Schools are a battle ground for democracy, and school leaders may find themselves at the forefront of the struggle for civil rights, equity and inclusion. Schools are environments where children and adults work to actualize equal rights, inclusion, equity and non-violence, and leading a just community within unjust social and political contexts is a complicated task.
School leaders (administrators, restorative justice coordinators, counselors, teacher leaders) are facing unprecedented conditions in which to establish and lead inclusive, supportive and welcoming school communities. School leaders need an array of tools in order to help engage their professional communities in renewing and restoring norms of peace and justice, and work to support these endeavors throughout the community.
This series is for leaders who want new social-justice focused tools and practical skills heeded to work toward healing the harms of divisive socio-political rhetoric and action.
In each of five class sessions detailed below, leaders will participate in restorative justice practices, learning how to design and facilitate a variety of restorative processes that will strengthen and continuously restore a sense of justice in their professional communities.
The restorative justice practices taught in each session will focus on the adult community of the school, and are appropriate for staff meetings, community meetings, and for translation into classroom practices.
This series will focus on practicing skills needed to address emerging and pressing problems that have become prevalent in students’ settings. In-class activities are designed as a turnkey, ready for school leaders to take away and use immediately in their school or school district setting. All sessions take will place from 5:30-8:30 p.m.
Each session will include:
- Check-in and a discussion of restorative approaches to emergent and pressing problems of practices presented by participants
- Skill building activities for restorative practice
- Sharing additional resources for restoring justice in school and school district settings
- Mini-lectures may also be used to provide background theory and research to support practice.
September 21: Theoretical Foundations for Restorative Justice, and the role of conflict in social justice, including 1) Conflict styles survey, 2) Forms of conflict and its management, and 3) Trust agreements as a tool for defining and aligning role expectations.
October 5: Foundations for Restorative Practice and Community Circles: Designing and facilitating connected, empathetic and caring community in staff meetings, community meetings and classrooms.
October 19: Problem Solving Practices (Problems are harms in the past): 1) Three round model, 2) Five round model, 3) Fish bowl model.
November 2: Decision-Making Practices (Decisions are for upcoming problems): 1) Decision making framework; 2) Forms of Consensus; 3) Three round model.
November 30: Broader social and politcal practices for social transformation: Truth and reconciliation, Healing major social harms, Violence, War and identity based conflict.
Course Details and Registration
Dates: Thursdays, September 21, October 5,19, November 2, 30, 2017, 5:30-8:30 p.m.
Instructor: Sue Feldman, PhD, and Sidney Morgan, Restorative Justice Coordinator, Portland Public Schools
Degree Applicable Credit: EDAD 589, 1 semester hour, $901, To register for Degree Applicable Credit, please contact Sue Feldman.
Noncredit: $175, includes 15 PDUs or CEUs, $75 student rate. Lewis & Clark Alumni receive 20% off.
About the Instructors
Sue Feldman, PhD is a mixed methods researcher. Sue combines her background in cognitive psychology and education leadership and policy to form an interdisciplinary research agenda focused on how people learn to lead new practices. Sue has worked as an education researcher with the Center for the Study of Teaching and Policy at the University of Washington, and as a research scientist with FACET Innovations, a learning sciences research group, in Seattle Washington, focused on how people learn science. Most recently, Sue created a new research center at Education Service District 112, in Vancouver, Washington where she has been conducting research for and with school district leaders. In addition to ten years of experience working in teacher education, Sue brings a wealth of school and district leadership experience to her research including ten years working in school improvement administration at the school, district and regional levels. All of her work stems from a deep interest in learning and an abiding commitment to the promise of public education to equalize recognition and participation in generating democracy.
Sidney Morgan begun her 12 year journey working in Restorative Justice with the Multnomah County Juvenile Justice department in Portland Oregon. In her time with Multnomah County, she worked in several positions that involved Restorative justice work. Sidney always found ways to incorporate relationship building with the youth she worked with, developing the Hands of Wonder garden program, which teaches basic job-skills surrounding how to grow, care for and sell organic produce to youth within the Justice department. Sidney currently works as the Restorative Justice Director for Portland Public Schools, where she trains, coaches and supports school staff throughout the district in Restorative Justice Practices. Portland Public School district is the largest district in the state of Oregon, and has taken a stand as a district that supports Equity, PBIS (Positive behavior, Intervention and Supports) and Restorative Justice practices. Before moving to Portland, Sidney was a Youth Pastor in Southern California and has been working with youth for 20 years.