference. NASJE is working toward year-round membership education. The executive board looks forward to your participation in this ongoing effort.

  • Transitions – Fall 2011

    Please join us in welcoming the following new NASJE members:

    • Ms. Wendy Schiller, Projects Coordinator, National Council of Juvenile and Family Court Judges, Juvenile and Family Law Department, Reno, NV
    • Dr. Anthony Simones, Manager of Judicial Education, Office of State Court Administration, Jefferson City, MO
    • Mr. Ronald E. Truss, Principal Magistrate, Birmingham Municipal Court, Birmingham, AL

  • Nevada Supreme Court Names New Judicial Education Manager

    The Judicial Education office of the Nevada Supreme Court recently welcomed Gary Turner as the new judicial education manager.

    Gary has developed, taught, and supervised courses at the University of Illinois, Parkland College, Western Illinois University, and the University of Nevada, Reno, over the past 29 years and has provided consulting and training for several state and local agencies throughout the United States. Prior to joining Judicial Education, Gary spent the past 1½ years with the Nevada Department of Transportation (NDOT) as a training officer developing and teaching leadership, management, and supervisory courses.

    Prior to joining NDOT, Gary spent 6½ years with the Nevada Commission on Peace Officers Standards & Training as the chief for the basic training bureau. Prior to moving to Nevada to accept the position at the commission, he was the first Director of the police academy at Western Illinois University for 4 years.

    Gary spent almost 25 years with the Champaign County Sheriff’s Office in Illinois in several capacities including the last 8 years as the chief deputy prior to accepting the position at Western Illinois University. He also spent 3 years with the U.S. Marine Corps. Gary has a B.S. in Education from Eastern Illinois University, an M.P.A. from the University of Illinois, Springfield, and is completing his PhD in Educational Leadership at the University of Nevada, Reno.

    “I am humbled to be a part of Judicial Education. I have told people that there are few greater purposes in life than that of assisting the judiciary and staff in learning that which sets the course for our state.”

    Please join us in welcoming Gary to judicial branch education. Gary can be contacted at Turner@nvcourts.nv.com/775.687.9857.

  • On-Line Trainings – Lessons Learned!

    by Jessica M. Pearce, Project Coordinator, Juvenile and Family Law Department, National Council of Juvenile and Family Court Judges

    More and more organizations are providing trainings and conducting meetings on-line, including the National Council of Juvenile and Family Court Judges (NCJFCJ). And no wonder, it is both cost-effective and efficient for both participants and faculty. But with so many different types of on-line events being offered — webinars, video conferencing, podcasts, virtual meetings to name a few — many consumers find themselves overwhelmed and a little bewildered. NCJFCJ has been offering on-line training for nearly a year and in that time has learned a lot. The following are some of the lessons learned that will hopefully be helpful to organizations and judicial educators as they embark on the “on-line training adventures.”

    Lesson 1. Know The Terminology
    Be sure to determine what type of training should be offered before entering the exciting world of on-line training. Here are some terms to know:

    Asynchronous vs. Synchronous Training – An asynchronous training is one you can view at anytime. Either the original webinar was recorded for later playback or the curriculum was designed to be self-guided. Synchronous trainings are scheduled for a particular time and date and are attended “live” during that time.

    On-Line Workshop – An on-line workshop is generally focused on a single topic. On-line workshops are highly interactive with multiple opportunities for participant interaction including report outs and small group work. Think intensive workshop.

    Self-Guided Curriculum – A self-guided curriculum is an asynchronous do-it-yourself module that can be viewed anytime, anywhere. To receive CLE/CEU credit for self-guided on-line training, participants are generally asked to complete a test or write a paper, and frequently providers charge for the credit. Think correspondence course.

    Video Broadcast – A video broadcast is an opportunity to watch an event “live.” Video broadcasts are generally presentations or panel discussions that are simultaneously live and distributed over the internet. Think live TV event like the Superbowl.

    Video Conference – A video conference uses web-cams or other methods of video-conferencing to allow participants or callers to see the other callers who are on the line and involved in the video conference. Think conference call with video.

    Webinar – A webinar (or web-based seminar) is the most common term used to describe on-line training events. However, a true “webinar” is generally a broad single topic talk given by a presenter and includes few opportunities for audience participation. Think conference plenary session.

    Lesson 2. Producing Live On-Line Workshops or Webinars
    Conducting an online training isn’t quite as simple as putting a faculty member in front of a webcam and walking away. It takes at least two people behind the scenes – three would be even better to build and produce an online workshop or webinar. Just like in the classroom there are a variety of behind-the-scenes tasks that need to be performed. Here are the people needed for an on-line training:

    The Host/Producer
    The Host/Producer will introduce the faculty member, facilitate questions and answers, monitor participant chat, create polling questions, run videos, etc. While many of these activities can easily be performed by the faculty member in a classroom setting, on-line it is much easier for the presenter to concentrate on the subject matter at hand.

    The Faculty/Presenter
    The Faculty/Presenter has a role similar to the one they normal enjoy in the classroom. However, they will need to adjust their approach to training to reflect the lack of participant feedback. Because participants are usually muted during the session to avoid feedback issues, presenters don’t even know if the audience laughed at their jokes.

    Technical Supporter
    Technical Support does not have to be by an IT person; it just needs to be a person who can take calls from participants who can’t log-in, hear the audio, see the screen, etc. Develop a list of two or three easy to implement solutions to common problems the Technical Supporter can walk the participant through. If simple troubleshooting doesn’t work then more than likely the participant will need to work with their IT Department to resolve it.

    Lesson 3. Practice, Practice, Practice
    Before the host, faculty, and technical supporter host the live on-line training, they should spend some time in the on-line training environment determining how everything works and what activities work best on-line.

    The practice sessions may be used to develop detailed scripts for the host and faculty to follow. Once several practices sessions have been conducted, invite a few colleagues to sit-in for a test run of the entire event. Conducting a “dress-rehearsal” will help uncover activities that don’t work well for the audience, identify potential problems that participants might encounter, and determine the length of the on-line training event.

    Lesson 4. Give Participants Clear Instructions
    To make the log-on process as easy as possible give participants detailed instructions about how to access the system and provide them with information regarding the equipment they will need to participate.

    Equipment

    • Computer – A computer and internet connection is required to participate in any on-line event. While most on-line events can be viewed with even a dial-up connection, the better the internet connection is, the easier it will be to participate. Participants may need to work with an on-site IT department to make sure there is capability to view, hear, and participate in an on-line training.
    • Phone – Many on-line events ask users to use a phone line for the audio portion of the event.
    • Webcam – Webcams allow participants to see the facilitator, which may add a more personal touch to the training event and may help the participants more actively engage in the training or with the presenter. Many newer laptops and monitors come with webcams already installed or one may have to be installed by an on-site IT Department.
    • Software – While most on-line training events try to keep software installation to a minimum, and use platforms that should already be installed on a typical computer (i.e., Flash Player), certain programs or platforms may require new or additional updates or software. Remind participants to test system capability at least an hour before the on-line event begins, which will give them time to work with the IT Department to install any updates necessary.

    Tips for Helping People Be Good On-Line Participants – Include participant instructions, information on how to participate and get the most out of the program, and a description of how to allow for the best environment for fellow participants. Be sure participants know to

    1. Close the door.
    2. Turn off their cell phones.
    3. Close their e-mail and instant messengers
    4. Do a test of the system to make sure the on-line event software will work.
    5. Use the program’s tools to interact with the presenter and other participants
    6. Complete the evaluation at the close of the event and provide honest useful feedback.

    So Why Do On-Line Training At All?
    On-line training and meetings are an economical way to offer quality content to a geographically diverse group. The on-line learning environment is unique and while different from the classroom can offer a variety of new ways to interact with the audience. One participant of a recent NCJFCJ webinar said “…great information, loved the videos and activities demonstrating the ideas.”

    On-line training can also offer the participants a degree of anonymity, which can allow for a more candid conversation on controversial topics like implicit bias. Already this year, NCJFCJ has conducted two “Social Cognition: The Pros and Cons of Autopilot” programs that explore the role that stereotypes play in decision making. Using “polling” participants can anonymously react to common stereotypes and discover how much of their decision making is based on that sort of “gut-feeling.”

    On-line training can also mimic classroom activities. During the two part series on “Using Incentives and Sanctions in Your Juvenile Drug Court,” participants were divided into small-groups to work on individual group work. The particular on-line training software that NCJFCJ uses allows participants to be sent to “virtual” breakout rooms, and in the breakout rooms, participants are able to write on a white board, instant message one another, and discuss the topic over the conference call line.

    For these reason, NCJFCJ is using and will continue to use on-line training environments and formats to reach judges and juvenile justice professionals to provide a wealth of information.

    Jessica Pearce is the Projects Coordinator in the Juvenile and Family Law Department, Alcohol and Other Drugs Division. Ms. Pearce has extensive experience coordinating and managing training and technical assistance projects such as NCJFCJ’s National Conference on Juvenile Justice, NCJFCJ’s Annual Conference, the Juvenile Drug Court Planning Initiative, and the Judicial Curriculum for Juvenile DWI. Ms. Pearce led the curriculum development team for NCJFCJ’s “Moving Your Juvenile Drug Court from Where it is…To Where You Want it to Be!” training series. Ms. Pearce has presented on adolescent and AOD-related topics for Children and Family Futures, the National Highway Traffic Safety Administration, and the Reclaiming Futures Project. Her writing has appeared in Children and Youth Services Review, NCJFCJ’s Today Magazine, NCJFCJ’s Child Support Enforcement Benchcards, The Court Appoint Special Advocates’ Judge’s Page, and the Century Council’s Hardcore Drunk Driving Guide for Judges.

  • Cutting Edge – Best Practices for Handling Mental Competency Issues

    by Daphne A. Burns

    The National Judicial College is delighted to announce the fall launch of the Mental Competency – Best Practices Model website at www.mentalcompetency.org. The purpose of the Mental Competency – Best Practices Model is to present a body of practices deemed to be most effective and efficient for handling mental incompetency issues in the criminal justice and mental health systems. The Mental Competency – Best Practices Model provides practices, protocols, and other recommendations for the various stages in the criminal justice-mental health systems continuum, such as:

    • Practices and protocols for the initial competency hearing and order for competency assessment;
    • Competency evaluation and report, including what a judge may expect to see;
    • Competency treatment plan – to keep the judge and all the stakeholders apprised;
    • Practices and protocols for the hearing on the competency determination;
    • Competency restoration, including the judge’s role in the referral, staying apprised of the status, and complying with Jackson v. Indiana, 406 U.S. 715 (1972);
    • Standards and protocol for a hearing for the involuntary administration of medication in accordance with Sell v. United States, 539 U.S. 166 (2003);
    • Establishing a competency court or docket; and
    • Providing specialized education for judges, attorneys, and all of the stakeholders who handle competency issues.

    In addition to the Model, the website has related resources, including videos of mock competency hearings, and links to articles, books, studies, statutes, cases, and other helpful information in the mental competency area. In the coming months, the NJC will present a series of live webinars that will also be posted on the website.

    The website also features a blog to keep you apprised of new court decisions; legislative changes across the country, including implementation of best practices; educational offerings; new articles, books, studies and other releases; and other news and innovations in the mental competency area. We hope you will subscribe.

    For further information, visit the website at www.mentalcompetency.org, or contact the National Judicial College at (800) 25-JUDGE, or e-mail at competency@judges.org.

  • Southeast Region Director Selected

    Cynthia D. Davis
    Cynthia D. Davis

    The executive board of the National Association of State Judicial Educators is pleased to announce the appointment of Cynthia D. Davis as director of the southeast region. Ms. Davis is currently the Director of the Judicial College of Mississippi. She provides oversight for Judicial College operations, and serves as liaison with the University of Mississippi and the Ole Miss Law Center, the legislature, and the constituent-trainee groups.

    As director of the southeast region of NASJE, Ms. Davis will represent the region on the NASJE executive board, develop educational programs for the southeast region, and promote judicial education standards in the region.

    Ms. Davis is long time member of NASJE. She brings tremendous expertise in the field of judicial education to the NASJE board.

    Joseph Sawyer, president of NASJE, stated: “Ms. Davis’ commitment to excellences will ensure the growth of NASJE and the continued professionalization of judicial education throughout the country. The entire board looks forward to working closely with Ms. Davis. The southeast region is very lucky to have Ms. Davis at the helm.”

  • From the New President – Summer 2011

    NASJE President, Joseph Sawyer
    NASJE President for 2011-2012, Joseph Sawyer

    As the new president of NASJE, I would like to thank immediate past-president Judith Anderson for her leadership and vision. Judith worked hard to keep NASJE moving forward during a financially difficult year for the country.

    I would also like to thank the chair-persons of the Education Committee, Evie Lancaster and Crystal Banks, for putting together NASJE’s first join conference with the National Association of Court Managers. The conference was a wonderful success.

    During the rest of 2011 and through 2012, the NASJE executive board and various committees will continue to bring new ideas, curricula, and other education opportunity to NASJE members through the use of live webcasting, the members’ only site, and of course regional and national conferences.

    The Education Committee is busy at work planning the 2012 conference being held in Boston. We look forward to seeing all NASJE members in Boston in August of 2012.

  • From the President: Good Bye, But Not So Long

    NASJE President, Judith M. Anderson
    Judith M. Anderson

    This is my last letter to you as President of the National Association of State Judicial Educators (NASJE). In July, Joseph Sawyer will take the reins as President at the NASJE/NACM Joint Conference.

    I am truly honored to have served as NASJE’s President this past year and have thoroughly enjoyed working with the NASJE Board—one of the most dynamic, energetic, and forward thinking Boards I have ever experienced. It was a pleasure to represent you and NASJE at the National Center for State Courts (NCSC) Board of Director’s meeting and at the live webinar on Professional Development for Court Leaders that NACM and NASJE developed and was conducted by our NASJE colleagues in Ohio. These opportunities provided a voice for NASJE and judicial branch educators to convey our message to other organizations and court employees about who we are, what we do, and how we can help.

    Many exciting things have been happening with more still to come. One of the most obvious changes is the new look to NASJE’s Website and newsletter. A huge thank you goes to our Web and Technology Committee, Newsletter Committee, and to our Webmaster Steve Cicero for making this happen. The Website is easy to use, easy to update, and full of resources for NASJE members.

    Our regional directors are busy keeping members informed and connected via Webinars, newsletters, and face-to-face meetings. I encourage all of you to get involved in your region. With dwindling resources, you just might find a “golden nugget” or resource that can help your state weather the fiscal storm in the coming years. Keeping in touch with educators within your region is a good way to stay connected to those in the business of judicial branch education. Over the years, I have found many “golden nuggets” and resources via the regional meetings and implemented them in my state.

    I look forward to attending the NASJE/NACM Joint Conference in July. This is a one-of-a-kind opportunity for NASJE members and court administrators from around the country to connect and share resources and common goals in the training and education of judges and court staff.

    Finally, I want to thank all of you who are chairing committees or serving as committee members. NASJE is a volunteer organization and would not be thriving without you.

    “Those that can, do. Those who can do more, volunteer.” – Unknown