In an illuminating session, Margaret, an authority in the sphere of education, counselling, and restorative practices, teamed up with one of New Zealand’s revered school principals, Maurie Abraham. Their combined expertise painted a vivid picture of the pivotal role leadership plays in integrating restorative philosophy into the very fabric of school communities.
Margaret’s credentials are undoubtedly impressive. With her multifaceted background in education, counselling, and project management, she has cemented her reputation as an international expert on school and workplace bullying. Her significant contributions to the introduction of restorative practices, not just in Australia but also on a global scale, are a testament to her dedication and expertise in the field. As a mediator with insights into trauma management and as a Founding Director of Restorative Practices International (RPI), her influence has been transformative in the realms of restorative justice, leadership integrity, and organisational change.
The presentation addressed the conference’s triad areas of interest with aplomb. Margaret delved into the intricacies of how school leaders can successfully embed restorative practices across school communities. It’s not just about adopting a practice; it’s about embodying a philosophy and ensuring its effective propagation.
As she rightly pointed out, leadership style plays a monumental role in this process. A restorative leader doesn’t merely implement policies; they inspire, guide, and exemplify the values and principles they champion. The success of such a transformative approach is contingent upon the school community’s belief in its leaders.
Margaret’s collaboration with Maurie Abraham lent a nuanced dimension to the presentation. Maurie’s journey as a principal provided attendees with a firsthand account of the challenges, breakthroughs, and rewards of leading restoratively. His insights, derived from years of hands-on experience, emphasized the importance of consistency, empathy, and open communication in fostering a genuinely restorative school environment.
Through their interactive session, the duo delved into real-world scenarios, highlighting the pivotal moments that reinforced or challenged their commitment to restorative practices. Attendees were treated to a wealth of practical wisdoms, from understanding the nuances of conflict resolution to fostering an inclusive, empathetic school culture.
One of the standout aspects of the presentation was the emphasis on collective responsibility. Restorative leadership isn’t an isolated endeavor. It’s a collaborative journey that requires the concerted efforts of educators, students, and the larger community. Every stakeholder plays a role, and it’s the leader’s responsibility to foster a sense of collective ownership and commitment.
In conclusion, Margaret and Maurie’s presentation was a masterclass in restorative leadership. It underscored the significance of a dedicated, empathetic leadership style that goes beyond mere policy implementation. For schools to truly embrace the restorative philosophy, they need leaders who not only believe in its principles but live them every day. Margaret and Maurie’s insights offer a beacon for educational leaders worldwide, illuminating the path toward a more compassionate, inclusive future.
