Restorative Practices

One thing that I am having a challenge with as a leader is dealing with discipline. As school leaders are moving towards progressive discipline it is difficult as a school leader to implement with the limited amount of time we have. Traditional discipline issued one of two types of consequences-in school suspension and out of out school suspension.

Schools are dealing with issues dealing with disproportionality and the over-representation of certain subgroups in discipline statistics. School leaders have to become very creative in finding ways to discipline students without removing the student from the instructional environment.

In fact, during the summer leadership conference held by the District, all school-based leaders participated in professional development about restorative practices.

Cameron and Thorsborne (2001) define restorative justice in the school setting views misconduct not as school-rule-breaking, and therefore as a violation of the institution, but as a violation against people and relationships in the school and wider community. (Cameron and Thorsborne 2001, 183)

During the course of the day, I receive at least five or more discipline referrals for students in the grade level that I service. Depending on the infraction the amount of time spent to conference with the student, call and speak with parents, and enter a resolution can take about an hour. Those hours add up throughout the day.

I have been working to implement some aspects of restorative practices into my discipline approach. One of the practices that I have implemented is the fair process. The fair process consists of engagement, explanation, and expectation. I use the fair process for students who I see for the first time and have broken a rule that that may warrant suspension but are not particularly egregious. I have found that the student appreciates me taking the time to understand the circumstance surrounding  the infraction and also taking time to get to know them as a student. I actually enjoy this process with the only exception that it takes a lot of time to complete.  If my primary duties were discipline then I would have more time to spend on restorative practices. Overall restorative practice could have substantial benefits for decreasing behavior infractions and building relationship. As leaders make the shift from punitive discipline to restorative practices, leaders would have to come up with creative ways to include restorative practices the norm.

The ArtisanTeacher

A recent success that I've had was when I implemented the feedback strategies from Mike Rutherford. Mike Rutherford is the author of The Artisan Teacher: A Field Guide to Skillful Teaching. During a professional development session, Dr. Rutherfod conducted a Skillful Observation and Coaching Laboratory (SOCL) at my high school during second semester. The semester was almost over and did not get an opportunity to implement the strategy. A SOCL is a two-part classroom observation where a teacher is observed and the teacher returns to hear the feedback with a group of other educators. During the session uses twenty-three teams to describe the teacher's behavior in the classroom. As the sessions continue, the observers can now recognize themes present in skillful teaching. Recognizing the themes allowers observers to provide specific and timely feedback to teachers. 

I began using this technique at the beginning of the year. I told the teachers that I wanted to provide them with some informal feedback separate from their formal observation instrument, Teacher Keys Effectiveness System (TKES). I would observe the teacher for about twenty minutes. After the observation, the teacher would come to my office during their planning period to receive the feedback. The feedback had to be given the same day. There was not anything extensive that had to be written for the feedback. The teachers loved it and I was able to ask more poignant questions about what was going on during the instructional time. class. During the observation, I tried to find at least four themes. If I couldn't identify any skillful themes,  I would discuss my findings with the teacher. As compared to formal evaluations, teachers are reluctant to openly talk to you about their behaviors because of the formality associated with the observation. Teachers seemingly are more receptiveness about feedback when they believe the observation "did not count." The teachers encouraged me to come back to their rooms and they strived to utilize more thems during their classroom instruction. 

 The themes used by Dr. Rutehrford can be cross-walked with TKES. For example, the ability of a teacher to set clear learning goals can be cross-walked to TKES standard 7, positive learning environment. I have enjoyed the conversations with the teachers and this particular feedback strategy is one that I will continue throughout the year. Overall, I believe the informal feedback has allowed me to be a better evaluator. 

Supporting Teachers with New Curriculum

This school year marks the first year of implementation for the Georgia Standards of Excellence in science.  The standards focus on hands-on, student-centered, and inquiry-based approaches. This is a shift from the previous Georgia Performance Standard. The new standards integrate STEM literacy and increased rigor.  The GADOE provided a year of training for teachers and administrators on the new standards during the previous school year. Unfortunately, there were not any teachers or administrators in my school that participated in any of these trainings. Now the school year has begun and the teachers are in desperate need of support. As an administrator what are some things that can be done to help support the science teachers in implementing the new standards and minimizing stress and frustration? Here are some things that I have been doing to assist the science teachers in my building.

1. Be present during PLC meetings. 
During PLC meetings which are held on Tuesdays and Thursdays, I availed myself when the teachers are unpacking the curriculum. Additionally, I provided the teachers with a standard unpacking protocol focusing on what the students need to know, need to understand, and need to do. As a former science teacher, I am an additional resource for the teachers. My role in the PLCs is to support the teachers through the process.

2. Increased science budget for new supplies and instructional resources.
The new curriculum required resources that were not previously available at the school. Thanks to Title I funds we were able to add instructional software resources that will aid the teachers with the implementation of the new curriculum.

3. Reached out to District personnel on behalf of the science teachers. 
At the very begining of the school year, I was able to contact one of the two science coordinators and request professional learning for my teachers related to the new curriculum. The science coordinators were able to provide me with teachers that attended the implementation trainings held by GADOE. Also, the coordinators provided me with additional professional development session held by MetroRESA and GADOE.

4. Focused on the assessments.
 It was important that the teachers understand that we must begin with the end in mind. We worked to develop common assessments that were aligned to the standards. The teachers completed an assessment blueprint that ensured that the questions were higher-level and standards-based. 

5. Continue to convey the message that curriculum implementation is an on-going process.
My high school operates on a 4X4 block which means that a course is completed within one semester. This means that the process can quickly become overwhelming. It is important that I continue to stress to the teachers that this is work in progress. We will work to refine next semester to ensure that the curriculum is being implemented with fidelity.

Essentialism- Necessary for all School Leaders

Essentialism by Greg McKeown was an excellent read.
 As a school leader, you believe that you can do a million things at the same time.
The author reminds us that the essentialist relentlessly pursues less but better. A school leader has to put this mantra in the forefront because schoolhouses have the capability to become chaotic if a leader doesn't know which direction to lead a school.

On a personal note, I have always had a hard time saying no. I would do just about anything a teacher, counselor, administrator, district personnel asked me to do. At the conclusion of the day or the week, I realized that I did not accomplish anything substantive."If you do not prioritize your life, someone else will" is an accurate descriptor of the direction my work as an assistant principal was headed. At first, I felt as though I was being a true servant leader. In actuality, I was not working toward the mission and vision of the school. I was not spending my time on meaningful work such as teacher observations, PLCs, or analyzing student data. McKeown writes "only once you give yourself permission to stop trying to do it all, to stop saying yes to everyone, can you make your highest contribution towards the things that really matter" (p. 4). After I decided that saying no was not a bad thing, I began to concentrate my efforts on activities that resulted in actual student achievement and teacher growth.

One area where I can apply the principals of Essentialism is the school improvement planning process.  As school leaders, we write lofty school improvement goals and action steps that are never revisited. How groundbreaking would it be to actually draft a plan with less fluff and meaningful goals and action steps that the school will be intentional about completing? Being an essentialist means doing the right work. As leaders were are responsible for steering our school in the direction we believe will yield positive outcomes. If we apply the principles from the book we will create plans that are concise and targeted.

McKeown, Greg. Essentialism: The Disciplined Pursuit of Less. First edition. Crown Business, 2014.