change of culture
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The Challenge of Culture Change:
Embedding RestorativePractices in Schools
A presentation by Margaret ThorsborneManchester, 2005
© Blood and Thorsborne, 2005
A copy of this paper by Blood and Thorsborne can be found on the IIRP website www.iirp.org
(follow links to IIRP conference papers “Building a Global Alliance”, Sydney, 2005)
© Blood and Thorsborne, 2005
Organisations with a traditional
culture no longer produce anywhere close to the results required….and
these cultures are extremely resilient…….highly resistant to
change
Lee, 2004
© Blood and Thorsborne, 2005
Culture is the result of messages that are received about what is really valued. People align their behaviour to these messages in order to fit in. Changing culture requires a systematic and planned change to these messages, whose sources are behaviour, symbols and systems.
Taylor, 2004
© Blood and Thorsborne, 2005
Message management
• Messages from behaviour:
The management team and those considered important are watched by others
• Messages from symbols: Actions, decisions and situations visible to a large
no of people - and to which they attribute meaning
• Messages from systems: How your organisation rewards, measures,
manages and communicates what is important Taylor, 2004
© Blood and Thorsborne, 2005
Transformational change
The most significant determinant of your organisation’s culture will be the
leadership style of managers at all levels
Lee, 2004
© Blood and Thorsborne, 2005
Transformational process
….will change mind-sets, target values and
build a culture which can truly support new strategies and organisational aspirations.
However it can only be driven by passionate and persistent leadership at the top.
Therefore, transformational change begins with transforming the mind-sets of
managers.Lee, 2004
© Blood and Thorsborne, 2005
Stages
1. Gaining Commitment2. Developing a Shared Vision3. Developing Responsive and
Effective Practice4. Developing a Whole School
Approach5. Professional Relationships
© Blood and Thorsborne, 2005
Making a Case for Change
Building the case for investing in cultural improvement requires a
thorough understanding of the cost of the current culture
Taylor, 2004
© Blood and Thorsborne, 2005
Five Fundamental Leadership
Practices• Challenging the process• Inspiring a shared vision• Enabling others to act• Modeling the way, and• Encouraging the heart
Kouzes & Posner (1997)
© Blood and Thorsborne, 2005
Building a case for change
Identifying the need (the cost of current practice):• Qualitative data - wide dissatisfaction with the
ineffectiveness of current practice - conversations in staff rooms and staff meetings, student and parent feedback, school reviews, union involvement
• Quantitative data -survey data eg bullying, student safety and well-being/mental health; exclusion and suspension rates, detention rates, overuse of time-out facilities, student absences, staff absences, stress/sick leave, measures of student engagement/disengagement, academic results, retention figures………need to unpack data for meaning
© Blood and Thorsborne, 2005
Establishing buy-in• Share school data and RJ research with senior and
middle managers, student support services, governing bodies, parent bodies, local government and other agencies
• Engage senior levels in the department (at state, regional and district offices) professional bodies eg principal’s associations, unions
• Identify schools which are ready to take up organisational change - negotiate an MOU regarding obligations, accountabilities, support mechanisms
• Identify dedicated leadership team within the school to anchor the change program
© Blood and Thorsborne, 2005
Developing a Shared Vision
Key people must be clear about the organisational goals - what the organisation will look like when they get there - and being very clear about what they want to measure and how that will happen and why it is important
But more than anything, they must understand that this will mean, in all likelihood, a change in the culture - that is, “how we do things around here” or “how we do everything around here”
© Blood and Thorsborne, 2005
Preferred outcomes• Shift towards positive relationship management• Balance between prevention, intervention and crisis
management• Improvement in statistics (detention, time-out,
suspensions, exclusions, absenteeism,) & increased options for managing behaviour
• Staff who are struggling with discipline are identified early and supported in meaningful ways
• Quality and nature of the dialogue about kids is supportive• Case management approach to problem-solving• Classroom teachers solve more issues themselves• Students are self-regulating and better problem-solvers• Survey data shows improvements over a variety of
measures (eg safety, wellbeing, school connectedness, staff morale and stress levels, parent satisfaction)
• Greater engagement in curriculum, increased retention rates
© Blood and Thorsborne, 2005
NOT
WITHTO
FOR
Adapted by Blood 2004, from Wachtel,T 1999, adapted from Glasser, 1969
cooperativecollaborativeproblem solvingresponsibility
Restorative
Neglectful Permissive
authoritarianstigmatising
Punitive
rescuingexcusingreasoning
Low
High
High
Str
uctu
re/L
imits
Support
A Framework for relational practice
Whole SchoolCommunity
Individual
© Blood and Thorsborne, 2005
Management practice - building
social capital
Limits, boundaries,expectations
Support, nurturing, caring
Power strugglesConfrontationRulesWin-loseRetributionRevengePunitive
ChaoticInconsistentExcusingGiving inBlurred boundariesRescuing
UncaringTiredLazyBurnt outGiven up
ConsistentResponsiveFlexibleCooperationNegotiationAccountableResponsible
TOFORNOTWITH
© Blood and Thorsborne, 2005
Developing a Range of Responses
RE-BUILDING
RELATIONSHIPS
REPAIRING RELATIONSHIPS
UNIVERSALe.g. Social & Emotional Skills Programs
INTENSIVEe.g. Conferencing, Mediation
TARGETEDe.g. Classroom, Sm.Grp. & Indiv. Conferences
1-5% of population
Whole School
RE-AFFIRMINGRELATIONSHIPS
THROUGH DEVELOPING SOCIAL AND EMOTIONAL SKILLS
Morrison, 2004
© Blood and Thorsborne, 2005
Training, maintenance and
support• What model of training is to be used (given adult learning needs)?
• Who gets trained and in what order?• Costs of training? Funding sources?• Managing staff turnover and relief teachers, and
induction for new students and their families• Collegial support and supervision• Ongoing PD and access to latest research• Increasing the range of options• Networking
© Blood and Thorsborne, 2005
Monitoring for Quality Standards
The acquisition of new skills requires coaching in a climate of
encouragement, honest feedback and support particularly when we
are shifting from ingrained traditional approaches………….data collection,continuous improvement
loop and professional dialogue
© Blood and Thorsborne, 2005
Monitoring and supporting best
practice• RP coordinator - staffing implications• Integrity of practice amongst senior and
middle managers• Collegial support and resourcing for
preparation, facilitation and debriefing for high level interventions eg conferences
• Supportive approach to supervision of Restorative Practice
• Access to latest research/reading• Provision of high quality ongoing PD
© Blood and Thorsborne, 2005
Whole School(Big Picture)
Preferred Outcomes
Whole School(Big Picture)
Preferred Outcomes
Best Practice
System and SchoolImperatives
Hierarchy of Responses(proactive-reactive)
Relational/RestorativePhilosophy
Behaviour Mgt PolicyReview & Development
© Blood and Thorsborne, 2005
Managing the transition
• Identify core group to lead• Keep up the dialogue • Take a long term strategic approach (3-5 years)• Understand the tensions• Work first with interested staff• Leave old structures/processes in place in parallel• Involve as many staff as possible in restorative
processes• Explain decisions, share improvements in data, stories • Use a restorative approach for staff matters• Walk the talk and hold steady in the face of criticism• Participate in professional forums and networks
© Blood and Thorsborne, 2005
Timeframe & Indicators of Change
12-18 months
Gaining Commitment. Changing dialogue. Pockets of practice. Improved statistics. Increased options for managing behaviour.
12-24 months
Altered dialogue & processes. Alignment of policy & procedure. Increased skill development. School community commitment.
24- 36 months
Embedding of practice at all levels. Altered operating framework. Reviewing policy and procedure.Creative solutions emerge.
4-5 years Best Practice. Behaviour change embedded. Cultural change across school community.
© Blood and Thorsborne, 2005
Widening the lens
By thinking more broadly within a whole school approach
it becomes possible to see where else restorative philosophy can be
applied
© Blood and Thorsborne, 2005
Professional Relationships
• Promote openness, honesty, transparency and fairness
• Use RP for managing staff issues• Challenge practice & behaviour in a
supportive way• Engage whole staff and wider school
community• Management walking the talk
© Blood and Thorsborne, 2005
Diffusion Model of Innovation
3% 34% 34%13% 16%
EarlyAdopters
Innovators LaggardsEarlyMajority
LateMajority
Rogers, 95
© Blood and Thorsborne, 2005
A final word……..
If we are to heed the lessons of the last decade of pioneering work in schools, then we must approach
the implementation of RP’s with a broad and deep understanding of
what makes a difference.
© Blood and Thorsborne, 2005
Contact DetailsPeta BloodCircle SpeakPO BOX 24Broadway. NSW. 2007AustraliaPh/Fax: +61 2 9402 1273Mob: 0418 298 875Email:circlespeak@optusnet.com.au
Margaret Thorsborne
& Associates
4 Kimbarra Court
Buderim. Qld. 4556
Australia
Phone:+61 7 5445 3520
Fax: +61 7 5445 2857
Mobile: 0412 135 015
Web: www.thorsborne.com.au
Email:
marg@thorsborne.com.au
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