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Becoming restorative
1. Introduction to the course
1.1 Are you ready?
1.2 Self work - antiracism, beliefs, habits, language
1.3 How to begin restorative practices at your school and how to deepen and grow them
1.4 Ways of navigating the course - independently or with colleagues
1.5 How to earn a certificate of "Becoming Restorative"
1.6 How to join the private "Becoming Restorative" Circle Community
1.7 Dates and how to access monthly circle and monthly Q & A Event with Course Facilitators
2. The Indigenous roots and foundations of restorative practices
2.1 Where do restorative practices come from and why is this important?
2.2 Restorative practices as an antidote to white supremacy
2.3 Race and Restorative Justice
2.4 What is the school-to-prison pipeline and how do we end it?
2.5 The Seven Core Assumptions
3. Weekly circles
3.1 How to schedule for weekly circles and ensure ideal circle group size
3.2 How to write circles
3.3. Examples of circles
3.4 Circle considerations for different grade levels and different students
3.5 Common circle issues and strategies
4. Restorative conversations
4.1 Restorative language to use in all communication
4.2 The power of restorative conversations
4.3 The questions to ask in a restorative conversation
4.4 Dos and don'ts of restorative conversations
4.5 Examples of restorative conversations
5. Harm circles and conflict circles
5.1 System to request or refer to harm or conflict circles
5.2 Preparation for harm and conflict circles
5.3 The questions to ask in a harm or conflict circle
5.4 Who should attend and where should they sit?
5.5 Dos and Don'ts of harm and conflict circles
6. Lessons to teach students about restorative practices
6.1 10 lessons for early childhood grades
6.2 10 lessons for elementary grades
6.3 10 lessons for secondary grades
6.4 Additional lessons for students if you have more time
6.5 Using restorative practices and an SEL curriculum
7. Students as leaders of restorative practices
7.1 Examples of ways that students can lead restorative practices
7.2 Students as circle keepers of weekly circles
7.3 Students as circle keepers of harm and conflict circles
7.4 Students as peer mediators
7.5 Students as authors, co-authors, or revisers of circles
8. Restorative practices in the classroom
8.1 Restorative approaches to "classroom management"
8.2 Creative ways teachers can use restorative practices
8.3 Restorative practices with students who have challenging behaviors
9. How Student Support Team members can engage in restorative practices
9.1 Common student behaviors and restorative responses
9.2 Trauma-sensitive approaches and restorative approaches
9.3 The power of our language and how to choose words that work for us
9.4 How to navigate the balance between empathy and accountability
9.5 Guided exercise to support you after you handle a difficult conflict
9.6 Restorative practices for related service providers
10. How can leaders and coaches engage in restorative practices?
10.1 How to create a 3-year plan for shifting to restorative practices
10.2 The Seven Core Assumptions among adults
10.3 Restorative approaches to conflict among adults
10.4 A year of staff circles: 10 circle plans you can use
10.5 Restorative approaches to coaching and evaluation
10.6 How to coach teachers to make a shift to being more restorative
11. How can families learn about, engage in, and support restorative approaches?
11.1 How and why to use restorative practices at family council meetings and school events
11.2 How families can participate in conflict and harm circle processes with their children
11.3 Examples of letters/emails to send to families about restorative practices
12. Sustaining and deepening restorative practices over time
12.1 Ways schools support new staff in learning
12.2 Differentiating staff learning based on needs
12.3 Building in ongoing learning for whole school community
6.5 Using restorative practices and an SEL curriculum
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