Learners are innovative thinkers who are successful, confident, respectful and caring

School Handbook

About Galbraith School


Galbraith School opened on February 14, 1913 and was located on open prairie until home construction surrounded it years later.  Designed by architects H.M. and W. A. Whiddington and built by Lussier Construction Company, the original three-story building cost $82,000 to build.  Galbraith School is the oldest school building in Lethbridge still operating as a school.  It was named for Dr. Walter Stuart Galbraith, pharmacist and physician, mayor, and School Board member.  The original school had eight classrooms, each designed to accommodate 40 students.  Two large playrooms were located in the basement, and a maple-floored auditorium, stage and dressing room were on the third floor.  In 1962 a large one-story addition opened.  Cosmetic maintenance was done to the exterior in 2012.  


School Philosophy

“Galbraith Cares”  

Under the auspices of Alberta Education and Lethbridge School Division 51, Galbraith Elementary School provides academic, cultural, recreational, social and community support programs in a safe and respectful environment.   

Galbraith Promise  

“I promise to do my best to make Galbraith Elementary School a place where everyone feels safe and respected.” 


Galbraith Care Hare

Care Hare holds in his paw everything that Galbraith stands for and represents: 

  • He is flexible by adapting to this ever-changing environment through camouflage.  Changing colours represents aspects of multi-culturalism, sensitive to individual differences. 
  • Note Care Hare's ears.  He has an outstanding ear for details and is a good listener.  He is a strong role model through sensitivity in problem-solving on the playground and in the classroom. 
  • Care Hare is a survivor and a creative problem-solver.  He literally stands up on his hind legs for what he believes. 
  • Care Hare models the Green Zone, which means he has strategies to regulate himself. 
  • Care Hare has a history at Galbraith with dreams and aspirations to continue his promise to represent the School Mission and Motto. 
  • Care Hare represents the caring nature in all of us.  

Vision Statement

Empowering learners to succeed as caring, responsible and contributing global citizens.

Missions Statement

Galbraith Elementary School is an inclusive learning community that develops engaged, ethical and innovative learners.

We believe:

  • children will develop into responsible, caring life long learners, in a safe, inclusive and positive learning environment;
  • the understanding that co-regulation within the community as a whole promotes positive self esteem which therefore fosters considerate and responsible citizens;
  • in restorative practices and in "re-do's" which provide opportunities to learn and grow from mistakes;
  • parents, as the first teachers, should be actively involved in a home and school partnership;
  • all student, staff and parent should feel safe and equally valued for their contributions to the community as a whole.

Galbraith staff and students will continue to be hard working progressive risk-takers embracing new ideas while valuing the uniqueness of all individuals.

School Motto


Expectations at Galbraith School

We work at making our school a pleasant place for everyone to work, think and play. Students are to be thoughtful and considerate when interacting with other people. As children grow and learn they begin to accept more responsibility for their own behavior. Fighting, rough play, or unacceptable language may result in loss of privileges or suspension. 

When a student is involved in a serious problem or when there are a number of incidents, a meeting will be set up with the parents and appropriate school staff. The purpose will be to work together to help the child recognize that a serious behavior has occurred, to have the child understand that there are a number of alternative options, to identify a consequence appropriate to the behavior and to develop a plan to improve behaviors. Parents are central to improving student behavior. 

Every September, and when necessary during the year, teachers go over behavior expectations with all children. This proactive approach sets ground rules and lets students know what is expected of them. We find that helping students understand what is right and wrong helps to create a positive school climate. 

Footwear – What footwear is necessary?

Students are expected to have two sets of footwear. Wet and muddy shoes must be removed and placed on the boot racks. This helps to keep the school clean and safe for students and staff. We don’t want anyone to slip on wet floors. 

Students are expected to: 

  • remove wet or muddy shoes and boots upon entering the school 
  • place their wet shoes on the boot racks. This may mean carrying the wet   footwear to their boot racks. 
  • care for others and always try, in order to keep the school clean and safe for everyone. 

Where can you play? Where can’t you play, at recess and at lunch?

When you go outside to play, move to the side you are going to play on as quickly as you can, using the south side of the school. For safety reasons students, don’t stop to play on the front steps, or dawdle along the way. You must stay on the playground behind the yellow lines. 

You may only use the south side of the school to move from playground to playground. As soon as you finish locking up your bike move onto the playground. It is never safe to walk on top of the bike racks. 

Before and After School

Supervision begins fifteen minutes prior to school starting in the morning.  

At the end of the school day students are expected to go directly home. Supervision is provided for bus students to ensure safe dismissal and dispersal of students. Students are not to remain on the school grounds to wait or play as there is no general playground supervision at this time. 

Supporting Positive Behavior

Conflict between students is usually dealt with by the classroom teacher or the supervising teachers.  When appropriate, administration is involved in the conflict. 

We believe that all adults are responsible for addressing unexpected behaviors and problem solving with students through Second Step program for all K–5 students , which is designed to teach social-emotional and executive functioning skills which will help our students be successful members of our school community.  We believe in restorative practices.  Restorative practices are NOT an “instead of”. They work hand in hand with trauma-informed practices and with social emotional learning. Restorative practices are also not about letting students “get away” with things. Student accountability, responsibility and consequences are still present, but shame and punitive punishment are not. 

Galbraith staff have an understanding of trauma, trauma and the brain, and trauma-informed practice.  Our school staff choose strategies that demonstrate empathy, and help to create a safe environment where all students can learn in healthy ways to handle their emotions and regulating others.  Through trauma-informed practices, we strive to create a school environment that supports social-emotional learning practices that are important to student growth, learning and healing.  By providing a compassionate and supportive environment that is trauma-sensitive, we continue to work with students to help them to succeed in academics and in social life. 

For more information, please see Policy 500.1 Student Rights and Responsibilities.

Safe and Caring School Policy

Policy 502.1 Welcoming, Caring, Respectful and Safe Learning Environment  

The Education Act mandates that the principal must maintain order and discipline in the school, on school grounds and during activities sponsored by or approved by the Board. 

The staff of Galbraith School believes that an effective Safe and Caring School Policy contributes to a safe, positive environment for all members of the school community. The staff further believes that although the majority of students are co-operative and well behaved, some students display behaviour which has a negative effect on the school climate and interferes with the learning process. The staff recognizes the need for appropriate intervention and response in order to maintain good order and discipline and a safe and caring environment. The staff also recognizes the need to reinforce appropriate behaviour through the use of positive behavior programs. 

The staff expects all members of the school community to conduct themselves in a manner that demonstrates a respect for the rights of others and to resolve conflict in a non-violent, responsible manner. The staff has therefore agreed to follow the district regulations, expectations and consequences in order to ensure a safe and caring environment for all members of the school community. 

Consequences arising out of unacceptable student behaviour shall be consistent with district policy and appropriate to the nature of the offence and the circumstances. 

For more information, please see Policy 500.1 Student Rights and Responsibilities  and Policy 502.3 Suspensions and Explusions 

Student Code of Conduct


In order to establish and maintain a welcoming, caring, respectful, and safe learning environment, this Code of Conduct establishes expectations and consequences for student behaviour while at school, at school sponsored activities, or while engaging in other non-school activities that have a direct influence on maintaining a welcoming, caring, respectful, and safe learning environment in the school. 

The Code of Conduct is intended to establish and maintain an appropriate balance between individual and collective rights, freedoms, and responsibilities in the school community. 

The Code of Conduct is also intended to help students learn how to address issues of dispute, develop empathy, and become good citizens within and outside the school community. 

 For further information, please see Policy 502.1 Appendix A Student Code of Conduct.


Schools are now required to do at least 1 lockdown practices each year, one of which must be in the fall and the other in the spring. 

Possession and/or Misuse of Controlled substances  

Please see Lethbridge School Division Policy 502.1.7 Posession and/or Misuse of Controlled Substances


Alberta is committed to creating an inclusive education system that inspires and enables all students to achieve success and fulfillment. All students in Alberta learn the concepts and skills in the Alberta’s Curriculum, which has been recently updated for the 2022-2023 school year. You can find more information about the curriculum hereAlberta's Kindergarten to Grade 6 Curriculum 


English Language Arts and Literature focuses on developing the ability of students to communicate effectively in a variety of contexts, to inform, persuade, or entertain. ELAL also aims to spark the imagination, inspire a love of learning, and develop appreciation for the rich diversity of human experiences shared through language, literature, and story.  

Mathematics is a universal language relying on a shared understanding of symbols and procedures to communicate ideas efficiently that helps us to solve real-life problems. Mathematics involves learning across various disciplines, including arithmetic, algebra, geometry, statistics, and probability. 

Science is creative, collaborative, and dynamic; is based on experience and evidence; and employs objective methods, for observing, collecting, and analyzing data. Science allows students to nurture curiosity, ask and answer questions, explore scientific and technological concepts, and acquire knowledge and understanding of the world.  

Social Studies draws from history, geography, civics, and economics to help students acquire a growing body of essential knowledge and build understandings of relationships between people, places, and environments, as well as historical and contemporary controversial issues.  

Fine Arts at Galbraith Elementary allows students to receive music instruction from a Music specialist and art instruction from their classroom teachers. Music and visual arts are required for K to 6 students in Alberta, while dance and drama are optional. 

Physical Education and Wellness combines the disciplines of physical education and health/wellness education. It promotes holistic development of students in eight dimensions: physical, social, emotional, spiritual, environmental, financial, intellectual, and occupational. 

Students in grades 4 and 5 study basic life cycles and physical changes that occur in the early adolescent years. Parents will be advised when these classes will take place and if desired may opt their students out of these classes. Please see the Division Policy 602.7 for more information.

French gives students in grades 4 and 5 the opportunity to learn conversational French and explore another culture. 

Kindergarten Program 
The kindergarten program provides a child centered environment where children can explore, interact, imagine, and experiment to add to their knowledge and skills.  At Galbraith, Kindergarten students have half day programs, running in the morning or afternoon, as well as some Friday mornings.  


Field trips are planned by teachers to enhance the curriculum. When out in the community, students represent their families and Galbraith, and expected, safe behaviours are required to participate.  Field trips are only taken when the staff can ensure adequate supervision. Parents are welcome to participate on field trips. 


See the Field Trips, Off-Campus Activities and Student Travel Policy 607.1 for more information regarding field trips. 


Galbraith’s Learning Commons is a common, shared, learning space that supports a student-centred approach emphasizing active and collaborative engagement and encourages the co-creation of knowledge by all learners. Students have access to a diverse library of books that they can check out, as well as technological and creative resources to build problem solving skills and global understanding. Our Learning Commons Facilitator supports and guides students in the Learning Commons.  

Student Assessment

Teachers are continually assessing student work, providing feedback, evaluating the results and then reporting to parents and students. 

Galbraith teachers use a variety of authentic, targeted, and sustainable assessment tools and strategies to assess students’ on-going progress.  Regular two-way communication between parents and teachers helps to ensure continued student growth and progress. 

If a student is having considerable difficulty in completing curriculum objectives, it may be necessary to adapt or modify their program.  This is done in consultation with the parent/guardian, administration, and other teachers who also work with the student. 

Students on modified programs, with specialized learning goals, will be assessed on their report cards according to their Individual Support Plan (ISP) goals, with information being communicated to families through the ISP and report card comments. 

Reporting Periods

Please refer to the current school year calendar for reporting period dates. If you have any questions or concerns regarding your child’s progress during the school year, please do not hesitate to contact the classroom teacher.   


Inclusive Education Programs and Services

All children have the potential to learn and succeed. Children learn in different ways and at different rates. To accommodate this wide range of learners, Galbraith teachers and support staff provide a variety of programs, strategies and supports to all students. 


Learning Support Teacher

The Learning Support Teacher (LST) works collaboratively with classroom teachers to provide universal, targeted, and individualized supports and strategies for academic and behavioural support.  The LST also coordinates Student Assistance Team (SAT) meetings, which consists of the parent(s), teacher(s), the LST, and administration.  On some occasions, the meetings may include other individuals who support the student such as the teacher counsellor, division psychologist or other outside agencies. 

Division Educational Psychologist

The School Division Educational Psychologist works closely with parents, teachers, the LST and administration to support our students who, after multiple responses to intervention and instruction (RTI2), are continuing to experience difficulty in their learning. 

Speech and Language Assistance

Galbraith has access to the services of a Speech Language Pathologist and Speech Language Assistant to support students who have delays or disorders in grammar, fluency, pronunciation, or voice quality. Treatment may consist of individual or group sessions at school, home programs, parent-child evening groups, and consultation to the school and/or parent. 

For more information regarding Inclusive Learning Supports, see Division Policy 605.1.

Counselling Services

The counselling program is multi-faceted to reach many children and their families.

Our full-time Teacher Counsellor works with whole classes, small groups, and at times with individual students to provide universal and targeted supports. Referrals may be made through the counsellor to community agencies.

Indigenous Education

The Elementary Teacher of Indigenous Education assists Division schools to be responsive to the needs of Indigenous students to develop positive relationships and understanding of cultural heritage.  The teacher supports students and teachers in the regular classroom setting and communicates with parents as necessary. 

For more information regarding Indigenous Education, see the First Nations, Metis, and Inuit Education Policy 602.4. 

Youth Engagement Officer

The Youth Engagement Officer Program is a partnership between the Lethbridge School Division and Lethbridge Police Service. Youth Engagement Officers (YEOs) focus on providing outreach in the forms of early intervention, positive mentorship, recommending support services, and building positive relationships. Galbraith has a YEO assigned to the school to support our staff and students when necessary. 

Managing Health Issues in Schools

Division Policy regarding managing health issues in schools can be found in Policy 504.1. 

Office Hours

School Office Hours:
Monday to Thursday 8:00am to 4:00pm
Friday 8:00am to 1:00pm


Keep in Touch

Communication is imperative for success for your child. Just as teachers contact parents for a variety of reasons, we invite parents to keep teachers and staff informed of their children’s needs and concerns. The best times to call are before or after school. Messages will be taken during class time and teachers will return your call when they are available. The school telephone number is 403-327-3653. There is an answering machine for after-hour messages. 
Please phone and leave a message or use the Safe Arrival app if your child is going to be absent or more than a few minutes late. It saves our office staff a great deal of time trying to locate children who have not arrives for school. 

School Messenger will be sent out after 9:15 am, and throughout the school year to inform parents of upcoming events/notices. 

Weekly Messages

A weekly message (Fridays) will be e-mailed letting you know what is coming up for the week. Occasionally supplemental emails will go home during the month. 


As per Division Policy, Galbraith fosters effective two-way communication and the building of positive relationships within our community by developing and supporting communication networks among stakeholders.  

The Channels of Communication for the public, parents, and students is shown in the document Policy 1003.1 Channels of Communication and Disputes Resolution. 


Teachers will briefly discuss activities, expectations and unique aspects of their classrooms with parents. Please check the September calendar for date and times. 

School Council

School Council gives parents and staff the opportunity to meet and to discuss matters of interest relating to the education of our students. Parents are informed of school or Division matters, discuss those issues and make recommendations. 
Policy 1002.4 School Council https://www.lethsd.ab.ca/download/187801.

The Galbraith Society is a fundraising committee which works closely with School Council. Parents on the fundraising committee attend the School Council and fundraising is a joint effort with the school. Funds are used for school projects, such as fieldtrips and new technology. 

Please support your School Council. Please check the school calendar for times and dates. 

Calling the Office for Absences, Leaving Messages and After School Pickup

Attendance Policy 


Please call 403-327-3653 and excuse your child from school when he or she is ill or has an appointment. It will save the office staff from calling parents to see where your child is. The automated system works great and is available 24 hours a day. Please leave a simple message, clearly stating your child’s full name, date and reason for absence. Thank You!!

Phoning the school to leave messages for students:

Please be aware that the office is extremely busy at the end of the day and phoning to leave a message for your child’s pick up or any other reason may not get to the student. Please make arrangements for pick up or any other items with the student in the morning or have an alternate pick up come to the school. If there is an emergency please do not hesitate to call and we will try to get the message out to the student.

Picking students up after School: 

The after school dismissal time for Kindergarten is 3:30pm, Grade 1-5 is 3:35pm. Please have someone to the school 5 minutes before to pick up your children. We are having an issue with students in the school until 4:00pm and this is becoming a safety concern.


There are a wide variety of opportunities for parents, family, and community members to serve as volunteers in the school. Galbraith teachers are always looking for help in the classroom to read with students, help prepare materials, work at Sports Day, etc. Volunteering in the school provides you, as an engaged member of our community, the opportunity to see our students in a different environment and models active citizenship for our students. Please contact either your child’s teacher or the office to indicate your willingness to volunteer. Volunteer forms need to be filled out, so please ask the office for the forms. 

For overnight activities volunteers involved in overnight activities require a Criminal Records Check and Vulnerable Sector Check, costs paid by volunteer.   

Further information can be found in Policy 1003.3 Volunteers and Procedures 1003.3 Volunteers.

Fair Notice of Risk/Threat Assessment

Our School District believes in creating safe and caring environments for students and staff. Any incident where a student engages in behaviour which threatens or appears to threaten the safety of others will be investigated. Administrators can implement a Risk Assessment for behaviours that are worrisome including writing or drawings with violent themes; references to or involvement in violent activity at school; or an increased interest in activities that are deemed as dangerous to the safety of others.

A Threat Assessment is implemented when a student threatens to kill or injure others, brings a weapon to school, or makes direct verbal or written violent threats to others.


F.O.I.P. (Freedom of Information and Protection of Privacy)

FOIP aims to strike a balance between the public’s right to know and the individual’s right to privacy, as those rights relate to information held by public bodies in Alberta. 

In a school setting, the personal privacy of students and parents is protected by rules that schools must follow in the collection, use, protection and disclosure of personal information. FOIP permission forms are given to parents/guardians as part of registration packages. Please return these forms to the office as soon as possible upon receiving them.  

A direct link to the Division Web page FOIP site is: