Dr. Lisa M. Roloson

DISCIPLINE REFORM: MIDDLE SCHOOL TEACHERS’ UNDERSTANDING AND PERCEPTIONS OF RESTORATIVE JUSTICE PRACTICES AND STUDENT DISCIPLINE

Discipline reform has been a source of debate in public school systems, starting with the more stringent discipline policies of the 1980s and shifting away from zero-tolerance policies and adopting alternative approaches in the 2000s. At present, districts are looking to restorative practices, to address inequities in how disciplinary consequences are applied. Concerns about maintaining safety in schools and the potential impact on victims are two of the reasons why restorative practices have not been embraced. Restorative practices can seemingly offer an alternative approach to student discipline with fewer harmful consequences for offenders. However, to implement discipline reform and restorative practices successfully, it is critical for policymakers and educational leaders to understand what teachers understand about restorative practices and their perceptions of their use. This mixed methods study considers the teachers’ perspectives and understandings of restorative practices. Overall, teachers demonstrated moderate agreement with the use of restorative practices, but demonstrated higher levels of agreement with principles of social capital. Teachers strongly agreed with the importance of principles of social capital and building social capital with students as a key component of their discipline philosophy. This should be leveraged by leaders seeking to implement discipline reform, specifically the addition of restorative practices. By connecting social capital to restorative practices, leaders can successfully support student behaviors to create a safe learning community.

Lisa Roloson grew up and attended school K-12 in the Highland Central School District. Inspired by her science teachers and a curiosity for all things biological, she attended Brandeis University, earning a B.S. in Bio. Lisa then attended SUNY New Paltz to complete an M.S. in Adolescent Ed. Lisa Roloson taught at Valley Central School District and then at Arlington CSD middle school. Dr. Roloson served as science dept coordinator, and in 2013, was accepted into the first cohort of the New York State Master Teacher Program. During her tenure with the program, and her team launched the Mid-Hudson Girls Rock STEM Conference, promoting females in STEM careers to encourage STEM engagement in girls. While attending the NYS Master Teacher Program, Dr. Roloson obtained her admin certification. In Arlington, Lisa held administrative roles as assistant principal and now the Principal of UVMS.

Dr. Gwendolyn Davey Roraback

Signature Pathway

The global pandemic of COVID-19 has forced all school administrators, educators, students, and families to transition quickly to new methods of teaching and learning. Over the course of two years, teaching and learning has gone through many iterations of remote, hybrid, and in-person with safety precautions. This narrative qualitative study examined elementary principals’ perceptions of stress and resilience and the effects on their health and leadership practice due to the COVID-19 pandemic. The goal of this study was to aid in future research of developing targeted systems of support for principals as they engage in crisis leadership and trauma-informed leadership. The findings of this study revealed that elementary principals leaned into previous experience of crisis management and leadership, relationships matter most, and being adaptive is critical in a pandemic. While there were negative and positive health effects for the principals, the participants deployed resilient practices of self-care. As a result of these resilient practices, they engaged in a dynamic process of selfdevelopment. This study concluded with recommendations for future research to further investigate the phenomena of principals’ actions, decisions, and recovery during an enduring crisis.

Gwendolyn Davey Roraback is a learner and teacher at heart. She has been in education for 24 years, and in administration for 14 years. Currently she is the Director of Curriculum and Instruction for the Saugerties Central School District. Previously, she was the Director of Instructional Services and the Mid-Hudson Leadership Institute for Ulster BOCES. Her professional passion is fostering a culture of learning through the adult learner so that all may learn. Additionally, Gwendolyn continually works to create an environment of diversity, equity, and inclusion for all. In her personal time, she loves impromptu hosting and cooking, soaking in the beauty of the Hudson Valley on hikes, and being with her family.