1. A collaborative and proactive way of being that aims to build community and
manage conflict by modelling positive behaviour.
Looking to improve relationships and well-being?
Looking to build on staff collegiality?
Looking for a whole-school positive approach to student behaviour?
Looking for a proactive way to prevent bullying & build empathy?
Looking to promote reflection to support school self-evaluation ?
Looking to gain skills that support school improvement?
Restorative Practices
I have been championing, modelling, implementing, and co-ordinating Restorative Practices in St. Mark’s Community School
since 2010. This included:
 Establishing and facilitating a professional learning community (PLC) for the past three years
 Leading a whole-school distributed leadership model guiding each PLC member to facilitate their own PLC
 Creating a student-mentor programme where senior students worked with junior students and supported tutors
 Developing a peer-teaching model for class captains and student council to raise awareness throughout the school
 Training TY students to deliver an RP teacher-refresher initiative and promote an RP anti-bullying campaign
 Promoting proactive initiatives to build community such as ‘Love Bomb week’ and ‘Acts of Random Kindness’
I have also developed and facilitated RP teacher training for the past three years for the Childhood Development Initiative
(CDI), delivered workshops in the Dublin West Education Centre, and completed an RP Implementation Action Research Pro-
ject for my thesis. I am passionate about RP as a teacher, and as a human being in the world. I feel that it has so much to
offer us all.
Phone: 0876979859
mstowerp.wordpress.com
michellestowerp@gmail.com
Whole Staff Introductory Session/Day
 Introduction to the philosophy and processes
 Offer a framework to breathe life into school values and affirm a positive school culture
 Identify potential champions
 Improve relationships and connection
Implementation Plan for your School—whole staff/ pastoral care team/year heads/ interested volunteers/identified champions)
(can be divided into days/ cycles/ 8x 2hr workshops for Croke Park/ Haddington Road/ CPD hours)
 Create and maintain positive relationships/ connect to students’ personal scripts/ develop group work skills
 Promote reflective practice and invite a solution-focused lens
 Develop personal responsibility in whole-school approaches to student behaviour
 Practise language and processes to gain skills that support school self-evaluation and school improvement
 Promote empathy and communication skills that can prevent and deal with bullying
Student Programme—Class Captains/Student Council/TY Module/Senior Peer Mentor Programme
 Develop emotional literacy and communication skills (sharing/facilitation/active listening/understanding)
 Cultivate the student voice and encourage reflection that empowers students to solve their own problems
 Promote leadership and conflict –resolution skills
Michelle Stowe M.Ed.
Training & Consultancy
A restorative approach informs the lens we communicate, interpret, and engage through. This model seeks to establish a structured framework and an
explicit language in the development of positive relationships, and to establish a sense of community. Restorative Practices offer teachers skills, language,
and reflective practices that create a healthy school environment and promote the well-being of the whole school and the community it serves.