Through the use of specially prepared and actively-based curriculum, teachers are trained to use RCCP lessons during a four day, introductory workshop. The workshop provides teachers with an opportunity to think about the ways they perceive conflict, examine their styles for handling disputes, classroom management, as well as, anger management skills. RCCP stresses that teachers must model the behavior students are expected to imitate.
Each trained teacher using the RCCP curriculum receives staff development visits from RCCP trained Staff Developers. These visits are considered a crucial component of the program because they provide support to teachers as they prepare to incorporate program concepts into their standard teaching practice. Questions regarding instructional style and methodology, as well as approaches to discipline are discussed on a one-to-one basis. Staff developers co-teach lessons to further illustrate ways for the teacher to deliver classroom instruction in conflict resolution more effectively.
Based on teacher, student, parent referral, a specially selected group of students with a minimum of two faculty sponsors are trained off site in advanced conflict resolution skills. A minimum of 18 hours are devoted to intense, experiential activities and dialogue facilitated by N.O. RCCP senior staff. The training, which culminates in a formal graduation ceremony, equips students with skills to assist their peers in resolving conflicts without violence during school and recessional periods.
It is essential that parents understand and support the RCCP model. To ensure that new behaviors are reinforced in the home, parents attend a two day workshop to learn the same skills taught to students and school staff. Participation in the workshop experience enables parents to think about the way they deal with conflict and anger, as well as how their children may be imitating their behavior. The workshops assists parents in not only understanding and committing to altering their behavior, but supporting their children's attempts at peaceful resolution to conflict in the larger school and community.
Research data has shown that in order for RCCP to be fully implemented and sustained over time, on-site leadership beginning with the principal is a necessary component for program success. In addition, school leaders face daily challenges which provide multiple opportunities to model skills not only for staff, but also for students. RCCP offers leadership training and coaching for leaders who "not only want to talk the talk, but want to walk the walk."
Administration leadership, though a very important aspect of school leadership, benefits from the support of others when working to change the school environment. Because the school environment includes everyone with whom the student is likely to come into contact with during the day. It is crucial that parents, custodial, dietary staff, social workers, counselors and community partners be trained in the model so that everyone is speaking the same language and modeling appropriate behavior.