1. Doug Fisher
Nancy Frey
Ian Pumpian

2. Organizational Elements Above and Below the Surface
Processes:
Organizational Principles
Tools:
Action Research
Patterns:
Service Cycles
Structures:
Pillars
Organizational principles, the specific components of the pillar that provide definitions and examples of quality implementation of the pillar.
Service cycles, a series of actions that staff understand are essential to operationalizing the school’s mission and its pillars.
Action research tools, a means to balance and align investment in reflective practice, responsive planning and competent performance.
These factors exist whether we choose to examine them or not. And as with any living organism, what happens both above the ground and below it needs to be cared for in order to sustain the school’s culture.
Connections:
Families and Communities
Relationships:
Achievement and Belonging
Data:
Quantitative and
Qualitative
Identity:
Culture
Fisher, Frey, and Pumpian, 2012; Wheatley, 1998

3. Organizational Structures: Pillars define quality
Welcome
Do No Harm
Choice Words
It’s Never Too Late to Learn
Best School in the Universe

4. Service Cycles are the specific actions that operationalize the organizational structures.

5. Action Research tools are a means to balance and align investment in reflective practice, responsive planning and competent performance.

6. Welcome

7. Service Cycles for the Welcome Pillar
Front Office
Inclusive Education
New Students
First Four Days
Hallway TLC

8. How can I help you?
I have the time.
Hallway TLC

9. Action Research Tools for Welcome
Secret Shopper Checklist for enrolling in a new School
Student focus groups
Family surveys and focus groups

10. Do No Harm

11. Service Cycles for Do No Harm
Helping curriculum
Restorative Practice
Protocols for follow up

12. The helping
curriculum

13. Service Cycle Up Close: Restorative Practices

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

15. CLASSROOM/SCHOOL CULTURE
HIGH
Consistent
Accountable
Responsive
Flexible
Responsible
Cooperation
Negotiation
Power Struggles
Confrontation
Authoritarian
Win/Lose
Retribution
Stigmatizing
Control
WITH TO
Chaotic
Inconsistent
Excusing
Giving In
Blurred
Boundaries
Rescuing
Uncaring
Tired
Lazy
Burnt Out
Given Up
NOT
FOR
Support
HIGH
LOW
(Thorsborne)

16. What does justice mean to you?

17. When you were a victim…
A time when you were wronged, intentionally or unintentionally.
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?

18. 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?

19. Continuum of Restorative Practices
Restorative Conferences
Victim-Offender
Dialogue
Circle Processes
Class Meetings
Small, Impromptu
Conferences
Restorative Inquiry and
Restorative Reflection
Foundation of Respect
Seriousness of harm
Foundation
of Respect

20. Continuum: Class Meetings

21. Class Meetings Community building Checking in Planning Problem solving
Sensitive issues
Supports Responsive Classroom

22. Continuum: Circles

23. Continuum: Restorative Conferencing

24. 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?

25. 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?

26. Action Research Tools for Do No Harm
Discipline audit
Student and teacher surveys of problematic behavior

27. Choice Words

28. Principles of the Choice Words Pillar
The language we use can positively or negatively affect the learning of students. It’s up to us to choose our words wisely.
We foster a growth mindset daily to unlock human potential.
We are builders of identity and agency.
We are eliminating sarcasm as a means of providing feedback or trying to be funny.
We provide extensive opportunities for students each day to experience the power of their words to shape their learning and the learning of others.
We listen.

29. Service Cycles for Choice Words
De-escalating behavior
Active listening
Giving compliments
TESA protocols
“Do the next right thing”

30. Mindset

31. Service Cycle Up Close: Do the Next Right Thing
Listen to the description of the problem or task.
Ask clarifying questions to assist the person in differentiating between the central problem or task and issues that are distracting them from beginning.
Restate the problem or task as you understand it.
Ask them to what the next right thing to do would be.
Write down their ideas for them.
If they are stuck, offer some ideas for how to begin.

32. Action Research Tools for Choice Words
Indicators of success for Productive Group Work
Video self-analysis tool
TESA analysis of student interactions

33. It’s Never Too Late to Learn

34. Service Cycles for
Never Too Late to Learn
High quality instruction
Academic recovery
Grading and homework policies
Grit letters
Recognition letters

35. Guided
Focus Lessons
Independent
Collaborative
Purposeful Teaching

36. Academic Recovery

37. Grit and Recognition Letters
Handwritten, hand-addressed, with a postage stamp

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

39. “Grades should provide the basis for differentiating students.”
Five Obstacles for Grading Reform
“Grades should provide the basis for differentiating students.”
Guskey, 2011

40. Is my purpose to select talent, or to develop it?
Five Obstacles for Grading Reform
“Grades should provide the basis for differentiating students.”
Is my purpose to select talent, or to develop it?

41. “Grade distributions should represent a bell-shaped curve.”
Five Obstacles for Grading Reform
“Grade distributions should represent a bell-shaped curve.”
Guskey, 2011

42. Five Obstacles for Grading Reform
“Grade distributions should represent a bell-shaped curve.”
Random distribution only works when nothing intervenes.

43. Five Obstacles for Grading Reform
“Grades should be based on students’ standing among classmates.”
Guskey, 2011

44. Standing tells us nothing about learning.
Five Obstacles for Grading Reform
“Grades should be based on students’ standing among classmates.”
Standing tells us nothing about learning.

45. Five Obstacles for Grading Reform
“Poor grades prompt students to try harder.”
Guskey, 2011

46. Reinforces fixed belief of intelligence instead of a malleable view.
Five Obstacles for Grading Reform
“Poor grades prompt students to try harder.”
Reinforces fixed belief of intelligence instead of a malleable view.
Guskey, 2011

47. Five Obstacles for Grading Reform
“We’ve always done it this way.”
Guskey, 2011

48. Shouldn’t we be focused on continuous improvement of ourselves?
Five Obstacles for Grading Reform
“We’ve always done it this way.”
Shouldn’t we be focused on continuous improvement of ourselves?

49. 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

50. Best School in the Universe

51. Service Cycles for
Best School in the Universe
Service recovery
Rounding
Celebrations
Data room
Morning meeting

52. Morning Meeting

53. Organizational Elements Above and Below the Surface
Processes:
Organizational Principles
Tools:
Action Research
Patterns:
Service Cycles
Structures:
Pillars
Organizational principles, the specific components of the pillar that provide definitions and examples of quality implementation of the pillar.
Service cycles, a series of actions that staff understand are essential to operationalizing the school’s mission and its pillars.
Action research tools, a means to balance and align investment in reflective practice, responsive planning and competent performance.
These factors exist whether we choose to examine them or not. And as with any living organism, what happens both above the ground and below it needs to be cared for in order to sustain the school’s culture.
Connections:
Families and Communities
Relationships:
Achievement and Belonging
Data:
Quantitative and
Qualitative
Identity:
Culture
Fisher, Frey, and Pumpian, 2012; Wheatley, 1998