Leadership Manual 2 by Junior Police Academy

Junior Police Academy

Leadership Manual P L A N F O R S U C C E S S

JUNIOR POLICE ACADEMY: CELEBRATING 20 YEARS

6 Questions: Why (is your department doing this)?

Why (are you doing this)? Who (will be your cadets)? Who(will instruct)?

10 12

When (will you meet)? What (will you teach)?

14 16

Where (will you meet)? How (to establish procedures)?

22 24

Here to Help Acknowledgements!

30 31

What we could not print, awaits you online!

JuniorPoliceAcademy.org/ideas

INCLUDING

VIDEO TRAINING FOR INSTRUCTORS Go behind the scenes to visit with the innovative instructors who have pioneered the program nationwide.

Our instructors understand that the best way to reach young people is to be present and to be honest. Yes, offering an educational program is outside the normal duties of a police officer; however, that is why the program yields such dramatic results. Assuming these additional duties communicates a simple, yet powerful message: â&#x20AC;&#x153;I am here because I care, and because you are important to this community." An entire generation of young Americans needs to hear those words. The Junior Police Academy is your opportunity to live them. Â

Plan for Success As many of you know, or will hopefully soon discover, leading a youth program, even one as flexible and accommodating as the Junior Police Academy, requires enthusiasm and a bit of planning. Leveraging 20 years of experience, this manual is your all-in-one handbook and reference guide. Comprehensive, yet [mercifully] concise, these pages will help you build the foundation upon which you will lay proud claim to the most dynamic and democratically vital profession on Earth – American law enforcement. Along the way you will be hearing from the many law enforcement officers who pioneered the Junior Police Academy. Just as they have over the past 20 years, they will be interrupting me from time to time to explain how they broke or rewrote each rule and procedure stated herein – creating something uniquely, wonderfully their own. That is, after all, the promise of the Junior Police Academy, to bring young people and police officers together and then stand back.

Phillip LeConte Executive Director

The essential quality of what happens next cannot be found in this or any other manual. It defies description. I do know it has the power to transcend the distance that once defined cops and kids with a brand of idealism that’s uniquely American and, at least to my way of thinking, essential to both liberty and democracy – an enthusiasm for justice!

Phillip LeConte Executive Director

Junior Police Academy Celebrating Our 20th Anniversary The Junior Police Academy taps into something as old as the law enforcement profession itself, something that goes all the way back to the first time a father put on a police uniform and stood before his children. Frame that image in your mind and glimpse the engine that powers JPA: for youth, someone to champion justice; for the police officer, someone worth fighting for.

The simple yet powerful central theme of the Junior Police Academy: Police officers are the pillars of a democracy; a noble extension of our national identity. Idealistic? Perhaps. But the ideals of one generation quickly become the artifacts of the next unless they are kept vitally alive. JPA instills these very principles of American justice into the classroom – to be put to useful purpose by the next generation.

Together young people and police officers generate a uniquely American brand of idealism that is essential to both liberty and democracy – an enthusiasm for justice!

Spanning a Generation Now in its 20th year, the Junior Police Academy’s impact can be measured across an entire generation of graduating cadets. Today, there are citizens across the country who better understand their civic responsibilities because of JPA – empowered to contribute to the life of their community and their country in ways that enhance public safety and solve problems.

“Advanced Citizenship” “In this country, we are called to an ‘advanced citizenship’ which can only be realized when young citizens understand that they are stake-holders in our democracy,” said JPA Advisory Council member Chief Tom Clemons. “The Junior Police Academy often marks the start of a young person actively assuming their lifelong role as an informed citizen – extending the program’s true impact far into the future.”

Historic Tradition The Junior Police Academy is built on the premise that public safety officers provide an ideal role model for mutual respect, tolerance and the peaceful resolution of conflict. The value of police departments working with young people was recognized early on. “Junior” or “boy police” programs started appearing during the first two decades of the 20th century, sponsored by local police departments or schools in places like Berkeley, California; Council Bluffs, Iowa; Cincinnati, Ohio; and New York City. With the adoption of community policing in recent decades, programs embracing the original spirit of these efforts started to reemerge. Founded in 1992, the Junior Police Academy was among the first and has steadily established its leadership over the past 20 years.

“JPA often marks the start of a young person actively assuming their lifelong role as an informed citizen extending the program’s true impact far into the future.”

While programs for ‘cops & kids’ have a long history, the Junior Police Academy has the distinction of elevating police/youth programming from ‘recreational activities’ to being an accredited part of middle school curriculum. In doing so, JPA continues to help reshape education and the role of law enforcement in America.

Chief Tom Clemons

SIX QUESTIONS You will be constructing a plan for your program by first considering six questions:

Why? Who? When? What? Where? How? Answer each question as best you can. At this stage of the planning process, a good guess is enough to get the ball rolling. The process yields dynamic and unexpected results when you begin to consider how each answer impacts the other. The process of putting pencil to paper [literally] will start a creative and logistical process that helps you spot conflicts and opportunities. Most police officers excel at logistics, so please forgive me when I state the obvious as we move through each step.

WHY (IS YOUR DEPARTMENT DOING THIS)

Your answer will influence how you answer all the other questions. You are creating a road map, but let’s get specific about why you are going somewhere in the first place.

Starting with the End in Mind It calls to mind a statement recently shared with me by Sgt. Robert Goetz, whom I suspect might actually derive enjoyment from crafting a comprehensive plan. When I asked him the secret to creating the perfect plan, he suggested that “logistics is simply the art of starting with the end in mind." Imagine your final destination for a moment. And again, be specific. The more detailed you are, the more accurate your map. Ask; what would be the best possible result of my hosting a JPA?

WHY (IS YOUR DEPARTMENT DOING THIS, CONTINUED)

Optimistic Outcomes Think in terms of outcomes. Be optimistic. Imagine the final day of your academy. Who is there? Your cadets of course, but who else? Are the cadets’ parents there? Is the media? Even if your academy has no culminating event, you should still consider what impact you hope for. What do the cadets, parents, and members of the community know now that they did not know before? How have your cadets’ attitudes towards policing changed or been enlightened?

For the purposes of this manual, let's imagine:

“START WITH THE END IN MIND.” JPA Advisory Council member Sgt. Robert Goetz describes logistics.

Graduation day. All your cadets are lined up holding a graduation certificate. Their parents and family members fill the auditorium clapping in recognition of their achievement. Students who previously knew little, if anything, about law enforcement now feel a proud connection to your department, your profession and to you. Both cadets and parents have a new or better understanding of public safety and exemplify the kind of citizens who make for better, safer communities. That is an ideal, but certainly not beyond the realm of possibility – I have attended several JPA graduation ceremonies that met all the above criteria. Once you have an ideal outcome in mind, you work backwards, approaching each of the remaining questions with that specific goal in mind.

WHY (ARE YOU DOING THIS)

For a moment, let’s go beyond the obvious reasons and get personal. Your answer will require a bit of soul searching, but it's important, if not vital, to maintaining your personal enthusiasm for the program. Enthusiasm is largely irrelevant to your professional duties as a police officer. How you feel on any given day need not impact your performance. This is one of the hallmarks of professionalism. Good day, bad day, you soldier on. This is not necessarily the case with the Junior Police Academy. The program is probably something you will be doing in addition to your regular duties. An abundance of enthusiasm will be needed. Whether you view the program as extra work, profoundly rewarding or somewhere in between will depend on your level of personal investment.

A WHY that inspires you. As a police officer, a citizen of the United States, perhaps as a father or mother, you no doubt hold passionate views about the next generation of Americans. Indeed, I have yet to meet a police officer who has not thought deeply and meaningfully about life. To the extent you are able to channel the things you feel most passionate about into the program, the easier it will be to find the time and energy required. There are many officers who have siblings or nephews or nieces whose lives have taken a wrong turn. For them the program is a means reaching out to young people and giving them the confidence and guidance to keep their life on track. For some officers, it’s an opportunity to cultivate accountability at a time critical to a young person’s maturity into adulthood.

WHY (ARE YOU DOING THIS, CONTINUED)

Democracy For me, JPA is an opportunity to talk about democracy. Take this quote from Commissioner Ed Davis with the Boston Police Department: “The rights set forth in the United States Constitution are the rightful heritage of every citizen. The interaction between a citizen and the police, the respect one has for the other, has a major impact on a citizen’s own confidence in democracy.” “The way that officers talk to people, the way that they interact, reflects on government at large and renews or erodes a citizen’s confidence in democracy and the fairness of our system of government.” I was so inspired by that statement that all the hours of overtime I have invested in the program immediately started paying a higher rate of interest. It has become the frame through which I approach this material – cultivate democracy by introducing young people to the finest citizens I know.

Your Turn Take the time right now to answer both WHY and WHAT questions. Q: Why do you want to host a JPA? (Imagine The ideal outcome – the best possible result of hosting a JPA.) Q: What will make this personally gratifying? (Incentivize the program’s overall vision. Make it personal.)

Built to Last This exercise is more than just pie-in-the-sky or wishful thinking – it is critical to keeping the program planning consistent with your intentions and your energy equal to the demands that lie ahead. In the next step, we will put a face to your program.

WHO (WILL BE YOUR CADETS)

Time to define “Cadet”? Typically the program is offered to young people in middle school. Students are referred to as cadets while in the program and are expected the meet a welldefined standard for conduct while in JPA.

Who will be your cadets? The decision of which grade you will target is an important one. JPA has been successfully offered in both high school and middle school settings. One strategy is to offer the program to students during their first year on a middle school campus so they can more quickly become mentors and student leaders through the remainder of middle school and throughout high school. Another strategy is to enroll both high school and middle school students (only really feasible in a summer camp setting) allowing the older cadets to be a positive role model to the younger cadets. Screen Cadet Applicants One of the most important steps in developing a program is the process by which you select recruits. It is vitally important that you establish a written criteria by which Cadets will be selected. (If you have to deny an applicant admission, be sure that your criteria is applied consistently to everyone -- and in writing!)

Give Me a Number You will also need to consider the number of cadets each academy will accommodate. Typically somewhere between twenty and thirty is a good working number, consistent with the average size of a classroom. The number of instructors you will need is determined by considering total number of cadets and factoring in the frequency and duration of your academy. An academy offered over the course of a semester, meeting for one hour, three times a week will be significantly easier to manage with a single officer than a week-long summer camp that meets for seven hours a day. As an instructor, you will be out-numbered. But in the spirit of “One Ranger, One Riot” there’s no reason to think you will not be able to manage the situation.

WHO (WILL INSTRUCT)

All great programs require great leaders. JPA is no exception. Do you have the right person to lead your program? The success or failure of your program will depend on finding an individual with not only the skills, but the time to make it all happen. Instructor Defined: JPA Instructors are typically law enforcement officers, active duty or retired. (In some cases in which the program is offered for course credit, a licensed teacher is required to participate as the “teacher of record”.

Instructor 101 The Junior Police Academy stands on the shoulders of exceptional law enforcement officers at the local level – individuals who bear witness to the power of stepping beyond what is required. The most fertile ground for reaching young people lies just beyond that next mile. It takes extra effort, but it is the magic zone where everything communicates a simple, yet powerful message: “I am here because I care and because you are important to this community.” Making that connection does require a police officer to ease into the position of classroom instructor. JPA requires police officers who can make the adjustment from the street to the classroom and have a general understanding of how to interact with kids over a sustained period of time. Like everything else, practice makes perfect, and perfecting your classroom skills takes time.

WHEN (WILL YOU MEET)

Answer the question of when by creating a program schedule. A program schedule charts your academy across a timeline – starting with Day One through graduation. As you look at the blank schedule, you need to ask how long and how often should or can your program meet.

C R E AT I N G A P R O G R A M S C H E D U L E While every program schedule is different, they typically fall into two groups: Classroom and Summer Camp or After-School.

CLASSROOM A program schedule charts your Academy across a timeline – starting with Day One through graduation. It establishes both the “when” and the “what”.

Can be months, meeting for one hour/approx. three times a week.

Built using one-hour blocks of time, your Classroom schedule will look like a Checker Board. (Three to five times a week, one-hour per day, scheduled over the course of a school semester)

WHEN (WILL YOU MEET, CONTINUED) SUMMER CAMP

HOST A MICRO-JPA A great way to get started is to meet with students to discuss a recent local event involving public safety. Events will always conspire to put law enforcement center stage. Â Was there a recent shooting in the news, traffic fatality, incident involving bullying? Each is a potential opportunity to open up a dialog and meet with students. You may find this exchange the start of something more formal and frequent. If so, JPA may be the perfect fit.

Can be one week/several hours a day

Also built using one-hour blocks of time, the Summer Camp schedule should look like swim lanes. (Several hours a day scheduled over a single week)

Your Turn... Now, using a calendar, block out your academy strictly in terms of time.

Choosing a Start Date Remember to pace yourself. How soon can you reasonably be expected to start the program? We suggest you allow at least four to six months to thoroughly develop the program content, work with local educators and recruits qualified cadets.

W H AT (WILL YOU TEACH) OK, so you’ve got your schedule, but it’s just blocks of time. Next we plug in the WHAT or the actual educational content which will fill the time you have blocked off.

Choose Your Content We offer two primary sources of content:

TWO OPTIONS:

American Police Officer: A Course in Character is our new course and can be found at AmericanPoliceOfficer.org. “Connecting with Kids” – the core curriculum for teaching the Junior Police Academy can also be downloaded.

SPECIAL CONTENT. SPECIAL EVENTS. JPA has a great many resources for supplementing special content or events, like guest speakers, “day one” multi-media and cadet graduation. Download @ JuniorPoliceAcademy.org/ideas

AmericanPoliceOfficer A Course in Character

Here are some details:

The First Ten Minutes Make them count by seizing your cadets’ attention and enthusiasm. JPA has many resources for making a great first impression, including “Strategies for Introducing Young People to Law Enforcement in the United States”.

Guest Speakers Obviously you will want to do everything to accommodate representatives of other agencies. Remember to prep the cadets for the visit by requiring them to come up with insightful questions for the speaker.

Graduates Please Rise Schedule time at the end of the academy for a graduation ceremony or some recognition of the cadets successfully completing the academy. Regardless of its scale, your graduation is an opportunity to bring the Academy to a meaningful conclusion. http://juniorpoliceacademy.wazala.com/

Connecting with Kids

Download @ JuniorPoliceAcademy.org/ideas

W H AT (WILL YOU TEACH, CONT.) THINK WHY? Every JPA emphasizes meaning over technique. Instructors ultimately link police procedure to its intended purpose in promoting justice and the rule of law and freedom – the foundations of society.

I give ownership of the class to the community. I listen to them. I talk to community members. When an issue comes up, they know we are going to get it resolved. It all starts back with the youth and if you can get them to believe in you and what you are trying to do you will have them as adults someday. Chief Tom Clemons of Seward, Alaska

Focusing on the “WHY”, rather than the “HOW” can move young people to a richer understanding of a law enforcer’s role in society. Exploring “why” broadens the cadet’s definition of a law enforcer to include peacemaker and lifeline to those in peril. Upon completing the program, Junior Police Academy Cadets are presented with a “Certificate,” but just what does a Junior Police Academy education mean? What is the value of these materials? What distinguishes a JPA Cadet from other students? Every instructor should answer these questions for themselves before conducting a class. The answers are essential to successfully presenting the material in this Workbook.

W H AT (WILL YOU TEACH)

BASED ON A TRUE STORY We encourage law enforcement instructors to invest their own professional experiences into the learning process. Tell the story of policing as only you can – the profound joy, sadness, courage, despair and hope! Stories have the power to reveal truth in a way that raw facts cannot.

So don’t be afraid to pay your ace card: your experience!

Step in and out of a story Pick the moment you step out of the prepared lesson to tell your story with care. The cadets should know when a story has begun and the exact moment your story ends.

Every aspect of law enforcement is rich in human drama. It is a story which you have the privilege of relating from personal experience.

Example: Relate to the students your first day in the police academy. What were you thinking? Were there some who did not make it? What was the hardest part? What was difficult for others, that you found easy? Be sure to write down notes before class.

STORY THEMES Here is a small selection of common story themes. They will hopefully trigger a great story.

During this two minutes, the cadets should become accustomed to complete silence and no hands up for a question.

Remembrance or Memorial Stories

Sacred Ground

The Best Police Officer I Have Ever Met…

The story you relate may be sacred ground for you, so the class should be respectful. You may want to start with stories that are humorous or perhaps less personal while they are still getting used to how to behave during this time. Always know the point of your story or how it ends. In other words, how does it relate to the UNIT? How does it amplify the information you were covering?

Stories that acknowledge, honor or reflect on the life of one who has died.

Stories of a significant mentor in your career. What impact have they made on your life? Nearly every law enforcement officer draws inspiration from a veteran who they admired. Pick an ah-ha moment from that partnership.

Stories of Challenge Stories in which you have experienced challenge and how you overcame it. They can be physical as well as mental challenges of conquering a specific fear early in your career.

Plan Your Transition Ultimately your story will be judged based on the grace with which you are able to end the story on point and step back into the lesson. This is simple enough to do if you give it a little thought prior to classroom. Trying to work out the details of your exit while you’re telling the story is not recommended.

W H AT (WILL YOU TEACH)

Objects & Artifacts All of us have own a possession that holds tremendous value in our lives. There is always a compelling story that brings that object to life and gives it meaning.

Stories about a Place Geographical places hold intense memories and emotional significance in our lives. While places may not have historic markers and may seem unremarkable to the casual observer, they are never-the-less sacred places in your life. The archaeological history of you is fertile ground for every storyteller.

A picture, plus a thousand or so words Countless stories can be found in the well-worn shoe box or photo album. Each photo preserves a moment in time and each moment has a corresponding story: “Where was I when this photo was taken? Who took it? Who is in the photo with me? What was I thinking when this was taken?”

LISTING EXERCISES Make a list. Jot down three to five specific experiences that have made you the person you are; unique things that you do habitually that have helped you succeed; experiences you'd mention if someone asked you to explain why you do the work you do. Keeping Faith Don’t feel comfortable talking about yourself? Speak on behalf of an officer you knew: “I want to tell you about the greatest police officer I ever knew. It’s my privilege to speak on his behalf. He was my real police academy.” It’s the way we keep those who have passed on...alive.

Focus Telling the entire history of your experience in a single short story can be an overly ambitious task. It is often hard to know where to start a story and usually harder to know when to end it. Just keep in mind it should end by relating the wisdom or transformation that occurred as a result and you can’t go wrong!

Your Story And if you have any doubts as to the value of your own stories, imagine for a moment what you would give to hear the thoughts and insights of the long line of law enforcement professionals who have preceded you. I encourage you to enroll the local media and historic society in your efforts, thereby creating source materials that can be referenced by each new generation of students.

W H AT

TIPS FOR BRINGING CONTENT TO LIFE

(WILL YOU TEACH) The facts on the page are just that – facts. Bringing those facts to life is the craft of teaching. Here are some strategies:

Procedure = Meaning

You’ve told this story one hundred times… but never to youngsters…preparation is critical.

Every aspect of law enforcement, every procedure, is the result of years of field testing. Even the things that have become routine have a rich history. Don’t just demonstrate proper handcuffing techniques, tell the story of its evolution and the many officers who have lost their life due to poor handcuffing techniques. Create a sense of urgency that the students are being empowered with knowledge that is essential to seeking out justice.

Campfire Strategy Great campfire stories use one of two hooks (sometimes both). The story is placed geographically – “on this very site” or is placed in time – “ten year ago this very night”. Some appropriate version of this can bring your content alive. After all, every square mile of this country can be seen as an Atlas of America Justice. Tell the story of the local heroes who fought for justice, not in some far off land, but right where they live. A story about events that happened nearby will always be more engaging than a story about events that occurred far away. The anniversary of an event also gives it special significance.

Life After Police Strategy Using the structure of the TV series “Life After People”, describe a world in which the subject of the lesson (Coast Guard, Secret Service, CSI Unit, highway patrol) is suddenly gone. Put the students at the center of this world. Make the students stakeholders. As with the TV series, describe not only tomorrow, but the weeks and years ahead. Speculate. Ask for the cadets’ input. If you are a history buff, take them back in time. Describe life before XYZ. How did people cope?

W H AT (WILL YOU TEACH)

USA Today Strategy Current events lend a sense of urgency and relevance to your subject matter. Pick up the news paper. Every event will have a public safety component of which students are unaware. Pick an event that already interests them and explain the public safety implications. Consider debriefing students regarding events within your community: a shooting, a traffic fatality, a bullying incident – each is an opportunity to introduce topics of significant weight and urgency.

TRY ENGAGING THE SENSES: Sound (Play sound associated with topic: various types of sirens, 911 call, dispatch call to patrol unit, emergency warning system) Touch Try using a prop that is related to the content. The possibilities are endless. Teaching CSI? Pass around an evidence bag. (Watch as what is essentially a plastic baggy turns into a object of wonder.) Visual Choose from various visual aids JPA provides in each lesson online. Other options include: • Hold up newspaper with article relating to UNIT (be sure and scan Sunday paper for news related to UNITS to be covered in week ahead.) • Vintage uniform that highlights the historical roots of UNIT • Equipment essential to the enforcement of UNIT topic.

WHERE (WILL YOU MEET)?

The Classroom & Beyond You probably already have a good idea of where your Academy will be held. Most academies combine both classroom sessions and outdoor activities, including field trips to local agencies. The scope of law enforcement in America is staggering. No other profession offers such a dynamic range of learning opportunities, many of which will be only a short distance away. Within most communities you will be able to walk cadets through the entire criminal justice system â&#x20AC;&#x201C; from state legislatures that write the penal code, to the local police and sheriff departments responsible for enforcing the law, to the system of county courts and local jails where the accused are tried and punishment is carried out.

Road Trip! With a little planning, the Junior Police Academy can provide cadets with a backstage pass to a world most citizens only see on television. Make every effort to introduce them to the real world of policing that awaits just outside the classroom.

Special Events Another option for an out-of-class experience is to have your cadets volunteer to assist with security for public events. Former Sgt Tom Long of Herkimer, NY turned these outings into one of the mainstays of his program. His cadets even worked security during a visit from President Clinton.

Hit the Road! These type of activities are also great opportunities to raise public awareness about the program.

WHERE (WILL YOU MEET, CONT.)

Officer Mitchell

Winning Over Schools “The schools at first were not enthusiastic. Places of learning have their criteria, they have their classes set and they are not readily open to change. I had to sit down after designing the program and show the school leaders, week to week, what we were going to do. “We had to reassure them that the Junior Citizen Police Academy would not take anything away from their way of training. We convinced the administration that our goal was to make the school a participant in our police classes — that they were partners in our effort to open lines of communication between kids and police, so when kids see police officers on the school campus, they are perceived as friends.” Officer Mitchell Garcia, Houston,TX Police Department

“We wanted students and officers to interact in a positive, educational setting. The Junior Police Academy provides a place for us to do that. Together they talk, they laugh and they get a chance to learn from one another. Chief Patrick Fuller & Cadets.

“I see officers in the stands at football games and students jumping out of the seats to say ‘Hi’. That type of understanding goes a long way towards ensuring a safer school and community." Chief Patrick Fuller - Austin Independent School District

HOW ( E S TA B L I S H P R O C E D U R E S )

HOW covers a wide range of rules and logistical considerations. Think of “How” as those things that impact each day of the academy: conduct, pacing, etc. Here are a few “hows” to consider.

Debrief & Adjust

The Expectation of Structure Make no mistake, a more regimented approach and strict adherence to “rules” is part of the program’s trappings and appeal. The very name of the program sets up an expectation of order most cadets expect and will enthusiastically support. (Without it, they feel jipped. Trust me.)

The end of each day furnishes you with time to evaluate what went right and what did not. Police officers are accustomed to debriefings, and I have seen it put to effective use in places like Everett, Washington. Lt Robert Goetz steadily improves their academy by gathering his team of SROs together for an end of the day evaluation. His team also uses a portion of the time to review the schedule for the following day. Whether you work with a team of officers or are a one-person show, you will always be looking for ways to improve on “how” you did.

Code of Conduct You will want to establish strict, unwavering rules of conduct for your cadets. The Junior Police Academy draws upon, at least in spirit, the experience of attending an actual police academy. As with an actual academy, you will need to articulate and enforce rules governing cadet conduct. Every officer will have their own personal take on setting the rules. While deference should be given to the school's existing rules, don't hesitate to institute a code of conduct that goes well beyond what is expected of the general student population.

Integrity Code: The Junior Police Academy operates under a code of personal integrity to instill a sense of moral responsibility within each cadet. It is the expectation that cadet will assume responsibility for his/her own actions and develop intrinsic values of personal integrity.

Setting a higher standard of ethics and integrity for cadets can itself become a learning experience. Just as a higher standard is required of police officers, so too will it be required of cadets. Best advice: Be consistent with your enforcement of the rules.

Stealing, lying, cheating, or any other activity that conflicts with these standards and undermines the integrity of the academy cannot be tolerated.

HOW ( E S TA B L I S H P R O C E D U R E S , CONT.)

Maintaining cadet enthusiasm. Keeping your cadets interested and enthused about the program is vital to its success. Kids have a short attention span. In order to keep them coming back for more, your program must maintain a compelling mix of educational variety — lessons, activities, field trips and video presentations.

Pace Your Academy

The JPA Cadets love every minute of it! The school administrators are very impressed as are city officials. I've had so many positive comments throughout the academy so far from parents and teachers. The biggest comments I have received are from teachers stating that homework has been getting done and the grades are improving from the Cadets that are in the JPA Program." Chief Chad Pusey, Oblong Police Department

“To keep it interesting we tried to maintain excitement in stages. The first night we gave them a tour of the academy with different live exhibits going on that evening. We put them in a patrol car on the driving track that goes 65 mph backwards, slams on the brakes, does a 180 degree turn and takes off in the other direction. “Little things like that get the adrenalin pumping. A couple of weeks later they got their JPA t-shirts so the excitement level jumped up again. You could see pride building because when they arrive for class they are all wearing their shirts.” Officer Mitchell Garcia, Houston Police Department

Elect Academy President “Cadets voted one student to be the class president and they received a special certificate at graduation. Class president should be chosen half-way through the academy. The President had to attend all the meetings, never be late and have no disciplinary problems.” Officer Tim Roberts, Lawrenceville Police Department (GA)

Custom Fit What is really great about the JPA program is that you can expand and make it your own. Your are given the guidelines to work with, but can add to the program to make it fit your resources and community. Officer James Taylor

HOW ( T O E VA L U AT E C A D E T S )

Notebooks Students should keep a detailed notebook of what is reviewed each day. Precision and attention to detail is essential to be a good police officer. Student’s notes should reflect the same attention to detail that is required in police report writing. • • • •

Take notes on lessons Takes notes on videos and visiting speakers File articles from the Current Events Beat Record the vocabulary words and definitions

This notebook is not to be used for other classes! It will be collected on a variable schedule. The notebook will be graded and be a percentage of the cadet’s final grade. Spot checks will be made randomly throughout the Academy to ensure that students are keeping their notebook up to date! Student notebooks will serve as a resource for the students to review before a quiz or test.

(Without it, they feel jipped. Trust me.)

HOW (TO ENROLL CADETS)

When the time comes to recruit your cadets, a word of caution: work out all the program details before you make your pitch. Kids ask questions — don’t be caught off guard. It might also help to take along promotional materials. Check out JPA's new recruitment video and poster.

Be personable and outgoing. “Many young people are still hesitant about approaching police officers. It is our job to break down barriers and reach out to the youth.”

Enroll Administrators First “We then explained the purpose and goals of the academy and asked for the opportunity to speak to the students. The vast majority of the school administrators welcomed us enthusiastically.” Officer Gary Richards

Officer Gary Richards of the Temple Police Department in Texas

HOW (TO ENROLL PARENTS)

In many cases it is the parents who take the lead in enrolling their kids. So make it a point to mention the Junior Police Academy whenever possible during presentations to community groups. JPA provides your department with the opportunity to speak at public gatherings. The JPA provides community affairs officers a fresh approach to delivering a familiar message. Tell members of the community about your experience as a law enforcement officer in teaching the program and getting to know the next generation of Americans. The older generation will always appreciate hearing that shared values are being cultivated in our youth.

Be Prepared for Every Question (Regarding issues you have never even thought about!) Cadets, parents and educators will all have questions regarding the Junior Police Academy. You need to have thoroughly thought through the details of the program so that you are not caught off guard.

Parents may not be interested in their kids learning police procedures – but most would like nothing more than for their kids to have a police officer as a friend and mentor. Consider this statement from Patricia Lyle, retired Principal of Lamar Middle School, Austin, Texas:

Ask your spouse or some other inquisitive individual to pepper you with questions about the academy well in advance of speaking to a live audience. You will be surprised what others want to know.

MOMENTUM Recruitment should be one of the last steps before starting the program. You do not want too many weeks to pass between a student signing up and the program's start date. Remember, you need to maintain momentum. A young person’s attention span is not in your favor!

“The students who have taken JPA have developed a relationship with our school resource officer that makes them feel comfortable going to the officer if there is a problem. I can’t tell you how many times I’ve seen the students talking to our SRO after school. JPA has helped build trust and respect. “I think JPA needs to be in every middle school. I encourage all my peers to adopt the program.” Patricia Lyle

P R A G M AT I C P I T C H

HOW (TO ENROLL SKEPTICS)

Want to take a more practical approach when discussing (justifying) the program? JPA’s mission can just as easily be defined in terms of its impact on crime. . Below we have paraphrased a statement originally made by Commissioner Ed Davis with the Boston Police Department. (The information about JPA was not part of his original statement, but this does furnish a pragmatic justification for community policing programs in general.)

“CSI DOES NOT CATCH MURDERS" Suggested statement by community police officer to community group:

NOT EVERYONE IS SOLD ON COMMUNITY POLICING. TRY THIS.

"Ask any good homicide detective. They will tell you the same thing. You don’t catch the killer through CSI. CSI is helpful. But the truth is homicides are solved and the bad guy is caught because you, the citizen, tells us who did it." "If people don't trust us, then they will not tell us who did it, no matter what the case is. Every encounter that they have can either make or break the reputation of the police department. It can establish a good relationship or not with someone who may be a witness to a homicide, with someone who may hold information that is crucial to the biggest case that the police department works on in a particular time frame.” "Terrorism cases, homicide cases, kidnapping cases, they all hinge upon our ability to establish a trusting relationship with the community and getting that community to reach out to us when they have information." "That is why I am very proud to tell you about a program that helps build lines of communication between police and citizens like yourself. It's called the Junior Police Academy and I encourage you to support this important educational program."

visit juniorpoliceacademy.org.

KELLY LECONTE PROGRAM DIRECTOR

Here to help. Don't let the lack of a grand design or a five year plan stop you from taking that first step. The primary objective of the Junior Police Academy is to put kids and cops together. Your time with young people may, by necessity, be infrequent or unfunded. Don’t let that stop you from getting the ball rolling. Some of our best programs started with a single visit. So may yours. For additional information, inspiration, & encouragement visit our website at www.juniorpoliceacademy.org. Don’t find what you need? Need help getting started. Contact us. Kelly LeConte at 512–712–5564 or at policeusa@gmail.com To order T-shirts and other branded items visit juniorpoliceacademy.org.

JuniorPoliceAcademy.wazala.com

ACKNOWLEDGEMENTS This Manual could not have been written—indeed, the Junior Police Academy would not exist—without the generosity of our donors. To respect their privacy, we withhold their names, but we hope they understand the depth of our appreciation. We work everyday to justify the confidence all our donors have shown in us and in our mission.

Chief Rick Armstrong of the Kansas City, Kansas Police Department Lisa Garcia, Director of Student Services, Kansas City Public Schools Finally, we acknowledge the tremendous contributions of our Advisory Council, past and present:

Special Thanks

Sgt Robert Goetz, Everett Police Department Officer Mitchell Garcia: Houston Police Department, Texas Officer James Adams: Hanford Police Department, California Officer John Clapp: formerly with White Settlement Police Department, Texas Officer James Taylor: Goshen Township Police Department, Ohio Officer Mark Dillon: Retired, Hanford Police Department, California Captain Tom Long: Retired, Herkimer Police Department, New York

Special thanks go to Chief Tom Clemons, Seward, Alaska, for his inspiration and support.

Deputy Cory Hughston: former Crime Prevention Specialist, Victoria County Sheriff's Office, Texas

Chief Pat Fuller (former Chief of the AISD Police Department, Austin, Texas) for not only shepherded this program, but allowing us to have some fun in the process.

The late Edward J. Cain, Jr., Associate Professor, Texas A&M University, College Station, Texas, who, like the Northern Star, provided guidance – helped me take an idea and turn it into something that shines.

Officer Suzanne D’Ambrose, Monmouth County VocTech School, Freehold, New Jersey, for her insights, dedication & indispensable energy.

And to Robert LeConte, to whom this program is lovingly dedicated.

John Schneiter

You have all enriched this program. To each of you, our heartfelt thanks.

We also benefit mightily from the time and dedication of countless volunteers and staff, including: Kelly LeConte, Program Director David Dierks, Chief of Staff June Mellon, Program Coordinator Paul Kutak, Accounting Greg Bolin Donna Wade

Patricia Lyle, Retired Principal of Lamar Middle School, Austin, Texas Officer Rick Jennings, Pequannock Community Policing Assistant Chief Terry Zeigler of the Kansas City, Kansas Police Department Dr. Cynthia Lane, Superintendent of the Kansas City Public Schools Officer Steve Williams of the Kansas City, Kansas Police Department