The tools I acquired in IIRP classes and then used in my classroom allowed me to build community and teach accountability and respect to a very challenging population of students.”

—Deanna Webb, M.R.P.E., 2009, 8th grade special education teacher, Easton, Pa.

IIRP graduate courses will open your eyes to see way the future needs to move. I'm incorporating restorative practices into my daily activities, helping the kids I work with realize that they need to make their own decisions and think about what they need to do to make things better. I've changed my intake process to make it more restorative — to directly involve victims in that process whenever possible. If we want a change in our schools and community, more people need to become aware of restorative practices.”

—Kevin Eisenhart, M.R.P.E., 2009, juvenile probation officer, Northampton County, Pa.

With my IIRP degree I am able to support my families in meeting their responsibilities to nurture and enhance their children’s development.”

—Gloria Alvarez, M.R.P.E., 2009, early intervention teacher with the Hispanic community, Reading, Pa.

IIRP classes gave me millions of ways to keep kids connected on a proactive basis, give them a safe harbor be heard, meet face to face. They've given me the tools, the theory, the understanding. I've built a community in my classroom. Anybody who deals with kids needs to know about this.”

—Bonnie Witt, M.R.P.Y.C., 2009, 8th grade special education teacher, Cherry Hill, N.J.

I am really proud of this institution. It is a hope for a hopeless society and a hopeless generation. IIRP classes have really helped me expand my knowledge of restorative justice. I had no idea that restorative practices could be employed in any field, such as education. This was a great insight for me, in my work and in my life. I also had limited skill in how to listen to offenders, understand victims and heal wounds.”

—Lemi Daba Gudeta, M.R.P.Y.C., 2009, restorative justice practitioner, originally from Ethiopia

I work with troubled youth at a group of alternative schools. I've been able to put my education into practice. Each day provides a new opportunity for me to apply what I have learned. I've been amazed at how restorative practices helps young people achieve what they never thought possible.”

—Pam Thompson, M.R.P.Y.C., 2008, assistant director, Buxmont Academy, Doylestown, Pa.

Everybody should take classes at the IIRP. The theory, the techniques and the philosophy of restorative practices are incredibly useful. Relationships are primary. Most important is a sense of hope, of affirmation. Restorative practices can really make a difference in the world.”

—Paul Langston-Daley, M.R.P.Y.C., 2008, pastor, Pottstown, Pa.

Two years ago I saw a sign on this building that said, ‘Restoring Community in a Disconnected World.’ Something about that struck me. This is not just a degree. This is a movement about changing the way we do things. I’m so honored to be a part of it.”

—Julie Vitale, M.R.P.E., 2008, community health educator, Bethlehem, Pa.

This is not your typical school. It’s very hands-on. I gained a tremendous amount of confidence in myself. Restorative practices is a simple concept, and it does work. Why aren’t we all doing it?”

—Christine Buretta, M.R.P.Y.C., 2008, lead counselor, Community Service Foundation, Doylestown, Pa.

Every generation faces challenges. Ours is the struggle to strengthen community and relationships. The IIRP and restorative practices is the way we are rising to meet that challenge.”

—John Bailie, M.R.P.Y.C., 2008, assistant director, IIRP Training and Consulting Division, Bethlehem, Pa.

The IIRP graduate school is really student centered. We get to work on problems that are important to us. It's made me realize that I can really make changes in my work environment.”

—Beth Klerekoper, Certificate in R.P., 2008, special education teacher, South Lyon, Mich.

I've traveled to South Africa to see the work of the Truth and Reconciliation Commission, to Senegal for Street Justice and West Africa to see restorative culture; I've studied the origins of restorative justice in indigenous cultures, but the IIRP has taken this to a new depth. Running circles is my specialty, but the IIRP gave me so much more to work with. The IIRP is going to be a wonderful addition to the planet.”

—Saleem Hylton, Certificate in R.P., 2008, president, Youth and Families in Crisis, LLC, former chief of alternative detention, Youth Services Administration, Washington, D.C.

When I first learned about restorative practices, I felt like a light went on. The traditional discipline model assumes that all kids will automatically be engaged and responsible, and those who aren't become a problem and a negative part of the system. But the traditional model doesn't work. The restorative model builds community, meaning that there's a place for every kid. People who work in special education—we really knock ourselves out trying to figure out what to do with these kids. When you use a model like this you're not as burdened with managing discipline.”

—Mike Kenney, M.R.P.Y.C. candidate, social worker and school counselor, Oxford, N.J.

I have been applying restorative concepts in juvenile justice over the past 10 years. This philosophy is driving juvenile justice in Pennsylvania and is expanding to other states. I'm sold that if we want to make positive change with families and minimize delinquency and dependency, the way is through restorative practices. IIRP classes have added new techniques and more in-depth knowledge to the field. They're a good mix of applications, from education to juvenile justice. IIRP instructors are great—very knowledgeable.”

—Paul Werrell, M.R.P.Y.C. candidate, former chief of Juvenile Probation, Lehigh County, Pa.

The IIRP has given me essential skills to use in my work with kids and in every aspect of my life.”

—Omar Singletary, M.R.P.Y.C. candidate, coordinator/counselor, West Philadelphia High School, Tilden Middle School, Philadelphia, Pa.

These courses are so practical! I can implement the strategies I've learned to help my students the next day."

—Kate Shapero, M.R.P.E. candidate, facilitator, Penn Literacy Network, University of Pennsylvania Graduate School of Education, and curriculum consultant/substitute teacher, Project Learn School, Philadelphia, Pa.