Restorative Justice in Schools:
Using Restorative Practices to Support a Culture of Care
This online, professional development training is based on the idea that restorative justice practices can be used in schools, particularly in classrooms, to help create a culture of care in schools. In the field of a culture of care, research shows that there needs to be a sense of school connectedness and caring and nurturing relationships between the teachers and the students so that there can be an increase in the students’ positive experiences of schooling and a movement away from zero-tolerance punishment strategies.
You are invited to participate in Restorative Justice in Schools: Using Restorative Practices to Support a Culture of Care online professional development training. This online training consists of 16 modules. You are expected to spend about 1.5 hours participating in each module for a total of 24 hours of professional development training. This research-based best practices training is facilitated as a training-the-trainers, online professional development training.
This training is designed for the individual participant to begin the training at any time and complete the 16 modules of the training at their own pace. If a group of educators would like to participate in this training together, please contact Dr. Tom Cavanagh at firstname.lastname@example.org.
The facilitator for this online professional development training is Dr. Tom Cavanagh. Dr. Cavanagh submitted this biography:
I reside in Fort Collins, Colorado, right next to the Rocky Mountains, where I spend time hiking in the summer and snowshoeing in the winter. I have degrees from four post-high school institutions, including graduate degrees in Organizational Leadership from Regis University in Denver and Educational Leadership from Colorado State University in Fort Collins, Colorado. I began my interest in restorative justice while volunteering at the Denver Catholic Worker House in 1996. My personal and professional work has centered on restorative justice since that time. Following graduation with my PhD, I spent a year in New Zealand on a Fulbright Fellowship and four more years working for a research project called Te Kotahitanga at the University of Waikato. Since 2003 I have worked on developing and putting into practice a theory of a culture of care based on the principles of restorative justice in schools.
My research interests focus on the areas of restorative justice and restorative practices in schools; exploring how we can create peaceful and caring relationships; exploring what young people want to learn about (a) peace, (b) legitimating the reality of their lives, which are filled with violence and war, and (c) discovering and encouraging their passion for living together in peace; how schools can use restorative practices to respond to student wrongdoing and conflict in conjunction with a culturally appropriate pedagogy of relations in classrooms, under the umbrella of a culture of care, to create safe schools. In particular, I am concerned about the school-to-prison pipeline for our culturally diverse students and the political and educational policies that support this pipeline.
Participants will be need to successfully complete the following 16 modules constituting this online professional development training in order to receive a Certificate of Completion. Following is a list of each module, a brief explanation of the content, and the research that supports the module.
1. Relationships - Importance of relationships in Restorative Justice and Culture of Care. Berryman, M., Macfarlane, S. & Cavanagh, T. (2009). Indigenous contexts for responding to challenging behaviours: Contrasting Western accountability and Maori restoration of harmony. International Journal of Restorative Justice, 5(1), 1-32.
2. Basic principles – Restorative basics: It’s about attitude, doing school “with” students, inclusive relationships across the school, teachers positioning and theorizing; involving all staff. Cavanagh, T. (2008). Schooling for happiness: Rethinking the aims of education. Kairaranga, 9(1). 20-23.
3. Collegial relationships – Collegial relationships at work: Restorative tools are used to build and maintain a healthy community among leaders and staff. Cavanagh, T. (2007). Focusing on relationships creates safety in schools. set: Research Information for Teachers, 1. 31-35.
4. Teacher-student relationships – Restorative tools are used to build and maintain a healthy classroom community among teachers and students. Cavanagh, T., Macfarlane, A., Glynn, T, and Macfarlane, S. (2010). Creating peaceful and effective schools through a continuity of caring relationships. A paper presented for the Peace Education Special Interest Group (SIG), Expanding the Vision, Theory, and Practice of Peace Education in Diverse Contexts session, at the American Educational Research Association Annual Meeting, Denver, Colorado.
5. Building capacity – Restorative language and conversations: Simple, non-adversarial, problem-solving conversations. Cavanagh, T. (2009). Restorative practices in schools: Breaking the cycle of student involvement in child welfare and legal systems. Protecting Children, 24(4). 53-60.
6. Restorative conversations – Simple, non-adversarial, problem-solving conversations. Cavanagh, T. (2009). Creating schools of peace and nonviolence in a time of war and violence. Journal of School Violence, 8(1). 64-80.
7. Community circles - A semi-formal tool to help teachers and students build connectedness and cooperation.Cavanagh, T. (2009). Creating a new discourse of peace in schools: Restorative justice in education. Journal for Peace and Justice Studies, special issue on Restorative Justice, 18(1&2), 62-84.
8. Restorative circles - A semi-formal tool to help teachers and students respond to wrongdoing and conflict as a group. Cavanagh, T., Gaebler, F., & Zimmerman, T. (2008). Creating and maintaining a peaceful environment in elementary schools. Retrieved from http://www.educatingforpeace.cahs.colostate.edu.
9. Pre-conference – Pre-conference: Prepare students, staff, and parents so everyone knows the story of what happened before the conference, and they know the conference format.
10. Conference – Restorative conferences: Formal conferences to address specific incidents of serious harm; facilitated by trained people.
11. Agreement – Agreement: Specific plans to put right the harm that’s been done, including personalized ways for students to learn new skills/attitudes to avoid future trouble; allows for easy monitoring and follow up.
12. Classroom conference circles – Classroom-conference circles: Structured problem solving circles for large group of students and their teachers.
13. Brief restorative conversations for administrators, deans, and counselors – Brief restorative interventions: Referral-based problem solving tools for administrators, deans, and counselors. Cavanagh, T. (2012). Building the capacity of students to be peaceful citizens by implementing a culture of care in schools. A paper presented at the Policy to Arts, Engaging K-12 Students in Peace Education Roundtable Session, hosted by the Peace Education Special Interest Group (SIG), at the American Educational Research Association (AERA) Annual Meeting in Vancouver, British Columbia, Canada, April 13, 2012.
14. Brief restorative interventions for teachers and students – Brief restorative interventions: Problem solving tools for teachers and students. Cavanagh, T. (2003). Schooling for Peace: Caring for our Children in School. Experiments in Education, 31(8). 139-143.
15. Culturally sustainable restorative practices – Using Restorative Justice principles of building and maintaining relationships and exercising holistic care to create a Culture of Care.
Cavanagh, T., Macfarlane, A., Glynn, T. & Macfarlane, S. (2012). Creating peaceful and effective schools through a culture of care. Discourse, 33(3).
16. Action plan – Using the process of Appreciative Inquiry, what steps could we take to move from where we are to where we could ideally be in creating a Culture of Care based on Restorative practices?Patton, M. Q. (2003). Inquiry into appreciative evaluation. New Directions for Evaluation, 100 (Winter).
Participants will leave this online professional development training with the knowledge, skills, and resources to implement what is learned and also to teach others about what they have learned. In that way a professional learning community will be created in schools focused on implementing restorative justice practices in classrooms in an effort to create a culture of care in schools throughout the school district.
The cost of this online professional development training is $650.00. This cost will be treated as a donation. So you will be able to take a tax deduction to a non-profit organization, Restorative Justice Education. The Employer Identification number for the organization is 4-2040082.
To enroll in the Restorative Justice in Schools: Using Restorative Practices to Support a Culture of Care online professional development training, click here "product" or on the "product" link under the "online training" link at the top of this page.
Once you have paid for the online training, you should receive a password for the course within 48 hours. If you do not, please email email@example.com indicating you have paid for the training and are requesting a password.
Once you have received the password, please go to the "online training" link at the top of this page and click on "modules." You will be asked to enter the password to access that page.