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Course Title

Restorative Justice for Educators

Course Number

ISCA 403

Course Overview

School staff and faculty to gain  knowledge in the basics of Restorative Practices as well as some tools for implementation in  their various institutions.

When implemented across the school, restorative practices can improve school climate, foster a sense of true community, and strengthen relationships.  Develop the social and emotional skills of your students by adopting restorative practices as a replacement for punitive approaches to influence the way students behave.  In this course, we will learn the practices that address the underlying reasons for students’ behavior and leave with strategies to use with students that built on care, trust and respect. 


A. RESPONSIBILITY TO STUDENTS 

10. a. Strive to contribute to a safe, respectful, nondiscriminatory school environment in which all members of the school community demonstrate respect and civility.

B. RESPONSIBILITIES TO PARENTS/ GUARDIANS, SCHOOL AND SELF 

k. Work toward a school climate that embraces diversity and promotes academic, career and social/emotional development for all students.



Intended Audience

All international educators.  

Essential Questions

How can restorative justice practices in your school improve the school culture and discipline practices?



Knowledge

Skills

Participants will know:

Participants will be able to:

  • the history of restorative practice as originating from Indigenous  communities around the world 

  • common restorative practices, such as circles, conferencing, victim-offender dialogue, and shuttling

  • identify how to apply restorative practices to their work with students and  colleagues, as well as in their daily lives  

  • experience being part of a community building circle 

  • identify and name the differences between a restorative approach and  a punitive approach to justice & accountability 

  • develop a strategic plan for implementing restorative practices in their institution

  • practice responding to student situations in a restorative way, engaging in case  studies and role plays 

  • engage with other participants in a meaningful way, in order to develop a  community of practice 

  • identify ways to bring the ethos of restorative practices into daily work with  students, both inside and outside the classroom


About the Facilitator

   ANDREW MCGEEHAN (He/Him) - lead facilitator.

Andrew holds an MA in Student Development & Higher Education from Seattle University and is the director of Trident Training & Consulting - an organisation whose mission is to help develop and create institutions and organisations that are respectful, open, inclusive, and free of harassment. 

Andrew has been leading workshops and developing policies on equity and student life for the past 10 years. Andrew discovered his passion for diversity & inclusion issues during his undergraduate life, where he was exposed to different ideas about identity, power, and inclusion.

Andrew facilitates workshops related to consent, respect, boundaries, and appropriate response to sexual misconduct for both the National University of Singapore and Yale-National University of Singapore College. Andrew also leads  and supports professional staff and student staff training for the past 10 years on topics such as effective supervision, giving and receiving feedback, teamwork, and conflict management.  Andrew is a Linden Global Learning consultant. 


Dates and times of offerings

Cohort 2: October 4, 11 and 18, 2022 @ 8:30 am- 11:30 am GMT 

Contact hours

9-hour course (over three sessions)

Time commitment between sessions

2 hours

Required Resource(s)

 To be provided in Canva closer to the course date.

References


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