Become an SLRP Coach | Student-Led Restorative Practices

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Become an SLRP Coach

Overview

Certification as an SLRP Coach lasts three years and requires a deep understanding of the Student-Led Restorative Practices framework, the ability to demonstrate that understanding in practice, and the ability to support district- and school-based restorative practices implementation teams through its implementation. These competencies are revealed through demonstrations of learning regarding:

  • Restorative Knowledge (RK 1-10)
  • Restorative Skill (RS 1-7)
  • Restorative Mindset (RM 1-4)
  • Coaching Knowledge (CK 1-7)
  • Coaching Skill (CS 1-7)
  • Coaching Mindset (CM 1-6)


Demonstrations of Learning

Unless there is a demonstration of learning (DoL) defined in the competency, each competency type relies on a default DoL. The default DoL for knowledge competencies is a writing or video artifact. The default DoL for skills competencies is coach observation in-person or via video artifact. The default DoL for mindset competencies is coach observation in-person or via video artifact. When providing a written artifact, if summarizing a document like an article or dissertation the expectation is a one page summary. If summarizing a book, the expectation is 1-2 paragraphs per chapter. When providing a video artifact, if demonstrating knowledge the expectation is a 1-2 minute explainer per competency (without notes or script). If demonstrating skill or mindset, it takes however long it takes per competency. Alternative DoLs can be determined by a Senior Coach (as is the case with aspiring coach cohorts).

Unless there is a demonstration of learning (DoL) defined in the competency, each competency type relies on a default DoL.

  • The default DoL for knowledge competencies is a quad reviewed writing or video artifact.
  • The default DoL for skills competencies is coach observation in-person or via a quad reviewed video artifact.
  • The default DoL for mindset competencies is coach observation in-person or a quad reviewed via video artifact.
  • When providing a written artifact, if summarizing a document (ie: article or dissertation), the expectation is a ½ -1 page summary. If summarizing a book, the expectation is 1-2 paragraphs per chapter.
  • When providing a video artifact, if demonstrating knowledge the expectation is a 1-2 minute explainer per competency. If demonstrating skill or mindset, it takes however long it takes per competency.
  • Alternative demonstrations of learning can be determined by a Senior Coach.


Here are definitions related to each artifact type:

  • Voice: It is important that all artifacts are in your unique voice. The intention of certification is that you have mastered as many competencies as possible, not to get you to sound like or mimic other coaches. The authenticity of your unique voice will be required for you to be an effective coach.
  • Quad Video: For this artifact type, four quadmates will explain the required material. Multiple competencies can be discussed during a single video, but each individual quadmate should only be discussing one specific competency. It is the job of each quadmate to ensure that each video is accurate and complete before it is submitted. If any aspect of a competency being discussed is either inaccurate or incomplete, none of the quadmates get credit for that competency. If all aspects of the competencies being discussed are both accurate and complete, all quadmates get credit for those competencies. By design, this often means that the quad will need to re-record a video to ensure that every aspect is accurate and complete.
  • Quad Reviewed Summary or Quad Reviewed Video: For this artifact type, all four quadmates will submit individual artifacts, but each artifact will be reviewed by their three quadmates to ensure it meets expectation. Each quadmate will first create the artifact themselves, then only once all four quadmates have completed their artifact, they'll share them with each other. It's the responsibility of the quadmates to ensure that each artifact is accurate and complete before it is submitted. If any aspect of a competency being demonstrated by any of the quadmates is either inaccurate or incomplete, none of the quadmates get credit for that competency. If all aspects of the competencies being demonstrated are both accurate and complete for all four quadmates' individual artifacts, all quadmates get credit for those competencies. By design, this often means that the quad will need to push for a re-creation of an artifact to ensure that every aspect is accurate and complete.


For aspiring coaches who are in a cohort program, artifacts are submitted to faculty in the manner described in the cohort syllabus. For aspiring coaches who are not in a cohort, artifacts are submitted to coach@studentledrp.org in the manner arranged with the senior coach who is assigned to you.

Tier Requirements

Here is a summary of the different coaching tiers.

Coach Certification Competencies Aspiring Coach Assistant Coach Certified Coach Senior Coach
Complete all Restorative Knowledge (RK) X X X X
Complete at least 3 mindset practices X X X X
Complete all Restorative Skill (RS) X X X
Complete all Restorative Mindset (RM) X X X
Complete all Coaching Knowledge (CK) X X
Complete all Coaching Skill (CS) X X
Complete all Coaching Mindset (CM) X X
Complete all Senior Coaching Knowledge (SCK) X
Complete all Senior Coaching Skill (SCS) X
Complete all Senior Coaching Mindset (SCM) X
Once the Aspiring Coach level is met, candidates are considered to be "in the pipeline" for purposes of assigning practicum opportunities. Starting Jan 1, 2025, Assistant Coach level can also be met by demonstrating 80% of all competencies as tracked in the coach progress tracker.



Competencies

Restorative Knowledge
  1. Distinguish between adult inputs (intention) and student outcomes (impact)
  2. Distinguish between adult led and student led
  3. Distinguish between restorative and retributive
  4. Distinguish between observation and interpretation
  5. Distinguish between feelings and thoughts
  6. Communicate the relationship between feelings and needs
  7. Define self-regulation, metacognition, active listening, empathy, accountability, and responsibility
  8. Define belonging, connection, repair
  9. Distinguish between Community Circles, Mediation Circles, and Restorative Circle
  10. Individually summarize learnings from each of the following SLRP recommended readings:
    1. Our Tools They Deserve, airick journey crabill: Chapters 1, 7, 8, 9 and 10
    2. Non-Violent Communication, Marshall B. Rosenberg
    3. Implementing Restorative Practices In Schools, Margaret Thorsborne & Peta Blood
    4. Better Than Carrots Or Sticks, Dominique Smith, Douglas Fisher & Nancy Frey
    5. How To Do Restorative Peer Mediation In Your School, Bill Hansberry & Christie-Lee Hansberry
    6. Discipline that Restores: Strategies to Create Respect, Cooperation, and Responsibility in the Classroom, Ron Claassen & Roxanne Claassen


Restorative Skill
  1. Communicate the difference between inputs, outputs, outcomes, and why it matters
  2. Communicate the difference between adult outcomes and student outcomes, and why it matters
  3. Conduct a quarterly self evaluation for at least 3 different schools
  4. Demonstrate Awareness/Acknowledgement/Aligned-Action (accountability & responsibility)
  5. Demonstrate Self Connection Practice (self-regulation & metacognition)
  6. Demonstrate Interpersonal Connection Practice (active listening & empathy)
  7. Individually summarize learnings from each of the following SLRP recommended readings:
    1. Our Tools They Deserve, airick journey crabill: Chapters 2, 11, 12, 13, 14, 15, 16, 17
    2. Circle Forward: Building A Restorative School Community, Kay Pranis & Carolyn Boyes-Watson


Restorative Mindset
  1. Communicate why education exists
  2. Communicate the intention behind maximization
  3. Complete at least 3 SLRP mindset practices
  4. Individually summarize learnings from each of the following SLRP recommended readings:
    1. Our Tools They Deserve, airick journey crabill: Introduction and Chapters 3, 4, 5, 6
    2. Leadership and Self-Deception, The Arbinger Institute
    3. Immunity To Change, Robert Kegan & Lisa Lahey


Coaching Knowledge
  1. Distinguish between inputs, outputs, and outcomes
  2. Distinguish between low and high quality goals
  3. Distinguish between low and high quality interim goals
  4. Summarize observations of at least 2 SLRP workshops led by at least 2 different SLRP coaches
  5. Summarize the similarities and differences of the student discipline codes for school systems from five different states
  6. Summarize the similarities and differences of the statutory frameworks concerning student discipline for school boards from five different states
  7. Individually summarize learnings from each of the following SLRP recommended readings:
    1. Four Disciplines of Execution, Chris McChesney & Sean Covey
    2. The Big Book of Restorative Justice, Howard Zehr
    3. Never Split The Difference, Chris Voss


Coaching Skill
  1. Create a draft implementation timeline
  2. Create a draft set of goals and interim goals
  3. Facilitate at least 2 conversations on Restorative Knowledge 1-10 without a script
  4. Facilitate at least 2 conversations on Restorative Skills 1-7 without a script
  5. Train others in the use of SCP & ICP
  6. Create a 1-3 page coaching recommendations memo for an RLT based on observations that span at least 3 months
  7. Participate, under the guidance of a certified SLRP Coach, in the support of at least three schools


Coaching Mindset
  1. Complete at least 5 SLRP mindset practices within 14 days
  2. Complete a Mindset workshop
    • Must complete at least 5 mindset practices within 14 days to be eligible to attend
  3. Communicate the intention behind, "I as Genesis"
  4. Communicate the intention behind, "Integrity as Access"
  5. Facilitate at least 2 conversations on Restorative Mindset 1-4 and Coaching Mindset 3-4 without a script
  6. Facilitate at least 1 SLRP 2-day adult orientation or 3-day student orientation
    • Effective co-facilitation is measured in three ways:
      • Integrity: Being your word
      • Knowledge/Skill: Being accurate about the material
      • Skill/Mindset: Being a safe and firm guide to support participant self-reflection


Certification Life Cycle

Certification Competency Updates

Each year, the certification competencies are reviewed. Most years, no changes are made, but if changes are made, they typically are announced by November 1st and go into effect on January 1st. For aspiring coaches who are in the midst of earning certification, they are typically afforded a 6-month hold harmless period to earn certification under the former competencies – after which they must earn under the revised competencies.

Certification Maintenance Requirements

Maintenance of SLRP Coach certification requires earning 10 points per year. If a coach does not earn at least 10 points per year, their certification will lapse and they will need to complete the full certification process again from the beginning. Where pre-approval or determination of effectiveness is required, a Senior SLRP Coach is able to provide.

Coaches earn points in any of the following ways:

  • Effectively lead a pre-approved SLRP 2-day adult orientation or 3-day student orientation for at least 16 participants (10pts)
  • Effectively coach a school as demonstrated by at least one school you are lead coach for being at 80+ points on their quarterly evaluation (25pts)
  • Effectively lead a pre-approved 3hr continuing education unit (CEU) for at least 8 coaches (5pts)
  • Complete a pre-approved 3hr CEU/professional development session for coaches (3pts)
  • Develop pre-approved curriculum -- whether written or video -- for coaches to use (5pts)


Certification Renewal Requirements

Renewal of SLRP Coach certification requires earning at least 50 points during the term of certification and at least 30 days prior to the expiration of their existing certification. If this has not been completed, then certification lapses and the coach will need to complete the full certification process again from the beginning.

Certification Revocation

Revocation of SLRP Coach certification may happen at any time and is a decision of the majority of currently certified Senior SLRP Coaches. Prior to revocation, a progressive approach to addressing unacceptable behavior is preferable. Initial certification may also be withheld if, at the time that certification ordinarily would have been conveyed, the individual is determined by a majority of the Senior SLRP Coaches to be out of compliance with any of the following revocation criteria. Revocation may be warranted for circumstances that include, but are not limited to:

  • Deficiencies identified in evaluations or other communications by a Senior SLRP Coach.
  • Neglect of duties or responsibilities, or the conduct of other business that is deemed incompatible with SLRP certification.
  • Incompetence or inefficiency in the performance of expected duties.
  • Failure to comply with laws or with SLRP's policies.
  • Drunkenness or excessive use of alcoholic beverages; illegal use of drugs, hallucinogens, or other controlled substances; the possession, use, or being under the influence of alcohol, alcoholic beverages, drugs or controlled substances -- any of the aforementioned behaviors -- while on school property, acting within the scope of a certified coach's duties, or attending any school or school system-sponsored activity.
  • Conviction of a felony or any crime involving moral turpitude.
  • Failure to meet SLRP's standards of professional conduct.
  • Immorality, which is conduct the majority of Senior SLRP Coaches determine is not in conformity with the accepted moral standards of the community of SLRP Coaches.

For more information, please contact us.