The Vermont Restorative Approaches Collaborative (VTRAC) is an inclusive community of trainers, coaches, researchers, Community Justice Center staff, youth, educators, administrators, and other partners committed to strengthening restorative approaches across Vermont. VTRAC is open to anyone interested in participating and learning alongside others engaged in this work.
Our History
VTRAC formed in 2019 through a Vermont Agency of Education grant initiative designed to expand restorative approaches in Vermont schools. The grant brought together people with diverse expertise and experience to provide professional learning, training, coaching, and resources to schools and districts.
While the original grant provided the catalyst, the relationships and shared commitment that emerged from that work have continued to grow. Today, VTRAC is a statewide collaborative that brings together trainers and consultants, educators and school leaders, higher education partners, state partners, Community Justice Centers, community organizations, youth, and others. Together, we work to build greater connection and coherence across the many people and organizations advancing restorative approaches in Vermont.
Our Vision
We believe that all Vermont schools, from PK–16, can develop the capacity to embrace and implement restorative and inclusive approaches to education.
We understand restorative approaches as a paradigm shift—not an additional program or initiative. This shift asks schools to consider how relationships, belonging, voice, accountability, conflict, and community are woven throughout every aspect of school life.
Our Purpose
VTRAC members build upon one another’s expertise and strengths to:
- Develop and share readiness, training, coaching, and evaluation tools and resources.
- Articulate practices that support effective, whole-school implementation of restorative approaches.
- Develop and strengthen shared language around restorative approaches.
- Maintain a virtual library of resources and a directory of providers accessible to all Vermont schools.
What Guides Our Work
Our work is grounded in the belief that restorative approaches are both relational and systemic. We seek to address individual and systemic harm and inequity while building the conditions for stronger, more inclusive communities.
As a Collaborative, we:
- Support culture and mindset shifts. We help schools understand that becoming more restorative is a culture and mindset shift—not a program to implement. Sustainable change requires the engagement of all adults, time for reflection, ongoing personal and professional growth, and a willingness to examine and change systems and practices.
- Build strong universal foundations. Through facilitation, training, and coaching, we emphasize the importance of Universal/Tier I practices that build community, strengthen relationships, and create a sense of belonging for all members of the school community.
- Center restorative principles across the school. We support schools to infuse restorative principles into their work across all areas rather than treating restorative approaches as a separate initiative.
- Center diverse voices and shared leadership. We emphasize the importance of a school-based team leading this work and support schools in developing strong, diverse, and representative teams that include administrators and youth. We encourage meaningful engagement of all stakeholders—including youth, families, educators, support staff, and community members.
- Build from strengths and use data. We take a strengths-based approach, using data to help schools understand their current reality, build on existing assets, and identify areas for growth.
- Address harm and inequity. We speak to and address individual and systemic harm and inequity as a foundation of our work and advocate for restorative approaches at the local and state levels.
- Learn across fields and approaches. We intentionally integrate emerging research, sciences, and intersecting approaches into our learning and practice.
- Practice what we promote. We strive to model restorative principles in how we work with one another—with curiosity, respect, openness, accountability, and a commitment to relationships.
- Partner with communities. We partner with local Community Justice Centers and community organizations to strengthen training, coaching, and support for schools.
- Build sustainable capacity. We help schools develop the internal knowledge, structures, leadership, and relationships needed to sustain restorative approaches over time.
A Collaborative Learning Community
VTRAC is intentionally a community of practice. No single organization, individual, or approach holds all of the answers. We learn from one another, share resources and experience, and work toward greater alignment while honoring the different contexts and strengths of Vermont’s schools and communities.
Our shared agreements guide how we show up, learn, and work together. We invite anyone interested in restorative approaches to join us in this ongoing work.
What Is RISE-VT?
RISE-VT project coordinator Amy Wheeler-Sutton explains more about the project’s goals, which schools they’re currently working with, and how restorative approaches work.
CDCI Connects on: RISE-VT
Dr. Valerie Wood hosts an episode of the podcast that looks at the recent RISE VT project: Restorative Approaches Implementation for School Equity in Vermont. Her guests are collaborators on the project: the CDCI’s Amy Wheeler-Sutton, and UP for Learning’s Lindsey Halman.
To find out more about RISE-VT, visit go.uvm.edu/risevt.
As of July 2023, financial support for this website has been provided by the Conflict Transformation Collaborative at Middlebury College
UP for Learning is a Coordinator and fiscal agent of the VTRAC