Nothing More Important Than Culture

As school leaders, we believe school culture is the invisible force that shapes everything—and there is nothing more important. Culture influences how staff show up each day, how students experience learning, and how families perceive the school. It isn’t found in a handbook, but in daily interactions and small decisions that signal what truly matters. A strong, intentional culture builds trust and belonging, fueling staff retention and morale. It invites families into partnership, strengthens resilience in challenging times, and fosters a shared sense of ownership. When nurtured well, celebration and recognition become natural—woven into the everyday moments that make a school a place people are proud to be part of. Take a look at some of our tried and tested ideas that you can use to build and shape your school culture.

Over time, we have seen the impact of these intentional practices in both measurable and anecdotal ways. Staff surveys, retention rates, increased family engagement, and student participation all point to stronger connections and a greater sense of belonging within our schools. More importantly, we see it in the everyday moments—the willingness of staff to support one another, the pride students take in their school, and the trust families place in us during both celebrations and challenges. These ideas are not theoretical; they are practices we have implemented, refined, and sustained, over the past 5 years, because they consistently strengthen the culture of our school communities.

Staff Morale and Retention

1. Personal Acknowledgement of Staff Success:

Who doesn’t love a letter? In a world of emails, texts, and quick communication, the thoughtfulness of a letter goes further than you might expect. Once a month or after major events—like Christmas concerts or report card deadlines—our principal writes to staff to acknowledge their contributions, often including a hand-baked treat or chocolate bar. These notes convey appreciation by leadership and remind staff that they are seen and valued. While our school is small enough to include everyone, larger schools could recognize one grade level each month instead. (Lomond Community School)

2. Food, Fun, Friends, and Gatherings:

One of the simplest ways we support and connect with our staff is through our monthly potlucks. The whole team comes together to share in the first and last months of the year, while in between, staff join one of two teams—meaning everyone enjoys ten shared meals but only contributes six times. We map it all out in advance with a chart, selecting dates over the summer and inviting staff to sign up for teams in September and October. Each team has a captain who keeps things running smoothly by reminding colleagues of upcoming dates and helping organize the themes. Each gathering carries a fun theme—think waffle mania, tailgate feast, taco bar, summer BBQ, or soups and sandwiches—which adds a sense of anticipation and creativity. It’s a practical system, but more importantly, it creates space for laughter, generosity, and a strong sense of community.    (DA Ferguson Middle School)

Parent and Community Trust

3. Building Trust through Social Media:

Building trust with our parents and broader community is a priority, and one of the most effective tools we’ve found is consistent, positive communication through social media. Using our Instagram account (@ferguson_foxes) and Facebook page (D. A. Ferguson Middle School), we regularly highlight the learning, activities, and achievements happening within our school. This visibility helps families feel connected to the day-to-day experiences of their children and strengthens confidence in the work we do. We are fortunate to have a staff member with a talent for social media who curates and shares photos and stories in an engaging way. I would encourage other principals to explore our platforms as an example of how intentional, authentic communication can build strong school-community relationships.    (DA Ferguson Middle School)

4. Regular Traditions within Community:

Trust is built through consistent, visible actions that connect a school to its community. In Lomond, this is reflected in yearly traditions that extend learning beyond the classroom. During the Christmas season, students visit local seniors to sing, laugh, and share simple moments like games and carols, creating connections across generations. Junior and senior high students serve at the local soup kitchen once each year, while our elementary students also take pride in caring for the school’s front landscaping. These experiences deepen students’ understanding of community and show families that the school is committed to developing thoughtful, engaged citizens—building trust consistently over time.  (Lomond Community School)

Resilience in Change or Crisis

5. Small Actions in the Midst of Struggle:

Resilience is where culture proves itself. This year has brought challenges for our school, yet what stands out is how staff and students have responded—with care, consistency, and a shared sense of purpose. Staff have supported one another in simple but meaningful ways – like bringing in drinks one day at lunch or organizing a staff-led morale committee to ensure birthdays and milestones are still recognized. These actions, though small, reflect a culture that prioritizes staying connected. With trust already in place, staff and students are better able to adapt together, steadying one another through uncertainty.   (Lomond Community School)

6. Staying Cool, Calm, and Collected in the midst of change or crisis:

Whether it’s a burst water pipe crashing through a hallway ceiling, multiple flight cancellations during an exchange trip, or responding to a serious student injury or medical event, challenges can arise without warning. In those moments, it’s not procedures that carry a school through—it’s trust. A strong foundation of trust among staff helps keep everyone calm, cool, and collected during a crisis. Supportive leadership, steady decision-making, and clear communication empower staff to respond with confidence and clarity. When staff are aligned and composed, students feel reassured, and parents gain confidence knowing situations are being handled with care and professionalism. In the end, it’s this shared trust, built over time and strengthened through experience, that allows a school community to face the unexpected with resilience. (DA Ferguson Middle School)

Student and Staff Ownership of the School

 7. Student Managing the School:

Complementing this work is our Fox Force, a student leadership initiative that gives students authentic opportunities to contribute in both meaningful and practical ways. This year, participation has been exceptional, with 60 of our 80 Grade 8 students taking on leadership roles. These groups complete their tasks during regular breaks.  Through Fox Force, students support initiatives such as operating a student-run snack shack, managing recycling, maintaining hallways, assisting in the office and library, organizing gym equipment rooms, and taking on physically demanding “heavy hauler” roles. Funds generated through the snack shack and recycling program are reinvested into celebrations and events that recognize student involvement. By entrusting students with real responsibilities, Fox Force builds leadership capacity while fostering ownership, pride, and a strong sense of community within the school. (DA Ferguson Middle School)

8. Students Running Assemblies and Tournaments:

Student and staff ownership of the school has been especially evident over the past 5 years, with more individuals stepping into meaningful leadership roles. Each class holds a role in helping our school run.  For example, grade 1/2 students greet guests and give tours, while grade 7/8 students set up for all events and bring in weekly groceries.  Our Colour Teams have led assemblies that build school spirit. High school students hosted volleyball zones with pride, and our Grade 5/6 students demonstrated leadership during their local basketball tournament—not only did they compete, but also refereed, scorekept, and ran the concession. These experiences reflect a growing sense of ownership, where students and staff see the school not just as a place they attend, but as a community they help shape.  (Lomond Community School)

Celebration and Recognition

9. Lion Roars to Recognize Smaller Contributions:

Celebration and recognition play an important role in reinforcing the values of our school community. Staff intentionally highlight positive student actions through “Lion Roars,” which are shared with the office.  The student is then called to the office, and a phone call is made home to share how the student has been seen contributing to our school culture.  This simple act strengthens the connection between school and family and builds pride in our students.  Staff meetings always begin with time set aside for sharing successes. These practices help create a culture where achievements are noticed, valued, and shared, strengthening pride and connection across the school.  (Lomond Community School)

 10. Regular Recognition of Wildly Important Leaders:

Leadership is intentionally cultivated and celebrated through our Wildly Important Leaders initiative. Each week, one student from every grade is recognized for demonstrating leadership, with homeroom teachers nominating students and sharing a brief description of their contributions—from kindness and inclusion to responsibility and initiative. These recognitions are shared in announcements and highlighted through displays and social media, reinforcing a culture where leadership is visible and valued. Each month, recognized students are further celebrated with a shared lunch. A central feature is our “leadership tree,” where each student’s name is added as a leaf, gradually creating a powerful visual of the collective impact students have on shaping a strong school culture.  (DA Ferguson Middle School)

Final Thoughts

As school leaders, we know culture is never finished—it must be continually nurtured, strengthened, and renewed. The intentional practices we have highlighted around resilience, ownership, celebration, recognition, and community connection continue to shape the daily experiences of our students, staff, and families. Together, these efforts build trust, strengthen relationships, and reinforce a deep sense of pride and belonging within our schools. Moving forward, we are committed to expanding student leadership opportunities, creating even more intentional spaces for staff connection and wellness, and strengthening communication and partnerships with families and community members. We also recognize the importance of continuing to listen, reflect, and adapt as the needs of our school communities evolve. Over time, it is this consistent and collective effort that turns values into lived experience and ensures culture remains not just something we talk about, but something we intentionally grow every day.

Kim Hutzul

Principal, D. A. Ferguson Middle School

Kim Hutzul is the Principal of D.A. Ferguson Middle School in Taber, Alberta. Since beginning her teaching career in 1999, she has taught Kindergarten through Grade 9 and served in leadership roles in both Saskatchewan and Alberta, including Principal of Alida School and Reading and Language Specialist with Chinook School Division. Passionate about school culture, student belonging, and leadership, Kim presented “All About Culture” at the uLead Conference, highlighting the intentional practices that foster connection, ownership, and engagement within the D.A. Ferguson school community.

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Amber Doram

Educator/Assistant Principal, Horizon School Division

Amber loves teaching High School English and Social. She is passionate about engaging learners and creating meaningful learning experiences. Outside of work she likes to camp with her husband, two daughters and their dog.

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Gregory James Bowes

Vice-Principal, D.A. Ferguson Middle School, Horizon School Division

Gregory Bowes is the current Vice-Principal and Learning Support Teacher at D.A. Ferguson Middle School in Taber, Alberta. With 18 years in education, Gregory has dedicated his career to supporting students both inside and outside the classroom through strong relationships, high expectations, and a deep commitment to student success. Over the course of his teaching career, Gregory spent 11 years teaching Science, Math, CTF/CTS classes, and Physical Education, helping students develop confidence academically, physically, and personally. He has also served in school administration for the past 7 years at both W.R. Myers High School and D.A. Ferguson Middle School, where he has become known as a caring, passionate, and student-centered leader.

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