Restorative Practice Resources Tagged With: school

https://www.nationalcenterforrestorativejustice.com/online-courses

'Restorative Justice Asynchronous:

Theory and classroom practices. We believe that RJ is something best practiced in person. However, we know not everyone can join an in-person training, and want to make RJ as accessible to you as possible. This course will cover the definitions and underpinning principles of Restorative Justice; it will also cover a number of restorative practices. These practices include: Relationship Building Circles, Accountability Circles, and a few other in-classroom tools. '

Online Restorative Justice (Practice) training for educators, teachers, principals, and all school staff. Learn how to reduce out of school and out of classroom time. Learn how to engage productively in conflict in classrooms and schools. We provide both practical teaching strategies and strategi

New research from the University of Chicago Education Lab finds that restorative practices in schools can significantly reduce suspensions and student arrests for violent and non-violent offenses and increase student perceptions of belonging and school safety.  

The study, which evaluated the effect of restorative practices rolled out across Chicago public high schools beginning in the 2013-2014 academic year, suggests these practices are generating genuine, positive changes in student behavior. Schools that implemented RP policies saw out-of-school suspensions fall 18%. There was a 35% reduction in student arrests in school and a 15% reduction in out-of-school student arrests. The study saw declines in arrests for both violent and non-violent offenses.

The International Institute for Restorative Practices (the IIRP), located in Bethlehem, PA, is the world’s first accredited graduate school that specializes in studying the field of restorative practices, providing education, research, and consulting services.

At the heart of restorative practices is the understanding that human beings are instilled with the need to connect and grow with each other. The IIRP supports students and community leaders with the tools they need to transform relationships and effect change within their own lives as well as within public and private K-12 educational institutions, public and private four-year residential colleges and universities, non-governmental agencies (NGOs), and community-based organizations (CBOs). Through strong academic offerings combined with a real-life approach to education, the IIRP helps mend issues and makes resilient and meaningful relationships thrive.

Dedicated to Growing and Teaching the Science of Relationships and Community Master of Science | Graduate Certificate | Professional Development The International Institute for Restorative Practices (the IIRP), located in Bethlehem, PA, is the world’...

An instructional manual on restorative justice in schools from world-leading experts; this 'how to' guide offers guidance on the issues of carrying out restorative practices, including coping with day-to-day problems, and offers worksheets for practical daily use.

Beginning with challenges to orthodox thinking about behaviour change, it goes on to describe a multitude of approaches to respond to minor incidents in school settings, then takes a close look at using restorative approaches to bullying, before it finally focuses on the formal end of the continuum (including conference preparation and facilitation).

This book is reflective of the evolution of processes and responses from the most serious of incidents through to minor everyday issues, making this an essential resource for all school staff.

'Schools need to be transformed into communities where everyone belongs, where differences are accepted and membership is unconditional. Schools can and should be places that all students can love. Making this change will require educators to think differently about student behavior and reflect on how they respond to it.

Real discipline should be more than deciding what consequences to use with students; it should always be about learning. So when students break the rules or have trouble, educators need to ask, "How can we help them learn what they need to learn, and how can we meet their needs?"

The answers to those questions should shape both our discipline practices and the type of school that we provide for our children.'

Adam Voigt has been teaching and leading schools in some of Australia’s most challenging locations for more than twenty-five years. He has a history of transforming student lives and teacher practice by fostering school cultures that are strong, relational and hallmarked by stakeholder trust.

More than ever, we need inspired and inspiring teachers and school leaders. Yet their status and morale have never been lower.

Restoring the pride, focus and community perception of our educators is now a national imperative that involves cultivating a positive account of teaching expertise in every Australian school.

The future of a respected teaching workforce lies in a brave, new frontier of work. It starts with applying the principles of Restorative Practices to the contemporary school context – creatively and practically.

This initiative aims to transform Newcastle into a restorative city by building social cohesion and healthy communities. Newcastle has pockets of disadvantage in relation to unemployment, income, education, housing, child welfare, and criminal justice.

The School of Law and Justice is initiating change by working with a growing network of community partners to support the city’s proposed social and cultural transformation.

In the criminal justice system, it is anticipated that there will be less offending, decreased recidivism, increased rehabilitation of offenders, and greater victim and offender satisfaction with the process.

Additionally, members of the community will be provided with skills to effectively build relationships and resolve disputes, which aim to result in greater wellbeing, social coherence, and improved educational and social outcomes. Workplaces and organisations will have improved communication skills, improved productivity, and strengthened relationships.

As a result, Newcastle will become a happier and safer city, where residents can address harm and inappropriate behaviour.

'IIRP Continuing Education brings together leading research, theory and practice. We offer a growing array of online professional development events to teach you concepts and soft skills needed to stand out in your professional environment. Our experienced instructors are skilled practitioners, adept at helping you learn and implement restorative practices in your setting. For more than 10 years, the IIRP Graduate School has pioneered master's-level online learning in the social science of relationships and community. Our faculty bring their wealth of knowledge to support the design and structure of our online offerings.'

'The Restorative Research, Innovation and Education Lab (RRIELab), described by the school as the first ever international lab to concentrate on restorative justice, is located at Dalhousie University’s Schulich School of Law. Dalhousie University, supported by the Donald R. Sobey Foundation, established the lab to transform the justice system and to safeguard the health, safety and well-being of individuals and communities across Canada through a restorative approach, said the school’s announcement. The lab also aims to deal with institutional abuses and failures and to advance the development of restorative cities worldwide, the announcement states.'

'Dalhousie University is officially launching the first ever international lab focused on restorative justice, with the support of the Donald R. Sobey Foundation. The Restorative Research, Innovation & Education Lab (RRIELab), located in the Schulich School of Law, will be led by a fully funded chair held by Professor Jennifer Llewelyn, a distinguished global leader in restorative justice. The lab’s vision is to be a global centre of excellence that will accelerate the growth and development of a restorative approach to protect the health, safety and well-being of individuals and communities in Canada. The initial focus of the RRIELab will be on accelerating the growth and development of restorative justice as a key component to transform the justice system in Canada, as well as supporting the development of restorative cities around the world and responding to institutional abuses and failures.'

'It seems like a herculean task to ask every single person in a school to contribute to your schoolwide expectations. However, the Restorative Practice of the community circle is an excellent way to intentionally work together to establish community values and behavioral expectations. Restorative Practices ideals emphasize that “rules” established by authority figures are less likely to create the positive community we are seeking. Instead, our standards for how we interact should be co-created (WITH) so everyone feels like they contributed. When we adults show respect for students' needs and listen to their voice, we are modeling to them how to respect the needs of others. As students help in creating schoolwide and classroom expectations, they get to experience mutual respect and shared power.'

'Around this time, I was attending a principals’ conference and heard Adam Voigt (Real Schools) speak about this very issue. Adam’s philosophy is very much built around establishing and maintaining effective relationships in the school setting, not only student to student, but also student to teacher. A key part of this is encouraging students to actually understand the damage they may have done to their relationships with others, due to incorrect behaviour and to then help them through the process of being better at ‘getting it right’ i.e. restoring the relationship. This resonated strongly with me and shortly afterwards Yarra Hills Secondary College embarked on a partnership with Real Schools to start the process of creating a restorative environment and embedding it in school practices'

'A restorative culture, by fostering effective communication and continual feedback, creates an environment that maximizes professional learning for individuals and organizations. During this free webinar, three IIRP staff who have taken their professional learning to a deeper level at the IIRP Graduate School share how they have applied their studies in education, counseling, supervision and student services. Participants will reflect on problems they face in their own settings and how a restorative approach could help.'

'As many of us gather virtually during this time of COVID-19, we feel a need to talk about what is happening and how we’re being affected. The impact has to do with those who become sick, obviously. The rest of us who are settling in place in our homes and maintaining physical distance are also dramatically affected. Early in the crisis, a teacher asked, “I’m out of school; all my students are at home. What’s a good circle prompt to do at this time?”'

'My kids’ primary school once tried to get students to practice restorative justice by telling them to ‘practice restorative justice’. Yup, that’s what they said. To five-to-12 year olds. Parents were baffled too. Only the teachers who had done a two-day workshop knew what the heck it meant. The restorative justice process itself was okay. Calling it that was the ineffective bit. Likewise, the problem with ‘practicing social distancing’ isn’t the process. It’s the language.'