Presenter Info: Annie O’Shaughnessy, M.Ed in Mindfulness
Date: May 14, 2019 8:30 registration 9:00-3:30 light breakfast and lunch included
Includes: Resource Binder
Target Audience: All educators K-12
Although restorative practices have been used in schools in the U.S. for over 20 years, it has only recently experienced a big uptick in popularity. This is due in large part to the enthusiasm educators have brought to the movement based on the real, day-to-day benefits the practices bring to their lives. The dreaded task of “classroom management,” for example, transforms when we add structures for collaboration and processes to access student voice. Our stress decreases as we do things “with” students rather than “for” them or “to” them.
One of the most powerful things we can do to transform a school culture and climate is to shift the way we communicate that aligns with restorative principles, mindfulness, and trauma informed care. During our day together we will look at a model for restorative communication, share our own experiences, and practice what we’ve learned in real-life scenarios. Throughout the day we will explore how to use restorative communication to build relationships, respond to disruptive behavior, and collaborate in and out of the restorative circle process.
- Examine and reflect on the theory and psychology that informs restorative communication.
- Learn and use the circle process to practice mindful presence and share our thoughts on restorative communication.
- Reflect on our own effective and ineffective default communication styles and those of the staff we work with.
- Explore and practice a mindfulness and trauma informed approach to restorative communication.
|Date:||January 25, 2019|
About our Presenter: Annie O’Shaughnessy has an M.Ed in Mindfulness for Educators, Level I & II Training in Modern Mindfulness, Level 1 & 2 Restorative Justice, CircleWork Leadership Training and Restorative Justice Summer Institute and has taught Mindfulness, Restorative Practices and Rites of Passage to K12 Educators.
Presenter Info: Annie O’Shaughnessy, M.Ed in Mindfulness
with Bobby Riley, Principal Integrated Arts Academy (IAA), Burlington School District
Date: May 17, 2019 8:30 registration 9:00-3:30 light breakfast and lunch included
Includes: Resource Binder
Target Audience: All educators K-12, Leaders, Behavior Coaches and Planning Room Teachers
The “Zero Tolerance” policies put into place in the 1990s to combat school violence, blossomed into rigid exclusionary discipline policies for many different student behaviors from tobacco, weapon, and drug possession to vandalism and disrespect. While suspension and expulsion rates rose, the policies did not have the intended effect of making schools safer and more supportive places to learn. In fact, as stated in Vermont’s Agency of Education resource book on restorative practices, “Trying to achieve safe school environments that promote learning through compliance and exclusion have been ineffective and such efforts have disproportionately negatively affected specific populations that are typically marginalized”.
The current popularity of restorative practices in schools has risen up out of the need for an alternative to exclusionary discipline policies. From the VT AOE guide: “Restorative approaches promote social engagement and connection (1) proactively to build community and connection (Tier I), (2) when things go wrong and relationship need repair (Tier II), and (3) when an individual needs more intensive support to feel a sense of belonging (Tier III). Research shows a clear connection between outcomes and students’ sense of connection, belonging, and being part of the school community”. This workshop explores Tier 2 processes—how to respond to harm in schools in a variety of restorative ways.
- Examine how we know we are ready for Tier 2 work—when to proceed, when not to and why.
- Explore what is the right process and why—restorative “chat” or conversation, circle, conference.
- Practice and debrief all of three processes.
About our Presenters: Annie O’Shaughnessy has taught since 1990 in public, alternative and therapeutic settings. She pursued her M.Ed. in Mindfulness for Educators in 2016 and has taught in multiple settings, both workshops and classes throughout Vermont. read more…
Bobby Riley is the principal of the Integrated Arts Academy (IAA), one of two magnet schools in Burlington, Vermont and is a passionate champion of PBIS, restorative practices, mindfulness, SEL and the power of the arts in transforming education.read more…
Facilitated/Coached by Emily Rinkema and Stan Williams
Date: June 24 & 25, 2019 with an online follow up in August (prior to 8/9/2019
Hours: 8:30 registration 9:00-3:30 (lunch included) Recommended Text: The Standards-Based Classroom: Make Learning the GOAL.
Target Audience: School Teams interested in creating a strong standards-based learning environment
Using the foundational principles and guiding scales from the book The Standards-Based Classroom: Make Learning the Goal, teams of educators will set goals and work to create systems, structures, or strategies to improve learning in their classrooms, schools, or districts.
Facilitated and supported by long-time educators, proficiency-based coordinators, and authors Stan Williams and Emily Rinkema, these two days will be mostly work time. Teams of educators will communicate with the facilitators before arriving so that resources and support can be highly personalized based on team goals.
Teams may choose to work on one or more of the following targets to improve learning for student or adult learners, or may design their own targets based on individual needs:
· Develop course or unit KUDs to drive instruction and assessment.
· Create learning targets to articulate instructional goals.
· Develop instructional scales to drive instruction and assessment.
· Collaborate with special educators to improve learning for all.
· Design engaging summative assessments that provide reliable evidence of student achievement.
· Design formative assessment systems to support learning.
· Design instructional strategies to increase engagement and learning.
· Develop systems and strategies to more effectively differentiate.
· Develop systems for grading, tracking, and reporting that support learning
About our Presenters:
Emily Rinkema is a Proficiency-Based Learning Coordinator in the Champlain Valley School District in Vermont, spending half of her time supporting standards-based instruction and learning at the high school, and half supporting the middle schools……..
Stan Williams has taught and worked in the Champlain Valley School District for over twenty years. Currently, he is a Proficiency-Based Learning Coordinator for the district and spends his time supporting standards-based learning and instruction at the high school and the four district middle schools….
Facilitated by Juliet King
Date: August 13, 2019 8:30 registration 9:00-3:30 light breakfast and lunch included
Text: Participants choose either: The Literacy Teacher’s Playbook K-2 -or-The Literacy Teacher’s Playbook 3-6
Target Audience: K-6 Teachers and Special Educators, Leaders
The workshop model of instruction provides a comprehensive structure that best supports learning according to the findings of cognitive science. The workshop model is an inclusionary approach, using a framework in which teachers can share focus lessons as well as provide guided, targeted instruction for small groups of students while other students build skills through purposeful, independent practice.
During this workshop, participants will dig into this differentiated learning time to consider how teachers can use data to plan and implement a balance of small group and independent work that will best meet the varied instructional needs of all of their students. Participants are encouraged to bring their own student data to use for planning purposes.
· review data to determine appropriate learning targets
· identify/create learning progressions
· investigate opportunities for small group instruction
· explore the process for individual conferences
· design a plan for differentiated instruction during workshop
|Date:||April 9, 2019|
About our Presenter: Juliet King has been a literacy specialist in Vermont for the past 20 years. She currently works at Bellows Free Academy Fairfax Elementary School as the instructional coach. In her position, Juliet supports teachers in all areas of the curriculum in administering assessments, interpreting data, analyzing student work, and planning instruction to meet the needs of all learners.