Recommendations for Catholic School Administrators in Facilitating Special Education Services
Mary Elizabeth Blackett
Our Lady of Perpetual Help School
(pp. 479-492) Vol. 4 No. 4; June 2001
Educating students with special needs in Catholic schools is a challenge facing all Catholic educational leaders. This article provides recommendations to assist administrators in taking full advantage of recent legal cases, state policies, and local special education services in order to serve students with special needs in Catholic schools. Arguing that principals must be conversant in local and state educational policy questions, the article outlines a comprehensive approach for Catholic school administrators seeking assistance to provide special education services in the Catholic school and concludes by suggesting that requiring students with special needs to attend public schools to reach such services may violate the Constitution.
The Associate Superintendent: The Role of Leadership in a Catholic Schools Office
Margaret Boland & Mary Rose Watkins, O.S.F.
Diocese of Trenton Building Links for Effective and Successful Schools, Boston
(pp. 293-317) Vol. 6 No. 3; March 2003
In the late 19th century, Catholic school superintendents recognized the need for help in overseeing Catholic schools. Religious congregations established the role of community supervisor, which paved the way for the present role of the associate superintendent as a way to give support to teachers and administrators and to encourage accountability in Catholic education. This study was conducted to define and bring to light the critical importance of this role of leadership. For the purposes of this article, the term “associate superintendent” will be used, although the authors are aware that other terms for this role are used in various dioceses. This descriptive study of five dioceses located within one state, based in the four variables of leadership, power, organizational structure, and areas of responsibility, utilized a quantitative and qualitative approach to define this role. A definition for this role of leadership was constructed from the findings.
Principals and Pastors Sharing School Leadership:
Perspectives from Nebraska and New South Wales
Barbara L. Brock & Jennifer Fraser
Creighton University & St. Michael’s Primary School
(pp. 85-100) Vol. 5 No. 1; Sept 2001
This paper reports the results of a study of the roles and interactions of principals and pastors in Catholic elementary schools in New South Wales and Nebraska. Findings revealed the importance of clearly defined roles and frequent communications and established a profile of the components of successful principal-pastor working relationships.
The Role of the Bishop in Transforming the Church and the World: Two National Perspectives
George Bunz
Newman Theological College, Canada
(pp. 189-204) Vol. 6 No. 2; Dec 2002
Are there differences in how Canadian and United States bishops understand the pre-and post-Vatican II Church, its salvific purpose, unity, authority, collegiality, equality, empowerment, the role of women, and the bishop’s role in transforming the Church and the world? Data originally collected from interviews with five Canadian and seven United States bishops as part of a study (Bunz, 1994) investigating the role of bishop were reassessed to examine this question. Differences and similarities in how Canadian and United States bishops perceived the challenges facing the Church were discerned. It is suggested that cultural variation may account for the different perceptions of Canadian and United States bishops.
Leadership Succession in Catholic Schools: Planned or Unplanned?
Kelvin Canavan, FMS
Catholic Education Office, Archdiocese of Sydney
(pp. 72-84) Vol. 5 No. 1; Sept 2001
The management of leadership succession at various levels of the enterprise is something every organization faces; but in recent times education researchers in the U.S., the U.K., New Zealand, and Australia have all reported an increasing difficulty in attracting principals for Catholic schools. The problem is not restricted to Catholic schools. This article details a flexible 12-phase process designed to ensure that when a vacancy occurs the organization has available people who have received some preparation for the position. A framework for the development and induction of leaders in Catholic education is provided. The strategy, developed and implemented by the author in recent years, is both practical and appropriate for use at various levels, from faculty coordinators and principals to superintendents.
Building Strategic Leadership and Management Capacity to Improve School Effectiveness
Kelvin Canavan, FMS
Catholic Education Office, Sydney, Australia
(pp. 150-164) Vol. 7 No. 2; Dec 2003
The building of leadership and management capacity with a focus on teaching and learning effectiveness has been a defining characteristic of the Catholic schools in Sydney, Australia, during the past decade. During the 1990s, the leaders of the 150 parish primary and regional secondary schools in the Archdiocese of Sydney adopted a common leadership and management framework that incorporates long-term strategic planning with an annual implementation cycle characterized by a sharp focus on teaching and learning outcomes. Principals and senior staff are involved in an ongoing performance management plan that is linked to the schools’ annual curriculum goals and targets. This case study provides evidence of a culture of high level managerial leadership that utilizes recent developments in Europe to give validity to “the Sydney cycle.”
The Second Epiphany: Program Design for African American Leadership of Catholic Schools
Gerald M. Cattaro
Fordham University
(pp. 213-224) Vol. 2 No. 2; Dec 1998
Using the biblical experience of Christ’s epiphany as a root metaphor, the author discusses the historical development of African American participation in Catholic schools with a view towards a program design for African American leadership in school administration. Through an analysis of various levels of culture, African American Catholics are shown to be well-suited for emerging leadership roles in Catholic schools and dioceses.
Building the Kingdom: School Leaders as Architects of Catholic Culture
Timothy J. Cook
Creighton University
(pp. 133-150) Vol. 2 No. 2; Dec 1998
This essay synthesizes the research on organizational culture and applies that research to the Catholic school setting. Using an architectural metaphor, the author offers a framework and design for school leaders as cultural architects to use in building Catholic culture in their schools.
Career Aspirations of Potential Applicants for Principals of Catholic Schools:
An Australian Perspective
Tony d’Arbon, F.M.S.
Australian Catholic University, Strathfield, New South Wales
(pp. 46-60) Vol. 10 No. 1; Sept 2006
Recent surveys of leadership succession planning in Catholic schools in New South Wales, Victoria, South Australia, Tasmania, and the Northern Territory of Australia have confirmed the growing shortage of persons applying for positions of principal in Catholic schools in those states and territory and examined reasons for the decline in numbers. This paper focuses on a particular aspect of that research in which the career aspirations of those being surveyed, in the pool of potential applicants for principal positions, are analyzed and reported. Implications for the future of Catholic schools in Australia as well as for the future leadership of schools in general are examined.
Validation and Use of the Catholic School Graduate Characteristics Inventory
Jeffrey P. Dorman
Australian Catholic University
(pp. 165-180) Vol. 7 No. 2; Dec 2003
Scales and subscales to assess the desirable characteristics of Catholic school graduates were developed and validated using a sample of 557 alumni of Australian Catholic high schools. Exploratory factory analysis supported a 4 scale structure (viz., Religious Faith & Spiritual Development, Personal Integration, Social Responsibility, and Life-long Learning Skills). The utility of this instrument, the Catholic School Graduate Characteristics Inventory (CSGCI), is enhanced by the optional subdividing of each scale into 3 internally consistent subscales. The use of the CSGCI revealed statistically significant differences in the characteristics of Catholic school graduates according to gender and year of graduation. These results suggest that the characteristics of graduates are not static and warrant ongoing investigation by school and system administrators.
The Retention and Attrition of Catholic School Principals
W. Patrick Durow & Barbara L. Brock
Creighton University
(pp. 194-207) Vol. 8 No. 2; Dec 2004
This article reports the results of a study of the retention of principals in Catholic elementary and secondary schools in one Midwestern diocese. Findings revealed that personal needs, career advancement, support from employer, and clearly defined role expectations were key factors in principals’ retention decisions. A profile of components of successful retention
is included.
The President/Principal Model in Catholic Secondary Schools
William Dygert, C.S.C.
Providence Catholic Schools
(pp. 16-41) Vol. 4 No. 1; Sept 2000
The purpose of this research about the president/principal model was to examine this emerging model of dual leadership in Catholic secondary schools in the United States to determine its forms, functions, and perceived advantages and disadvantages. The study was qualitative and gathered data by use of a survey. Based on the information gathered, dealing with the ever-increasing complexity of administering a Catholic secondary school by dividing the multiple administrative roles and responsibilities between two individuals, and in some cases more than two individuals, is a strategy that works. This division not only provides for academic leadership and the daily operation of the school, but also provides for leadership in institutional advancement, management of financial resources, strategic planning, fidelity to mission, and vision building.
Catholic School Principal Job Satisfaction: Keys to Retention and Recruitment
Jennifer Fraser & Barbara L. Brock
St. Michael Primary School, Baulkam Heights, New South Wales, Australia &
Creighton University
(pp. 425-440) Vol. 9 No. 4; June 2006
This article presents a study on principal retention in New South Wales, Australia. Factors in job retention included economic security, role enjoyment, and the opportunity to contribute. Disincentives to the principalship included lack of support from the employing authority, inadequate pay, isolation, growing responsibilities, difficult parents, and interfering pastors. Findings suggested that the ideal principal role would include greater remuneration, a more supportive employing authority, clearly defined role expectations, and job recognition.
Envisioning New Forms of Leadership in Catholic Higher Education:
Recommendations for Success
Megan Moore Gardner
University of Akron
(pp. 218-228) Vol. 10 No. 2; Dec 2006
The impact of increases in lay leadership in Catholic higher education is an issue of considerable debate. Opponents of the change believe that the traditional identity and mission of Catholic institutions may be significantly altered if lay leaders fail to intentionally nurture Catholic values and practices. Others believe that lay leaders may strengthen and enact the institutional mission just as effectively as could vowed religious leaders. This article provides an overview of a recent study about the perceived impact of lay leadership at one Catholic university. A history of the issues at hand and the methodology of the study are included along with a review of the primary findings. The outcomes of this study can inform the work of institutional leaders in higher education by identifying factors that appear to be important to preserving institutional identity in the midst of significant change. The article concludes with recommendations for vowed religious and lay leaders seeking to preserve and share institutional mission.
Awakening Imagination Through Literature
Rita E. Guare
Fordham University
(pp. 204-215) Vol. 3 No. 2; Dec 1999
Great literature can inspire reflection and give birth to transforming grace. Words matter; and because they do, literature often reveals the human condition and suggests avenues for growth and change. This article explores the power of literature to cause a spiritual awakening in school leaders. Several works are discussed as the author leads readers into deeply poetic reflections on the possibility of healing and redemption through reading.
School Personnel and Employment Law:
A Legal Analysis for Today’s Elementary and Secondary Catholic Schools
David K. Guite
St. Perpetua School
(pp. 493-513) Vol. 4 No. 4; June 2001
Diocesan central office staff, principals, pastors, and other chief executive officers face personnel and hiring decisions regularly. Dismissal of employees and nonrenewal of contracts, racial discrimination, age discrimination, disability discrimination, sex or gender discrimination, sexual harassment, and the right of workers to organize. The author concludes with an appeal to Catholic leaders to stay well informed of ongoing developments in employment law and calls for the implementation of arbitration to avoid costly litigation.
The Creation of the Catholic School Leadership Program at Seton Hall University
Kevin M. Hanbury, Zeni V. Fox, & Charles P. Mitchel
Seton Hall University
(pp. 315-324) Vol. 3 No. 3; March 2000
This article summarizes the development and implementation of a Catholic school leadership program at a diocesan university. Supported by university faculty as well as seminary faculty, this program offers a unique response to the training of future school leaders. The course work blends leadership theory, theology, and educational administration and is delivered via a cohort model.
Catholic School Lay Principalship: The Neglected Ministry in Church Documents on Catholic Education—An Australian Perspective
Paul Hansen
Australian Catholic University
(pp. 28-38) Vol. 5 No. 1; Sept 2001
The decline in religious in Australia in the 35 years since the end of the Second Vatican Council has brought an associated withdrawal of religious from the staffs and governance of Catholic schools. Lay women and men have replaced religious principals, but the principalship has not changed sufficiently to accommodate the new life realities of lay people in that role. This article argues that there has been an emerging recognition in Church documents on Catholic education of Catholic education as a ministry of the laity, but such documents are largely silent about the role, ministry, and vocation of lay principals in Catholic schools. The article calls for a statement from the Congregation for Catholic education on the leadership of lay principals in Catholic schools which acknowledges the importance of this vital emerging lay ministry within the Church and which recognizes that lay people are shaping anew this administrative role, distinct from the quasi-monastic practice of preceding generations of religious principals.
The Courage to Lead
James L. Heft, S.M.
University of Dayton
(pp. 294-307) Vol. 7 No. 3; March 2004
This article explores the relationship between courage and leadership as it applies to Catholic educators. Scripture, literature, contemporary leadership theory, and modern culture are used in the development of an approach to leadership that is both theologically sound and culturally relevant. The author criticizes popular views of leadership, especially the work of Stephen Covey, in articulating a Catholic worldview and a functional leadership theory for Catholic educators.
Are American Schools Facing a Shortage of Qualified Administrators?
Gregory Hine
Ascension Catholic School, Overland Park, Kansas
(pp. 266-277) Vol. 7 No. 2; December 2003
Anecdotal evidence abounds regarding the shortage of principals to lead schools. Sustained attention to the research on recruitment and retention of principals reveals a fascinating development: Ample numbers of teachers have completed administrative licensure requirements and hold the credentials necessary to assume a principalship; however, few wish to apply for the position.
Collective Bargaining in Catholic Schools: What does Governance have to do with it?
John T. James
Saint Louis University
(pp. 208-233) Vol. 8 No. 2; Dec 2004
This article outlines the significant legal decisions regarding collective bargaining in Catholic Schools, identifies the governance structures employed in Catholic schools and the methods of translating these governance structures into documents required by civil law, and concludes with the citation of two recent court decisions that demonstrate the method of incorporation and the day-to-day governance practices utilized in Catholic schools that are of great importance to educational leaders.
Helping Graduate Level Administrative Courses Support the Importance of the School Asset
John C. Maciha
John C. Maciha & Associates
(pp. 205-214) Vol. 6 No. 2; Dec 2002
Facilities management, preventative maintenance, and capital improvements are the concern of many principals, presidents, and boards. University preparation programs for school administrators often lack serious concentration on these areas, mostly due to the increased standards for licensure, certification, and academic degrees. This article attempts to fill that void by inviting school leaders to consider preventative maintenance as an integral part of facilities management.
Spirituality and Leadership Effectiveness: Historical and Philosophical Trends
Christy L. Magnusen
Belleville Area Special Services Cooperative
(pp. 251-258) Vol. 6 No. 2; Dec 2002
Leaders have assumed their positions of power in a variety of ways: through election, designation, inheritance, and coincidental timing or stealth. Regardless of the means of ascent into power, a leader’s endorsement is well regarded. The research findings of Covey (1989), Bennis (1989), Greenleaf (1973), Deming (1986), Drucker (1996), Bolman and Deal (1991), Fox (1995), and others support a strong correlation between leadership and the success or failure of a community, business, or organization. Hence, because these two elements appear to be inextricably tied to one another, it is paramount to the group’s welfare that the leader be one who is capable and trustworthy of promoting the communal mission. The sweeping changes in our country’s social, political, and economic climate at the end of the 20th century brought with them a pervasive mistrust in leaders of government, businesses, and other institutions including schools. In reviewing the trends in leadership and effective schools, this study concerned the traits of effective leaders and the emerging perception of the importance of spirituality to leadership. This article, reviewing the most recent scholarly and popular literature on leadership, is the first in a series of articles based on a current study of leadership and spirituality.
Historical and Contemporary Trends in Spirituality and Leadership
Christy Magnusen
Belleville Area Special Services Cooperative
(pp. 131-137) Vol. 7 No. 1; Sept 2003
A good society relies on the education of its citizenry. Following the 1983 publication of A Nation at Risk (National Commission on Excellence in Education), America turned a skeptical eye toward its educational institutions. Specifically targeting the leadership of its schools, our country called for a closer examination of the characteristics of school administrators and what factors predicted an effective school. Influenced by the parallel findings in business and organizational management, the habits, beliefs, practices, personalities, and styles of leaders were closely assessed for their ability to instill a sense of community and good will in their respective organization. Toward the end of the 20th century, social scientists suggested that effective leadership was more than profit margins, effective offices and power. Revealing a persuasive nexus between leadership and spirituality, theorists such as Parker J. Palmer and others set the stage for a new standard by which leaders would be judged. The morality and integrity of leaders became more important than ever. This essay will explore the concept of spirituality and its influence in leadership throughout history. Although this dimension has been overlooked until recently, it is a critical component to a leader’s effectiveness, particularly
in education.
Leadership for Positive Change: Perspectives of 12 Liberal Leaders
Nancy Maldonado & Phyllis Superfisky, O.S.F.
Barry University
(pp. 315-334) Vol. 5 No. 3; March 2002
This qualitative study investigated perceptions of 12 liberal contemporary leaders regarding the role of the moral leader as a positive change agent. The leaders were selected by graduate students at a private Catholic university in South Florida based on a moral leadership rating-scale survey. The leaders were asked about their perceptions of themselves as positive change agents and how they empower others. The results indicated that the interviewees all believe that they are positive change agents and that they empower others by getting them to participate, by encouraging, by being examples, by raising their consciousness, and by helping them to discover their own power and interests.
Enhancing Catholic Identity: The Genesis of a National Consortium
Timothy J. McNiff
Diocese of Arlington
(pp. 353-359) Vol. 2 No. 3; March 1999
This article describes a new program specifically designed to assist Catholic school administrators. The genesis for this program and the creation of the Consortium for Catholic School Identity which sponsors it are the result of a grant from Our Sunday Visitor Foundation. The Consortium, a diverse team of professional Catholic school educators, is now positioned to offer a unique and innovative series of national seminars to support principals in their efforts to enhance the Catholic identity of their schools.
Tales from the Front:
Reflections of a Catholic University Administrator on Spirituality and Leadership
Alven Neiman
University of Notre Dame
(pp. 69-81) Vol. 2 No. 1; Sept 1998
Many good books on the theory and practice of the Catholic university have been published. The modest aim here is not to try to outdo or replace them, but only to provide something of an autobiographical account and musings of one who has served as a director of a humanities program at Notre Dame for over 15 years. The hope is that “Tales From the Front” will resonate with some readers or at least lead them to reflect upon the challenges of their own work in Catholic teaching or administration.
Teacher’s Perceptions of Power Relationships
Barbara E. Ochterski
(pp. 335-356) Vol. 5 No. 3; March 2002
Research exists on the power relationships experienced by teachers in public schools as they interact with each other and with the principal. However, no such studies had been done in non-public schools. What takes place in Catholic schools should be examined because of the significant role these schools have played in the American educational system. The purpose of this qualitative study was to discover how teachers describe their experiences of power relationships as they talked about school-related issues in two Catholic secondary schools for girls. Research methods included semi-structured interviews, participant observation, and informal conversations. Data were analyzed according to Nyberg’s (1981b) four forms of power theory (force, exchange and bargaining, rhetoric, trust and mutual commitment). The findings suggest that in Catholic schools, securing commitment to the mission through the use of rhetoric is important, perhaps essential. In girls’ schools, the trust and mutual commitment form of power is present where there is a traditional, hierarchical organizational structure. The exchange and bargaining power form is common among teachers and with the principal in both settings. Insights gained from this study are intended to promote understanding of the personal and social dynamics which support positive power relationships, lead to greater involvement of teachers in substantive decision making, and ultimately benefit students.
Urban Revitalization: A Case Study of One Catholic Elementary School’s Journey
Roxanne Farwick Owens
DePaul University
(pp. 58-74) Vol. 9 No. 1; Sept 2005
This article offers background information on U.S. trends in Catholic school enrollment from 1965 through the present, and presents a case study of one school that is attempting to address issues of enrollment, identity, effectiveness, and the elusive but critical essence of making a difference in the lives of students. The importance of leadership, mission, and a sense of community are reconfirmed as essential elements to the future success of Catholic schools in the United States.
The Development of a Catholic School Leadership Program at Saint Louis University
Ronald W. Rebore, Richard D. Breslin, & William T. Rebore
Saint Louis University
(pp. 343-352) Vol. 2 No. 3; March 1999
The development of a new Catholic leadership degree program at Saint Louis University was directly impacted by the Danforth Foundation, which funded a program for the preparation of public school administrators for the city of St. Louis. The lessons learned through this program over the past five years and the presence of a cooperative preparation program for Catholic school principals with the Archdiocese of St. Louis formed the basis for the development of this new program. This article provides a brief review of the program and explains the use of cohorts for the preparation of Catholic school leaders.
Leadership Role Expectations and Relationships of Principals and Pastors in Catholic Parochial Elementary Schools: Part 1
Duane F. Schafer
Diocese of Spokane, Washington
(pp. 234-249) Vol. 8 No. 2; Dec 2004
Parish Elementary schools in the United States have a governance structure that often precipitates conflict. The principal is the designated leader of the school, the educational administrator, and the supervisor of the faculty and students. By canon law, however, the pastor of the parish remains ultimately responsible for the spiritual and temporal welfare of the entire parish.This review addresses the relationship of pastors and principals in parish schools. After a brief review of general governance in the Catholic Church, the review analyzes the roles of pastor and principal respectively, and concludes with some preliminary advice about role expectations.
Leadership Role Expectations and Relationships of Principals and Pastors in Catholic Parochial Elementary Schools: Part 2
Duane F. Schafer
Diocese of Spokane, Washington
(pp. 230-249) Vol. 9 No. 2; Dec 2005
This review examines several topics that inform many struggles currently experienced in the relationship between a canonical pastor and the principal of the parochial elementary school. Drawing on current research, this review examines various leadership theories, including the popular servant leadership model, and proceeds to a discussion of role expectations, role conflict, and role ambiguity.
Emerging Governance Models for Catholic Schools
Lourdes Sheehan, RSM
Department of Chief Administrators of Catholic Education,
National Catholic Educational Association
(pp. 130-143) Vol. 1, No. 2; Dec 1997
This paper traces the early history of Catholic school governance and reviews the status of those models most commonly applied to diocesan and local board levels. The author then explores emerging governance models, explaining their salient features and discussing the advantages and concerns associated with their implementation.
Perceptions of Faculty Members in Selected Catholic High Schools Regarding North Central Association School Improvement Models
Karen L. Tichy
Archdiocese of St. Louis
(pp. 295-311) Vol. 2 No. 3; March 1999
This article discusses a study which compared faculty members’ perceptions regarding the North Central Association (NCA) evaluation process based on format used (conventional, individualized, or outcomes) and school type (diocesan or private). Data were collected on the independent variables of format, school type, and prior NCA experience. The dependent variables were respondents’ ratings on a seven-point Likert-type scale regarding the mechanics of self-study, faculty ownership, relevance to local and professional concerns, improvement generated, and the results of participation. The author concluded with the following recommendations: (1) more time for conducting the self-study; (2) more clarification of the evaluation process, especially the outcomes format; (3) additional examples of exemplary self-studies; (4) greater attention to designing the self-study, developing faculty leadership, sustaining faculty motivation, and developing specific action plans; and (5) increased emphasis on student learning.
Ensuring the Catholicity of the Church’s Schools:
The University of San Francisco Responds to the Challenge
Mary Peter Traviss, O.P. & Gini Shimabukuro
University of San Francisco
(pp. 334-342) Vol. 2 No. 3; March 1999
The most successful graduate program for the training and formation of Catholic school administrators is without a doubt the Institute for Catholic Educational Leadership (ICEL) at the University of San Francisco. This article describes the history and current structure of the ICEL program and provides a replicable model for other Catholic colleges and universities with the institutional commitment to offer graduate degree programs for Catholic school leaders.
The Sacred and the Secular: Aligning a Marianist Mission with Professional Standards of Practice in an Educational Leadership Doctoral Program
Darla J. Twale & Carolyn S. Ridenour
University of Dayton
(pp. 181-196) Vol. 7 No. 2; Dec 2003
This inquiry was conducted to explore how the characteristics of our university’s religious mission are interwoven into our educational leadership doctoral program and are manifest in the structure and learning experiences that our students encounter. We examined how these characteristics might correspond to or relate to the Interstate School Leaders Licensure Consortium (ISLLC) standards that resulted from national reform initiatives in educational leadership in the mid 1990s. We concluded that the foundations of the PhD program are built solidly on the distinctive characteristics and identity of our founders and are aligned with these professional standards as well. Implications for universities include our conclusion that when the distinctive mission of a university aligns with the professional standards of a field, more effective leadership preparation will result.
That Feeling of Being on the Edge:
Six Case Studies of Stress in Catholic Elementary School Administrators
Monica Veto, Patricia Nugent, & Sharon Kruse
Gilmour Academy, St. Hilary School, & University of Akron
(pp. 301-318) Vol. 4 No. 3; March 2001
Educational administration is a stressful profession. As reform agendas and student populations become more challenging, little is changing in schools to counter this long-standing truth. Educational leaders of the 21st century are facing more pressures, changes, and challenges as the pace of their professional lives increases. This study develops notions around novice and veteran administrators’ identification of and responses to stressful incidents in their professional practice.
Hiring and Retaining High-Quality Teachers: What Principals can do
Roseanne L. Williby
Skutt Catholic High School, Omaha, Nebraska
(pp. 175-203) Vol. 8 No. 2; Dec 2004
Many Catholic school principals have limited assistance from their respective central offices in the recruitment and selection of teachers, especially if their objective is to recruit candidates of color or candidates for a particular subject area. Aware that teacher quality is related to student achievement, Catholic school principals must employ up-to-date, effective recruitment and hiring strategies to compete for qualified candidates in today’s market. Mindful that teacher recruitment programs alone will not solve staffing problems, principals must remain vigilant for causes of low retention and strategize to retain their high-quality teachers. Implementing an intensive induction and mentoring program with expert colleagues throughout the year can reduce teacher turnover and expenses.