Build staff buy-in and mastery through opt-in professional development, social signaling, and preparation for fallback moments¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends developing staff mastery of restorative practices because programming often fails to shift school practices when staff hesitate to adopt them. It states that "Research suggests that professional development may be more effective if provided to teachers who opt in to restorative practices training." It further recommends achieving buy-in via proactive discussions and early trainings, using social signaling—publicly displaying prosocial behavior to encourage more of it—and preparing leaders for 'fallback' moments when temporary setbacks tempt staff to abandon the practices.

Design Implications¶

Context¶

Requirements¶

• Comprehensive training provided to all school staff, including teachers, administrators, counselors, support staff, and SROs where present

Constraints¶

• The report notes staff hesitation is a common cause of programs failing to shift practices

Target Learners¶

• teachers
• school staff
• school leaders

Target Learning Goals¶

• restorative practice implementation
• sustained adoption of relational discipline

Related Strategies¶

• Build authentic stakeholder buy-in through relational strategies: show don't tell, slow down to speed up, engage resistors, and asset framing
• Implement sustained educator development programs including needs assessment, coaching, communities of practice, and experiential learning
• Structural supports for restorative practices: funding, people, time, discipline policy, and equity
• Embed relationship-building supports in school structures, teacher preparation, and policy signals

Examples¶

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Key Sources¶

• Darling-Hammond, S. (2023). Fostering belonging, transforming schools: The impact of restorative practices. Learning Policy Institute. https://doi.org/10.54300/169.703