We offer schools the potential
to do something different,
to challenge the way that people
think, behave and change.
Why invest in MIRPTC® Restorative Practice training?
Today’s school districts face a number of challenges: from teacher shortages to shrinking budgets. Teachers and administrators must adhere to federal and state standards, keep up with ever-increasing paperwork, and most importantly, foster and maintain meaningful, positive relationships with students. Educators are also mandated to take a different approach to discipline, replacing punitive measures and suspension with restorative justice.
While Restorative Practice might seem like another box to be checked, these methods have a profound, healing effect on the entire school community, reducing negative behaviors so that education, and not behavior management, can be the focus in the classroom.
Change is a journey — not a destination. Restorative Practices professional development helps guide educators and administrators along this journey, supporting them every step of the way. MIRPTC® Training offers cost-effective solutions to help your district embrace, and succeed in adopting a Restorative Practices approach to discipline. We’ll work with you to develop customized programs that address your needs, whether this means a two-day seminar or an online, at-your-own pace program.
What differentiates MIRPTC® from other trainers?
Subject Matter Experts
Experts in program content, are able to answer questions, relate learning to practical experiences, and conduct relevant problem-solving exercises.
Dominant Learning Approaches
Concrete experience, reflective observation, abstract conceptualization, and active experimentation.
Blended Learning for Improved Retention
We utilize Problem-Based Learning (PBL) which is a trainee-centered andragogy. MIRPTC® trainees develop skills in analytical thinking and reflective judgment by viewing and discussing complex, real-life scenarios.
MIRPTC® Training Programs
- Foundations of Restorative Practices: The Social Science of Human Behavior
- Introduction to Restorative Practices and Compliance Training for Teachers and Educational Support Professionals (ESP)
- Restorative Practices and Circles Training for Administrators
- School Restorative Practices Coordinator (SRPC®) Training
- How to Develop a Restorative Action Plan (RAP©) for School Boards, Superintendents, Administrators & Educators
- E-Learning Academy
Restorative Practices Strategic Implementation Guide©
All trainee’s receive the MIRPTC® RP strategic implementation guide: a management tool that illustrates the critical steps necessary to start an RP program from day one. It helps teachers and support staff be proactive, rather than reactive, in utilizing their Restorative Practices training by identifying common challenges they encounter. It allows any person working in your building, regardless of his or her level of involvement, to fully understand the objectives of your restorative practices program and how it will be implemented.
PURPOSE
To provide a daily check in, class by class norms, and check out with teachers and support staff
To build strong, knowledgeable, empathetic caring relationships w/ students
To establish systematic referral protocols when conflicts arise and strategies for managing lightly structured areas during exchange times
To standardized a list of alternative disciplinary consequences based on RP principles to address unwanted behaviors.
To provide assistance for administrators to track the fidelity of the RP program
BENEFITS
By having all persons refer to a common manuscript, administrators, teachers and support staff can be sure that program intentions and goals are interpreted consistently by all staff, and not subject to individual interpretation.
MIRPC® Training Approach
Professional development training is a complex process, and requires serious consideration and planning to be effective. There is a misconception surrounding PD training — that learners will automatically absorb the necessary knowledge just by attending. This is far from what the research demonstrates. In order to be effective, professional development must incorporate active learning, support collaboration and provide expert support. Well-designed and implemented PD should be considered an essential component of a comprehensive system of teaching and learning that supports students to develop the knowledge, skills, and competencies they need to thrive in the 21st century. To ensure a coherent system that supports teachers across the entire professional continuum, professional learning should link to their experiences in preparation and induction, as well as to teaching standards and evaluation. MIRPTC® Training uses the ADDIE training method to achieve maximum results. ADDIE stands for:
Analysis: Identify the instructional problem to develop learning goals & objectives.
Design: A systematic approach to creating content, exercises, and assessment tools that address the learning goals & objectives.
Development: Content, presentations, forms and technologies are created, reviewed and reworked until the satisfy the purpose of the course.
Implementation: The facilitator(s) present information, ask questions, and guide learners in their exploration of the content using the tools and techniques created in the development stage.
Evaluation: The facilitator(s) conduct formative and summative assessments and welcome feedback.
3 Types of Professional Development
Learning Transfer
Transfer refers to the extent to which PD learning is used on the job.
Positive transfer indicates that the PD learning was effective, resulting in better performance back on the job. There are two types of positive transfer: near and far.
Negative transfer indicates that the PD learning was ineffective, resulting in poorer performance back on the job.
Zero transfer indicates that the PD training had no effect on performance back on the job.
Negative transfer training is detrimental to the organization. Zero transfer training represents a waste of resources. Nevertheless, instances of zero—and sometimes negative—transfer are all too common in traditional professional development models.
Positive transfer of training means that trainees effectively and continually apply what they learned in training, like new skills, knowledge, attitudes, and behaviors.
MIRPTC® Training takes a near and far positive transfer training approach:
Benefits of a near positive transfer training approach:
Our program teaches specific concepts and procedures
Trainees are given an explanation of differences between training tasks and work tasks
Trainees are encouraged to focus only on important differences between training tasks and work tasks (e.g., rate of completion)
Skills and knowledge learned in the training contribute directly to improvements in performance in the classroom
Trainees are put into time-sensitive situations and taught how to engage in tasks like these in the classroom and other school settings.
Benefits of a far positive transfer training approach:
Our program also teaches general concepts and broad principles
Trainees are made aware of examples from their experiences that are similar to those emphasized in training so that connections can be made among strategies that have been effective in different situations
The program emphasizes that general principles might be applied to a greater set of contexts than those presented in the training itself
Contact Us
To learn more about Restorative Practices, PBIS and Culture and Climate Training and Consultation, please give us a call. We would love to hear from you and answer any of your questions.
Michigan Restorative Practices
Trainers & Consultants
23550 Harper Ave Suite 207
St. Clair Shores MI 48080
586 204-2222