Graduate Degree Type
Education-Educational Leadership (M.Ed.)
College of Education
Restorative practices implementation fails for four reasons. First, districts omit or inadequately engage in a readiness to change assessment to initiate the process for RP implementation. Districts fail to identify if it is worth investing, they fail to analyze their school data in conjunction with identifying areas of school improvement to truly determine how RP can positively impact their school community. This is significant because it directly impacts districts ability to secure and sustain administrative support and teacher buy-in. Secondly, districts erroneously introduce RP as a classroom management system rather than a relational quality initiative (Vaandering, 2014; Short, Case and Mckenzie, 2018); this positions change agents to focus on changing students first rather addressing their own mindsets, practices; and when necessary, focusing on the quality of their interaction with students as the primary lever for changing behavior not just punishment. Thirdly, districts fail to prepare change agents for the types of experiences they may encounter while implementing RP (Mayworm et al, 2016). A one size fits all approach does not lead to long-term knowledge and skill retention or meaningful outcomes. Lastly, RP implementation fails because districts do not provide change agents with a multi-tiered approach to developing and sustaining capacity as restorative practitioners (Mayworm et al, 2016). The purpose of the project is to explicitly state the problems schools face with RP implementation and to provide a researched based solution. This project addresses the need to utilize an RP oriented readiness to change assessment, the need to address change agent mindset, developing self awareness for the sake of self management, addressing the tension between maintaining an intention to keep relational connectivity and consistent accountability, cultivating a culture of accountability, summarizing RP implementation of three peer-reviews articles, sharing their results and providing a solution to failing RP implementation approaches.
Lane, Brandon M., "A Research Based Approach to Implementing and Sustaining School-Wide or District Wide Restorative Practices" (2022). Culminating Experience Projects. 181.