Building a Restorative Practice
Learn relational strategies to heal harm and create a culture of connectivity within your organization.
Full Course Description
Foster healing and connection with our Building a Restorative Practice Online Course. This 1.5-hour course equips educators, leaders, and counselors with restorative justice strategies to manage conflict, heal harm, and create connected learning environments. Learn conflict resolution techniques, prosocial behavior support, and storytelling to build relationships and share power. Gain practical guidance for implementing restorative principles, promoting empathy, respect, and mutual understanding. Enroll today to cultivate a restorative culture that transforms conflict into opportunities for growth and celebration.
This course will take approximately 1.5 hours to complete.
This course satisfies these child care training requirements:
School's Out Washington Quality Improvement Standards
- 1. Being welcomed into safe spaces that center their own cultures and communities
- 2. Having positive, meaningful relationships with program staff and youth
- 3. Participating in activities that encourage self-expression and inspire them to discover their passions
- 4. Engaging in learning opportunities that build academic, life, and career skills
- 5. Having a common language and shared expectations that are aligned with research and best practices for positive youth development and social emotional learning
- 7. Building awareness of structural inequities, including the impact systemic barriers have on young people
- 8. Implementing strategies and practices that are culturally responsive and attuned to the diverse identities and cultures of the young people, families, and communities served
Department of Children, Youth & Families: Child Care Provider Training Requirements
- 2. Learning environment and curriculum
- 5. Safety and wellness
- 6. Interactions with children/youth
- 8. Professional development and leadership
- 9. Cultural competency and responsiveness
- 10. Youth empowerment
Child Care Core of Knowledge
- 1. Child Development
Out-of-School Time Program Quality Standards
- Administrative Quality Standards
- Program Quality Standards
Program Quality Standards
- I. Youth Program Climate
Administrative Quality Standards
- I. Youth Program Design and Accountability
- IV. Youth Program Staffing and Professional Development
Early Care and Education Knowledge Base
- 1. Child Development
- 4. Teaching and engagement
- 5. Curriculum and learning environment
Guiding Principles for Quality OST Programs
- 1. Safe & Supportive Environment
- 2. Active & Engaged Learning
- 3. Skill Building
- 8. Cultural Responsiveness
- 9. Quality Staff
Childcare Program: Continuing Education
- 1. Child development
- 7. Behavior guidance
ECE Competencies
- 1. Child Development and Learning
- 3. Relationships, Interactions, and Guidance
- 7. Special Needs and Inclusion
- 8. Learning Environments and Curriculum
Quality Standards for Expanded Learning
- 1. Safe and Supportive Environment
- 3. Skill Building
- 4. Youth Voice and Leadership
- 5. Healthy Choices and Behaviors
- 6. Diversity, Access and Equity
- 9. Collaborative Partnerships
- 10. Continuous Quality Improvement
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
- 1. Child development and learning
- 5. Teaching and learning
- 7. Interactions and guidance
MOST (Michigan Out-of-School Time) Standards of Quality
- 2. Human Relationships
- 5. Program Activities
Early Care & Education Professional Development Content Areas
- 1. Child Development and Learning in Context
- 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Early Care and Education Professional Competency Goals for Staff
- 1. Child development, including discipline, guidance, nutrition, injury control and safety
Afterschool & Youth Development Standards
- 1. Programming & Youth Development
- 3. Environment & Climate
- 4. Relationships
- 6. Staffing & Professional Development
- 7. Organizational Practices
Competencies for Early Childhood Educators and Administrators
- 1. Child growth and development, and learning or courses that align with the competency domains of child growth and development
- 6. Professional development and leadership
- 7. Program planning and development
- 8. Teaching practices
OST Quality Guidelines
- 1. Diverstiy, Equity, and Inclusion
- 3. Human Relationships
- 6. Youth Development and Engagement
Academic Standards: Essential Skills
- 3. Civic/Interpersonal Skills
- 4. Professional Skills
Department of Early Learning and Care: Training
- 1. Diversity
- 5. Learning Environments and Curriculum
- 8. Program Management
Afterschool Network Quality Standards
- 1. Environment
- 2. Relationships
- 4. Programming
Early Childhood Professional Learning Categories
- 1. Learning Communities
- 5. Learning Designs
- 6. Implementation
Network for Youth Success Quality Self-Assessment (QSA) Tool
- 1. Environment & Climate
- 2. Administration & Organization
- 4. Staffing & Professional Development
- 5. Programming & Activities
- 7. Youth Participation & Engagement to Care
NYC DYCD Core Competencies for Youth Work Professionals
- 1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program.
- 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
- 4. Ability to foster academic and non-academic skills and broaden participant horizons.
- 6. Ability to promote responsible and healthy decision-making among all participants.
School Age Child Care
- 3. Child Day Care Program Development
- 4. Safety and Security Procedure
- 10. Adverse Childhood Experiences, Focused on Understanding Trauma and on Nurturing Resiliency
Afterschool Network Quality Standards
- 1. Foster positive relationships between program participants and staff
- 4. Promote high levels of student engagement
- 5. Provide appropriate levels of structure as well as opportunities for autonomy and choice
Early Childhood: Child Care Center Training Topics
- 7. Principles of child growth and development, including brain development
Afterschool Network
- 1. Guidance toward healthy relationships
- 6. Learning environment
- 7. Program planning and evaluation
- 8. Cross-cultural competence
Child Care Training & Education
- Standard 1: Learning Environment/Developmentally Appropriate Practice
After School Program Quality Standards and Indicators
- 1. Health, Safety and the Environment
- 2. Relationships
- 3. Programming and Activities
- 4. Staffing and Professional Development
Early Learning and Development Standards
- 2. Social and Emotional Development
Afterschool Standards
- 1. Human Relationships
- 3. Programming and Activities
Core Knowledge and Competencies
- 4. Learning Environment and Curriculum
- 7. Organizational Development and Administration
Building Blocks for Out-of-School Time Quality
- 1. Intentional Program Design
- 2. Supportive Relationships & Environments
- 3. Youth Voice, Leadership, and Engagement
- 4. Responsiveness to Culture & Identity
- 7. Ongoing Staff Support and Volunteer Development
Early Learning eGuidelines Competencies
- 1. Introduction to Inclusive Child Care
- 4. Preparing for and Including Young Children in the Child Care Setting
- d. Preparing for and Including Young Children in the Child Care Setting
Ignite Afterschool
- 1. Intentional Program Design
- 2. Supportive Relationships and Environments
- 4. Responsiveness to Culture and Identity
Program Quality Practices
- 1. Physical Environment, Curriculum, and Program Activities
- 2. Assessment, Planning, and Improvement
- 3. Relationships
- 4. Child and Youth Engagement
- 6. Safety, Health, and Wellness
- 8. Professional Development
Afterschool Alliance's Quality Standards
- 1. Planning a safe, healthy learning environment
- 3. Positive ways to support children’s social and emotional development
Child Care Centers Professional Growth and Development Training Requirements
- 1. Planning a safe, healthy learning environment (includes nutrition)
- 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
Afterschool Network Best Practices
- 1. Prepared Staff
- 2. Intentional Programming
- 4. Promotion of Varied Youth Engagement
Core Competencies for Early Childhood Practitioners
- 5. Learning environments and curriculum
- 6. Interactions with children
- 7. Program planning, development and evaluation
Afterschool Alliance Best Practices
- 1. Prepared Staff
- 2. Intentional Programming
- 4. Promotion of Varied Youth Engagement
All Staff Annual Training
- 2. Social and Emotional Development
- 3. Child Guidance
Director Annual Training
- 4. Child Guidance
Early Learning Staff Professional Development Areas
- All Staff Annual Training
- Director Annual Training
Child Growth and Development
- 1. Programming and Curriculum
- 2. Children with special needs
- 2. Interpersonal Relationships
- 4. Program Environment
- 6. Social/emotional development
- 7. Challenging behaviors
Child Growth and Development
- 1. Programming and Curriculum
- 2. Children with special needs
- 2. Interpersonal Relationships
- 4. Program Environment
- 6. Social/emotional development
- 7. Challenging behaviors
Family/Community Relations
- 3. Transitioning
- 4. Cultural diversity/awareness
Career Development
- 4. Using child care tools
- 6. Strategic leadership and planning
Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics
- Career Development
- Child Growth and Development
- Family/Community Relations
Quality Guidelines for Ohio's Afterschool Programs
- Child Growth and Development
Quality Afterschool Guidelines
- 1. Quality Environments
- 2. Supporting Children and Youth
- 4. Safe Environments
- 6. Quality Staff
Hawaii OST Quality Guidelines
- 2a. Youth Learning and Development
- 2b. Staff Professional Development and Leadership
Guidelines for Afterschool, Summer, and Youth Development Programs
- 1. Relationships
- 3. Programming and Activities
- 4. Youth Leadership and Engagement
- 6. Cultural Competency, Responsiveness, and Inclusion
- 7. Assessment, Planning, and Program Improvement
- 8. Staff and Professional Development
Child Care Training Regulations
- 4. Positive behavior management
- 6. Supervision of children
- 21. Providing developmentally appropriate activities and experiences for children
After School Network
- 1. Relationships — Interactions and Engagement
- 6. Staffing/Professional Development
Virginia Partnership for Out-of-School Time Quality Standards
- 1. Relationships, Culture & Diversity
- 2. Staffing, Volunteers & Professional Development
- 5. Active & Engaged Learning
- 8. Environment (Indoor & Outdoor Spaces)
Child Care VA Standards
- 10. Inclusion of All Children
- 13. Foundations of Child Development and Approaches to Learning
Core Competencies for Early Childhood Professionals
- 1. Safe Environments
- 2. Healthy Environments
- 3. Learning Environments
- 8. Self-Esteem
- 9. Social Development
- 10. Guidance
- 12. Program Management
Workforce Knowledge and Competencies
- 2. Alignment with CDELS
- 2. Learning Environment and Curriculum (LEC)
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
- 2. Behavioral guidance practices
Standards for Quality Afterschool Programs
- 2. Ongoing Training and Staff Development
- 4. Positive Youth Development
Early Childhood - Continuing Education
- 2. Child Guidance
- 6. Learning Activities
Afterschool Program Quality Institute
- 2. Relationships and Connections
- 4. Youth Participation and Engagement
Early Childhood Educator Requirements: Birth to Second Grade
- 2. Developmental curriculum planning/ environment and curriculum
- 4. Positive behavior management/social-emotional development
West Virginia Afterschool Program Quality Standards
- 2. Diversity, Equity and Inclusion
- 5. Indoor and Outdoor Environments
- 6. Intentional Relationships
- 8. Activities
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
- 2. Positive Connections
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
- Standard 1: Child Development and Learning in Context
- Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Standards for Quality Afterschool Programs
- 2. Program Management and Staff
- 3. Communication and Interaction
- 4. Program Structure and Activities
- 6. Program Environment
Department of Children and Families (Annual In-Service Training)
- 7. Behavior management
- 16. Guidance and discipline
- 22. Developing special interest centers/spaces and environments
Afterschool Program Quality Guidelines
- 2. Programming
Goals for Program Management and Delivery
- 2. Qualified and Diverse Staff
Goals for Program Participants
- 8. Improved Academics Achievement
- 9. Greater Creativity and Well-Being
Child Care Facilities: Staff Development Topics
- a. Planning a safe, healthy learning environment
- c. Positive ways to support children's social and emotional development
North Carolina Center for Afterschool Programs (NCCAP)
- Goals for Program Management and Delivery
- Goals for Program Participants
Afterschool Quality Standards
- 2. Staff and Youth Relationships
- 5. Programming and Alignment with Regular School Day Learning
- 6. Administration and Organizational Development
- 8. Evaluation for Continuous Quality Improvement
Standards of Early Learning and Development
- 6. Positive Discipline and Guidance
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
- 3. Guidance and behavior management
- 10. Cultural diversity
- 11. Learning environments
- 15. Inclusion of all children
Afterschool & Out-of-School Time Professional Network
- 3. Human Relationships
- 5. Programming and Activities
Department of Children & Families: Staff Training Requirements for Childcare Centers
- ii. Positive guidance and discipline
- v. Program planning and development
- vi. Creating a classroom environment
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
- 3. Programming and Activities
- 4. Diversity and Inclusion in Programming
- 6. Relationships and Interactions
Early Childhood Education: Professional Development Areas
- Annual Training (1) Child growth and development
- Annual Training (2) Guidance and discipline
- Annual Training (4) Teacher-child interaction
- Pre-Service 3. Positive guidance and discipline of children
- Pre-Service 4. Fostering children’s self-esteem
- Pre-Service 6. Positive interaction with children
Out-of-School Time (NMOST) Guiding Principles
- 3. Relationships
- 6. Programming
- 7. Administration and Organizational Development
- 8. Staffing and Professional Development
Early Childhood Education and Care Department
- 5. Learning environment and curriculum implementation
Quality Standards for OST Programs
- 3: Youth-Centered Program Design
The National Association for the Education of Young Children (NAEYC) Training
- 4. Planning learning activities
- 5. Guidance and discipline techniques
Statewide Afterschool Quality Standards
- 4. Professional Development and Qualifications
- 6. Youth Development, Programming, and Activities
B-3 Continuum
- 5. Joint Professional Development
National Afterschool Association Competencies
- 6. Cultural Competency and Responsiveness
Department of Early Education & Care Standards
- 10. Supervision or Staff Development in Early Childhood Education
Quality Standards for Out-of-School Time Programs
- A. Safe and Healthy Environments
- B. Positive Relationships
- D. Equity and Inclusion
Quality Standards for Nevada OST Programs
- a. Youth Development & Social Emotional Learning
- c. Program Management & Professional Development
Department of Education and Early Development (DEED)
- Biennial and Quadrennial Requirements: 3. Equity Training for Educators
Division of Early Care and Education: Staff Development
- k. Guiding children’s behavior
Early Childhood Professional Development Framework
- Standard I: Designs/Plans Instruction
- Standard II: Creates/Maintains Environments
- Standard V: Reflects/Evaluates Teaching/Learning
- Standard VII: Engages in Professional Development
- Standard X: Provides Leadership Within School/Community/Profession
Course Content
