Live Call Coaching – Individual or Small Group

Need to talk through a situation that’s just come up? Arrange a coaching call in less than 48 hours or even the next school day!

What educators have said:

This has been an excellent example of system implementation of a new initiative or practice because often we would have 2 days training on whatever.and then we move on. Jenn, Assistant Superintendent

I’m using those quick little questions of “what is happening? How are you feeling right now because of this? How do you think this person feels?” I’ve just been really pulling that into my language. Mandy, Vice-principal

BASIC ($79) 1 20 minute Live Coaching Call

SELECT ($119) 2 20 minute Live Coaching Calls

PREMIUM ($229) 4 20 minute Live Coaching Calls

All subs include:

• Sneak peak – Early release Podcasts and
• Monthly Guide to Navigating Difficult Conversations with parents
• Curated podcasts on topics to build connections with parents
• Library of Resources

I think the most valuable part of this whole experience is the one on ones to work through situations and garner some different perspective and some strategy about how to tackle specific situation. Joe, Principal (3rd year)

I just want to say thank you for building my confidence and giving me that confidence to have those difficult conversations. Nicole , First Year Principal

Restorative Practices One Day Awareness Session

Participants will have a greater understanding of HOW TO:

• work with parents in difficult circumstances.
• get yourself and parents on the same page to promote student learning, their child’s learning.
• deal with teacher/staff conflict.
• invest time in relationships with staff in order to build a collaborative school time and promote student learning.
• use your personal strengths to deal with adult to adult conflict, making things right and making it about student learning.
• save time dealing with conflicts in order to focus on your school’s priorities for student learning.

Building Connection Through Circle Processes- a one day awareness session

Get started with Circles by learning and practicing the basic strategies in facilitating circles, including safety for all participanst. Participants will have an opportunity to participate in, and/or facilitate, an online circle discussion. Use Restorative Questions in Circles by asking the right questions. This session will focus on the HOW TO of formulating and using questions in differing contexts for a variety of outcomes. Success in circles takes practice. Participants will learn from the experiences of others and practice their skills in a variety of different circle applications.

Book a Keynote for your workshop or conference

Have Stan or Shelley present:

1. Working with Parents in Difficult Situations: Building Bridges, Reducing Stress

2. Reducing Staff Stress: Building a Resilient School Community

3. Building the Bridge: Enhancing School-Community Connections through Relationship Based Practices

4. Barriers, Aversion, Disengagement or Misconceptions: A Holistic Approach to Reducing Student Absenteeism

I think it’s made me more confident in working through challenging situations with students but also with staff. I think when I started to do it with adults that has helped me to build some capacity among our team. I’ve definitely seen some classes at the beginning of the year that I would say to myself, “I think they need to do a restorative circle, but I don’t want to force it on somebody. ” I want it to feel natural. So throughout the year we would do some with classes and then pull back and let the teacher take over. Jen, Second Year Principal

I think that what helped was the consistency. It wasn’t like a 1 and done. Regular coaching made it not fall to the wayside in people’s minds. .Jenny, Superintendent

For me, the thing that was most profound is I used our learning more in my relationships with staff than with students .  Manuela, new Acting Vice-Principal

Principal’s reflection

My “go to ” in the past was always to defend. I see it through a different lens now. I try to get a more holistic idea of what’s going on before I respond. Joe ,Principal (3rd year)

Educator comments about the impact on themselves in Attendance Research Project

• ” I really strongly believe about that whole piece about building relationships. It’s about just sitting down and trying to make sure we’re always having those constant conversations with everybody. It’s especially those kids that are having some reluctance to being here.”
• “I did like some of the things that you had brought forth like the circle. I liked talking about how we can giving people the voice. ”
• “I think I’ve created better relationships with the kids…It’s a positive environment. They want to be here. It makes me less judgy and more open-minded. The conversation is less of a judgment and more of a welcoming conversation.”
• “I am being really intentional about building those really good relationships. I know I’m fairly good at being friendly and having good relationships with the kids. Then when I take a look at attendance, I notice that there are other factors that are out of our control.”

Self-directed learning- Dealing with the Demands of the Principalship

This special video series explores various tactics & approaches that can help can help reduce the stress and workload of principalship. Access all four parts for only $95.00.

Self-directed Learning: short videos on basics of restorative practices

Designed for new and aspiring school leaders who wanting to learn the “HOW TO” of leading by listening to understand not to respond. A series of 9 short podcasts to listen to at your own pace.

Self-directed learning:TWO minutes times TEN days to develop a principal’s plan to boost attendance

In order for Principals and Superintendents of elementary and secondary schools to address students who are chronically absent, referrals to attendance specialists are not enough. Principals, Vice-Principals and teachers need to use what schools have hiding in plain sight, namely, relationships between students and a trusted, caring adult.