EDUC 915R Restorative Strategies . - Continuing Education
Continuing Education1717 S. Chestnut Ave.Fresno, CA 93702-4709(800) 372-5505https://ce.fresno.eduEDUC 915R – Restorative Strategies & Tools forClassroom and School EnvironmentsIndependent Study Blended Course SyllabusInstructor: Cynthia Kaitfors-Smith, MSPhone Number: (559) 453-2043Email: RS.Director@fresno.eduDelivery Format: BlendedNumber of Graduate Semester Units: 3 unitsTarget Audience: K-14th educators,administrators, lead teachers, and districtleadersCourse Access: ce-connect.fresno.eduCourse DescriptionThis course is designed for teachers and administrators of all grade levels, and provides basicconflict management and mediation instruction, skill development, strategies, and practice based onthe process of peace-making and restorative justice-based discipline in the classroom.Restorative strategies articulates a reproducible step-by-step process to increase cooperation andmutual respect. It uniquely blends theory, strategies, and best practices of conflict resolutioneducation, peacemaking, and restorative justice in the classroom and in schools. Understanding thecore issues of facilitating student cooperation is presented in a clear and concise manner to supportthe positive behavior of all students. It is especially effective with those students who are mostresistant to authority by involving them in processes that empower them to be responsible andaccountable. Restorative strategies transforms discipline into learning experiences that decreasestress, improve effectiveness, and build relationships.Required Texts and Course Materials*Textbook and Readings: Claassen, Ron & Roxanne (2008). Discipline that restores: Strategies to create respect,cooperation, and responsibility in the classroom. South Carolina: BookSurge Publishing. Making Things Right –32 Activities Teach Conflict Resolution and Mediation Skills 4 Options for Handling Conflict / Peacemaking Process cards –pack of 12 4 Options for Handling Conflict poster for the classroom Peacemaking Process poster for the classroom DTR Flowchart poster for the classroom*Course materials are provided by FPU and will be sent to the student within 10 businessdays after registration.Online Resources: Relevant online resources that support the course content and encouragefurther investigation will be available throughout the course assignments. Active hyperlinks areLast Revision Date: 11/15/2019To register for courses go to https://ce.fresno.eduPage 1 of 8
utilized throughout the course and will link to the appropriate information when clicked. Theseinclude videos, podcasts, worksheets, online activities, journal articles and other resources.Moodle: Moodle is a web-based learning management system used to support flexible teachingand learning in both face-to-face and distance courses (e-learning).https://moodle.org // https://moodle.org/demo // https://docs.moodle.orgCourse DatesSelf-paced; students may enroll at any time and take up to one year, from the date of registration, tocomplete assignments. Students may complete assignments in no less than three weeks for a 3unit course (one week per unit).National Standards Addressed in This CourseNBPTS –National Board for Professional Standards (5 Core Propositions) http://www.nbpts.org/five-core-propositions Proposition 1: Teachers are committed to students and their learning. Proposition 2: Teachers know the subjects they teach and how to teach those subjects tostudents. Proposition 3: Teachers are responsible for managing and monitoring student learning. Proposition 4: Teachers think systematically about their practice and learn from experience. Proposition 5: Teachers are members of learning communities.The CEP’s Character Education Quality Standards (11 Principles of Effective CharacterEducation) - les/1. Character education promotes core ethical values as the basis of good character.2. “Character” must be comprehensively defined to include thinking, feeling and behavior.3. Effective character education requires an intentional, proactive and comprehensiveapproach that promotes the core values in all phases of school life.4. The school must be a caring community.5. To develop character, students need opportunities for moral action.6. Effective character education includes a meaningful and challenging academic curriculumthat respects all learners and helps them succeed.7. Character education should strive to develop students’ intrinsic motivation.8. The school staff must become a learning and moral community in which all shareresponsibility for character education and attempt to adhere to the same core valuesthat guide the education of students.9. Character education requires moral leadership from both staff and students.10. The school must recruit parents and community members as full partners in thecharacter-building effort.11. Evaluation of character education should assess the character of the school, the schoolstaff’s functioning as character educators, and the extent to which students’ manifestgood character.Last Revision Date: 11/15/2019To register for courses go to https://ce.fresno.eduPage 2 of 8
Continuing Education Program Student Learning OutcomesCE 1CE 2CE 3CE 4CE 5CE 6Demonstrate proficient written communication by articulating a clear focus,synthesizing arguments, and utilizing standard formats in order to inform andpersuade others, and present information applicable to targeted use.Demonstrate comprehension of content-specific knowledge and the ability to apply itin theoretical, personal, professional, or societal contexts.Reflect on their personal and professional growth and provide evidence of how suchreflection is utilized to manage personal and professional improvement.Apply critical thinking competencies by generating probing questions, recognizingunderlying assumptions, interpreting and evaluating relevant information, andapplying their understandings to the professional setting.Reflect on values that inspire high standards of professional and ethical behavior asthey pursue excellence in applying new learning to their chosen field.Identify information needed in order to fully understand a topic or task, organize thatinformation, identify the best sources of information for a given enquiry, locate andcritically evaluate sources, and accurately and effectively share that information.Student Learning Outcomes (SLOs) for This CourseStudent Learning Outcomes for This CourseBy the end of this course student will be able to:1. Develop and implement a workingunderstanding of conflict and restorativejustice and their implications for use in theeducational environment through DisciplineThat Restores.in the Classroom.2. Compare other approaches in whichrestorative justice is used in conflictresolution vs. traditional, punitive discipline.3. Examine, analyze, and demonstrate thepeacemaking process and steps for conflictresolution and the problem-solving processusing the DTR flowchart and the FourOptions model4. Demonstrate ability to utilize the tools andcommunication skills implicit in the processof conflict resolution, including activelistening and the use of ‘I’ messages.5. Develop and refine one's own stance as apractitioner in the use of mediation throughpractice, reflection and articulation (both oral& written), and working collaboratively withcolleagues.Last Revision Date: 11/15/2019National StandardsAddressed in ThisCourse*NBPTS –1-4CEP –1-11ContinuingEducation ProgramStudent LearningOutcomesAddressed**1-6NBPTS –1-4CEP –1-111-6NBPTS –1-4CEP –1-111-6NBPTS –1-4CEP –1-111-6NBPTS –1-4CEP –1-111-6To register for courses go to https://ce.fresno.eduPage 3 of 8
6. Explain and teach DTR skills to students inthe classroom as well as other teachers,staff, and other school communitystakeholders7. Create a plan for implementing DTR in theclassroom, school site, and district levelNBPTS –1-4CEP –1-111-6NBPTS –1-4CEP –1-111-6* Please refer to the section on National Standards Addressed in This Course** Please refer to the section on Continuing Education Program Student Learning OutcomesTopics, Assignments, and ActivitiesModule TitleWelcome ModuleWelcome moduleCourse welcome andinformationOrientation andTechnology InformationIntroduction by authorsRon and RoxanneClaassenModule 1 –Introduction toRestorative Strategies& Tools (RST) andPreparationModule 2 –ClassroomManagement andConflict & CrisisModule 3 –RST UsualConstructiveReminders andRespect AgreementModule 4 –RST I Messages andActive ListeningModule 5 –RST First of two daysof Face to FaceTraining. In classAssignments.Module 6 –RST Second day ofFace to Face Training.In class assignments.Last Revision Date: 11/15/2019Module Assignments and ActivitiesPointsPossiblefor EachAssignment Class Introductions InitialDiscussion Personal IntroductionRead Chapters 1, 2, 3, & 4Orientation / Technology 1.1 -Principles & Flowchart1.2 -Reflect on Roxanne Claassen’s videoRead Chapters 1, 2, 3, 4 Overview of Student/ Teacher ConflictAssumptions and Consistency2.1-Conscious ClassroomRead Chapters 5, 6, 7 & 810 ptsIntroduction and background3.1 -How Do I Respond to Conflict?3.2 -Student/Teacher Conflict quiz10 pts10 pts Introduction and background4.1 -Relating Practices to ResearchRead Chapters 9, 10, 11, & 125.1-Fostering Critical Thinking5.2-Respect Agreement Lesson PlanIn Class training 6.1 -Social Emotional Learn6.2 -Active Listening6.3 -I ' MessagesTo register for courses go to https://ce.fresno.edu10 pts10 pts10 pts10 pts10 pts10 pts10 pts10 pts10 ptsPage 4 of 8
Module TitleModule 7 –RST Follow-upTraining and Reviewof Strategies used inthe classroom.Lesson Plan JournalModule Assignments and Activities Introduction and BackgroundThinkery, 4-Options Model and RespectAgreementStrategies Used in Classroom7.3 Develop Lesson PlanTOTAL POINTSPointsPossiblefor EachAssignment60 pts180 pointsGrading Policies, Rubrics, and Requirements for AssignmentsGrading Policies and Rubrics Assignments will be graded per criteria presented in the course rubrics. A 90-100% and B 80-89%, (anything below 80% will not receive credit.) Students must earn a minimum of 80% to received credit for the assignment. The discernment between an A or a B is at the discretion of the instructor based on the qualityof work submitted (see course rubrics). Coursework falling short of a quality equaling a B or a Credit Grade will be returned with furtherinstructions. All assignments must be completed to receive a grade. In addition, all assignments areexpected to reflect the quality that teacher-training institutions require of professional educators.If completed assignments do not meet this standard, students will be notified with furtherinstructions from the instructor.Writing Requirements Superior: Writing is clear, succinct, and reflects graduate level expectations. Clearly addressesall parts of the writing task. Maintains a consistent point of view and organizational structure.Include relevant facts, details, and explanations. Standard: Writing is acceptable with very few mistakes in grammar and spelling. Addressesmost parts of the writing task. Maintains a mostly consistent point of view and organizationalstructure. Include mostly relevant facts, details, and explanations. Sub-standard: Writing contains noticeable mistakes in grammar and spelling. Does notaddress all parts of the writing task. Lacks a consistent point of view and organization structure.May include marginally relevant facts, details, and explanations.Lesson Plan Requirements Superior: Instructional goals and objectives clearly stated. Instructional strategies appropriatefor learning outcome(s). Method for assessing student learning and evaluating instruction isclearly delineated and authentic. All materials necessary for student and teacher to completelesson clearly listed. Standard: Instructional goals and objectives are stated but are not easy to understand. Someinstructional strategies are appropriate for learning outcome(s). Method for assessing studentlearning and evaluating instruction is present. Most materials necessary for student and teacherto complete lesson are listed. Sub-standard: Instructional goals and objectives are not stated. Learners cannot tell what isexpected of them. Instructional strategies are missing or strategies used are inappropriate.Last Revision Date: 11/15/2019To register for courses go to https://ce.fresno.eduPage 5 of 8
Method for assessing student learning and evaluating instruction is missing. Materialsnecessary for student and teacher to complete lesson are missing.Discussion Forum RequirementsSuperior: Response was at least 1 page (3 fully developed paragraphs) in length. Thoroughlyanswered all the posed questions, followed all the assignment directions, proper grammar andno spelling errors. Language is clear, concise, and easy to understand. Uses terminologyappropriately and is logically organized.Standard: Response was ½ to 1 page in length (2-3 fully developed paragraphs). Answered allthe questions but did not provide an in-depth analysis, followed most of the assignmentdirections, proper grammar and no spelling errors. Language is comprehensible, but there a fewpassages that are difficult to understand. The organization is generally good.Sub-standard: Response was less than ½ page in length (1 paragraph). Did not answer all therequired questions and/or statements or responses were superficial, vague, or unclear, did notfollow the assignment directions, many grammar and spelling errors. Is adequately written, butmay use some terms incorrectly; may need to be read two or more times to be understood.Instructor/Student Contact InformationThroughout the course participants will be communicating with the instructor and their classmateson a regular basis using asynchronous discussion forums. A virtual office is utilized for classquestions and students are provided with instructor contact information in the event they want tomake email or phone contact. In addition, students are encouraged to email or phone the instructorat any time. Students will also receive feedback on the required assignments as they are submitted.Discussion ForumsParticipation is an important expectation of this course and all online courses. Online discussionspromote reflection and analysis while allowing students to appreciate and evaluate positions thatothers express. While students may not be engaging with the same students throughout this coursethey will be expected to offer comments, questions, and replies to the discussion questionwhenever possible. The faculty role in the discussion forum is that of an observer and facilitator.Coursework HoursBased on the Carnegie Unit standard, a unit of graduate credit measures academic credit based onthe number of hours the student is engaged in learning. This includes all time spent on the course:reading the textbook, watching videos, listening to audio lessons, researching topics, writingpapers, creating projects, developing lesson plans, posting to discussion boards, etc. Courseworkoffered for FPU Continuing Education graduate credit adheres to 45 hours per semester unit for the900-level courses. Therefore, a student will spend approximately 90 hours on a typical 2-unit courseor 135 hours on a typical 3-unit course.Services for Students with DisabilitiesStudents with disabilities are eligible for reasonable accommodations in their academic work in allclasses. In order to receive assistance, the student with a disability must provide the AcademicSupport Center with documentation, which describes the specific disability. The documentationmust be from a qualified professional in the area of the disability (i.e. psychologist, physician oreducational diagnostician). Students with disabilities should contact the Academic Support Centerto discuss academic and other needs as soon as they are diagnosed with a disability. OnceLast Revision Date: 11/15/2019To register for courses go to https://ce.fresno.eduPage 6 of 8
documentation is on file, arrangements for reasonable accommodations can be made. For moreinformation and for downloadable forms, please go to rvices-students-disabilities.Plagiarism and Academic HonestyAll people participating in the educational process at Fresno Pacific University are expected topursue honesty and integrity in all aspects of their academic work. Academic dishonesty, includingplagiarism, will be handled per the procedures set forth in the Fresno Pacific University Catalogue academic-catalogsTechnology RequirementsTo successfully complete the course requirements, course participants will need Internet access,can send and receive email, know how to manage simple files in a word processing program, andhave a basic understanding of the Internet. Please remember that the instructor is not able to offertechnical support. If you need technical support, please contact your Internet Service Provider.Moodle: This course will be delivered totally online. Moodle is a learning management system thatprovides students access to online resources, documents, graded assignments, quizzes, discussionforums, etc. Moodle is easy to learn and has a friendly user interface. To learn more about Moodle,go to https://docs.moodle.org/33/en/Student FAQ. There are also some student tutorials on theCenter for Online Learning website at Fresno Pacific University - https://col.fresno.edu/student.Moodle Site Login and Passwords: Students will need to have internet access to log ontohttps://ce-connect.fresno.edu. The username and password numbers for Moodle access will besent to you by the university using the email address you submitted at the time of registration. Theinstructor will then contact you with a welcome communication. If you need help with yourusername and password recovery, please contact the Continuing Education office at (800) 3725505 or (559) 453-2000 during regular office hours - Mon-Fri 8:00 am to 5:00 pm. or email them atprof.dev@fresno.edu.Getting Help with Moodle: If you need help with Moodle, please contact the Center for OnlineLearning (COL), by telephone or the website. Help by phone (559) 453-3460 is available MonThurs 8:00 am to 8:00 pm and on Fridays from 8:00 am to 5:00 pm, or by filling out a “RequestServices” form at https://col.fresno.edu/contact/request-services. Please identify that you are withthe “School Continuing Education”.Final Course Grade and TranscriptsWhen all work for the course has been completed, students will need to logon to the ContinuingEducation website (https://ce.fresno.edu/my-account) and “Request Final Grade”. Once theinstructor receives the requests and submits the grade online, students may log back in to viewtheir Final Grade Report or order transcripts online. Please allow at least two weeks for the finalgrade to be posted. For more information, see the Continuing Education Policies and Proceduresat ast Revision Date: 11/15/2019To register for courses go to https://ce.fresno.eduPage 7 of 8
University Policies and ProceduresStudents are responsible for becoming familiar with the information presented in the AcademicCatalog and for knowing and observing all policies and procedures related to their participation inthe university community. A summary of university policies may be found on the university websiteat academic-catalogs.Fresno Pacific University Student Learning OutcomesStudent Learning Outcomes Oral Communication: Students will exhibit clear, engaging, andconfident oral communication – in both individual and group settings – and will critically evaluatecontent and delivery components.Written Communication: Students will demonstrate proficient written communication byarticulating a clear focus, synthesizing arguments, and utilizing standard formats in order toinform and persuade others.Content Knowledge: Students will demonstrate comprehension of content-specific knowledgeand the ability to apply it in theoretical, personal, professional, or societal contexts.Reflection: Students will reflect on their personal and professional growth and provide evidenceof how such reflection is utilized to manage personal and vocational improvement.Critical Thinking: Students will apply critical thinking competencies by generating probingquestions, recognizing underlying assumptions, interpreting and evaluating relevant information,and applying their understandings to new situations.Moral Reasoning: Students will identify and apply moral reasoning and ethical decision-makingskills, and articulate the norms and principles underlying a Christian world-view.Service: Students will demonstrate service and reconciliation as a way of leadership.Cultural and Global Perspective: Students will identify personal, cultural, and globalperspectives and will employ these perspectives to evaluate complex systems.Quantitative Reasoning: Students will accurately compute calculations and symbolic operationsand explain their use in a field of study.Information Literacy: Students will identify information needed in order to fully understand atopic or task, explain how that information is organized, identify the best sources of information fora given enquiry, locate and critically evaluate sources, and accurately and effectively share thatinformation.Last Revision Date: 11/15/2019To register for courses go to https://ce.fresno.eduPage 8 of 8
responsibility for character education and attempt to adhere to the same core values that guide the education of students. 9. Character education requires moral leadership from both staff and students. 10. The school must recruit parents and community members as full partners in the character-building effort. 11. Evaluation of character .
“the essence of restorative justice is not the adoption of one form rather than another; it is the adoption of any form which reflects restorative values and which aims to achieve restorative processes, outcomes and objectives” 4. 1. New Zealand Restorative Justice Trust (2000) New Zealand Restorative Justice Practice Manual, pg. 13 . /p div class "b_factrow b_twofr" div class "b_vlist2col" ul li div strong File Size: /strong 428KB /div /li /ul ul li div strong Page Count: /strong 44 /div /li /ul /div /div /div
EDUC 7100 - Methods for Planning and Conducting MethodsEducational Research . EDUC 7130 - Doctoral EDUCSeminar: Planning Practice and Research. EDUC 7120 - Quantitative and Statistical forEducational Research: Comprehensive Exams . Dissertation Prospectus . 7110 - Qualitative Research Methods for Educational Research . EDUC 7170 -Application .
ii Restorative Justice in U.S. Schools: An Updated Research Review Research on Restorative Justice’s Impact in Schools 21 Impact on student misbehavior and school discipline 24 Impact on attendance and absenteeism 29 Impact on school climate and safety 30 Impact on academic outcomes 31 Access to restorative justice 32 Limitations of the Literature Review 33
justice was in the headlines in Canada, as Dalhousie University’s administration chose to enter into a restorative justice process to address a sexual harassment case in their dentistry program. These are all signs that restorative justice has gone mainstream. This recent public attention, however, has generated unease among some restorative
Oct 28, 2014 · - Restorative Justice Training for selected school and non-school site staff - Selected 150 Schools for Restorative Justice Introduction and training - Continue training and monitoring - Restorative Justice roll out to identified schools . PowerPoint Presentation Author:File Size: 2MB
Functional Aesthetic and Restorative Dentistry ! David S. Hornbrook, DDS, FAACD www.davidhornbrook.com . Matrix system: ! i) Garrison Dental Solutions ! 5) Lithium disilicate ceramics (e.Max)! . -to the tooth and to the restorative material iv) Easy placement and clean-up v) Esthetics compatible with the restorative material .
funded programs advancing the theory of positive youth development. This article may be beneficial to researchers, program directors, and administrators evaluating restorative practice approaches or programs. Clifford, M. A. (2015). Teaching restorative practices with classroom circles. Santa Rosa, CA: Center for Restorative Process .
(A Statutory body of the Government of Andhra Pradesh) 3rd,4th and 5th floors, Neeladri Towers, Sri Ram Nagar, 6th Battalion Road, Atmakur(V), Mangalagiri(M), Guntur-522 503, Andhra Pradesh Web: www.apsche.org Email: acapsche@gmail.com REVISED SYLLABUS OF B.A. /B.Sc. MATHEMATICS UNDER CBCS FRAMEWORK WITH EFFECT FROM 2020-2021
