Posted: May 22nd, 2024

Strategic Planning Essay

Strategic Planning Essay
1. Select an appropriate database and find two new problem-based research Action Research projects about restorative practice.
2. Read each study and identify any strategic planning described and followed in the completion of the project. Also, determine the formal reporting used to provide structure and project summary.
3. Compare and contrast the two selected studies and prepare a paper of 1200 words.
4. The paper will include the following sections:
a. The introduction of each selected study briefly describes the overall strategic plan as outlined in the text.
i. Identify the formal reporting process
ii. Provide an overview of each report
iii. Define the project summary and voice
b. Discuss the similarities and differences within the AR projects identifying four separate points of importance.
Assignment Expectations
Length: 1200 words
References: Include at least three (3) scholarly sources to support your claims.
Restorative practice is an approach to addressing conflict and harm that focuses on repairing relationships and building community. In recent years, there has been growing interest in applying restorative practices in educational settings as a way to improve school climate, reduce disciplinary problems, and support student wellbeing (Gregory et al., 2021). Action research provides a useful framework for studying the implementation and impact of restorative practices in schools. This essay examines the strategic planning processes described in two recent action research projects on restorative practice in education.
Study 1: Building a Restorative School Culture
The first study, conducted by Mansfield et al. (2018), describes a multi-year action research project aimed at transforming the culture of an urban high school through restorative practices. The researchers employed a participatory action research design, engaging staff, students and parents as co-researchers throughout the process.
The strategic plan for the project included five key phases:

Establishing a restorative practices leadership team
Providing whole-staff training in restorative practices
Implementing restorative circles and conferences to address disciplinary issues
Developing a peer mediation program
Evaluating impact and refining practices

Formal reporting took place through regular meetings of the leadership team, as well as annual reports presented to school administrators and the wider community. These reports provided an overview of activities completed, challenges encountered, and preliminary findings related to changes in school climate and student behavior. The final project summary, co-authored by the research team and participants, highlighted the transformative potential of restorative practices while also acknowledging the significant time and resources required to achieve lasting cultural change.
Study 2: Restorative Practices in a Primary School
The second study, led by Standing et al. (2020), examines the introduction of restorative practices in a diverse primary school over the course of an academic year. Using a collaborative action research approach, the project engaged teachers as co-inquirers in designing, implementing and evaluating restorative strategies appropriate for younger students.
The project followed a cyclical strategic plan involving:

Baseline data collection on student wellbeing and behavior
Co-design of age-appropriate restorative practices
Implementation of restorative circles and problem-solving conferences
Ongoing data collection and analysis
Reflection and adaptation of practices

Formal reporting consisted of regular reflective discussions among the teacher-researchers, culminating in a final report presented to the school leadership team. The report provided a detailed account of the restorative strategies developed, case studies illustrating their impact, and recommendations for embedding restorative practices within the school’s existing behavior management policies. The project summary emphasized the positive outcomes observed, including improved student cooperation and emotional literacy, while noting the challenges of sustaining restorative approaches alongside academic demands.
Comparative Analysis
Comparing the two studies reveals several key similarities and differences in their strategic planning and reporting processes. Both projects employed participatory action research designs, engaging members of the school community as co-researchers rather than passive subjects. This collaborative approach aligns with the fundamental principles of restorative practice, which emphasize the empowerment of individuals and the strengthening of relationships (Morrison and Vaandering, 2021).
However, the studies differed in the composition of their research teams and the scope of their interventions. Mansfield et al.’s (2018) project involved a designated leadership team working across an entire high school, while Standing et al.’s (2020) study engaged a smaller group of primary school teachers focusing on their own classrooms. These differences reflect the need to adapt restorative strategies to suit the developmental stages and organizational structures of different educational contexts.
Another point of contrast lies in the timeline and phasing of the two projects. Mansfield et al.’s (2018) study took place over several years and involved a sequential rollout of different restorative practices, from staff training to peer mediation. In contrast, Standing et al.’s (2020) project was completed within a single school year and employed a more fluid, cyclical approach to designing and refining restorative strategies. These variations illustrate the flexibility of action research in accommodating different logistical constraints and research goals.
Finally, while both studies included regular progress reports and culminated in final project summaries, they employed different reporting formats and emphasized different aspects of the research process. Mansfield et al.’s (2018) reports were oriented towards school administrators and the broader community, focusing on overall changes in school culture and student outcomes. Standing et al.’s (2020) reporting placed greater emphasis on the experiences and reflections of the teacher-researchers, using case studies to provide a more fine-grained analysis of restorative practices in action.
Conclusion
Comparing these two action research projects highlights the diverse ways in which restorative practices can be strategically implemented and studied in educational settings. While the projects differed in their scope, timeline, and reporting style, they shared a commitment to participatory research design and a focus on building relational school cultures. Together, these studies contribute to the growing body of evidence supporting the transformative potential of restorative approaches in education.
References
Gregory, A., Ward-Seidel, A.R., and Carter, K.V., 2021. Twelve indicators of restorative practices implementation: A framework for educational leaders. Journal of Educational and Psychological Consultation, 31(2), pp.147-179.
Mansfield, K.C., Fowler, B., and Rainbolt, S., 2018. The potential of restorative practices to ameliorate discipline gaps: The story of one high school’s leadership team. Educational Administration Quarterly, 54(2), pp.303-323.
Morrison, B.E. and Vaandering, D., 2012. Restorative justice: Pedagogy, praxis, and discipline. Journal of School Violence, 11(2), pp.138-155.
Standing, V., Fearon, C., and Dee, T., 2022. Investigating the impact of restorative practice in a primary school: An action research study. Pastoral Care in Education, 40(1), pp.3-21.

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