This document provides information about restorative practices and Michelle Stowe's experience and training in restorative practices. It summarizes that restorative practices aim to build community and manage conflict through positive behavior modeling. It also outlines Michelle Stowe's experience implementing and coordinating restorative practices in her school since 2010, including establishing professional learning communities for teachers and peer teaching programs for students. Finally, it lists the types of training and workshops Michelle provides on restorative practices.

1. A restorative approach informs the lens
through which we communicate, interpret
and engage.
This model seeks to establish a structured
framework and an explicit language in the
development of positive relationships, and
to cultivate a sense of community.
Restorative Practices offer teachers skills,
language, and reflective practices that cre-
ate a healthy school environment and pro-
mote the well-being of the whole school and
the community it serves.
The Paradigm Shift
Restorative Practices
A collaborative and proactive way of
being that aims to build community and
manage conflict by modelling positive
behaviour.
Michelle Stowe M.Ed.
Training & Consultancy
Cultivating
Relationships
through
Positive
Communication
A Whole School Approach
The Power of Relationships
Phone: 0876979859
mstowerp.wordpress.com
michellestowerp@gmail.com

2. 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 and build empathy?
Looking to promote reflection to sup-
port school self-evaluation?
Looking to gain skills that support
school improvement?
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
and I would love to share this with others.
I have been championing, modelling, implementing and
co-ordinating Restorative Practices in St. Mark’s Commu-
nity School since 2010. This included:
 Establishing and facilitating a professional learning
community (PLC)
 Leading a whole-school distributed leadership
model guiding each PLC member to facilitate their
own PLC
 Creating a student-mentor programme where sen-
ior students worked with junior students and sup-
ported tutors
 Developing a peer-teaching model for class cap-
tains 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
I have also:
 Developed and facilitated RP teacher training for
the Childhood Development Initiative (CDI),
 Created and delivered workshops in the Dublin
West Education Centre,
 Completed an RP Implementation Action Research
Project for my thesis.
Restorative Language/Questions
(conversations/ meetings/ conferences)
Fair Process
(explain/ engage/ expectation)
Circles
(relationship building/ problem-solving/
educational)
Reflective Practice
(empathy/unmet needs/solution-focused lens)
Implementation/Training
full days/ cycles/ 8x 2hr workshops for Croke Park/
Haddington Road/ CPD hours
 Staff—whole staff/ pastoral care team/
year heads/ interested volunteers/
identified champions)
 Student Programme—Class Captains/
Student Council/TY
Module/Senior Peer
Mentor Programme
Michelle’s RP Experience:
Motivation
Mechanics
Observation
RP’s MOM
Motivation
Observation
Mechanics