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The Challenge of Culture Change: Embedding Restorative Practices in Schools A presentation by Margaret Thorsborne Manch PowerPoint Presentation
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The Challenge of Culture Change: Embedding Restorative Practices in Schools A presentation by Margaret Thorsborne Manch

The Challenge of Culture Change: Embedding Restorative Practices in Schools A presentation by Margaret Thorsborne Manch

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The Challenge of Culture Change: Embedding Restorative Practices in Schools A presentation by Margaret Thorsborne Manch

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  1. The Challenge of Culture Change:Embedding RestorativePractices in SchoolsA presentation by Margaret ThorsborneManchester, 2005

  2. A copy of this paper by Blood and Thorsborne can be found on the IIRP website www.iirp.org (follow links to IIRP conference papers “Building a Global Alliance”, Sydney, 2005) © Blood and Thorsborne, 2005

  3. Organisations with a traditional culture no longer produce anywhere close to the results required….and these cultures are extremely resilient…….highly resistant to change Lee, 2004 © Blood and Thorsborne, 2005

  4. Culture is the result of messages that are received about what is really valued. People align their behaviour to these messages in order to fit in. Changing culture requires a systematic and planned change to these messages, whose sources are behaviour, symbols and systems. Taylor, 2004 © Blood and Thorsborne, 2005

  5. Message management • Messages from behaviour: The management team and those considered important are watched by others • Messages from symbols: Actions, decisions and situations visible to a large no of people - and to which they attribute meaning • Messages from systems: How your organisation rewards, measures, manages and communicates what is important Taylor, 2004 © Blood and Thorsborne, 2005

  6. Transformational change The most significant determinant of your organisation’s culture will be the leadership style of managers at all levels Lee, 2004 © Blood and Thorsborne, 2005

  7. Transformational process ….will change mind-sets, target values and build a culture which can truly support new strategies and organisational aspirations. However it can only be driven by passionate and persistent leadership at the top. Therefore, transformational change begins with transforming the mind-sets of managers. Lee, 2004 © Blood and Thorsborne, 2005

  8. Gaining Commitment Developing a Shared Vision Developing Responsive and Effective Practice Developing a Whole School Approach Professional Relationships Stages © Blood and Thorsborne, 2005

  9. Making a Case for Change Building the case for investing in cultural improvement requires a thorough understanding of the cost of the current culture Taylor, 2004 © Blood and Thorsborne, 2005

  10. Five Fundamental Leadership Practices • Challenging the process • Inspiring a shared vision • Enabling others to act • Modeling the way, and • Encouraging the heart Kouzes & Posner (1997) © Blood and Thorsborne, 2005

  11. Building a case for change Identifying the need (the cost of current practice): • Qualitative data - wide dissatisfaction with the ineffectiveness of current practice - conversations in staff rooms and staff meetings, student and parent feedback, school reviews, union involvement • Quantitative data-survey data eg bullying, student safety and well-being/mental health; exclusion and suspension rates, detention rates, overuse of time-out facilities, student absences, staff absences, stress/sick leave, measures of student engagement/disengagement, academic results, retention figures………need to unpack data for meaning © Blood and Thorsborne, 2005

  12. Establishing buy-in • Share school data and RJ research with senior and middle managers, student support services, governing bodies, parent bodies, local government and other agencies • Engage senior levels in the department (at state, regional and district offices) professional bodies eg principal’s associations, unions • Identify schools which are ready to take up organisational change - negotiate an MOU regarding obligations, accountabilities, support mechanisms • Identify dedicated leadership team within the school to anchor the change program © Blood and Thorsborne, 2005

  13. Developing a Shared Vision Key people must be clear about the organisational goals - what the organisation will look like when they get there - and being very clear about what they want to measure and how that will happen and why it is important But more than anything, they must understand that this will mean, in all likelihood, a change in the culture - that is, “how we do things around here” or “how we do everything around here” © Blood and Thorsborne, 2005

  14. Preferred outcomes • Shift towards positive relationship management • Balance between prevention, intervention and crisis management • Improvement in statistics (detention, time-out, suspensions, exclusions, absenteeism,) & increased options for managing behaviour • Staff who are struggling with discipline are identified early and supported in meaningful ways • Quality and nature of the dialogue about kids is supportive • Case management approach to problem-solving • Classroom teachers solve more issues themselves • Students are self-regulating and better problem-solvers • Survey data shows improvements over a variety of measures (eg safety, wellbeing, school connectedness, staff morale and stress levels, parent satisfaction) • Greater engagement in curriculum, increased retention rates © Blood and Thorsborne, 2005

  15. A Framework for relational practice TO WITH High Restorative Punitive cooperative collaborative problem solving responsibility authoritarian stigmatising Whole School Community Neglectful Permissive Structure/Limits rescuing excusing reasoning NOT FOR Low High Support Individual Adapted by Blood 2004, from Wachtel,T 1999, adapted from Glasser, 1969 © Blood and Thorsborne, 2005

  16. Management practice - building social capital Power struggles Confrontation Rules Win-lose Retribution Revenge Punitive Consistent Responsive Flexible Cooperation Negotiation Accountable Responsible Limits, boundaries,expectations TO WITH NOT FOR Chaotic Inconsistent Excusing Giving in Blurred boundaries Rescuing Uncaring Tired Lazy Burnt out Given up Support, nurturing, caring © Blood and Thorsborne, 2005

  17. INTENSIVE e.g. Conferencing, Mediation 1-5% of population RE- BUILDING RELATIONSHIPS TARGETED e.g. Classroom, Sm.Grp. & Indiv. Conferences REPAIRING RELATIONSHIPS UNIVERSAL e.g. Social & Emotional Skills Programs RE-AFFIRMING RELATIONSHIPS THROUGH DEVELOPING SOCIAL AND EMOTIONAL SKILLS Whole School Developing a Range of Responses Morrison, 2004 © Blood and Thorsborne, 2005

  18. Training, maintenance and support • What model of training is to be used (given adult learning needs)? • Who gets trained and in what order? • Costs of training? Funding sources? • Managing staff turnover and relief teachers, and induction for new students and their families • Collegial support and supervision • Ongoing PD and access to latest research • Increasing the range of options • Networking © Blood and Thorsborne, 2005

  19. Monitoring for Quality Standards The acquisition of new skills requires coaching in a climate of encouragement, honest feedback and support particularly when we are shifting from ingrained traditional approaches………….data collection,continuous improvement loop and professional dialogue © Blood and Thorsborne, 2005

  20. Monitoring and supporting best practice • RP coordinator - staffing implications • Integrity of practice amongst senior and middle managers • Collegial support and resourcing for preparation, facilitation and debriefing for high level interventions eg conferences • Supportive approach to supervision of Restorative Practice • Access to latest research/reading • Provision of high quality ongoing PD © Blood and Thorsborne, 2005

  21. Hierarchy of Responses (proactive-reactive) System and School Imperatives Whole School (Big Picture) Preferred Outcomes Behaviour Mgt Policy Review & Development Relational/Restorative Philosophy Best Practice © Blood and Thorsborne, 2005

  22. Managing the transition • Identify core group to lead • Keep up the dialogue • Take a long term strategic approach (3-5 years) • Understand the tensions • Work first with interested staff • Leave old structures/processes in place in parallel • Involve as many staff as possible in restorative processes • Explain decisions, share improvements in data, stories • Use a restorative approach for staff matters • Walk the talk and hold steady in the face of criticism • Participate in professional forums and networks © Blood and Thorsborne, 2005

  23. Timeframe & Indicators of Change © Blood and Thorsborne, 2005

  24. Widening the lens By thinking more broadly within a whole school approach it becomes possible to see where else restorative philosophy can be applied © Blood and Thorsborne, 2005

  25. Professional Relationships • Promote openness, honesty, transparency and fairness • Use RP for managing staff issues • Challenge practice & behaviour in a supportive way • Engage whole staff and wider school community • Management walking the talk © Blood and Thorsborne, 2005

  26. Diffusion Model of Innovation 34% 13% 34% 16% 3% Early Adopters Early Majority Late Majority Innovators Laggards Rogers, 95 © Blood and Thorsborne, 2005

  27. A final word…….. If we are to heed the lessons of the last decade of pioneering work in schools, then we must approach the implementation of RP’s with a broad and deep understanding of what makes a difference. © Blood and Thorsborne, 2005

  28. Peta Blood Circle Speak PO BOX 24 Broadway. NSW. 2007 Australia Ph/Fax: +61 2 9402 1273 Mob: 0418 298 875 Email: circlespeak@optusnet.com.au Margaret Thorsborne & Associates 4 Kimbarra Court Buderim. Qld. 4556 Australia Phone:+61 7 5445 3520 Fax: +61 7 5445 2857 Mobile: 0412 135 015 Web: www.thorsborne.com.au Email: marg@thorsborne.com.au Contact Details © Blood and Thorsborne, 2005