Class Announcements:

Summer West 2019

Teacher effectiveness surveys
Timing 15 minutes 7 minutes presentation 7 minutes feedback questions

Lourdu.

I guess this is tangential now, because I see you’re focusing on the principal’s role, but I’m
wondering what kind of development teachers at St. Pat’s want? What kind of skills do they
want to put in the work to improve? What worries do they carry with them?

It is good that you are highlighting the roles of the principal. Inculturation is also an interesting
angle that focuses on the context that you have. In a cosmopolitan city, this might be a good
area to focus on. How about interreligious dialogue in Catholic Christian Identity? Take note of
Jane’s reminder: Rooting in Christian values. School for Catholics or Catholic School.

I am very interested in the different role that you identify for the administrator: educator,
supervisor, fundraiser, etc. I think that a lot of good work can be done in exploring how these
different roles can intersect. When do they need work together? When do they conflict? When
should they considered separately? Good luck with the final project!

Thank you for sharing on your school’s cultural situation that poses some interesting dynamics
for a Catholic school.

Sounds like there will need to be a big cultural shift for both the leadership and the teachers to
have a more collaborative model of supervision. -

Raymond:Instructional Supervision In Nigeria- (1.35PM)

Beyond the behavioral changes that you want to implement, is there a big idea that can be
shared by all? Who are the stakeholders in your action plan? Is it accepted by all, and even
designed by stakeholders more than that of the leadership team? Is the leadership team going
beyond the model of the inspectors. A good sign is how can people not be “tense”?

It would be good to look at the context of where these teachers come from and what leadership
skills they bring with them to school. Then you can determine what they need and what the
students need.

This sounds like a marvelous and ambitious aim at cultural change in a school. I wonder--not
knowing how authority or cultural change works in Nigeria--how, step by step, a school can
change from an inspector model to a developmental model?

A$AP Ria Personnel Supervision of Faith Nourishment (1.45pm)

Inherent belief in the good news of the Catholic faith. How do you define the charism ? ( referred
to Gospel values).How ironic that the faith development program from ND focuses on theory
and not individual faith formation -

I really like the part of the improvement plan to strengthen the connection with the Sisters of
Mercy. At Bellarmine, we have a number of professional development periods called “Ignatian
Mornings” where we invite Jesuits, theologians, and faith leaders from other religious traditions
to speak to us about faith identity and these have been a largely successful way to engage
these topics with faculty

Faith and Mission developmen.t via STEP/Diocese etc.- not concentrated on developing faith
(seems to be a big problem). Doctrine and Dogma trumps personal faith ?!
-Developing the relationships!!! - Sisters of Mercy/Interfaith
No reasonable relationship with Pastor/Archbishop

Resource: ​Architects of Catholic Culture: Designing and Building Catholic Culture in

Catholic Schools by Thomas Cook

This resource might be helpful:

http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=119814360&s
ite=eds-live&scope=site&custid=s3818721​ -kris

What might be student outcomes that would indicate success in this improvement plan?

Your improvement plan looks good. Expanding it with actual exhibits is also a good idea. Are
there stakeholders who go beyond the school? Share resources. Have resources shared to you
too. Take note of Alicia’s question: There might not be Sister of Mercy. Lay partners might need
to be involved. Christopher’s note on relationships, what can be nurtured? How can it be
nurtured?

Ria, I appreciate your focus on your charism - interaction and engagement with the Sisters of
Mercy may provide administration and faculty a wonderful model of continued faith nourishment.
Another thing to consider is engaging faculty in leading each other in faith experiences, ie.
leading prayer at meetings, leading reflections/meditations, etc. - TFH

The improvement plan looks great. However, you can include there not only strengthening the
connection with Sisters of Mercy but also their charisms and spirituality.

Jonjee, SJ Tha God !.(58pm)

Topic - Philippines - A dynamic school !

I love the democracy building - was in the realm of the religious before - lay leaders
--Yes! Forming lay leaders really does involve taking seriously their role in contributing
to decision-making and priority-setting in the apostolate and (!) province level.

I saw accessibility mentioned explicitly in the USA characteristics of Catholic school. How does
accessibility play out in an excellent Filipino school?

I loved how the video and your presentation showed how interwoven all aspects of the school
are, and how important it is to integrate all aspects of the improvement plan. PLC’s, in my
experience, are really effective ways in building leadership among all faculty. -Ria

Plinio Dolla $ign Leadership of Jesuit schools in Developing Countries (2.20)

Good to compare with Cambodia. But we might need to look into the specific contexts that each
mission area has. Instead of looking at what is different, it might be good to look at what can be
shared. As you had talked about interpersonal skills, what can be the areas for this?
Communication? Feedback giving? Collaboration? Intercultural and interreligious dialogue?
Bing familiar with Ignatian Pedagogical Paradigm might be an area of growth. As per Perry’s
question, you might want to look at the “graduate at graduation” profile. These are the values
that are looked out for. (see Jesuit Schools Network Resources).

For those without background in the Ignatian Pedagogical Paradigm, here’s an infographic:
It looks like you have a great grasp on the idea of “know thy staff”. You seem to understand the
needs of the students and staff and the best ways to approach those needs. Using western
concepts in approaching non-western countries is such a challenge, so it’s wonderful that you
recognize the cultural shifts that both you and your staff have to make. -Ria

Thank you for sharing about interpersonal relationships, specifically talking about being a Jesuit
who willing relied on others for input and knowledge. You acknowledged that while the context
is familiar with Catholicism and tend to rely heavily on you as a clergy member, you discussed
others as the experts for input and direction. This enabling lay people to have power in
developing the school is important.

Koko Tha King (feat. T.I.) Leadership Education for Indonesia Schools (2.35 pm)

“Matteo Ricci strategy”. Dialogue intercultural and interreligious. Might be good to talk about this
as well. In this context, how will you able to have Jesuit, Catholic, Christian, Indonesian,
identity?
Great example of Catholic education - value based. Looking forward to reading about specific
strategies.

Kris 2.55 pm Coaching In Catholic Schools

Nice use of a good example of positive coaching. Coaching from outside of the box and
developing a personal coaching style. Transformational versus Transactional coaching.
Goal: Providing Character based theory - Coaches from Directive to Guides.
How to measure success in sports? - What in sports is celebrated?

Love the topic, Kris. I have a distaste for sports, partly because I suck at them but mainly
because of the toxic masculinity it’s promoted in the past, so I think this is an important and
unique area to do transformational work in. -Ria

“Pay to play ‘ at the club level - so dehumanising !

Learning through play helps build life-long learners. Transformational versus transactional
coaching. The practice may even be prophetic in a sense.

And coaching is considered a ministry.

Theresa aka Bun T - Faculty turnover 3.10 pm

It takes time to build school culture. Preparation is important. Who are considered as tradition
bearers? Is it possible to win the hearts of people to share in the mission? Are there other
shareholders, especially from the community who may be able to be collaborators in the
process? What factors contribute to turnover? What factors contribute to retention? Given the
young faculty, who may be considered as Generation Y (Millenials), it is normal that the practice
may be a stepping stone level.

Using exit interviews as data. I think its good that you’re aware of what you can’t control, like
the experiences of going in and out and surrounded by the TL. I think building a lot of capacity
of new faculty to handle the neighborhood but also take pride in it is a big piece… and of course
as you mentioned, salary is an issue. However, I think you’re right to feel hopeful with the
experience of your principal and the experience of your grade level teachers.

This sounds EXHAUSTING for everyone involved--new teachers, faculty that remain, admin …
Also, are most of your incoming teachers young or veterans?

Christopher: 3.35
Your video reminded me of this NYT article about a football player dealing with depression.
Addresses how sports programs deal with mental health issues.
https://www.nytimes.com/2018/11/15/sports/isaiah-woods-mental-health.html
-Ria

As more coaching responsibilities are taken up by people from off campus, is there a way for
teachers to be involved in helping coaches understand mission and best practices without
having to take up the coaching responsibility themselves?

How do we get parents to understand this ?

Katie a.k.a K-Dot Inclusive Practice of Supervision 3.45 pm

Rather than spreading yourself thin, do you have any faculty members that you can promote to
teacher leaders/coaches/mentors to do some of these observations? This would also be helpful
in addressing the issue of not having too much knowledge in the grades/subject areas you’re
not familiar with. Coaches who are experienced in upper grades can observe middle school
teachers, etc… I’d also recommend looking into Instruction Rounds:
https://www.amazon.com/Leading-Instructional-Rounds-Education-Facilitators/dp/1612505260/r
ef=pd_lpo_sbs_14_img_0?_encoding=UTF8&psc=1&refRID=KSWEPNMKKQE87YFHZCH5
I’ve been a part of this model and it was helpful for peers to go in and observe other teachers. It
also increased teacher accountability.
-Ria
Purpose of gathering lesson plans - reactive not proactive

Alicia - 4pm Building courage in Catholic schools

Raise the Issue to life - such a profound phrase and idea.

Starting affinity clubs - cultural competence not a priority.

Great topic, AT, especially for a school that promotes/prides itself as a reflection of the City!

This is hugely important. I agree that trained outside facilitation for training is essential, and I
want to suggest that it is important to have some plan for processing and handling past trauma
at the institution resulting from bias and discrimination. When we tried to do this kind of
professional development at my school, the training was somewhat frustrated by a lack of
trauma processing.

Look at Courageous Conversations - Singleton

Mary - IT 415 pm

Mary, do you know Tom Boles? He’s our IT guy - separate from our Technology teacher. He
works for many Arch schools and presented at our last K-8 Arch Principal meeting. It’s really 2
different jobs: 1) technology teacher who teaches classes to each grade. 2) IT person to assist
you with infrastructure, IT issues, and maintenance on all machines.

Consider adding a technology fee $100 per kid or $150 per family. Spend it annually on actual
items you can “show” to the school community. Technology needs continual fundraising due to
wear and tear and connintual advancements in technology.
Thanks Katie; great advice! I agree that the “job” is definitely both classroom instruction and
infrastructure; and that’s where we are dealing with residual issues regarding these areas.

E-Rate: ​https://www.cde.ca.gov/ls/et/ft/

Depending on your parent population, you may have a handful of parents who you can ask for a
direct donation - i.e. 5 families who make a gift of $5K.

Chromebooks are an extremely affordable option. I used to be a digital literacy teacher at DMA
and I’d be more than happy to help you think through some of the implementation and
curriculum. Digital literacy is ineffective if there is no collaboration. I would also contact/look
into technology companies in the city that are eager to give back to the community.
I agree about collaboration; that’s where the supervisory behaviors will kick in, trying to get this
going. I have already me about this and reached somewhat of a compromise in implementing
this. Fingers crossed!

Perry - Implementing Restorative Justice with a young faculty. (4.30)

“ we’ve helped students transfer already” isn’t that zero tolerance ?

It can be one aspects you can look at:

https://docs.lib.purdue.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&
article=1068&context=claritas

https://books.google.com/books?id=g3VZDwAAQBAJ&pg=PT40&lpg=PT40&dq=the+cube+of+l
ove+-+Michael+James&source=bl&ots=O137Z_OZ7e&sig=5AqMyNwWLZ2NKcOOawlfAWo09J
E&hl=en&sa=X&ved=2ahUKEwi7qKuO8__eAhVxwMQHHeXvDaAQ6AEwC3oECAYQAQ#v=on
epage&q=the%20cube%20of%20love%20-%20Michael%20James&f=false

Especially with Lasallian culture, teachers should be able to draw on the tradition of the Brothers
to start/end and transition through classes… is there an opportunity for them to get together to
collaborate and decide on some common practices? What do faculty want the culture of the
school to look like? Can you get student input in “disciplinary” procedures? If they have buy in,
they’re empowered, and will facilitate their understanding of intentions down the road… -Alicia

This is a good time to explore this topic and try to get everyone on the same page as you
double your staff next year - TFH

It would be interesting to see how Restorative Justice and Catholic identity are in intertwined at
your campus. -Ria

Ben - Teacher Observation practices (4.45pm)