| AVALEHELE | PROJEKTIST | OSALEVAD KOOLID | PROJEKTI KULG | PROJEKTI MATERJALID | IN ENGLISH |
The goal of the project is to prepare teams of three schools for the implementation of restorative justice practices. In addition, within the project, trainers are prepared who are ready to work in the educational field, and the training of the implementation teams of the next three schools will begin. The necessary training programs (including the e-training module) and the necessary support materials will be prepared within the project.
The project’s target groups are:
- students
- school staff
- trainers
- community and parents
Acitivities:
1. TRAINING OF TEACHERS
Teacher trainings are necessary in order for the teachers of the whole school to become aware of the way of thinking underlying restorative law, international good experience. At the trainings, teachers learn practical skills and methods to work on a daily basis with the creation of relationships, conflict prevention and mediation at the class level and how to intervene in inappropriate behavior at the individual level.
They also learn how to involve parents in conflict resolution through the implementation of restorative law practices. The communication and self-regulation skills of teachers are also improved, and the development of mindset that is the basis for the implementation of the methods is being done.
In total, at least 60 teachers (3 groups of 20 people) will be trained.
2. TRAINING OF TRAINERS
The training of trainers is necessary to ensure the sustainability of the project and to regularly increase the network of schools applying restorative justice thinking and practices, and to train more and more teachers and school teams, and to support the functioning of whole school approach.
In total, at least 10 trainers will undergo trainer training.
3. TRAINING OF IMPLEMENTATION TEAMS FOR NEW JOINING SCHOOLS
The trainings are necessary so that the in-school team learns to lead the process of implementing the school-wide model, becomes aware of the underlying mindset of restorative law, good international experience, and learns practical skills for dealing with conflict prevention and mediation. With the help of instructions and an action plan, the team can manage both the integration of the restorative justice mindset into everyday life in the school, as well as the mapping, monitoring and feedback of project activities within the school.
A total of 3 new schools will join during the project (18 participants in total).
4. ACTIVITIES RELATED TO RAISING AWARENESS
It is important to take a multi-level approach to raising awareness. During the project, 2 major information events for schools will be held, where it will be possible to share the results of the impact assessment, real practical experiences of the pilot schools, present the finished materials, the e-training module, etc. The e-training module (so-called base module) is also open to teachers from other schools, precisely with the aim of raising awareness and stimulating interest and readiness in the implementation of restorative law practices.
Another important outreach is at the community level. In cooperation with trainers and consultants, each participating school plans an information plan in its community (including parents) and organizes at least one information event, where experiences are shared, and the principles and methods of restorative law are introduced. In addition, an online information seminar is held for representatives of local governments.
A total of 60 people will participate in the two information events.
60 people at local community outreach events organized by schools.
20 people at the information seminar for local government representatives.
5. IMPACT ASSESSMENT
Impact assessment is necessary in order to become aware of the appropriateness and effectiveness of the selected activities, to improve the developed activities and materials, and to develop new ones. Also in order to introduce and spread the way of thinking and methods of restorative justice in the education system more widely
As a result of the project’s activities, the formation of caring, constructive and comprehensive relationships at different levels is systematically supported throughout the school. Healthy and professional relationships are the foundation on which the entire school culture is built. Only supportive and constructive relationships help to create sufficient stability and a sense of security, which is important for preventing and reducing inappropriate behavior, bullying and violations of the law, dealing with discipline problems, managing conflicts at different levels, as well as allowing sufficient time and energy for learning.