Cultivating Caring Communities
Ivelisse Cotto is the Dean of Discipline at Chicago Public Schools, where she navigates the challenges of championing restorative practices in a historically punitive school system. She uses circles to build relationships with her students and their parents, offering a listening ear to weary caregivers and working with them to find solutions. As a recent graduate of our degree program, she shares her reflections on the impact earning her Master of Science in Restorative Practices has had on her professional and personal life.
Q: What skills or knowledge did you learn throughout the program that you found most useful in your career?
A: The most valuable skills and knowledge I acquired from the program include compassionate witnessing, the various types of restorative circles, and the application of restorative practices within classroom content. These skills have been instrumental in managing daily conflicts and concerns, repairing harm, and providing a safe space for students to be vulnerable without pressure. I am looking forward to sharing insights about integrating restorative practices with classroom content with teachers, particularly with those who find it challenging to conduct check-in/check-out circles. This would allow them to maintain focus on their content while simultaneously building meaningful relationships with their students.
Q: How did your time at the IIRP positively impact your current career, interests, friends, and/or family?
A: My time at the IIRP has had a profound impact on various aspects of my life. It has helped me identify and address personal biases which, in turn, has allowed me to be more effective in my interactions with students. It has helped me become a better and more empathetic listener with friends and family as well. I have also been able to offer valuable strategies to friends who are parents facing challenging behaviors at home.
Q: How are you applying what you have learned in your workplace, community, and/or family?
A: In my role as Dean of Discipline, everything I do is centered around restorative practices and SEL. As I handle peer conflicts, parent meetings, and teacher concerns, I am always using compassionate witnessing and restorative circles in every situation I handle. To my own surprise, many parents have required more compassionate witnessing than the students themselves. Compassionate witnessing has provided parents with the opportunity to express their frustrations, be vulnerable, and trust my decision making for their children. Even when some parents are resistant, I have learned to channel that compassion toward myself, preventing frustration and maintaining my own well-being.
Q: What was your favorite course, and why?
A: There are two courses that have particularly impacted me: Transgenerational Trauma and Community Resilience and Transforming Relational Harm. Understanding how trauma is passed down through generations, learning practical tools for addressing these issues, and practicing compassionate witnessing has significantly transformed my interactions with both students and parents, enhancing my empathy – even in moments of personal frustration.