Foreword by Zachary Scott Robbins Acknowledgements Introduction Module 1: The Logic of Restorative Practices Module 2: Foundations of Respect Module 3: Establishing Expectations and Teaching for Engagement Module 4: Restorative Conversations Using Affective Statements Module 5: Restorative Conversations Using Impromptu Conversations Module 6: Restorative Circles Module 7: Formal Restorative Conferences and Victim-Offender Dialogues What Does Success Look Like? References
Dominique Smith, Ed.D. is Chief of Educational Services and Teacher Support at Health Sciences High and Middle College in San Diego, CA. He is passionate about creating school cultures that honor students and build their confidence and competence. Smith's major area of research and instruction focuses on restorative practices, classroom management, growth mindset, and the culture of achievement. In addition to his school leadership responsibilities, Smith provides professional learning to K-12 teachers in groups large and small, on many topics that address classroom and school climate and organization. He is a regular presenter at many conferences, including Empower (ASCD's annual conference). Smith holds his doctorate in Educational Leadership from San Diego State University with a focus on equity and a Master's degree in social work from the University of Southern California. He also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance. He is the winner of the National School Safety Award from the School Safety Advocacy Council. He delivered a TED Talk in 2018 about building relationships between students and teachers. Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and most recently, How Learning Works. Doug loves being an educator and hopes to share that passion with others. Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a member of the International Literacy Association's Literacy Research Panel. Her published titles include Visible Learning in Literacy, This Is Balanced Literacy, Removing Labels, and Rebound. Nancy is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.
Schools are a community, and all communities experience challenges
and success. One of the challenges we commonly face is supporting
our educators in understanding how to meet our students'
social-emotional and behavioral needs in a way that provides
proactive and sustainable solutions. The Restorative Practices
Playbook is an outstanding resource any educator can use to start
their journey toward positive change. This book is full of
practical tools and examples that can support an individual teacher
or create system-wide change. I highly recommend this book to all
educators. -- Heath Peine * Executive Director of Student Support
Services, Wichita Public Schools *
I haven't been as excited about the implications of any book I have read as I have with The Restorative Practices Playbook. As we continue to evolve in our discipline methods as a district, this playbook offers a systematic guide that can help us to reflect and adjust our practices. We need to offer better solutions to support positive behavior in our schools and this book provides action steps to make those changes happen. -- Kris Felicello * Superintendent of Schools, North Rockland Central School District *