Summer Institute 2018
Strand F - FULL
Restorative Practices Foundations and Implementation
Annie O'Shaughnessy and Jessica Villeneuve
Use of restorative practices (RP) in schools has been linked to improved
school climate, a greater sense of belonging, increased student attendance,
improved test scores, increased graduation rates, reduced discipline
referrals, reductions in violent and serious incidents, and decreases in
punitive and exclusionary discipline responses. Strand participants will be
introduced to and actively explore a three-tiered whole school restorative
framework. Tier I applies to the entire school community and focuses on
building and strengthening relationships. Tier II applies when there has
been wrongdoing and aims to repair relationships. Tier III is focused on
reintegration of students returning to the classroom or school due to a
discipline response. The strand intends to position participants to
integrate restorative principles and practices in the schools and/or
classrooms where they work. Both the presenter and co-presenter are teachers
who use RP in the classroom and can answer questions and share the
challenges and successes of their efforts. In addition, insights from other
educators who are implementing RP will be shared.
Who should attend?
This strand is recommended not only for people who work in schools that
desire a comprehensive introduction to restorative justice principles and
practices but also for teachers who wish to use the restorative approach to
transform their own classrooms. No prior experience is needed. Those
familiar with use of the restorative justice approach will have ample
opportunities to share their experience and develop a deeper understanding.
By the end of the strand participants will have:
• Identified personal values and related them
to restorative practices core assumptions.
• Reviewed why restorative practices works.
• Defined restorative practices in their own words
and in a way that is relevant for school staff and students, answering
the question “Why RP in schools?”
• Examined a three-tiered framework for restorative
practices in schools and assessed application in their school.
• Reviewed what RP looks like in action in schools.
• Reviewed and Practiced restorative communication and
• Practiced circle process as a way to build
• Identified and reflected on goals for implementation.
• Designed and facilitated a circle process
• Reflected on facilitation of circle process or other
• Used implementation strategies and steps to consider
implementation of restorative practices
• Examined different frameworks for implementing
• Considered the use of outcome and fidelity measures to
• Proposed action steps to integrate restorative
practices in their classroom or school and to enhance school climate
within their sphere of influence.
Check back after May 15th
Annie O’Shaughnessy’s dedication
to Restorative Practices began with her experiences with
circle work beginning 20 years ago. Having participated in and led
circles personally and professionally since the 90s around the country
and in the classroom, she has witnessed the tremendous impact of these
experiences on her own and other’s lives and the essential role
mindfulness plays in successful restorative work. Currently, she teaches
English half-time at the Center for Technology, Essex, teaches
Mindfulness and Restorative Practices courses for educators through
CVEDC, and trains educators in schools throughout the state. Annie is
passionately committed to supporting teachers and schools in creating
more mindful and restorative learning communities. The
180+ hours of clinical training she has received as a teacher at the
Centerpoint School alongside 80 hours of training in RJ and an M.Ed in
Mindfulness for Educators has prepared her well to be of benefit to
students, teachers, and schools as they work to meet the challenges
Jessica Villeneuve is Dean of Students at Enosburg
Falls High School after ten years of teaching history and social
studies. For about two years, she focused on a transition to a more
restorative model for discipline at this school. By using restorative
justice circles, the Restorative Justice Committee helps students who
have caused harm consider their actions and a plan for repair. Across
the school, teachers, students and staff are learning about restorative
practices, that can range from chat, to conferencing, to circles and
encompass a more compassionate and mindful way of interacting. Before
her teaching career, Jessica studied art history, anthropology and
archaeology, working abroad in museums and completing a master’s in
history at UVM. With this eclectic background, she always returns to the
importance of community and respect for cultural diversity, two things
that restorative practices esteem.