We are National Educators for Restorative Practices

Educators across the state are faced with student behaviors that interfere with the learning process and result in a loss of valuable instructional time. In this culture of high stakes testing and accountability, the pressure of student achievement weighs heavier than ever before.

Classroom teachers are becoming increasingly more frustrated with persistent student misbehavior and frequently turn to exclusionary practices or referrals to administration. Administrators are limited to the same few “cookie cutter” approaches to managing student behavior that stopped being effective for most students years ago.

Relationships between teachers and students and teachers and administrators are suffering. Out of options and up against zero-tolerance policies and traditional adult mindsets, administrators statewide are searching for strategies that will allow them to address the root of challenging student behaviors rather than simply treat the fruit itself. The cycle is a difficult one to break, but one that must be proactively addressed in order to provide educators and students the opportunity to teach and to learn within an inclusive community.

Meet the NEDRP Team

Mr. Kevin W. Curtis is the Founder and Lead Consultant for National Educators for Restorative Practices and co-author of the book, “Restorative Discipline Practices: A Journey in Implementation from a Community of Educators.” 

Kevin was the former Restorative Discipline Coordinator and Assistant Principal at Ed White Middle School in the Northeast Independent School District in San Antonio, Texas where he played an instrumental role in the development, implementation, and support of restorative practices as an alternative method to managing student behavior. This innovative, whole school approach model was the first of its kind in the state of Texas, and has been considered the blueprint that many campuses across the state of Texas are following.

Kevin has currently developed an educator’s model for restorative practitioners in schools. He has discovered the real life struggles that teachers experience during their first year of implementation and has developed specific educator-to-educator model to support them. His hands-on approach to training and his dedication to being actively involved in classrooms allow him to be a credible voice for all educators committed to the implementation of the restorative model.

He received his B.S. from University of Texas at San Antonio, an M.S. in

Educational Administration from Texas A&M University at Kingsville. Kevin has more than 21 years of experience in public education at the elementary level, middle school level and high school level including classroom teacher, coach, and assistant principal and principal.

My Personal Journey…

My transformation began in 2012 I was blessed with the opportunity to serve as the 6th grade assistant principal and the restorative discipline coordinator for Ed White Middle School in NEISD. This unique and alternative approach helped me break out of the traditional mold of a modern day disciplinarian.  Once implemented, the restorative process immediately began helping children communicate their thoughts and emotions after making poor behavioral decisions.  The focus changed from what the student had done wrong or what rule was broken, to repairing the fractured relationships of those impacted.  

 As a former high school football coach that primarily relied on punishment to change student behavior.  The restorative process completely changed my view on student discipline. I was no longer reactively trying to manage behavior, but rather, serving as a facilitator that allows students to learn about themselves and how their choices impact others. I went into the education field to teach and serve, and the restorative discipline model has afforded me opportunities to do that in ways more fulfilling than I ever thought possible.

 Restorative practices are something that I believe in wholeheartedly.  I am committed to using my real-world application experience to help provide staff development, consulting and support to other educators who are interested in this differentiated approach.  Please join me in positively impacting children of all ages and, finally, bring about a much-needed change in our schools’ approach to managing student behavior.

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Denise Holliday is a partner in National Educators for Restorative Practices (NEDRP) where she utilizes her expertise to train and support districts, campuses and classrooms across the country by creating experiences where passion and purpose come together to help change relationships on a campus one educator at a time.

Denise formerly worked as a co-trainer for the five day Restorative Discipline Coordinator Training and the two day Restorative Discipline Readiness Training for Administrators offered by TEA and the University of Texas.

Denise has over 20 years of experience in education and was the former Restorative Discipline Coordinator and educational assistant at Manor ISD’s Disciplinary Alternative Education Program campus (DAEP). While serving at the DAEP, she used her experience and skill-set in the Circle Model to counsel at-risk youth and proactively intervene in crisis situations. Denise has been instrumental in developing systems that have facilitated successful transitions for students as they enter the DAEP and exit back to their home campus. This exceptional experience allows her to help grasp the necessary mindset for implementing this approach successfully.

Denise concentrates in training students, staff, parents, families and community members in the power of circle. She has served as a parent educator in Austin Independent School District, working with teen mothers and fathers. Denise not only leads circles on the campus but also lives out circle in all areas of her life, thus earning her the nickname of “Circle Mamma”.

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Alan Krenek is an educational consultant partnering with National Educators for Restorative Practices.  Alan was a co-trainer for the Restorative Discipline Readiness Trainings for Administrators offered by TEA and the University of Texas at Austin.  Alan lends his expertise to individual districts and campuses across the nation by training and supporting educators in restorative practices.  Alan has over ten years of experience in public education as a former assistant principal, behavior specialist and special education behavior teacher.

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John Whalen is a trainer and presenter for National Educators for Restorative Practices.  John has led trainings on school campuses, residential facilities, alternative campuses, and college dormitories. John has presented on Restorative Practices at numerous national conferences including ASCD Empower ('19), ESEA Conference ('19), Music City SEL Conference ('18), EdxEDNYC ('18), NACRJ ('17 and June '19), and NEDRP ('17, '18). He will be presenting at the 2019 ASCD Conference on Educational Leadership and has a session selected for presentation at ASCD '20 in Los Angeles.

John authored the book, "Classroom Circles: A Toolkit for Building Relationships and Strengthening School Communities" in January, 2019. The book, published by ed311, is intended for anyone in a school setting looking to implement relationship building circles.

John has also worked as a Restorative Practices Coordinator for the Binghamton City School District in Binghamton, NY, since 2015.  He completed his CAS in School Building and School District Administration at Binghamton University in December, 2017. The focus of his work there was the implementation of Restorative Practices within public schools and the public policies that contributed to the theory of The School to Prison Pipeline.

John was a classroom teacher for 15 years, teaching 2nd grade for three years and 6th grade mathematics for 12 years. He lives in Upstate NY with his wife Cortney and two daughters.

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