Connections Quarterly Winter 2019 - Restorative Practices - Page 18

JUST ICE ISN’ T BLIND Continued from page 15 We are in the business of helping students self-regulate, develop empathy, and take responsibility when their actions or words harm others. Over the past four years, it hasn’t been easy, and yet, it has been tre- mendously worthwhile. It is no accident that in 2019 our leadership team is more diverse and our conversations are more vi- brant and transformative. We work with and guide faculty and students so that student engagement has increased, restorative cir- cles and conflict-mediation have replaced trips to the office, and faculty take a more holistic approach to supporting all students by engaging in more culturally responsive thinking and learning. 6 The journey to in- corporating restorative practices and re- flective language into our school commu- nity is ongoing and expanding to include adult affinity group work. We continue to work with our adults so that we can surface our own biases and disrupt our assumptive thinking about student behaviors. We con- tinue to educate and listen to our students so our cultural work is empathetic. We have a lofty goal of nurturing and inspiring all of our diverse learners so that they can make our community, and our broader world, a better, kinder place. l 6. See Zaretta Hammond’s work Culturally Responsive Teaching and the Brain (2015) for further CRT pedagogical practices. Dr. Ruth Bissell has worked in both independent and public schools for the past 15 years. During this time, she has implemented restorative practices with middle school and high school students that have included the development of peer courts, the use of co-crafted restorative contracts, redesign of schoolwide discipline policies, and teacher and parent education on restorative approaches. She is the current middle school division head at San Francisco Day and committed to using restorative practices to support student learning. Betsy Brody has worked in educational institutions for 27 years, both in the classroom and as an administrator. Her journey began in France where she taught ELL ranging in age from five to 85 in public schools, specialized educational industries, and private homes. Five years ago she joined San Francisco Day School as Director of High School Counseling and Co-Director of Diversity. Loren Moyé has been teaching for 26 years, 19 of those years at San Francisco Day. Prior to SF Day, he taught in the San Francisco Unified School District. His teaching experience covers third and fourth grades, all subjects, and seventh and eighth grade math. He was formerly a co-director of Aim High, a free summer program for low income middle school youth in the Bay area. He is currently the Director of Diversity and Dean of Faculty at SF Day and on the staff for the National SEED Project. Page 16 Winter 2019 CSEE Connections