1. When it comes to the concept of Do No Harm, I believe...
That it is the basis for creating a safe community and environment. It applies to all stakeholders. Students and staff can thrive in a community where there is no harm to self, others or the environment.
2. Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices?
As I have grown as a professional, I have learned about Restorative Practices. Prior to this practice, I believed in the punishment system. Students did something wrong, they got punished, but nothing was learned. Parents were not even involved at times. When I think about the stakeholders, I imagine meaningful conversations taking place with all those that were affected. This can be teachers, administration team, students, staff and parents. I imagine case by case decisions being made for students so each young adult can continue to become a success person. It is not a blanket, quick fix kit, but something that all people, all stakeholders invest in. The staff would all see the effects of Restorative Practices and be trained in it.
3. Current sphere of influence, how would my beliefs be reflected in program practices and initiatives?
As a teacher, I would increase my conversations with students. This would take place in the class both formally and informally. Checking in with students and seeing how their weekend was and what they are planning to do is a great way for me to see where my students are emotionally. Additionally, formal circles create community and establish class identity. I will also talk with students one-to-one, to ensure that student voice is heard and my re-direction is followed-up with reason.
4. Future sphere of influence, how would my beliefs be reflected in our professional development as a community of learners?
It is important that all staff members support "Do no harm." To create an environment of students that believe this, it must first start with a staff that live it. Professional development would be conducted around Restorative Practices and circles. Staff meetings would also incorporate many of the practices so that everyone know what it looks like and feels like.
5. Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)?
I am lucky enough to work at HSHMC! It is a wonderful school where the administration team and and founders have built the culture of the school on this pillar. I see this pillar everyday, literally, as I walk into the school. I assess my decisions as I talk with students and address their behavior. When I speak to students, I make sure that I am not hurting them, but empowering them with knowledge of how to make better choices. Students also remind students of this pillar. I hear, "Do no harm," as I walk down the hallway. Students are advocates for themselves in making a healthy environment where they can be successful learners.
6. How does your answer to the previous prompt sit with you?
I am proud of my school. We continue to push to move from good to great. We are not perfect, but we care about the students and their learning.
7. Current sphere of influence: Commit to 5 things you are willing to do this semester that will make your school a more positive restorative place:
My commitments are:
That it is the basis for creating a safe community and environment. It applies to all stakeholders. Students and staff can thrive in a community where there is no harm to self, others or the environment.
2. Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices?
As I have grown as a professional, I have learned about Restorative Practices. Prior to this practice, I believed in the punishment system. Students did something wrong, they got punished, but nothing was learned. Parents were not even involved at times. When I think about the stakeholders, I imagine meaningful conversations taking place with all those that were affected. This can be teachers, administration team, students, staff and parents. I imagine case by case decisions being made for students so each young adult can continue to become a success person. It is not a blanket, quick fix kit, but something that all people, all stakeholders invest in. The staff would all see the effects of Restorative Practices and be trained in it.
3. Current sphere of influence, how would my beliefs be reflected in program practices and initiatives?
As a teacher, I would increase my conversations with students. This would take place in the class both formally and informally. Checking in with students and seeing how their weekend was and what they are planning to do is a great way for me to see where my students are emotionally. Additionally, formal circles create community and establish class identity. I will also talk with students one-to-one, to ensure that student voice is heard and my re-direction is followed-up with reason.
4. Future sphere of influence, how would my beliefs be reflected in our professional development as a community of learners?
It is important that all staff members support "Do no harm." To create an environment of students that believe this, it must first start with a staff that live it. Professional development would be conducted around Restorative Practices and circles. Staff meetings would also incorporate many of the practices so that everyone know what it looks like and feels like.
5. Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)?
I am lucky enough to work at HSHMC! It is a wonderful school where the administration team and and founders have built the culture of the school on this pillar. I see this pillar everyday, literally, as I walk into the school. I assess my decisions as I talk with students and address their behavior. When I speak to students, I make sure that I am not hurting them, but empowering them with knowledge of how to make better choices. Students also remind students of this pillar. I hear, "Do no harm," as I walk down the hallway. Students are advocates for themselves in making a healthy environment where they can be successful learners.
6. How does your answer to the previous prompt sit with you?
I am proud of my school. We continue to push to move from good to great. We are not perfect, but we care about the students and their learning.
7. Current sphere of influence: Commit to 5 things you are willing to do this semester that will make your school a more positive restorative place:
My commitments are:
- Circles in the class
- Use stronger "I" statements
- Having parents involved in circle
- Meeting with grade level team
- Meeting with grade level team with students to congratulate and address concerns