Title of Presentation

Dr. Deborah J. AlbertiMr. Stephen J. HammondDr. John H. Tucker, Jr.Converging Paths: Starting a Catholic School on the Best Practices of the Last Generation

Good afternoon, ladies and gentlemen. We welcome you to this session on building a quality Catholic school owned the best practices of the educational reform movement. John Tucker, Debbie Alberti and I have been eagerly preparing for this presentation. We have been working with our school board in a collaborative process which accentuates the importance of incorporating "best practices into the founding culture of a school.

1Converging Paths: Uncompromising QualityCatholic EducationIndependent EducationPublic Education

To be sure, John, Debbie and I come from diverse educational backgrounds. But our paths have converged in the development of this school and we have found that we share with the same passion a very similar philosophy as to what is good for children and schools despite its political organization. John Tucker is renowned in independent schools circles as a successful and visionary headmaster. Without delving into the depths of his curriculum vitae, he has served as headmaster of Norfolk Academy in Norfolk, Virginia for many years. John is a student of educational reform and, in particular, a fan of Earnest Boyer. Dr. Boyers culminating work, "The Basic School," encapsulated many of the reform movement's best practices. John has taught these best practices in University courses presented at Old Dominion University for many years. Please note the books and documents on the table. They are a compendium of some of the best research on successful schools. If you are starting a school, you need to be aware of much of what is in these books and documents. There is a real disconnect between good research and the practitioners that only the practitioner can resolve. Debbie Alberti has served among many other roles as the gifted education supervisor for the Norfolk, Virginia public school system. Dr. Alberti is one of the more astute educators in curriculum and instruction. She is a student of Understanding by Design, an instructional planning model which guides teachers in a process of maximizing the higher order thinking of students through insightful classroom planning. In particular, she is a student of------- Grant Wiggins and Jay McTighe. I've had the blessing of serving as superintendent of Catholic schools in the diocese of Nashville for approximately 18 years. In the last decade, I have assisted bishops and school boards in beginning four elementary and two secondary Catholic schools in Tennessee, California and now Virginia. It has been a humbling and exciting experience. For many years, I have been a student of educational reformer, Dr. William Glasser and believe Dr. Glasser's contribution to the reform movement is unsurpassed in its wisdom and impact. His contributions of "Choice Theory" and "Reality Therapy" in addition to his many books on the understanding of school culture, the nature of quality, and the development of excellent relationships offer a hand in glove fit with a strong Catholic faith culture.

2Know what you know specialties of each board member

Board Composition

Know what you dont know seek out missing expertiseIt was clear from the outset that this school board, a talented five-member team, resonated with a deep commitment Catholic education as well as possessing a passion for quality. The "giftedness" of this board offers a lesson in board composition. The chair is an attorney and serves with an accountant, a banker, a technology business person and an expert in commercial real estate. Building a Team: Talent, Humility, Hard Work and a Passion for QualityWith all their giftedness, the board clearly stated that we know what we dont know," when it came to school programming and therefore asked us to incorporate the "best practices" into the school program. Knowing what one doesnt know is key in the exercise of starting a school. The boards unusual combination of talent, humility and passion for quality set a wonderful example for how a great team functions.

3The Quality School of Total FormationStrong Catholic Faith CommunityStrong Learning Community

References:Saint Francis of Assisi, Saint Dominic, Saint John Bosco, Saint Ignatius of Loyola, Saint Benedict, Ted Sizer, John Goodlad, William Glasser

Knowing & Using Our HistoryIt is our intent is afternoon to tell the story of our "three semester old" Catholic school in Norfolk, Virginia called St. Patrick Catholic School but only as a means to relate practices which we believe will be particularly important and helpful to you and your bishop if you are planning to build a Catholic school. We will be doing this with the assistance of a power point presentation and ask you to note at the bottom of the frames, the educational reformers whose ideas we have used. At the outset, we acknowledge that the time limitations given to this program allows us only to cover some of the highlights of the work.

4Cogency Saint Thomas AquinasWe are children of GodLife is sacredAll knowledge leads to the truth

To be sure, the foundational contributions of St. Francis of Assisi, St. Dominic, St. Benedict, St. Ignatius of Loyola, St. Thomas Aquainus, St. Elizabeth Anne Seaton, St. John Bosco and other Catholic educational giants have been very intentionally considered in building a strong Catholic faith and learning community. Their stories and their contributions to our educational conversation and school design must not be forgotten, but to a great extent they have been forgotten. It is our job now to recapture their stories and their contributions.

5Saint Patrick Catholic School PrayerI arise today through God's strength to pilot me, God's wisdom to teach me, God's words to give me speech.Christ be with me, Christ be before me, Christ be after me, Christ be within me. And may I follow Christ this day and always.Amen.

Let us begin our time together by reciting together the St. Patrick Catholic School prayer which is an adaptation of prayer found on St. Patrick's breastplate. This prayer is recited every morning by every student and is a "sign and symbol" that we begin all things in prayer. This prayer has helped provide a sense of identity, history and place for the school community. Recite prayer.

6Governance Canons Boards of limited (selected) jurisdiction Articles of Incorporation By-laws Written agreement with Bishop

Catholic Identity and Governance: Clarity in Roles and Mission

Fundamental to the establishment of a Catholic school is an understanding of Canon 803. Can. 803 1. A Catholic school is understood as one which a competent ecclesiastical authority or a public ecclesiastical juridic person directs or which ecclesiastical authority recognizes as such through a written document.Boards must appreciate that it is only through the bishop's written approval, that a school can call itself Catholic in its name. 803 3. Even if it is in fact Catholic, no school is to bear the name Catholic school without the consent of competent ecclesiastical authority.A written document which articulates the relationship between the school and the bishop is essential to a clear understanding of the governance relationship. Until this relationship is clearly defined and warmly endorsed, we would not recommend any significant program planning to take place, unless the bishop or the superintendent requested it. Of course, a demographic enrollment demand study which would indicate the real public interest for the school would most often be required in preparation for the governance document.The story is filled with ups and downs, Largo's and Allegros but to be sure, the board kept the dream alive through adversity continuing throughout its design and construction phases. From the outset and in its wisdom, the board immediately sought out one of the most respected educators in the area to serve as a special educational consultant. If you are planning a Catholic school or introducing reform through a change agency, you would not be unwise to find a respected educational consultant in your area. Besides being invaluable as an educational resource per se, the public relational benefit was phenomenal. For Saint Patrick Catholic School, that person was John Tucker and now John will guide you through the first part of the story.John Tucker

7Understanding Canons Related to Catholic SchoolWarm, collaborative relationship with BishopClearly defined written agreementReferences:Sister Lourdes Sheehan, Father Jim Mallet, Richard Burke

GovernanceSister Lourdes Sheehan and Father Jim Mallett have contributed to an understanding of current governance structures in American Catholic schools as they relate to school boards. Consultative and advisory boards. Administrative boards. Boards of total or limited jurisdiction. This nomenclature has become part of our lexicon, and it is absolutely critical for understanding of the relationship of the board to the Diocese, and the board to the principal.Ours board is a board of limited jurisdiction. But limited only in that the bishop has purview over the religious educational program and related fields. Outside of that, the school is, in practice, independent. Or better said, the school is very dependent. It is dependent upon its own resources to create and maintain a quality service. It has a clear sense of its fiduciary responsibility. The Articles of Incorporation, the By Laws and the agreement with the Bishop all speak to the understanding of the board scope of authority, it rights, responsibilities and limitations.

Governance AdvantagesThe advantage is of this board governance structure is significant. These boards can move quickly and strategically to solve problems, to plan, to develop programs, to finance and to build... in concert with the bishop, but not encumbered by the many committees, councils, task forces, advisory and consultative groups, etc. which are a part of any institution.

8Examine Existing BoardConsider composition of board for diversity of talentConsider Boards of selected jurisdictionBy-lawsArticles of Incorporation

Bishops and superintendents would be wise to carefully examine modifying existing board structures in composition and governance relationship to accommodate such flexibility and responsibility. Regina Haney, executive director of the NCEA department for boards of education can assist you with this information. Catholic Schools Management, Inc. under the leadership of Richard Burke has accomplished some groundbreaking work in this regard. Mr. Burke is currently working with the archdiocese of Chicago in empowering their school boards to become "boards of selected jurisdiction. We believe that it is an exciting first step into a possible new chapter of Catholic school education. Now on to program!

9The Story of Saint Patrick Catholic School

Identifying, Nurturing, and Celebrating the Gifts of Each ChildThank you, Steve.St. Patrick School is the first new Catholic pre-K-8 school to open in Norfolk in 50 years. But, the real story begins in 1933 when Frederick Robinson, a real estate developer, died without heirs, leaving a trust honoring his brother James Barry Robinson. Five men were selected to manage the trust. When one of the five trustees dies or resigns, the other members elect a replacement. Frederick Robinson created the trust to support Catholic education in the city limits of Norfolk, Virginia. In 1933 the James Barry Robinson Home for Boys opened and remained open until 1977. There was a need for an orphanage for Catholic boys in the 30s. The need ended in the late 70s. Today the James Barry Robinson Home is the site of the campus of the Childrens Hospital of Kings Daughters as a treatment center for profoundly disturbed children.From 1933 to the present the James Barry Robinson Trust has grown in value still managed by a group of five men. The Trust has supported the other Catholic elementary and secondary schools in Norfolk. Trinity, Christ the King, St. Pius, St. Marys, and Norfolk Catholic High School, now Bishop Sullivan High School in Virginia Beach. St. Marys recently closed due to lack of students.

10The Confluence of MiraclesBoard of TrusteesBroad consensus of visionNeeds analysisCollaboration with BishopKnowing what is not known: consultant, architect, contractors Visits and analysisIn 2000, the James Barry Robinson trustees came to the conclusion that there was a perceived need for a new Catholic elementary school on the west side of Norfolk. It would be the first new Catholic school in that area in 50 years. Twenty-five years before two parish schools, Sacred Heart and Blessed Sacrament, closed on the west side of Norfolk. The vision, dedication and commitment of the five trustees cannot be over emphasized. First they conducted a demographic study in the parishes closest to where they thought a new school should be located. The study indicated that there was a need. The trustees sought the blessing for this project from the Rt. Reverend Walter Sullivan, Bishop of the Diocese of Richmond. He gave his blessing of appreciation to this endeavor.The Trustees decided in 2000 to select an architect, a contractor, an engineer and an educational consultant to assist them with this project. Rather than put the project out to bid, they went to individuals that they knew in the Hampton Roads area to assist them in developing plans for the proposed new school.This was a project prayerfully considered and entered into by five committed trustees to establish an exemplary new Catholic elementary school. There were hurdles early on in the project. The Trustees wanted to acquire a 12-acre are, site from the Jewish Community Center, formerly the Norfolk Academy, but the timing was not good. The Trustees looked at two existing public school facilities but the acreage was insufficient. They even walked through an old knitting mill not far from the present site but again there was not enough space. The project was stymied and remained so for two years. It felt like forty years in the wilderness. Then the miracle of miracles occurred when a site became available in the Larchmont section of Norfolk, an established neighborhood, incidentally half way between the two Norfolk parishes. All of a sudden, the 16 and one- half acre Bolling Square Apartments went on the real estate market, an area four blocks from Old Dominion University. The land acquisition was quickly consummated and the clearing of the property began. Incidentally the apartment complex was surrounded by magnificent oak and Magnolia trees. Most of the trees were saved and thus the new school looks as if it has been there forever. The architect, contractor and engineer were given the green light and the project was underway. The groundbreaking ceremony attended by over 500 was held on September 24, 2004.

11

Road Trip!The Spirit of DiscoveryNew York City -The Allen-Stevenson School, Horace Mann, St. Ignatius LoyolaPhiladelphia - Gesu School, Norwood-Fontbonne Academy, William Penn Charter SchoolWashington Area- Langley School, Potomac School, Blessed Sacrament SchoolBaltimore -Calvert Hall School, Garrison Forest, Cathedral School

One of the major steps taken by the Trustees was to be certain that the renderings submitted by the architect were in keeping with the best thinking in school construction. The Trustees decided to visit twelve schools: three in New York, three in Philadelphia, three in Baltimore, and three in the DC area. The Trustees devoted a week to this project in January, 2005, visiting three schools a day, meeting with the school principal and other staff members and taking a tour of the facilities. Thus they were able to develop a sense of best practices in school design and school staffing. Form before function. Photographs were taken of innovative classrooms and facilities and given to the architect who incorporated many of the ideas in his proposed plan for St. Patrick. I cannot over emphasize the importance of site visits to other schools by Trustees and principals. The most significant result of the twelve visits was the fact that the Trustees came back to Norfolk reassured that the architect was indeed planning an appropriate pre-K-8 school.

12Recruiting, Interviewing & Hiring the Principal

Knowing the skill sets you need and wantThe next miracle that occurred was the selection of the principal for the new school. A national search was conducted and the name that surfaced was Steve Hammond, Headmaster of Battleground Academy in Franklin, TN. Steve was the seventh and last candidate interviewed and was from the onset the most qualified having a background in running Catholic schools and independent schools. Steve immediately understood the vision for a new Catholic elementary school in Norfolk. Steve had been the start-up principal for five Catholic schools around the country. Steve agreed to come to Norfolk for an interview with the Barry Robinson Trustees. His decision to come to Norfolk was a significant one. He was able to hit the ground running which is exactly what happened. He arrived on December 1, 2004 knowing that he had been asked to open a new school, then under construction, by September 2005. He had nine months to employ a staff, establish an admission policy, purchase equipment and supplies and assist in the creation of a new curriculum plus 100 other tasks. The assignment by any stretch of the imagination was awesome. He asked Debbie Alberti to prepare the curriculum based on the latest research coming out of the Elementary and Secondary Reform Movement that started about 1983.. She developed a curriculum (another miracle) of the best thinking from Catholic Schools, Independent Schools and from national educational standards. No small task. One very important book had an influence from the very beginning. It was Ernest Boyers 1995 book The Basic School. I respectfully suggest it as homework if you are building a new school or you want to infuse new life into an existing school. The five Barry Robinson Trustees, Steve Hammond Debbie Alberti and many of the faculty have read the book and the school today reflects much of what is related in the book.

13Today Great Technology is Not Optional

Wireless Network Utilizing Toshiba TabletPC TechnologyPrior to the onset of construction it was necessary to make a decision on a technology program for the new school. All the buildings were being wired for either desktop or wireless configuration. After a visit to Cincinnati Country Day School in February of 2005, the decision was made to go with a wireless platform using the Toshiba notebook. The Director of Technology at Cincinnati Country Day, Kelly Hammond came to Norfolk and gave a two-day workshop on how to best use the tablet technology. If we had not visited Cincinnati we would not have made a good decision for the school. So far the decision has been a good one for Saint Patricks.

14August 29, 2005 Opening Day in Temporary Quarters

Maintaining MomentumBy February of 2005, it was determined that construction for the new school would not be complete before January of 2006. Initially plans had been made to open the school in a temporary location at Blessed Sacrament Church using some modular units. This would have been difficult at best. (The safety of children was the major draw back as well as the expense of renting modular units) Another miracle occurred when the former school of nursing of DePaul Hospital very near Blessed Sacrament Church became available. With some paint, a few wall additions and deletions, the school opened in temporary quarters under one roof on August 29, 2005 with 184 students. The opening was seamless. Parents and students thought the school had been there forever.

15Creating Community: Building Culture

How did this happen? It happened because Steve Hammond had the faculty arrive a month early on July 25 for a month long team-building experience. During this time, relationships and the building of a coherent, caring community came to life, the community of learners described in Boyers book. I have never seen so many people work so hard. The school experience at the temporary site was extraordinary.

16January 9, 2006 First Day in New Facility

And then on January 9, 2006, four and one half months later, the teachers moved to the new site on Bolling Avenue, a six-building complex with a two-story classroom building, a two-story media center, a two-story administration building, a full-size gymnasium, a dining hall large enough to feed 250 and a 350-seat auditorium. The facility is magnificenta labor of love by the Barry Robinson Trustees in support of the spiritual and academic formation of children. The school is now in its second year with 335 students and when school opens in September, the enrollment will be close to 400, the schools capacity.The school has been well received in Norfolk. It is not because of the wonderful facility. It is because of the spiritual and educational vision of the Trustees, the principal and the faculty.The school was fully funded by the James Barry Robinson Trust. Tuition is at the $6,000 plus range that is half the actual cost of attending. The Trust subsidizes the school in order to keep it affordable for the community it serves. There is a development program in place using a relatively new advancement program known as Benevon out of Seattle, Washington. The development program is focused on raising funds for scholarships.

17

Celebrate AccomplishmentsThe Dedication January 29, 2006

Bishop Francis X. Dilorenzo, Bishop of the Diocese of Richmond, officiated at the Festival Mass of Dedication on January 29, 2006 with an attendance of over 1,000. If you are planning to launch a new school or if you are planning a renovation of an older campus, we invite you to visit St. Patricks to learn from what we have learned about building a school for the 21st Century. Know what you dont know.

18

A Board Commissioned CrucifixClaim Your History: Local & UniversalHow did St. Patrick School get its name? The name St. Patrick was selected because it was the name of the first Catholic Church in Norfolk. The Know Nothing Party burned the first church in 1856 because people of color were invited to worship there. The only thing saved was a life-sized crucifix that is now in a chapel of St. Marys Basilica, replacing St. Patricks Church. A replica of the crucifix commissioned by the James Barry Robinson Trustees has been placed on the wall of the lobby of St. Patrick School, just above the entrance to the auditorium. Now Steve Hammond will answer questions on why he came to St. Patrick School.

19Essential Questions

Thank you, John.The interviewing process went well. The board was organized and had insightful questions. They wish to build a pre kindergarten through eighth grade school. When it became evident that the board wished to start this school in about eight months, the ensuing dialogue went something like this:I asked, would the board consider adding another calendar year to the planning process? The board answered no, they would not. I then asked if the board would consider limiting the scope of the project to a K-two or K-three? The board answered no, they wanted a full blown school.They asked me if it could be done in such a timeframe. And I answered, yes, it could be done with some contingencies. If we were able to expediently hire directors, train them and let them loose to do their jobs, and if it was clear that the principal was responsible for all operations and management.The board stated that they had no problems with either contingency and we agree to form a relationship. It has been undoubtedly a wonderful experience.Point: Plan the interviewing process well. Hire an outside headhunting agency if you think you need it. Know what you want in that leader. At this point, I would be remiss if I did not mention briefly something about the key governance issues important to our conversation.

20Canon 795:Since true education must strive for complete formation of the human person that looks to his or her final end as well as to the common good of societies, children and youth are to be nurtured in such a way that they are able to develop their physical, moral, and intellectual talents harmoniously, acquire a more perfect sense of responsibility and right use of freedom, and are formed to participate actively in social life. Total Formation of The Child

Driven by a Vision of Total FormationThe Catholic schools must be about the total formation of children. From the most fundamental document, The Code of Canon Law, the faithful are called to minister to the complete formation of the human person. Can. 795Can. 795 Since true education must strive for complete formation of the human person that looks to his or her final end as well as to the common good of societies, children and youth are to be nurtured in such a way that they are able to develop their physical, moral, and intellectual talents harmoniously, acquire a more perfect sense of responsibility and right use of freedom, and are formed to participate actively in social life. In all subsidiary publications both from Rome and the United States, the message is clear: Catholic schools are about infusing the Christian message into culture and on every dimension of the childs experience. All the documents repeat the emphasis: The Declaration on Christian Education, The Catholic School, To Teach as Jesus Did, etcall articulate the same: total formation.But are we treating the notion of total formation with the emphasis it deserves? Shouldnt we ask ourselves what, in practice does that look like in its highest form?

21The Graduate at GraduationFirst things firstCharacteristics, skills and abilities for graduating 8th gradersAll programming begins with this in mind influences all programmingTotal formationLife on MindLife of SpiritLife of RelationshipLife of VocationPhysical LifeReferences:Adler, Boyer, Covey, Glasser, Greenleaf, Jacobs, Jesuits, McTighe, Wiggins

The Graduate at a GraduationIf one is to incorporate "best thinking" into any type of entrepreneurial process, a study of Stephen Covey's, Seven Habits of Highly Effective People would serve extremely well. Undoubtedly, many of you have received training in Covey's groundbreaking work and have incorporated it in your own personal and professional lives. For those of you have, you know that its impact cannot be underestimated. The "seven habits of have been a part this process from day one. "First things first" in "Beginning with the End in Mind" are foundational. In our view the following document is key to the establishment. The visionary document. It is called the Graduate at Graduation. We hope you will consider constructing such a document. We have found it essential and invaluable.The term "Graduate at Graduation" is not a new one. Secondary schools in Jesuit education have been using this term for many years. We have taken this concept and expanded it to incorporate in very specific terms/outcomes, the characteristics, skills and abilities that we envision for each eighth grade graduate as he/she walks across the graduation stage. This same type of document can be applied to all school. All of our programming of any type begins with this document and program planners are required to identify the specific outcomes their Pacific program will promote.You will find a copy of this document in your information packets. You will note that the outcomes are organized in several key domains. The Life of Mind (Mortimer Adler, Earnest Boyer etc.Grant Wiggins, Jay McTighe, Heidi Hays Jacobs, etc.), a Life of Spirit (Saints), a Life of Relationship (William Glasser), the Life of Vocation (Robert K. Greenleaf) and the Physical Life. In articulating the outcomes for total formation under these headings, we intentionally accentuate the churchs understanding of the sanctity of life and acknowledge that a Catholic school program begins and ends with the belief that all human life is sacred.If we cannot train and teach our faculty and staff the cogency in our fundamental theological belief in the sanctity of life, the churchs promotion of total formation and excellent differentiated pedagogy, we have failed in our mission. Thomas Aquainas spent a life time articulating such a cogency. So lets put some teeth in this good vision.

22Journey Portfolio: A Catalog of Quality WorkStudents of all ages employ self-reflection to determine quality workLiving document captured each SpringReflects progress in total formation8th Grade exit panel interview

Building AccountabilityEach student is required to develop a "Journey Portfolio" in which he/she identifies and demonstrates quality work in each of the areas of the graduate at graduation. The child can swap out the work at any time during the year, but at a certain point in the spring the portfolio "freezes" and becomes fixed. In this way parents and students can see very clearly progress in the total formation of the child and the student is gently challenged to discern what he/she believes to be their best (quality) work.Eighth-grade students will stand before a panel prior to graduation and defend their growth and development in all areas of the Graduate at Graduation document by using their journey portfolio. This "defense" is an integral part of the school program and is intended to create an understanding through out the community that Catholic school education is not uni-dimensional. It requires individual student self reflection as well as the reflection of their parents that the total growth and development of the child is the school's focus and mission.

23Quality Catholic SchoolsMaking relationships a prioritySolving problems through non-coercive meansBuilding personal responsibility through self-reflectionDefining academic qualityUse of rubrics in curriculum and instructionData-driven decision makingNon-coercive environment

Building Culture; Ensuring QualityThe Graduate at Graduation clearly states the desired outcomes from the culture and program. But it is quite another question to ask how to establish a warm, nurturing faith climate that coexists with a highly dynamic, exciting learning environment built on high expectation. We have found nothing better to use in establishing such a culture than the precepts of the Quality School as defined by William Glasser. Glasser work is largely responsible for the primary tools in establishing culture and ensuring an academic quality throughout the school. Some of the goals are: Making good relationships a priority. This is where community begins. Solving problems through non-coercive meansBuilding personal responsibility through self reflectionDefining academic quality: The establishment of a learning community. Competence is set at a B level, and less than competence is not accepted. The complete use of rubrics in curriculum and instructionOn our team, no one has been more important or effective in establishing an academic learning culture than Dr. Debbie Alberti. She will now provide you some insight into the work of developing a strong learning community based upon certainly an exceptional curriculum, but more importantly a powerful instructional model.

24The Learning Community

For example, we know that doing and talking are what most people are good at thats where they truly show their stuff. We know that reading and writing are important but also that these are things that only a rather small and specialized group is primarily good at doing. And yet we persist in a form of schooling that measures our childrens achievement largely in the latter terms, not the former and sometimes through written tests alone.-Deborah MeierForeword to Big PictureDebbie AlbertiFor a century or more, reformers have been fiddling with how to improve on the paradigm of schooling derived from another age and intended for a very different purpose (latest issue of Phi Delta Kappan examines this as one of the 6 conspirators against thoughtful school practice). Thousands of years of history suggest that the schoolhouse as we know it is an absurd way to rear our young; its contrary to everything we know about what it is to be a human being. For example, we know that doing and talking are what most successful people are very good at---thats where they truly show their stuff. We know that reading and writing are important but also that these are things that only a rather small and specialized group is primarily good at doing. And yet we persist in a form of schooling that measures our childrens achievement largely in the latter terms, not the former and sometimes through written tests alone. From the Foreword to The Big Picture by Deborah Meier

25Paradigm PioneersDifferentiated instructionAuthentic, warm relationshipsAlternative assessmentsCompetence-based classroomsRole of family, community, educators

Authentically Catholic, Warmly EcumenicalSaint Patrick Catholic School started with its most important clients, its students. From its mission, to its teacher expectations, to its Graduate at Graduation, the students are at the core. Saint Patrick chose to break the mold and was conceived of from the perspective of what school could be--- much, much more than just buildings where teachers teach and students learn---learning communities where the education of each child is valued, where relationships are formed, nurtured, and celebrated, where students are evaluated with multiple forms of assessment, and where their progress is viewed in terms of where they are as life-long learners. Saint Patrick values students as individuals, values families as integral to each childs learning, values communities as resources; and values educators as change agents---all major influences in making Saint Patrick what it is and continues to become.

26Authentically Catholic, Warmly Ecumenical

In order to support the work of our students, we needed to create effective and dynamic classroom practices which would support and encourage all students to reach high standards and to gain insight into their own unique gifts. Our organizational practices and structures needed to be designed to support teachers who were innovative, competent, and engaging as well as open to input from the broader community. Strong community connections would help assure that individuals understand, share in, and take an active role in helping the school accomplish its missions.

27The Graduate at Graduation & Teacher ExpectationsBegin with the End in MindHow are we different or not so different today?Bits & Pieces vs. Big PictureCurriculum Development examples to provide the whatReferences:Stephen Covey, John Goodlad, Howard Gardner, Grant Wiggins, Jay McTigheAs you have heard, with the Graduate at Graduation defining the end in mind and with another key document, Teacher Expectations, which defined the instructional and professional toolbox needed by each and every educator, the task of defining the curriculum and the dynamics of the instructional program became my challenge and the passion Two noted educational reformers, John Goodlad and Howard Gardner, have offered perspectives relative to this work. John Goodlad, critic of educational policymakers for failing to modify or improve classroom organization and instruction, has mused that if students from the early 1900s were magically transported to the classroom of the 1990s, they would recognize virtually every facet of the school day, and even more startling, would be amazed that one curriculum dominates the modern classroom. Well, this student would not be quite as comfortable at STPCS where the mold has been broken and thats a good thing! Howard Gardner offers a thought particularly relevant to curriculum: when a student truly understands a concept, skill, theory, or domain of knowledge, that student is capable of applying that knowledge appropriately in a new context---what is demanded is a big picture way of thinking, versus bits and pieces of information that are likely to be forgotten because they connect to nothing. Defining curriculum beyond the bits and pieces, the facts, calls for thoughtful consideration of what we want students to know, understand and be able to do and a rich review of existing curriculum possibilities and rich instruction influences.The search for good curriculum began with the Consensus Curriculum of the Diocese of Richmond, but did not and could not end there because of the overemphasis on pieces in that curriculum. The best in curriculum derived from national standards generated by such professional organizations as the NCTM, National Council for the Social Studies, National Science Foundation, and NCTE, and as found in outstanding public and private schools locally and nationally provided us with a big picture way to think about curriculum, and therefore, instruction. The curriculum, the what, became composed of content, processes and products peculiar to and critical to the disciplines and began to help us define what we wanted students to know, understand and be able to do in relation to the core content areas. It must be said, at this juncture, that the quest for what is current in terms of curriculum, best practice and research continues to this day. For example, the NCTM has recently published a set of mathematical focal points, 2-3 mathematical ideas at each grade level that should be explored in greater depth than has characterized mathematical instruction in the past, except in several Asian countries where the students are greatly surpassing U.S. students in terms of mathematical academic achievement. We at STPCS are studying these developments so that we can consider the implications for math curriculum and instruction at our school. This less is more approach to learning has also greatly influenced how we are equipping our teachers to organize the big picture living curriculum at STPCS.

28The Graduate at Graduation & Teacher ExpectationsProfessional development supporting vision and missionProviding time to ensure quality professional developmentContinuing to research and implement current educational programs & philosophies.

References: Jesuit School Influence, Stephen Covey, Mortimer AdlerOne month prior to the school opening in 2005, teacher and staff participated in one month of professional development, a major focus of which were the strategies, techniques, and concepts needed to effectively and powerfully implement the curriculum. As a point of information, the next school year began with a 3-week professional development session continuing this work as well as other topics, and weekly, in both years, professional development sessions are scheduled for on-going work with these topics and others. Studying the curriculum work of such excellent national systems as Montgomery County MD Public Schools helped us in applying the Understanding by Design framework for developing curriculum units (Wiggins, McTighe, Brown) for each quarter and for developing the conceptual framework for the instructional design of the units. Just as the Grad at Grad demonstrates application of Coveys beginning with the end in mind, so too does Understanding by Design, where you begin with what you want the students to know, understand and be able to do. The UBD units provide an excellent framework for teachers to use in developing units that embrace the big ideas and bits and piecesSimultaneously as the curriculum units were being developed, it became obvious that further work was needed with the teachers on improving, developing and refining the tools in their instructional toolboxes. Leaning heavily on the work of Dr. Carol Ann Tomlinson, national expert in the area of differentiation, Dr. Joyce Van Tassel Baska, national expert on quality curriculum for gifted students, and Dr. Joe Renzulli, national expert on enrichment and curriculum enhancement, in summer professional development sessions, as well as throughout the school year, teachers began experiencing variety of differentiation strategies and approaches to curriculum enrichment and enhancement, because the teaching had to different and more dynamic if we wanted student learning to have the same characteristics.

29Intensive & Sustained Professional DevelopmentCurriculum Development -- Looking at existing maps, developing UBD units, embracing big ideas and bits & pieces Instructional Practices Improving, developing and refining art of differentiation, enrichment & curriculum enhancementAssessment Strategies Reviewing and crafting rubrics, scoring criteria, portfolios, performance assessment, and authentic assessmentTechnology Integration Understanding and incorporating the wireless network and its resources to enhance & extend the curriculum

In addition to the instructional strategies and techniques, further work with assessment was also undertaken. Use of rubrics, scoring criteria, portfolios, preassessment, performance assessment, and authentic assessment are a just a few of the forms of assessment experienced in an effort to equip the teachers with as broad a range of assessment techniques as possible in order that each student be provided the opportunity to demonstrate and share what he/she had learned, understood, and was able to do.

Another major thread that was introduced and continues to be addressed through weekly professional development sessions is the use of technology to implement, enhance and extend the curriculum. The tools of technology bring a dynamic to teaching and learning at STPCS that sustains the life of teaching and learning. The wireless environment, tablet technology, computer labs, distance learning labs---all this adds to the exciting possibilities of what teaching and learning might be.

30

Identifying, Nurturing & Celebrating the Gifts of Each ChildSomeone once said, if you continue to do the same old thing in the same old way, youll get the same old results. STPCS is not interested in maintaining the status quo, especially when it comes to the quality of teaching and learning in its classrooms, and, as is obvious from the Grad at Grad, we definitely have some different and long-lasting ends in mind, for which we are most grateful. Our focus on developing the whole child mandates that all aspects of the child are attended to and developed---the heart, the mind, and the soul. To get to the end for our children, we have explored and embraced the best in curriculum and instruction because this is what our children deserve.

31Education is not the filling of a pail, but the lighting of a fire. W.B. Yeatts

Divine Spark Theory vs. Tabula RosaEach of us, if we live to be just 70 years old, spends only 9 percent of our lives in school. Considering that the other 91 percent is spent out there, then the only really substantial thing education can do is to help us because continuous lifelong learners. Learners who learn without textbooks and tests, without certified teachers and standardized curriculum. Learners who love to learn. W. B. Yeats said it this way, Education is not the filling of a pail but the lighting of a fire. (The Big Picture, p. 3) To light the fires in the lives of our young people takes skill and passion, fueled by the best in teaching and learning. Thank you, Dr. Alberti. So, in a lovely way Drs. Tucker, Alberti and my paths converged. We all agree as we get older, we believe less in coincidence and more in grace. It is a grace to work with them in this wonderful work of helping children seek and find God. Certainly, St. Patrick Catholic School has been blessed with some generous resources, but most of what you have heard in so much of what you happen does not have a price tag on it. It is borrow from the great minds, clear research and experience. It only involves a keen understanding of the literature, our Catholic history,

32Gifts & GapsSuccess PlansSchedulingNarrative Reporting of Student ProgressRequired Parent CollaborationJourney PortfoliosHiring ProcessAdmissions & Marketing StrategyTeacher ExpectationsHigh School TransitionIf better is possible, good is not enoughPlease refer to your information packet for more information on

Time limits our ability to share other aspects of the program every bit as important as those which we have only briefly explained. For example: 1)teacher expectations in the hiring process, 2) required parent collaborations, 3) the narrative reporting of student progress, 4) block scheduling to include intensive study in the fine arts, 5) a high school admissions program, 6) student success planning, 7) faith integration and 8) distance learning, 9) the necessity of great marketing, 10) a client based understanding of parents and students and 11) a commitment to data driven assessment and planning. Time winged chariot.

33Saint Patrick Catholic SchoolCoat of Arms

34Questions

You will find our contact information in the packets and we would be happy to receive your questions. In the few minutes remaining, we would be happy to take questions and comments.

35