• Summary
  • Contents
  • Subject index

A positive model for restorative discipline

If you would like a more effective way to deal with discipline issues than “old school” punishment, this book is for you. The authors provide a research-based and field-tested model that gives school leaders more productive alternatives to reprimands, exclusion, and out-of-school suspension. This positive program helps improve behavior and keep students in school. This guide's model covers school-wide prevention, restoration, and intervention needs for students with emotional, behavioral, and conduct disorders (such as bullying) as well as developmental disabilities and autism. Key topics include: The latest research on the effectiveness of restorative discipline; How to implement a comprehensive, school-wide discipline plan; Ways to support and sustain the plan with teacher teams; Networking with community services such as child protection, child welfare, juvenile justice, and mental health professionals

This program has high social validity and utility for actual school and classroom settings. In addition to content learning, students need to learn appropriate behavior and social skills to succeed in school and in life. This book offers a solid, proven, and humane program that benefits students and keeps the focus where it should be—on learning.

Professional Learning for Sustainability
Professional learning for sustainability

Meaningful implementation of restorative school discipline cannot occur unless school personnel have essential knowledge, skills, and understandings about restorative practices. One of the responsibilities of the school leader is to ensure that staff are professionally prepared for restorative approaches to school discipline and school safety. Particularly as these are areas of rapid development, the principal should have in place a system for annual assessment of staff capabilities. This chapter provides an overview of key competencies needed for restorative school discipline and a mechanism for annual staff needs assessment to drive professional development priorities and activities at the school. It includes the Professional Development (PD) Needs Assessment for Restorative Discipline for use by the principal with school personnel.

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