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Slide #11 - Looking at the areas of School and Community

My portfolio investigates two main areas:

What can schools do?

What can the community do?

Slide #12 -- What can schools Do?

Quote - As early as 1970Õs people began to realize that Inuit children were not succeeding in formal education most students who started school in kindergarten dropped out before graduation a negative phenomena appeared due to a high dropout rate and the breaking down of Inuit culture For some, the choice to dropout is rooted in the school experience.

Slide #13 - Schools can do a lot to reduce the rate of Inuit dropout.

The first area that I looked at was the role of school leaders. From the five main areas of improvement I will discuss two main of the sections because these areas can be transferred to other roles as well.

The first area is the impact of School Climate and Culture on dropout.

The second is the impact of Communication on dropout.

Slide #14 - School leaders from all levels. When we speak of school leaders we often think only of the principal, VP, and department level positions. However School Leaders come from: all levels: principals, teachers, parents and students. It takes many people to raise the culture of the school each person involved has essential skills Schools that have positive cultures are those that 1) have a shared sense of purpose or vision amongst staff members, 2) have underlying norms of hard work, improvement and collegiality, 3) celebrate student achievement, teacher creativity, and parental commitment, and 4) have a social web of information, support and history created by a network of storytellers and local heroes from the community

#1 - School Leader - School Climate and Culture Slide #15 -

When I speak of school climate, IÕm not talking about the temperature and humidity in the building (but that is part of it in a sense). When I speak of school culture, I donÕt mean Inuit culture or non-Native culture. School culture is defined as everything that goes on in schools:(see quote)

School climate and culture includes the physical atmosphere of the school as well as the internal mental attitudes of those inside. One of the important roles of a leader in an Inuit school is to create a school environment that fosters learning and support. Both parents and students must enjoy coming to school those children attending school are doing so because they want to be there. Social convention may mean that students will continue having to get up alone and come to school unfed or poorly fed If leaders want to increase attendance they have to create an environment where students find school rewarding, exciting and challenging enough to gladly attend (Tompkins,1998). Parents also must view the school as a positive place, one to which they will want to send their children.

 

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