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?