RESTORATIVE PRACTICES:
AN INTRODUCTION TO A POSITIVE, RESEARCH-BASED ALTERNATIVE TO A PUNITIVE DISCIPLINE SYSTEM
PURPOSE:
The purpose of this professional learning module (PLM) is to introduce educators to a positive, research-based alternative to traditional punitive discipline systems and encourage research-based practices to improve behavior. This module is intended to be completed individually.
"Restorative Practices keep students in school, learning, rather than removing them for expulsion..."
Albemarle County Public Schools
Charlottesville, VA
MEET THE TEAM
MINDY DUCKWORTH
Mindy is a doctoral candidate in the EDCI program at Gardner-Webb University. Her research interests are curriculum and instruction, restorative practices, novice teachers, social emotional learning, educational leadership, and special education. Mindy holds an Educational Specialist in Educational Leadership and Supervision from Lincoln Memorial University, a Master of Education in Educational Leadership and Supervision from Troy State University, and a Bachelor of Science in Special Education from Indiana State University. She is currently an adjunct professor for traditional and alternative certification students who are working toward an Exceptional Child Education (ECE) add-on certification.
BIANCA JEFFRIES
Bianca White-Jeffries is a doctoral candidate in the EDCI program at Gardner Webb University in North Carolina. Her research interests include Professional Learning Communities, Student Achievement, and Building Teacher Leaders. She received her Bachelor of Science in Early Childhood Development and Master of Arts in Teaching in Elementary Education at North Carolina Agricultural and Technical State University in North Carolina. She is originally from Greensboro, NC and is currently an Elementary School Teacher certified to teach kindergarten to sixth grade.
KELLI PASSMORE
Kelli Passmore is a doctoral candidate in the EDCI program at Gardner-Webb University in North Carolina. Her research interests include school choice and arts integration. She received her Bachelor of Arts in Art Education from Winthrop University and her Master of Education in Divergent Learning from Columbia College. She is certified in both K-12 Visual Art Education and Elementary Education. She also holds a Gifted and Talented Endorsement and is currently teaching high school visual art in Fort Mill, South Carolina.
NAVIGATING THE COURSE
Note to Users:
This linear module requires participants to complete one page before moving onto the next. You may choose to proceed to the next page/task in the professional learning module or the previous page/task by selecting the appropriate button at the bottom of each page.
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USE OF MODULE: The user will engage with the module through text, videos, questions/responses, and personal reflection. A printable document is provided on the Challenge page to guide your reflection as you engage with the module.
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TIME NEEDED FOR COMPLETION: This professional learning module takes
approximately five hours to complete in its entirety.
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SUGGESTION: The designers of this module carefully selected all videos and content included in the course. We suggest users complete the course in multiple sittings, taking breaks as needed.