Inclusive Community Leadership Course Overview

ICL Certificate Course Overview 

Critical Leadership for Restorative Justice (4 CEUs)  
Taught by: Evergreen  

Leading a just community in an unjust social and political context is complicated, and educators need an array of protocols for engaging their adult professional community in continuously renewing and restoring norms of peace and justice throughout the school community. This course is for educators wanting practical skills to generate peace (dignity, connection, belonging, understanding and forgiveness and bridging across significant differences) and justice (forms of fairness) in the adult community of school during times of injustice, uncertainty, fear and expressions of hate in the broader community. The school is an incubator for democracy. In simple and complex ways, educators find themselves at the forefront of the struggle for civil rights, equity and inclusion and, ultimately, for democracy. Schools are where children and adults work to actualize equal rights, inclusion, equity, and non-violence. This work is done in the social interactions in math class, lunchtime, passing periods, staff meeting, parent conferences, office visits, field trips, in short, in all interactions. These situated moment-by-moment interactions generate and constrain the capacity for equal rights and justice in a democracy now and into the future. Schools may be the best institution available to generate a citizenry who can participate in making democracy peaceful, inclusive, and fair.

The restorative justice practices taught in this course focus on the adult community of the school and are appropriate for staff meetings, community meetings, and can be translated into classroom practices. In this intensive course, educators will participate in restorative justice practices and learn from experience to design and facilitate a variety of restorative processes that will strengthen and continuously restore a sense of justice in their professional community. Educators are facing unprecedented conditions in which to establish and lead inclusive, supportive and welcoming school communities. This course is for leaders and leadership teams who want new social-justice focused tools to heal the harms of divisive socio-political rhetoric and action. Restorative justice skills may be particularly useful for educators now given the conflictual extenuating challenges to participation, dignity, fairness, and inclusion in the broader social and political context surrounding schools. Developing new protocols to support the professional community within the school will be useful not only for restoring and affirming the professional culture of fairness, inclusion, integration and peace between the adults, these practices will also cultivate the social context for restorative justice with students. Restorative justice includes conflict engagement practices that utilize conflict as a pro-social opportunity to improve relationships. These practices are useful in a wide array of social, environmental, and resource conflicts and can provide a backbone for constructive engagement in identity conflicts and the inherent conflict that emerges when schools strive to realize equity-focused leadership and anti-bias education. Restorative justice practices can generate trust, understanding, connection and purposeful action/agreement to accomplish social-health and well-being among the adult professional community and influence social justice throughout the school and beyond the school. 

 

Two-party Mediation (4 CEUs)  
Taught by: Dispute Resolution Center  

The interactive forty-hour professional mediation training acquaints adult learners with the philosophy, model, and skills needed to understand the role of a mediator. The course material is presented through lecture, demonstration, group activities, and participant role-plays with instructor and peer feedback. The concepts and skills taught in this training are designed to improve communication and enhance relationships in all settings. Learning objectives for mediators in the professional mediation training are: 1) be familiar with the origins and application of community-based mediation including RCW 7.75 and the Uniform Mediation Act 2) understand the practical uses of mediation as one model for dispute resolution 3) understand the principles of interest-based negotiation 4) understand case development and conciliation 5) understand the role and ethics of serving as an impartial third party 6)understand conflict theory and styles  7) gain understanding of the impact of oppression and privilege on mediation 8) be able to manage heightened emotional climate during conflict between parties 9) perform the role of impartial mediator through all stages of the mediation model  10) perform basic and advanced mediation and facilitation communication skills 11) develop skills for dealing with power imbalances 12) understand the dynamics of co-mediation.

  

Anti-racism in Education: Research, Theory, Practice (4 CEUs)  
Taught by: Evergreen 

Anti-racism in education involves first examining the construct of racism. This alone is an important, complex and often confusing endeavor. In this course, we will take time to thoroughly consider multiple theories useful for constructing an effective anti-racism practice. Beginning with critical race theory to frame our overall approach to seeing, analyzing and describing racism in education, we will then move to additional ways of understanding and responding racism including anti-bias education, racial identity development theory, multicultural and culturally responsive pedagogy and critical whiteness studies to name just a few. All of these theories have associated practical approaches to seeing and responding to racism in education and can each be useful in different situations for different ends. This course will prepare educators to use an ethnographer’s stance to confidently and competently see, analyze and respond to racism in education at the personal, institutional and structural levels where it is found.

 
Adult Learning Theory (2 CEUs)  
Taught by: Evergreen 

Adult development (change) matters in multiple ways for educational design and leadership. First, educators need to understand their own change process as they continually transform to meet the needs of teaching and leading. Second, educators need to understand the demands of changing others to accomplish new educational goals and expectations. Some educational change aims to take-up known practices and other change aims to create new practices that are yet unknown. Therefore, one theory of adult change is insufficient to the task of designing effective learning experiences for oneself and one’s colleagues. In this course, we will consider four foci of adult development to prepare to reflect critically on the purposes and processes of adult learning. We also will be considering different forms of learning (e.g., learning from critical inquiry, learning from experience, learning to do something known, learning to do something unknown, learning to change practices, and producing new knowledge through inquiry), and practices of learning (e.g., experience, reflection, cognition, transfer, modification, and inquiry).

 

Critical Practices (4 CEUs)  
Taught by: Evergreen  

This course is designed for educators interested in learning to facilitate restorative practice in professional settings where deficit model thinking, victim blaming and other forms of power and privilege derail equitable professional practice. These circles can be used in a variety of settings including human resource procedures, school staff meetings, parent meetings, community meetings. Students will be introduced to circle practices for a variety of purposes where unfair forms of interaction can alienate colleagues and subvert productive and creative work including program design, decision-making, problem-solving. These practices help establish trust in professional relationships and integrity in the use of restorative practices with students. Each week we will try out new circle practices and students will leave each class with new practices to try in their setting. This course is designed for experiential learning. Each week we will introduce, participate in, and debrief at least one circle protocol. Each circle is designed to accomplish different goals and will introduce students to a variety of circle protocols.  We also plan to have time in class for students to reflect on the circle and design a circle protocol to try in their setting. We expect to make the circle protocols as relevant as possible to your experiences. We know the skills and practices we want to introduce and for you to practice but we will also be learning from you about what you are struggling with and what you are finding useful, and we plan to be responsive to the diverse interests and topics that emerge over the course of the term. So, if we change things, which we will, it will be on purpose and by design.  

 

Organizational Learning Theory (2 CEUs)  
Taught by: Evergreen 

This course takes on a particular challenge in advancing leaders understanding of the organizational systems in which they work: it introduces participants to a set of general ideas or “core concepts”, developed with the full range of formal and informal organizations, and considers how they can help illuminate specific kinds of organization (e.g., classrooms, schools, community groups) as well as organizational issues confronting leaders in organizations (e.g., injustice, design, improvement, accountability). The ultimate goal is to help leaders become adept at thinking more critically and analytically about their collective efforts and the organizational contexts in which they work. People work in one or more organizations as their primary workplace—schools, curriculum organizations, educational agencies, non-profits, and community or direct-action groups —and belong to or interact with many others. The capacity to work effectively on behalf of learners, communities, and society as a whole depends, in part, on the understanding of these organizational systems. The efforts of members of organizations also shape and energize respective organizations. Accordingly, the capacity to design, lead, guide, or improve inclusive and just organizations requires an understanding of what an organizational system is and does, how it behaves, and what it can be expected to do. 

  

Culturally Informed De-escalation Training (1 CEUs) 
Taught by: Educational School District 113 

This course will help equip educators with the ability to recognize signs of anxiety in students and themselves and have the tools to respond in a manner that will allow both parties to learn and grow from the experience. The integrated experience between student and teacher doing a crisis will be broken down into 4 stages. Participants will learn to recognize the stages of an escalating crisis and evidence-based techniques to appropriately de-escalate student in crisis. This training provides practical techniques to implement consistent and sustainable standards that prevent or mitigate the need for de-escalation interventions. Participants will learn the importance of postvention and relationship building to assure cultural responsibility when faced with a student in crisis.

+ Introduction to Threat Assessment Student safety and Support video presentation includes an overview of the Cascade Salem-Keiser Threat Assessment System which involves providing robust interventions and support for students experiencing distress. We will provide a summary of the two-level process with a focus on warning signs intended for teachers to be aware of and a review of the Secret Service key findings and implications. The objective of the system is to provide a student with help and work to ensure positive outcomes for the student and the community by recognizing the need for intervention and de-escalating situations before they become violent. This two-hour video presentation would also include a discussion on ESD113's wraparound resources, wellness overview along with a broad overview of other services.

  

Working with Community Based Organizations (2 CEUs) 
Taught by: Evergreen 

Public schools and community-based organizations are natural allies, as they are both doing the important work of cultivating a socially just democracy.Yet there are substantial barriers (i.e., time, proximity, isolation) that weaken the potential of schools and community-based organizations achieving their goals together.  In this course, educators will be introduced to a wide variety of community-based organizations working for socially just purposes throughout Thurston County. These organizations form the social safety net that surrounds our schools, sometimes working within schools but often isolated from schools.  Through this course, educators and community organizations will learn not just about each other but how to work with each other to form a stronger community-school support network.

 

Large Group Facilitation  (2 CEUs) 
Taught by: Dispute Resolution Center  

The purpose of this training is to provide an introduction to and basic foundation in the concepts, processes, and skills for facilitating groups engaged in social change work. Participants learn a variety of facilitation protocols including liberatory structures and emergent strategies for planning and facilitating effective meetings. This training is highly interactive and involves short lectures, demonstrations, and simulated skills practice with instructor feedback. 

 

Re-entry, Repair and Reconciliation Around the World (2 CEUs)  
Taught by: Evergreen 

The purpose of this course is to examine forms of justice (fairness) that repair harms, promote reconciliation and invite re-entry and inclusion in communities. Educators will learn from examples of process and practices to rebuild civil society, neighborhoods and families after violence and dispute around the world. The forms of justice we employ in schools can limit and expand what is possible in our homes, communities, state, country and world as we prepare children to participate effectively in democracy and eventually to lead our world.  The current practices for dispute and resolution are generally limited and too narrow to promote robust and durable social justice; our schools can do better. In this course, we will examine the relationship between truth and reconciliation practices used throughout the world to restore peace and justice after civil unrest and violent community disputes. We will consider the role of schools in using re-entry, repair and reconciliation practices in order to strengthen families and communities and generate lasting peace and justice throughout students’ lives.

 

Image
Dispute Resolution Center and Educational School District 113 logos