Education in Corrections:

A Leadership Journey to Safer Communities

Jacob Tannehill, MSL, CJM

This article reflects my journey through correctional leadership and shares several initiatives I have helped design and implement to address the growing challenges faced by larger jails like mine. Among these efforts are the overhaul of our Field Training Deputy (FTD) Program, which is now a phased, performance-based training model that better prepares new staff for the realities of detention work, as well as the creation of an individual-specific Strategic Inmate Management (SIM) plan for high-risk detainees, grounded in behavior modification and interdepartmental consistency. Alongside these operational innovations, I will also explore how improving staff morale through empowerment, professional development, and culture change has contributed directly to safety, retention, and public trust.

My purpose here is to demonstrate how education and morale, when championed with intention, become the foundation of safer facilities, stronger staff, and ultimately, safer communities. Through these stories, I hope to offer not only insight but also a practical path forward for other facilities facing similar trials.

Overhaul of Our FTD Program

One of my first major initiatives as an administrative supervisor was assisting in the redevelopment of our Field Training Deputy (FTD) Program for new detention deputies. We recognized that the training and onboarding of new staff needed a stronger foundation. A well-structured field-training program does not just teach tasks; it instills professionalism, confidence, and good habits that can last an entire career.

Our new FTD Program is now organized into three phases over six weeks, with clearly defined performance benchmarks at each stage:

Orientation Phase (Weeks 1–2): The trainee shadows their trainer for most of each shift (over 75% trainer-led). In this phase, the trainee is introduced to basic jail operations, including unit geography, headcounts, search procedures, and radio communication. They learn core safety fundamentals (like how to call for assistance and how to position themselves in a housing unit) while beginning to perform about 25% of unit duties under direct supervision. Early on, we emphasize a professional demeanor and openness to feedback. By the end of Week 2, the trainee must complete an initial skills checklist and demonstrate understanding of fundamental procedures before advancing.

Intermediate Phase (Weeks 3–4): Responsibility shifts to roughly a 50/50 split between trainer and trainee. The trainee starts integrating their academy classroom knowledge into real-world practice. They take initiative in routine tasks, such as handling inmate movements, coordinating lockdowns, and escorting inmates, but still under the guidance of their trainer. By now, the trainee is expected to draft reports and unit log entries with improved accuracy. We also look for growth in decision-making and communication: can they give clear verbal commands? Correct inmate misbehavior confidently yet fairly? At the end of Week 4, another checklist and a supervisor review ensure the trainee is meeting benchmarks to proceed.
Independent Phase (Weeks 5–6): Now the trainee essentially acts as the primary deputy, with their trainer observing and intervening only about 10% of the time. In these final weeks, the trainee must demonstrate they can run a housing pod independently, manage time, respond to changing situations, and enforce facility rules without prompting. All reports and documentation should be completed correctly with minimal corrections needed. By Week 6, the trainee should be capable of handling even stressful or unusual incidents professionally, showing sound judgment and integrity under pressure. A final review of their Daily Observation Reports (DORs) and completion of all checklists mark their graduation from the program.

Throughout all three phases, we use standardized DORs to evaluate performance and provide feedback. Trainers grade their trainees on key skills and behaviors each day, ranging from knowledge of procedures to report writing, interpersonal communication, and safety practices. This daily coaching loop helps identify areas for improvement in real time, so that by the end of six weeks, any deficiencies have been addressed/documented. If a trainee struggles to meet expectations, the program even allows for extended training or remedial assignments as needed. We do not want to “wash out” potentially good deputies without giving every opportunity to learn; however, we also uphold high standards to ensure only competent deputies move forward.

The results of this revamped FTD Program have been highly encouraging. New deputies report feeling more prepared and less anxious when they finally assume full duty, because they’ve been gradually “eased in” to the job with solid mentorship.

Their supervisors notice these graduates display greater professionalism and confidence in handling inmate interactions compared to prior cohorts. By training deputies in a phased and deliberate manner, we are effectively building the kind of deputy who can uphold our jail’s mission and values from day one. In a larger sense, this reinforces a culture of learning and excellence. Our veteran staff take pride in being trainers and passing on their knowledge, and the newer deputies see that ongoing education is valued in our organization. Well-educated, well-trained deputies are safer, more proficient, and more likely to stay on the job.

Strategic Inmate Management for High-Risk Inmates

Even with excellent staff training, jails will inevitably face new challenges, such as incarcerated individuals whose violent or disruptive behavior tests the modern limits of standard management. Early in my tenure as a sergeant, I encountered an inmate in our facility who epitomized this challenge. For privacy, I will call him “John Doe,” a high-risk pre-trial detainee with a long history of aggressive behavior and manipulation. This inmate had cycled through all our usual disciplinary measures: intermittent lockdowns, disciplinary segregation, and even placement in our highest-security unit, yet nothing curbed his dangerous antics. He would cover his cell window and pretend to self-harm, luring staff in so he could throw concoctions of bodily fluids at them or ambush responders with a homemade weapon. He racked up numerous Battery LEO charges behind bars (over a dozen incidents against staff) and seemed to enjoy creating chaos since he felt he had “nothing to lose” in terms of his pending fate.

By 2022, it was clear to us that our usual playbook was not working for inmates like “Doe.” We were reacting to his behavior but not getting ahead of it. As the capstone of my graduate program, I set out to develop a new approach grounded in strategic principles promoted by the National Institute of Corrections (NIC). This proactive strategy combined elements of direct supervision, consistent routines, and behavior modification. I proposed an individual-specific management plan for this inmate. Drawing on our experience with “Inmate Doe,” I proposed forming a management team that would take over all aspects of his supervision. The core of the plan was simple in concept but demanding in execution: provide consistent management and clear incentives for positive behavior, while eliminating opportunities for him to manipulate staff. In practice, this meant one designated supervisor (a lieutenant or experienced sergeant) would oversee every detail of this inmate’s conditions, and a small team of deputies would be briefed on exactly what privileges or restrictions applied at any given time.

We wrote a behavioral contract for Inmate Doe. At the outset, he was placed on a very restrictive status with no privileges beyond basic humane necessities. He even lost standard items like linens and toiletries initially, to impress upon him that only compliant behavior earns rewards. From that baseline, the inmate could earn back one privilege at a time through sustained good behavior. For example, after one week of being incident-free, he could have his linens and hygiene items returned. Each additional week of compliance would restore further privileges. Perhaps increased out-of-cell time, access to personal property, and so on. If he went an entire month without any aggressive behavior, the review interval would be extended to every two weeks, allowing him to maintain good conduct for longer and continue advancing. Importantly, any serious misbehavior would reset him to the beginning of the program (losing all gained privileges), creating a strong deterrent against backsliding. Equally critical was the aspect of consistency and coordination. All staff who interacted with this inmate needed to be on the same page at all times. To achieve this, we introduced an Inmate Observation Form (IOF), updated weekly, which clearly outlined what Inmate Doe was allowed to do each day and what he was not allowed to do. This IOF was posted in the housing unit and the control room, so that every deputy, nurse, and support staff member would be aware of the current plan. No one below the rank of lieutenant could override the plan or grant exceptions. This removed the inmate’s ability to “shop around” for leniency; he could no longer play one staff member against another or exploit communication gaps. Additionally, by integrating medical and mental health personnel into the team, we ensured the inmate’s health needs were met in a controlled way.

In short, structure and teamwork were our tools to maintain control. Designing this Strategic Inmate Management (SIM) plan was a leadership test for me. Not every administrator is eager to sign off on a policy tailored to a single inmate, as it may raise concerns about fairness. I gathered data on the extent of this individual's danger and disruption to support the argument that extraordinary cases require extraordinary measures.

Fostering Staff Morale and Empowerment

Improving a correctional facility is not just about managing inmates better, but also about supporting your staff. As a leader, I have learned that staff morale and empowerment are not “soft” issues; they have a direct impact on recruitment, retention, and daily safety.

A jail cannot function without its personnel, and if those personnel are unhappy, unmotivated, or burned out, operations will suffer in numerous ways. Unfortunately, correctional staff across the nation are under tremendous strain. By one account, correctional officers have one of the highest rates of injuries and illnesses of all occupations, due to frequent assaults and other workplace hazards. Rates of stress, depression, and even suicide among officers are alarmingly high as well. In short, this profession can take a serious toll on those who serve, which in turn makes it harder to recruit new officers and keep the experienced ones. Faced with a staffing crisis in our own facility, our leadership team in Sedgwick County had to confront some hard truths. We held candid exit interviews with departing employees to learn why they were leaving. Then we began taking a more people-centric approach to leadership, aiming to boost morale and demonstrate to staff that we hear their concerns.

One early win came from a surprisingly simple change: relaxing the dress code. For many years, our sheriff’s office forbade any facial hair and had stringent uniform rules. This might seem trivial, but in today’s workforce, many younger deputies chafed at those rules, especially when neighboring agencies allowed neatly trimmed beards or more modern uniforms. In 2022, our sheriff, urged on by our leadership team and feedback from the ranks, agreed to permit deputies to grow beards or mustaches if they wished. We also convened a “uniform committee” with line staff representatives to explore other updates, like authorizing outer vest carriers (which can reduce back strain) and revisiting our tattoo policy. Almost overnight, these moves had a noticeable impact: morale jumped. Several deputies who had been considering leaving decided to stay on after seeing that positive change was possible. As one colleague joked, not having to shave every day was a small benefit, but symbolically it meant “we’re being treated like adults.” This is not just anecdotal; it aligns with a fundamental leadership principle: taking care of your employees yields a more dedicated and productive workforce. Studies in other industries have found that employees who feel respected and cared for are more likely to represent the organization well and take fewer sick days. Conversely, if they feel disregarded, their disengagement can spill over into poor service and higher absenteeism.

In our context, “service” refers to the professional manner in which our deputies treat inmates and members of the public. When staff morale is high, we observe calmer, more controlled interactions in the housing units and fewer instances of force, as deputies are less stressed and resentful. High morale also means that people take pride in their work, are more likely to show up on time, are less likely to call in sick due to frustration, and are more willing to go the extra mile in their duties.

Linking Professional Education, Morale, and Organizational Culture

On a personal note, I would be remiss if I did not mention how my own educational journey has influenced my approach to leadership and culture-building. When I first started as a deputy a decade ago, I had a bachelor’s degree in criminal justice but little real-world experience. As I grew in my role, I made it a point to seek out further professional education at every step. I earned a Master of Science in Strategic Leadership, which exposed me to concepts of organizational management, team dynamics, and the importance of vision and values in leadership. This academic experience profoundly shaped my perspective on my job. Rather than seeing my role as a deputy in the jail, I began to view it as working within a complex organization of people who need purpose and growth to thrive.

It is no coincidence that the changes I described (the FTD Program, the SIM plan, and staff empowerment initiatives) took root while I was learning about leadership theory and best practices. Graduate school forced me to research, analyze, and articulate plans to solve problems like the ones we faced. Classroom concepts about strategic thinking and change management were directly translated into these projects, which I later introduced to our facility. Formal education, however, was just one facet.

I also sought out professional certifications and training offered in the corrections field. I became Kansas’s first Certified Jail Supervisor (CJS) through the American Jail Association in 2023, and later earned the Certified Jail Manager (CJM) credential in 2025. I also earned my FBI-LEEDA Trilogy Award after attending all three tiers of that program. Finally, in 2024, I was fortunate to attend the 50th class of the National Jail Leadership Command Academy in Huntsville, TX.

These certification programs involved studying jail operations and leadership competencies, and by attaining them, I was able to benchmark my knowledge against national standards. Attending conferences and leadership academies connected me with peers around the country, sparking ideas that I later implemented in my home community. All of this personal professional development had an interesting ripple effect: it started to influence our organizational culture. Colleagues saw me pursuing advanced training and came to realize that corrections is a true profession, not just a job. We started encouraging each other to sign up for courses and webinars, and to share articles. Discussing such ideas openly helped shift our culture to one that values continuous learning. It sends the message that seeking knowledge is part of our DNA here.

There is also a direct correlation between a leader’s educational level and their ability to positively affect morale. By broadening my own horizons through higher education, I became more attuned to evidence-based practices for motivating teams. If you educate yourself as a leader, you are better equipped to educate and develop your team. When your team is well-trained and feels supported, they perform better and contribute to a safer, more rehabilitative jail environment. A safer, well-run facility strengthens public safety overall, as inmates are managed effectively, and the public retains trust that their local jail is operating professionally. It is a virtuous cycle that begins with valuing education in corrections, encompassing not only formal schooling but also training, mentoring, and a mindset of continual improvement.

Conclusion

My journey so far has convinced me of one overriding truth: Correctional facilities thrive when their staff thrive. In addition, staff thrive when they are given knowledge, training, and leadership support to apply their skills creatively. By investing in staff education, from revamped training academies to ongoing professional development, we equip our people to devise innovative solutions to the most challenging problems.

In Sedgwick County, the changes we implemented, such as our improved FTD Program and the strategic management of high-risk inmates (later referred to as Restrictive Housing), are a direct result of leaders and line staff applying higher levels of expertise and forethought to longstanding problems. These initiatives have enhanced the security and efficiency of our facility.

Every new deputy we mold into a confident professional, each volatile situation we defuse through innovative strategies, and each employee we retain because they feel valued, all of these contribute to a safer community. Education in corrections is not a one-time event, but a culture. It is a commitment to understanding the “why” behind our actions and constantly asking how we can improve them.

In my experience, when these elements come together, the change in an organization is palpable. You get a jail where everyone is pulling in the same direction, guided by knowledge and mutual respect. These facilities fulfill the dual mission of corrections, balancing safety and rehabilitation.

In closing, I advocate that every correctional agency make education and training the foundation of its operations. Not only does it produce a more professional staff, but it also creates a positive feedback loop of improved morale, enhanced inmate programs, and better safety outcomes. In an era when jails face intense scrutiny and high expectations, investing in staff education is not a luxury but a necessity.

The future of corrections rests on our willingness to adapt, to educate, and to lead. I believe that when we honor the dignity of our profession through education, we elevate not only our staff but also our entire system of justice.

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Jacob Tannehill, MSL, CJM, is a detention sergeant with the Sedgwick County Sheriff’s Office Detention Bureau in Wichita, KS. He has over ten years of correctional experience and was recently recognized as the AJA’s 2025 Corrections Supervisor of the Year. Tannehill earned his master’s degree in Strategic Leadership and is a Certified Jail Manager (CJM). He is passionate about improving staff training, jail operations, and organizational culture through education and strategic leadership. For more information, he can be contacted at jacob.tannehill@sedgwick.gov

References

Cornelius, G. (2023). Train to Retain — Developing Corrections Staff. Lexipol – Article on training’s impact on morale and retention.

Field Training Program Guide (excerpt) – California POST model (2017) – Quote on field training program importance.

Gendreau, P., Listwan, S., & Kuhns, J. (2011). Effective Prison Management: The Potential of Contingency Management Programs. Public Safety Canada – Research supporting reward-based compliance.

Kelleher, K. (2021, July 21). The Importance of Taking Care of Your Employees. Thrive Global – Discusses employee well-being and productivity.

LeMasters, K., Maner, M., Peterson, M., & Brinkley-Rubenstein, L. (2022, Jan 19). Staff Shortages in Prisons and Jails Highlight Opportunities for Decarceration. Health Affairs – Article noting turnover rates and staffing impacts.

Strategic Inmate Management definition – National Institute of Corrections (NIC), 2023.

Thigpen, M., Beauclair, T., & Hutchinson, V. (2009). Inmate Behavior Management: The Key to a Safe and Secure Jail. NIC – Report emphasizing proactive inmate management.

Vera Institute of Justice (2016). Changing the Culture of Corrections – Insights on staff safety and wellness challenges.

Wagner, P., & Bertram, W. (2020, Jan 16). What percent of the U.S. is incarcerated? Prison Policy Initiative – Briefing on mass incarceration statistics.