Webinars

Stephanie Autumn and Greg Brown discuss restorative practices from the indigenous and western lenses. During this discussion some of the topics included the foundations of restorative practices, the structural framework necessary to strategically plan, implement, and evaluate as well as successful applications of restorative practices in real life. ¹

Allison Meier, a Restorative Practices Coordinator, discusses the difference between punitive language and restorative language as well as the impact it has on the overall school's culture. Understanding the importance of restorative language enable administrators and educators alike to carefully consider the language they use and its impact. Strategies are given to promote the integration of restorative language to transform the culture of the school community. ²

Allison Meier, a Restorative Practices Coordinator, discusses whole school implementation while addressing the larger systems and structures that are vital in the school to develop and support restorative practices. This discussion is centered around the School-Wide Restorative Practices: Step by Step, found below, which was created by the Restorative Justice Partnership and school-based practitioners housed in three Denver-based schools. Throughout the discussion, the key focus is not just how to implement these structures but how to do it with fidelity. ³

Elizabeth Smull, IIRP Lecturer, Trisha Tinsley, founder of Citizen Coach, and Kevin Jones, founder of Pathways 2 Restorative Leadership, discuss the importance and applications of listening circles to cultivate empathy within communities. Utilizing listening circles gains a shared sense of understanding while fostering emotional connections. Listening circles can be used in a variety of setting to address topics ranging from systemic racism, traumatic events, sexual violence to even the impacts of the pandemic. ⁴

Dr. Joyce Mundy, Koury Cook, and Elizabeth Smull disclose their experiences in transforming school cultures. In their work, they have discovered that restorative practices are most impactful on students when school leaders grasp effective manners to engage teachers and staff. Engaging educators enacts and sustains real changes. ⁵

Joe Brummer discussed trauma-informed restorative practices. This discussion begins with a discussion of what is trauma, different types of traumas commonly observed in children, and how trauma may present itself differently contingent on the child. Based on developing this understanding of key concepts there is a discussion for how trauma-informed restorative practices are imperative to building a restorative culture within the school.

Lindsay Lee, Project Manager of the Restorative Justice Partnership, and Joe Waldon, Social Worker at Skinner Middle School, discuss the pervasiveness and impact of trauma in school settings. Understanding the impact of trauma in schools enables there to be a clear understanding of the alignment of goals between trauma-sensitive approaches and restorative practices. Restorative practices can be utilized to alleviate the impact of trauma responses for both students and educators alike.⁶

John Inglish, Education Program Specialist for the Oregon Department of Education, discusses the implementation and application of restorative practices in public education, with an emphasis on promising initiatives around the nation. Specific attention is given to the use of restorative practices for students with disabilities and their families -- both as an alternative to exclusionary discipline, and as a tool for re-integration into the school setting.

Rosie Arcona, Social Emotional Learning Training Specialist, Lisa Cofield, Coordinator/Principal of Buxmont Academy, and Kimberly Jones, English/ Language Arts Teacher Peoria Public Schools, discuss creative methods they have utilized to build and maintain a positive community throughout the school year. An emphasis is placed on the impact of the COVID-19 pandemic as well as strategies that can be used for students as they return to in-person schooling.