1. The Challenge of Culture Change: Embedding Restorative Practices in Schools A presentation by Margaret Thorsborne Manchester, 2005
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15. A Framework for relational practice NOT WITH TO FOR Adapted by Blood 2004, from Wachtel,T 1999, adapted from Glasser, 1969 cooperative collaborative problem solving responsibility Restorative Neglectful Permissive authoritarian stigmatising Punitive rescuing excusing reasoning Low High High Structure/Limits Support Whole School Community Individual
16. Management practice - building social capital Limits, boundaries,expectations Support, nurturing, caring Power struggles Confrontation Rules Win-lose Retribution Revenge Punitive Chaotic Inconsistent Excusing Giving in Blurred boundaries Rescuing Uncaring Tired Lazy Burnt out Given up Consistent Responsive Flexible Cooperation Negotiation Accountable Responsible TO FOR NOT WITH
17. Developing a Range of Responses Morrison, 2004 RE- BUILDING RELATIONSHIPS REPAIRING RELATIONSHIPS UNIVERSAL e.g. Social & Emotional Skills Programs INTENSIVE e.g. Conferencing, Mediation TARGETED e.g. Classroom, Sm.Grp. & Indiv. Conferences 1-5% of population Whole School RE-AFFIRMING RELATIONSHIPS THROUGH DEVELOPING SOCIAL AND EMOTIONAL SKILLS
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21. Whole School (Big Picture) Preferred Outcomes Best Practice System and School Imperatives Hierarchy of Responses (proactive-reactive) Relational/Restorative Philosophy Behaviour Mgt Policy Review & Development
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23. Timeframe & Indicators of Change Embedding of practice at all levels. Altered operating framework. Reviewing policy and procedure.Creative solutions emerge. 24- 36 months Best Practice. Behaviour change embedded. Cultural change across school community. 4-5 years Altered dialogue & processes. Alignment of policy & procedure. Increased skill development. School community commitment. 12-24 months Gaining Commitment. Changing dialogue. Pockets of practice. Improved statistics. Increased options for managing behaviour. 12-18 months
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26. Diffusion Model of Innovation 3% 34% 34% 13% 16% Early Adopters Innovators Laggards Early Majority Late Majority Rogers, 95
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Editor's Notes
Schools as learning communities - book referred to in Canada.
Incremental change is possible, however something more substantial is required - trasformational change
Last five dots points are really about embedding the changes so that new processes and behaviours become institionalised and and become the new organisational reality
It helps if it is an urgent matter!!!!
What would “it” look like - this si what you are signing up for - Peta’s triangle, and brenda’s pyramid - need a new slide for this + social control window - framework stuff.
How will we know when we have arrived??????
This is useful for describing the framework for operating within the school. Our challenge is to continually push into the restorative/relational operating domain. A place where we work together with others. The punitive/authoritarian domain is about telling people what to do, whilst the permissive/laissez-faire domain is about putting up with what we have (being victims to our circumstance). Working in a restorative/relational domain implies that we value relationships and respond restoratively when relationships are damaged or non-existent. This is also an environment which is firm but fair. It is high on accountability, responsibility, cooperation and support (to name a few). This has implications for our teaching practice and our policies and procedures ie. behaviour management plan, student welfare etc
Don’t forget the training of relief teachers
The old structures will be a security blanket for some - don’t take them away too early
Rogers model demonstrates that when plotted on a frequency basis over time, innovation follows a normal distribution, the bell shaped curve. Main elements of diffusion: 1. An innovation. 2. Communicated through certain channels 3. Over time 4. Among members of s social system Plan implementation strategies to match the diffusion model categories ie. Whole school training in one sitting may not be the most effective way to proceed. First two stages - DEVELOPMENTAL in which ideology must give way to flexible practical solutions. People adopt things for their own reasons - not ours. The refore in making the case for change - we need to provide a range of benefits and linkages. Conversations need to be about ‘what’s in it for me?’ Need to convince managers/hierarchy that this a developmental/experimental phase ie. Flexible options, teething problems are normal and a frank discussion about what works and what doesn’t are critical & risk taking is encouraged. “Just do it” For spread to occur early adopters who not only believe in the new idea, but also have status within the profession (in the school) are important. THE CREDIBILITY OF THIS SMALL GROUP OF PEOPLE IS ESSENTIAL FOR CHANGE AND FOR THE INNOVATION TO BE ADOPTED WHICH CAN THEN SIGNAL THE START OF WIDER SPREAD (TIPPING POINT?) WITHOUT THESE RESPECTED MEMBERS OF THE PROFESSION, WHO OCCUPY A CENTRAL POSITION IN PROFESSIONAL NETWORKS, A INNOVATION WILL NOT DIFFUSE To move into the MAINSTREAM 1. The new practice must beat other alternatives in meeting genuine need. Must not come at a risk or great investment to the majority KISS principal at work - want evidence Dependent on ‘word-of-mouth’ - it must be a fashion item - gets into the language. Early diffusion of innovation is often resisted by the social norms. Innovators often seen as social deviants or misfits. Do not gain credibility until the leaders (early adopters) adopt the idea and start to change the norm. Most people evaluate new ideas through personal experience/recommendation of the adopters who are similar to themselves. Adopters must trust the information about the new idea (to deal with uncertainty) - and evaluate the innovation through the personal experiences of adopters who are like themselves ( ie positively or negatively) 10-20% adoption is sufficient for tipping point - as the majority are influenced by the innovators and the early adopters - takes strategic planning to reaching tipping point.
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