relationships are the main focus based on a foundation of mutual respect, trust and acceptance is
created for all students in the building, and with the incorporation of peace circles and other
mechanisms embedded within the broader system-wide framework built on trust.
124 Such practices
can encompass a variety of strategies like restorative discussions, restorative meetings/peace
circles, restorative group conferencing and impact panels.
125 The toolkit provides a definition and
examples of these practices. Restorative practices are a key area of focus for the training and
technical assistance to school districts envisioned by TSDC going forward.
V. ADMINISTRATORS’ ACADEMY TRAINING
Given that each school district in Illinois will need to revise its code of conduct to align
with the new substantive school discipline legislation by September 15, 2016, a central aim of this
collaborative effort has been to develop and present a series of training programs throughout the
state in spring, summer and fall of 2016. The goal is to provide professional development to
facilitate school district efforts to comply with Illinois Public Act 99-0456 and Illinois Public Act
98-1102, and to promote research-based practices with respect to school discipline reform. This
current professional development effort and content, targeted specifically for school
administrators, was developed in collaboration and consultation with the Illinois State Board of
The vehicle for offering this professional development is through a series of Illinois
Administrators’ Academy courses126 In Illinois, school administrators are required to attend one
Administrators’ Academy course annually to maintain or renew their licenses.
Academies are offered at regional and local offices authorized by ISBE to provide training and
professional development to administrators and to issue the credit required for the state licensing
process. TSDC worked with one of these local offices to develop a new Administrators’ Academy
course entitled “Implementing School Discipline Reform: Strategies for Systemic Change,” which
was approved by ISBE in February 2016.128 As of spring 2016, TSDC has arranged to offer this
124 Transforming School Discipline Collaborative, The Restorative Approach and Its Strategies, supra note 121, at 4–
125 Id. at 11–12.
126 Illinois Administrators’ Academy Management System Course Proposal, Course No. 1717, Implementing School
Discipline Reform: Strategies for Systemic Change [hereinafter Administrators’ Academy Course Proposal]
(approved eff. Feb. 9, 2016).
127 ILLINOIS STATE BD. OF EDUC., EDUCATOR & SCH. DEV. DIV. ILLINOIS ADMINISTRATORS’ ACADEMY POLICIES AND
PRACTICES MANUAL, 4 (October 2008), http://www.isbe.net/licensure/pdf/admin_policies_manual.pdf. See also ILL.
STATE BD. OF EDUC., LICENSE RENEWAL AND REGISTRATION BEGINNING WITH THE FIRST RENEWAL AFTER JULY 1,
2014 1 (Feb. 2016), http://www.isbe.net/licensure/requirements/prof-dev-requirements140701.pdf (indicating that
administrators working more than half of their time in qualified administrator positions must complete one Illinois
Administrators’ Academy course each fiscal year).
128 E-Mail from Diane Betts, Asst. Dir., North Cook Intermediate Serv. Ctr., to Miranda Johnson, Assoc. Dir., Educ.
Law and Policy Inst. at Loyola Univ. Chicago Sch. of Law (Feb. 9, 2016) (on file with author). The agenda of the
seminar is modeled after a school discipline training for school administrators that Loyola’s School of Law and School
of Education offered jointly with the Illinois State Board of Education in August 2014 as a pilot for the large-scale
and state-wide training programs currently being contemplated. School Discipline Workshop: Best Practices in
Addressing Student Behaviors While Keeping Schools Safe, Loyola University of Chicago School of Law and School
of Education and the Illinois State Board of Education (Aug. 6, 2014),