Positive Discipline was introduced to all faculty and staff members during the 2021-22 school year. This is the first year in a three-year school wide implementation process. First, a core group of administrators participated in a three-day training. Then, all employees received an introductory training, followed by a half-day session alternating in French and English for faculty. 

Our elementary pedagogical advisors worked with teachers by cycle on campus in order to implement these practices in the classroom. Elementary playground supervisors have a role to play as well by facilitating communication between the classroom and the playground. Their primary focus is to create an environment which encourages students to be actively involved in conflict resolution. As a result, they’ve created a Wheel of Choice on the playground to help identify student-created choices when conflicts arise. A representative from each elementary campus works biweekly with our Los Feliz Dean of Students to coordinate these efforts. Once faculty and staff members were trained, we thought it important to partner with parents and teach them as well.  Chantal Bourges, our workshop leader, offered three lunchtime sessions to our parent community to show how Positive Discipline can be used at home.

Our secondary faculty have created professional learning communities that include Positive Discipline in Action and Social Emotional Learning – Teaching the Whole Student: creating a meaningful homeroom program in high school. Visual displays are placed throughout hallways to create an environment which builds upon positive reinforcement. Teachers model positive behavior and mutual respect, and Deans of Students use restorative justice when dealing with incidents. Community service has been implemented with emphasis placed on the social-emotional learning skills of self-awareness, social awareness, responsible decision making, and self-management. Since implementing this framework, we have observed conscious use of positive language, more self-regulation by students and have had fewer serious behavior incident reports.