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The Challenge of Embedding Restorative Practice at a School District Level

The Challenge of Embedding Restorative Practice at a School District Level. An Australian case study. What have we learnt ?. Lesley Oliver South West Metro District Education Services Adelaide S.A. Today’s session. Discuss what we’ve learned from our experiences Key principles

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The Challenge of Embedding Restorative Practice at a School District Level

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  1. The Challenge of Embedding Restorative Practice at a School District Level An Australian case study What have we learnt? Lesley Oliver South West Metro District Education Services Adelaide S.A.

  2. Today’s session • Discuss what we’ve learned from our experiences • Key principles • The Context & its impact • Introducing, Embedding & Sustaining RP • The multifaceted nature of RP in schools • Research & Evaluation

  3. Preschools/Kindergartens 4 - 5 years old • Primary schools 5 - 12 years old • Secondary schools 12 - 18 years old • Adult education 18+ years old South West Metro District TOTAL 48 sites

  4. THE CONTEXT Let’s start with ourselves. • What did restorative practice have to offer you ? • What void were you wanting restorative practice to fill? • Terry O’Connell

  5. Realist Evaluationbased on Pawson & Tilley’s work“Realistic Evaluation” (1997) Context + Mechanism= Outcome

  6. Based on Pawson & Tilley’s work“Realistic Evaluation” (1997) Context + Features of participants, organisation, staffing, history, culture, beliefs, values, attitudes (etc) required to ‘fire’ the mechanism Mechanism = The way in which new resources interact with different ‘reasoning’ to give changed decisions & choices Outcomes Different behaviour  different short term outcomes  different medium term outcomes  … Gill Westhorp Sept 2006

  7. What outcomes are you looking for by implementing RP? What are you hoping to achieve ?

  8. What outcomes are we measuring? • Less behaviour incidents • Reduction in suspensions • Better process regardless of outcomes • Better learning outcomes • Better reputation (better stories being told) • Happier teachers/students • Changed student/teacher attitudes • Changed teacher practice • Improvement in school culture

  9. Research & EvaluationQuestions we asked ourselves • Are we evaluating behavioural changes or cultural change? • What aspect of RP do we evaluate? • Are we evaluating the implementation of RP (process) or the impact (outcomes) of RP? • How do we do this?

  10. A qualitative and investigative approach.  Restorative Practice in the South West Metropolitan District, Adelaide, South Australia “Impacts on Teacher & Student Practice in Three Primary Schools” September 2006 Researcher -Gill Westhorp

  11. What were the outcomes?

  12. Factors that supported changes Research findings  • Context of perceived need • The training & development process • Staff commitment • Whole school approach • Supportive leadership • Immediate practice after training • Discussions in staff meetings about ongoing practice • Explicit teaching of restorative practice & related programs to support the approach • District level support

  13. Barriers to change  Research findings • Time • Seeing it as not different from what we already do • What to do when you don't get the outcomes you want • Lack of follow through by leadership • Perceptions of leadership not able to support it • Competing priorities • Resourcing

  14. Based on Pawson & Tilley’s work“Realistic Evaluation” (1997) Context + Features of participants, organisation, staffing, history, culture, beliefs, values, attitudes (etc) required to ‘fire’ the mechanism Mechanism = The way in which new resources interact with different ‘reasoning’ to give changed decisions & choices Outcomes Different behaviour  different short term outcomes  different medium term outcomes  … Gill Westhorp Sept 2006

  15. SUMMARY – WHAT WE HAVE LEARNT SO FAR. Know yourself as part of the context How can you best contribute & influence? What are your challenges? Be explicit about outcomes you are wanting from RP Behavioural change or cultural change? What aspects of change are you focusing on? Know what you expect form the resources you provide Are they making a difference? Consider research & evaluation To help inform your direction To clarify what outcomes you want To assess how to best use your resources Have a framework to help navigate your way

  16. Introducing, Restorative Practice. “If we have learned anything about large scale improvement in education since the 1980’s, it is that reforms that are done to the system do not have the desired effects”Ben Levin

  17. This is not a journey to go alone

  18. Delivering the message Inspiring – experienced – humorous- committed respectfully challenging

  19. Where do we start?

  20. What did the training/workshops look like?

  21. “No one can persuade another to change. Each of us guards a gate of change that can only be opened from inside.” Marilyn French 1980

  22. Context + Features of participants, organisation, staffing, history, culture, beliefs (etc) required to ‘fire’ the mechanism Mechanism = The way in which new resources interact with different ‘reasoning’ to give changed decisions & choices Outcome Different behaviour  different short term outcomes  different medium term outcomes  … Realist Evaluationbased on Pawson & Tilley’s work“Realistic Evaluation” (1997) Gill Westhorp Sept 2006

  23. Summary • The change process requires an emotional connection for people to make different choices & change behaviour. • The role of school leadership is critical in supporting staff & providing direction • Teachers need to be facilitators & provide students with opportunities to develop responsibility for their behaviour & leaning • Time for dialogue & reflection is critical for sharing of experiences , practice & beliefs & developing respectful challenge. • Restorative Practice = Good Practice

  24. Embedding Restorative Practice • Engaging people in meaningful dialogue  different conversations • Shared stories & experiences – everyone had a different story to tell • Documenting  clarifies the process – explicit • Publishing & promoting – affirms & connects “If you give people the opportunity to experience each other in different ways, they tell different stories”

  25. Culture change

  26. How do we capture the multifaceted nature of RP in schools?

  27. Sustaining RPWe’ll help you if you do it the RP way Summit - 8 schools making most progress • Self Review process • Shared experiences • Integrated research • Explored links to learning • Documented & shared stories & processes • Promoted RP • Presented aspects of RP at district conferences “If you can’t articulate it you can’t sustain it” Aris Glaze

  28. School’s self review process

  29. Research & evaluationFurther investigate two “enabling factors”Supportive Leadership Whole School Approaches Investigating Restorative Practice in five Schools: “Whole School approaches, and Supportive leadership” Researcher -Gill Westhorp

  30. It’s not all smooth sailingWhat conflicts, criticisms & tensions did you encounter along the way?

  31. Conflicts & Tensions are a normal & healthy aspect of the journey if we use them as an opportunity for learning. • What relationships existed to restore people to? assumptions, honesty & trust • Emotions - anger fear vulnerability • Facilitating a meeting where you were the victim • Default positions • RP at home, not out there, don’t forget the family

  32. Summary • Time for dialogue & reflection is critical for sharing of experiences , practice & beliefs & articulating good practice. • Change the stories – change the culture • Learning communities are instrumental in maintaining momentum • Documenting stories helps clarify the process • Promoting & affirming keeps the wheel turning • Conflict & tensions are opportunities for learning.

  33. Research & evaluationcritical learning&credibility • Investigative Research • Case Studies • Hard Data

  34. Evaluation • Decide whether you want to evaluate the implementation or impact of RP • Decide what aspect of RP you wish to evaluate • Decide how you will show the difference • Decide on the methodology – qualitative or quantitative – depends on purpose Employ an outside researcher Thanks to Gill Westhorp

  35. What’s happening now? • Further Research • Circle work – building social & emotional capacity in the classroom • Integration into the curriculum

  36. Context + Features of participants, organisation, staffing, history, culture, beliefs (etc) required to ‘fire’ the mechanism Mechanism = The way in which new resources interact with different ‘reasoning’ to give changed decisions & choices Outcome Different behaviour  different short term outcomes  different medium term outcomes  … Realist Evaluationbased on Pawson & Tilley’s work“Realistic Evaluation” (1997) Gill Westhorp Sept 2006

  37. What have you taken out of today’s session? • What’s been the most important learning on your journey?

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