New South Wales Department of Education and Communities
State Leadership Fellowship 2009–2010
Jim Harkin Award Report
Leading sustained whole school
culture change through a positive
behaviour approach
Janice Dolstra
Principal, Narrandera High School
New South Wales, Australia
State Leadership Fellowship 2009–2010 Jim Harkin Award Report
Leading sustained whole school culture change through a
positive behaviour approach
CONTENTS
Page
Executive summary
3
1. Overview of the research study
4
2. Background information
4
3. Research questions
5
4. Research methodology
5
5. Findings
6
6. Implications for leadership
11
7. Recommendations
12
Bibliography
14
Appendix
15
State Leadership Fellowship 2009–2010 Jim Harkin Award Report: Janice Dolstra
2
Executive summary
The focus of this study was to examine the leadership practices that support a change
in whole school culture through a positive behaviour approach, particularly for rural
schools and those with a significant enrolment of Indigenous students. During my study,
I visited public schools in Los Angeles and St Louis in the United States of America and
British Columbia in Canada. I also attended the 7th International Conference on Positive
Behaviour in St Louis, Missouri where I had the opportunity to gain further insight into
the role of the principal in leading sustained community change and encouraging
community participation.
The priorities of the Department of Education and Communities and the Riverina region
include developing schools as learning communities, improving students’ learning
outcomes, the attendance and retention rates of students and closing the gap in
outcomes between Indigenous and non Indigenous students. My school and others in
the local community were addressing these priorities. However, conventional student
welfare and discipline models often don’t sufficiently encourage attendance, retention
and engagement on a sustained basis, nor do they sufficiently encourage community
participation, particularly that of Indigenous families.
I believe strongly in ongoing professional learning and sought to further my knowledge
about positive behaviour and the strategies used by school leaders to maintain whole
school culture change past the initial implementation period through a program of
observation of the strategies in action in real school settings.
This study specifically collected information relating to educational, strategic and
interpersonal leadership as demonstrated by the principal and other school leaders in
the schools visited.
The methodology included an initial search of relevant literature and identifying schools
with ‘best practice’ in implementing Positive Behaviour in diverse school communities.
Site visits were then arranged, information collected via observation, interviews with
principals, school leadership teams and other stakeholders. School and district
documents such as the Los Angeles Unified School District’s, Discipline Foundation
Policy: School – Wide Positive Behaviour Support (2007), as well as school and district
websites were also studied.
Leadership for a sustained change in school culture requires principals to recognize the
critical role they play in developing a set of shared values that reflect the whole school
community, make use of inclusive practices, support the Positive Behaviour team and
model positive and productive relationships amongst the entire school community.
Principals should also ensure that they build authentic school-community partnerships
that acknowledge and celebrate Indigenous culture. Sustained culture change within a
school is a complex process that requires the principal to build and maintain strong links
with parents and the wider school community.
State Leadership Fellowship 2009–2010 Jim Harkin Award Report: Janice Dolstra
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1.
Overview of research study
This work was produced by Janice Dolstra, Principal, Narrandera High School, and a
recipient of the State Leadership Fellowship 2009–2010 Jim Harkin Award, awarded by
the then New South Wales Department of Education and Training, Deputy Director–
General, Schools.
The research study aimed to identify the key leadership factors which impact on the
successful implementation of the positive behaviour approach in a region which is
geographically and demographically diverse.
2.
Background information
My work with Indigenous students in south west Sydney and the Riverina region
convinced me that conventional student welfare and discipline models are not
encouraging attendance, retention and engagement to a satisfactory degree.
The positive behaviour approach was originally developed in the United States of
America but is now used in many countries around the world, including Australia and is
used in many Department of Education and Communities schools in New South Wales.
Key factors in adopting a whole school change model are suitability and sustainability.
Whilst many New South Wales schools have adopted a positive behaviour approach,
there was little Australian evidence related to sustainability of the program beyond the
initial implementation period of one to three years. Similarly, there was a distinct lack of
evidence as to the suitability of positive behaviour for schools with significant numbers
of Indigenous students and/or those in rural or remote areas.
The research study was developed around three main issues:
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observation of public middle and secondary schools in Los Angeles, St Louis and
British Columbia school districts
structured interviews
attendance at the 7th International Conference on Positive Behaviour in St Louis.
The study was also informed by discussions with Ann McIntyre, Director, Professional
Learning and Leadership and Christine Simmons Principal Liaison Officer, Professional
Learning and Leadership Directorate, examination of the Los Angeles Unified School
District, St Louis and British Columbia public education authorities’ websites;
examination of the Positive Behaviour website including its philosophy and the
conference program of the 7th International Conference on Positive Behaviour.
State Leadership Fellowship 2009–2010 Jim Harkin Award Report: Janice Dolstra
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3.
Research questions
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4.
How can school leaders, particularly principals, best support positive behaviour
teams in promoting sustained school wide change?
What are examples of best practice positive behaviour implementation in North
American schools at all three levels (universal, targeted, individual)?
What models of school wide positive behaviour implementation work best within
Indigenous communities for sustainability?
How can school teams support the active participation of the entire school
community, including Indigenous families?
What impact does the implementation of positive behaviour have on engagement
and retention of Indigenous students and/or students in isolated schools?
Research methodology
The research study was developed around three main issues.
1.
Observation of public elementary, middle and high schools in Los Angeles and St
Louis in the United States of America and British Columbia in Canada where the
positive behaviour approach has been implemented:
Los Angeles
Wilmington Middle School
Eagle Rock High School
Palms Middle School
St Louis
Big Picture Academy
Greater Victoria District, British Columbia
Craigflower School
Esquimalt Secondary School
Revelstoke District, British Columbia
Columbia Park Elementary School
Revelstoke Secondary School
2.
Structured interviews with:

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Ms Veronica Aragon, Principal, Wilmington Middle School, Los Angeles
and her Positive Behaviour team
Mr Salvador Velasco, Principal, Eagle Rock High School, Los Angeles and
his senior executive team
Ms Bonnie Murrow, Principal, Palms Middle School, Los Angeles
State Leadership Fellowship 2009–2010 Jim Harkin Award Report: Janice Dolstra
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Ms Kacy Seals, Principal, Big Picture Academy, St Louis
Mr Tony Walker, teacher and student advisor, Big Picture Academy, St
Louis
Ms Emily Masengale, teacher and student advisor, Big Picture Academy,
St Louis
Ms Victoria Kozak Robinson, Special Education Instructor, Big Picture
Academy, St Louis
Ms Nella Nelson, District Administrator, Aboriginal Nations Education
Division, School District 61, British Columbia
Ms Cammy Coughlin, Principal, Craigflower Elementary School, Victoria,
British Columbia
Ms Gillian Lawson, Principal, Victoria, British Columbia
Louise Milburn, District Aboriginal Healing and Cultural Support, Aboriginal
Nations Division, S.J. Wills Alternative Education, Victoria, British
Columbia.
Ms Anne Cooper, Superintendent of Schools, School District 19
(Revelstoke), British Columbia.
Ms Shan Jorgenson – Adam, Principal, Columbia Park Elementary School
and Aboriginal Education Contact for Revelstoke School District 19, British
Columbia
Mr Mike Hooker, Principal, Revelstoke Secondary School, British
Columbia.
3.
Attendance at the 7th International Conference on Positive Behaviour Support,
25–27 March 2010, held in St Louis, Missouri.
5.
Findings
5.1
How can school leaders, particularly principals, best support positive
behaviour teams in promoting sustained school wide change?
The adoption of a true team approach with the principal’s support on an ongoing and
visible basis, as an active member of the team, is a key factor in the success of the
positive behaviour approach at Wilmington Middle School in Los Angeles. The
principal’s role, in leading from within the team was evident.
The entire team, including one staff member with responsibility for data collation and
analysis, presented their positive behaviour approach, based on the Los Angeles
Unified School District policy, Discipline Foundation Policy: School-Wide Positive
Behaviour Support (2007). The presentation included the school’s policies, matrix,
examples of signage, samples of rewards and student agenda (diary).
It is important for staff to be supported in the implementation and ongoing phases of
Positive Behaviour through visibility and consistency. For example, the principal met the
State Leadership Fellowship 2009–2010 Jim Harkin Award Report: Janice Dolstra
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students as they arrived for school each morning and assisted the staff member
responsible for ‘tardies’, the term used for lateness to school.
At all schools visited, the principals were highly visible in their schools, whether it be out
the front to greet the students, touring the school at times during the day, calling into
classrooms or being out in the playground at break times, interacting with students or
quietly escorting a suspended student off the campus. It was evident that this behaviour
was not a ‘one off’ for the benefit of a visiting colleague but was an established pattern
of behaviour on the part of each school’s leader.
Note: Playground duty supervision was undertaken by paraprofessionals, meaning that
the principal was the only teacher on duty during those periods.
There were adequate resources for introducing and sustaining positive behaviour in the
school. It was obvious that where positive behaviour could be considered to be a
success in their schools, those principals had allocated sufficient funds for both start up
and ongoing components of positive behaviour.
Wilmington Middle School and Eagle Rock High School expended schools funds on
good quality signs as part of the implementation phase of positive behaviour. Whilst
these initial costs might be considered high, good quality signage, reward certificates
and agendas (student diaries) send a message that this is an important undertaking.
Equally as important is the allocation of funds to ensure the rewards (universal) and
intervention programs (targeted and individual) continue to function as intended.
To ensure credibility amongst the student body and the community, it is important to
include the principal and the wider community in all phases, reward, interventions and
consequences. This also allows the entire school community to understand the changes
and take ownership of the positive behaviour approach.
5.2
What are examples of best practice positive behaviour implementation in
North American schools at all levels (universal, targeted and individual)?
Universal level
Positive behaviour is most effective where:
4. the principal supports positive behaviour, understands the positive behaviour
philosophy and is an active member of the positive behaviour team
5. positive behaviour is monitored through examination of data using the
information gained to improve practice
6. sufficient funds are allocated for pre implementation requirements (training,
baseline data collection, signage, lessons) and post introduction phase (training
of new staff, ongoing data collection and analysis, lesson creation and rewards)
7. the entire school community is involved in rewards and consequences,
compilation of the expectations matrix and ongoing support
State Leadership Fellowship 2009–2010 Jim Harkin Award Report: Janice Dolstra
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8. the education authorities (districts) actively support positive behaviour through
provision of adequate funds and training as well as consultancy support around
policy
9. sufficient time is allowed to ‘embed’ the approach before introducing other
elements such as targeted or individual interventions or moving away from the
strictly positive behaviour approach.
Both Wilmington Middle School and Eagle Rock High School displayed examples of
best practice at the Universal level in the Los Angeles Unified School District. These
schools had a coordinated, team approach and were both well supported by their
respective principals.
In British Columbia, the Revelstoke District Schools have developed a district-wide
approach to positive behaviour which ensured consistency across the schools.
Implementation had been successful to the extent that the positive behaviour approach
was the ‘natural’ way of working within those schools. According to Mike Hooker,
Principal of Revelstoke Secondary School, getting to this point had taken about five
years.
Targeted and Individual
Universal positive behaviour is best supported by a cohesive suite of targeted and
individual options which form part of the school’s welfare and discipline policies and
procedures.
These options are usually developed under the auspices of specific teams which can
monitor closely students’ progress between the positive behaviour tiers.
Specific examples of best practice at the targeted individual levels were evident at three
schools in particular.
Wilmington Middle School has a comprehensive model of targeted and individual
interventions at its disposal including the wider school community as well as parents
and school staff. Examples include:
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parent shadowing as an alternative to at home suspension
HEART (Human Efforts Aimed at Relating Together) a peer mediation team
Gang Intervention Group – for students who have been involved in multiple fights
on the school campus
Juvenile Impact Program (Boot Camp) – a police led program where students are
exposed to a military regime that is offered in English and Spanish and where
parents must attend all parent sessions
Star View Referral – mental health focus, individual program, with parent and
family counselling available
Full Day On Campus Saturday Suspension – students attend all day and are
given an intensive academic program and undertake behaviour modification.
State Leadership Fellowship 2009–2010 Jim Harkin Award Report: Janice Dolstra
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Palms Middle School offers an Impact program which is a federally mandated program
that is district wide. Palms Middle School is a ‘model’ program. The program is delivered
through small group seminars (8–12 students) by two teachers and covers goal setting
for positive change, communication and interpersonal skills, grief and loss and anger
management.
Revelstoke Secondary School offers a school within a school which houses an
alternative education setting within the main classroom block. This program has a focus
on individual learning goals and plans, flexible attendance and is well staffed with a
teacher trained in special education, including behaviour as well as having experience
in mental health and juvenile justice settings. She is supported by an aide with similar
experience. The facilities allocated to this program are high quality and include access
to technology as well as quiet spaces and small seminar type rooms to enable the
program to work flexibly.
5.3
What sustainable models of school–wide positive behaviour
implementation work best within Indigenous or minority communities?
A number of factors interplay when examining successful and sustainable models of
school-wide positive behaviour implementation within Indigenous or minority
communities, including:
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5.4
school leaders understand and genuinely respect the Indigenous or minority
cultures within which the school is situated
a cohesive and well articulated interagency approach supports the program
academic as well as social behaviours are explicitly taught and supported by the
school and community
cultural symbols (and rituals) are embedded within the positive behaviour
approach
a whole community approach extends beyond the school gate and avoids a
deficit model and focuses all the time on a positive approach.
How can school teams support the active participation of the entire school
community including Indigenous families?
There are a number of strategies in schools where there was demonstrated success in
engaging parents and the wider community in school initiatives including:
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authentic school teams (operational and symbolic) are evident
parents and the community are involved in developing and implementing
consequences for inappropriate student behaviour, for example parent
shadowing at Wilmington Middle School as an alternative to at-home suspension
from school
community sanctions are part of behaviour consequences at Wilmington Middle
School
State Leadership Fellowship 2009–2010 Jim Harkin Award Report: Janice Dolstra
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5.5
schools in smaller, defined yet more geographically isolated communities, work
as a community team, for example, at the Revelstoke community of schools the
schools’ resources are available for community use
school publications are published bilingually, where possible
a strong focus on healing within the community and the schools, for example
many schools have purpose built healing rooms and programs such as circle
time, a district healing arts course and ceremonies involving drumming.
What impact does the implementation of positive behaviour have on
engagement and retention of Indigenous and/or isolated schools?
Principals of the schools visited reported that the initiatives that they had introduced as
part of the positive behaviour approach have resulted in noticeable improvements in
attendance rates and retention rates for all students including those of Indigenous
background. However, it is vital that sufficient time is devoted to preparatory training
and preparation prior to implementation.
Mr Mike Hooker, Principal of Revelstoke Secondary School commented that it had
taken five years for the Positive Behaviour approach to become sufficiently embedded
within the school’s culture as to be considered everyday or ‘normal’ practice.
Attendance:
 The employment of a full time attendance officer had a significant impact on
improved attendance rates at Eagle Rock High School. The attendance officer
had a minimum of ten contacts with the family over issues relating to poor or non
attendance. These could include financial assistance for school equipment,
clothing via Operation School Bell and transport assistance.
 Eagle Rock High School provides rewards for students with perfect attendance
on a monthly and yearly basis with prizes and certificates and the names of
students posted prominently around the school.
 Wilmington Middle School has specific attendance awards for students with
perfect or improved attendance.
 Group meetings with parents whose children have five absences or more are
held with an attorney from the Los Angeles Unified School District. Further
meetings are also held at the local police station with representatives from the
police and the Student Attendance Review Board.
Retention:
 In tandem with the development of a positive and welcoming culture, there is
explicit information as to how students can achieve certain educational goals,
such as Grades 10 and 12.
 There is an explicit setting of targets, careful monitoring of students’ progress,
publishing of this information and reporting back to communities.
 Greater Victoria District has developed and supported the delivery of appropriate
curriculum with a cultural base, for example First Nations English which students
do as well as English 12 and First Nations Outdoor Education.
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Greater Victoria District compiles profiles of Aboriginal high school graduates
from all schools in the district which are published in a year book.
Hosting lunch gatherings with Aboriginal students increases connection to school
and provides a vehicle by which community and post secondary updates can be
relayed to students.
There is a strategy of employing more Aboriginal teachers in Greater Victoria
District.
Of the retention strategies referred to above, by far the most successful and significant
are the first two. According to both Ms Nella Nelson (Victoria, British Columbia) and Ms
Kacy Seals (Big Picture, St Louis), building this culture of high expectations and
educational success supports the retention of Indigenous and minority students at
school.
6.
Implications for leadership
Educational leadership
The critical role of the principal in the initial introductory and ongoing phases of the
positive behaviour approach is evident in these schools where best practice positive
behaviour implementation has been identified. Many of the factors identified as
contributing to the school’s implementation of positive behaviour as best practice are
directly attributable to the principal’s values in action, understanding of the positive
behaviour philosophy, influence and support and commitment to successfully
implementing positive behaviour in their school.
The selection and support of staff for the positive behaviour team, budget allocation
were decisions made by the principals of the schools.
The amount of time required, from decision to implement to launch is significant. This
long lead time in the preparation phase needs to be factored into school planning.
Principals need to be aware of the substantial time demands for preparation for
implementation and develop strategies to maintain interest amongst the staff over this
phase, which could be as long as eighteen months. Allowance should also be made for
staff turnover with new staff brought on board the positive behaviour team quickly to
ensure the implementation schedule does not lag.
Strategic leadership
The implementation of positive behaviour is a whole of school community change. This
is particularly so in small, rural communities where the school is the only one in town,
where the majority of parents and community members may have attended the school
themselves. Consideration needs to be made about how the changes are implemented
and introduced to the community.
State Leadership Fellowship 2009–2010 Jim Harkin Award Report: Janice Dolstra
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School leaders need to include the wider school community when developing the values
underlying positive behaviour so they are truly shared values reflective of the whole
community.
School leaders also need to ensure that the positive behaviour implementation process
is not directly led by the principal. A team approach helps embed the change within the
school and goes some way towards ensuring there is a smooth induction of new
members when there is the inevitable staff turnover. As the composition of the team
changes, new team members can be brought up to speed quickly and the
implementation process can continue moving towards the school’s goals.
Interpersonal leadership
Productive relationships amongst staff, students, parents and the wider community will
need to be sustained beyond the initial implementation phase of Positive Behaviour.
School leaders will need to ensure that communication is open and frank and that the
contributions of all members of the school community are acknowledged and valued.
Way of thinking
The models of Positive Behaviour I observed in the United States and Canada were all
tailored to meet the specific contexts of their schools, yet maintained fidelity to the
Positive Behaviour philosophy.
The knowledge and experiences I have gained through meetings with principals, visits
to schools and conference workshops can be combined with the Riverina region’s
school teams knowledge and understanding of each school’s context to create a unique
approach to Positive Behaviour for Riverina schools.
The changes inherent in the introduction of Positive Behaviour should ensure that these
desired productive relationships become the norm so that it becomes, as the Principal
of Timber Creek High School described it, ‘It’s just the way we do things here.’
My role as school leader has been strengthened through the opportunity to examine
critically the implementation of Positive Behaviour in schools which are culturally
diverse, rural and remote and which cater for Indigenous communities.
7.
Recommendations
That the New South Wales Department of Education and Communities:
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Supports schools adopting a Positive Behaviour approach by providing sufficient
resources to employ Positive Behaviour coordinators in all regions.
Adopts the role as ‘lead agency’ to ensure a cohesive and well articulated
interagency approach to support students at risk, especially with regard to mental
State Leadership Fellowship 2009–2010 Jim Harkin Award Report: Janice Dolstra
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health and students with challenging behaviours. This is particularly important in
rural and remote areas and those areas with significant numbers of Aboriginal
students.
That principals:
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Develop within their school community, a deep understanding of the Positive
Behaviour approach prior to embarking on long term and significant culture
change.
Articulate their educational values in action through explicit and implicit
modelling.
Build a positive school culture that values education and productive relationships
through genuine community partnerships and acknowledgement of Indigenous
culture.
Promote a culture of high educational expectations, with explicit information
communicated to students and parents as to how to achieve academic success.
Support the Positive Behaviour team in their school through active membership
of the team and allocation of adequate financial and human resources allowing
realistic timeframes for all stages of the change process.
Work with members of their school community to build strong links with other
agencies to support young people at risk of disengaging from school, particularly
those with mental health issues and those with challenging behaviours.
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Bibliography
Journals and Articles
Blum, R. W., ‘A Case for School Connectedness’ in Journal of School Health, Vol 74,
No 7, September, 2004.
British Columbia Ministry of Education 2008, Safe, Caring and Orderly Schools: A
Guide.
Los Angeles Unified School District, Policy Bulletin. Discipline Foundation Policy:
School – Wide Positive Behaviour Support, March 27, 2007.
Mooney, M., Dobia, B., Barker, K., et al, ‘Positive behaviour for learning: investigating
the transfer of a United States system into the NSW Department of Education and
Training Western Sydney Region schools’, in Curriculum Leadership Journal, Vol 6,
Issue 20, 27 June, 2008.
Websites
Association for Positive Behaviour Support
www.apbs.org
Los Angeles Unified School District
www.laud.net
Ministry of Education, British Columbia
www.gov.bc.ca
School District 19 (Revelstoke)
www.sd19.bc.ca
School District 61 (Greater Victoria)
www.sd61.bc.ca
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Appendix
Summary of Information collected during research project
School or District and
context
Timber Creek High School,
Orlando, Florida
Conference presentation, ‘It’s
Just the Way We Do
Business.’
Exemplary practices and programs
Aspects of Leadership (as observed)
PBS operating over 8 years and now
integrated into all school practices so
PBS is now the norm.
Genuine team approach and positive
culture fostered by principal who
acknowledges key staff and allowed
space, scope and resources to ensure
PBS successfully implemented.
School has its own credit union and
cafeteria/cafe
Principal: John Wright
Large secondary school
(3,000, had been 5,000+)
Genuine team approach and
positive
Wilmington Middle School,
Los Angeles
Principal: Veronica Aragon
Middle school: years 5–8,
2,000 students.
Cultural mix is Hispanic and
White American
Bilingual school diaries with school
policies and procedures outlined in
both languages.
Principal highly visible greets the
students each morning and speaks to
‘tardy’ students as they arrive late.
Diaries also contain information and
tables so students can track their own
progress and are encouraged to do
so.
Principal supports PBS team and is an
active member, although does not lead
it.
Cohesive student support approach
involving outside agencies with a
focus on anti drugs and gangs,
engagement and attendance at
school.
Parent supervision roster for early
morning (7.15am) drop off of
students.
Strong Positive Behaviour Team in
the school, maintaining fidelity to PBS
model.
Eagle Rock High School,
Los Angeles.
Principal: Mr Salvador Velasco
7–12 school with:
Junior comprehensive school,
senior high school and 7–9
gifted or ‘Magnet’ school, all
under the one administration
and on the one campus.
School is close to a college
campus and arts and sporting
facilities of Los Angeles
Parent shadowing as an alternative to
out of school suspension.
Middle Years program of IB.
Junior Magnet school for gifted and
talented students 7-9.
Principal highly visible in playground at
breaks
Principal has developed school culture
of learning, achievement/aspiration.
Advanced placement available in
History/Politics, Mathematics, Science
and Language Arts.
Gear Up program – peer mentoring
COST program (Collaboration of
Services Program) to address the
need for intervention services for 9th
graders at risk of disengaging.
State Leadership Fellowship 2009–2010 Jim Harkin Award Report: Janice Dolstra
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Very multicultural:
Hispanic 67.8%
Filipino 17.3%
White 8.4%
Asian 4%
African/American 1.4%
American Indian/Alaskan 0.7%
Pacific Islander 0.2%
Palms Middle School
Los Angeles
Principal: Ms Bonnie Murrow
Big Picture Academy: St
Louis
St Louis Public Schools
Note: Most Big Picture schools
are charter schools. This
school in St Louis is a public
school.
Operation Bright Future (Attendance
and Retention).
AVID (Advancement Via Individual
Determination)
Freshman Academy – to develop the
habits of mind required to
successfully complete high school.
Impact program for students at risk –
a targeted intervention program –
drug and alcohol issues, anger
management, grief and loss
Individual instruction
Principal promotes the personalized
learning philosophy.
Use of a teacher/adviser and
community mentor to support student
learning, including a work placement
type program one day per week.
Explicit information around how
students can achieve their goals.
There was a charge per day to
visit the school, observe
classes and speak with
teachers. Whilst there, I also
shadowed staff who
supervised students at their
work placement.
There were several ‘Teacher for
America’ staff members, only one of
which actually had completed teacher
training. The others were graduates
with an introductory ‘crash course’ in
teaching.
Principal: Ms Kacy Seals
School District 61 (Greater
Victoria)
British Columbia
Small dedicated team addressing and
supporting Aboriginal education, led
by Nella Nelson.
Aboriginal Education
Consultant: Ms Nella Nelson
Principal active within wider Los
Angeles Unified School District.
Promotion of Indigenous school leaders
and staff in schools.
Significant district resources into
embedding Indigenous culture at all
levels of education: primary,
secondary and tertiary.
Schools well supported by a local
Indigenous community centre with
allied health support available and
easily accessible.
School District 19
(Revelstoke)
British Columbia
Superintendent of Schools: Ms
Anne Cooper
Community of 1 high school
and 4 (soon to become 3)
elementary schools in small
Local Elders play a prominent role in
the community centre. Youth and
general employment programs also
significant.
Community of schools in small
district.
Significant rebuilding of facilities to
include:
Principal of Revelstoke Secondary
School has maintained focus on
Positive Behaviour over an extended
period (over 5 years) with significant
improvement demonstrated.
Refurbishment of high school to
include reduced workshop facilities
but a brand new community theatre.
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isolated rural mountain
township.
Revelstoke Secondary School
Principal: Mr Mike Hooker
500+ students
Columbia Park Elementary
School
Principal: Ms Shan Jorgenson
– Adam
Also Aboriginal education
contact for the district.
Four elementary schools to be
reduced to three, with the two merged
schools to also have a new
community health/services facility
onsite.
Cohesive/coordinated Positive
Behaviour approach across the
district in all schools.
Excellent vocational facilities in the
secondary school.
‘School within a school’ –an
alternative secondary learning space
for students with challenging
behaviours or those who are
disengaged from school. The
secondary school has fostered the
establishment of this facility and
employed a special education teacher
with juvenile justice and mental health
experience and a teacher’s aide.
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