School Staff and Youth Perspectives of Tier 1 Restorative Practices Classroom Circles

2020 ◽  
pp. 1-15
Author(s):  
Bernice Raveche Garnett ◽  
Colby T. Kervick ◽  
Mika Moore ◽  
Tracy A. Ballysingh ◽  
Lance C. Smith
Keyword(s):  
School Staff ◽  
Restorative Practices ◽  
Tier 1

The Emerging Promise of Restorative Practices to Reduce Discipline Disparities Affecting Youth with Disabilities and Youth of Color: Addressing Access and Equity

2019 ◽  
Vol 89 (4) ◽  
pp. 588-610
Author(s):  
COLBY T. KERVICK ◽  
MIKA MOORE ◽  
TRACY ARÁMBULA BALLYSINGH ◽  
BERNICE RAVECHE GARNETT ◽  
LANCE C. SMITH
Keyword(s):  
Behavioral Change ◽  
Youth Of Color ◽  
Restorative Practices ◽  
Educational Access ◽  
Youth With Disabilities ◽  
Tier 1 ◽  
Access And Equity ◽  
Systems Of Support

In this article, Kervick and colleagues posit that restorative practices (RP) implementation promises to mitigate educational inequities resulting from discipline disparities for youth with disabilities and youth of color. Recent efforts to reduce these disparities have emphasized more relational approaches to behavioral change. Kervick et al. argue that nonpunitive restorative approaches promise to mitigate discipline disparities for racialized youth and youth with disabilities within a schoolwide multitiered systems of support framework only if implemented with an emphasis on educational access and equity. They offer practical tools and strategies to support teachers with implementation of inclusive, accessible, and equitable Tier 1 restorative circles.

Designing Professional Development in Restorative Practices: Assessing High School Personnel's, Students’, and Parents’ Perceptions of Discipline Practices

2021 ◽  
pp. 019263652110454
Author(s):  
Claudia Vincent ◽  
Heather McClure ◽  
Brion Marquez ◽  
Deanna Goodrich
Keyword(s):  
Professional Development ◽  
High School ◽  
Student Support ◽  
Home School ◽  
Relationship Building ◽  
School Staff ◽  
Restorative Practices ◽  
Professional Development Training ◽  
Effective Discipline ◽  
School Communications

We conducted focus groups with high school staff, students, parents, and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multitiered support system. Results indicated that all stakeholders valued trust and relationship building and identified equity, accountability, and home−school communications as key elements of effective discipline approaches. We provide recommendations for designing professional development for high school staff in effectively and sustainably integrating restorative practices with existing multitiered student support systems.

konsep dasar, prinsip dan peranan supervisi

2020 ◽  
Author(s):  
Isra Revenia
Keyword(s):  
Education Quality ◽  
School Staff ◽  
The World

When we compare with the quality of the best education in the world, Indonesia can catagorized as far behind. This can be seen from the achievments of students who become rejected measuring education quality in improving the qualitu of education, education supervision has very important role in developing education quality. Supervision can be interpreted as a coaching activity that has been planned to assist teachers and staff and other school staff in carrying out work effectively so that it gets good results. Supervision is a process that is applied to a job that has been carried out and even evaluates and corrects the work I to match what was determined from the start.

Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports

2021 ◽  
pp. 109830072199608
Author(s):  
Angus Kittelman ◽  
Sterett H. Mercer ◽  
Kent McIntosh ◽  
Robert Hoselton
Keyword(s):  
Longitudinal Study ◽  
Behavioral Interventions ◽  
Structural Equation ◽  
Equation Modeling ◽  
Optimal Timing ◽  
First Year ◽  
Tier 2 ◽  
Positive Behavioral Interventions ◽  
Tier 1 ◽  
Tier 3

The purpose of this longitudinal study was to examine patterns in implementation of Tier 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tier 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.

An investigation into the experiences of school counsellors working with adolescents

2021 ◽  
pp. 1-15
Author(s):  
Cathy G. Bettman ◽  
Alexander Digiacomo
Keyword(s):  
Thematic Analysis ◽  
Lived Experiences ◽  
School Context ◽  
Phenomenological Approach ◽  
Health Needs ◽  
School Staff ◽  
Mental Health Needs ◽  
School Counsellors ◽  
Semistructured Interviews ◽  
Insight Into

Abstract Currently, Australia’s school counsellors are increasingly being called upon to respond to adolescent mental health needs. Through semistructured interviews with seven school counsellors working with adolescents, this qualitative study aimed to capture the lived experiences of this group of practitioners. By adopting a phenomenological approach and using thematic analysis, this study provides insight into their profession: the current ambiguity surrounding their role; the opportunities and obstacles they face; as well as the often-present tension between stakeholders including parents, other school staff and external agencies. The findings of this study indicate that school counsellors are challenged by the need to be advocates not only for their students but also for themselves and their roles within the school context.

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