Book Description
The current study introduced Restore360, a coaching model that holds promise for the implementation of restorative circles. Restore360 draws from and integrates features of effective coaching models that support the implementation of evidence-based practices in schools. The core characteristics of Restore360 are a) a strong focus on teacher-coach collaboration, b) an emphasis on teacher strengths, c) the use of performance feedback, d) teacher access to sustained coaching over the course of a school year, and e) the use of a structured observational tool, RP-Observe. The current study examined the acceptability, feasibility, and responsiveness of Restore360, as well the coaching model's promise for improving the quality of restorative circles. Coaches (N = 3) worked with teachers (N = 6) in three urban middle and high schools during a 1-year intervention. A mixed method design was utilized to test the study's hypotheses. Quantitative (e.g., surveys, RP-Observe) and qualitative data (e.g., semi-structured interviews) were collected concurrently and the results were triangulated for interpretation purposes. Results suggested that coaches and teachers found Restore360 to be acceptable and responsive to differentiated student needs, including gender, race/ethnicity, achievement level, and children with special needs. Teachers and coaches reflected positively on teacher and student development throughout the coaching experience. However, the study did not find Restore360 to have adequate feasibility. Future directions and implications for adoption of the model are discussed.