The school Principal plays a pivotal role in establishing policies, programs and routines that set the culture of the school and ultimately affects student and staff learning and achievement.
Standard 4.1 – School Wellness
The principal works to build a welcoming, safe and caring learning environment for staff and students.
We are finding that staff changes have impacted behaviour significantly over the last two years. There is no question that there has been a strong Effective Behaviour Support (EBS) culture in this school which we have grown over the past 6 – 7 years. Practice of routines and procedures to deal with student behaviour have been practiced and reviewed, and modeled again over the year. The elementary classes are excellent examples of positive behaviour reinforcement and consistently high expectations; and we can see clearly how this is the necessary foundation for engaging, quality core instruction that is reflected in continually improving achievement results. Generally our students are respectful and considerate of others, but we do have to continually enforce our expectations of respectful and responsible behaviour. This has resulted in four suspensions this year.
Generally, if the teacher cannot deal with a repeating or chronic behaviour I work with the parents to remove the student from the school or offer an alternative space for them to work in. I have been using ‘accountability’ for some students who are required to call their parents immediately on being called on their behaviour, and tell them what they are doing in their class instead of learning and listening to the teacher. I have found parents appreciate this immediate involvement, and it is certainly an effective deterrent for the students.
Our behaviour and discipline policy was completely redone by the DEA in 2009, with community and staff input. It was aligned with our goals for social responsibility and leadership development, as well as with community concerns about safety of students in the school, and consistency of consequences. We also made efforts at that time to make very clear recommendations for attendance and behaviour standards for school trips and sports events. After I returned to Lutsel K’e this year, observing some changes in attitudes of parents, students and community, I feel we need to go back to the DEA and community and rethink our approaches to attendance and behaviour. As soon as I can find the time I am going to design a quick online survey for parents (end of May target) that I can link to facebook and ask for some direct answers and feedback, as well as put these concerns on the upcoming CEP agenda. We have a good number of parents who are very supportive and have high expectations for their children in terms of behaviour, focus and academics. We do however have a number of basically ‘absent’ parents – who cannot manage to get their children out of bed or fed most mornings; who may attend school special events, but avoid Community or Parent Meetings where we are presenting some of our concerns and asking for feedback. The central issue here – and this is not unique to this community at all – is that our expectations for behaviour and learning are quite different than those of many parents. Our concern with the effects of iPods and video games on student brains is not shared by many parents – some of whom are managers in the community.
TARGET 1: Positive Behaviour
This school has worked over the years to establish a very welcoming, positive, safe learning environment for our students and staff. Our Effective Behaviour Strategies (EBS) program has evolved over the years to provide consistent expectations for behaviour and reasonable, manageable consequences. Community members have had input into these strategies and expectations through our CEP meetings and through feedback we receive through the DEA.
Our DEA Discipline Policy is in the LK Staff Handbook
LK STAFF HANDBOOKfinal 2012-2013 
TARGET 2: Safe and Healthy School
Students at our school are generally very well behaved and respectful – and this has improved over the years. Our suspensions are minimal and we have very good parent support. Our main strategy this year has been to call students on any disrespectful behaviour and as them to call their parents and tell their parents what they were doing in class instead of their work – parents have been very helpful in talking to their children and even removing privileges. Our main issue this year has been classroom management in two of the classes which tends to breed disrespectful behaviour.
Our parent and student surveys last year indicated that some were concerned about bullying in the school. Certainly there are some students who bring bullying behaviours into the school. We have to work with each of these students to help them become reflective and responsible individuals and help them realize that hitting and bullying is not the answer. The positive behaviour approach, combined with Second Step in each classroom, along with well articulated, high expectations and consistent consequences need to be maintained and reviewed constantly.
We practice our emergency exits and fire drills as required and ensure students and staff are clear on the necessity for quick, orderly exits from the building, and the reasons why.
Our building is getting old and more difficult to keep in good repair and thoroughly clean. Because the Janitor is a part time position there is some transience. Although we have had janitors that were excellent and stayed with us for several years, Janitors often stay for a while until they are able to locate higher paying, full time work in the mines. The unemployment rate in Lutsel K’e is over 60%, but even then many people do not want a job for only 4 hours a day.
The school works closely with PWS in Yellowknife to ensure prompt repairs and monthly maintenance occurs. In addition, we target larger repair and maintenance projects for the summer period when various contractors come in and spend the summer months painting, repairing floors and other repairs that are difficult to do during the school year.