Doug Fisher Nancy Frey

Ian Pumpian

Processes:Organizational Principles

Tools:Action Research

Patterns:Service CyclesStructures:

Pillars

Relationships: Achievement and Belonging

Data:Quantitative and

Qualitative

Identity: Culture

Connections:Families and Communities

Fisher, Frey, and Pumpian, 2012; Wheatley, 1998

Organizational Elements Above and Below the Surface

WelcomeDo No HarmChoice WordsIt’s Never Too Late to LearnBest School in the Universe

Organizational Structures:

Pillars define quality

Service Cycles are the

specific actions that operationalize the organizational structures.

Action Research tools are a means to balance

and align investment in reflective practice, responsive planning and competent performance.

Welcome

Front OfficeInclusive EducationNew StudentsFirst Four DaysHallway TLC

Service Cycles for the Welcome Pillar

Hallway TLC

How can I help you? I have the time.

Action Research Tools for Welcome• Secret Shopper

Checklist for enrolling in a new School

• Student focus groups

• Family surveys and focus groups

Do No Harm

Service Cycles for Do No Harm

• Helping curriculum

• Restorative Practice

• Protocols for follow up

The helping curriculum

Service Cycle Up Close: Restorative Practices

If a child can’t read, we teach him to read.

If a child can’t do math problems, we teach him how to do math problems.

If a child doesn’t know how to behave, we punish him.

HIGH

LOW HIGH

Control

Support

CLASSROOM/SCHOOL CULTURE

TO

NOT FOR

•Power Struggles•Confrontation•Authoritarian•Win/Lose•Retribution•Stigmatizing

Consistent Accountable

Responsive Flexible

Responsible

Cooperation

Negotiation

•Uncaring•Tired•Lazy•Burnt Out•Given Up

•Chaotic•Inconsistent•Excusing•Giving In•Blurred Boundaries•Rescuing

(Thorsborne)

WITH

16

What does justice mean to you?

17

When you were a victim…

• How did you feel?

• What questions did you want to ask the offender?

• What else did you want to say to him/her?

• Who or what could make things right for you?

• What would justice have looked like for you?

A time when you were wronged, intentionally or unintentionally.

When you were an offender…

A time when you did something

wrong--something you’re not proud

of, and for which you got caught.

• How did you feel?

• What would you have liked to say

to the victim?

• Who or what would have made

things right?

• What would justice have looked like

for you and

for the victim?

Continuum of Restorative Practices

Foundation of RespectFoundation

of Respect

Restorative Conferences

Victim-Offender Dialogue

Circle Processes

Class Meetings

Small, Impromptu Conferences

Restorative Inquiry and Restorative Reflection

Continuum: Class Meetings

Class Meetings

• Community building• Checking in• Planning• Problem solving• Sensitive issues

Supports Responsive Classroom

Continuum: Circles

Continuum: Restorative Conferencing

Restorative Questions for Challenging Behavior

• What happened?• What were you thinking at the time?• What have you thought about since?• Who has been affected by what you have done?

In what way?• What do you think you need to do to make

things right?

Restorative Questions to Help Those Harmed By Another’s Action

• What did you think when you realized what had happened?

• What impact has this incident had on you and others?

• What has been the hardest thing for you?• What do you think needs to happen to make

things right?

Action Research Tools for Do No Harm

• Discipline audit• Student and

teacher surveys of problematic behavior

Choice Words

Principles of the Choice Words Pillar

1. The language we use can positively or negatively affect the learning of students. It’s up to us to choose our words wisely.

2. We foster a growth mindset daily to unlock human potential.

3. We are builders of identity and agency. 4. We are eliminating sarcasm as a means of

providing feedback or trying to be funny. 5. We provide extensive opportunities for students

each day to experience the power of their words to shape their learning and the learning of others.

6. We listen.

Service Cycles for Choice Words• De-escalating

behavior• Active listening • Giving

compliments• TESA protocols • “Do the next right

thing”

Mindset

Service Cycle Up Close: Do the Next Right Thing

1. Listen to the description of the problem or task.

2. Ask clarifying questions to assist the person in differentiating between the central problem or task and issues that are distracting them from beginning.

3. Restate the problem or task as you understand it.

4. Ask them to what the next right thing to do would be.

5. Write down their ideas for them. 6. If they are stuck, offer some ideas for how to

begin.

Action Research Tools for Choice Words

• Indicators of success for Productive Group Work

• Video self-analysis tool

• TESA analysis of student interactions

It’s Never Too Late to Learn

Service Cycles for Never Too Late to Learn

High quality instructionAcademic recovery Grading and homework policiesGrit letters Recognition letters

Purposeful Teaching

Focus Lessons

Guided

Collaborative

Independent

Academic Recovery

Grit and Recognition Letters

Handwritten, hand-addressed, with a postage stamp

“Bring a pencil to class is not in the math standards.”

Five Obstacles for Grading Reform

“Grades should provide the

basis for differentiating

students.”

Guskey, 2011

Five Obstacles for Grading Reform

“Grades should provide the

basis for differentiating

students.”

Is my purpose to select talent, or to develop it?

Five Obstacles for Grading Reform

“Grade distributions should represent a bell-shaped curve.”

Guskey, 2011

Five Obstacles for Grading Reform

“Grade distributions should represent a bell-shaped curve.”

Random distribution only works when nothing intervenes.

Five Obstacles for Grading Reform

“Grades should be based on students’ standing among classmates.”

Guskey, 2011

Five Obstacles for Grading Reform

“Grades should be based on students’ standing among classmates.”

Standing tells us nothing about learning.

Five Obstacles for Grading Reform

“Poor grades prompt students to try harder.”

Guskey, 2011

Five Obstacles for Grading Reform

“Poor grades prompt students to try harder.”

Guskey, 2011Reinforces fixed belief of intelligence

instead of a malleable view.

Five Obstacles for Grading Reform

“We’ve always done it this way.”

Guskey, 2011

Five Obstacles for Grading Reform

“We’ve always done it this way.”

Shouldn’t we be focused on continuous improvement of ourselves?

Action Research Tools for It’s Never Too Late to Learn

• Learning Beliefs survey for teachers

• Grit questionnaire for students

• Homework audits• Weekly monitoring of

Incompletes• Learning walks with

teachers

Best School in the Universe

Service Cycles for Best School in the Universe

• Service recovery

• Rounding• Celebrations• Data room• Morning

meeting

Morning Meeting

Processes:Organizational Principles

Tools:Action Research

Patterns:Service CyclesStructures:

Pillars

Relationships: Achievement and Belonging

Data:Quantitative and

Qualitative

Identity: Culture

Connections:Families and Communities

Fisher, Frey, and Pumpian, 2012; Wheatley, 1998

Organizational Elements Above and Below the Surface