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Helping the Underachieving Student

Underachievement typically stems from emotional or psychological turbulence, not laziness.

Statistics regarding waning academic performance are troubling: Jo Ann Natale of The Education Digest determined that approximately 40 to 60 percent of students are underachievers. If your child isn’t living up to his or her potential, however, you can use this gentle guidance to get them back on track:

Have Your Child Screened For A Learning Disability

No amount of tutoring or positive reinforcement will help your child if he or she has an underlying learning disability. It is imperative that children in this instance are screened as soon as possible. Many students with ADHD and Inattentive ADHD aren’t properly diagnosed until high school, college or adulthood. That’s a long time to go without help.

Don’t Compare

One of the best ways to reinforce underachievement is comparisons that make children feel inadequate: “Why can’t you get good grades like your sister?” Comparisons to siblings, friends, neighbors — even yourself — can scald. If your child’s battling depression and insecurity, they’ll only intensify.

Schedule Parent-teacher Meetings

If you’ve noticed a problem, your child’s teacher probably has too. A parent-teacher meeting, including your child, would help. Meeting with a teacher will also alert him or her to whether your child cuts class or forgets an assignment, so that you can be notified. If your child hasn’t progressed after a month, revisit the teacher.

Build Your Child’s Confidence

Praise every victory your child has, small or large. Always use positive reinforcement — “I know you’ll do well on the test” — rather than negative reinforcement — “Don’t fail the test.” If they are particularly hard on themselves after having failed the test, reassure them that they are smart and will do better next time. Give sincere praise, not platitudes.

Your child may be wired differently than others, but that doesn’t mean they cannot live up to their full potential. Use these tips to help your underachieving student get back on the road to achievement. And the best thing you can do? Always remind them that they are loved, regardless of their school performance.

New Tax Law Could Offer Great Financial Opportunity in Paying Catholic School Tuition

Originally posted on

A new tax law passed late last year could offer a great financial opportunity for parents or guardians paying Catholic school tuition or wishing to send children to Catholic school.

The law contained a provision to expand “529 accounts,” tax-advantaged savings programs formerly limited to college costs, to include K-12 expenses. 529 accounts are typically begun by parents, who name their child as the designated beneficiary, and make small investments over a long period of time.

Money invested in the account grows tax-free, as long as funds are used to pay for education expenses. Beginning in 2018, up to $10,000 in tuition at Catholic elementary and high schools is an allowable expense under both federal and most State laws. These 529 policy changes could mean more families are able to choose a Catholic education.

Before discussing the details of this opportunity and how families can use 529s, it is important to point out that 529 plans are investments and carry risk. Anyone thinking of investing in one should consult a financial advisor who can provide guidance tailored to individual situations.

How should Catholics patents take advantage of this new option supporting educational choice? Families who are already enrolled in Catholic schools or considering future enrollment, should talk to a financial advisor about opening an account to fund their tuition costs.

The expansion of  529 accounts to include K-12 expenses offers an exciting opportunity for families to access a Catholic education for their children.

Why Catholic Schools?

Because With an Incarnate View of the World, there are no Secular Subjects

Deciding what type of school to enroll your child in can be difficult given the many options within today’s educational system. They each come with different philosophies, practices, and teaching methods, all of which have an enormous impact on a given child’s development. Catholic schools, specifically, come with a wide range of benefits that are great for parents wanting to incorporate their faith in their child’s upbringing.

A Catholic education is more than just general teaching. Spirituality is often balanced within regular courses, teaching students that God is a part of their lives both in and out of school. This can effectively teach them about the plan God has set in place, and how to look out for the “blueprints,” so to speak. As their knowledge and awareness of God grows, so does their faith, thus leading to more activity within their communities and families.

That being said, civic responsibility is a large component of Catholic education as well. Students will learn to be active within their local churches, as well as their local communities. Developing a charitable mindset and one of selflessness is highly productive, and something that will, in turn, benefit more than just the individual.

A great sense of discipline is taught through this education, as students are challenged and encouraged to make decisions based on what they feel Christ would do; not only physically, but verbally as well. Through the many texts students will be reading, moral and ethical lessons are taught throughout, building a foundation to help them make better decisions throughout their lives. One should do good as an act of dignity, not always as a means of benefiting themselves.

Catholic education is also rich with arts and culture; something that is, unfortunately, losing traction within most public and private schools. Being cultured in today’s world is just as important as being well educated. Most Catholic schools offer classes like Drama, Chorus, Music, and Art, all being governed by the philosophy of divine praise.

Teachers within Catholic schools are often highly motivated as well, ensuring that your child will receive a proper education. Rather than seeing the position as nothing more than a job, Catholic teachers are passionate about their work, most of whom having received a Catholic education themselves. In many cases, teachers go above and beyond their responsibilities on paper to help a student in need, the goal being to help them grow and develop to their full potential.

Each type of education system has its advantages and disadvantages. Choosing the right one for your child is crucial, and knowing the benefits that come with each is just as important. Catholic schools are great for families of religion, or for families who are interested in joining the church, and the benefits mentioned above are just a few of many.

NCEA 2018 President’s Awards Recipients Announced

Originally posted on

NCEA President/CEO Dr. Thomas Burnford, remarked, “By their example of living the Gospel, the honorees display the virtues taught in Catholic schools. These six people have influenced Catholic schools through their passion and commitment to Catholic education.”

The President’s Awards are awards given in the names of individuals and organizations who display the significant virtues of contribution, support, leadership and development to impact Catholic education in the United States.

Dr. Merylann Schuttloffel, professor of educational administration and policy studies at The Catholic University of America, will be honored with the C. Albert Koob Merit Award. This award is given to an individual or organization that has made a meaningful contribution to Catholic education at any level in teaching, administration, parish religious education, research, publication or educational leadership. Dr. Schuttloffel’s exemplary guidance has produced graduates who serve in Catholic leadership positions around the country.

Steven Virgadamo, associate superintendent for leadership of the Archdiocese of New York, will be presented with the John F. Meyers Award. This award is bestowed upon an individual or organization that has provided substantial support for Catholic education in the areas of development, public relations, scholarship programs, financial management or government relations. Mr. Virgadamo has worked in over 95% of the Catholic dioceses in the United States, and has guided schools, parishes and dioceses to raise more than $500 million in new funding through philanthropic giving, ensuring that schools’ futures are secure through thoughtful strategic planning, improved governance organization and effective marketing.

John Elcesser, executive director of the Indiana Non-public Education Association, will be recognized with the Leonard F. DeFiore Parental Choice Advocate Award. This award honors a person or organization that has demonstrated outstanding leadership in promoting full and fair parental choice in education. The right to choose the schools they believe best serve their children is a rallying cry for parents of modest means who, he argues, have a legitimate claim to public support. As a school choice advocate, Mr. Elcesser brings the unique lens of having served both as a private school leader and a public policy advocate. In Indiana, John was a leader of the coalition that successfully passed tax-credit scholarship and voucher legislation.

The Academy of Catholic Educators (ACES), which is based at Notre Dame of Maryland University, is the honoree for the Dr. Karen M. Ristau Innovations Award. This award is reserved for an individual, school or program that has furthered the mission of Catholic education through an innovative program or approach. In the five years since its inception the ACES program has grown to assisting over 30 schools in both the Archdiocese of Baltimore and Washington, D.C. to the point that there are more requests for services than time available for the current two instructional coaches. This program has changed the face of participating schools from whole group, teacher-centered instruction to engaged, student-centered instruction.

Mayra Alza Wilson, coordinator of Latino outreach for Catholic schools in the Archdiocese of Cincinnati, will be honored with the Catherine T. McNamee, CSJ Award. This award is given in recognition of promoting a vision of Catholic education that welcomes and serves cultural and economic diversity or serves students with diverse needs. During Ms. Alza Wilson’s tenure the Latino population increased from 4.5% to 18.8% in the ten targeted schools of the urban core of Cincinnati and Dayton. These ten schools in the Archdiocese of Cincinnati experienced a 98% retention rate for Latino students for the 2015-2016 school year, 2% of the students moved out of the state.

This year, NCEA added a Special Recognition Award to be presented posthumously in the name of Dr. Stephen Phelps, former president of Bishop O’Dowd High School in Oakland, CA. This award is in recognition and appreciation for 40 plus years of service and dedication to Catholic education and his tremendous impact on Catholic schools in the San Francisco bay area.

More information on the 2018 President’s Awards is available online.

Virgadamo Named One of the Most Influential People in the Last 25 Years of Catholic Education

Originally posted on

Steven Virgadamo was unanimously chosen by the Board of the National Catholic Educational Association (NCEA) as this year’s recipient of the 2018 Monsignor John Meyers Presidential Award. This award is presented to an individual who has provided substantial support for Catholic education through contributions in the areas of institutional advancement, financial management, and philanthropic support. Such contributions should be recognized as having current significance at the national level.   Previous recipients of the Monsignor Meyers Presidential Award include: Terrance Cardinal Cooke, Joseph Cardinal Bernadin, and Dr. Elinor Ford.

Steven’s professional career has taken him from working with one of the premier consulting firms in the nation, extending his work to forming leaders at the University of Notre Dame’s Alliance for Catholic Education Program and beyond. He has worked in over 90% of the Catholic dioceses in the United States and has provided counsel to more than 6000 Catholic schools.

In announcing the award, members of the NCEA Board referred to Steve as one of the most influential people in Catholic Education over the past 25 years. When the Archdiocese of New York began its bold and courageous restructuring to a regionalized system of Catholic schools, – “ Build Bold Futures”, they turned to Steven Virgadamo to provide the leadership for forming Catholic School leaders who could effectively take the helm of schools under such an innovative and bold new school governance. Steve is recognized globally for his writing, speaking but most importantly for empowering leaders to embrace visionary change.   

The Catholic Church may be reinventing how Catholic schools are governed and managed, but is through the leadership of Steven Virgadamo that they are re-inventing how Principals and Superintendents are being developed to lead its schools into the next generation.

Catholic School Leadership is a Reflective Practice

Catholic School improvement efforts rely heavily on Leadership. In my 30 plus years of partnering with more than 6000 Catholic schools in 120 Catholic dioceses I can say with certainty that the difference between a good Catholic school and a great one is the school leader.

I encourage all Catholic school leaders and in particular first year school leaders to be reflective, particularly over the Christmas break each year, \as I have learned that a reflective practice is a quality of a school leader. After winning 3 National Champion ships, Knute Rockne said: “There is no reason for me to continue unless I can improve.”

Over the past few days of this Christmas break, I have been reflecting myself, particularly on the qualities of an effective Catholic school leader and believe strongly that the most effective Catholic school leaders – serve first – build trust and always, always bear witness to their values.

Catholic school leaders must be great communicators as it is they who articulate the vision, mission, and profile of the grad at graduation to staff, parents and the larger Catholic community. They need to be focused on building a culture which will have a positive impact on student learning, achievement and Faith formation. The very best Catholic school leaders manage by walking around as they get to know the students by name and can by observation identify areas where teachers can improve. Most importantly, effective Catholic school leaders are filled with a missionary zeal and unwilling to ever give up on a young scholar. The very best Catholic school leaders are the epitome of pastoral and instructional leadership for the students, staff and parents.

Teaching Easter in Classrooms

Easter is the culmination of the most important week in the Christian calendar, and marks the grand, triumphant culmination of the season of Lent.


Although Easter is commonly associated with bunnies and eggs, chicks and flowers, the true meaning of Easter centers on the glorious resurrection of Jesus Christ. When teaching Easter in the classroom, it is a good idea to strike a clean balance between these two contrasting themes.


The colorful pastels and baby animals of Easter are playful and friendly for young students, but teachers should not neglect to tell the story of Jesus and his amazing gift to humanity.


In the days leading up to Easter, it is common to read from the Bible the appropriate events pertaining to Christ’s triumphant entry into Jerusalem, his subsequent betrayal, and his crucifixion on the Cross.


Reading directly from the Bible is appropriate for older students, but younger ones may have a difficult time responding to the formal language of the Scriptures. Find a careful translation of the relevant Bible accounts in a language easy for young students to understand.


Another thing you can do is engage your students in a discussion. Ask them questions about what Jesus death and resurrection mean to them. In the days leading up to Easter (possibly on the Friday before), arrange a slideshow of the Stations of the Cross and ask them to explain what is happening, if they can.


Of course, Easter should be a fun and exciting day as well. Perhaps you could stage an Easter egg hunt in the classroom, or simply bring in some candy to share. If you have kids, especially younger ones, you could print off a collection of images and allow them to pick their favorite ones to color.


Many of these examples primarily pertain to younger students. What can you do to engage high schoolers in a holiday that is often geared towards children? Encourage your students to write. Perhaps they could write about what Jesus’ sacrifice means to them personally. Another idea would be to have them reflect on how they have changed and grown from children to young adults. Perhaps incorporate some reflective music and some meditation.


These are just a few ideas. The links below will refer you to all the resources cited above and a few more.



Incorporating Lent Into Your Class Curriculum

Children are keenly aware of the start of Lent on Ash Wednesday and the conclusion of Lent on Easter Sunday but often lose focus on the process between. In an effort to help them have a new outlook on Lent, here are a few suggestions.


(1) A Lenten calendar

One of the best Lenten calendars for kids is at It allows the child to visualize the Lenten path with key symbols for meatless days as well as ample space for him or her to write in their Lenten offering or sacrifice of the day.


(2) Stations of the Cross

Talk with the class about the significance of each of the Stations of the Cross. Walk the kids through each station and use it as an opportunity to remind them of Jesus’s tremendous love for us. Perhaps you can take the Stations lesson outside the classroom, into the Church (if connected to your school) or into a prayer garden to allow the children to reflect on them.


(3) Penance

Lent is a time of preparation, and one of the best methods to prepare for the miracle of Easter Sunday is to repent our sins. Schedule a time for the kids to experience the healing power of reconciliation with a priest. This is a good time to review with them how the sacrament works and ease any of their anxieties related to it.


(4) Sacrifice

Kids know they should give up something but are never sure what to do. Give them creative and age-appropriate suggestions that could perhaps be implemented as a class. For example, on Tuesdays, the class will drink water for lunch and give up other beverages like juice and milk. On Thursdays, no desserts will be eaten at lunch.


(5) Encourage Extra Acts of Kindness and Empathy

Lent is a great time to reinforce the universal themes of kindness and empathy within the classroom. Instead of giving up something, the kids can do additional things each day as their Lenten offering. Helping a fellow student in need, praying for the family member of a classmate, or just offering a smile to a child that may be having a bad day are important things that can create permanent behavioral changes after Lent is over. Encourage them to be kinder than necessary to their friends and family members during the Lenten season. This is particularly important  when bullying becomes more and more important to address in the classroom.


Age-appropriate Lenten observances or traditions can turn into life-long habits for school children. In addition to these ideas, ask the students to be creative and contribute ideas to your classroom’s observance of Lent.


The Plenary Council of Baltimore to the New Millennium – “Steven Virgadamo” reflects on Catholic Schools


The growth of the Catholic schools in this country really received its impetus from the Plenary Councils of Baltimore in the late 1880’s. In the Third Council of Baltimore it was decreed that every parish must have a parish school. It was also suggested that these schools were to be free for every child. It was the duty of the whole parish to support this educational initiative and to make this a priority for the parish community. At the same time there were emerging religious communities of men and women who undertook the task of providing the staffing for these schools at little compensation other than a roof over their heads and food to eat. The population that was being served was basically an immigrant population that had many needs such that both the parishes and the schools became the center of life for its members.

This model worked well for the first half of the 20th Century. Its success could be attributed to an articulated vision, a committed constituency, a commitment to excellence in education, “cheap labor” and a willingness to do whatever was needed to maintain its viability. i.e.; the selling of wrapping paper, magazines, light bulbs, candy, carnivals, bingo nights, etc.

However, by 1969 we were experiencing societal upheaval and feeling the impacts of the Second Vatican Council, both changed the landscape and in many ways altered the paradigm upon which the Catholic schools system had thrived in the first part of the century. Many of the values and traditional institutions that helped support the Catholic schools in the earlier part of that century were ripped apart. Yet in many ways the Catholic schools continued to move forward often with the same structures and the same guiding principles yet now in a radically different environment. In hindsight, one might say the schools were unhampered by progress.

Reverend John Flynn, former Director of Education for the Archdiocese of Omaha and Richard Burke, the founder of Catholic School Management Inc. began in the early 1970’s calling for a change in the paradigm of Catholic School financing and marketing. For those if us that are old enough to remember it was a difficult message as many would respond we are the church, not a business and would cover their ears if the word marketing was used in a conversation related to our schools. This author hopes that the annals of the history of Catholic School education will recognize Father Flynn and Richard Burke among others as pioneers in changing the face of how our Catholic schools in America schools are financed, governed, administered and marketed.

Today and Tomorrow

There has been much research and many studies done in recent years around the challenges facing Catholic schools in the 21st Century. There has been increasing dialogue among many differing constituents as to what can be done to maintain and strengthen our schools going forward.

It is my hope that all baptized members of our Church will reaffirm unequivocally that the Catholic school is the best place for the formation of the next generation of Catholics. Studies have shown that those who attended Catholic schools in the past are by and large the leaders in our parishes today. They are more faithful in participating in the sacramental life of the Church and in their active engagement in the parish community.

The canons are very specific about the quality of education offered in a Catholic school and each Ordinary is responsible for assuring that the education offered in a Catholic school must be as good or better than what a family can receive within their respective community. With this in mind, as we forge ahead, we need to constantly evaluate and access the work that is being done to make sure the schools are accomplishing the goals that are set for them and also that they have the necessary resources to make this a reality.

The National Catholic Education Association (NCEA) has developed a new resource which is known as “National Standards and Benchmarks for effective Catholic Elementary and Secondary Schools.” These standards describe how the mission-driven, program effective, well managed and responsibly governed Catholic schools operate. The Association developed these standards in the hope that they would give cohesiveness to our articulation of one’s understanding of what we mean when we use the term Catholic school and the expectations one can anticipate when they enroll their child in a Catholic School.

In the document there are three types of statements that are grounded in Church teachings, best practices and proven success of those committed to the future of Catholic elementary and secondary education in the United States. In summary, The “National Standards and Benchmarks for effective Catholic Elementary and Secondary Schools:

  • Documents the Defining Characteristics, which describe the deep Catholic identity of Catholic Schools.
  •  Identifies Standards, which communicate policies, programs, structures, and processes that should be present in a Catholic school.
  • Suggests Benchmarks, which allow one to provide observable, measurable, and clear descriptors for evaluating and crafting improvements to the Catholic school experience.

Prudent use of this tool can help to better articulate why we need our Catholic schools. We need to explain more emphatically that their maintenance is the responsibility of the whole Catholic community and not simply the parents of the children who attend them. We need to enlist the support of a wider constituency in our community who sees the valuable resource that our schools are to society at large and are willing to partner with us in maintaining their viability.

In promoting the reason for our schools we need to point out that our schools are not only places where one can learn to read and write but they are places where a person is helped to develop their full potential, to be formed in the true values of our Christian faith, to participate in a nurturing and Christ-centered community where one is encouraged to develop his /her relationship with Jesus and with others so that the unique dignity of every person is respected and valued.

It often surprises me that there is so much discussion today regarding the Catholic Identity of our Schools. As an individual with nearly a lifetime of service to Catholic education, I can recall first reading the Bishops Pastoral Letter issued in 1971 entitled “To teach as Jesus Did”. It seems as valid today as it did then as it focuses on for us the three-fold mission of our Catholic schools – to proclaim the Gospel, to build community and to serve our brothers and sisters.

Perhaps the dialog should no longer be about what is the Catholic identity of our schools, but how do we best implement the guidance of the pastoral letter. Specifically, the school must be a place where the virtue of charity and love for one’s neighbor is the touchstone of the daily life and activity of the school. Christian Community service must be fostered as a constitutive dimension of one’s formation into the fully formed human person that is the goal of all Catholic education.

We must not be hesitant to point out to parents that our Catholic schools are more important than ever in assisting them in their responsibility as the primary educators of their children. We live in a time and in a culture whose values are progressively more and more secular and humanistic. Unfortunately in our country today the government sponsored education that is being offered to children is one based on the philosophy of secular humanism. The values of that system are quite contrary to our understanding of human nature and the way the Lord calls us to live. Our Catholic faith calls us to evangelize our culture and our Catholic elementary and Secondary schools play a critical and irreplaceable role in this effort.

If we are to maintain and prosper our Catholic schools we must re-evaluate many of the structures and resources that helped in the past, discard what is no longer relevant in the current milieu and put in place the foundation stones that will carry us through to the future.

Some believe the two largest challenges facing Catholic Schools are Finance and Governance. While not discounting these challenges, I choose to respectfully disagree. In my opinion the most crucial threat to our schools is leadership. It is perhaps the most important challenge to the survival of the Catholic Schools. We need to develop, form and train individuals who can guide our schools into the future. The leaders must be totally committed to the mission of Catholic education. They must be faith-filled people and will be true role models for the staff and students they will encounter on a daily basis. They must have a passion for the work that needs to be done and a willingness to work to achieve the goals that are put forth. These individuals must embody and live the Catholic identity that we proclaim and be examples of individuals who, with God’s grace, have become true disciples of the Lord.


The Second Vatican Council called for a wider participation of the laity in the mission and work of the Church. The school is an appropriate venue for this participation. The Catholic School leader at the helm of our schools in the 21st century will embrace the concept of stewardship and expand the involvement of the management of the school to include competent lay leaders. This collaborative model of governance will utilize a wider pool of talent to help fashion and communicate the direction of the school and its mission. While the role of the Pastor is vital and important as “Shepherd”, the pastor of a parish with a Catholic school should partner with his school administrator to enlist the skills and talents of his parishioners in the running and maintaining the parish and school. We must not be shy about asking individuals to give of their time and talent to help in this important and essential work of the Church. Every pastor and school administrator needs the assistance of a Board, which will help direct and guide the future well being of the school. Since the early 1990’s I have been along with Richard Burke and others a strong advocate of establishing Boards of limited jurisdiction.

Humility, while a great virtue in an individual can be deadly for an institution.  Jesus tells us in Matthew’s Gospel,” Neither do you light a lamp and put it under a bushel basket where no one can see but rather on a lamp stand so it gives light to all the world.”(Matt: 5:15)

The global communications network that has come of age with the development of the Internet requires schools to be able to communicate their message effectively to their constituents. This will require a well thought out and well crafted marketing plan for the school. The Catholic schools will not succeed unless they tell their success story effectively to a wider community and promote the success they achieve in working with our young people. People like to support successful endeavors and they like to be associated with   winning programs.  John Kennedy said: “Success has many father’s, but failure, is always an orphan.”

There is no question that the maintenance of our Catholic schools and the education they provide will be an ongoing challenge in the years ahead. However, we must not underestimate the overall benefits that come to a parish, diocese and our church from sponsoring Catholic schools. Our schools are about children and the formation that is needed to help them develop into the sons and daughters that God has called them to be.

A Catholic school is a life giving entity. The energy that young families bring to the community needs to be harnessed and guided. In truth good Catholic schools can and should be the lifeblood of our parishes, dioceses and church.

Catholic School Leaders Discuss Planning to Avert Crisis

This post and the image are originally from Fordham GSE News, the website for news from Fordham University.

Last week, The Center for Catholic for School Leadership and Faith-Based Education hosted their first in a series of three Entrepreneurial Leadership Seminars focused on Leading Through Crisis. Catholic school leaders from New York City, Long Island, New Jersey, and Connecticut met at the Lincoln Center campus for a discussion on Planning to Avert Crisis.

According to Jerry Cattaro, Ed.D., Professor and Executive Director of the Center, the topic was chosen based on conversations with local superintendents and associate superintendents who expressed interest in learning more about crisis intervention and management in schools.

Christa Chodkowski, a first year principal at Our Lady of Mount Carmel school in Meriden, Connecticut hoped to learn strategies that she could bring back to her teachers and staff to serve her students more safely.

The seminar was led by Steve Virgadamo, Associate Superintendent for Leadership at the Archdiocese of New York, who opened the morning session talking about how religious schools’ strategic plans and missions should guide their crisis management planning. In times of crisis, a strong mission and strategic plan will provide the lens through which to talk about crisis, to guide and justify decisions and actions.

He stressed the importance of strong relationships between and among leadership, school personnel, students, families, and the community. Mr. Virgadamo likened the process of strategic planning to the Doctrine of the Trinity saying “If God is in a relationship, if he can’t do it alone, what makes us think we can do it alone?” With that idea, he explained how to incorporate different stakeholder groups into the strategic planning process.

Mr. Virgadamo also discussed the importance of a strong school culture, emphasizing that there will be no buy-in for strategy without a strong school culture.

“If you do not have a strong culture, it’s harder [to manage the crisis as it unfolds],” he said. School leaders will need the community work together and rally in times of crisis. Having a strong, clear mission and strategic plan sets the groundwork for a strong school culture and a strong school culture will be crucial for dealing with crisis.

The next two seminars in the series will be held in the spring semester.

  • March 31: The Spirituality of Leading Through Times of Crisis with Fr. Joseph O’Keefe of Boston College
  • May 5: Psychological Implications of Crisis and Trauma with Amelio D’Onofrio, Ph.D. of Fordham GSE

The seminars are by invitation only. Superintendents from the following dioceses and archdioceses may choose up to five principals and/or central office staff to attend:

  • Archdiocese of Newark
  • Archdiocese of New York
  • Archdiocese of Hartford
  • Diocese of Albany
  • Diocese of Bridgeport
  • Diocese of Brooklyn
  • Diocese of Rockville Centre

Learn more about The Center for Catholic School Leadership and Faith-Based Education.