Page 3767 - Week 10 - Wednesday, 26 August 2009
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Kingsford Smith school wishes to build on its existing base of trained staff by encouraging all staff to participate in introductory restorative practice workshops and it hopes to work with the government to investigate creative ways of facilitating such opportunities for its teaching staff. The school currently uses the expertise of trained staff to mentor others in restorative practices, to further develop restorative justice capacity at the school.
The Kingsford Smith school is served by an exceptional group of enthusiastic staff who are keen to develop an understanding of restorative practices. At this early stage of the school’s development, the efforts and contribution of capable and willing professionals to lay foundations for vibrant restorative practice programs at the school should be recognised and commended. When I visited the school and spoke to the principal and the staff there, I was very impressed by the enthusiasm at that school and their willingness to engage with restorative practices. Right from the first day when that school was opened, it was evident what a positive environment there was going to be, and continues to be, at that school.
There are two types of restorative justice conferencing that are currently used at Kingsford Smith to deal with behavioural issues that people may be confronted with. The first of these is referred to as a no-blame conference. No-blame conferences require the support of restorative practice teachers who organise and facilitate circle time to address undesirable behaviour and develop consensus on how a class can work together to eradicate this behaviour.
The second type of restorative conference used at Kingsford Smith school is used when facing a slightly more serious issue, such as when a student has been a victim of bullying. The staff member involved in such a restorative conference mediates by directing specific questions to the harmed and the person who has harmed. Students may require a support person or classmate to assist them through this process. However, it is the harmed and the person who has harmed who are together responsible for developing and identifying a clear plan of how to move forward from there.
I am encouraged by the willingness of education institutions in the ACT to consider, adopt and implement restorative practice. I thank the minister for education, Mr Barr, for this very progressive but balanced provision. I encourage all members in this place to support the ACT government in its efforts to implement restorative justice programs across the education system in the ACT and in the justice system. I encourage the minister to investigate ways of facilitating further training in restorative practices in the education system in our schools in the future that will allow down time to be used more and more to achieve the goal of whole-school training in restorative practice.
I congratulate the minister and I also congratulate all the schools and all the staff in the different schools that are working with this practice and are committed to it. I commend my motion to the Assembly.
MR BARR (Molonglo—Minister for Education and Training, Minister for Children and Young People, Minister for Planning and Minister for Tourism, Sport and
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