PD & Adult Learning
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Case Study
Summary
Challenge
When La Scuola expanded into a multi-campus PreK-8 international school, instructors were struggling with inconsistent behavior expectations, uneven classroom management practices, high emotional fatigue, and fragmented communication between campuses.
The school needed:
- A unified discipline and behavior system rooted in Reggio Emilia values
- Scalable adult training infrastructure for new and veteran teachers
- A common restorative language across teachers, students, and families
- A sustainable end-of-year closure practice to maintain culture and reduce attrition
The challenge was not simply teaching restorative practices.
The challenge was building an adult learning architecture that would shift mindsets, instructional habits, and cultural norms across an entire institution.
My Role
I designed the entire restorative practices system – from conceptual frameworks to teacher-facing PD to student-facing models and parent education.
In order to succeed in this endeavor, I:
- Led whole-faculty professional development sessions for all campuses
- Created all teacher training decks, facilitation guides, and protocols
- Built the Agreements System (school-wide behavior anchor)
- Designed tiered intervention models for behavior support
- Facilitated cultural-rites-of-passage experiences like Reaping the Harvest
- Trained leadership teams to internalize and model restorative approaches
- Built parent communication structures aligned with RP values
I was the architect, designer, facilitator, and steward of the school’s cultural backbone.
What I designed
The Curriculum uses three pillars:
1. Restorative Practices Training System
2. The Agreements System
3. Reaping the Harvest
[Artifacts that show this]
This is my anchor piece – beautiful and unique.
Artifacts include: reflection routines slide, prompts, group closure structure, emotional cadence.
Impact
School-Wide Adoption & Cultural Shift
- RP, Agreements, and reflection routines became the official behavioral and relational framework of the entire school
- Systems I built served as onboarding tools for every new staff member
- Teachers used the models to design their own classroom cultures, project-based learning routines, and conflict intervention structures
Sustained Engagement & Morale During Organizational Growth
- Despite rapid expansion to multiple campuses, faculty reported greater clarity, shared purpose, and alignment
- End of year Reaping the Harvest became a cornerstone tradition that reinforced staff belonging, reduced burnout, and increased return rates
Elevated Professional Learning Culture
- My PD sessions became known for exceptionally high engagement
- Veteran teachers adopted my techniques for their own facilitation
- New teachers relied on RP tools immediately and consistently
Downstream Impact
- Behavior plans, SEL initiatives, and the school handbook all rooted themselves in the frameworks I introduced
- RP vocabulary became the default language among teachers, administrators, and even students
- The school maintained cultural continuity through leadership transitions – evidence of the durability of the systems