126
Board of Education Inservice Series
Archdiocese of Dubuque
Section 1 - Section 1 - Msgr. Thomas E. ToaleMsgr. Thomas E. Toale
Archdiocesan Demography/ Archdiocesan Demography/ Mission Statement /Leadership Mission Statement /Leadership Roles; Archdiocesan and LocalRoles; Archdiocesan and Local
Who are we????Who are we????
30 Counties@212,000 Catholics199 Parishes & RE Programs50 elementary/middle schools7 high schools/4 HS of Religion
Mission Statement Mission Statement (policy book/ (policy book/ handbooks)handbooks)
respond to God’s continuous call for conversion to Jesus Christ
form and be formed in Christian community life
grow in knowledge of faith
participate in liturgical celebrations and prayer
collaborate in the Church’s mission of evangelization
Relationships Relationships
ParishCorporate StructureStateArchdiocese
Central LeadershipCentral Leadership
ArchbishopABEEducational Services Catholic Schools Catechetical Services
Local LeadershipLocal Leadership
Pastor(s)/Pastoral AdministratorPrincipalDRE/CRETeacherCatechistBoard of Education
PastorPastor
Leadership– Ex-officio voting member– Parish Council advocacy
Instruction– Program development– Staff
Pastoral support
Discussion QuestionsDiscussion Questions
1. Do we compile, review, and use local data?
2. Do our board actions flow from a known and understood mission statement
Section 2 - Jeff HendersonSection 2 - Jeff HendersonBoard Member Qualifications, Board Member Qualifications,
Tasks, and Functions Tasks, and Functions
Board Member QualificationsBoard Member Qualifications
•Concern for total Catholic Education•Willingness to Serve•Ability to Contribute/Share time & gifts•Willing to Listen & Learn
Tasks of Board membersTasks of Board members
Promote Catholic Education in all its forms
Become Knowledgeable through inservice/reading
Regular attendanceParticipate in, accept, and support
decisions
Functions of a BoardFunctions of a Board
Develop policyBe leadersParticipate in planningLiaison to othersCommunicatorEvaluate its work
Board Administrator RelationshipBoard Administrator Relationship
Regular CommunicationRespect/Understand RolesHonor lines of authorityNo surprisesRespect and Trust
AccountabilityDistinguish Major/Minor issuesSense of HumorCelebrations/CeremoniesEncouragement/Affirmation
Discussion QuestionsDiscussion Questions
1. How do we recruit candidates and educate them to the function of the board?
2. Do we evaluate ourselves to see if we are fulfilling our role as board members?
Section 3- Jeff HendersonSection 3- Jeff HendersonEffective MeetingsEffective Meetings
Recipe for Effective MeetingsRecipe for Effective Meetings
•Well planned agenda•Members come prepared•All contribute•Focus on topics of agenda•Start/end on time
PresidentPresident
Facilitates discussionAchieves ConsensusRecognizes contributions of
board members/staff
ReportsReports
Concise, and not longer than necessary
Dated/Prepared byHighlights key areas or issues
Follow upFollow up
Concise accurate unbiased minutesAssigned tasks performedConfidences keptDecisions supportedBoard self evaluation
Discussion QuestionsDiscussion Questions
1. Do we feel a sense of accomplishment after a meeting?
2. Do our decisions get implemented in a timely fashion?
Section 4- Jeff HendersonSection 4- Jeff HendersonBoard Resources, Board Resources, Policies, and RulesPolicies, and Rules
ResourcesResources
Policy ManualBoard Member GuidebookCatholic Educator HandbookLocal Policy BookBoard Minutes
PolicyPolicy
guide for discretionary actionthe board’s jobgives the executive officer the
sense of direction
Rule/regulationRule/regulation
a specification of a required action;tells exactly what is to be done, and it
usually tells who is to do it and when.the administrator’s job
Discussion QuestionsDiscussion Questions
1. Does our board take advantage and use the available resources?
2. Do we appropriately distinguish between policy and rules?
Section 5 - Msgr. Thomas ToaleSection 5 - Msgr. Thomas ToaleCommittees/Committees/
Executive Session/Executive Session/Delegations Delegations
CommitteesCommittees
Standing - continuing; established in bylaws and appointed by chair with board approval; (e.g. building & grounds, development, recruitment, legislative).
Subcommittee - appointed by a standing committee with board approval; assists the standing committee in its work; (school, church, rectory)
Advisory (schools Ch. 12) to comply Accreditation Standards of Iowa. The committee shares its observations and recommendations to the board of education which may choose to take action.
Ad Hoc - limited existence for specific task (e.g. window replacement)
Executive Sessions
Use sparinglyMotion to enterAbsolute confidenceNo minutes/tapesMotion to go outAction by motion if needed.
Delegations
Establish arrangement with group on time limit.
Welcome and introduce the delegation.Calls for presentation.
Do not allow dialog to develop between the board and audience.
Invite delegates and visitors who address board to identify selves by name and affiliation.
Invite questions from board members and/or the administrator.
Do not seek immediate response of board to delegation.
Thank the delegation.Board will discuss the issue after
the delegation leaves.
The Proper BalanceThe Proper Balance
The Right to be heardThe Right to deliberate
Discussion QuestionsDiscussion Questions
1. Are committees used effectively by the Board?
2. Do we use Executive Sessions effectively?
3. Are delegations responded to appropriately?
Section 6 -Msgr. Tom Toale
Board Obstacles/Dysfunction
Board dysfunctionBoard dysfunction
MicromanagingIndifferenceInternal DivisionSingle Issue/axes to grindUninformedLack of VisionLone Rangers
An Effective Board Pulls An Effective Board Pulls Together!Together!
Discussion QuestionsDiscussion Questions
1. What do we do as a board to avoid problems and dysfunction?
2. Are there areas where we need improvement?
Section 7—Marge KrawczukSection 7—Marge KrawczukAreas of CatechesisAreas of Catechesis
Areas of Catechesis (GDC)Areas of Catechesis (GDC)
• Early Childhood• Children of Catechetical Age• Adolescent• Catholic Schools• Young Adults
• Adult• Family• Persons With Special Needs• Marginalized• Elderly
Tasks of Catechesis (GDC)Tasks of Catechesis (GDC)
Knowledge of faithLiturgical lifeMoral formationPrayer
Belonging to communityMissionary spirit
Catechetical PlanCatechetical Plan
Mission StatementNeeds AssessmentPeople of VisionSocietal Realities
Conversion Conversion
The Christian faith is above all, conversion to Jesus Christ, full and sincere adherence to his person and the decision to walk in his footsteps.
DiscipleshipDiscipleship
Faith is a personal encounter with Jesus Christ, making of oneself a disciple of him.
This demands a permanent commitment to think like him, to judge like him, and to live as he lived. In this way the believer unites oneself to the community of disciples and appropriates the faith of the Church. (GDC)
Lifelong Adult Faith FormationLifelong Adult Faith Formation
• Living witnesses to Christ• Well-formed in faith• Enthusiastic• Capable of leadership in the
Church and society
Filled with compassionWork for peace, justice and love
Discussion QuestionsDiscussion Questions
1. How does the education and faith formation (BOE) committee evaluate its efforts in the areas and tasks of catechesis?
2. What immediate action can the committee take to assure that all members of the parish have faith formation opportunities provided for them?
Section 8 -Cherie Casey
Program Review/Issues
Mission DrivenMission Driven
The mission of the Educational Apostolate of the Archdiocese of Dubuque is to promote lifelong faith formation which challenges individuals to:– Respond to God’s call to personal conversion– Form and be formed in Christian community life– Grow in knowledge of faith– Participate in liturgical celebrations and prayer– Collaborate in the Church’s mission of evangelization
From Mission Statement…From Mission Statement…
Grade Level Expectations
Student Learning Goals - 11
Standards - all areas
Benchmarks K-2, 3-5, 6-8, 9-12
Program PlanningProgram Planning
Comprehensive School Improvement Planning Process (CSIP) - 5 year plan
Annual Progress Report (APR) - yearly report of progress
Catholic Identity Plan - yearlyTechnology Plan - yearly
CSIPQuestion #1
CSIPQuestion #4
CSIPQuestion #3
CSIPQuestion #2
StudentBenefit
Comprehensive School Improvement Plan (CSIP)Constant Conversations for Student Benefit
What do data tell us aboutour student learning needs?
Whatdo/will we
do tomeet
studentlearningneeds?
How do/will we know thatstudent learning has changed?
How willwe
evaluateour
programsand
servicesto ensureimprovedstudent
learning?
I. What kinds of data do weI. What kinds of data do wecollect to tell us about students?collect to tell us about students?
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Different kinds of testing andDifferent kinds of testing andassessment are used such as:assessment are used such as:
ITBS/ITED - grades 3-12ICAMS in reading and math - grades
4, 8, 11Science assessment - grades 7, 10K-3 diagnostic assessments for
reading, i.e. DIBELS, BRILocal assessments
II. What do we do to meet II. What do we do to meet student needs?student needs?
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Set long and short range goals based on student needs
Make decisions based on what the students need - identified growth areas
Organize staff development around meeting those needs
Students are the primary beneficiaries.
Review the ProgramReview the Program
Curriculum Review Cycle - 5 year cycle– To determine progress with standards/
benchmarks/ grade level expectations– To check overlaps and gaps - make revisions– To insure we are teaching what we test and
testing what we teach
III. How do we know studentIII. How do we know studentlearning has changed?learning has changed?
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By reviewing and analyzing assessment results
By then revising the curriculum as needed
By learning new strategies to meet needs of students
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Then Reporting ProgressThen Reporting Progressof Student Learning…of Student Learning…
Parent/Student/Teacher ConferencesPersonal Contact Student portfoliosWritten reporting Standards-based Progress Report
IV. How do we evaluateIV. How do we evaluateour success?our success?
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Informally…Informally…
Did we meet the goals we set?Did we use research-based
methods?Are the students learning more?How can we prove it?
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Formally…accountabilityFormally…accountability
Department of Education site visit cycleArchdiocesan site visit - mid cyclePurposes:
– To assess progress on CSIP - a general assessment of educational practice
– To commend and recommend
– To determine compliance issues
– Archdiocesan visit - to assess Catholic Identity Plan
Policies that apply to the Policies that apply to the Program area are:Program area are:
1312 - Complaints Concerning Instructional Materials
2123 - Catechist Formation 2471 - Needs Assessment - every 5 years 4131 - Staff Development 6120 - Program Development 6121 - Program Approvals 6141.11 - Education in Human Sexuality
Most of the 6000 seriesMost of the 6000 series
Career Ed. Philosophy Grouping Technology Global Edu. Curriculum/
Diversity PE & Health Course
waiver
Involve Parents Early Childhood Sacramental
Catechesis Liturgy Library/Media Guidance TAG At-risk
Our Ultimate Goals are:Our Ultimate Goals are:
To improve student learning in a strong academic environment permeated with Gospel values
To help students better assess their own strengths and areas of growth
To foster better communication among teachers, students, and parents
Discussion QuestionsDiscussion Questions
1. How has our school implemented standards/ benchmarks/and grade level expectations?
2. What does our school’s curriculum cycle look like? What areas are we studying this year?
3. How are we continuing the Comprehensive School Improvement Planning process?
Section 9 -Cherie Casey
Evaluation of Staff
Based on Policy 4117Based on Policy 4117
Ongoing process of evaluation for purposes of personal and professional growth.
Support strengths, identify growth areas, and develop a plan for the individual’s growth.
Based on Iowa Teaching Standards/ Administrative Standards
Administrator Evaluations…Administrator Evaluations…Based on standardsBased on standards
A Catholic school administrator is a faith-filled educational leader who promotes the success of all students by facilitating…
I. Vision and Mission
II. School Culture/Environment; Instructional Program
III. Management; School Safety
IV. Collaboration; Diversity; Resources
V. Moral Leadership
VI. Legislation; Legal; Cultural Issues
Evaluation Cycle forEvaluation Cycle forSchool PrincipalsSchool Principals
Beginning principals - 3 consecutive years of evaluation -monitored by OES staff
Veteran principals - every 4th year Off years - Principals Self Evaluation
DRE Evaluation - ABE 4117DRE Evaluation - ABE 4117
Implemented annuallyInput from members of the Board
of EducationSent to Office of Catechetical
Services
Teacher SupervisionTeacher Supervision& Evaluation& Evaluation
General content - designated by Department of Education– Archdiocesan adaptation
Trained Administrators - Evaluator Approval and Data Driven Leadership courses
Based on 8 Iowa Teaching Standards (ITS):– Standard 1 - Supporting School Achievement Goals– Standard 2 - Content Knowledge– Standard 3 - Planning for Instruction– Standard 4 - Delivery of Instruction– Standard 5 - Monitoring Student Learning– Standard 6 - Classroom Management– Standard 7 - Professional Growth– Standard 8 - Professional Responsibilities
Domain 5 - Catholic Dimension Domain 5 - Catholic Dimension
Component 5a: Fostering Catholic IdentityComponent 5b: Participating in Adult
Formation and Professional Development Opportunities
Component 5c: Using Appropriate Catechetical Methods
Component 5d: Creating Sacred Ground; Classroom Environment
Divided into 3 TiersDivided into 3 TiersTier I
• Who? Beginning teachers • Purpose:
– To support new teachers– To define expectations – To provide accountability
• Process: – New teacher induction program– Portfolio– Classroom observation, conferencing and
feedback
Tier II– Who? Career teachers – Purpose:
• To enhance professional growth• To focus on school improvement goals
– Process: • Career development plan• Informal classroom observations and feedback
conferences
Tier III – Who? Career teachers in need assistance– Purpose:
• To provide a structured process to seek assistance
• To gain support and obtain direction– Process:
• Formal and informal observations and conferences
• May last no longer than 12 months
If further action needed…If further action needed…
Follow policy for nonrenewal (4119.4b) or termination (4119.4c)
Administrator– Nonrenewal (4119.4e)– Termination (4119.4f)
Due Process: Complaints against Teacher/Employee (4119.4g)
Due Process: Complaints against Administrator (4119.4h)
Evaluation forEvaluation forNon-instructional PersonnelNon-instructional Personnel
Form includes evaluation of:– Quality of work
– Quantity of work
– Attendance
– Attitude
– Knowledge of work
– Dependability
– Initiative
– Appearance
– Adaptability
Discussion QuestionsDiscussion Questions
1. How has our school implemented the new teacher evaluation process?
2. How are the teachers and administrator using the teaching standards and administrative standards in their work?
Section 10 - Jim Osterberger
Finances…the business of providing
quality programs.
Time, Talent, TreasureTime, Talent, Treasure
Sound business practice is a fundamental of good stewardship,
and stewardship as it relates to church finances must include the most stringent ethical, legal, and
fiscal standards.Business: 3000 - Stewardship A Disciple’s Response; National Conference of Catholic Bishops, Washington, DC, 1993
ABE PoliciesABE Policies
Budget - 3100Tuition - 3240.1Gifts - 3280Management of Funds - 3400Accounting System - 3410Related AB Policies - 1210, 8400.3, 8500
Sample use of data - 2002/03
Parish Councils & Education and Parish Councils & Education and Faith Formation Committee - Faith Formation Committee - ABE 8500ABE 8500
PC determines scope of programsBOE develops budgetPC approves gross budgetBOE implements budget
Open communication, consultative, and collaborative
Budgeting - what is plannedBudgeting - what is planned
Annual and ongoing Zero based Actual program needs Chart of accounts Just compensation Reflects program planning Inventory and tracking
Revenue - Revenue - planning for time, talent, treasureplanning for time, talent, treasure
Fees/Tuition - 0100Investment - 0200Third Source - 0300Others - 0400–0800Gifts & in kind services
Expenditures - Expenditures - using the time, talent, treasureusing the time, talent, treasure
Instruction/Formation - 1100Administration - 1200Operational Cost - 1300–2200Others - 2300–2700Gifts & in kind services
Reporting - what is happeningReporting - what is happening
Ongoing, monthly and annual reports Complete and accurate Local BOE and Archdiocesan Reports Actual program costs Chart of accounts Special sub-accounts Report to stakeholders
Timely TopicsTimely Topics
Parish TaxaSelf InsuranceProxiesScripGiftsGrantsAudits - Financial Reviews
HelpsHelps
Chart of AccountsBudget Planning FormsReport FormsEducational OfficeFinance OfficeMarketing Materials
ReflectionsReflections
What processes are in place for insuring all programs reflect “quality” and “stewardship” principles?
What plans are in place to achieve financial stability for all programs offered?
Section 11- Jim Osterberger
Planning…providing for the “vision” and “mission” for those to come.
Purpose for Board of Education…Purpose for Board of Education…
Each parish/system is to have a catechetical plan which provides catechetical
opportunities to encounter the Gospel message for the total parish … are to be involved in catechetical planning… are encouraged to plan jointly for strong,
unified, religious education.ABE Policy 6141
Education and Faith Formation…Education and Faith Formation…
What is our mission?Who do we serve?What do our consumers need/want?Where do we need/want to be?What are our resources?Where are we at?
Board members’ planning roles…Board members’ planning roles…
Creative visionaryDirectional compassCatalyst for growth
Rooted in the life of Jesus and the teachings of the church…
Comprehensive forecasting…Comprehensive forecasting…
Mission basedData drivenResearch rootedModeled on successes
Mission and Purpose…Mission and Purpose…
Mission StatementEducational ApostolateCatholic IdentityReligious FoundationsLocal Parish(es)
Data driven - Data driven - current, ongoing, patterns…current, ongoing, patterns…
Demography Participants - trends, needs, …Exemplary program requirementsResources - finances, facilities, … Needs assessment - survey, trends
Research rooted - Research rooted - what should it be…what should it be…
Futuristic based Resources studiedBeyond experiencesMultiple views
Modeled on success - Modeled on success - what could it be…what could it be…
Creative “looking”The right fit Contact the userMultiple options
Planning principles…Planning principles…
Ongoing, component of “doing business” Solicit creative input Seek assistance Inform stakeholders Clear, focused, credible, purposeful Doable and sustainable
Strategic Direction
SkillsIncentivesResourcesAction PlanChangeSkillsIncentivesResourcesAction Plan
Strategic DirectionIncentivesResourcesAction
PlanStrategic Direction
SkillsResourcesAction Plan
Strategic Direction
SkillsIncentivesAction Plan
Strategic Direction
SkillsIncentivesResourcesConfusionAnxietyGradualChangeFrustrationFalseStartsManaging Complex Change
Planning road blocks…Planning road blocks…
The “Plan”The “Purpose”Special interestsReactionaryStatus quo mentalityAnalysis paralysisEntrenchment
ReflectionsReflections
What will programs look like in 4, 8, and 12 years from now?
What annual data is collected and analyzed for program planning?
What are the board's planning goals for the current year?
