Restorative Practices to Transform Educational Settings
- 1. March 1, 2012 Article Review: Restorative Practices to Transform Educational Settings, Vickie Sax, Based on “SaferSanerSchools: Transforming School Cultures with Restorative Practices”, Mirsky, L., Reclaiming Children and Youth, vol. 16, number 2, summer 2007, pg 5-12. The article by Mirsky describes how restorative practices were implemented in certain southeastern Pennsylvania schools. The findings indicate that the process of change was positive and productive from the perspective of faculty, students, administrators, and community stakeholders. SaferSanerSchools is the name of the program that originates from the International Institute for Restorative Practices. Ted Wachtel, the president, recognized the need for a system to address the crisis that is occurring in American schools. He states, “Rising truancy, increasing disciplinary problems, violence and even mass murders plague American schools. The International Institute for Restorative Practices believes that the dramatic change in behavior among young people is largely the result of the loss of connectedness and community in modern society. Schools have become larger, more impersonal institutions and educators feel less connected to the families whose children they teach.” The term “restorative practices” strategically means changing relationships by engaging people … doing things WITH them, rather than TO them or FOR them, while at the same time providing a high level of support and control. According to the National Centre for Restorative Approaches in Youth Settings (http://www.transformingconflict.org/), restorative approaches to conflict or wrong doing consist of asking four basic questions: 1) What has happened? 2) Who has been affected? 3) How can we involve everyone who has been affected in finding a way forward? 4) How can everyone do differently in the future? In restorative practice, responsibility is placed on the students and wrong doings are addressed collaboratively.
- 2. March 1, 2012 Students are expected to hold each other accountable. The result is a collaborative culture among staff, positive effects on student academic performance, fruitful relationships between students and teachers, a stronger sense of community and safety. The net result is a win-win outcome! Minsy’s article describes five types of data collected from Palisades High School during a four year period: 1) decrease in disciplinary referrals to the office, 2) decrease in detentions assigned by administration, 3) decrease in detentions assigned by teachers, and 4) decrease in incidents of disruptive behavior, and 5) decrease in out-of-school suspensions. Examples of the types of “restorative practice strategies” used in this article were: affective statements/questions made by staff members, putting the onus on the students (the success of school is in their hands), multiple meeting styles with students (groups, one-on-ones, circles, interventions), “check-in” and “check-out” circles (where students set goals and expectations of one another) done at the beginning and end of each 90 minute instructional period. This article and research have reinforced for me the idea that as an administrator you need to be willing to take that “leap of faith” in trying to successfully change school culture. There are several basic tenants that principals should keep in mind in trying to affect culture change. If something is not working, search for a solution no matter what. Leaders take charge when change is needed. That requires being open-minded to new ideas, theories, and research that shows significant improvement. Student learning and achievement is the ultimate goal. If this is not happening then change must occur. Getting the right people on board with your ideas and to assist their help in selling the vision will require a commitment of
- 3. March 1, 2012 the principal’s leadership skills. The timing of the “rolling out” process is also important. Principals should give a great deal of consideration to minimizing disruption in the academic timetable. If training is required, principals should make every attempt to get it done ahead of time so that your staff is on the same page at the beginning of the school year. It is also important to articulate your mission in writing, through formal announcements, and face to face conversations. It is up to the principal to drive the momentum of their message. In addition, principals need to anticipate resistance and have a thick skin. Know ahead of time that you will not please everyone. Reassure people that student learning and achievement is at the heart and core of all decision making issues. Remind those that are resistant that leaving your comfort zone takes courage. Welcome their support to be a team player and be the reason the mission is a success. As the principal, when instituting the new concept or theory, you too, must be visible and roll up your sleeves. Display the attitude that you are looking to generate. Set up accountability benchmarks so that the staff is aware that instituting your philosophy or program is not just lip service. Be aware of accomplishments and be ready to compliment and pat the backs of the teachers who make immediate positive impacts in the implementation that yields the desired results. This in turn, will have the ripple effect across the staff and greater impact the school and district as a whole.