Online Professional Development Training

Acquire the skills you need to develop better educators and an environment of productivity in your institution. Our one-of-a-kind, customized training is based on your needs and goals.  Take training to the next level with the proper tools for success.

RESTORATIVE ACTION PLANS

A Problem-Solving Approach*

THINK BIG & BE SMART 4R STUDENTS

Virtual live Group*

SRPC Certificate

School Restorative Practices Coordinator

Individual

Restorative action plans (RAPs) are used to identify, address, and evaluate the steps necessary to repair harm to victims, reintegrate removed offenders, and strengthen relationships in the community. This 2-hour training is designed for all staff involved in the student discipline process. Restorative action plans take a problem-solving approach to discipline, replacing punitive measures with emotional learning opportunities.

Restorative Action Plans (RAP©) incorporate the following three elements:

 

Step 1: Restoration

Encourages offenders to repair the harm they have caused to a victim and the community. Restorative Action Plans seek to repair the harm – the damage, or to “fix it” as much as possible by addressing the needs and priorities of the victims and affected community members. For a RAP to be effective, these actions must consider the victim and community’s needs.

By the end of the course, learners will be able to define Restorative actions.

By the end of the course, learners will be able to compare and contrast punitive disciplinary measures with a problem-solving approach.

Step 2: Reintegration

They are developing the necessary healing steps to reconnect offenders to their victims and community. Restorative Action Plans help reconnect and re-engage removed offenders whose behavior has damaged or impaired relationships. The objective of the RAP is to move incrementally towards healing actions.

By the end of the course, learners will be able to develop a Restorative Action Plan.

By the end of the course, learners will be able to compare and contrast strategies for establishing solid, educated, empathic, and loving relationships with students.

Step 3: Relationships

Restorative Action Plans are steps to strengthen connections to the offender and individuals that will provide support for them. The RAP can help strengthen offender relationships with the community and possibly reduce the likelihood of repeated offenses.

By the end of the course, learners will be able to analyze restorative tools.

By the end of the course, learners will be able to create and utilize systematic referral protocols when conflicts arise.

By the end of the course, learners will be able to create a standardized list of alternative disciplinary consequences based on RP principles to address unwanted behaviors.

Restorative Action Plans:

▪ Should be acceptable to the victim(s) and community members
▪ Need to take the needs and feelings of the victim(s) into consideration
▪ Need to be actionable by the offender
▪ Need to minimize or prevent future offenses

RAPs should also:
o Connect the offender to supportive people and strategies
o Address the underlying causes of the problematic behaviors

 

Transparency

The transition from punitive measures to Restorative Action Plans can be challenging for staff and students. Educators and administrators who are not involved in the RAP planning process may feel that behavior problems are going unaddressed. RAP© stakeholders can ease any tensions by being transparent about how and why RAPs are being implemented and ensuring that any agreements are upheld. Stakeholders should also establish a safe system for delivering RAP© information to other educators.

Objective Tools for both workshops:

  • Knowledge of the RAP preparation
  • Strategies to build strong, knowledgeable, empathic caring relationships with students
  • Tools to establish systematic referral protocols when conflicts arise
  • A standardized list of alternative disciplinary consequences based on RP principles to address unwanted behaviors

TARGET AUDIENCE

The primary audience for this course is Adults working directly with the student discipline process.

REQUIREMENTS

None/No previous knowledge required.

ESTIMATED COURSE DURATION

2 hours

COURSE SPECIFICATIONS

This course comes with our trademark RAP document and training materials. Training group size can be adjusted if needed.

CERTIFICATE

A participation certificate will be issued on completion of the course.

 Register

Learners are introduced to Restorative Practices and begin honing their skills in this area. The workshop(s) will merge training and development in restorative practices, social-emotional learning, diversity, inclusion, and mindfulness. The goal is to make learning these skills a shared experience among all staff. The Think Big & Be Smart 4R students workshop provides proactive relationship-building strategies. These strategies help school districts deliver additional services that support their other comprehensive programs—assisting schools in focusing on the overall goal of improving student academic achievement. Training in these areas will allow staff to enhance relationship-building skills while continuously creating a positive and supportive culture and climate in your school.

Think BIG & BE SMART 4R STUDENTS Workshop Full-day Objectives:

Module 1:  Introduction to Restorative Practices 

By the end of the module, learners will be able to identify the Restorative Practices framework. 

By the end of the module, learners will be able to determine their own biases. 

By the end of the module, learners will be able to set goals for the session.  

Module 2:  Social Sciences 

By the end of the module, learners will be able to identify the sociological concepts behind Restorative Practices, including empathy, shame, adverse childhood experiences, and problem-based learning.  

Module 3:  Relationships 

By the end of the module, learners will be able to identify the benefits of strong relationships with students. 

By the end of the module, learners will be able to recognize what a strong relationship looks like.  

By the end of the module, learners will be able to list steps to establish and repair relationships. 

Module 4:  Think BIG 

By the end of the module, learners will be able to define the Think BIG methodology.  

By the end of the module, learners will be able to identify how they can build relationships with students. 

By the end of the module, learners will be able to identify which students need attention.  

By the end of the module, learners will be able to brainstorm responses to disruptive or defiant student behavior. 

By the end of the module, learners will be able to produce a Think BIG plan. 

Module 5:  SMART Consequences 

By the end of the module, learners will be able to define the SMART methodology.

By the end of the module, learners will be able to select consequences for students in a way that invites engagement and reflection rather than withdrawal and combativeness. 

Module 6:  Conversations 

By the end of the module, learners will be able to define the elements of a beneficial and appropriate conversation with a student

By the end of the module, learners will be able to identify elements of the 4R students’ system 

By the end of the module, learners will be able to identify how to use conversations to develop and maintain mutually beneficial relationships with students 

Objective Tools for  this workshop:

  • Templates that provide a daily check-in, classroom norms, and check-out with teachers and support staff
  • Strategies to build strong, knowledgeable, empathic caring relationships with students
  • Tools to establish systematic referral protocols when conflicts arise and strategies for managing minor classroom disruptions
  • A standardized list of alternative disciplinary consequences based on RP principles to address unwanted behaviors

TARGET AUDIENCE

The primary audience for our course is educators and anyone who may interact with kids daily. The secondary audience is those who work in education but not directly with kids, such as administrators or those in the superintendent’s office. Additionally, those who work with kids in social work or other settings can benefit from learning how to repair broken relationships and build new ones.

REQUIREMENTS

Requirements for Successful Completion

The following measures are determined for successful completion for learners to receive a certificate:

Attendance during the learning event.
Active participation in all quizzes, surveys, or polls.

The following measures are determined for successful completion for learners and receive a certificate: 

  • Attendance during the learning event. 
  • Active participation in all quizzes, surveys, or polls. 

ESTIMATED COURSE DURATION

4-6 hours

COURSE SPECIFICATIONS

This course comprises lessons consisting of text, interactive cards, and a quiz. This course is delivered in a blended learning format, having both live and self-paced programs available 24/7; participants can learn at their own pace, anytime, anywhere, and on any device.

CERTIFICATE

A participation certificate will be issued on completion of the course.

Register

For self-paced courses, learners need to complete all modules within 30 days. Upon the completion of the modules, there is a final exam of 100 questions. Learners must get an 80% or higher to pass the exam. 

Module 1:  Conflict Resolution

By the end of the module, learners will be able to identify how Restorative Practices can be used to improve conflict resolution. 

Module 2:  Problem Solving Using Restorative Practices 

By the end of the module, learners will be able to list and define the sociological concepts behind Restorative Practices including empathy, attribution theory, shame, adverse childhood experiences, and problem-based learning.  

By the end of the module, learners will be able to analyze problems and identify solutions in a restorative way.  

Module 3:  Restorative Classroom Training Materials 

By the end of the module, learners will be able to assess a classroom for its inclusion of Restorative Practices. 

By the end of the module, learners will be able to create Restorative Practice training materials for use in their classroom.  

Module 4:  Social intelligence 

By the end of the module, learners will be able to select appropriate tools and strategies to build relationships with students. 

By the end of the module, learners will be able to evaluate the impact of ¨giving in¨ to students´ disruptive or defiant student behavior. 

By the end of the module, learners will be able to compare and contrast social intelligence and emotional intelligence. 

Module 5:  SRPC RAP (Restorative Action Plan)

By the end of the module, learners will be able to select student consequences to promote engagement and reflection, rather than withdrawal and combativeness.  

By the end of the module, learners will be able to create a RAP for their classroom. 

Module 6:  Restoratively Working With Students 

By the end of the module, learners will be able to communicate what it means to have a beneficial and appropriate conversation with a student.  

By the end of the module, learners will be able to list the 4R´s which are respect, responsibility, repair, and reintegration.  

By the end of the module, learners will be able to identify conversational characteristics to develop and maintain mutually beneficial relationships with students. 

Module 7:  Understanding Your Role as an SRPC (School Restorative Practices Coordinator) 

By the end of the module, learners will be able to identify skills needed to support their Superintendent, Principal, and other leadership. 

By the end of the module, learners will be able to analyze school behavior improvement programs. 

By the end of the module, learners will be able to determine how the school’s behavior improvement programs align with the school’s goals. 

By the end of the module, learners will be able to develop core competencies to demonstrate expertise in restorative practices and other social sciences to impact change across their building or district. 

Module 8:  SRPC Training Quiz Prep

In this module, learners will be able to complete a practice quiz in preparation for the final certification exam. 

Register

THINK BIG & BE SMART 4R STUDENTS

Self-paced individual Course

$75

learners receive an introduction to Restorative Practices and begin honing their skills in this area. The workshop(s) will merge training and development in restorative practices, social-emotional learning, diversity, inclusion, and mindfulness. The goal is to make learning these skills a shared experience among all staff. The Think Big & Be Smart 4R students workshop provides proactive relationship-building strategies. These strategies help school districts deliver additional services that support their other comprehensive programs—assisting schools to focus on the overall goal of improving student academic achievement. Training in these areas will allow staff to enhance relationship-building skills while continuously creating a positive and supportive culture and climate in your school.

Think BIG & BE SMART 4R STUDENTS Workshop Full-day Objectives:

Module 1: Introduction to Restorative Practices
Objectives: Learners become familiar with Restorative Practices, acknowledge their own biases, and set their goals for the session.

Module 2: Social Sciences
Objectives: Learners understand the sociological concepts behind Restorative Practices, including Empathy, Attribution Theory, Shame, Adverse Childhood Experiences, and Problem-Based Learning.

Module 3: Relationships
Objectives: Learners understand the benefits of strong relationships with students, what a strong relationship looks like, and how to establish and repair relationships.

Module 4: Think BIG
Objectives: Think BIG stands for: Build, Identify, and Give. Learners gain insight into how they can build relationships with students, identify which students need attention, and give in their responses to disruptive or defiant student behavior.

Module 5: SMART Consequences
Objectives: SMART stands for: Sync, Manageable, Appropriate, Restorative, Teach. Learners understand how to set consequences for students in a way that invites engagement and reflection rather than withdrawal and combativeness.

Module 6: Conversations
Objectives: Learners drill down on what it means to have a beneficial and appropriate conversation with a student, regardless of the context. Here, they are introduced to the “4R students” system, which stands for Respect, Responsibility, Repair, and Reintegration. Learners understand how to use conversations to develop and maintain mutually beneficial relationships with students.

Objective Tools for both workshops:

  • Templates that provide a daily check-in, classroom norms, and check out with teachers and support staff
  • Strategies to build strong, knowledgeable, empathic caring relationships with w/students
  • Tools to establish systematic referral protocols when conflicts arise and strategies for managing minor classroom disruptions
  • A standardized list of alternative disciplinary consequences based on RP principles to address unwanted behaviors

TARGET AUDIENCE

The primary audience for our course is educators and anyone who may interact with kids daily. The secondary audience is those who work in education but not directly with kids, such as administrators or those in the superintendent’s office. Additionally, those who work with kids in social work or other settings can benefit from learning how to repair broken relationships and build new ones.

REQUIREMENTS

None/No previous knowledge required.

ESTIMATED COURSE DURATION

6 hours

COURSE SPECIFICATIONS

This course comes with four or six lessons consisting of text, interactive cards, and a quiz. This course is delivered in a blended learning format, having both live and self-paced programs available 24/7; participants can learn at their own pace, anytime, anywhere, and on any device.

CERTIFICATE

A participation certificate will be issued on completion of the course.
Register

THINK BIG & BE SMART 4R STUDENTS

Full-day live Group

$1500

learners receive an introduction to Restorative Practices and begin honing their skills in this area. The workshop(s) will merge training and development in restorative practices, social-emotional learning, diversity, inclusion, and mindfulness. The goal is to make learning these skills a shared experience among all staff. The Think Big & Be Smart 4R students workshop provides proactive relationship-building strategies. These strategies help school districts deliver additional services that support their other comprehensive programs—assisting schools to focus on the overall goal of improving student academic achievement. Training in these areas will allow staff to enhance relationship-building skills while continuously creating a positive and supportive culture and climate in your school.

Think BIG & BE SMART 4R STUDENTS Workshop Full-day Objectives:

Module 1: Introduction to Restorative Practices
Objectives: Learners become familiar with Restorative Practices, acknowledge their own biases, and set their goals for the session.

Module 2: Social Sciences
Objectives: Learners understand the sociological concepts behind Restorative Practices, including Empathy, Attribution Theory, Shame, Adverse Childhood Experiences, and Problem-Based Learning.

Module 3: Relationships
Objectives: Learners understand the benefits of strong relationships with students, what a strong relationship looks like, and how to establish and repair relationships.

Module 4: Think BIG
Objectives: Think BIG stands for: Build, Identify, and Give. Learners gain insight into how they can build relationships with students, identify which students need attention, and give in their responses to disruptive or defiant student behavior.

Module 5: SMART Consequences
Objectives: SMART stands for: Sync, Manageable, Appropriate, Restorative, Teach. Learners understand how to set consequences for students in a way that invites engagement and reflection rather than withdrawal and combativeness.

Module 6: Conversations
Objectives: Learners drill down on what it means to have a beneficial and appropriate conversation with a student, regardless of the context. Here, they are introduced to the “4R students” system, which stands for Respect, Responsibility, Repair, and Reintegration. Learners understand how to use conversations to develop and maintain mutually beneficial relationships with students.

Objective Tools for both workshops:

  • Templates that provide a daily check-in, classroom norms, and check out with teachers and support staff
  • Strategies to build strong, knowledgeable, empathic caring relationships with w/students
  • Tools to establish systematic referral protocols when conflicts arise and strategies for managing minor classroom disruptions
  • A standardized list of alternative disciplinary consequences based on RP principles to address unwanted behaviors

TARGET AUDIENCE

The primary audience for our course is educators and anyone who may interact with kids daily. The secondary audience is those who work in education but not directly with kids, such as administrators or those in the superintendent’s office. Additionally, those who work with kids in social work or other settings can benefit from learning how to repair broken relationships and build new ones.

REQUIREMENTS

None/No previous knowledge required.

ESTIMATED COURSE DURATION

6 hours

COURSE SPECIFICATIONS

This course comes with four or six lessons consisting of text, interactive cards, and a quiz. This course is delivered in a blended learning format, having both live and self-paced programs available 24/7; participants can learn at their own pace, anytime, anywhere, and on any device.

CERTIFICATE

A participation certificate will be issued on completion of the course.

Register

SRPC Certificate

Individual

$350

Module 1: Conflict Resolution

Objectives: Learners develop an understanding of how Restorative Practices can be used to improve conflict resolution.

Module 2: Problem Solving Using Restorative Practices

Objectives: Learners understand the sociological concepts behind Restorative Practices, including how to objectively view behavior, and Problem-Based Learning to increase their ability to problem solve in a restorative way.

Module 3: Restorative Classroom Training Materials

Objectives: Learners take a deep dive into the Restorative Practices Classroom and develop their own training materials for improvement.

Module 4: Social Intelligence

Objectives: Learners gain insight into how they can build relationships with students, how they can identify which students need attention, and how they can be giving in their responses to disruptive or defiant student behavior. Learners understand how social intelligence and emotional intelligence are related.

Module 5: SRPC RAP (Restorative Action Plan)

Objectives: Learners understand how to set consequences for students in a way that invites engagement and reflection, rather than withdrawal and combativeness. They create sample RAPs that can be used in their classroom.

Module 6: Restoratively Working with Students

School Restorative Practices Coordinator Certificate Course

Objectives: Learners drill down on what it means to have a beneficial and appropriate conversation with a student, regardless of the context. Here, they are introduced to the “4R students” system, which stands for Respect, Responsibility, Repair, and Reintegration. Learners understand how to use conversations to develop and maintain mutually-beneficial relationships with students.

Module 7: Understanding Your Role as an SRPC (School Restorative Practices Coordinator)

Objectives: Learners gain the skills needed to support their Superintendent, Principal, and building leadership. Learners will understand how to analyze all school behavior improvement programs to ensure they align with their school’s goals – now and in the future. Develop core competencies to demonstrate their expertise in restorative practices and other social sciences to impact change across their building or district. (This Module only appears in the SRPC Workshop, and not in the Think BIG & BE SMART 4R STUDENTS).

Module 8: How to Train and develop Teams

Objectives: Learners explore how adults learners prefer to receive their professional development. Participants will also gain skills to identify and del

Register

Why Choose Our Training?

Effective Approach

SRPC provides you with practical training revolving around real-life experience and your specific issues.

Meets Your Specific Needs

We work with you to create a one-of-a-kind, completely customized program that is specialized to meet your campus needs.

Budget Friendly

Budget issues often lead to decreased professional growth. That is why we provide training at a cost that is friendly to your budget, even if it was not planned for in advance.

Benefits of Our Process

School districts that implement our Think BIG & be SMART 4R students© training will receive the following benefits:

  • Our services reduce their yearly professional development budget, enabling their school to reallocate the saved money to other essential services.
  • Investing in an excellent professional development training platform gives them a competitive advantage. It helps upskill all staff, providing teachers with relevant knowledge and training materials to confidently carry out their specific job responsibilities.
  • All employees receive our training templates via our mobile-based professional development training platform that provides immediate access to the training materials.
  • A structured employee training and development program will increase their employee’s productivity and efficiency.
  • Returning customer discounts

Teachers who participate in our Think BIG & be SMART 4R students© training will leave with:

  • a recognition of the importance of building positive relationships with students,
  • specific tried and true strategies to identify and mitigate potential problems that students experience, and
  • templates to use proactive and responsive conversations effectively under various scenarios.