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Building strong school communities through authentic conversations: a restorative practices curriculum for teachers
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Building strong school communities through authentic conversations: a restorative practices curriculum for teachers
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Running head: TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 1 BUILDING STRONG SCHOOL COMMUNITIES THROUGH AUTHENTIC CONVERSATIONS: A RESTORATIVE PRACTICES CURRICULUM FOR TEACHERS by Esther Ruth Hamm Deth A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2018 Copyright 2018 Esther Ruth Hamm Deth TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 2 Acknowledgements These acknowledgements are written on the Monday in January that is reserved for honoring the memory of the Reverend Dr. Martin Luther King Jr. Although one would hope this day could be a pure celebration of the tremendous strides made toward a more equitable America since Dr. King’s death, the headlines of the past week tell a story of a different country. In the past few days, the words and actions of the President of the United States of America have continued to build the narrative of an era marked by exclusionary practices based on a fear of the unknown, an era whose impact is felt by some of the most vulnerable communities in the country. I am fortunate to serve in such a community. Every single week, countless crucial conversations take place on our campus. They are the conversations that sustain us, the conversations that grow us, and the conversations that stop us in our tracks and challenge us. I dedicate the work encompassed in this dissertation to the students and staff at my school and the thousands of other school in our country who are seeking direction in how to have meaningful conversations. I would like to express gratitude to Dr. Kenneth Yates, Dr. Rebecca Lundeen, and Dr. Kim Hirabayashi for supporting my vision for these resources and helping me bring the curriculum to life. I also owe a great appreciation to Dr. Abraham de Villiers for his flexibility and support throughout the past three years so I could accomplish the tremendous goal of completing my doctoral degree. I thank my parents, David and Yolanda Hamm, for instilling a love of humanity in me and being a living example of what it means to serve. Finally, I thank you, Danny--when I started this program, I had no idea you would become my husband. A lot can happen in three short years! I thank God daily for you, and look forward to seeing how we take on this world together. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 3 Table of Contents List of Tables 6 Abstract 7 Chapter One: Introduction 8 Statement of the Problem 8 Organizational Context and Mission 8 Organizational Goal 10 Evidence for the Problem of Practice 10 Importance of the Problem 11 Instructional Needs Assessment 12 Curriculum Description and Purpose 15 Curriculum goal, Outcomes, and Capstone Assessment 15 Definitions 16 Potential Designer Biases 17 Organization of the Design Blueprint 18 Chapter Two: Literature Review 19 The Curriculum 19 General Theoretical Approaches to the Curriculum 19 Content 22 Background information and rationale 22 Informal Restorative Practices 23 Formal Restorative Practices 24 Prior Attempts 25 San Francisco Unified School District 25 Oakland Unified School District 28 Minnesota Department of Education 29 Curriculum from Other Sources 30 Analysis of Prior Attempts 31 Approaches to the Curriculum Design 31 Theoretical Foundations to the Curriculum Design 31 Constructivism philosophy 32 Behavioral theories of learning 32 Social cognitive theories 33 Cognitive learning theories 33 Chapter Three: The Learners and Learning Context 35 Learner Profile 35 Ability 35 Cognitive characteristics 35 Physiological characteristics 36 Self-Efficacy 36 Affective characteristics 36 Social characteristics 36 Prior Knowledge 37 General world knowledge 37 Specific prior knowledge 37 TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 4 Description of the Learning Environment 38 Facilitator Characteristics 38 Existing Curricula/Programs 39 Available Equipment and Technology 40 Classroom Facilities and Learning Climate 40 Chapter Four: The Curriculum 42 Overall Curriculum Goal, Outcomes, and Summative Assessment 42 Curriculum Goal 42 Curriculum Outcomes 42 Summative Assessment 43 Cognitive Task Analysis (Information Processing Analysis) 43 Major Tasks 45 General Instructional Methods Approach 45 Description of Specific Learning Activities 46 Overview of the Units 47 Unit 1 47 Learning objectives 47 Prerequisite analysis (enabling learning objectives) 48 Learning activities 48 Assessment 49 Unit 2 49 Learning objectives 49 Prerequisite analysis (enabling learning objectives) 50 Learning activities 50 Assessment 50 Unit 3 51 Learning objectives 51 Prerequisite analysis (enabling learning objectives) 51 Learning activities 51 Assessment 52 Unit 4 52 Learning objectives 52 Prerequisite analysis (enabling learning objectives) 52 Learning activities 52 Assessment 53 Unit 5 53 Learning objectives 53 Prerequisite analysis (enabling learning objectives) 53 Learning activities 53 Assessment 54 Unit 6 54 Learning objectives 54 Prerequisite analysis (enabling learning objectives) 54 Learning activities 54 Assessment 55 Delivery Media Selection 55 TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 5 Key Considerations for Choosing Media 57 General Instructional Platform Selection 58 Specific Media Choices 59 Chapter Five: Implementation and Evaluation Plan 61 Implementation of the Course 61 Implementation of the Evaluation Plan 63 Curriculum Purpose, Need and Expectations 63 Evaluation Framework 64 Level 4: Results and Leading Indicator 65 Level 3: Behavior 66 Critical behaviors 66 Required drivers 67 Organizational Support 68 Level 2: Learning 68 Learning goals 68 Components of learning evaluation 69 Level 1: Reaction 70 Evaluation Tools 71 Immediately following the program implementation 71 Delayed for a period after the program implementation 71 Conclusion to the Curriculum Design 71 References 73 Appendix A: Evaluation Instrument (Immediate) 82 Appendix B: Evaluation Instrument (Delayed) 83 Appendix C: Course Overview and Associated Materials 85 Appendix D: Unit One Lesson Plan and Associated Materials 105 Appendix E: Unit Two Lesson Plan and Associated Materials 132 Appendix F: Unit Three Lesson Plan and Associated Materials 161 Appendix G: Unit Four Lesson Plan and Associated Materials 185 Appendix H: Unit Five Lesson Plan and Associated Materials 209 Appendix I: Unit Six Lesson Plan and Associated Materials 218 Appendix J: Summative Capstone Assessment and Associated Materials 230 TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 6 List of Tables Table 1: Materials needed for Community Circle facilitation 44 Table 2: Scope and sequence 56 Table 3: Key considerations for choice of media 58 Table 4: Specific Media Choices 59 Table 5: Indicators, metrics, and methods for external and internal outcomes 65 Table 6: Critical behaviors, metrics, methods, and timing for evaluations 66 Table 7: Required drivers to support critical behaviors 67 Table 8: Evaluation of the components of learning for the program 69 Table 9: Components to measure reactions to the program 70 TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 7 Abstract In 2013, a large school district banned suspensions as a consequence to disruption and defiance. As a result, schools were required to develop a five-year plan to implement Restorative Justice as an alternative to suspensions. Although Restorative Justice has its root in ancient societies, no comprehensive curriculum is publically available to train teachers in this practice. The purpose of this curriculum is to ensure that teachers working in small high school settings can successfully use Restorative Practices. The curriculum brings together principles from constructivism, behaviorism, social cognitivism, and cognitivism in six units that are intended for in school-site professional development sessions over a school year. Upon completing all units, participants will be able to analyze current issues of culture, race and equity that led to this shift; facilitate informal relationship building practices in classrooms; and facilitate formal relationship building practices in classrooms. The summative evaluation is an Implementation Portfolio including artifacts from their experiences in their first year of implementing Restorative Practices and a plan for how Restorative Practices will be implemented in the year to come. The lack of training materials is an instructional need that must be addressed. If schools are unable to prepare teachers to implement restorative practices, teachers will not be ready to implement a student behavior and intervention system that includes alternatives to suspensions. By leveraging this curriculum as a key support for teachers, schools may soon have a workforce with the competencies necessary to transform the educational opportunities of students. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 8 CHAPTER ONE: INTRODUCTION Statement of the Problem Organizational Context and Mission Los Angeles College Preparatory (LACP; pseudonym used to protect anonymity) opened in 2007 and is one of 18 schools in Los Angeles founded by the Charter Management Organization, Public College Preparatory Schools (PCPS; pseudonym used to protect anonymity) The mission of PCPS is to improve public education in Los Angeles so that every child can receive a quality education that prepares them for college, leadership, and life (Organization Website, 2015). All PCPS sites were named after a Spanish term meaning determination. At LACP, stakeholders understand that this mission is accomplished by keeping students at the center of the work that is done on campus, in order to foster an environment that supports “lifelong learning, cross-cultural competence, social responsibility, and academic excellence” (Organization Document, 2013). Though LACP is managed by PCPS, the school is overseen by a large school district in Southern California, and is subject to initiatives put forward by the district. LACP was originally opened to help bring educational transformation to a community that was served by a struggling traditional high school (Organization Document, 2013). This meant that LACP needed to overcome many obstacles including violence, historically low achievement scores, and historically high dropout rates. LACP is located in an unincorporated area of Los Angeles County, specifically in South Los Angeles, between Watts and Compton. The school serves 540 students, of which 84% are Latino and 16% are African American (Organization Document, 2013). The percentage of students that are eligible for Free and Reduced lunch is often used to define the number of students that are low income, and at LACP, TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 9 over 95% of the students are eligible (Organization Document, 2013). Many students will be the first in their family to graduate from high school, and even more are first-generation college students. Due to all of these realities, many beginning and veteran teachers are drawn to the mission of LACP with great intentions. Each teacher hired by LACP met the rigorous selection standards set by PCPS, which included a district interview, school site demonstration lesson, and scenario interview made up of school stakeholders. In 2013, the district board became the first in the state to place a ban on suspensions for disruption and defiance (Watanabe, 2013). This decision was met with strong approval from those who advocate for alternatives to out of school suspension, and was met with opposition from those who criticized that student misbehavior would become a barrier to learning in the secondary classroom. Following the decision, the Assistant Superintendent issued a memo to administrators outlining a district-wide five-year implementation plan for Restorative Justice practices as a deterrent to out of school suspensions (Perkins, 2014). Restorative Justice has its roots in ancient societies, but has been an approach that juvenile justice systems began exploring in the 1980s (Zehr, 2015). In terms of school discipline, Morrison (2002) describes Restorative Justice practices as a shift away from traditional school punishment, instead seeking to restore the wellbeing of individuals affected by a harmful act, such as bullying. This is done by providing a space for those who were wronged and those who experienced the harm to dialogue about an incident or issue so they are able to come to an agreement about what it will mean to move past the incident so they can both comfortably rejoin the school community (Morrison, 2002). Conversations take place in circles, which can be facilitated with the intention of preventing conflict by building community, or responding to specific harmful incidents (California Conference for Equality and Justice, 2015). TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 10 Since the announcement by the Assistant Superintendent, Public College Preparatory Schools has partnered with outside organizations to provide trainings to teachers and administrators on Restorative Justice practices, and the administration at LACP has provided additional training opportunities to all teachers. At the beginning of the Spring 2017 semester, all teachers collaboratively planned Restorative Justice community circles that were implemented within student Advisory classes. Although initial trainings in Restorative Justice have been provided to current teachers by outside organizations, a current organizational problem is that there is no plan to continue developing these practices in future years. Organizational goal. Teachers are key stakeholders in implementing Restorative Justice at Los Angeles College Preparatory, and the administrative team developed the organizational goal that by the end of the 2017-2018 school year, all teachers will implement Community Circles a minimum of twice a month. Evidence for the Problem of Practice This lack of curriculum to continue training teachers in Restorative Justice is a problem, because the initial trainings did not focus on showing teachers how to implement these practices; instead, the initial trainings provided teachers with the opportunity to experience Restorative Justice themselves. The administration at LACP has modified the bell schedule so that all teachers can receive training and support specific to their needs within their workday, twice a month. This means that there is a space to provide training to teachers on Restorative Justice, but there is currently no curriculum to do so. The lack of Restorative Justice supports for teachers affects the school’s mission of transforming students’ educational opportunities, because teachers will not be prepared to implement school-wide interventions to support student learning. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 11 Importance of the Problem The lack of training materials for teachers on Restorative Justice practices is an instructional need that must be addressed. Following instruction, teachers should be able to conduct Community Circles on a bi-weekly basis as part of a school-wide intervention. Though the implementation of Restorative Justice is a district-mandated expectation, the school administration determined this as an important need, based on the benefits of implementing a student discipline system that includes alternatives to suspensions. Research on brain development is a key factor in determining the need for this curriculum. Though the brain develops significantly during adolescence, the prefrontal cortex that helps with judgment is not fully developed until early adulthood (Santrock, 2013). With this in mind, psychologists and criminal defense attorneys suggest that adolescents are more likely to make reckless decisions than adults (Columbia Law School, 2013). In addition, suspensions have not been demonstrated to serve as a successful intervention for these behaviors, as they have not led to improvement in student behavior or in student safety (Skiba, 2006). Rather, suspensions are linked to reducing access to educational experiences while increasing the likelihood of being involved with the juvenile justice system (Gregory, Skiba, & Noguera, 2010). It is also important to consider that the LACP student population is made up entirely of students of color, who are more likely to be suspended (De Voe & Darling-Churchill, 2008). The evidence suggests that alternatives to suspension must be explored, and that these measures should help improve the behavior of students. A final factor to consider in establishing the importance of this problem is the possible impact on teacher retention. Nationwide, rising teacher turnover rates are plaguing inner-city charter schools (Goldring, Taie, Riddles, & Owens, 2014; Ingersoll, Merrill, & Stuckey, 2014). TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 12 Teacher attrition is on the rise, and is a challenge seen even more acutely in urban areas. An analysis of the U.S. Department of Education Data found that during the 2004-2005 school year, 45 percent of teacher turnover took place in a small population of public schools, specifically high-poverty, high-minority schools in urban settings (Ingersoll, et al., 2014). More recent national data reveals that in the 2011-12 school year, 84% of teachers remained at their current public school (Goldring et al., 2014). A common reason cited as to why high-performing teachers choose to leave their positions within their first few years is the perception that their school leadership did not do enough to develop teachers and provide resources to be successful (Jacob, Vidyarthi, & Carroll, 2012). In five years at LACP, the school administration has hired 46 teachers to a staff of 28. Though some teachers have remained at the school for up to 9 years, other positions have required hiring multiple times since the school first opened. Only three new teachers were hired at the beginning of the 2017-2018 school year, which was wonderful news for the LACP administration. Though the LACP administration’s steps toward supporting teachers seem to be improving teacher retention, Restorative Justice remains as a learning need. Instructional Needs Assessment Prior to developing a curriculum to teach something new to learners, Smith and Ragan (2015) recommend conducting an innovation-based needs assessment in order to determine instructional needs. The first step in conducting an innovation needs assessment is to determine the nature of change that is contributing to an instructional need (Smith & Ragan, 2015). In this case, the significant innovation is the change in policy through the required implementation of Restorative Justice in all schools. There have also been changes in the composition of the learner population, given that the learning needs of some new teachers who are brand new to the organization are being considered. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 13 The second step of the innovation needs assessment is to determine the learning goals that accompany these changes (Smith & Ragan, 2015). The policy innovation impacts what is expected of teachers, as they will need to implement both informal and formal Restorative Justice practice in their classes as part of a school-wide intervention. The implication with this change in expectation is that all teachers, including those new to the organization, will be required to learn how to facilitate these experiences for students. With this, the learning goal of preparing all new teachers to facilitate Community Circles at least twice a month is being established. Given the understanding that teachers must be taught how to implement Restorative Justice practices, the next step in the innovation needs assessment is to determine whether this goal is appropriate and whether it should be prioritized (Smith & Ragan, 2015). Since current teachers and administrators have been introduced to Restorative Justice, as well as to the district mandate, teachers are anticipating additional training. The goal of preparing teachers to implement Restorative Justice practices in their classes may cause anxiety to some teachers, but having a curriculum in place may help calm fears, given that this is an expectation for all Los Angeles public schools. There may be opposition toward the appropriateness of Restorative Justice as a tool to improve school culture; that said, the curriculum should include the opportunity to explore the rationale establishing this learning goal. Additionally, a few teachers have already begun implementing these practices in their classrooms as of the start of the 2017- 2018 school year. These teachers who have informally “piloted” these practices can be utilized to model the practices and build buy-in from the staff for the value of these practices. Although teachers are the target audience of the curriculum, other district personnel such as therapists, social workers, counselors, and psychologists may be invited as needed to support instruction. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 14 Having established the necessity and feasibility of this learning goal, Smith and Ragan (2015) recommend taking initial steps into curriculum development. A review of extant data and sources was used to further establish the need for this curriculum. The first data analyzed were responses gathered from a survey administered to all teachers at the end of the Fall 2017 semester. The survey provided a series of statements and asked teachers to rate the statements as either “Entry,” “Emerging,” “Effective,” or “Highly Effective,” although no clear criteria was provided to define what each of these levels meant (Organization Document, 2017). One relevant statement is “My school provides me with the training and support I need to effectively manage student conduct.” In response to this question, two respondents selected “Entry,” 12 selected “Emerging,” seven selected “Effective,” and one selected “Highly Effective.” Another survey item stated “New Teachers at my school receive adequate support from leaders and experienced teachers,” and received four responses of “Entry,” six of “Emerging,” eight of “effective,” and three “highly effective.” Coupled together, these data indicate that there is a strong perception that not enough training is provided to support teachers in general for responding to student behavior, and that new teachers need additional support from leaders. Another data source that was reviewed to establish this learning need was a Data Analysis and Findings report for a previous qualitative study that used interviews and observations to understand the supports that teachers at LACP experienced in the 2015-2016 school year and the first semester of the 2016-2017 school year (Hamm, 2016). A key finding in this study was that some teachers at LACP did not feel that classroom management was enough of a focus in the professional development curriculum. Since Restorative Justice is a key component to the school-wide positive behavior supports at LACP, the development of trainings TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 15 for new teachers would help satisfy this need by training teachers in practices that may help prevent student misbehaviors. Curriculum Description and Purpose This curriculum would be developed to take place, over the course of 6 trainings--one in each quarter of the school year, with two additional full day sessions (one at the beginning of the first semester, and one at the beginning of the second semester). The curriculum must include explorations of equity issues related to this innovation and sessions that teach skills of implementing Restorative Justice practices. Curriculum Goal, Outcomes and Capstone Assessment The overall curriculum goal is for teachers to be prepared to plan and facilitate Community Circles in the classroom. To that end, the following outcomes have been developed for the course: ● Analyze current issues of culture, race, and equity that led to this shift in discipline practices ● Facilitate informal relationship building practices in the classrooms ● Facilitate formal relationship building practices in the classrooms ● Engaging in Restorative Justice practices to repair damaged relationships with and among students The capstone assessment is a Restorative Practices Implementation Portfolio. This portfolio will include artifacts and reflections from their experiences in their first year of implementing informal and formal Restorative Practices at LACP. The portfolio will also include a plan for how Restorative Practices will be implemented in the year to come. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 16 Definitions A summary of the key terms and definitions used throughout the curriculum is provided below: a. Circles - a formal Restorative Practice, where a conversation takes place in circles, which can be facilitated with the intention of preventing conflict by building community, or responding to specific harmful incidents (California Conference for Equality and Justice, 2015). b. Multi-Tiered Systems of Support (MTSS) - an approach that seeks to blend the behavioral interventions of the PBIS model with the academic interventions of the RTI model in order to provide comprehensive student supports (McIntosh & Goodman, 2015). c. Positive Behavior Interventions & Supports (PBIS) - an approach that incorporates positive behavioral interventions and support systems in order to improve student behavior (Sprick, 1992). d. Restorative Justice - Restorative Justice has its roots in ancient societies, but has been an approach that juvenile justice systems began exploring in the 1980’s (Zehr, 2015). This approach seeks justice through the involvement of all stakeholders impacted by a crime to assess harms, and needs in order to rectify the situation (Zehr, 2015). e. Restorative Justice in Schools - In terms of school discipline, Morrison (2002) describes Restorative Justice practices as a shift away zero tolerance policies, instead seeking to restore the wellbeing of individuals affected by a harmful act, such as bullying. This is done by providing a space for those who were wronged and those who experienced the harm to dialogue about an incident or issue so they are able to come to an agreement about what it will mean to move past the incident so they can both comfortably rejoin the TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 17 school community (Morrison, 2002). In addition to using Restorative Justice in response to discipline issues, it is also used to build community among students (Amstutz & Stutzman, 2015). f. Restorative Practices - In an effort to achieve Restorative Justice, a variety of Restorative Practices are used including informal and formal approaches (Zehr, 2015). g. RTI (Response to Intervention)- an approach that provides academic interventions to students in three increasingly intense phases and monitors the extent to which the interventions are successful (Ardoin, Witt, Connell, & Koenig, 2005). h. Zero Tolerance - an approach to promoting school safety that arose from a 1994 congressional ruling that required any student who brought a gun to school to face expulsion (Casella, 2003). During the late 1990’s and early 2000’s, many school districts banned other infractions from their campuses, requiring the immediate suspension and/or expulsion of a student based on the behavior Potential Designer Biases Maxwell (2013) strongly recommends making biases known to the reader, as these may have an impact on the research. The developer of this curriculum is an administrator at the small public charter in South Los Angeles. The curriculum developer previously obtained an M.Ed. from a program with a strong social justice orientation, where students were encouraged to take on a transformative perspective toward problem solving. The author works within a Charter Management Organization this actively seeking to create equitable educational spaces. All of this must be kept in mind and weighed by the reader while reviewing the curriculum. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 18 Organization of the Design Blueprint This dissertation is divided into four chapters. Chapter One has served as the introduction and included: the statement of the problem; the instructional needs assessment; the curriculum description and purpose; the curriculum goal, outcomes, and capstone assessment; key definitions; potential designer biases; and this description of the design blueprint. Chapter Two will consist of a review of the literature consisting of many components: factors influencing the problem of practice; prior attempts at solving the problem; and theoretical approaches to the curriculum design solution. Chapter Three will include a description of the learner characteristics and the learning environment. Chapter Four will encompass the major elements of the curriculum: the curriculum goal, outcomes, and summative capstone; major tasks; cognitive task analysis; unit descriptions, objectives, and assessments; and delivery media selection. Chapter Five will serve as the conclusion, and will include a description of how the implementation of the curriculum was evaluated. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 19 CHAPTER TWO: LITERATURE REVIEW The Curriculum This review of literature is divided into two main parts. First, a collection of broad theoretical approaches is introduced that informed the approach to the curriculum. Included in this section is also a review of previous attempts at training teachers to implement Restorative Practices. The second section of this chapter describes the instructional design approaches that were considered in the actual development of the curriculum. General Theoretical Approaches to the Curriculum This curriculum is being developed in response to a number of discipline disparities in the school setting and is informed by social science theories as well as the principles of Restorative Justice. Restorative Practices have their roots in ancient societies and the criminal justice system, and has evolved into a series of practices being implemented at schools to improve school environments. González (2015) found that in schools, Restorative Justice is an approach to improving the learning environment and behavior. The approach includes involving multiple stakeholders and transforming community relationships. Restorative Justice does not consist of a merely program, but a paradigm shift. Zehr (2015) provides additional background on Restorative Practices that are used in communities and countries throughout the world. In 1989, New Zealand opted to use this approach as the basis of the juvenile justice system. Practices include circles, which are based on customs from the First Nation community in Canada. Practices also include conferences, which have their roots in indigenous societies in New Zealand and Australia. Restorative Practices are based on three pillars which include: Concern for harms and needs of the victim; an obligation to TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 20 make things right as much as possible, both concretely and symbolically; and Engagement of the community impacted by the offense, such as victim(s), offender(s), and community members. Cavanagh et al. (2007) conducted a study using Restorative Justice ideals from Zehr’s (1995) theoretical framework, and previous research on Restorative Justice implementation in schools (e.g.: Cameron & Thorsborne, 2001; The Restorative Practices Development Team, 2004). Cavanagh et al. (2007) found that a climate of school safety is attainable by establishing a culture of care, implementing Restorative Practices, and implementing relationships-based pedagogy. These steps build on each other and are possible through the foundation of building healthy relationships. Karp and Breslin (2001) share that according to social disorganization theory, institutionally strong communities are better able to prevent crime and respond to crime. Schools are a societal institution supported by the communities within and around them. Research from Bickmore (2011) frames a school’s responsibility in Peace and Conflict Theory (Galtung, 1996), which presents three goals for managing conflict that are easily adapted to Restorative Justice initiatives. The first goal includes peacekeeping, which includes monitoring as well as establishing interventions such as discipline sanctions across the board. The second goal is peacemaking, which describes intervention and problem solving to resolve disputes. The final component is peace-building, which refers to peacemaking dialogue and long-term nurturing. McCluskey et al. (2008) found a structure that parallels these goals. For the whole school, Restorative Practices can be used to establish positive relationships, foster a constructive climate, and help prevent conflict and harm. When difficulties arise, these practices can help effectively resolve conflicts and maintain relationships. When serious difficulties arise, Restorative Practices TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 21 allow for the reparation of harm, as well as the restoration of relationships. If relationships need to be terminated, this can be done in a positive manner. Blood and Thorsborne (2006) share that implementation of Restorative Practices at school requires a shift in thinking about the purpose and practice of discipline. They use Rogers’ (2013) diffusion theory to suggest that whole-school Restorative Justice implementation will be implemented at different rates across a campus. The innovation will begin with the determination that there is a problem, and then the solution must be structured to fit within the organization’s needs. Morrison, Blood, and Thorsborne (2005) found that implementation must occur across multiple stages and begins with gaining buy-in from the community. Once the community understands the rationale for the shifts, a vision is developed. Once the vision is established, the staff prepares and begins to implement the new practices. Reflection on all parts and the provision of supports where needed occurs. Staff members are encouraged to improve their own relationships with colleagues through the use of these practices. As Bickmore (2011) describes, Restorative Justice is historically used in response to an incident, but the strategies can often be implemented as a school-wide approach. These practices can and should be used in the discipline area after harm, but should also be included into the curriculum in order to move from peacekeeping to peacebuilding. It is important to make opportunities to recognize, discuss, and resolve conflicts in relation to simple as well as complex equity issues. Sherman et al. (2007) recommends whole school approaches are recommended, including primary, secondary, and tertiary, interventions. Implementation requires education around rationale because of tensions between the Restorative Justice approach and traditional discipline. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 22 Despite this, a whole school approach should still be used rather than using conferencing for just specific incidents or classes. In recent years, Restorative Practices have been implemented to prevent and respond to harm. However, these practices have stood the test of time, as they have historically been used in communities across the world. Content This section includes key knowledge and motivation components that will be included in the curriculum. According to the literature, learners must understand the rationale for using Restorative Practices in schools, and should understand that these practices include a variety of informal and formal procedures. Background information and rationale. Restorative Practices represent a departure from traditional discipline based on rules and consequences. Ford’s (2016) writing provides an important starting point for understanding the purpose of these practices. Students of color are more likely to experience exclusionary discipline practices, a trend that has been present since schools were first desegregated in the 1970s. Implicit racial bias on the part of educators has contributed to this trend. Restorative Justice practices help reduce disparities and are part of a paradigm shift that includes implicit bias training, Positive Behavior Interventions and Supports (PBIS), and social emotional learning. According to Varnham (2005), Restorative Justice views negative behavior as causing harm to relationships as opposed to viewing these behaviors as challenges to authority. Adults on campus are viewed as humans rather than authority figures. The focus is on finding what is best for all rather than what the appropriate punishment is for each behavior infraction. This includes TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 23 an acknowledgement of harm that has been done, a focus on caring for others, and a need to take responsibility for harm that has been done. Gray and Drewery (2011) share that Restorative Practices involve considering how decisions made by those in authority do things in collaboration with others rather than to others or for them. Over time, the implementation of Restorative Practices in one classroom setting saw an increase in student engagement and behavior and a decrease in interruptions. It is valuable to implement Restorative Practices not only as a disciplinary process, but into the curriculum. Cavanagh et al. (2007) found that the key to effective implementation lies in building healthy relationships with students, families, and the community. Implementation requires interactive lessons, peer support, engaging in restorative conversation, and using peacemaking circles. School members should be mindful of labels they consciously or unconsciously assign to students. Bickmore (2011) found that Restorative Justice is often used in an effort for peacekeeping, but not often for peace building. There needs to be more opportunities for students to experience Restorative Justice practices than just for peacekeeping. All students need to experience Restorative Justice on an ongoing basis in order to prevent negative perceptions of participating in these structures. These sources provide a necessary introduction the rationale for Restorative Practice implementation in schools. These points will be introduced throughout the curriculum to ground learners in the rationale for implementing informal and formal restorative practices. Informal Restorative Practices. One important component to the successful school- wide Restorative Practice implementation is the incorporation of informal practices. Smith, Fisher, and Frey’s (2015) book posits that Peace-building approaches are informal Restorative TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 24 Practices that are used every day. These practices include the use of affective statements and questions, classroom meetings, informal class circles, and impromptu conferences. González (2015) adds that Restorative dialogues are one on one conversations guided by Restorative Justice questions. These are often used in response to minor disciplinary issues that need addressing. Costello, Wachtel, & Wachtel (2009) further state that Informal practices can be used daily, and these include affective statements, affective questions, and small impromptu conferences. Informal Restorative Practices refer to approaches that can be used on a daily basis to help foster positive classroom relationships. These practices can be implemented on their own, but it is necessary for practices like these to be introduced in schools where Formal Restorative Practices are used. Formal Restorative Practices. With requisite Informal Restorative Practices in place, it becomes possible to implement Restorative Practices that are more structured. Smith, Fisher, and Frey (2015) describe Peace-making as the implementation of formal Restorative Practices. These practices include formal class circles, victim-offender dialogue, and high-stakes conferences. González (2015) describes these measures in more detail. Restorative conferences are when a Restorative Justice coordinator facilitates a conference between two parties using Restorative Justice questions (may be used when responsibility is shared unequally). Restorative circles are also known as group conferences and are appropriate for incidents involving multiple parties. Restorative circles are also used well in the classroom to support learning, set boundaries, and develop relationships. Costello, Wachtel, & Wachtel (2009) suggest that classes can implement group or circle for a variety of purposes such as checking in and out, establishing class norms, reviewing class TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 25 content, setting academic goals, and addressing behavior problems. On the formal end of the continuum exist formal restorative conferences, and family group decision making. Pranis (2005) describes circles in more detail. Circles are a space where all are respected and all have the chance to speak without interruption. Peacemaking circles are useful when two or more people need to make decisions, experience disagreement, need to address an experience, want to celebrate, want to share difficulties, or want to learn from each other. Circles include ceremony, a talking piece, a facilitator or keeper, guidelines, consensus, and decision making. Before a circle is held, the appropriateness of the circle must be assessed, and then the circle must be planned. These sources provide an overview of the information that will be developed into course and unit outcomes for the Restorative Practices for New Teachers curriculum. Other districts and organizations have begun to develop resources to train teachers in Restorative Practices, and these are reviewed to identify strengths as well as gaps in the information covered. Prior Attempts Throughout the course of research, no comprehensive curricula were located to address the problem of needing restorative practice training materials for a teaching staff. Limited training materials and curriculum descriptions that address the problem were found and are presented here. San Francisco Unified School District (SFUSD). Curriculum was obtained from the Restorative Practices SFUSD website, which has a variety of resources for parents, students, teachers, and school personnel. Included below is a review of the resources (or portions of resources) intended for adult training purposes. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 26 One publication (Clifford, n.d.) includes a variety of readings intended for teachers that serve as an introduction to Restorative Practices and circle facilitation, as well as information about variations that can be applied to circles. The publication also includes seven lesson plans that are intended for teachers to implement with students to introduce them to circles. No notes are provided for how these materials may be used in a training setting. In another resource (San Francisco Unified School District, n.d.) a scenario is provided about two students who engaged in physical conflict and statements they wrote describing what occurred. Readers are asked to answer questions about how the situation would be dealt with traditionally. The scenario is further developed to include a summary of what happened during a restorative meeting between the two students. Readers are asked to answer the same questions from a restorative perspective. The scenario concludes with the apology letters they wrote to their peers and a summary of the minimal class time they each missed. A resource (San Francisco Unified School District, 2012a) includes facilitator notes for a one-hour training on community building and introduction to Restorative Practices. This includes an overview of objectives, an agenda, a materials list, recommended room setup, and a script. A training DVD is referenced in the notes, but there is no link or way to access the DVD. A second, similar resource (San Francisco Unified School District, 2012b) includes facilitator notes for a two-hour training on community building, an introduction to Restorative Practices, an overview of the paradigm shifts needed for Restorative Practices, and an introduction to restorative questioning. This includes an overview of objectives, an agenda, a materials list, recommended room setup, and a script. As with the one-hour training material, a training DVD that is not publically available is needed. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 27 A packet (San Francisco Unified School District, 2013) is intended for use in conjunction with the presentation slides from the Student, Family, Community Support Department (2013). The packet includes several pages covering the following content: Definition and introduction to Restorative Practices; Overview of how Restorative Practices are being implemented at SFUSD; Overview concepts including restorative discipline, inclusive decision making, Restorative Practices continuum, and restorative questions. The accompanying presentation slides (Student, Family, Community Support Department, 2013) introduce the objective of providing an overview to Restorative Practices and applying restorative practice principles and strategies to the teaching practices. The slides make reference to staff community building (no description is provided). An introduction to the rationale for Restorative Practices in SFUSD is provided, along with an overview of the principles of Restorative Justice. A summary of practices to build, sustain, and restoring the community is given. In the subsequent years, similar resources were created. One presentation (Student, Family, Community Support Department, 2015a) is intended as a full day introduction to Restorative Practices (the first of two days). The presentation includes staff community building opportunities, an introduction to Restorative Practices, an overview of the importance of trauma informed practice, a review of discipline data, an introduction to restorative principles, and an introduction to community circles. The second presentation (Student, Family, Community Support Department, 2015b) is intended as the second full day introduction to Restorative Practices. This presentation introduces the paradigm shift needed for restorative practice implementation, restorative questions, the continuum of Restorative Practices, and tier 2 and 3 uses of Restorative Practices. Participants appear to be given the opportunity to engage in TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 28 restorative circles, but no overview is provided of what questions or prompts are used to facilitate the circle. The resources from SFUSD include materials from several isolated presentations and lack cohesion. The various materials provide a basic introduction to restorative practice, but do not provide training beyond this. Some materials provide insight to how students may be trained, but no such materials are provided for how teachers may be trained. In a similar vein, the materials from OUSD provide a variety of resources that were previously used to train educators in that district. Oakland Unified School District (OUSD). Curriculum was obtained from the OUSD Restorative Justice Resource page and the Oakland Unified Restorative Justice Google Drive site. Included below is a review of the resources intended for adult training and implementation purposes. The implementation guide (Oakland Unified School District Restorative Justice, n.d.) includes a detailed overview of steps necessary to implement Restorative Practices on school campuses. Included in the resource is a section on supporting teachers through ongoing professional development. A suggested training calendar is provided with one topic related to Restorative Practices introduced each month. A job-aid is included to assist with common challenges encountered during circle facilitation. One set of presentation slides (Yusem, 2013) appears to be intended for teachers. No facilitator notes are provided. The slides introduce the rationale for the use of Restorative Practices, provide an overview of Restorative Practices, and an introduce how Restorative Practices fit into a 3 tier intervention model. A second set of slides (2014) also appear to be intended for teachers, and no facilitator notes are provided. Like the first set, these slides TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 29 introduce the rationale for the use of Restorative Practices, provide an overview of Restorative Practices, and discuss how Restorative Practices fit into a 3 tier intervention model. This second set of slides also introduces the continuum of Restorative Practices. The various materials from OSUD provide an introduction to Restorative Practices and a helpful outline of topics that may be developed into learning objectives and trainings for restorative practice instruction over the course of a year. The final category of previous attempts at the curriculum represents the training developed by a state board of education to train educators and community stakeholders across the state of Minnesota. Minnesota Department of Education. These materials were obtained from the Minnesota Department of Education webpage for Restorative Practices, which highlights the use of Restorative Practices to prevent and respond to bullying. This website contains information on Restorative Practices for educators and includes training materials. A training guide (Beckman, 2016) is intended for use by community-based organizations that are providing restorative practice training in schools. The resource includes various training goals that trainers would want to achieve on each campus, and lists possible activities that can be used with school staff members. Detailed descriptions of activities are provided in a separate publication by the School Safety Technical Assistance Center (2016). A toolkit (Beckman, McMorris, & Gower, 2012) source includes a variety of assessments that can be used by administrators and teachers to reflect on their progress with restorative practice implementation. A trainer’s guide (School Safety Technical Assistance Center, 2016) includes detailed descriptions and handouts of activities that can be used for school sites that are training staff in TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 30 Restorative Practices. This resource is meant to be used in conjunction with the first training guide (Beckman, 2016). The materials from the Minnesota Department of Education provide many stand-alone activities that may be used with staff to support restorative practice facilitation, though they are not developed into full trainings. The resources covered throughout this section represent the only training materials developed by other organizations found by the developer of the present curriculum that were publicly available. During the course of research, a few descriptions of other previous curriculum attempts were also discovered. Curriculum from other sources. The following sources present brief descriptions of the content and structure of other previous attempts at Restorative Practices training materials. Gregory, Clawson, Davis, and Gerewitz (2016) describe one training experience. In two diverse high schools on east coast, teachers trained in two full day workshops at start of year, and two full consultation days for each site. Consultation visits consisted of observation, modeling, and structured planning. Student perceptions, in conjunction with discipline records indicated that there were better teacher student relationships. Teachers who used Restorative Practices more often and effectively were perceived as having better relationships, fewer discipline issues. Kaveney and Drewery (2011) describe a training program wherein teachers experienced 8 professional development sessions focused on questioning techniques and mindfulness of the language they used to address student issues. Teachers were trained to take on a stance of not holding the knowledge in the room. Teachers learned about how to remain respectfully curious about others. Teachers felt like everyone go to have their say, that they had better relationships, felt like they were able to learn more about listening and being reflective. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 31 These limited descriptions are helpful for understanding the amount of time that teachers received in training and about teachers’ perception of the training, but do not provide much information as to the content of the curriculum. As a whole, these various sources must be analyzed to determine key ideas for the present curriculum. Analysis of prior attempts. Though helpful information is provided in these prior attempts, these are isolated resources that are not a part of a comprehensive curriculum. Smith and Ragan (2005) suggest that instructional design involves intentional planning that establishes instructional goals, instructional strategies, and evaluation measures. None of the sources reviewed provided all three components. Anderson and Krathwohl (2001) state that the goal of instruction is for learners to promote the transfer of knowledge. Learning objectives help ensure that learning activities will engage in the cognitive processes necessary to achieve these goals. Assessments of learning should include tasks that measure these same cognitive processes. Some sources provided included learning goals, but the activities did not align with the stated goals. Some sources provided assessments and reflection tools, but did not provide learning activities. Approaches to the Curriculum Design Part Two of the literature review includes sources that inform the general instructional design for the curriculum. The theoretical approaches discussed below were all considered in developing the curriculum. Theoretical Foundations to the Curriculum Design The design of this curriculum was informed by diverse approaches including constructivism, behaviorism, cognitivism, and social cognitivism. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 32 Constructivism philosophy. Constructivism philosophy will inform some aspects of the Restorative Justice teacher training curriculum as teachers spend some of the time interacting with colleagues in restorative circles and constructing knowledge based on these experiences. As Smith and Ragan (2005) inform us, constructivism suggests that knowledge is constructed by learners. This means that learning results from how the learner interprets knowledge and that meaning is developed through experience. Social constructivism suggests that learning is collaborative. Cognitivism recommends placing learning in a realistic setting. Costello, Wachtel, and Wachtel (2009) recommend a practice that is in line with constructivist philosophies, where in staff are encouraged to engage in circle as they are practicing their implementation. Engaging in circles during training provides a valuable opportunity to discuss their progress and experience what it is like to process their thinking with peers in the circle structure. Learners in this curriculum will engage in restorative circles to construct knowledge, so they can be prepared to facilitate the process with their own students. Behavioral theories of learning. This curriculum implements behavioral theory principles in order to encourage the development of Restorative Justice behaviors. Daly (2006) describes that in behaviorism, learning is improved when clear behavioral objectives are established. The learning of desired behaviors is strengthened through reinforcement. Further, Tuckman (2006) describes a key tenant of operant conditioning, wherein learning is improved when it takes place in an environment that is conducive toward the desired behaviors. Additionally, providing immediate feedback helps reinforce the desired behavior. In order to facilitate the learning of desired behaviors associated with Restorative Practices, this curriculum will establish clear behavioral objectives for learners, provide strategies to ensure an appropriate setting is created, and provide opportunities for learners to receive feedback. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 33 Social cognitive theories. A Social Cognitive influence in the curriculum will encourage learners to observe and interact with credible models to help increase their knowledge and self- efficacy when implementing Restorative Practices. Denler, Wolters, and Benzon (2006) share that learning is improved through the use of modeling and demonstration. In social cognition, models who are considered credible by the learner are best. Additionally, modeled behavior is more likely to be imitated if the value of the behavior is clear. Finally, it is recommended that learning is improved through the implementation of self-regulation strategies. This is aligned to findings from Dembo and Eaton (2000) that self-regulatory strategies assist learning and that students should be provided with opportunities for students to monitor their own performance in relation to self-established goals. Through this curriculum, learners will learn how to implement Restorative Practices through the facilitators who model the various processes; learners will also have the opportunity to establish goals and monitor their progress toward mastering Restorative Practice strategies. Cognitive learning theories. Understanding human cognitive architecture will be essential for appropriately developing a Restorative Practices curriculum for new teachers. Smith and Ragan (2005) remind readers that learners construct knowledge based on the instruction they receive. The information processing theory suggests learners first receive information through the sensory register, and the information is temporarily stored in the working memory. In order for information to transfer to the long term memory, learners must deeply process the information by organizing information into schemata and mental models. The instructional design process of determining the instructional goal for the learner must be informed by an understanding of the learners’ level of prior knowledge. Instructional strategies are selected that help manage learners’ cognitive load to work within the limited capacity of the working TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 34 memory. Evaluations for the effectiveness of instruction seek to understand how learners are processing information. Schraw and McCrudden (2006) description of the Information Processing theory provides the recommendation that it is important to connect current information to prior knowledge. Mastery is improved by integrating new skills into what is currently learned, simplifying large tasks into smaller chunks, and engaging in deliberate practice. Cognitive learning theories will influence the instructional design as activities are developed that are appropriate for teachers’ level of prior knowledge, employing strategies that manage cognitive load, and asking teachers to reflect their experiences with Restorative Practices. This curriculum will seek to teach the concepts and procedures inherent in Restorative Practices through units that are designed incorporating key principles from constructivism, behaviorism, cognitivism, and social cognitivism. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 35 CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT Learner Profile The primary audience for this Restorative Practices Training Curriculum is teachers at Los Angeles College Preparatory (LACP). A secondary audience may be teachers on various campuses who are being introduced to Restorative Practices. The ability, self-efficacy, and prior knowledge of the primary audience are described below, and can be reviewed by training facilitators for other learners to determine the appropriateness of this curriculum. Ability For the Restorative Justice Practice Training Curriculum, both cognitive and physiological aspects of ability will be considered. Cognitive characteristics. Participants in the Restorative Justice Training Curriculum are college graduates who have met or exceeded the California minimum requirements to work in public schools. In addition to the undergraduate coursework they have completed, all teachers have either completed a pre-service teacher credentialing program, or have gained admission to a university internship program. These employment prerequisites demonstrate that participants will have the reading proficiency, language development, visual literacy, computer literacy, and learning strategies consistent with those of a college graduate. In terms of lifespan development, participants’ age may be of early or middle adulthood. Additionally, all participants will have have reached Piaget’s Formal Operational stage of cognitive development, wherein they can understand how the Restorative Practices they implement can help build a positive classroom and school environment. Participants can work independently and with peers. The extent to which routine teaching skills (i.e., planning, delivering, and assessing instruction) have been mastered will vary based on experience. Similarly, the levels of experience with establishing a TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 36 positive classroom environment, such as classroom management and relationship building will vary. Physiological characteristics. All learners have typical human sensory capacities and perceptual characteristics. No learners are visually or auditorily impaired to the extent that it interferes with their learning. All learners have typical mobility and are able to move to different parts of the classroom, adjust light furniture, and use a computer. All learners are adults in between the ages of 21 and 50. Self-Efficacy Self-Efficacy is described as the learners’ ability to succeed in given tasks (Bandura, 1977). The values, beliefs, and attitudes toward learning possessed by participants come together to make up the learners’ self-efficacy. This element is examined in terms of affective and social characteristics. Affective characteristics. Learners have been screened by the organization and school hiring processes and are believed to have an interest in LACP and PCPS’ social justice oriented mission. Participants’ interests may be primarily on their content area, relationship building, or both. Participants may be motivated to complete this training based on a belief in Restorative Justice principles or the understanding that the implementation of Restorative Justice is a requirement. Participants may be generally eager to become stronger educators. Some participants may experience high anxiety levels due to starting a new initiative. Social characteristics. Learners who are returning teachers will already be familiar with their colleagues and the administration. Learners who are new to LACP may be familiar with peers through PCPS and LACP activities (i.e., new teacher mixers, summer training opportunities), but relationships to peers will not be far developed beyond this. Teachers in this TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 37 organization may have varying feelings toward authority and approaches to discipline. On the one hand, a negative perception of authority may lead a participant to resist a mandated program. At the same time, a negative perception of authority may also indicate a willingness to learn about Restorative Justice as an alternative to authoritarian discipline. Those with positive perceptions toward authority may also feel conflicting feelings with participating in this training (i.e.: a willingness to comply with a mandated program, but a resistance toward non-traditional discipline). As teachers who are credentialed or in the process of earning a credential, all learners are earning a middle class income, through their upbringing may have been in a different type of environment. Prior Knowledge Prior to learning, there is both general world knowledge and specific prior knowledge that would benefit the learner. General world knowledge. As educators working in a low SES, predominantly Black and Latino community, it would be important to have a general awareness of current equity issues, such as racial tensions, and challenges with authority. A preliminary teaching credential in California requires coursework on cross-cultural diversity and working with English learners, so it is assumed that teachers would have received an introduction to this topic through their pre- service training. Specific prior knowledge. Though this training is intended for teachers, it is not focused on topics typical for this group of learners (i.e., planning instruction, classroom management, etc.). Currently, there are structures in place at LACP and within PCPS to ensure that teachers have the necessary training to prepare for their traditional teaching responsibilities. Though this training does not assume previous experience with teaching or implementing Restorative TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 38 Practices, previous experience with participating in group discussions will be necessary. Experience with facilitating group discussions would be ideal, but the instructors will develop the skill of facilitating discussions over the course of the curriculum. Another important prior knowledge consideration for the intended learners is the level of experience with instructional design. As discussed in the review of literature, Restorative Practices include a broad range of formality; what this means is that some lessons will be specifically “Restorative Practice” focused (e.g.: days when the teacher facilitates Community Circles). On most days, teachers will instead implement informal Restorative Practices into their lessons (e.g.: choosing to use affective statements when responding to student questions and comments). The intended learners for this curriculum will have some experience with preparing lessons as a component of their pre-service training. The frequency with which they have developed and implemented these lesson plans will vary. Description of the Learning Environment The Restorative Practices curriculum is intended for use at the LACP campus, but it is possible that other campuses may find the resources useful. The learning environment at LACP is described in this section, and others who are considering using the curriculum can review the components of the LACP learning environment to see if the curriculum may fit within the learning environment of another campus. Facilitator Characteristics The instructors for the Restorative Practices curriculum are a group of pilot teachers who received additional support to begin implementing these practices in their classrooms. Because of the time spent implementing these practices, the pilot teachers have developed their own expertise with the facilitation of Restorative Practices. In addition to their prior experience with TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 39 Restorative Practices, the pilot teachers also have prior experience teaching educators through in- person staff development sessions at LACP. The pilot teachers have previously received training on Restorative Practices led by instructors from outside organizations. These trainings have included extensive participation in community and harm circles, and the opportunity to facilitate circles under the guidance of the instructors. The pilot teachers understand the necessity for implementing Restorative Justice practices on campus as a mandated requirement as well as in response to educational inequities. The instructors are also familiar with the use of Multi-Tiered Systems of Support to implement interventions on a school-wide, small group, and individual level. The instructors are comfortable and interested in leading others in discussions related to identity and equity. Existing Curricula/Programs This curriculum will be provided as a part of the LACP professional development program that takes place on a weekly basis. Various topics are discussed during the weekly sessions, and a minimum of six sessions will be dedicated to delivering this curriculum. In the 2015-2016 school year, administrators participated in Restorative Practice trainings facilitated by an outside organization, and in the 2016-2017 school year, pilot teachers participated in similar trainings. These trainings introduced Restorative Practices as interventions within the Multi- Tiered Systems of Support (MTSS) offered at LACP, and provided an introduction on how to implement these practices. No training materials were developed to sustain this training for all teachers or support transfer into practice, so this curriculum is intended to ensure that teachers in future years are prepared to implement Restorative Practices. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 40 Available Equipment and Technology The Restorative Practices curriculum will be delivered in various classrooms at the LACP campus. Each classroom at LACP has a laptop, an LCD projector, computer speakers, a whiteboard, markers, butcher paper, and dry erase markers, poster markers, and wireless internet access. Teachers are being trained to implement these practices within their own classes, so the trainings will only utilize technology that teachers have access to during their school day. If the instructor for this curriculum desires to bring in computers for each participant, the instructor may ask learners to bring their laptop computer to the session. Though LACP students do not have their own computers, a teacher would be able to reserve a computer cart with 33 computers, so this use of technology would still mirror the technology that an LACP teacher would be able to access on a typical teaching day. Classroom Facilities and Learning Climate Each classroom at LACP can fit up to 33 adolescent students and 1 teacher, though the teacher trainings will likely consist of 30 individuals in a room at one time. The seating arrangements in each classroom vary; some classrooms have individual student tables and chairs that can be easily moved into various configurations. Some classrooms have individual student desks, where the chair and table top are attached to each other. These can also be easily reconfigured. Other classrooms have heavier tables that seat between 3-4 students per table, with separate chairs. In these rooms, the chairs can easily be moved, but the tables are more difficult to rearrange. Trainings will be held in different rooms throughout the school year, to demonstrate how the furniture in rooms can be arranged to allow for community circles to take place. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 41 Throughout the PCPS and LACP hiring process, candidates are screened for their desire to learn new ideas, and all teachers present at these trainings will have expressed this during their interview process. Teachers at LACP are generally open in terms of building community amongst each other. Visitors from PCPS (e.g., Curriculum Coaches) often comment that the staff is positive, and that they have strong relationships. For learners who are new to LACP and will not have these relationships established, these trainings will provide the opportunity to begin developing collegial relationships at the beginning of the school year and continue developing them throughout the year. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 42 CHAPTER FOUR: THE CURRICULUM Overall Curriculum Goal, Outcomes, and Summative Assessment Prior to developing each unit, the overall goals, outcomes, and assessments for the unit were developed. These are shared below, in detail. Curriculum Goal Teachers are key stakeholders in implementing Restorative Justice at Los Angeles College Preparatory, and the administrative team developed the organizational goal that by the end of the 2017-2018 school year, all teachers will implement Community Circles a minimum of twice a month. This curriculum would be developed to take place over the course of 6 trainings; one in each quarter of the school year, with two additional full day sessions (e.g., one at the beginning of the first semester, and one at the beginning of the second semester). The curriculum must include an exploration of each teacher's own identity, explorations of equity issues related to this innovation, and sessions that teach skills of responding to behavior in an alternative effective manner. The curriculum goal is for teachers to have the knowledge, skills and disposition to plan and facilitate Community Circles in the classroom. Curriculum Outcomes In order to help teachers, meet this goal, a series of curriculum outcomes have been developed. By the end of this curriculum learners will be able to: ● Analyze current issues of culture, race, and equity that led to this shift in discipline practices. This outcome supports the curriculum goal by conveying the rationale for the course and helping learners understand the importance and value in the curriculum. ● Facilitate informal relationship building practices in the classrooms. Based on the review of the literature in Chapter Two, there is a broad spectrum of Restorative Practices. By TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 43 being able to implement the more informal practices on a daily basis, learners will be better prepared to implement formal practices as needed. ● Facilitate formal relationship building practices in the classrooms. This outcome is directly linked toward the curriculum goal of facilitating Restorative Circles, as these fall on the formal end of the Restorative Practices spectrum. Summative Assessment The summative assessment is a Restorative Practices Implementation Portfolio. This portfolio will include artifacts and reflections from their experiences implementing informal and formal Restorative Practices in their first year of teaching at LACP. Examples of the items in the portfolio include Community Circle plans, post facilitation reflections, and a video recording of the learner facilitating the Community Circles, a video reflection, and a final reflection on the impact of implementing Restorative Practices in the classroom. The portfolio will also include a plan for how Restorative Practices will be implemented in the year to come. Although the portfolio is intended as a summative assessment, some schools may choose to require submission of some or all components of the portfolio on an on-going basis to provide added accountability. Cognitive Task Analysis (Information Processing Analysis) In the process of developing this curriculum, an information processing analysis was conducted (Smith & Ragan, 2005). This process involved consulting with at least one subject matter expert (SME) in order to understand the steps that are taken to accomplish a complex task (Clark et al., 2008). In this case, a teacher at a small charter school who has been implementing formal and informal Restorative Practices with success for three years was consulted. The SME compared discipline data from the years before she began implementing Restorative Practices, to data from the years since she began implementation and saw a steady improvement. The SME TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 44 was asked to consult on the goal of planning and implementing community circles, which is directly aligned to the curriculum goal. The SME provided the recommendation to begin implementing informal Restorative Practices early in the year in order to build toward implementing community circles early in the school year. The steps required for community circle implementation in the school setting are executed in the context of the classroom. Within the classroom setting, a community circle should be facilitated within the time allotted by one class period. In this context, a class period varies between 55-100 minutes, depending on the bell schedule for the given day. The process of learning how to plan and execute community circles does not have specific time constraints beyond beginning to implement these steps early on in the school year. In order to facilitate community circles, the following are needed: Table 1 Materials needed for Community Circle Facilitation Community Agreements There are common agreements that are used in most circles. These are sometimes supplemented by additional agreements based on the needs of the specific circle. These agreements may be projected, on handouts, or on a poster Talking piece An item of emotional significance that may be supplied by the circle facilitator or a participant Centerpiece A focus area in the center of the circle. This may include a piece of fabric or a mat, various talking pieces, and a copy of the circle agreements TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 45 Major Tasks Based on a review of the literature as well as the interview with a subject matter expert, the following tasks are recommended in order to meet the overall goal of planning and implementing community circles: 1. Recognize why restorative practices are being implemented (CTA) 2. Recognize that there is a spectrum of formality when it comes to restorative practices (CTA, Literature) 3. Implement informal restorative practices (CTA, Literature) 4. Plan community circles (CTA) a. determine the purpose of the circle b. determine the topic of the circle c. develop questions that progress in complexity 5. Execute community circles (CTA, Literature) a. Provide an opening activity b. Introduce the talking piece c. Introduce (or review) circle agreements d. Provide a question to check-in with participants e. Work through questions that increase in complexity f. Provide a question to help provide processing/closure General Instructional Methods Approach In designing this curriculum, measures were taken to ensure appropriate instructional activities and strategies were selected. The general approach for instruction involved finding a balance between generative (i.e., student directed) and supplantive (i.e., teacher directed) events TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 46 across the curriculum (Smith & Ragan, 2005). The learner characteristics described in Chapter Three provide an overview of the intended learners of this curriculum, and thus the curriculum sought to meet the needs of teachers by managing their cognitive load. Supplantive instruction is most effective for novice learners; with this in mind, the earlier units are more teacher directed. An example of this is the first lesson that uses teacher direction to teach factors that influenced the adoption of Restorative Practices. Toward the end of the curriculum, learners are implementing what they’ve learned and reflecting on how they can improve. Though these metacognitive reflections are still introduced by the instructor, the activities are more generative in nature. Per the recommendations of Smith and Ragan (2005), all lessons included an introduction, body, conclusion, and assessment, which are reviewed in detail below. Description of Specific Learning Activities Based on the cognitive task analysis with a subject matter expert, as well as the review of literature, a number of learning objectives were developed that span a variety of knowledge types. In order to allow learners to link, organize, and elaborate on new declarative knowledge (e.g.: knowing what Restorative Practices are), learners are given opportunities to engage with discourse with one another and rehearse (Smith & Ragan, 2005). To support the learning of concepts (e.g.: understanding the continuum of Restorative Practices), learners use and generate concept maps (Smith & Ragan, 2005). Teaching the actual planning and execution of community circles requires the use of strategies to teach procedural knowledge, cognitive strategies, and attitudes. Procedural knowledge (e.g.: how to facilitate a community circle) is supported through the use of job aids and practice with executing (Smith & Ragan, 2005). Being able to effectively facilitate a community circle is highly cognitive; as such, the use of modeling and think-alouds are used in lessons focused on circle facilitation (Smith & Ragan, 2005). The teaching of an TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 47 attitude requires a cognitive and behavioral component, along with an affective component (Smith & Ragan, 2005). The strategies discussed for procedural and cognitive knowledge contribute to the learning of an attitude (i.e.: Community circles and restorative practices as a whole should be implemented). The use of a role models (i.e., the pilot teachers) serves as the affective component by demonstrating how these practices are implemented (Smith & Ragan, 2005). The use of these various learning activities briefly introduced above seeks to find a balance between generative and supplantive strategies to support learning. The specific learning activities associated with each learning objective are provided below. Each unit is based on one or more of the necessary tasks identified through the cognitive task analysis and/or the literature for planning and executing community circles. Overview of the Units The units, described below, are sequenced in the order recommended by the SME. In Unit 1, learners are first introduced to the rationale for systemic Restorative Practice implementation to help increase motivation. Units 2-5 are sequenced in order of difficulty, with the terminal learning objective for each unit becoming a prerequisite for the next. Unit 6 provides the opportunity for learners to reflect on their progress thus far and determine next steps to further improve their mastery of Restorative Practices. Unit 1 Knowing Why Restorative Practices Are Being Implemented Terminal learning objective. Given an overview of the reasons why Restorative Practices are being used, learners will be able to explain the rationale for Restorative Practice implementation in a 300-500-word blog post for the school’s webpage that discusses the legal, equity, and human development factors that led to this initiative (assessed using a rubric). TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 48 Prerequisite analysis (enabling learning objectives). ● Know what Restorative Practices are ● Know legal factors in RP ● Know what equity factors are in RP ● Know what human development factors in RP are. ● Ability to navigate a computer and use word processing software. ● Understand the general purpose and format of a blog post ● Respond to a prompt in writing Learning activities. ● Provide activities to introduce and gain learner attention to the topic of Restorative Practices ● After sharing the learning objective and topic, an advance organizer will be used to help stimulate the recall of relevant prior knowledge. ● Assess prior knowledge of Restorative Practices and teach necessary knowledge using examples and non-examples via a narrative of two students from similar low SES background who engage in two different school environments: one that implements Restorative Practices and one that does not. ● Provide an opportunity for learners to generate examples and non-examples of Restorative Practices that they have observed in their student teaching sites, experienced as a student, or heard about anecdotally. ● Direct instruction will be used to provide an overview on the factors (e.g.: legal, equity, and human development) that led to restorative practice implementation. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 49 ● Organized discourse in the form of a community circle will help learners further process the information. This will also serve as an introduction to community circles, which is a key component of restorative practices. ● The instructor will model the procedure for completing a graphic organizer that outlines the legal, equity, and human development factors that led to the implementation of Restorative Practices. ● Provide time for practice and feedback for learners to complete the graphic organizer. ● The instructor will model the procedure for developing the graphic organizer into a blog post. ● Provide opportunities to transfer knowledge and develop a blog post that describes the legal, equity, and human development factors that led to the implementation of Restorative Practices, per the rubric Assessment. Learners will prepare a 300-500-word blog post for the school’s webpage that discusses the legal, equity, and human development factors that led to this initiative. Unit 2: How to Implement Informal Restorative Practices Learning objectives. Given a list of Restorative Practices, learners will classify the practices on the continuum ranging from informal to formal. Given a reading, learners will execute informal Restorative Practices in a role play and prepare to implement Informal Restorative Practices by developing a plan for use in the classroom that aligns with a rubric. Prerequisite analysis (enabling learning objectives). ● Know the meaning of informal to formal Restorative Practices TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 50 ● Read a college-level text ● Discuss ideas from a text with peers ● Ability to develop a plan, given a template ● Classify Restorative Practices on a continuum ranging from informal to formal ● Execute restorative practices in a role play Learning activities. ● After introductions and attention activities, assess prior knowledge of the Restorative Practices continuum ● Teach any necessary prerequisite knowledge by providing definitions and examples and non-examples via a reading ● Provide opportunities for learners to practice classifying informal and formal Restorative Practices and generating examples and non-examples through a card sort game ● Model the procedure for implementing Restorative Practice in a role play given a scenario ● Provide practice and feedback for implementing Restorative Practice in a role play scenario with pilot teacher ● Model the procedure for developing an informal Restorative Practice implementation plan. ● Provide opportunities to transfer knowledge to create their own informal Restorative Practice implementation plan. Learning assessment. Learners will be assessed through the card sort activity, their role play, and their development of an implementation plan using a rubric. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 51 Unit 3: How to Build Toward Whole-class Restorative Practices Learning objectives. Given a reading and a simulation, learners will develop a plan for a whole-class Restorative Practice implementation using a rubric. Prerequisite analysis (enabling learning objectives). ● Read a college-level text ● Discuss ideas from a text with peers ● Collaborate with peers ● Ability to develop a lesson plan, given a template ● Implement informal Restorative Practices ● Implement whole-class Restorative Practices Learning activities. ● After introductions and attention activities, assess prior knowledge of informal Restorative Practice and whole-class Restorative Practice implementation ● Teach any necessary prerequisite knowledge by reading descriptions for whole-class Restorative Practice strategies ● Provide opportunities for learners to generate examples and non-examples of whole-class Restorative Practice strategies ● Model the procedure for whole-class Restorative Practice in a simulation of a strategy ● Provide practice and feedback for implementing a whole-class Restorative Practice strategy in a simulation ● Model the procedure for developing a whole-class Restorative Practice strategy implementation plan. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 52 ● Provide opportunities to transfer knowledge to create their own whole-class Restorative Practice strategy implementation plan. Assessment. Learners will submit a lesson plan that describes how their selected practice will be implemented according to a rubric. Learners will also complete post-instruction reflection evaluating their effectiveness with implementing their chosen whole-class practice using a rubric. Unit 4: How to Plan Community Circles Learning objectives. Given a topic, learners will plan a community circle using a provided template. Prerequisite analysis (enabling learning objectives) ● Discuss complex ideas with peers ● Collaborate with peers ● Develop a lesson plan, given a template ● Implement whole-class Restorative Practices ● Understand what is a Community Circle Learning activities. ● After introductions and attention activities, assess prior knowledge of community circle planning ● Teach any necessary prerequisite knowledge by reviewing a diagram that defines community circles and introduces the components of a community circle ● Provide opportunities for learners to generate examples and non-examples of community circle concepts TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 53 ● Model the procedure for developing community circle questions that progress in complexity using the circle planning tool ● Provide practice and feedback for developing community circle questions that progress in complexity using the circle planning tool on a given topic ● Model the procedure for selecting a topic and then developing community circle questions that progress in complexity using the circle planning tool ● Provide opportunities to transfer knowledge to select new topics and develop community circle questions that progress in complexity using the circle planning tool Assessment. Learners will complete the circle planning document for two community circles prior to the next session. Unit 5: How to Execute Community Circles Learning objectives. Given a circle setting, learners will implement their circle plan by facilitating a Community Circle with peers and/or in their classrooms. Prerequisite analysis (enabling learning objectives). ● Discuss complex ideas with peers ● Facilitate discussions among learners ● Implement classroom management strategies to foster a positive environment ● Implement a lesson plan ● Implement whole-class Restorative Practices ● Implement Community Circles Learning activities. ● After introductions and attention activities, assess prior knowledge of community circle facilitation TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 54 ● Teach any necessary prerequisite knowledge by reviewing the community circle facilitation through a reading about ● Model the procedure for each step of community circle facilitation ● Provide practice and feedback for each step of community circle facilitation ● Model the procedure for facilitating full community circle ● Provide opportunities to transfer knowledge by allowing learners to facilitate full community circle Assessment. Learners will have the opportunity to demonstrate their mastery of the objective through their facilitation of the community circle with their peers. All learners will facilitate their community circle in their own classes prior to the next session. Unit 6: How to Improve the Practice of Community Circle Facilitation Learning objectives. Given a discussion protocol, learners will critique their practice with circle implementation thus far to plan a future Community Circle. Prerequisite analysis (enabling learning objectives). ● Read a college-level text ● Discuss complex ideas with peers ● Reflect on current performance ● Implement Community Circles ● Critique practice of Community Circle Implementation Learning activities. ● After introductions and attention activities, assess prior knowledge of community circle facilitation TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 55 ● Teach any necessary prerequisite knowledge through a reading on solutions to common challenges that occur during community circles ● Introduce Consultancy Protocol (National School Reform Faculty, n.d.) which may be used in any supplemental sessions ● Learners select a challenge they’ve experienced with community circle facilitation and generate examples and non-examples of solutions to the challenge ● Model the procedure for using conversation protocol to identify a current struggle and receive feedback from peers on how they may improve ● Provide opportunity for use of the conversation protocol to identify current struggles and receive feedback from peers and instructor ● Model the planning a future community circle, implementing strategies shared in the reading and shared by peers ● Provide opportunities to transfer knowledge by allowing learners to plan their next community circle, implementing strategies shared in the reading and by peers ● The pilot teachers will provide feedback to each learner and will introduce the video observation. Each learner will select a time when they will facilitate their circle, so that the instructor can conduct a video observation. ● If learners continue needing additional support and feedback, the protocol in this lesson may be used for multiple sessions. In this case, learners would select a different problem of practice each time to work through with the support of pilot teachers and peers. Assessment. The completed circle plan, along with the video observation of the Community Circle facilitation will be used to assess the mastery of the learning objective. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 56 Table 2 Scope and Sequence I = Introduced R = Reinforced M = Mastered Skills/Units Unit 1 Unit 2 Unit 3 Unit 3 Unit 4 Unit 5 Unit 6 SA Analyze current issues of culture, race, and equity that led to this shift in discipline practices. I R R R R R R M Facilitate informal relationship building practices in the classrooms. I R R R R R R M Facilitate formal relationship building practices in the classrooms. I R R R R R R M Delivery Media Selection Clark, Yates, Early, and Moulton (2010) recommend developing trainings using three main steps that include: a cognitive task analysis to determine the skills that should be taught; instructional design that incorporates guided experiential learning principles; and media that assists in facilitating these learning experiences. The first two steps of this process have already been described in this chapter; the cognitive task analysis conducted with the SME for this curriculum design was described at the beginning of this chapter, and the description of the TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 57 instructional methods selected immediately followed. As the research shows, media is simply the vehicle for instruction (Clark, Yates, Early, & Moulton, 2010). Selected media in this case will include the facilitators, presentations, excerpts from books, and short video clips. Although there are many types of media technology available for instruction, research indicates that providing a variety of media options for learning experiences does not improve learning (Clark, Yates, Early, & Moulton, 2010). Additionally, using technologies that would appear to increase motivation (such as an instructional video game) do not have a positive impact on learning either (Clark, Yates, Early, & Moulton, 2010). With all of this in mind, the selected media are being used and embedded within the curriculum in a way that is aligned to solid instructional processes, based on a few key considerations. Key Considerations in Choosing Media A variety of factors must be considered in determining the media selection for a course of study. Clark, Yates, Early, and Moulton (2010) highlight three considerations for determining the media, which are related to conditions, feedback, and sensory information. The concerns for conceptual authenticity include ensuring that the media used provide the conditions necessary for new learning to be applied (Clark, Yates, Early, & Moulton, 2010). It is also important to consider whether the media used provide the opportunity to give prompt and precise feedback (Clark, Yates, Early, & Moulton, 2010). Finally, it is important to determine what senses the training will access, and ensure the media selection supports any necessary senses in addition to the visual and aural (Clark, Yates, Early, & Moulton, 2010). The table below demonstrates how these three factors are being considered for this curriculum. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 58 Table 3 Key Considerations for Choice of Media Considerations for Media Selection Curricular Implications Conditional Authenticity ● Media used must be realistic to the conditions where the tasks will be completed Feedback Needs ● There is a need for immediate feedback ● Feedback will be provided by pilot teachers during role-play activities. ● Feedback will be provided by pilot teachers and peers during video observation analysis--small clips should be used Sensory Requirements ● Visual and auditory will be most important senses to engage via selected media ● Tactile senses will be needed while engaging with the talking piece-- showing pictures or videos of talking pieces in uses will not be sufficient, so opportunities to hold the talking piece during circle facilitation will be key. General Instructional Platform Selection In order to best utilize the experience of pilot teachers with Restorative Practice implementation, the selected instructional platform is in-person. Chapter Three described the intended learners and context for this curriculum. This sequence of trainings is intended for use at Los Angeles College Preparatory, within their professional development setting. This allows for pilot teachers to act as mentors to their colleagues in supporting their Restorative Practice implementation. This also allows participants to engage in informal and formal restorative TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 59 practices with their colleagues. Finally, this allows learners to practice in the setting where they will implement their training. Specific Media Choices As mentioned before, the media choices for this curriculum include presentations, readings, and short video clips. The table below provides more details on the purpose and benefit of the selected media. Table 4 Specific Media Choices Selected Media Purpose Benefit Facilitators ● Communicate objectives ● Communicate reasons for learning content ● Provide an overview to content being covered ● Introduce concepts and processes ● Provide demonstrations ● Provide Corrective feedback The facilitator is the most important vehicle for engaging participants of these sessions in “guided experiential learning” (Clark, 2004, 2006) PowerPoint or Google Slides presentations ● Communicate objectives ● Communicate reasons for learning content ● Provide an overview to content being covered ● Provide visual aids/graphic organizers ● These components of “guided experiential learning” (Clark, 2004, 2006) come at the beginning of the lesson help activate prior knowledge for learners. ● Presentations will incorporate Mayer’s (2011) Multimedia Design Principles TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 60 Readings ● Communicate reasons for learning content ● Provide an overview to content being covered ● Introduce concepts and processes Readings will help build conceptual knowledge needed to implement Restorative Practices Video clips ● Communicate reasons for learning content ● Provide demonstrations ● Provide corrective feedback Some video clips will help increase the motivation of learners by providing further rationale for using these practices. Other clips will show learners how to implement. Video observations of the learners in action will be used to provide coaching and feedback by pilot teachers and peers TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 61 CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN Implementation of the Course This course will initially be delivered by a group of pilot teachers who have successfully implemented Restorative Practices for at least one semester. The Pilot teachers will deliver the curriculum in an in-service Professional Development setting to the faculty of the school. The curriculum developer and a school administrator will meet with the pilot teachers a week before each session to go over the relevant unit. The pilot teachers will be able to provide feedback on the content and materials at this time, so that any necessary revisions may be made. The curriculum developer and a school administrator will be present during each session to ensure fidelity in implementation. Within a week after each session, the curriculum developer and the school administrator will meet with the pilot teachers to discuss session delivery and feedback provided by participants. After each session, course materials may be revised to incorporate feedback from the session leaders, session participants, and school administrator. At the conclusion of the curriculum, course materials may be refreshed to incorporate summative feedback from all stakeholders. Schools may further customize the curriculum in a way that may fit their need by adjusting the timing of certain lessons, repeating certain lessons to build procedural knowledge, or utilizing district resources and personnel such as school psychologists, counselors, therapists, and social workers to assist with supplementary instruction. Smith and Ragan (2005) describe six steps of adoption that take place in order to implement an innovation. Although the course materials are developed, it would be a mistake to simply distribute the materials and assume the intended learning will take place. Instead, a careful implementation plan should be developed that embodies these six stages. Stage one has to do with building awareness of the need for the innovation. The Course Overview and Unit TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 62 One: Why Restorative Practices? of the curriculum both attempt to help with this stage. Stage two involves developing an interest in the innovation. Unit 1 helps learners develop this interest in the content, while the on-going metacognitive learning logs help with the continued development of interest. These learning logs (called K-W-L charts in the curriculum) may be collected to gather data on both stage one and stage two. If it seems that Awareness and Interest are still lacking after this first unit, additional learning experiences may be developed to help learners develop their desire to continue forward with the curriculum. Stage three has to do with an initial evaluation by the learner to determine whether the innovation is worth taking on. Units two and three of the curriculum (“How to Implement Informal Restorative Practices” and “How to Build to Whole-class Restorative Practices”) invite learners to practice informal Restorative Practices and begin adding more structures that build toward formality. The reflections and plans developed within these units will yield valuable data about the extent to which learners are giving the innovation a try. If it seems that learners are not using the informal Restorative Practices, additional learning materials will be developed to help learners uses these practices effectively and begin to see a positive impact in their classrooms as a result of using the methods described in the curriculum. Stage four involves the trial phase, where learners try out the innovation and can receive support to further assist them with their implementation. Units four and five of the curriculum (“How to plan Community Circles,” and “How to Implement Community Circles”) provide this opportunity to receive encouragement and feedback from their Professional practice groups. Since each group is facilitated by a pilot teacher, these facilitators may gather data from the circle plans developed by learners as well as observational data from the practice sessions to determine if additional training is needed to support teachers’ implementation of community circles. The fifth phase of implementation is adoption, which is TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 63 the choice to implement the innovation. This takes place in between Units five and six (“How to implement community circles” and “How to Improve Community Circle Facilitation”), as learners take the Community Circle plan they’ve developed and practiced into their classrooms to implement with their own students. A simple survey can be sent out during the expected adoption window to determine how many learners have attempted to facilitate a community circle, and reminders can be sent by pilot teachers to their Professional practice groups to ensure everyone attempts facilitation prior to Unit six. The final stage of implementation is Integration, which is essentially the continued adoption to the point of the innovation being routine. Unit six in the curriculum (“How to Improve Community Circle Facilitation”) helps with the development of this routine, as learners are encouraged to reflect on problems of practice and engage in a protocol to receive additional feedback and support from their Professional practice groups. As described in the lesson materials, Unit six is intended as a protocol that may be used many times as learners continue to work toward integration. Throughout the course of instruction, schools may choose to repeat the structure of some lessons in order to continue building participants’ procedural knowledge. Specific recommendations for possible extensions are added in to the facilitator notes for each lesson plan Implementation of the Evaluation Plan Curriculum Purpose, Need and Expectations The Assistant Superintendent to the district that oversees Public College Preparatory Schools issued a memo to administrators outlining a district-wide five-year implementation plan for Restorative Justice practices as a deterrent to out of school suspensions (Perkins, 2014). Although initial trainings in Restorative Justice have been provided to current teachers by outside organizations, a current organizational problem is that there is no plan to continue TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 64 developing these practices in future years. This lack of curriculum to continue training teachers in Restorative Justice is a problem, because the initial trainings did not focus on showing teachers how to implement these practices in their classes; instead, the initial trainings provided teachers with the opportunity to experience Restorative Justice for themselves. The lack of Restorative Justice supports for teachers affects the school’s mission of transforming students’ educational opportunities, because teachers will not be prepared to implement an important school-wide intervention to support student learning and social-emotional development. Following instruction, teachers should be able to conduct Community Circles on a bi-weekly basis as part of a school-wide intervention. Though the implementation of Restorative Justice is a district-mandated expectation, the school administration also determined this as an important need, based on the benefits of implementing a student discipline system that includes alternatives to suspensions. Evaluation Framework The New World Kirkpatrick Model provides a four-level framework through which to evaluate training programs, in order to improve instruction, have the largest impact possible, and demonstrate the importance of training to an organization (Kirkpatrick & Kirkpatrick, 2015). This framework recommends beginning at level 4, which examines the extent to which intended organizational outcomes occur as a result of the training program. It is important to begin with the end in mind, to keep the focus on the intended outcomes of the program. Next is an evaluation of the behavior, which is level 3. which examines whether learners transferred their learning from the training into the work context. The level 2 evaluation comes next, and seeks to understand the extent to which the intended learning took place. The level 1 reaction evaluates TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 65 the reactions of learners to the curriculum. The evaluation plan for the Restorative Practices Curriculum will include all four levels of evaluation. Level 4: Results and Leading Indicator In order to measure the extent to which the training resulted in the desired outcomes, a series of leading indicators is used (Kirkpatrick & Kirkpatrick, 2016). These indicators provide short term metrics to determine whether behaviors are on track to create a positive impact. These indicators can be external, meaning they are accessible by the public, or internal and only accessible by staff members. Table 5 below includes proposed external and internal outcomes for measuring the leading indicators. It is expected that through the planned implementation of the curriculum, the following outcomes will be met. Table 5 Indicators, Metrics, and Methods for External and Internal Outcomes Outcome Metric(s) Method(s) External Outcomes Increased retention rates for all subgroups of students Collect enrollment data annually Compare annual data reports Increased graduation rates for all subgroups of students Collect graduation data annually Compare annual data reports Decreased suspension rate for all subgroups of students Collect suspension data annually Compare annual data reports Decreased expulsion rate for all subgroups of students Collect expulsion data annually Compare annual data report Increase in school connectedness indicators of California Healthy Kids Survey Use data gathered from the annual administration of the California Healthy Kids Survey Compare annual data reports, focusing on the School Connectedness domain Internal Outcomes Decrease in discipline referrals for all subgroups of students Download referral data each quarter Compare quarterly data reports Increase in number of students who would recommend the school to a friend Use data gathered from student surveys that are administered bi-annually Compare bi-annual data reports TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 66 Increase the number of students who say they feel safe at school Use data gathered from student surveys that are administered bi-annually Compare bi-annual data reports Increase in teacher retention Administrators continue to track how many teachers are hired each year Compare annual hiring data Increase the number of teachers who say they receive the support they need to deal with student misbehavior Use data gathered from staff surveys that are administered bi-annually Compare bi-annual data reports Level 3: Behavior Critical behaviors. Level 3 seeks to identify a limited number of key behaviors that learners should implement as a result of the training (Kirkpatrick & Kirkpatrick, 2016). As a result of this curriculum, the first critical behavior is that teachers will implement informal restorative practices in their classes. The second critical behavior is that teachers must facilitate community circles in their classes at least twice a month. A third critical behavior is that teachers will reflect on their community circle facilitation in order to improve their implementation of restorative practices. Table 6 describes these behaviors, along with the metrics, methods, and timings. Table 6 Critical Behaviors, Metrics, Methods, and Timing for Evaluation Critical Behavior Metric(s) Method(s) Timing Teachers implement informal restorative practices in their classes Evaluating administrators gather observational data during observations that take place three times per semester During observation debriefs, administrator shares observations\ data in terms of successes and missed opportunities for informal restorative practice usage. Observations currently take place three times per semester and vary in length from 15- 50 minutes. Observation debriefs take place within 5 working days TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 67 Teachers facilitate community circles at least twice a month The number of community circle plans submitted to pilot teacher leads Teachers submit community circle plan to pilot teacher and review with Professional practice group Professional practice groups have the opportunity to meet twice per month Teachers reflect on their community circle facilitation in order to improve restorative practices facilitation The number of community circle reflections submitted to pilot teacher leads Teachers submit community circle reflections to pilot teacher and review with Professional practice group Professional practice groups have the opportunity to meet twice per month Required drivers. There are a series of drivers needed to provide support and accountability for teachers in taking on these critical behaviors (Kirkpatrick & Kirkpatrick, 2016). Table 7 below identifies the drivers that the reinforcement, encouragement, rewards, and monitoring to drive performance. Table 7 Required Drivers to Support Critical Behaviors Method(s) Timing Critical Behaviors Supported 1, 2, 3, Etc. Reinforcing Model the use of Informal Restorative Practices in staff meetings Ongoing 1 Distribute strong community circle plans and reflections as worked examples Ongoing 2, 3 Use community circle format within committee meetings Ongoing 2 Provide training to pilot teachers on how to support teachers in their Professional practice group Ongoing 1, 2, 3 Encouraging Pilot teachers provide coaching to teachers in Professional practice group Twice per month 1, 2, 3 Pilot teachers provide written feedback on the circle plans and reflections Ongoing 2, 3 Rewarding Pilot teachers recognize growth within Professional practice group Ongoing 1, 2, 3 TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 68 Administrators recognize growth in informal restorative practice implementation in weekly newsletter Ongoing 1 Monitoring Administrators observe informal restorative practice implementation during normally scheduled observations Three times per semester 1 Teachers submit community circle plans and reflections twice per month Twice per month 2, 3 Organizational support. The school administration and the pilot teachers are the stakeholders responsible for implementing these drivers on a continuous basis. Although this plan is rigorous, adjustments must be made to ensure the drivers are delivered. Pilot teachers will receive a stipend for the support they provide the teachers in their Professional growth group. Pilot teachers will sign a memorandum of understanding that outlines the supports they are expected to provide the teachers they support. The administration will schedule monthly check-ins at the beginning of the semester to ensure time is allotted for the pilot teachers to be trained. The school administration will work together in weekly planning meetings to ensure the drivers they are responsible for are implemented with fidelity. Level 2: Learning Learning goals. By the end of this curriculum learners will be able to: ● Analyze current issues of culture, race, and equity that led to this shift in discipline practices. This outcome supports the curriculum goal by conveying the rationale for the course and helping learners understand the importance and value in the curriculum. ● Facilitate informal relationship building practices in the classrooms. Based on the review of the literature in Chapter Two, there is a broad spectrum of Restorative Practices. By being able to implement the more informal practices on a daily basis, learners will be better prepared to implement formal practices as needed. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 69 ● Facilitate formal relationship building practices in the classrooms. This outcome is directly linked toward the curriculum goal of facilitating Restorative Circles, as these fall on the formal end of the Restorative Practices spectrum. Components of learning evaluation. It is important for participants to demonstrate their mastery of declarative knowledge prior to being able to implement the procedures they are learning. With this in mind, a series of assessments of the declarative and procedural knowledge covered in the course must be conducted. In addition to ensuring that learners have the requisite knowledge, leaders will want to monitor whether or not participants have the attitude that the skills they are learning worthwhile and that they will be efficacious in carrying the skills out. Finally, it will be important to gauge the learners’ level of commitment to implement their learning in their own classes. Table 8 includes these various evaluation components as well as the timings for each method. Table 8 Evaluation of the Components of Learning for the Program. Method(s) or Activity(ies) Timing Declarative Knowledge “I know it.” Knowledge checks through group discussions, “idea waves,” and whole group responses During the workshops Reflections written in the “What I Learned” section of participant learning logs During the workshops Group activities (e.g., card sorts) During the workshops Writing assessment where participants provide an introduction to Restorative Practices for those outside of the organization During the first workshop Open ended item on Session Evaluation After each workshop Procedural Skills “I can do it right now.” Action Planning where participants develop a plan for how they will apply what they learned on the job During the workshops Role plays where participants practice leading community circles During the workshops TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 70 Providing feedback to peers in their Professional Practice groups During the workshops Retrospective pre- and post-test assessment survey item. At the end of the workshop. Open ended item on Session Evaluation After each workshop Attitude “I believe this is worthwhile.” Writing assessment where participants write the various reasons why the school is undergoing a transition to these practices During the first workshop Discussions of how worthwhile participants are finding the learning During the workshops Retrospective pre- and post-test assessment survey item. At the end of the workshop Open ended item on Session Evaluation After each workshop Confidence “I think I can do it on the job.” Survey items using scaled items After each unit in the course Discussions during Professional Growth group check ins During the workshops Retrospective pre- and post-test assessment survey item. After the course Open ended item on Session Evaluation After each workshop Commitment “I will do it on the job.” Survey items using scaled items After each unit in the course Discussions during Professional Growth group check ins During the workshops Retrospective pre- and post-test assessment survey item. After the course Open ended item on Session Evaluation After each workshop Level 1: Reaction The evaluation of Level 1 reactions seeks to understand how participants experienced the training and whether they considered it favorable, engaging, and relevant (Kirkpatrick & Kirkpatrick, 2016). Table 9 includes the components to measure reactions to the program. Table 9 Components to Measure Reactions to the Program. Method(s) or Tool(s) Timing Engagement Attendance During the workshop Observation by facilitator During the workshop TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 71 Observation by Pilot teachers During the workshop, in sessions where Professional Growth Groups meet Open ended item on Session Evaluation After each workshop Course evaluation Two weeks after the course Relevance Observation by Pilot teachers During the workshop, in sessions where Professional Growth Groups meet Open ended item on Session Evaluation After each workshop Course Evaluation Two weeks after the course Customer Satisfaction Observation by Pilot teachers During the workshop, in sessions where Professional Growth Groups meet Open ended item on Session Evaluation After each workshop Course Evaluation Two weeks after the course Evaluation Tools Immediately following the program implementation. In order to gather data for Levels 1 and 2 throughout the implementation phase, participants will complete session evaluations after each workshop (See Appendix A for the survey questions). This survey was developed based on resources in New World Kirkpatrick Model (Kirkpatrick, 2008) and includes scaled and open-response items. Additionally, it will provide data on the participants’ knowledge, skills, attitude, confidence, and commitment after each session. Delayed for a period after the program implementation. Important evaluation data will be gathered for Levels 1, 2, 3 and 4 approximately 60 days after the completion of the course (See Appendix B for the survey questions). This survey will be completed by course participants once they have had about two months to implement Informal and Formal Restorative Practices in their classes. The survey includes scaled and open-response items. Conclusion to the Curriculum Design Los Angeles College Preparatory Academy (LACP) was established in 2007 in order to prepare students in the community for college leadership and life. Since the founding year, the TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 72 school has gone through numerous transitions including changes in location, name, mascots, and staff. In recent years, the faculty and staff of LACP made great strides in developing a strong academic program for students, despite many obstacles such as community violence and historically low achievement in the area. A recent change in district policy led to the mandated implementation of a comprehensive Restorative Justice program by the end of the 2017-2018 school year. With this in mind, the school administration established the organizational goal that by the end of the 2017-2018 school years, all teachers will implement Community Circles at least twice a month. Introductory trainings in Restorative Justice were provided to teachers, but the sessions did not teach how to implement these practices in the classes. As such, this curricular project sought to establish the need for a comprehensive teacher training curriculum, identified solutions to these needs that were grounded in research, and developed a plan to integrate these solutions cohesively. Implementing an effective Restorative justice program at Los Angeles College Preparatory Academy is a district mandated expectation, but one that will come with many benefits as students support to remove behavioral and emotional barriers to learning. In Spanish, the word that all Public College Preparatory Schools are named after is a sentiment that can be translated as courage, motivation, and resilience. Despite years of growth, the school has not lived up this name nor its mission, as exclusionary discipline practices have caused students to fall behind, unable to move forward in the face of adversity. By leveraging this curriculum as a key support for teachers to implement key interventions, the school may soon have a workforce of teachers who have the competencies necessary to transform the educational opportunities of students. Once this happens, the school may once again find its courage, motivation, and resilience. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 73 References Al Taher, Reham. (2016). 16 Resilience Quotes that Will Inspire and Empower You. Retrieved from https://positivepsychologyprogram.com/resilience-quotes/ Amstutz, L. S., & Mullet, J. H. (2015). The little book of restorative discipline for schools: teaching responsibility, creating caring climates. New York: Good Books. Anderson, L.W., & Krathwohl (Eds.). (2001). 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University of Minnesota Healthy Youth Development Prevention Research Center. Retrieved from http://education.state.mn.us/MDE/dse/safe/clim/prac/ Beckman, K; McMorris, B; Gower, A. (2012). Minnesota Department of Education Restorative Interventions Implementation Toolkit. University of Minnesota Healthy Youth TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 74 Development Prevention Research Center. Retrieved from http://education.state.mn.us/MDE/dse/safe/clim/prac/ Bickmore, K. (2011, February). Location, location, location: Restorative (educative) practices in classrooms. In ESRC ‘Restorative Approaches to Conflict in Schools’ Seminar (Vol. 4). Retrieved from https://skinnerweb.educ.cam.ac.uk/research/projects/restorativeapproaches/seminarfour/B ickmoreSemianr4.pdf Blood, P. & Thorsborne, M. (2006, October). Overcoming resistance to whole-school uptake of Restorative Practices. In International Institute of Restorative Practices ‘The Next Step: Developing Restorative Communities, Part 2’ Conference (pp. 18-20). Retrieved from http://thorsborne.co.uk/conference_papers/Overcoming_Resistance.pdf California Conference for Equality and Justice. (2015). Restorative Justice Programs. Retrieved from http://www.cacej.org/cause/restorative-justice/ Casella, R. (2003). Zero tolerance policy in schools: Rationale, consequences, and alternatives. Teachers College Record. Columbia Law School. (2013). Criminal Justice and the Juvenile Brain. Retrieved from https://www.law.columbia.edu/media_inquiries/news_events/2013/july2013/scott-brain- research California Department of Education. (2015). 2014-2015 Expulsion and Suspension Data. Retrieved from http://www.cde.ca.gov/ds/sd/sd/filesesd.asp Cavanagh, T., Boyd, S., Ridley, K., Anthony, G., Walshaw, M., Hunter, P., & Rutherford, J. (2007). Focusing on relationships creates safety in schools. 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(2013). 20 Quotes to Encourage You & Inspire Resilience. Retrieved from https://www.psychologytoday.com/blog/pressure-proof/201305/20-quotes-encourage- you-inspire-resilience Dembo, M., & Eaton, M. J. (2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100(5), 473-490. Denler, H., Wolters, C., & Benzon, M. (2006). Social cognitive theory. Retrieved from http://www.education.com/reference/article/social-cognitive-theory/ Fisher, D. (2016). After Sticks, Stones, and Hurtful Words. Educational Leadership., 74(3), 54. Retrieved from http://www.ascd.org/publications/educational- leadership/nov16/vol74/num03/After-Sticks,-Stones,-and-Hurtful-Words.aspx TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 76 Ford, J. E. (2016). The root of discipline disparities. Educational Leadership, 74(3), 42-46. Retrieved from http://www.ascd.org/publications/educational- leadership/nov16/vol74/num03/The-Root-of-Discipline-Disparities.aspx Goldring, R., Taie, S., & Riddles, M. (2014). Teacher Attrition and Mobility: Results from the 2012-13 Teacher Follow-Up Survey. First Look. NCES 2014-077. National Center for Education Statistics. 10.1007/s13398-014-0173-7.2 González, T. (2015). Socializing Schools Addressing Racial Disparities in Discipline Through Restorative Justice. In Losen, D. J. (Ed.), Closing the school discipline gap: Equitable remedies for excessive exclusion (151-165). New York, NY: Teachers College Press. Retrieved from https://ssrn.com/abstract=2728960 Gray, S., & Drewery, W. (2011). Restorative Practices Meet Key Competencies: Class Meetings as Pedagogy. International Journal on School Disaffection, 8(1), 13-21. Retrieved from http://files.eric.ed.gov/fulltext/EJ962368.pdf Gregory, A; Clawson, Ka; Davis, A; Gerewitz, J. (2016) The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline, Journal of Educational and Psychological Consultation, 26:4, 325-353, DOI: 10.1080/10474412.2014.929950 Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap two sides of the same coin?. Educational Researcher, 39(1), 59-68. 10.3102/0013189X09357621 Hammond, Z. (2014). This Is Your Brain on Culture. In Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students (36-51). Thousand oaks, CA: Corwin Press. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 77 Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven trends: The transformation of the teaching force. 10.12698/cpre.2014.rr80 Jacob, A., Vidyarthi, E., & Carroll, K. (2012). The Irreplaceables: Understanding the Real Retention Crisis in America's Urban Schools. TNTP. Retrieved from http://files.eric.ed.gov/fulltext/ED533959.pdf Karp, D. R., & Breslin, B. (2001). Restorative justice in school communities. Youth & Society, 33(2), 249-272. Retrieved from https://www.skidmore.edu/campuslife/karp/journal- articles/Restorative-Justice-in-School-Communities.pdf Kaveney, K., & Drewery, W. (2011). Classroom Meetings as a Restorative Practice: A Study of Teachers' Responses to an Extended Professional Development Innovation. International Journal on School Disaffection, 8(1), 5-12. Retrieved from http://files.eric.ed.gov/fulltext/EJ962367.pdf Kirkpatrick, J. (2008). The new world level 1 reaction sheets. Retrieved December 28, 2010 from http://www.kirkpatrick partners.com/Resources/tabid/56/Default.aspxKirkpatrick, Kirkpatrick J. and Kirkpatrick W. (2010) An introduction to the New World Kirkpatrick Model. Newan: Kirkpatrick Partners, LLC. J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick’s four levels of training evaluation. Alexandria, VA: ATD Press. Los Angeles College Preparatory (Pseudonym used). (2013). Organization document. Limerick Restorative Practices Project (n.d.). What is Restorative Practices. Retrieved from: http://www.restorativepracticeslimerick.ie/what-is-restorative-practices.html McCluskey, G., Lloyd, G., Stead, J., Kane, J., Riddell, S., & Weedon, E. (2008). ‘I was dead restorative today’: From Restorative Justice to restorative approaches in school. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 78 Cambridge Journal of Education, 38(2), 199-216. Retrieved from http://dx.doi.org/10.1080/03057640802063262 McIntosh, K., & Goodman, S. (2016). The Guilford Practical Intervention in the Schools Ser.: Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York, US: Guilford Press, The. Retrieved from http://www.ebrary.com Morrison, B. (2006). School bullying and Restorative Justice: Toward a theoretical understanding of the role of respect, pride, and shame. Journal of Social Issues, 62(2), 371-392. 10.1111/j.1540-4560.2006.00455.x Morrison, B., Blood, P. & Thorsborne, M. Public Organiz Rev (2005) 5: 335. doi:10.1007/s11115-005-5095-6 National School Reform Faculty. Harmony Education Center. (n.d.) “Consultancy Protocol.” Retrieved from https://www.nsrfharmony.org/system/files/protocols/consultancy_0.pdf Oakland Unified School District Restorative Justice. (n.d.). Oakland Unified School District Restorative Justice Implementation Guide: A Whole School Approach. Retrieved from http://www.ousd.org/cms/lib07/CA01001176/Centricity/Domain/134/BTC-OUSD1-IG- 08b-web.pdf Perkins, E. R (2014, October 29). Restorative Justice Training. Los Angeles Unified School District. Retrieved from http://achieve.lausd.net/Page/4754 Pranis, K. (2005). The little book of circle processes: a new/old approach to peacemaking. Intercourse, PA: Good Books Public College Preparatory Schools (Pseudonym used). (2015). Organization Document. Public College Preparatory Schools (Pseudonym used). (2017). Organization Document. Santrock, J. W. (2013) Lifespan development, 14th ed. New York: McGraw Hill TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 79 San Francisco Unified School District Restorative Practices. (n.d.). Circle Packet With Planning Guide. Retrieved from http://www.healthiersf.org/RestorativePractices/Resources/ San Francisco Unified School District. (n.d.). Introduction to Restorative Practice Scenario. Retrieved from http://www.healthiersf.org/RestorativePractices/Resources/index.php#curriculum San Francisco Unified School District. (2012). 2012 August PD 1hr. Community Building and Introduction to Restorative Practices Workshop. Retrieved from http://www.healthiersf.org/RestorativePractices/Resources/index.php#curriculum San Francisco Unified School District. (2012). 2012 August PD 2hr. Community Building and Introduction to Restorative Practices Workshop. Retrieved from http://www.healthiersf.org/RestorativePractices/Resources/index.php#curriculum San Francisco Unified School District. (2013). 13-14 Intro to RP Presentation Resource Packet. Retrieved from http://www.healthiersf.org/RestorativePractices/Resources/index.php#curriculum School Safety Technical Assistance Center. (2016). Restorative Practices Trainer’s Guide Training Activities. Minnesota Department of Education. Retrieved from http://education.state.mn.us/MDE/dse/safe/clim/prac/ Schraw, G., & McCrudden, M. (2006). Information processing theory. Retrieved from http://www.education.com/reference/article/information-processing-theory/ Sherman, L., Strang, H., Barnes, G., Bennett, S., Angel, C. M.; Newbury-Birch, D., Woods, D. J., Gill, C. E. (2007) 'Restorative justice: the evidence' The Smith Institute. Retrieved from http://hdl.handle.net/10149/600940 TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 80 Skiba, R. J., Poloni-Staudinger, L., Gallini, S., Simmons, A. B., & Feggins-Azziz, R. (2006). Disparate access: The disproportionality of African American students with disabilities across educational environments.Exceptional Children, 72(4), 411-424.Retrieved from http://www.indiana.edu/~equity/docs/disparate_access_skiba_etal_2006.pdf Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: Restorative Practices for positive classroom management. Alexandria, VA: ASCD. Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: J. Wiley & Sons. Sosa, David (2016, November 1). Community Circle Full Video. Retrieved from https://youtu.be/GZp4rLXtrjk Sprick, R.S., Sprick, M., & Garrison, M. (1992). Foundations: Establishing positive discipline policies. Longmont, CO: Sopris West. Student, Family, Community Support Department. (2013). 2013-2014 SFUSD Restorative Practices [PowerPoint slides]. San Francisco Unified School District. Retrieved from http://www.healthiersf.org/RestorativePractices/Resources/index.php#curriculum Student, Family, Community Support Department. (2015). 2015-2016 SFUSD Restorative Practices Day 1 [PowerPoint slides]. San Francisco Unified School District. Retrieved from http://www.healthiersf.org/RestorativePractices/Resources/index.php#curriculum Student, Family, Community Support Department. (2015). 2015-2016 SFUSD Restorative Practices Day 2 [PowerPoint slides]. San Francisco Unified School District. Retrieved from http://www.healthiersf.org/RestorativePractices/Resources/index.php#curriculum Tuckman, B. (2006). Operant conditioning. Retrieved from http://www.education.com/reference/article/operant-conditioning/ TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 81 Varnham, S. (2005). Seeing things differently: Restorative Justice and school discipline. Education and the Law, 17(3), 87-104. Retrieved from http://dx.doi.org/10.1080/09539960500334061 Watanabe, T. (2013, May 14). L.A. Unified bans suspension for 'willful defiance.' Los Angeles Times. Retrieved from http://articles.latimes.com/2013/may/14/local/la-me-lausd- suspension-20130515 Wisconsin School Counselors Association. “Common Challenges in Circles Or… When Good Circles Go bad” (n.d.). Retrieved from http://www.wscaweb.org/index.php?neverrewind&module=express&cmd=proxy&post=7 49&file=commonchallengesincircle.pdf Yusem, D. (2013). Restorative Justice in Schools [PowerPoint slides]. Oakland Unified School District. Retrieved from https://sites.google.com/a/ousd.k12.ca.us/ousd-rj- resources/documents Yusem, D. (2014). Restorative Justice in Schools [Google slides]. Oakland Unified School District. https://sites.google.com/a/ousd.k12.ca.us/ousd-rj-resources/documents Zehr, H. (2015). The little book of Restorative Justice: A bestselling book by one of the founders of the movement. New York, NY: Good Books. TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 82 Appendix A Evaluation Instrument (Immediate) Thank you for participating in today’s session. We value your feedback. Please complete the nine question survey about today’s training. For the first section, read and rate each statement using the following scale: Strongly Disagree, Disagree, Agree, and Strongly Agree. 1. I understood the objective that was outlined during the session. Strongly Disagree Disagree Agree Strongly Agree 2. I am clear about what is expected of me as a result of going through this session. Strongly Disagree Disagree Agree Strongly Agree 3. I will be able to apply on the job what I learned during this session. Strongly Disagree Disagree Agree Strongly Agree 4. I do not anticipate any barriers to applying what I learned. Strongly Disagree Disagree Agree Strongly Agree 5. I anticipate that I will eventually see positive results as a result of my efforts. Strongly Disagree Disagree Agree Strongly Agree For the second section, please provide written feedback for the following questions: 6. What were the three most important things you learned from this session? 7. From what you learned, what do you plan to apply back in your classroom? 8. What kind of help might you need to apply what you learned? 9. What ultimate impact do you think you might contribute to the school as you successfully apply what you learned? TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 83 Appendix B Evaluation Instrument (Delayed) Thank you for taking the time today to provide valuable on the Restorative Practices training course you participated in earlier this school year Please complete the nine question survey about today’s training. For the first section, read and rate each statement using the following scale: Strongly Disagree, Disagree, Agree, and Strongly Agree. 1. Looking back on the course sessions, I believe the trainings were an appropriate use of my time. Strongly Disagree Disagree Agree Strongly Agree 2. I was given ample opportunity to demonstrate knowledge throughout the course. Strongly Disagree Disagree Agree Strongly Agree 3. I was given ample opportunity to demonstrate my skills throughout the course. Strongly Disagree Disagree Agree Strongly Agree 4. I was clear on what was expected of me as a result of going through the course. Strongly Disagree Disagree Agree Strongly Agree 5. I have had the opportunity to implement informal Restorative Practices in my classroom. Strongly Disagree Disagree Agree Strongly Agree 6. I am implementing informal Restorative Practices on a regular basis (a few times a week). Strongly Disagree Disagree Agree Strongly Agree 7. I have had the opportunity to implement Community Circles in my classroom. Strongly Disagree Disagree Agree Strongly Agree 8. I am implementing Community Circles in my classroom at least twice a month. Strongly Disagree Disagree Agree Strongly Agree 9. I am seeing positive results in student behavior in my classroom as a result of this training. Strongly Disagree Disagree Agree Strongly Agree 10. I am seeing positive results in student achievement in my classroom as a result of this training. Strongly Disagree Disagree Agree Strongly Agree TEACHERS’ RESTORATIVE PRACTICES CURRICULUM 84 For the second section, please provide written feedback for the following questions: 11. What barriers did you encounter as you attempted to put these new skills into practice? 12. What are some solutions that you’ve implemented (or could implement) to overcome these barriers? 13. What ultimate impact do you think this training has had on our school? Appendix C Course Overview and Associated Materials Duration: 30 Lesson Materials Presentation tools: videos, images, slides; handouts Learner Characteristic Accommodations Learners are teachers who are required to implement restorative practices as a school-wide intervention, but may not have the confidence or skills. As adult learners, the practicality and usefulness of the training must be emphasized throughout. Facilitator’s Notes To informally assess their prior knowledge, before beginning, ask questions of your learners relating to: their knowledge of the reasons why restorative justice is being implemented in schools; their knowledge of what restorative practices are; their prior experience in restorative practices as a participant; and their prior experience in restorative practices as a facilitator. Instructional Activities Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Introduction 5 Provide motivation by drawing the learner’s attention to the problem of disparities caused by traditional discipline practices, and how students may be helped by the implementation of Restorative Practices. Provide the overall purpose of the course to teach how to plan and implement community circles in the classroom. Introduce the course and purpose and goal using a scenario that tells the story of two students, one who attends a school that implements a traditional discipline approach, and one who attends a school that implements a restorative justice approach. The scenario will demonstrate how the student in the restorative justice school is able to improve overall behavior and become an asset to the school, while the student at the traditional discipline school continues to face difficulties and is eventually expelled. Ask the learners to write down their personal goal of what they want to get out of the course and how Learners write down their personal goal for the course and how they can immediately apply it. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 85 they would immediately apply it. Course Goal 5 Introduce the course goal and outcomes. Present the course goal and outcomes.How? Learners connect and match the goal and outcomes to their personal goal and application. Purpose for the Course 10 Stimulate motivation by describing the opportunity being provided to the trainee and the risk that will be avoided if the course is mastered. Ask the learners to answer questions such a: “What is the value for me in this course” and “Can I do it?” and “Will I need and use what I will learn in my job?” Learners write down their answers and connect their personal goals with the course goals. Course Overview 10 Show all the units in the course to provide a mental model and assist the learners to organize their learning. Show that the sequence is “as performed” or other structure. Provide a description of the activities, tools, and artifacts that will be used in each unit. Use a visual model to show the units in the course and how each relates to achieving the course goal. Describe the reasoning for sequencing the units. Describe how the units are structured, the overarching design of the units, and some of the common components and activities that each unit provides. Learners follow the model and make notes of how each unit applies to their personal goals and reasons for taking the course. 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IDFLOLWDWLRQ7KLVXQLWLQWURGXFHVDFRQVXOWDQF\SURWRFROWKDW ZLOODOORZOHDUQHUVWRUHIOHFWRQWKHLU FXUUHQWSUDFWLFHDQGDVNIRUIHHGEDFNIURPWKHLUFROOHDJXHV/ HDUQHUVZLOOUHMRLQWKHLUSURIHVVLRQDO SUDFWLFHJURXSVPDGHXSRIDSLORWWHDFKHUDQGDIHZSHHUWHDFK HUV7KHVHDUHWKHVDPHJURXSVIURPXQLW IRXUDQGILYH7KLVXQLWPD\EHUHSHDWHGPXOWLSOHWLPHVDVOHDU QHUVFRQWLQXHWRGHYHORSWKHLUSUDFWLFHRI FRPPXQLW\FLUFOHSODQQLQJDQGIDFLOLWDWLRQ 3KRWRFUHGLW KWWSVJRRJOLPDJHVW3]D8\ TEACHERS' RESTORATIVE PRACTICES CURRICULUM 101 7KDQN\RX 7KDQN \ RX 7DNHDQ\TXHVWLRQVRUFRPPHQWVIURPSDUWLFLSDQWV$VNSDUWLFLSD QWVWREULQJWKHLUJRDO WRWKHXQLWFODVVPHHWLQJ ,PDJHFUHGLW KWWSVJRRJOLPDJHV-PVM)+ TEACHERS' RESTORATIVE PRACTICES CURRICULUM 102 Restorative Practices Curriculum for Teachers Unit 0 - Course Overview Warm-Up: Read through the table below and write down any notes or reactions in the margin. A Tale of Two Schools Carlos had a heated argument with his parents before leaving for school so he’s running late. Let’s see the difference that restorative policies and practices can make. Event School response in a zero-tolerance education system. School response in a Restorative Practices-based education system Carlos arrives at school He is greeted by metal detectors and a police search. Teachers and administrators welcome him and his fellow students as they enter. Carlos is late to first period class His teacher scolds him in front of the class. Carlos talks back, and is given a detention. His teachers waits until after class to speak with Carlos to learn more, and set up a meeting with his school counselor. Carlos gets into a minor altercation in the cafeteria A school police officer detains and arrests both students. Student peer mediators and support staff intervene, have the students sit down together, and de-escalate the situation. Later that afternoon Carlos is held in a juvenile detention facility all afternoon, missing school. He now has an arrest record and is facing suspension. Carlos and the other student agree to help clean the cafeteria during a free period. Carlos meets with his counselor and parents after school to help resolve the conflict at home. Adapted from The Schott Foundation for Public Education (2014) Goal Setting: TEACHERS' RESTORATIVE PRACTICES CURRICULUM 103 Why this Course? ● What is the value for me in this course? ● Can I do it? ● Will I need and use what I learn in my job? Organizational Goal All teachers will implement Community Circles a minimum of twice a month. Curriculum Goal Teachers are prepared to plan and facilitate Community Circles in the classroom. Curriculum Outcomes ● Analyze current issues of culture, race, and equity that led to this shift in discipline practices ● Facilitate informal relationship building practices in the classrooms ● Facilitate formal relationship building practices in the classrooms Unit 1 Knowing Why Restorative Practices Are Being Implemented Unit 2 How to Implement Informal Restorative Practices Unit 3 How To Build Toward Whole-class Restorative Practices Unit 4 How to Plan Community Circles Unit 5 How to Implement Community Circles Unit 6 How to Improve the Practice of Community Circle Facilitation TEACHERS' RESTORATIVE PRACTICES CURRICULUM 104 Appendix D Unit One Lesson Plan and Associated Materials Unit Duration: 120 Minutes Unit focus: Knowing Why Restorative Practices Are Being Implemented Introduction: This is the first unit in the six unit course for teachers on how to implement Restorative Practices. Performance problems with implementing new practices are often the result of a lack of sufficient knowledge for why the change is being implemented. The purpose of this unit is to increase the motivation of learners so they are prepared to implement the new practices in their own classrooms. Learning Objective(s) Terminal Objective: Given an overview of the reasons why Restorative Practices are being used, learners will explain the rationale for Restorative Practice implementation in a 300-500 word blog post for the school’s webpage that discusses the legal, equity, and human development factors that led to this initiative (assessed using a rubric). Enabling Objective(s): ● Know what Restorative Practices are ● Know legal factors in RP ● Know what equity factors are in RP ● Know what human development factors in RP are. ● Ability to navigate a computer and use word processing software. ● Understand the general purpose and format of a blog post ● Respond to a prompt in writing Lesson Materials ● Presentation slides ● Copies of readings ● Copies of “Tale of 2 Students” narrative ● Blank paper for learners to make graphic organizers ● Writing utensils ● Writing paper or computers for learners to write blog post ● Talking piece for community circle ● KWL Chart job aid Learner Characteristic Accommodations Learners will engage in this unit in-person. The use of a graphic organizer will help learners organize their thinking throughout the lesson and promote learning. Facilitator’s Notes This is an in-person session. See the the table below for specific Instructor Action/Decision (Supplantive events of instruction). Encourage participation among peers, as this will foster collaborative relationships that will be of assistance in the forthcoming units. This lesson may be extended over multiple sessions by having participants read more than one of the texts. Instructional Activities Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention 10 Provide activities to introduce and gain learner attention to the topic of Restorative Practices Instructor will project the quote from Frederick Douglass, “It is easier to The learners will write a reflection that connects the TEACHERS' RESTORATIVE PRACTICES CURRICULUM 105 build strong children than to repair broken men,” and ask learners to complete a reflection quote with the goal they set during the course overview and asks them to set a goal for themselves during that session. Learning Objectives 5 After sharing the learning objective and topic, an advance organizer will be used to help stimulate the recall of relevant prior knowledge. Instructor will share the learning objectives on a slide and ask students to read the objectives to themselves. Instructor will ask if there are any questions about the learning outcomes. Instructor will ask students to create their own advance organizer via a “KWL” chart Learners will read the learning objective and create a three-column “KWL” organizer that asks them what they already Know related to the objectives, and what they Want to know. The third column will be completed at the end of the unit. Reasons for Learning - Benefits - Risks 5 Benefits: being able to identify the reasons why Restorative Justice is being implemented in order to maintain motivation to complete the course and implement mandated practices. Risks Avoided: misunderstanding the purpose of Restorative Justice, being ill-prepared to introduce the approach with students Instructor states the reasons for learning the material and the risk avoided. Key points will be stated aloud while others will be bullet points on screen Learner listens and reads the reasons for learning. Visual symbols/icons for benefits and risks will be used Learners will revisit their KWL chart and see if there is any additional information to add to the first two columns Overview - Prior Knowledge - New Knowledge - Learning Strategies (What you already know...what you are going to learn...and how you are going to learn it.) 5 Previous lesson was the Course Overview, which introduced the concept of restorative justice in schools as compared to traditional discipline. This was done through a scenario that told the story of two students. Instructor will ask learners to share the information that they already know and the information that they want to know from their graphic organizer. The instructor will reiterate the key points volunteered, and add any additional information that learners already know. A slide with key information from the previous session will be projected for the instructor to reference. Learners will share about the prior knowledge they already have of Restorative Practices with a partner and then with the class. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 106 The instructor will share the focus of the lesson, and the methods for learning The learners will listen and ask any clarifying questions they may have. Prerequisite Knowledge 5 Assess prior knowledge of Restorative Practices and teach necessary knowledge using examples and nonexamples via a narrative of two students from similar low SES background who engage in two different school environments: one that implements Restorative Practices and one that does not (review of narrative used in Course Overview) Provide an opportunity for learners to generate examples and nonexamples of Restorative Practices that they’ve observed on campus, in their student teaching sites, experienced as a learner, or heard about anecdotally Learners generate examples and nonexamples of Restorative Practices that they’ve observed, experienced, or heard about Learning Guidance - Lecture - Demo. 25 Direct instruction via a reading will be used to provide an overview on the factors (e.g.: legal, equity, and human development) that led to restorative practice implementation. The instructor will provide 4 readings to participants and will instruct each participant to read 1 of the the texts (the others are provided for reference) The instructor will model adding information to the “L” column of the organizer, for things learned. Participants will complete 1 reading and and will add information to the “L” side of the graphic organizer. Practice and Feedback 30 Organized discourse in the form of a community circle will help learners further process the information. This will also serve as an introduction to community circles, which is a key component of restorative practices. Provide time for practice and feedback for learners to complete the graphic organizer. The instructor will conduct a community circle for learners to share key insights from reading and develop their thinking on the topic. Learners will share key information with their peers and engage in a discussion to further their ideas on the topic Learners will have time to add information to their graphic organizers based on thoughts shared by peers during the community circle. Authentic Assessment 15 Assessment. Learners will prepare a 300-500 word blog post for the school’s webpage that discusses the legal, equity, and human development factors that led to this initiative. The instructor will model the procedure for developing the graphic organizer into a blog post. Learners will create their post. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 107 The instructor will provide the opportunity for learners to begin drafting their post. Retention and Transfer 10 Provide opportunities to transfer knowledge and develop a blog post that describes the legal, equity, and human development factors that led to the implementation of Restorative Practices, per the rubric The instructor will conduct an “idea wave,” where each participant shares 1 sentence or key idea from their writing with the group Learners will share 1 idea with the class and will have the opportunity to listen to ideas from peers Big Ideas 5 Review and re-motivate: Review the “take aways” from this unit and the expectations for the assessment. Connect the importance of the conceptual knowledge to the goals of the unit and course. Instructor asks the learners to generate three reasons for why Restorative Practices are being implemented that they will include in their blog post. Learners generate three reasons for why Restorative Practices are being implemented that they will include in their blog post. Advance Organizer for the Next Unit 5 Connections made between conceptual knowledge of why Restorative Practices are being implemented to procedural knowledge for implementing informal Restorative Practices—the next lesson (or module) in the course. Instructor “previews” next lesson by drawing connections between the concepts learned in this lesson and the procedures from the next unit Learners brainstorm at least 2 questions about the next unit based on the preview provided, and add it to the “W” column. Total Time 120 TEACHERS' RESTORATIVE PRACTICES CURRICULUM 108 8QLW.QRZLQJ:K\ 5HVWRUDWLYH3UDFWLFHVDUH EHLQJ,PSOHPHQWHG 8QLW . 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QR Z :KDW,ZDQWWR . QR Z :KDW,/HDUQHG Learners brainstorm at least 2 questions about the next unit based on the preview provided, and add it to the “W” column. ,PDJH&UHGLWV :K\ KWWSVJRRJOLPDJHV57P LQGLYLGXDOV KWWSVJRRJOLPDJHV57P +DQGILQJHUV KWWSVJRRJOLPDJHVUIT;= TEACHERS' RESTORATIVE PRACTICES CURRICULUM 125 7KDQN\RX 7KDQN \ RX 7DNHDQ\TXHVWLRQVRUFRPPHQWVIURPSDUWLFLSDQWV$VNSDUWLFLSD QWVWREULQJWKHLU .:/FKDUWDQGWKHLUEORJSRVWWRWKHQH[WVHVVLRQ ,PDJHFUHGLW KWWSVJRRJOLPDJHV-PVM)+ TEACHERS' RESTORATIVE PRACTICES CURRICULUM 126 Warm Up Lesson Objective & Rubric Given an overview of the reasons why Restorative Practices are being used, learners will explain the rationale for Restorative Practice implementation in a 300-500 word blog post for the school’s webpage that discusses the legal, equity, and human development factors that led to this initiative (assessed using a rubric). Blog Post - Criteria for Success Does Not Meet Expectations Meets Expectations Exceeds Expectations Less than 300 Words 300-400 Words 400-500 Words Does not discuss legal, equity, and/or human development factors Includes legal, equity, and human development factors that led to this initiative Includes legal, equality, and human development factors that led to this initiative and explains the significance of this shift at LACP Several grammar and spelling errors are present that cause distraction to the reader Some grammar and spelling errors may be present causing minimal distraction to the reader Few or no grammar and spelling errors present TEACHERS' RESTORATIVE PRACTICES CURRICULUM 127 Blog Post Title: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ TEACHERS' RESTORATIVE PRACTICES CURRICULUM 128 References Cavanagh, T., Boyd, S., Ridley, K., Anthony, G., Walshaw, M., Hunter, P., & Rutherford, J. (2007). Focusing on relationships creates safety in schools. Set: Research Information for Teachers, 1, 31-35. Retrieved from http://www.nzcer.org.nz/system/files/journals/set/downloads/set2007_1_031_0.pdf Fisher, D. (2016). After Sticks, Stones, and Hurtful Words. Educational Leadership., 74(3), 54. Retireved from http://www.ascd.org/publications/educational-leadership/nov16/vol74/num03/After-Stick s,-Stones,-and-Hurtful-Words.aspx Ford, J. E. (2016). The root of discipline disparities. Educational Leadership, 74(3), 42-46. Retrieved from http://www.ascd.org/publications/educational-leadership/nov16/vol74/num03/The-Root-o f-Discipline-Disparities.aspx Hammond, Z. (2014). This Is Your Brain on Culture. In Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students (36-51). Thousand oaks, CA: Corwin Press. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 129 K-W-L Chart Job Aid In the sample K-W-L chart below, a few tips are provided and highlighted in yellow. An example is provided Topic: Include the topic here. You may consider using the unit title as the topic K W L What I Already Know What I Want to Know What I Learned Make a list here of things you already know about the given topic. This is typically done at the beginning of a lesson. Make a list here of things you want to know about the given topic. You can also make a list of questions. This is typically done at the beginning of a lesson, but you can add to this chart as more questions come up. Keep track of the things you are learning throughout the lesson here. You can add notes here as the lesson progresses, and you can also synthesize what you learned at the end of the lesson. K-W-L Chart Worked Example Topic: Mindfulness for teachers b K W L What I Already Know What I Want to Know What I Learned ● Mindfulness hasb increased in popularity b recentlyb ● It reminds me of when b I go to yoga b ● I read about a school in b baltimore that assignedb mindfulness practiceb instead of detentionb ● I’ve heard that b mindfulness is good forb students, but is there a b benefit for teachers?b ● What are ways that I b can practiceb mindfulness? b ● Are we going to be b required to practiceb mindfulness together? b ● I can do a breathing b exercise at the b beginning of the day tob center myselfb ● Practicing mindfulnessb can help me keep my b cool during stressful b moments in theb classroomb ● I can practice mindful b eating by choosing not to b multi-task and taking ab moment to expressb gratitude for my mealb ● Maybe I can do 1 minute b meditations to start off b each period, and that b will benefit my studentsb and me b TEACHERS' RESTORATIVE PRACTICES CURRICULUM 130 Topic: K W L What I Already Know What I Want to Know What I Learned TEACHERS' RESTORATIVE PRACTICES CURRICULUM 131 Appendix E Unit Two Lesson Plan and Associated Materials Unit Duration: 120 Minutes Unit focus: How to Implement Informal Restorative Practices Introduction: This is the second in the six unit course for teachers on how to implement Restorative Practices. Performance problems with implementing new practices are often the result of a lack of sufficient procedural knowledge for simple tasks before moving on to more complex procedural tasks. The purpose of this unit is to help learners implement informal Restorative Practices prior to exploring formal practices. Learning Objective(s) Learning objectives. Given a list of Restorative Practices, learners will classify the Practices on the continuum ranging from informal to formal. Given a reading, learners will execute informal Restorative Practices in a role play and prepare to implement Restorative Practices by developing a plan for use in the classroom that aligns with a rubric. Enabling Objective(s): ● Know the meaning of information to formal Restorative Practices ● Read a college-level text ● Discuss ideas from a text with peers ● Ability to develop a plan, given a template ● Classify Restorative Practices on a continuum ranging from informal to formal ● Execute restorative practices in a role play Lesson Materials ● Presentation slides ● Copies of readings ● Copies of “Restorative Practices Continuum” graphic ● Blank paper for learners to make graphic organizers ● Writing utensils ● KWL Chart job aid Learner Characteristic Accommodations Learners will engage in this unit in-person. The use of a graphic organizer will help learners organize their thinking throughout the lesson. Facilitator’s Notes This is an in-person session. See the the table below for specific Instructor Action/Decision (Supplantive events of instruction). Peers should be encouraged to collaborate with each other throughout this session to help each other become comfortable implementing informal Restorative Practices. This lesson may be extended or repeated by having participants role play and prepare for more than one instance of informal Restorative Practice implementation. Instructional Activities Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention 10 Provide activities to introduce and gain learner attention to the topic of Instructor will project the quote from Maya The learners will write a reflection TEACHERS' RESTORATIVE PRACTICES CURRICULUM 132 Restorative Practices Continuum Angelou “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel,” and ask learners to complete a reflection that connects the quote with their learning the assessment in the previous unit Learning Objectives 5 After sharing the learning objective and topic, an advance organizer will be used to help stimulate the recall of relevant prior knowledge. Instructor will share the learning objectives on a slide and ask students to read the objectives to themselves. Instructor will ask students to create their own advance organizer via a “KWL” chart Learners will read the learning objective and create a three-column “KWL” organizer that asks them what they already Know related to the objectives, and what they Want to know. The third column will be completed at the end of the unit. Reasons for Learning - Benefits - Risks 5 Benefits: being able to successfully implement informal Restorative Practices is necessary before effectively implementing formal restorative practices. Implementing informal practices may improve the relationship between the learners of this curriculum (teachers) and their students. Risks Avoided: Being ill-prepared to introduce formal Restorative Practices. Engaging in behaviors that may damage relationships with students Instructor states the reasons for learning the material and the risk avoided. Key points will be stated aloud while others will be bullet points on screen Learner listens and reads the reasons for learning. Visual symbols/icons for benefits and risks will be used Learners will revisit their KWL chart and see if there is any additional information to add to the first two columns Overview - Prior Knowledge - New Knowledge - Learning Strategies (What you already know...what you are going to learn...and how you are 5 Previous lesson was Unit One, which introduced the rationale for why restorative justice is being implemented in schools schools. This was done through readings, discussion, and a written assignment. Instructor will ask learners to share the information that they already know and the information that they want to know from their graphic organizer. The instructor will reiterate the key points volunteered, and add any additional information that learners already know. A slide with key information from the Learners will share about the prior knowledge they already have of the Restorative Practices with a partner and then with the class. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 133 going to learn it.) previous session will be projected for the instructor to reference. The instructor will share the focus of the lesson, and the methods for learning The learners will listen and ask any clarifying questions they may have. Prerequisite Knowledge 5 Assess prior knowledge of the Restorative Practices continuum and teach necessary knowledge via a graphic representation of the Restorative Practices continuum Teach any necessary prerequisite knowledge by reviewing the graphic Provide opportunities for learners to practice classifying informal and formal Restorative Practices and generating examples and nonexamples through a card sort game Learning Guidance - Lecture - Demo. 25 Direct instruction via a reading will be used to provide an overview of Informal Restorative Practices. implementation. The instructor will provide a readings to participants and will instruct each participant The instructor will model adding information to the “L” column of the organizer, for things learned. Participants will complete the reading and and will add information to the “L” side of the graphic organizer. Practice and Feedback 30 Model the procedure for implementing an informal Restorative Practice in a role play, given a scenario Provide practice and feedback for implementing Restorative Practice in a role play scenario with pilot teacher The instructor will model the implementation of a chosen informal Restorative Practices, affective statements and Restorative Questioning Learners will receive a scenario and practice using affective statements and restorative questions. They will practice in a small group, led by a pilot teacher. Authentic Assessment 15 Assessment. Learners will be assessed through the card sort activity, their role play, and their development of an implementation plan using a rubric. The instructor will model the procedure for developing an informal Restorative Practice implementation plan, using a rubric. The instructor will provide the opportunity for learners to create their own informal Restorative Practice implementation plan. Learners will create their plan. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 134 Retention and Transfer 10 Provide opportunities to transfer knowledge and develop their plan by sharing a key idea from their plan with a peer. The instructor will ask learners to engage in a Dyad, which is another Restorative Practice. Learners will have 2 minutes of uninterrupted time to share 1 idea with a partner and continue to develop the idea orally. Once the 2 minute time period is up, peers will switch and the next partner will share. Big Ideas 5 Review and re-motivate: Review the “take aways” from this unit and the expectations for the assessment. Connect the importance of the procedural knowledge to the goals of the unit and course. Instructor asks the learners to generate three reasons for why their selected informal Restorative Practice(s) will benefit their classrooms Learners generate three reasons for why their selected informal Restorative Practice(s) will benefit their classrooms. Advance Organizer for the Next Unit 5 Connections made from procedural knowledge for implementing informal Restorative Practices to procedural knowledge for implementing formal Restorative Practices—the next focus for the remainder of the course. Instructor “previews” next lesson by drawing connections between the procedures learned in this lesson and the procedures from the next unit Learners brainstorm at least 2 questions about the next unit based on the preview provided, and add it to the “W” column. 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QR Z :KDW,ZDQWWR . QR Z :KDW,/HDUQHG Learners brainstorm at least 2 questions about the next unit based on the preview provided, and add it to the “W” column. ,PDJH&UHGLWV :K\ KWWSVJRRJOLPDJHV57P LQGLYLGXDOV KWWSVJRRJOLPDJHV57P *URXS KWWSVJRRJOLPDJHV-M;6] +DQGILQJHUV KWWSVJRRJOLPDJHVUIT;= TEACHERS' RESTORATIVE PRACTICES CURRICULUM 152 7KDQN\RX 7KDQN \ RX 7DNHDQ\TXHVWLRQVRUFRPPHQWVIURPSDUWLFLSDQWV$VNSDUWLFLSD QWVWREULQJWKHLU .:/FKDUWDQGWKHLUEORJSRVWWRWKHQH[WVHVVLRQ ,PDJHFUHGLW KWWSVJRRJOLPDJHV-PVM)+ TEACHERS' RESTORATIVE PRACTICES CURRICULUM 153 Warm Up Lesson Objective & Rubric Given a list of Restorative Practices, learners will classify the Practices on the continuum ranging from informal to formal. Given a reading, learners will execute informal Restorative Practices in a role play and prepare to implement Restorative Practices by developing a plan for use in the classroom that aligns with a rubric. Restorative Practice Implementation Plan - Criteria for Success Does Not Meet Expectations Meets Expectations Exceeds Expectations Description of recent challenge is absent or unclear Includes a description of a recent challenge in class, but situation might be a “one-off,” and is not representative of common challenges Includes a description of a recent challenge in class that is representative of other common behavior challenges Description how the situation was handled is absent or unclear Includes a brief description of how the situation was handled Includes a detailed description reflection of the response(s) that was used in the given scenario Reflection for how the response may be improved is absent or unclear Includes a simple reflection of how the response could be improved to reflect an informal restorative practice Includes a critical reflection of how the response could be improved to reflect an informal restorative practice Description for how to use restorative dialogue in a future situation is absent or unclear Includes a description of how restorative dialogue (including affective statements and restorative dialogue) may be used in a future situation. Includes a description of how restorative dialogue (including affective statements and restorative dialogue) may be used in a future situation, including specific statements or “one-liners” to employ TEACHERS' RESTORATIVE PRACTICES CURRICULUM 154 Scenario 1: What happened? Today, Jenny came into class and almost immediately began talking out of turn with the students around her. Whole group redirection was used, and Jenny alone continued talking. Classroom consequence order was followed. After each warning and then parent phone call notice, Jenny was pushy and combative, yelling across the room “Miss, why do I have a warning? Miss, why you gonna call my mom?” but then followed with “...because…” to show that she was arguing rather than asking for clarification of her behavior. Her behavior continued and she was given notice that she would receive a detention slip. She stated that she didn’t care and it didn’t matter. She then asked if she could go to the bathroom at the beginning of the quiz and was told no. She got up and said she was walking out anyway. I tried to tell her that it would be ditching if she left and she talked over me, repeating “Don’t care, don’t care don’t care” loudly as she walked out. I stepped out to inform security that she needed to be escorted to the office and explicitly did not have permission to return even to gather her own things because of the complete disrespect. She returned to the room to gather her things and said she didn’t care what the teacher had to say, she was going to do what she wanted. I stepped out and told security that she needed to be removed to the office. What was the teacher’s response? The teacher followed a standard “if, then” behavior b consequence system. The teacher let the student know what her consequence was b along each step of the way. The teacher ultimately had the student removed from the b learning environment.. bb b How might the response have been improved? The teacher may have considered b addressing the student privately and trying to understand if there was something she b needed. I wonder if she was nervous about the quiz, because she seemed to be b avoiding it. It doesn’t seem like the teacher ever interacted with her on a personal b level.bb b What restorative dialogue may be used in a similar situation in the future? “I felt worried b when you were talking, because I didn’t want anyone to be distracted as we prepared b for the quiz.” “I felt frustrated when you left at the beginning of the quiz, because I b wanted everyone in the room for 10 minutes to make sure you each have enough time b to finish.” b b TEACHERS' RESTORATIVE PRACTICES CURRICULUM 155 Scenario 2: What happened? John was not following class expectations to work quietly during their warm-up. As I was talking to a different student, Johnny started stomping his feet, tapping his desk, and laughing while the rest of the class was working quietly. I reminded the class to work quietly, but Johnny continued making noises but would stop when I looked at him. 20 minutes before the end of class, we were reading as a class and Johnny threw a football to another student. I confiscated the football and said he could not get it back until I spoke to his parent in person. He stayed after class to ask for his football, but I told him his parent needed to come get it herself. His older sister came to meet with me but I let her know I needed to speak to a parent. What was the teacher’s response? ______________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ b How might the response have been improved?____________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ b What restorative dialogue may be used in a similar situation in the future?____________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ b TEACHERS' RESTORATIVE PRACTICES CURRICULUM 156 Scenario 3: Informal Restorative Practice Reflection & Implementation Plan What happened? ____________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ What was your response? _____________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ b How might your response have been improved?___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ b What restorative dialogue might you use in a similar future situation? _______________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ b TEACHERS' RESTORATIVE PRACTICES CURRICULUM 157 References Smith, D., Fisher, D., & Frey, N. (2015). Peace Building: Using Informal Restorative Practices Every Day. In Better than carrots or sticks: Restorative Practices for positive classroom management (82-106). Alexandria, VA: ASCD. Limerick Restorative Practices Project (n.d.). What is Restorative Practices. Retrieved from: http://www.restorativepracticeslimerick.ie/what-is-restorative-practices.html TEACHERS' RESTORATIVE PRACTICES CURRICULUM 158 Directions: Cut out the examples of Restorative Practices below and sort them in order from most informal to most formal. Try generating additional examples on the blank cards and adding them to your other cards in the appropriate order. A teacher holds a circle to discuss the implications of a current event A teacher holds a circle to help students get to know one another in their first week of high school A teacher starts each week with a class meeting to goal set and ends each week with a class meeting to reflect on progress Two students who are having a disagreement are pulled into a quick conference to discuss the challenge they are facing A student who assualted another student engages in a circle with the affected student to discuss what happened, what harm was caused, and what can be done to repair the harm A teacher receives a report from a substitute teacher that students were disrespecting him. The teacher holds a circle with the class to determine what happened, who was harmed, and how the class can make things right Using affective “I” statements to respond to student behavior A circle is held between two students who engaged in a physical altercation, with their parents, a mutual friend, the students’ advisors, and a counselor A student who was incarcerated engages in a circle with a school administrator, his parents, and his counselor to set goals for her return to school A student comes to the teacher’s office hours and complains that she is feeling disrespected in class. The teacher begins asking questions to better understand why she is feeling this way TEACHERS' RESTORATIVE PRACTICES CURRICULUM 159 KEY - For facilitator use only Level 1 cards represent practices that are less formal on the spectrum. These are intended to help build peace. Level 2 cards represent an increased level of formality on the spectrum. These are intended to help keep peace. Level 3 cards represent the most formal practices that would be in place at a public high school. These are intended to respond to disruptions of peace. Within each level, there is not a “right” order for these cards, as more information would be needed to determine if one of the “Level 3” cards is more formal than the others. The general idea is that a school needs to start with Level 1 practices in order to effectively implement Level 2 and 3 practices. A teacher holds a circle to discuss the implications of a current event that caused tension the community Level 2 A teacher holds a circle to help students get to know one another in their first week of high school Level 2 A teacher starts each week with a class meeting to goal set and ends each week with a class meeting to reflect on progress Level 1 Two students who are having a disagreement are pulled into a quick conference to discuss the challenge they are facing Level 2 A student who assualted another student engages in a circle with the affected student to discuss what happened, what harm was caused, and what can be done to repair the harm Level 3 A teacher receives a report from a substitute teacher that students were disrespecting him. The teacher holds a circle with the class to determine what happened, who was harmed, and how the class can make things right Level 2 Using affective “I” statements to respond to student behavior Level 1 A circle is held between two students who engaged in a physical altercation, with their parents, a mutual friend, the students’ advisors, and a counselor Level 3 A student who was incarcerated engages in a circle with a school administrator, his parents, and his counselor to set goals for her return to school Level 3 A student comes to the teacher’s office hours and complains that she is feeling disrespected in class. The teacher begins asking questions to better understand why she is feeling this way Level 1 TEACHERS' RESTORATIVE PRACTICES CURRICULUM 160 Appendix F Unit Three Lesson Plan and Associated Materials Unit Duration: 120 Minutes Unit focus: How To Build Toward Whole-class Restorative Practices Introduction: This is the third in the six unit course for teachers on how to implement Restorative Practices. Performance problems with implementing new practices are often the result of a lack of sufficient procedural knowledge for simple tasks before moving on to more complex procedural tasks. The purpose of this unit is to help learners develop their proficiency along the continuum of Restorative Practices, in preparation for formal Restorative Practice implementation that is explored in Unit Four. Learning Objective(s) Learning objectives. Given a reading and a simulation, learners will develop a plan for a whole-class Restorative Practice implementation using a rubric. Enabling Objective(s): Prerequisite analysis (enabling learning objectives). ● Read a college-level text ● Discuss ideas from a text with peers ● Collaborate with peers ● Ability to develop a lesson plan, given a template ● Implement informal Restorative Practices ● Implement whole-class Restorative Practices Lesson Materials ● Presentation slides ● Copies of readings ● Copies of “Restorative Practices Continuum” graphic ● Blank paper for learners to make graphic organizers ● Writing utensils ● Talking piece for community circle ● KWL Chart job aid Learner Characteristic Accommodations Learners will engage in this unit in-person. The use of a graphic organizer will help learners organize their thinking throughout the lesson. Facilitator’s Notes This is an in-person session. See the the table below for specific Instructor Action/Decision (Supplantive events of instruction). As with the previous sessions, peer collaboration should be encouraged to allow the opportunity to practice and prepare for implementation. This unit may be extended or repeated by having participants plan class meetings that address a variety of topics. Instructional Activities Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention 10 Provide activities to introduce and gain learner attention to the topic of whole-class Restorative Practice Instructor will project the quote from Rita Pierson “Every child deserves a The learners will write a reflection that connects the TEACHERS' RESTORATIVE PRACTICES CURRICULUM 161 implementation champion: an adult who will never give up on them, who understands the power of connection and insists they become the best they can possibly be,” and ask learners to complete a reflection quote with their learning the assessment in the previous unit Learning Objectives 5 After sharing the learning objective and topic, an advance organizer will be used to help stimulate the recall of relevant prior knowledge. Instructor will share the learning objectives on a slide and ask students to read the objectives to themselves. Instructor will ask students to create their own advance organizer via a “KWL” chart Learners will read the learning objective and create a three-column “KWL” organizer that asks them what they already Know related to the objectives, and what they Want to know. The third column will be completed at the end of the unit. Reasons for Learning - Benefits - Risks 5 Benefits: being able to successfully implement increasingly formal Restorative Practices is necessary before effectively implementing the most formal restorative practices such as circles. Implementing whole-class restorative practices may improve the relationship between the learners of this curriculum (teachers) and their students. Risks Avoided: Being ill-prepared to introduce formal Restorative Practices. Engaging in behaviors that may damage relationships with students. Instructor states the reasons for learning the material and the risk avoided. Key points will be stated aloud while others will be bullet points on screen Learner listens and reads the reasons for learning. Visual symbols/icons for benefits and risks will be used Learners will revisit their KWL chart and see if there is any additional information to add to the first two columns Overview - Prior Knowledge - New Knowledge - Learning Strategies (What you already know...what you are going to learn...and 5 Previous lesson was Unit Two, which introduced informal Restorative Practices through a reading, discussion, and scenario-based practice. Instructor will ask learners to share the information that they already know and the information that they want to know from their graphic organizer. The instructor will reiterate the key points volunteered, and add any additional information that learners already Learners will share about the prior knowledge they already have of whole-class Restorative Practices with a partner and then with the class. The learners will listen and ask any clarifying questions they may have. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 162 how you are going to learn it.) know. A slide with key information from the previous session will be projected for the instructor to reference. The instructor will share the focus of the lesson, and the methods for learning Prerequisite Knowledge 5 Assess prior knowledge of whole class Restorative Practices, referencing a graphic representation of the Restorative Practices continuum Teach any necessary prerequisite knowledge by reviewing the graphic, reminding learners that we are building toward whole-class Restorative Practice implementation, which is more formal than the previous practices Provide opportunities for learners to volunteer examples of how they have already implemented informal Restorative Practices. Learning Guidance - Lecture - Demo. 25 Direct instruction via a reading will be used to provide an overview of Informal Restorative Practices. implementation. Reading will cover: Class Meetings, Informal Classroom Circles, and Impromptu Conferences The instructor will provide a reading to participants. The instructor will model adding information to the “L” column of the organizer, for things learned. Participants will complete the reading and will add information to the “L” side of the graphic organizer. Practice and Feedback 30 Model the procedure for implementing a whole-class Restorative Practice using a lesson planning tool Provide practice and feedback for implementing a whole-class Restorative Practice The instructor will model the implementation of a chosen whole-class Restorative Practice, the class meeting. A lesson planning tool will be used. The instructor will provide the opportunity for learners to share their components in a small group with the pilot teacher who will provide feedback Learners will observe the demonstration and pick the components they will include in their own class meeting Authentic Assessment 15 Assessment. Learners will independently prepare an implementation plan for a whole-class restorative practice of The instructor will review the steps taken for developing a whole-class Restorative Learners will create their plan, referencing the instructor’s example TEACHERS' RESTORATIVE PRACTICES CURRICULUM 163 choice Practice implementation plan, using a rubric. The instructor will provide the opportunity for learners to independently create a whole-class restorative practice implementation plan and the feedback they already received to ensure mastery Retention and Transfer 10 Provide opportunities to transfer knowledge and develop their plan by reviewing the rubric and determining revisions they can make to ensure the plan meets the criteria for success The instructor will provide a blank copy of the rubric to learners so they can monitor their progress toward meeting the criteria for success Learners will review their plan, using the provided rubric. Based on their self-monitoring, they will determine what next steps and/or revisions are needed Big Ideas 5 Review and re-motivate: Review the “take aways” from this unit and the expectations for the assessment. Connect the importance of the procedural knowledge to the goals of the unit and course. Instructor asks the learners to share their next step for revision and/or implementation with a peer Learners share their next step with a peer Advance Organizer for the Next Unit 5 Connections made from procedural knowledge for implementing informal Restorative Practices to procedural knowledge for implementing formal Restorative Practices—the next focus for the remainder of the course. Instructor “previews” next lesson by drawing connections between the procedures learned in this lesson and the procedures from the next unit Learners brainstorm at least 2 questions about the next unit based on the preview provided, and add it to the “W” column. 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QR Z :KDW, ZDQWWR . QR Z :KDW, / HDUQHG /HDUQHUVEUDLQVWRUPDWOHDVWTXHVWLRQVDERXWWKHQH[WXQLWED VHGRQWKHSUHYLHZ SURYLGHGDQGDGGLWWRWKH³:´FROXPQ ,PDJH&UHGLWV *URXS KWWSVJRRJOLPDJHV-M;6] &RPSDVV KWWSVJRRJOLPDJHV(GUF6 +DQGILQJHUV KWWSVJRRJOLPDJHVUIT;= TEACHERS' RESTORATIVE PRACTICES CURRICULUM 179 7KDQN\RX 7KDQN \ RX 7DNHDQ\TXHVWLRQVRUFRPPHQWVIURPSDUWLFLSDQWV$VNSDUWLFLSD QWVWREULQJWKHLU .:/FKDUWDQGWKHLUEORJSRVWWRWKHQH[WVHVVLRQ ,PDJHFUHGLW KWWSVJRRJOLPDJHV-PVM)+ TEACHERS' RESTORATIVE PRACTICES CURRICULUM 180 Warm Up Lesson Objective & Rubric Given a reading and a simulation, learners will develop a plan for a whole-class Restorative Practice implementation using a rubric. Restorative Practice Implementation Plan - Criteria for Success Does Not Meet Expectations Meets Expectations Exceeds Expectations Plan does not facilitate a discussion Provides an opportunity to check in, problem solve, or raise awareness Provides an opportunity to check in, problem solve, or raise awareness, and students are given the opportunity to engage in critical thinking Plan does not allow for a focused discussion of a topic Provides an opportunity to discuss social and/or academic issues Provides an opportunity to discuss social and/or academic issues, and includes structures to allow for active participation of multiple students. Plan does not have a clear beginning, middle, or end Plan includes introductory and closing components Plan includes introductory and closing components and dialogue indicates smooth transition ensures a smooth transition between agenda items Plan relies on the the teacher to do the bulk of the speaking Plan includes opportunity for teacher and students to share Plan includes opportunity for the students and teachers to build connectedness with each other TEACHERS' RESTORATIVE PRACTICES CURRICULUM 181 Reading Reflection: Consider the example class meeting agendas that Ms. Clark and Mr. Matapang use (Smith, Fisher, & Frey, 2015). What components of the given agendas would you want to use? What components would you want to skip? What components are missing? Components to keep: Components to skip: Components to add: Example agenda: View the example below, adapted from Mr. Matapang’s standing agenda (Smith, Fisher, & Frey, 2015). Structures I will include to ensure active participation:I will use a talking piece during “Newb Business”, so students can practice. This will also help prepare for community circles. Agenda Item Description What I will say Call to Order b Introduce the class meeting b “Let’s try something new, I want to give us a b chance to talk about things that are on our mind, b so that we can then focus on what we need to dob this week.” b Encouragement b Circleb Students encourage their b partner for demonstrating a b growth mindset in the pastb weekb “We’ve been talking about trying to stretch b ourselves during the past few weeks! Please turn b to your partner and take turns complimenting each b other for ways that you’ve seen them work hard!” b Old Business b Brief opportunity to check in b on what was discussed last b time. b “Since this is our first class meeting, we don’t have b a lot of old business to discuss. But each week, I’ll b give us the opportunity to give updates on anything b we discussed the last time. For today, my update is b that I asked all of you to give me suggestions for b issues that you would like to discuss in class, andb now we’ll have the opportunity to talk about one of b these topics.” b TEACHERS' RESTORATIVE PRACTICES CURRICULUM 182 NewBusiness b Time to discuss a classb concern or a current event, b as suggested by studentsb “Now, let’s talk about a topic that one of you b suggested. One of you said that we wanted to talk b about ___________. Who would like to begin b the discussion?”b Shout-Outs b Time to thank, recognize, or b compliment others b “I have a shout out for [name students who activelyb contributed to the discussion] for their help b leading today’s discussion! I would like to give the b opportunity for all of you to share any shout-outs as b well. It looks like we have time for ____.”b Close Meeting b A moment to close out the b meeting and transition to the b next activity. b “Thank you all for shouting each other out individually b and publicly. Remember that if something comes to b your mind that you would like to talk about, you can b put your suggestion here in this box. Let’s b transition now to our lesson for the day.”b Develop your plan: First, develop an agenda for your class meeting, by giving each component of the meeting a name. Then, include a brief description of what will happen in this component. Finally, practice scripting out what you would say to transition to this portion of the class meeting. If you do not need all of the rows provided, some will remain blank. If you need additional space, use a sheet of paper. Agenda Itemb Description What I will say b b b b b b b b b b b b b b b b b b b b b TEACHERS' RESTORATIVE PRACTICES CURRICULUM 183 b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b References Smith, D., Fisher, D., & Frey, N. (2015). Peace Building: Using Informal Restorative Practices Every Day. In Better than carrots or sticks: Restorative Practices for positive classroom management (82-106). Alexandria, VA: ASCD. Limerick Restorative Practices Project (n.d.). What is Restorative Practices. Retrieved from: http://www.restorativepracticeslimerick.ie/what-is-restorative-practices.html TEACHERS' RESTORATIVE PRACTICES CURRICULUM 184 Appendix G Unit Four Lesson Plan and Associated Materials Unit Duration: 120 Minutes Unit focus: How to Plan Community Circles Introduction: This is the fourth in the six unit course for teachers on how to implement Restorative Practices. Performance problems with implementing new practices are often the result of a lack of sufficient procedural knowledge for simple tasks before moving on to more complex procedural tasks. The purpose of this unit is to help learners plan community circles prior to executing community circles. Learners will join professional practice group made up of a pilot teacher and a few peer teachers. These same groups will be used in units four, five, and six. Learning Objective(s) Learning objectives. Given a topic, learners will plan a community circle using a provided template. Enabling Objective(s): ● Discuss complex ideas with peers ● Collaborate with peers ● Develop a lesson plan, given a template ● Implement whole-class Restorative Practices ● Understand what is a Community Circle Lesson Materials ● Presentation slides ● Copies of “Circles” reading & job aid ● Copies of “Circle Planning Guide” ● Community Circle example video from pilot teacher ● Blank paper for learners to make graphic organizers ● Writing utensils ● KWL Chart job aid Learner Characteristic Accommodations Learners will engage in this unit in-person. The use of a graphic organizers will help learners organize their thinking throughout the lesson. Facilitator’s Notes This is an in-person session. See the the table below for specific Instructor Action/Decision (Supplantive events of instruction). This session makes reference to a worked example of a completed Community Circle plan. The next unit in this curriculum will include a live demonstration of a community circle, using students from the high school where this curriculum is being implemented. This plan should be developed by a pilot teacher, and the students who participate in the live demonstration should be students in the pilot teachers’ classroom. If this is not possible, a video clip may be used in unit five (example: https://www.youtube.com/watch?v=GZp4rLXtrjk), and a worked example used in this unit can be created based on chosen video clip. If additional practice is needed, more worked examples may be developed. Additionally, participants may be given more time to develop plans. As needed, schools may choose to bring this lesson back (e.g.: on a monthly or quarterly basis) in order to structure planning time. This session will have learners join small professional learning groups made up of a pilot teacher and a few peers. These learning groups will be revisited in the last two units of the curriculum as well. The purpose of these groups is to formalize the opportunity for peers to support each others’ learning in preparing to plan and facilitate community circles. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 185 Instructional Activities Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention 10 Provide activities to introduce and gain learner attention to the topic of Community Circle Planning Instructor will project the quote from Ralph Ellison “If you can show me how I can cling to that which is real to me, while teaching me a way into the larger society, then and only then will I drop my defenses and hostility, and I will sing your praises and help you to make the desert bear fruit,” and ask learners to complete a reflection The learners will write a reflection that connects the quote with their learning the assessment in the previous unit Learning Objectives 5 After sharing the learning objective and topic, an advance organizer will be used to help stimulate the recall of relevant prior knowledge. Instructor will share the learning objectives on a slide and ask students to read the objectives to themselves. Instructor will ask students to create their own advance organizer via a “KWL” chart Learners will read the learning objective and create a three-column “KWL” organizer that asks them what they already Know related to the objectives, and what they Want to know. The third column will be completed at the end of the unit. Reasons for Learning - Benefits - Risks 5 Benefits: being able to successfully implement mandated community circles requires proper planning of these experiences. Properly planned community circles may improve the relationship between the learners of this curriculum (teachers) and their students. Risks Avoided: Being ill-prepared to introduce implement Community Circles. Engaging in behaviors that may damage relationships with students Instructor states the reasons for learning the material and the risk avoided. Key points will be stated aloud while others will be bullet points on screen Learner listens and reads the reasons for learning. Visual symbols/icons for benefits and risks will be used Learners will revisit their KWL chart and see if there is any additional information to add to the first two columns Overview - Prior Knowledge - New Knowledge 5 Previous lesson was Unit Three, which introduced the notion of building toward circle-readiness through whole-class Restorative Practice implementation. This was Instructor will ask learners to share the information that they already know and the information that they Learners will share about the prior knowledge they already have of the Restorative Practices TEACHERS' RESTORATIVE PRACTICES CURRICULUM 186 - Learning Strategies (What you already know...what you are going to learn...and how you are going to learn it.) done through a reading, discussion, and a written assignment. want to know from their graphic organizer. The instructor will reiterate the key points volunteered, and add any additional information that learners already know. A slide with key information from the previous session will be projected for the instructor to reference. The instructor will share the focus of the lesson, and the methods for learning with a partner and then with the class. The learners will listen and ask any clarifying questions they may have. Prerequisite Knowledge 5 Assess prior knowledge of community circle development and teach necessary knowledge via a handout that provides an introduction to community circles. Teach any necessary prerequisite knowledge by reviewing the introduction Provide learners with the opportunity to generate a list of topics they may want to use Learners will generate topics and ideas they may want to explore with students in a community circle Learning Guidance - Lecture - Demo. 25 Direct instruction via a reading and a video clip and will be used to provide an overview of community circle components. The instructor will provide a brief job aid that outlines the components of a community circle. The instructor will model adding any new information to the “L” column of the organizer, for things learned. The instructor will share the circle planning document, and show that the document includes each component that is found in a general circle The instructor will show a completed worked example for a community circle that will be demonstrated live Participants will review the job aid and will add information to the “L” side of the graphic organizer. Learners will review the planning document Learners will review the worked example, adding notes and then adding to the “L” column of their graphic organizer. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 187 in the next unit (see facilitator notes for more information) Practice and Feedback 30 Model the procedure for the circle planning document Provide practice and feedback for completing the circle planning document The instructor will model the procedure for choosing a focus or topic for a community circle, and model the process of developing the “opening” for a community circle The instructor will have learners practice completing the circle planning tool for their own chosen topic Learners will choose a topic from the list generated earlier Learners will complete the circle planning tool for their chosen topic Learners will share their “opening” with a professional learning group made up of a pilot teacher and peers. This group will become their “home group” for the remainder of the curriculum. Learners will receive feedback from their group on their opening Authentic Assessment 15 Assessment. Learners will complete the circle planning document for two community circles prior to the next session. The instructor will provide the opportunity for learners to create their community circle plans prior to the next workshop Learners will continue developing their community circle plans Retention and Transfer 10 Provide opportunities to transfer knowledge and develop thinking through engaging in a community circle. The instructor will conduct a community circle for learners to share key insights from their work beginning to plan community circles Learners will share reflection with their peers and engage in a discussion to further their ideas on the planning Learners will have time to add information to planning tools based on thoughts shared by peers during the community circle. Big Ideas 5 Review and re-motivate: Review the “take aways” from this unit and the expectations for the assessment. Connect the importance of the While still in the circle structure, the instructor asks the learners to share how their understanding on a key component of Learners share within circle how their understanding of the circle TEACHERS' RESTORATIVE PRACTICES CURRICULUM 188 procedural knowledge to the goals of the unit and course. community circles was deepened today components deepened Advance Organizer for the Next Unit 5 Connections made from procedural knowledge for planning community circles to procedural knowledge for executing community circles —the focus for the remainder of the course. While still in the circle structure, the Instructor “previews” next lesson by drawing connections between the planning procedures learned in this lesson and the procedures from the next unit Learners will share a question, hope, or intention they have for the next unit Total Time 120 TEACHERS' RESTORATIVE PRACTICES CURRICULUM 189 Warm Up Lesson Objective & Rubric Given a topic, learners will plan a community circle using a provided template. Example Circle Plan Example plan: View the example below, created using resources that were adapted from San Francisco Unified School District Restorative Practices (n.d.). Planning Considerations My thoughts Purpose or Goal Is the purpose community building, check-in, address specific classroom issue, curriculum/content..etc. Build community and kick of semester 2 to a great start! b I think it will be nice to have students share a little bit b about their break (they’re going to do it anyway, so I b may as well give them a forum), reflect on lastb semester, and discuss their hopes for the new b semester.b Circle Intro How will you introduce and convey the reason for the circle to the participants? I will say: “Welcome to our first Community Circle for b semester 2! Today we want to take some time to catch b up with one another after our time away for Winter b Break.bb Establish Core Guidelines What are the core guidelines you would like to introduce to the participants? What additional questions will you ask to create shared guidelines and values? How are they displayed? I will refer to the poster on the wall, which has theb following agreements: b ● Respect the Talking Piece b ● Speak from the heartb ● Listen from the heartb ● Trust that you will know what you need to sayb ● Say just enoughb ● Respect Privacyb I’ll say something like, “Since it’s been a few weeks, I b want to remind us of the agreements we used last b TEACHERS' RESTORATIVE PRACTICES CURRICULUM 190 semester which are here on the poster. Take a b moment to read through the agreements and pick oneb that will be most important for you to remember inb order to be your best self.” bb Opening How will you open the circle? A poem, quote, song, breathing, story? I will have strips of paper inside of a basket or bowl in b center of the circle. Each strip of paper will have an b empowering quote on it. I will say something like, “Now, Ib will pass these quotes around. Take a strip of paper b and read the quote to yourself. Take a moment to b consider the quote’s meaning and significance.” I’ll wait b for about a minute while students process their quote. b Then I’ll say, “Let’s go around the circle and read our b quotes out loud. If you want to read your quote and let it b speak for itself that is fine, or if you would also like to b offer a brief thought about the quote, please do share b that with us.” b Talking Piece Intro What object are you using and why? How will you introduce it? I will bring in a small stone that I picked up while b hiking during winter break. I want to use this because b the check-in question will ask them to tap into their b senses as they think back on winter break, so the b talking piece is topically appropriate. I will say, “Today I b want to share a new talking piece, it is a simple one I b picked up while I was out hiking over the break. I b wanted to bring it back with me as a small souvenir of b a moment during break when I felt happy, so I can hold b on to that feeling throughout the semester, and I b thought it would fit with what we’re chatting about today.” b Check-In What question will you ask for the initial check-in round? Ex. On a scale of 1-10, today I am a... I will say, “For our check-in today, I’ll ask you to closeb your eyes, or look to the center of the circle and soften b your gaze. Think back to a moment in Winter Break b that you remember clearly. Think about where youb were...what you were doing..Go back to that moment in b time. What do you see around you? What do you hear? b Can you smell anything? Is there a taste you can b remember? Where are your feet planted? When b you’re ready, come back and join us. I’m going to pass b around our talking piece. When it comes to you, please b tell us about where you went and what’s one of theb senses you experienced. Would anyone like to start us b off?” b Discussion What needs to be Round 1: We all just “visited” a moment in our Winter b TEACHERS' RESTORATIVE PRACTICES CURRICULUM 191 Rounds addressed in the circle? What questions will you ask? How many rounds will you facilitate? Are the questions you are asking high or low risk? Does the question directly or indirectly address the goal and purpose for the circle? What are some potential challenges that may surface? How will you handle them? Break that we wanted to hold onto. Now fast forward to b Summer Break. What is an emotion you hope tob experience as you look back on this new semester? b Round 2:What is a habit, mindset, idea, or memory from b semester 1 that you will need to let go of in order to b meet this emotion? b Round 3: What is a practice, idea, or mindset you can b adopt this semester to help you take care of what b needs to happen for you to feel this way comeb summer? b b A challenge I forsee is that some students might b struggle with the reflection of habits to leave behind b and habits to adopt. I might need to have a few b suggestions ready to share in case students get stuck. b I’ll only offer them up though if need be. bb Check Out What question do you want to present to bring closure to the circle? Ex. How are people feeling right now? I’ll say, “I want you to think about the person on your b right. We are going to pass the talking piece, and b when it is your turn, please share a statement of b gratitude, statement of encouragement, or a hope you b have for that individual going into the new semester. Ib will start us off…” bb Closing How will you close the circle, praise and celebrate the participation of the circle members? Ex. Poem, Quote, Song, Breathing, Story? I will end with a breathing exercise where we breathe b in and out deeply for a few counts. On the final breath b out, I’ll ask students to imagine that with the breath, b they are letting go of any negativity from the past b semester or break, and that with their breath in, they b are taking in their hopes for the new semester. bb Reflection: What do you like from the given example? What changes would you consider making as you prepare a plan for your own classroom? TEACHERS' RESTORATIVE PRACTICES CURRICULUM 192 My Circle Plan Complete the planning template below, adapted from the planning tools from San Francisco Unified School District Restorative Practices (n.d.). Planning Considerations My thoughts Purpose or Goal Is the purpose community building, check-in, address specific classroom issue, curriculum/content..etc. b Circle Intro How will you introduce and convey the reason for the circle to the participants? b Establish Core Guidelines What are the core guidelines you would like to introduce to the participants? What additional questions will you ask to create shared guidelines and values? How are they displayed? b Opening How will you open the circle? A poem, quote, song, breathing, story? b Talking Piece Intro What object are you using and why? How will you introduce it? b Check-In What question will you ask for the initial check-in round? Ex. On a scale of 1-10, today I am a... b Discussion Rounds What needs to be addressed in the circle? What questions will you ask? How many rounds will you facilitate? Are the questions you are b TEACHERS' RESTORATIVE PRACTICES CURRICULUM 193 asking high or low risk? Does the question directly or indirectly address the goal and purpose for the circle? What are some potential challenges that may surface? How will you handle them? Check Out What question do you want to present to bring closure to the circle? Ex. How are people feeling right now? b Closing How will you close the circle, praise and celebrate the participation of the circle members? Ex. Poem, Quote, Song, Breathing, Story? b References San Francisco Unified School District Restorative Practices. (n.d.). Circle Packet With Planning Guide. 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Performance problems with implementing new practices are often the result of a lack of sufficient procedural knowledge for simple tasks before moving on to more complex procedural tasks. The purpose of this unit is to help learners execute community circles. This unit is intended to fit into a full-day workshop, to allow for extended practice time. Learners will re-join their professional practice groups made up of a pilot teacher and a few peer teachers. These are the same groups from unit four and six. Learning Objective(s) Learning objectives. Given a circle setting, learners will implement their circle plan by facilitating a Community Circle with peers and/or in their classrooms. Enabling Objective(s): ● Discuss complex ideas with peers ● Facilitate discussions among learners ● Implement classroom management strategies to foster a positive environment ● Implement a lesson plan ● Implement whole-class Restorative Practices ● Implement Community Circles Lesson Materials ● Copies of “Circles” reading & job aid ● Completed Circle Planning Guide worked example from previous unit ● Student volunteers from pilot teacher classroom to come to campus on a pupil-free day ● Talking pieces ● Copies of “Circle Planning Guide” ● Community Values Poster ● Writing utensils Learner Characteristic Accommodations Learners will engage in this unit in-person. Facilitator’s Notes This is an in-person session. See the the table below for specific Instructor Action/Decision (Supplantive events of instruction). This session includes a live demonstration of a community circle. The planning tool for this circle was shared in previous unit (see unit four Facilitator’s Notes and Instructional Activities). If this is not possible, a video clip may be used in this unit (example: https://www.youtube.com/watch?v=GZp4rLXtrjk The majority of this session will be facilitated using a community circle format among peers, to support the transfer of community circle facilitation and participation knowledge. This lesson may be repeated if participants need more time to prepare for facilitation. As needed, schools may choose to bring this lesson back (e.g.: on a monthly or quarterly basis) in order to prepare for upcoming community circles. Instructional Activities TEACHERS' RESTORATIVE PRACTICES CURRICULUM 209 Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention 8:30am - 8:45am 15 Provide activities to introduce and gain learner attention to the topic of Community Circle execution Instructor will have learners seated in community circle format Instructor will give each learner a strip of paper with a quote on it that is related to trying something new. Instructor will introduce the talking piece Instructor will ask learners to read their quote to the group and connect it to the thoughts/emotions they feel about upcoming community circle implementation. Learners will read quote to themselves When learners receive the talking piece, they will share their reflection with the group Learning Objectives 8:45am- 8:47am 2 After sharing the learning objective and topic, a review of the circle planning documents from the previous unit will be used to help stimulate the recall of relevant prior knowledge. Instructor will share the learning objectives out loud and remind students of the tools used in the last unit to prepare for this task Learners will review the circle planning documents to remind themselves of learning from the last session Reasons for Learning 8:47am- 8:50am - Benefits - Risks 3 Benefits: being able to successfully implement mandated community circles requires proper facilitation practices. Properly executed community circles may improve the relationship between the learners of this curriculum (teachers) and their students. Risks Avoided: Being ill-prepared to implement Community Circles. Engaging in behaviors that may damage relationships with students Instructor states the reasons for learning the material and the risk avoided. Instructor asks learners to silently establish an intention for themselves Learner listens to the reasons for learning. Learner sets an intention for learning for the day Overview 8:50am- 8:55am - Prior Knowledge - New Knowledge - Learning Strategies 5 Previous lesson was Unit Four, which introduced the planning of community circles. This was done through a reading, worked example review, and a written assignment. Instructor will ask learners to share about the prior knowledge they already have of circle facilitation, by sharing the the topics they selected for their community circles with the group When the talking piece is passed, learners will share about the prior knowledge they already have through sharing the topics chosen for their own circles TEACHERS' RESTORATIVE PRACTICES CURRICULUM 210 (What you already know...what you are going to learn...and how you are going to learn it.) The instructor will share the focus of the lesson, and the methods for learning The learners will listen and ask any clarifying questions they may have. Prerequisite Knowledge 8:55am- 9:15am 20 Assess prior knowledge of community circle execution and teach necessary knowledge via a handout that provides an introduction to community circles. Discussion Rounds: Conversation will begin in dyads, move to quads, and then to octos. If necessary, learners may reference documents from previous unit. Ask learners to partner up and answer question: What component did you struggle with planning the most? Ask pairs to join another pair and come to a consensus on the question: What are the various components of a community circle, and why are they important? Ask quads to join another quad and answer the question: What components of the worked example do you remember from the previous unit? Learners will answer discussion question in pairs Learners will answer discussion question in quads Learners will answer discussion question in octos Learning Guidance 9:15am- 10:00am - Lecture - Demo. 45 Direct instruction via a live demonstration of community circle facilitation The instructor will invite the high school student visitors into the room The instructor will remind learners of the worked example from the previous unit (the community circle planning tool) and explain that he/she is executing that plan. Learners will observe demonstration and add notes to the worked example TEACHERS' RESTORATIVE PRACTICES CURRICULUM 211 Facilitator implements 30-minute community circle. The instructor will dismiss the high school students. In their small groups, learners will discuss new information or ideas they learned about circle facilitation from the demonstration Learners review the circle planning document they brought for the day and make any necessary revisions based Break 15 Practice and Feedback Part 1 10:15-12:00 105 Model the procedure for the facilitating each portion of the community circle Provide practice and feedback for facilitating each portion of the community circle The instructor will have learners move into their professional learning groups (same groups as last time), and each group will sit in a circle structure. The pilot teacher in each group will model a community circle facilitation procedure The pilot teacher will listen to what the learners learned from the demonstration of each step and will explicitly state any additional considerations learners should understand about each procedure After each learner practices facilitating a procedure, the pilot teacher will pass the talking piece to allow the professional learning group to provide feedback to the learner Learners will observe and immediately after the demonstration, the wi’ll pass the talking piece to discuss what they noticed about the modeled facilitation Learners will have the opportunity to practice facilitating each procedure, using the planning document they prepared prior to this session TEACHERS' RESTORATIVE PRACTICES CURRICULUM 212 Approximate time allocations: Opening (15 minutes) ● 1 minute for demonstration ● 2 minutes for demo debrief ● 1 minute for each learner to practice (7 minutes total) ● 5 minutes total for providing feedback to learners Introduction of Talking Piece (15 minutes) ● 1 minute for demonstration ● 2 minutes for demo debrief ● 1 minute for each learner to practice (7 minutes total) ● 5 minutes total for providing feedback to learners Guidelines and Values (30 minutes) ● 1 minute for demonstration ● 2 minutes for demo debrief ● 3 minutes for each learner to practice (21 minutes total) ● 5 minutes total for providing feedback to learners Check In Round (45 minutes) ● 1 minute for demonstration ● 2 minutes for demo debrief ● 5 minutes for each learner to practice (35 TEACHERS' RESTORATIVE PRACTICES CURRICULUM 213 minutes total) ● 5 minutes total for providing feedback to learners Lunch Break 30 Practice and Feedback Part 2 12:30-3:35 2:45 185 Model the procedure for facilitating each portion of the community circle Provide practice and feedback for facilitating each portion of the community circle The instructor will have learners remain in their professional learning groups, with each group in a circle structure. The pilot teacher in each group will model a community circle facilitation procedure The pilot teacher will listen to what the learners learned from the demonstration of each step and will explicitly state any additional considerations learners should understand about each procedure After each learner practices facilitating a procedure, the pilot teacher will pass the talking piece to allow the professional learning group to provide feedback to the learner Approximate time allocations: Discussion Rounds(3 hours, 15 minutes) ● 5 minutes for demo debrief ● 15 minutes for each learner to practice (140 minutes total) ● 5 minutes for providing feedback to each learner (35 minutes) Check out and closing Learners will observe and immediately after the demonstration, they’ll pass the talking piece to discuss what they noticed about the modeled facilitation Learners will have the opportunity to practice facilitating each procedure, using the planning document they prepared prior to this session TEACHERS' RESTORATIVE PRACTICES CURRICULUM 214 3:35 (50 minutes) ● 5 minute for demonstration ● 2 minutes for demo debrief ● 5 minute for each learner to practice (35 minutes total) ● 5 minutes total for providing feedback to learners Authentic Assessment 3:35-4:05 30 minuts Assessment. Learners will revise circle planning document for two community circles prior to the next session and will facilitate both community circles prior to the next session The instructor will provide the opportunity for learners to revise their community circle plans, based on their practice facilitating and the feedback received. prior to the next workshop Learners will begin revise their community circle plans and determine when they will facilitate these circles with their own students Retention and Transfer 10 Provide opportunities to transfer knowledge and develop thinking through engaging in a community circle. The instructor will conduct a community circle for learners to share key insights from their practice with facilitating community circles Learners will share reflection with their peers and engage in a discussion to further their preparation for facilitation. Learners will have time to add information to planning tools based on thoughts shared by peers during the community circle. Big Ideas 5 Review and re-motivate: Review the “take aways” from this unit and the expectations for the assessment. Connect the importance of the procedural knowledge to the goals of the unit and course. While still in the circle structure, the Instructor asks the learners to share how their understanding of facilitating a key component of community circles was deepened today Learners share within circle how their understanding of the circle components deepened Advance Organizer for the Next Unit 5 Connections made from procedural knowledge for facilitating community circles to metacognitive knowledge for reflecting on their community circle facilitation —the focus for the remainder of the course. While still in the circle structure, the Instructor “previews” next lesson by drawing connections between the facilitation procedures learned in this lesson and the Learners will share a question, hope, or intention they have for the next unit TEACHERS' RESTORATIVE PRACTICES CURRICULUM 215 reflection for the next unit Total Time 430 430 minutes of learning activities 45 minutes of breaks TEACHERS' RESTORATIVE PRACTICES CURRICULUM 216 Circle guidelines: Respect the talking piece: everyone listens, everyone has a turn Speak from the heart: your truth, your perspectives, your experiences Listen from the heart: let go of stories that make it hard to hear others Trust that you will know what to say: no need to rehearse Say just enough: without feeling rushed, be concise and considerate Respect Privacy: what is shared in circle should be shared only with those who were in the circle Adapted from San Francisco Unified School District Restorative Practices. (n.d.). Circle Packet With Planning Guide. Retrieved from http://www.healthiersf.org/RestorativePractices/Resources/ TEACHERS' RESTORATIVE PRACTICES CURRICULUM 217 Appendix I Unit Six Lesson Plan and Associated Materials Unit Duration: 120 Minutes Unit focus: How to Improve the Practice of Community Circle Facilitation Introduction: This is the final lesson in the six unit course for teachers on how to implement Restorative Practices. Even after engaging in the best learning experiences, performance problems with implementing new practices may often the result from a lack of time to reflect on one’s practice and receive feedback from others. The purpose of this unit is to help learners improve their practice of community circle facilitation. This unit introduces a consultancy protocol that will allow learners to reflect on their current practice and ask for feedback from their colleagues.. Learners will re-join their professional practice groups made up of a pilot teacher and a few peer teachers. These are the same groups from unit four and five. This unit may be repeated multiple times as learners continue to develop their practice of community circle planning and facilitation. Learning Objective(s) Learning objectives. Given a discussion protocol, learners will critique their practice with circle implementation thus far to plan a future Community Circle. Enabling Objective(s): ● Read a college-level text ● Discuss complex ideas with peers ● Reflect on current performance ● Implement Community Circles ● Critique practice of Community Circle Implementation Lesson Materials ● Copies of “When Good Circles Go Bad” reading ● Copies of Consultancy Protocol job aid ● Quote sheet about resilience ● Talking pieces ● Blank copies of “Circle Planning Guide” ● Community Values Poster ● Writing utensils Learner Characteristic Accommodations Learners will engage in this unit in-person. The use of a graphic organizers will help learners organize their thinking throughout the lesson. Facilitator’s Notes This is an in-person session. See the the table below for specific Instructor Action/Decision (Supplantive events of instruction). Instructional Activities Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention 5 Provide activities to introduce and gain learner attention to the topic of improving one’s facilitation practice Instructor will project the quote from Gever Tulley, “Persistence and resilience only come The learners will write a reflection that connects the quote with their TEACHERS' RESTORATIVE PRACTICES CURRICULUM 218 from having been given the chance to work through difficult problems,” and ask learners to complete a reflection circle facilitation so far Learning Objectives 5 After sharing the learning objective and topic, an advance organizer will be used to help stimulate the recall of relevant prior knowledge. Instructor will share the learning objectives on a slide and ask students to read the objectives to themselves. Instructor will ask students to create their own advance organizer via a “KWL” chart Learners will read the learning objective and create a three-column “KWL” organizer that asks them what they already Know related to the objectives, and what they Want to know. The third column will be completed at the end of the unit. Reasons for Learning - Benefits - Risks 5 Benefits: being able to successfully implement mandated community circles requires proper planning and facilitation of these experiences. Properly planned and facilitated community circles may improve the relationship between the learners of this curriculum (teachers) and their students. Risks Avoided: Being ill-prepared to continue implementing Community Circles. Engaging in behaviors that may damage relationships with students Instructor states the reasons for learning the material and the risk avoided. Key points will be stated aloud while others will be bullet points on screen Learner listens and reads the reasons for learning. Visual symbols/icons for benefits and risks will be used Learners will revisit their KWL chart and see if there is any additional information to add to the first two columns Overview - Prior Knowledge - New Knowledge - Learning Strategies (What you already know...what you are going to learn...and how you are going to learn it.) 5 Previous lesson was Unit five, which introduced the practice of community circle facilitation. Instructor will ask learners to share the information that they already know and the information that they want to know from their graphic organizer. The instructor will reiterate the key points volunteered, and add any additional information that learners already know. A slide with key information from the previous sessions will be projected for the instructor to reference. Learners will share about the prior knowledge they already have of the Restorative Practices with a partner and then with the class. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 219 The instructor will share the focus of the lesson, and the methods for learning The learners will listen and ask any clarifying questions they may have. Prerequisite Knowledge 5 Assess prior knowledge of community circle facilitation and teach necessary knowledge via a handout that provides suggestions for common challenges faced with community circle facilitation. Teach any necessary prerequisite knowledge by reviewing the reading, “When Good Circles Go Bad” Provide learners with the opportunity to read the text and identify any challenges they are currently experiencing with circle facilitation Learners will identify if they are currently facing any of the common challenges that arise during community circle facilitation Learners will add information to the “L” side of their graphic organizer. Learning Guidance - Lecture - Demo. 10 Direct instruction via a reading about the consultancy protocol The instructor will model the practice of identifying a current problem of practice and preparing to share it with a group. Participants will view the demonstration, also reviewing the Consultancy Protocol overview to deepen their understanding. Learners will add information to the “L” side of the graphic organize and begin drafting their problem statement.. Practice and Feedback 35 Model the procedure for the consultancy protocol Provide practice and feedback for completing the circle planning document The instructor will model the consultancy protocol with a few other pilot teachers. The instructor will have learners join their professional learning groups from the previous session. Instructor will frame that groups will engage in one round of consultancy. Since only one problem of practice will be addressed, the groups should work to pick a problem that will Learners will observe the demonstration and prepare to engage in the consultancy protocol Learners will choose one problem of practice for a consultancy protocol round. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 220 benefit the group to examine The instructor will help monitor time so that groups can go through the consultancy protocol Learners will engage in the consultancy protocol. During the discussion, learners will add to the “L” column. Authentic Assessment 15 Assessment. Learners will complete the circle planning document for an upcoming community circle The instructor will provide the opportunity for learners to begin planning their next circle Learners will continue developing their community circle plans Retention and Transfer 5 Provide opportunities to transfer knowledge and develop thinking through engaging in a community circle. The instructor will conduct an “idea wave,” where each participant shares 1 change they want to make to improve their circle facilitation Learners will share 1 idea with the class and will have the opportunity to listen to ideas from peers Big Ideas 5 Review and re-motivate: Review the “take aways” from this unit and the expectations for the assessment. Connect the importance of the procedural knowledge to the goals of the unit and course. The instructor will provide a reminder that developing in restorative practices may take time, but that continual practice and reflection will continue to be helpful in meeting course goals and being successful on the capstone assessment Learners listen and ask any questions Advance Organizer for the Next Unit 5 Connections made from metacognitive knowledge for reflecting on community circle facilitation to the capstone expectations The Instructor “previews” the capstone assessment and draws connections between the learning from the various units and the demands of the capstone. Learners will write down any questions they have so the pilot teachers can provide support as necessary. Total Time 120 TEACHERS' RESTORATIVE PRACTICES CURRICULUM 221 Warm Up Lesson Objective & Rubric Given a discussion protocol, learners will critique their practice with circle implementation thus far to plan a future Community Circle. Dilemma Reflection Questions adapted from National School Reform Faculty (n.d.). 1. Do some reflective writing about your dilemma. Some questions that might help are: ● Why is this a dilemma for you? Why is this dilemma important to you? ● If you could take a snapshot of this dilemma, what would you/we see? ● What have you done already to try to remedy or manage the dilemma? ● What have been the results of those attempts? 3. What is your focus question? Put your dilemma into question format. ● Try to pose a question around the dilemma that seems to you to get to the heart of the matter. ● Remember that the question you pose will guide the Consultancy group in their discussion of the dilemma. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 222 My Circle Plan Complete the planning template below, adapted from the planning tools from San Francisco Unified School District Restorative Practices (n.d.). Planning Considerations My thoughts Purpose or Goal Is the purpose community building, check-in, address specific classroom issue, curriculum/content..etc. b Circle Intro How will you introduce and convey the reason for the circle to the participants? b Establish Core Guidelines What are the core guidelines you would like to introduce to the participants? What additional questions will you ask to create shared guidelines and values? How are they displayed? b Opening How will you open the circle? A poem, quote, song, breathing, story? b Talking Piece Intro What object are you using and why? How will you introduce it? b Check-In What question will you ask for the initial check-in round? Ex. On a scale of 1-10, today I am a... b Discussion Rounds What needs to be addressed in the circle? What questions will you ask? How many rounds will you facilitate? Are b TEACHERS' RESTORATIVE PRACTICES CURRICULUM 223 the questions you are asking high or low risk? Does the question directly or indirectly address the goal and purpose for the circle? What are some potential challenges that may surface? How will you handle them? Check Out What question do you want to present to bring closure to the circle? Ex. How are people feeling right now? b Closing How will you close the circle, praise and celebrate the participation of the circle members? Ex. Poem, Quote, Song, Breathing, Story? b References National School Reform Faculty. Harmony Education Center. (n.d.) “Consultancy Protocol.” Retrieved from https://www.nsrfharmony.org/system/files/protocols/consultancy_0.pdf San Francisco Unified School District Restorative Practices. (n.d.). Circle Packet With Planning Guide. Retrieved from http://www.healthiersf.org/RestorativePractices/Resources/ TEACHERS' RESTORATIVE PRACTICES CURRICULUM 224 Common Challenges in Circles Or…. When Good Circles Go bad If this…. Then try this…. The number one reason that circles fail is because teachers don't believe in or "sell" the value of the community to their learners. If you're having a hard time "selling" your circle... ● Greet every learner at the door ● At the beginning of the circle, welcome every member individually ● Talk about what makes this group special ● Talk about what you see them doing that is creating a trusting environment ● Use language that is meaningful to you - Are you trying to create a 'family,' a 'community,' a 'trusted group?' Let them know why this group is meaningful. ● Start with a poem or reading that is meaningful to you about community (Google Team-Building Poems for ideas) ● Select a talking piece that is meaningful to you and make a big deal about its value and the trust you have in your learners to treat it carefully. ● End the circle with a one-word go around like, "Leaving this circle, describe the way you feel like a road sign," a collective breath, or a go-around where everyone says something nice about the person to their left. It takes too long for students to get in a circle... ● Practice getting in and out of circle before holding an actual talking circle ● Figure out possible alternate furniture or room arrangements ● Use a timer and build in an incentive for meeting the time expectation ● Have students sit on top of desks in a circle ● Consider holding the circle outside, or another location ● Ask the students to come up with suggestions The circle process takes too long…. ● You can do a check in circle in a few minutes with 32 students. You could ask for a one or two word check in on how their weekend was or how they are feeling at the moment ● Time spent up front building relationships and coming up with shared values and guidelines will save time in the long run dealing with problem behavior No one is talking, or English may be a second language for my students, and they are hesitant to speak…. ● Use alternative methods of expression such as drawing, freestyle poetry, journaling, movement, activities with no words, etc ● It is ok not to share as long as everyone participates by being present in circle ● Use a partner-share icebreaker or concentric circles so every student can have a chance to talk without speaking to the whole class ● Try to set a fun and community-building tone, gradually getting to more serious content over time TEACHERS' RESTORATIVE PRACTICES CURRICULUM 225 ● Build in incentives for participation ● Ask students to brainstorm why they or others aren’t talking (could be written, anonymous, etc.) and some suggestions to encourage it ● Ask questions students are more likely to want to answer like “What is it you want adults to understand about youth?” There are specific misbehaviors that de-rail the circle….. ● Revisit the shared guidelines and values you created together ● Try to determine the possible function of each misbehavior and focus on that rather than the behavior itself ● Engage the students that are misbehaving as circle keepers or ask them to think of questions for the circle ● Have 1:1 restorative conversations at another time with the students that are misbehaving to get to the root of the issue ● Consult with colleagues for ideas One or a few students do all the talking…. ● Have students make or bring their own talking pieces that are meaningful to them or their culture and ask them to speak about it in circle ● Consider giving the “natural leaders” jobs in circle such as being a circle keeper or making a centerpiece for the circle ● In private conversations with more quiet students, ask if there is something they need in order to participate more fully Students make rude or mean facial expressions….. ● Clarify unacceptable non-verbal behaviors as not following the shared guidelines ● Acknowledge kind respectful non-verbal behaviors Students talk about private family issues, abuse, suicide, drugs or alcohol ● When you start facilitating circle be very clear as to what types of issues you are mandated to report. Students will appreciate the clarity. ● Be sure to clearly explain the limit of confidentiality is anything related to danger to self or others ● Consult with your Principal and mental health support staff about how to pre-plan for this possibility and discuss in an age-appropriate way ● Follow-up with administration, school based mental health counselor, or school nurse immediately and make a mandated report as necessary. You may even need to personally walk the student to a school mental health professional The circle just doesn’t seem to go well overall…. ● Consult with a colleague for ideas, suggestions or coaching ● Observe another colleague’s circle, or ask them to observe yours ● Have a colleague co-facilitate a class circle with you ● Ask students what they thought about the circle, and how it could be made better TEACHERS' RESTORATIVE PRACTICES CURRICULUM 226 Protocols are most powerful and effective when used within an ongoing professional learning community such as a Critical Friends Group ® and facilitated by a skilled coach. To learn more about professional learning communities and seminars for new or experienced coaches, please visit the National School Reform Faculty website at www.nsrfharmony.org. National School Reform Faculty Harmony Education Center www.nsrfharmony.org The Consultancy Protocol was developed by Gene Thompson-Grove, Paula Evans and Faith Dunne as part of the Coalition of Essential Schools’ National Re:Learning Faculty Program, and further adapted and revised as part of work of NSRF. A Consultancy is a structured process for helping an individual or a team think more expansively about a particular, concrete dilemma. Time Approximately 50 minutes Roles Presenter (whose work is being discussed by the group) Facilitator (who sometimes participates, depending on the size of the group) 1. The presenter gives an overview of the dilemma with which s/he is struggling, and frames a question for the Consultancy group to consider. The framing of this question, as well as the quality of the presenter’s reflection on the dilemma being discussed, are key features of this protocol. If the presenter has brought student work, educator work, or other “artifacts,” there is a pause here to silently examine the work/ documents. The focus of the group’s conversation is on the dilemma. (5-10 minutes) 2. The Consultancy group asks clarifying questions of the presenter — that is, questions that have brief, factual answers. (5 minutes) 3. The group asks probing questions of the presenter. These questions should be worded so that they help the presenter clarify and expand his/her thinking about the dilemma presented to the Consultancy group. The goal here is for the presenter to learn more about the question s/he framed or to do some analysis of the dilemma presented. The presenter may respond to the group’s questions, but there is no discussion by the Consultancy group of the presenter’s responses. At the end of the ten minutes, the facilitator asks the presenter to re-state his/her question for the group. (10 minutes) 4. The group talks with each other about the dilemma presented. (15 minutes) Possible questions to frame the discussion: What did we hear? What didn’t we hear that they think might be relevant? What assumptions seem to be operating? What questions does the dilemma raise for us? What do we think about the dilemma? What might we do or try if faced with a similar dilemma? What have we done in similar situations? Consultancy Protocol TEACHERS' RESTORATIVE PRACTICES CURRICULUM 227 Protocols are most powerful and effective when used within an ongoing professional learning community such as a Critical Friends Group ® and facilitated by a skilled coach. To learn more about professional learning communities and seminars for new or experienced coaches, please visit the National School Reform Faculty website at www.nsrfharmony.org. Members of the group sometimes suggest actions the presenter might consider taking. Most often, however, they work to define the issues more thoroughly and objectively. The presenter doesn’t speak during this discussion, but instead listens and takes notes. 5. The presenter reflects on what s/he heard and on what s/he is now thinking, sharing with the group anything that particularly resonated for him or her during any part of the Consultancy. (5 minutes) 6. The facilitator leads a brief conversation about the group’s observation of the Consultancy process. (5 minutes) TEACHERS' RESTORATIVE PRACTICES CURRICULUM 228 Protocols are most powerful and effective when used within an ongoing professional learning community such as a Critical Friends Group ® and facilitated by a skilled coach. To learn more about professional learning communities and seminars for new or experienced coaches, please visit the National School Reform Faculty website at www.nsrfharmony.org. National School Reform Faculty Harmony Education Center www.nsrfharmony.org Consultancy Protocol Facilitation Tips Step 1 The success of the Consultancy often depends on the quality of the presenter’s reflection in Step 1 as well as on the quality and authenticity of the question framed for the Consultancy group. However, it is not uncommon for the presenter, at the end of a Consultancy, to say, “Now I know what my real question is.” That is fine, too. It is sometimes helpful for the presenter to prepare ahead of time a brief (one-two page) written description of the dilemma and the issues related to it for the Consultancy group to read as part of Step 1. Step 2 Clarifying questions are for the person asking them. They ask the presenter “who, what, where, when, and how.” These are not “why” questions. They can be answered quickly and succinctly, often with a phrase or two. Step 3 Probing questions are for the person answering them. They ask the presenter “why” (among other things), and are open-ended. They take longer to answer, and often require deep thought on the part of the presenter before s/he speaks. Step 4 When the group talks while the presenter listens, it is helpful for the presenter to pull his/her chair back slightly away from the group. This protocol asks the Consultancy group to talk about the presenter in the third person, almost as if s/he is not there. As awkward as this may feel at first, it often opens up a rich conversation, and it gives the presenter an opportunity to listen and take notes, without having to respond to the group in any way. Remember that it is the group’s job to offer an analysis of the dilemma or question presented. It is not necessary to solve the dilemma or to offer a definitive answer. It is important for the presenter to listen in a non-defensive manner. Listen for new ideas, perspectives, and approaches. Listen to the group’s analysis of your question/issues. Listen for assumptions — both your own and the group’s — implicit in the conversation. Don’t listen for judgment of you by the group. This is not supposed to be about you, but about a question you have raised. Remember that you asked the group to help you with this dilemma. Step 5 The point of this time period is not for the presenter to give a “blow by blow” response to the group’s conversation, nor is it to defend or further explain. Rather, this is a time for the presenter to talk about what were, for him/her, the most significant comments, ideas and questions s/he heard. The presenter can also share any new thoughts or questions s/he had while listening to the Consultancy group. Step 6 Debriefing the process is key. Don’t short-change this step. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 229 Appendix J Summative Capstone Assessment and Associated Materials Restorative Practices Implementation Portfolio This portfolio will include artifacts and reflections from your first year of Restorative Practices, as well as a plan for how you will implement Restorative Practices in the year to come. Your work may be submitted digitally (use Google Drive or a similar cloud-based sharing platform to organize your work into shareable folders) or may be submitted in 3-Ring Binder (use divider tabs to organize your work). Portfolio Requirements Part 1: Restorative Practice Year 1 Artifacts & Reflections # Component Description 1 Why Restorative Practices? Include your Blog Post from Unit 1 2 Learning Logs Include all K-W-L learning logs from Units 1, 2, 3, 4, and 6 3a Informal Restorative Practice Reflection & Implementation Plan Include your plan from Unit 2 3b Artifact Implementation Reflection Complete reflection (see template included in this document on page 3) 4a Restorative Practice Implementation Plan Include your plan from Unit 3 4b Artifact Implementation Reflection Complete reflection 5a First Community Circle Plan Include your plan from Units 4-5 5b Artifact Implementation Reflection Complete reflection 6a Community Circle Plan of Choice Select one plan that you’ve developed since the completion of the curriculum, to demonstrate your developing community circle planning skills. 6b Artifact Implementation Reflection Complete reflection 7a Community Circle Topic List Include a list of the dates in which you facilitated community circles with your students, and the discussion focus for each circle TEACHERS' RESTORATIVE PRACTICES CURRICULUM 230 7b Artifact Implementation Reflection Complete reflection Part 2: Restorative Practice Year 2 Artifacts & Reflections # Component Description 8 What I’ve learned about Restorative Practices In 300-500 words, write a follow-up blog post describing what you learned about Restorative Practices in Year 1. Your writing should include a description of how you plan to implement Informal and Formal Restorative Practices in Year 2. 9 Year 2 Community Circle Plan Include a plan for your first Community Circle of the new school year 10 Year 2 Community Circle Topic List In year 2, you will continue to host Community Circles at least twice a month. Generate a list of topics you would like to address in the coming year. Some of these Circles should be planned in “Real-Time,” to be responsive to the needs of your future students, but this list will serve as a helpful starting point as you begin planning next school year. TEACHERS' RESTORATIVE PRACTICES CURRICULUM 231 Artifact Implementation Reflection Your portfolio will include many Artifact Implementation Reflections. The purpose of these reflections are two-fold. First, these reflections will help demonstrate your mastery of the conceptual, procedural, and meta-cognitive skills you’ve learned in the course. Second, these reflections will help you document any revisions you may need to the included artifacts prior to using them in future years. Use these questions as a guide, but feel free to expand your reflection: 1. What was the purpose of this artifact? 2. What information does the artifact include? 3. How does this artifact demonstrate your growth in Restorative Practice Implementation? 4. What went well when you implemented the artifact? 5. What did not go well when you implemented the artifact? 6. What revisions would you make to the artifact before using it again with a group of future students? TEACHERS' RESTORATIVE PRACTICES CURRICULUM 232 Criteria For Success Many of the artifacts in your portfolio were previously scored. In this section, you will find rubrics for the new pieces you are submitting. Artifact Implementation Reflections Rubric: Artifact Implementation Reflection Does Not Meet Expectations Meets Expectations Exceeds Expectations Less than 300 Words 300-400 Words 400-500 Words Discusses few or none of the following: a description of the artifact, strengths/areas for improvement, necessary revisions, and explains how the artifact demonstrates growth in Restorative Practice Implementation Includes some of the following: a description of the artifact, strengths/areas for improvement, necessary revisions, and explains how the artifact demonstrates growth in Restorative Practice Implementation Includes all of the following: a description of the artifact, strengths/areas for improvement, necessary revisions, and explains how the artifact demonstrates growth in Restorative Practice Implementation Several grammar and spelling errors are present that cause distraction to the reader Some grammar and spelling errors may be present causing minimal distraction to the reader Few or no grammar and spelling errors present Circle Plans (used for plans that have not previously been scored) Rubric: Circle Plans Does Not Meet Expectations Meets Expectations Exceeds Expectations Discusses few or none of the following: Purpose or goal, Circle Intro, Establish Core Guidelines, Opening, Talking Piece Intro, Check-In, Discussion Rounds, Check-Out, and Closing Includes some of the following: Purpose or goal, Circle Intro, Establish Core Guidelines, Opening, Talking Piece Intro, Check-In, Discussion Rounds, Check-Out, and Closing Includes all of the following: Purpose or goal, Circle Intro, Establish Core Guidelines, Opening, Talking Piece Intro, Check-In, Discussion Rounds, Check-Out, and Closing Topic/Focus of circle is not appropriate based on the age, needs, or interests of students Topic/Focus of circle is appropriate based on the age of students, but does not address the needs and Topic/Focus of circle is appropriate based on the age, needs, and interests of students TEACHERS' RESTORATIVE PRACTICES CURRICULUM 233 interests of students The questions from the check-in, to the discussion rounds, to the check-out are not related to each other The questions in all components of the circle plan are topically related but not organized with progressing complexity There is a clear progression in the line questioning from the check-in, to the discussion rounds, to the check-out Several grammar and spelling errors are present that cause distraction to the reader Some grammar and spelling errors may be present causing minimal distraction to the reader Few or no grammar and spelling errors present Year 2 Blog Post Year 2 Blog Post - Criteria for Success Does Not Meet Expectations Meets Expectations Exceeds Expectations Less than 300 Words 300-400 Words 400-500 Words Discusses few or none of the following: a description of what was learned about Restorative Practices in Year, a description of how Informal Restorative Practices will be implemented in Year 2, and a description of how Formal Restorative Practices will be implemented in Year 2. Discusses some of the following: a description of what was learned about Restorative Practices in Year, a description of how Informal Restorative Practices will be implemented in Year 2, and a description of how Formal Restorative Practices will be implemented in Year 2. Discusses all of the following: a description of what was learned about Restorative Practices in Year, a description of how Informal Restorative Practices will be implemented in Year 2, and a description of how Formal Restorative Practices will be implemented in Year 2. Several grammar and spelling errors are present that cause distraction to the reader Some grammar and spelling errors may be present causing minimal distraction to the reader Few or no grammar and spelling errors present TEACHERS' RESTORATIVE PRACTICES CURRICULUM 234 Community Circle Topic Lists Year 1 Community Circle Topic List - Criteria for Success Does Not Meet Expectations Meets Expectations Exceeds Expectations Includes dates and/or topics covered for fewer than two community circles per month Includes dates and topics covered in two community circles per month Includes dates and topics covered in more than two community circles per month Topic/Focus for few of the circles listed is appropriate based on the age, needs, and interests of students Topic/Focus for most of the circles listed is appropriate based on the age, needs, and interests of students Topic/Focus for all circles listed is appropriate based on the age, needs, and interests of students Several grammar and spelling errors are present that cause distraction to the reader Some grammar and spelling errors may be present causing minimal distraction to the reader Few or no grammar and spelling errors present Year 2 Community Circle Topic List - Criteria for Success Does Not Meet Expectations Meets Expectations Exceeds Expectations Does not include enough topics to plan two community circles per month Includes enough topics to plan two community circles per month Includes enough topics to plan more than two community circles per month Topic/Focus for few of the circles listed is appropriate based on the age, needs, and interests of students Topic/Focus for most of the circles listed is appropriate based on the age, needs, and interests of students Topic/Focus for all circles listed is appropriate based on the age, needs, and interests of students Several grammar and spelling errors are present that cause distraction to the reader Some grammar and spelling errors may be present causing minimal distraction to the reader Few or no grammar and spelling errors present TEACHERS' RESTORATIVE PRACTICES CURRICULUM 235
Abstract (if available)
Abstract
In 2013, a large school district banned suspensions as a consequence to disruption and defiance. As a result, schools were required to develop a five-year plan to implement Restorative Justice as an alternative to suspensions. Although Restorative Justice has its root in ancient societies, no comprehensive curriculum is publically available to train teachers in this practice. The purpose of this curriculum is to ensure that teachers working in small high school settings can successfully use Restorative Practices. The curriculum brings together principles from constructivism, behaviorism, social cognitivism, and cognitivism in six units that are intended for in school-site professional development sessions over a school year. Upon completing all units, participants will be able to analyze current issues of culture, race and equity that led to this shift
Linked assets
University of Southern California Dissertations and Theses
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Asset Metadata
Creator
Deth, Esther Ruth Hamm
(author)
Core Title
Building strong school communities through authentic conversations: a restorative practices curriculum for teachers
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
04/09/2018
Defense Date
04/09/2018
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
charter schools,community circles,Los Angeles,OAI-PMH Harvest,professional development,Public schools,restorative justice,restorative practices,secondary schools
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Yates, Kenneth (
committee chair
), Hirabayashi, Kimberly (
committee member
), Lundeen, Rebecca (
committee member
)
Creator Email
ehamm@usc.edu,hamm.esther@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-10391
Unique identifier
UC11669129
Identifier
etd-DethEsther-6178.pdf (filename),usctheses-c89-10391 (legacy record id)
Legacy Identifier
etd-DethEsther-6178.pdf
Dmrecord
10391
Document Type
Dissertation
Rights
Deth, Esther Ruth Hamm
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Tags
charter schools
community circles
professional development
restorative justice
restorative practices