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Seeing the face of Christ in everyone, students, parents, teachers and staff, family members.

Each interaction is an opportunity to make a connection. Our school should always strive for reinforcing that we are all connected.

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Teachers are called to be vibrant and professional educators with a dynamism that comes from their relationship with God. Teaching extends outside the classroom into cultures and communities, and is a vocation. 

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Teachers are called to be vibrant and professional educators with a dynamism that comes from their relationship with God. Teaching extends outside the classroom into cultures and communities, and is a vocation. 

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Much more than just being relational and caring about individuals, this point calls us to put an aspirational and hopeful anthropology that places at the center of all educational decisions a priority for accompanying individuals to be a part of the world as it should be rather than settling for training than to be successful in the world as it currently exists.

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Though the way "school" is done may change (ie flipped classrooms, online learning, student paced), it is super important that the place of school still is a separate and uphold an environment of its own that is friendly, hospitable, orderly etc.

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This involves opening up the school to the community as well as the school going out into the community. This could be informal or formal events that invites everyone to the school to learn in both formal and informal ways.

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The physical space of a classroom matters. The traditional setup needs to shift into something new. With thoughtful intention, the physical classroom can become an educator in itself, interactive and relational.

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The school is open to the community, where everyone can get involved. This includes parents/guardians, students and community members to engage and take part in the various processes of education. The school's doors are open so that everyone can partake in experiences that go beyond the classroom doors.

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Systematizing more group settings for students who struggle with "fitting in", different groups and personalities also to better their socialization skills and boost their confidence as respectful young students.

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Our leaders need to be seen as humans with limitations and also be willing to ask people to fill in and assist them when dealing with areas that they may struggle with. It is less about delegation but more about valuing staffs skills and utilizing them appropriately for the better of the school. In this, everyone is experiencing some form of leadership while also creating an inclusive environment where everyone plays a role which then creates more buy in with the staff.

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We can utilizing indigenous knowledge and take advantage of existing resources. By including more indigenous innovations it can help self- confidence and respect amongst each other and the community. (Elder meetings, land acknowledgment, family history. Just some examples)

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Our basketball and playground is open to the community. We invite the community to various events like Bingos.

With the book fair we are inviting the whole community to it.

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Educating the mind, body, and soul of our students. Connecting their reality to the school and finding pathways for them to succeed in life with the baggage that they bring with them. Creating a "cradle" of empathy and compassion being careful to not let them fall "asleep". Demonstrating our students to be good people of their own community. Instilling a sense of ownership for their own community. 

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Educating the mind, body, and soul of our students. Connecting their reality to the school and finding pathways for them to succeed in life with the baggage that they bring with them. Creating a "cradle" of empathy and compassion being careful to not let them fall "asleep". Demonstrating our students to be good people of their own community. Instilling a sense of ownership for their own community. 

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In regards to collaboration, we have so many partnerships from our parish, community, tribal programs, tribal council, our immersion groups, staff, teachers, Lasallian Volunteers, our animators and the many networks that DLSBS are apart of. It's hard to think that collaboration at it's heart, starts with us individually. To be able to work within our own network is one thing, but to partner with all the outside partnerships is what makes us whole and leads to a successful academic school lead by our mission as a Lasallian school. 

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In regards to collaboration, we have so many partnerships from our parish, community, tribal programs, tribal council, our immersion groups, staff, teachers, Lasallian Volunteers, our animators and the many networks that DLSBS are apart of. It's hard to think that collaboration at it's heart, starts with us individually. To be able to work within our own network is one thing, but to partner with all the outside partnerships is what makes us whole and leads to a successful academic school lead by our mission as a Lasallian school. 

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As educators, we see and acknowledge that everyone has their own way of learning and it's essential that to identify the student's needs academically, socially, and emotionally. The curriculum we follow is a guide and starting point for us and what it does is that it gives us the opportunity to be creative and make it a learning environment they can thrive in

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Hosting events for the tribe

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Grow in communication with the Church as to how we can better determine how and when to use the building

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Improve relationship with parishioners, get updates etc. Sometimes interrupted during classes etc.

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Kelly and Daniel have a circle for seating charts, lots to promote learning

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Cross curricular projects- Natoyis project with math, art, Blackfeet Culture.

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Ask high/ low/ where did you see God today?

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Teaching students to be comfortable in the uncomfortable so they can be of service and have empathy for others

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Elders during assembly, or meeting with the classes similar to the way that Sister did.