1. When it comes to the concept of Do No Harm, what do you believe about it?
1. When it comes to the concept of Do No Harm, I believe it is a succinct and meaningful message. I often struggle with rules and expectations, especially when I go to post them on the wall. With a high turnover, it's important for me to send a clear message right away, so my expectations have shrunk from 10 rules to 8 to 5 and so on. Just these last few day we had a whole district training about our new institution wide strategy for behavior management, PBIS, which Dr. Pumpian actually breifly mentioned in the screencast. Our new motto is "be respectful, be responsible, be safe", which, in my mind, is just a slightly longer version of "Do No Harm".
2. Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices?
Jerry Brown just signed AB420 into law, eliminating the suspension code for disruption and defiance. I think this is a great move toward restorative practices, not dinging students for minor offenses that might be caused by other solvable problems. As a school leader I would make sure to abide by this, and make sure policies reflective a restorative focus, rather than a punitive one.
3. Future sphere of influence, as the school leader, how would my beliefs be reflected in program practices and initiatives?
I believe every teacher runs their class a little differently, and that is a good thing, however it's important to school culture to have a set standard that all students are aware of. Having a common set of expectations, or motto, also helps teachers seem united and shows consistency to students and parents. I would leave a lot of freedom to teachers to run classrooms as they need to, but I like the idea of one school motto to always refer to like "Do No Harm", or my own school's "Be Respectful; Be Responsible; Be Safe" that can apply to any situation and any classroom, or even school events outside of the classroom.
4. Future sphere of influence, as the school leader, how would my beliefs be reflected in our professional development as a community of learners?
I think it's also important to give teachers training about best practices when it comes to classroom management and behavior. As a leader, it's unfair to issue initiatives and practices without providing the support needed to get to that goal. In the institutions we are about to implement the PBIS system, and our leadership started over a year ago, training a small group of teachers in depth who can serve as leaders as we roll it out program wide. All teachers will receive some training, but every site has at least a few teachers trained already to help us through the process. I would follow a similar path.
5. Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)?
Not particularly at this moment. In some classrooms and units I can say yes, but in others I am not so sure. It is tradition in our situation to focus more on negatives, "Don't do this, or else that". School has been trying to change that, and some classrooms have succeeded. Others have not really been on board, or have tried but been shut down by probation as not being strict enough. When school is also where "home" is, lines can get blurred and it is even more important for all staff to be on the same page.
6. How does your answer to the previous prompt sit with you?
We are in the beginning stages of change so I am hopeful. There have certainly been times where I thought this is too hard, and despite our strongest efforts not much would change. Our leadership now is strong, recent laws have favored restorative practice, and there are signs we are moving in the right direction.
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:
1. Learn more about the PBIS strategies. that my school is preparing to implement.
2. Watch my own behavior and reactions more, and self-assess whether or not I'm keeping my "Do No Harm" commitment in mind in my classroom.
3. Question students more about whether their actions "Do No Harm".
4. I liked the comment in the screencast that restorative practice is about righting wrongs in a sense, and teaching students better behaviors. I want to keep that in mind and remind students that the goal of juvenile hall is not supposed to be about punishment, but learning how to restore past mistakes with better behavior.
5. We have been having problems with students taking advantage of technology, and are getting together next week to design a school wide, common set of expectations with laptop and internet use. I want to keep "Do No Harm" in mind and try to keep our plan more positive and simplified, than a list of "Do Not..."'s.
2. Watch my own behavior and reactions more, and self-assess whether or not I'm keeping my "Do No Harm" commitment in mind in my classroom.
3. Question students more about whether their actions "Do No Harm".
4. I liked the comment in the screencast that restorative practice is about righting wrongs in a sense, and teaching students better behaviors. I want to keep that in mind and remind students that the goal of juvenile hall is not supposed to be about punishment, but learning how to restore past mistakes with better behavior.
5. We have been having problems with students taking advantage of technology, and are getting together next week to design a school wide, common set of expectations with laptop and internet use. I want to keep "Do No Harm" in mind and try to keep our plan more positive and simplified, than a list of "Do Not..."'s.