Restorative Practice

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  • Outline Systems approach from DEECD LM to supporting schools with the implementation of RP. Global context… Glenn and I both attend the RPI Conference in Vancouver earlier this year…. Learnings, RP is a social movement, different practice streams.
  • LM Region 9 (dark blue) Distance of 550km 169 schools…15 P-10 or P-12, 129 Primary schools, 24 Secondary schools, and 5 Specialist Schools LM region has around 9% of Victoria student population A systematic approach to supporting the development of RP in government schools. Over 100 schools have commenced the journey of implementation since 2008. Links with Effective schools are Engaging Schools: Student Engagement Policy provides a context for reviewing discipline policy in all schools.
  • Attendance rates fell below state average /high suspension rate in schools across the region In 2008 Restorative practice was promoted as a key strategy to improve relationships and retention in schools. The view was clearly that if students are not in school then how can they learn. In fact there was a regional directive to schools to demonstrate an increase in attendance figures by 20% and decrease suspension by 80%. With the release by the Department of the Effective Schools are Engaging Schools: Student Engagement policy guidelines , schools are looking more closely at their discipline policies and changing their focus from a punitive approach to a more holistic positive behaviours approach by the commencement of 2010. Restorative practice is provided in the policy as a framework for underpinning this work. Some schools have already well positioned in promoting student engagement, attendance and positive behaviours. For them RP provides additional strategies for dealing with school exclusion. For other schools RP provides a framework to develop a whole schools approach to positive behaviours interventions and building a sense of community to enable a strong focus on learning.
  • Implementation model A Regional perspective 2008: about 70 Focus Schools Levels of training offered by Region…SH & AW provide base training to schools, have out sourced some training to other consultants in Victoria, Margaret Thorsborne has provided Community Conference training Follow up workshop provided for those who have participated in the community Conferencing training…3-6 months after. Professional Learning/Implementation Team that will develop an action plan…link to Annual Implementation Plans, where there will be recognised accountability for the development of restorative Practice as a part of the student engagement strategies. School data…schools have been asked to use their data to track changes Support from Student Support Team
  • Learning (Community) This means: Learning from all experiences; in different ways; teaching for understanding; learning from each other; being reflective; thinking differently; embracing life-long learning Positive Relationships This means: Respect, cooperation, acceptance, empathy, caring, fairness, honesty, trust, integrity, teamwork Strong work Ethic This means: effort, persistence, having a go (participation) and also doing your best; aiming high; experiencing success; seeking to improve; excellence; contributing to the community; having high expectations; Onward and Upward All-round Development This means: realising potential; intellectual, physical, social, moral, ethical, emotional, spiritual development; building (moral & performance) character; being resilient; taking opportunities; building skills, knowledge & understanding; personal growth; taking (controlled) risks; developing effective communication skills Safety This means: Showing regard for self and others (particularly in the way we behave towards others) Care for the environment This means: Showing regard for the environment (local & global); sustainability; beautification (Taking) Responsibility This means: Leadership; community conscience; Taking responsibility for choices made
  • Glenn…future directions and developments Kyneton Sandra In school … supporting schools with training ongoing consulting, DVD, social narratives with primary schools Schools audit Initiate a multi agency network of stakeholders that work with students to develop a consistent framework for the use of restorative practice…caseworkers in schools network to devlop RP, welfare agencies, youth pathways program workers. Central Connect in Schools project (CCIS) 2008 In communities CVRJ Alliance –aims, devloping a common practice framework for youth services in Bendigo area Maryborough Community Education project, Shire wide interest in RP, supporting the schools.

Transcript

  • 1. Restorative Practices in Schools - A Progress Report Sandra Hamilton, Senior Programs Officer Restorative Practice & Wellbeing , and Glenn Davey, Principal, Kyneton Secondary College .
  • 2. Context
    • DEECD Loddon Mallee Region
    • Distance 550km
    • 169 Government schools
    • 40,296 students
  • 3. Key strategy for school improvement agenda
    • Improve attendance and reduce suspensions.
    • Improve student behaviour management
    • outcomes.
    • Student Engagement Policy Guidelines
    • DEECD March 2009
  • 4. Implementation model
    • Focus Schools 2008
    • Levels of training offered by Loddon Mallee Region
    • Professional Learning/Implementation Team that will develop an action plan
    • School data
    • Support from Student Support Team
  • 5. Kyneton Secondary College
  • 6. Kyneton Secondary College – background
    • Location
    • Demographic
    • Anglo-saxon; mixed socio-economic profile. - SFO .54
    • Co-ed. 700+ students offering a comprehensive VELS, VCE, VCAL program to students in years 7 to 12.
    • Context: There is a Catholic secondary college and a Catholic primary school in Kyneton, a state government primary school and other non-government secondary colleges at Mt. Macedon (Braemar) and Macedon (Macedon Grammar). Students are predominantly drawn from nine neighbouring primary schools within the Macedon Ranges
    • Kyneton Education Plan
    • This represents a major program of educational transformation for students in the Kyneton area with the creation of a Kyneton K-12 College to better support students in both extending and reaching their educational aspirations. This will involve:
    • Improved teaching and learning Education provision reform
    • Improved facilities to match the pedagogy Strengthened community links
  • 7. KSC – Introduction of Restorative Practices
    • Data
    • Attendance
    • Connectedness
    • safety
    •   Vision
    • Kyneton Secondary College is committed to building a Learning Community, based on positive relationships and a strong work ethic, where people are able to realise their potential in a safe, caring, stimulating and sustainable environment.
    • Values – Learning;  Positive relationships; strong work ethic; all-round development; safety; care for the environment; taking responsibility
  • 8. KSC – Restorative Practice Journey
    • Introduction of Restorative Practices to staff
    • Staff training – levels 1, 2 & 3
    • Using the chat
    • Using the classroom conference
    • Using the community conference
  • 9. KSC – Progress & Future Directions
    • Evidence – contradictory
    • Attendance – better
    • SATS – Connectedness, safety – better but dropped back in 2009
  • 10. Future directions and developments
    • In school
    • DEECD Loddon Mallee Schools Summit 2010
    • Training DVD
    • Social narratives ( Winters Flat Primary School)
    • Linking schools within their communities
    • Central Victoria Restorative Justice Alliance
    • Maryborough Community Education project
  • 11.