3.13 Restorative justice
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Description
This is a continuing activity which incorporates initiatives within primary and secondary schools to implement restorative practices in the school setting. The model focuses on a whole school approach towards day-to-day interactions, pastoral structures and processes to resolve conflict and provide the school community with a consistent method to deal with bullying, harassment, violence and abuse. The project involves ongoing professional development, training with whole staffs, middle managers, student leaders and executive. The Sydney Catholic Education Office is engaging Marist Youth Care to deliver this program.
The activity will be managed by a designated officer who will take responsibility for meeting the professional needs of teachers and participating in the activity.
Four of our programs have been accredited by the NSW Institute of Teachers.
Contacts
| Maurizio Vespa email: MaurizioV@maristyc.com.au Ph 02 9407 2185 Fax 02 9806 9660 Sector: CEC |
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Outcomes
Through participation in an AGQTP project, teachers will in their interactions with students, have an increased capacity to provide inclusive learning environments within which all students can participate as active and engaged learners.
Through participation in an AGQTP project, teachers will in their interactions with students, have an increased capacity to create safe, supportive and respectful learning environments through which students can become enterprising, self-directed and resilient.
Access
Targeted Catholic Education Commission schools/teachers.
Design
The Restorative justice program provides ongoing professional development of teachers throughout a twelve month period. There are improved skills of practical relevance for teachers at all levels - beginning teachers, experienced teachers, middle managers and executives. The work can be utilised in induction and mentoring programs. The program encourages team practices and provides a philosophy for strong school-based leadership.
Schools in the program network with each other in clusters, providing a regional support network, as promoted in the Lee Dow Review of Teaching and Teacher Education.
The program is innovative in that it provides school communities with new ways of dealing with students with challenging behaviours.
The professional learning strategy for this activity includes:
- school-based projects to engage teachers in workplace learning that is based on a cycle of continuous improvement model
- clusters of schools working in collegial networks
- flexible learning activities that involve a balance between theory and practical application and use the following strategies:
- information input
- small group discussions
- role play practise of new skills
- reflection and feedback
- collaborative problem solving.
- onsite and offsite participation in knowledge building and skill sharing activities.
- student leadership program for primary schools
- parent evenings for primary schools
- a Spirituality Day for both primary and secondary schools to explore the values that underpin this work. This is consistent with the cross-curricular/whole school Government initiative on values
- whole school messages - optional second day.
Implementation
The implementation of the activity will be supported by the following personnel: designated project officer, sector consultant, school based professional learning teams.
Delivery
Workplace learning, Workshops/course Conference
Timeline
By June 2008:
- schools are selected; introductory presentation is conducted in each school in which safe school concepts are explored within the context of the individual school environment; baseline data collected on behavioural referrals, detentions, within-school suspensions, out-of-school suspensions, parent contact and exclusions
- secondary schools involved in the project will all have had a staff development day, an optional second day, a student leadership training day, a parent evening, implementation of Restorative justice curriculum
- primary schools involved in the project will all have had a full staff development day, an optional second day, two sessions of executive training, one after-school workshop, student leadership training and implementation of parent information package
- there is ongoing consultancy support by trained external facilitators in both primary and secondary schools
- progress report submitted in June.
By December 2008:
- secondary schools involved in the project, will all have had two sessions for middle management training, a Spirituality Day and a network meeting for assistant principals and principals.
- primary schools involved in the project, will have had two sessions of executive training, a Spirituality Day and three after-school workshops. Principals will have participated in a Diocesan network meeting
- annual report submitted in November.
Sectors
