Pat is Director of IIRP Canada, an affiliate of the International Institute of Restorative Practices Graduate School. Prior to joining IIRP she enjoyed a long career in education, working as a teacher and principal in a large urban school board. She has presented at national and international conferences on education reform and leading change and has contributed to major projects locally and internationally on restorative practices in schools and transforming justice in communities. The application of restorative practices in leadership, social innovation, adult learning, and education reform are on-going areas of interest and learning.
Pat studied History at The University of Western Ontario, London and Education at Queen’s University, Kingston. She received her Master of Education in Leadership and Administration from Brock University, St. Catharines. Pat has lived and worked in the Greater Toronto Area for 30 years.
The diversity of our work – with schools large and small, community organizations engaged in justice initiatives locally and internationally, and working with restorative practitioners to expand their knowledge and skills has been the most rewarding aspect of my work with IIRP-Canada. Helping to empower individuals to visualize and lead positive change within their communities and providing resources for action-planning is incredibly rewarding. I believe that restorative practices offer us approaches and strategies to forge the connectedness that we need as human beings to be our best, strongest and healthiest selves. This Brene Brown’s quote resonates strongly with me. “I define connection as the energy that exists between people when they feel seen, heard, and valued; when they can give and receive without judgment; and when they derive sustenance and strength from the relationship.”Pat Lewis
Gayle Desmeules, a Métis Canadian citizen, M.A in Leadership and Training, B.A. in Recreation Administration, has 30 years of experience training and facilitating community engagement and restorative resolution processes in child intervention services, justice, education, recreation, sport, and the energy sector. Raised traditionally and in her research, she discovered the roots of restorative justice originate from Indigenous legal systems. Gayle sees restorative justice as a powerful mechanism to advance the process of truth and reconciliation by “honoring Indigenous ways of knowing for the common future of humanity” (UNDRIP, 2007). Indigenous and restorative approaches are similar. They are inclusive, non-prescriptive, non-adversarial, and non-punitive. Both focus on reclaiming healthy relationships by restoring a climate of respect and respond to wrongdoing in a criminal and non-criminal context in a manner that builds social capital, mutual trust, and diversity acceptance. Gayle engaged in a participatory action research project to improve outcomes for Aboriginal children and families involved with child intervention services. Her work is published by the Centre of Excellence for Child Welfare, Putting a human face on child welfare: Voices from the Prairies (2007), Chapter 8, “A Sacred Family Circle: Family Group Conferencing.” Gayle’s company, True Dialogue Inc. www.truedialogue.ca, is an official partner with IIRP working to build a community’s capacity to be restorative. She enjoys empowering people to resolve conflicts by creating a safe space for parties to engage openly and honestly. As a restorative practitioner, she likens the experience to sitting on the front row seats of humanity.
Instructor, French and English
Peggy Barrette was born and raised in Hearst, a small predominantly French town in Northern Ontario.
Peggy studied French at Lakehead University in Thunder Bay, Ontario. She received her Masters in Educational Administration from the same university.
She has more than 30 years in the field of education. She spent 13 years working with the Thunder Bay Catholic District School Board and the remainder of her career, with Trillium Lakelands District School Board in Ontario, where she led professional learning in French as well as in English. As a school administrator, she has gained invaluable experience implementing restorative practices within diverse school communities.
Peggy presently resides in the beautiful town of Bracebridge, Ontario. Peggy is currently a bilingual (French and English) trainer and consultant for IIRP Canada.
Pamela Buttery currently resides in the historic town of Port Hope, Ontario. Following a successful career in education, she retired as an elementary school principal to become an instructor with IIRP Canada.
In her role as instructor and coach at IIRP Canada, Pamela has had the opportunity to work virtually, and in-person, with educators and schools in many different regions of Canada and the US. She has provided training across the continent and the Caribbean. Highlights for her have been the opportunities to work in indigenous communities and with school wide implementation. Pamela has shared her experiences with school implementation at conferences in Kortrijk, Belgium, Banff, Alberta and Toronto, Ontario. Most recently, OSSTF has published her article "A Restorative Practice Framework: Teaching and Learning in Challenging Times" in the Education Forum magazine.
Restorative Justice can't just be a set of things that we do. It has to be a framework for how we view teaching and learning.
Kevin has been with IIRP since 2015. Prior to this, Kevin had a long career in public education spanning 3 decades in the role of teacher, coach, vice-principal, principal, and finally a senior administrator. In the role of superintendent, Kevin spearheaded the training of all staff through IIRP Canada, and the implementation of Restorative Practices in the Trillium Lakelands DSB in Ontario.
Kevin received a Master of Science degree in Restorative Practices in 2018.
Kevin has done training and facilitation, both in-person and virtually across North America, including the far North of Canada in the Inuit communities of Nunavik, Quebec.
Kevin has also facilitated many successful workplace restoration sessions within organizations, assisting people to deal with harm or disfunction while working WITH them to move forward in a peaceful and productive manner.
For too many years I operated in a less than restorative manner in my career as an educator. Becoming a restorative practitioner changed my career and my life, and hopefully the lives of others and I am passionate about bringing this restorative way of thinking and being to others.
Caroline retired after many years as an educator in Edmonton, Alberta. During her career, Caroline taught at elementary, junior high and senior high, was a consultant for students whose behaviour could be challenging, and as a principal of several different schools. Caroline also had the opportunity to gain a provincial perspective through secondments to Alberta Children’s Services and Alberta Education. In 1998 Caroline was introduced to Restorative Practices and over the past 22 years has been able to see first-hand how a restorative approach can transform schools and lives. In 2017, Caroline joined IIRP Canada as an instructor and coach.
Caroline received her BEd with a major in special education from the University of Alberta. She has also received an MEd in Educational Leadership from the University of Portland and most recently her Restorative Justice Certificate from Simon Fraser University.
Over the past 24 years of implementing restorative practices in schools and facilitating conferences in the justice system, I have seen lives as well as schools’ culture transformed