See also, Clusters and Connections: Factors that Contribute to Inuit Dropout. A discussion of the relationships between the various factors follows a visual representation of the factor clusters.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

School Leaders

School Leaders are involved by

1. Developing the school as a learning community with a positive school climate

2. Increasing student and teacher motivation

3.Communicating with students

4.Creating opportunities for teacher professional development

5. Considering aspects of leadership style

 

Teachers

Use a variety of instructional approaches to increase understanding, motivation and productivity:

  • use of brain based teaching and learning strategies
  • work to increase intrinsic motivation
  • value Inuit culture and language in the classroom
  • work to increase level of relevance for students
  • create a positive classroom climate
  • counter downshifting and threat
  • value student voice
  • use active teaching methods
  • use cooperative learning strategies
  • be aware of individual student learning styles and needs

 

Curriculum

Take a closer look at Curriculum . . .

  • increase relevance to Inuit culture and language
  • use IQ as a way to restructure curriculum for Inuit
  • reevaluate focal point of curriculum
  • improve effectiveness of Career and Program Plan

 

 

Community

The Community needs to participate in solutions. . .

  • develop a Community Action Program
  • create awareness - making Dropout a Felt Need
  • deliver Action Plan
  • Generate alternatives -
  1. global educational programs
  2. Inuit culture and language programs
  3. life skills programs to help Inuit deal with life and the integration of Native and non-Native attitudes
  • Community intervention in the dropout issue
  • Community involvement in the school
  • improved home / school communication