What is the Human Restoration Project?

Human Restoration Project (HRP) is a 501(c)3 non-profit (status pending) which aims to discuss and provide resources that illuminate, foster, and challenge traditional and progressive educational practices. It is of utmost importance that, when looking deeply into dense topics, we provide places for people to start (especially those who are not accustomed to a progressive view of education). Furthermore, it is paramount that we view progressive education not as a series of buzzwords or acronyms, but instead the bringing to light what we’ve all seem to forgotten: our students, our educators – they are human beings.  We intend to restore that lost humanity – having administrators, educators, and students remind themselves, and engage with, their purpose and dreams.

HRP centers its work around four values statements. Each of these statements places systemic change at the forefront to create radically student-centered school systems. Each systemic structural change is outlined in detail in our Primer.

You can learn more about our organization, including our staff, funding, and mission/vision on our organizational website.

Why Restore Humanity School?

Restore Humanity School is a culmination of the belief that teachers have the power to craft their own learning experiences. In a school power structure that demeans and deprofessionalizes, we believe it is imperative that educators have a place to demonstrate, build upon, and reflect on their talents. Specifically, our work centers on progressive education, a set of human-centered practices with a deep history and massive scholarship. Because our organization isn’t set out to raise funds in the traditional professional development market, we are able to provide high quality resources in one trusted location through transparent voices.

Further, we are able to legitimize a teacher’s academic pursuits by honoring their innate thirst for knowledge and improvement. By deconstructing the Military-Industrial-Academic Complex, teachers are able to pursue concepts that may be frowned upon outside of the packaged professional development workshops.

What resources do you offer?

Restore Humanity School provides two forms of instruction:

  1. Microcredentialing: Our sole, repeatable microcredential focuses on progressive teacher action research. At a glance, an educator formulates a research question, learns from students, implements the idea, and documents it. We have designed this microcredential to be used independently from districts, while providing structure for districts to reward its completion. Microcredentials are securely stored, user-centered certifications that can be displayed on social media pages and resumes.
  2. Guides: Developed from our free resources, our guides introduce educators to different elements of progressive education. As opposed to simply reading a book or article, our self-guided courses provide additional structure to help educators navigate complex topics.

Who creates these courses?

Courses at Restore Humanity School are crafted by Human Restoration Project’s Executive Director, Chris McNutt, and Creative Director, Nick Covington. Both Chris and Nick are active public school teachers. Although we do not have all the answers, we have gathered funds of knowledge through our contributors, podcast, readings, and research, to share with others. We make a point to back up each course with substantial research and authorship.

What is “teacher action research”?

Teacher action research is our delivery method and protocol for our microcredentialing platform. Within, educators are asked to research, hypothesize, empathize (with students), test, and document a question they have surrounding education. This process not only creates a humane evaluation process, but allows an educator to focus on the things they care about.

Is “teacher action research” real research? Is it published?

Too often, academics tend to ignore the qualitative research that teachers observe every day but may not document. Although not as formal as a peer reviewed journal, there is space to learn and improve our practice based on our experience and others’. We publish all of our teachers’ action research via our website.