Volume 2, Number 3
March 1999
Table of Contents
Editors' Comments (p. 247)
Ronald J. Nuzzi, Thomas C. Hunt
Articles
Factors Affecting the Views of Bishops and Priests About Catholic Schools
John J. Convey
The Catholic University of America
(pp. 248-264)
The attitudes of bishops and priests toward Catholic schools are critical for the school’s success. This article discusses a recent nationwide survey of Catholic clergy that measured the support of bishops and priests for Catholic schools, with a special emphasis on determining factors that affect such support. Overall, a high level of support for Catholic schools is reported by the majority of the clergy surveyed. Factors influencing that support include type and location of ministry, number of years ordained, and one’s own Catholic school background.
Integrating Liberation Theology into Restructuring: Toward a Model for Urban Catholic Schools Edward St. John
Indiana University
(pp. 265-280)
While the research on Catholic schools focuses on their distinctive character including the central role of faith communities within those schools, the challenges facing faith communities in urban Catholic schools have received relatively little attention. This essay argues that the integration of the principles of liberation theology, especially reflection on Gospel passages related to social justice, into the Accelerated Schools Project (ASP) may be a viable approach to restructuring in urban Catholic schools. The congruities and incongruities in the origins and purposes of liberation theology and the ASP are examined. Then a strategy is suggested for integrating liberation theology into the ASP, with the intent of building a deeper shared sense of community and commitment to social justice.
Perceptions of Teacher Burnout in Catholic Schools
Barbara L. Brock
Creighton University
(pp. 281-294)
This study examines the perceptions of burnout of educators currently employed in Catholic elementary and secondary schools. Data were collected from teachers, counselors, and administrators regarding their perceptions of the causes, symptoms, and prevention of burnout. Results of the study suggest that burnout is largely a symptom of workplace issues that can be identified and corrected. The long-term and destructive effects of teacher burnout warrant the time and financial support needed to improve working conditions for teachers in Catholic schools.
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)
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.
The Challenge to Catholic Teacher Education in Scotland
James C. Conroy & Douglas McCreath
St. Andrew's College, Scotland
(pp. 312-327)
Maintaining a strong sense of religious purpose is a challenge facing private education. Institutions of higher learning confront special challenges when addressing issues of religious identity, governance, and mission. Scotland’s Catholic community encountered a major challenge when the only teacher education college for those aspiring to teach in Catholic schools, St. Andrew’s College, began merger talks with the University of Glasgow, an institution with historical ties to the Church of Scotland. After reviewing the historical context of the merger discussions, the authors provide a helpful analysis of the process and offer a four-fold model of analysis for other institutions in similar transitional stages.
Focus Section
Preparing and Sustaining a New Leadership: A Brief Collaborative Essay
Michael Garanzini, SJ
Saint Louis University
(pp. 328-330)
It’s Not About Statues and a Crucifix
Jane Hosch, OSF
Superintendent of Schools, Diocese of Springfield-Cape Girardeau
(p. 330)
Owning the Mission is Paramount
Glenn Anne McPhee, OP
Superintendent of Catholic Schools, Archdiocese of San Francisco
(pp. 330-331)
We Cannot Be Content With the Status Quo
Robert R. Bimonte, FSC
Superintendent of Education, Diocese of Buffalo
(pp. 331-332)
Leadership Preparation is Ongoing
Catherine Kamphaus, CSC
Superintendent of Schools, Diocese of Salt Lake City
(pp. 332-333)
Ensuring the Catholicity of the Church’s Schools: The University of San Francisco Responds to the Challenge
Mary Peter Traviss, OP & Gini Shimabukuro
University of San Francisco
(pp. 334-342)
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 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)
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.
Enhancing Catholic Identity: The Genesis of a National Consortium
Timothy J. McNiff
Diocese of Arlington
(pp. 353-359)
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.
Review of Research
Research on Catholic Education: A View From Australia
Joseph M. O’Keefe, SJ
Boston College
(pp. 360-367)
Book Reviews
Educating for Life: A Spiritual Vision for Every Teacher and Parent (pp. 369-370)
By Thomas H. Groome
Reviewed by Marcella Fox
A Call to Reflection: A Teacher’s Guide to Catholic Identity for the 21st Century (pp. 370-372)
By Gini Shimabukuro
Reviewed by Elaine M. Schuster
The Exercise of Primacy: Continuing the Dialogue (pp. 372-374)
Edited by Phyllis Zagano & Terrence W. Tilley
Reviewed by Robert Burns, OP