DOCUMENT RESUME

ED 265 658 EA 018 165

AUTHOR Manno, Bruno V.TITLE Those Who Would Be Catholic School Principals: Their

Recruitment, Preparation, and Evaluation.INSTITUTION National Catholic Educational Association,

Washington, D.C.PUB DATE 85NOTE 40p.AVAILABLE FROM Publication Sales, National Catholic Educational

Association, 1077 30th Street, N.W., Suite 100,Washington, DC 20007-3852 ($8.00 prepaid; postage andhandling charges will be added to billed orders).

PUB TYPE Guides - Non-Classroom Use (055)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Administrator Education; Administrator Evaluation;

*Administrator Qualifications; AdministratorResponsibility; *Administrator Selection; *CatholicEducators; Catholic Schools; Church Related Colleges;-Elementary Secondary Education; Leadership Qualities;*Principals

IDENTIFIERS National Catholic Educational Association

ABSTRACTThis booklet is produced by the National Catholic

Educational Association (NCEA) for sponsors of programs that preparepeople for the principalship of Catholic schools: archdioceses anddioceses, colleges and universities, and religious orders. After abrief introduction that describes recent changes in theecclesiastical and organizational context of the Catholic schoolprincipalship, the first chapter recommends procedures for use inrecruiting qualified program applicants and provides a list ofrequired qualities and competencies. It also suggests procedures forscreening and assessing qualified applicants, interviewing them, andmaking a decision. The second chapter lists curricular topics andNCEA resources for a Catholic principals' training program, anddiscusses various approaches to teaching and learning. The thirdchapter presents a policy and design for evaluation of both thecandidate and the training program itself. The conclusion brieflydiscusses five additional items of concern for sponsors of a Catholicprincipals' preparation program: record keeping, resources (bothmaterial and human), participant recognition, participant placement,and geographical and financial accessibility. An appendix listsgraduate programs in private/Catholic school administration atCatholic colleges and universities. (TE)

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2

THOSE WHO WOULD BECATHOLICSCHOOL

PRINCIPALS:

THEIR RECRUITMENT, PREPARATION,AND EVALUATION

NATIONAL CATHOLIC EDUCATIONALASSOCIATION

© 1985

Bruno V. MannoNational Catholic Educational Association (NCEA)

Director of Research and In-Service ProgramsProject Director: Preparing Principals for Catholic Schools

The following members of the NCEA Executive Staff serve as members of the Project Task Force:Michael J. Guerra Sr. Car leen ReckExecutive Director Executive Director

Department of Secondary Schools Department of Elementary SchoolsRev. J. Stephen O'Brien

Executive DirectorDepartment of Chief Administrators

of Catholic Education (CACE)

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TABLE OF CONTENTS

PAGE

Forward 5

Intl duction 6The New Situation 6Responding to the New Situation 6

Recruiting Qualified Program Applicants 8Introduction 8Identifying Individuals by Inviting Nominations 8Informing Nominees and Inviting Participation 8A Portrait of the Catholic School Principal: Qualities and Competencies 9Screening and Assessing Qualified Persons 13Identifying Personality and Leadership Style 13The Interview 15Making a Decision 17

Preparing Individuals to be Catholic School Principals 18Introduction 18Program Components 18Approaches to Teaching and Learning 24

Evaluation 26Introduction 26Evaluation Policy and Design 26The Elements of an Evaluation 26

Conclusion 30

Acknowledgments 33

Appendix 35

FORWARD

This booklet is written primarily for sponsors of programs that prepare per-sons for the ministry of principalship in Catholic schools: archdiocesesand dioceses; colleges and universities; religious orders. Parts may also

be useful to others involved in the selection of new principals or their continuingeducation. For example, the recommended interview questions in chapter onecan be utilized by a school board, search committee, pastor, or any other personresponsible for hiring. The major topic or course content areas described in chaptertwo can be used by those working with present principals to develop continuingeducation programs.

While directing this publication to these parties, NCEA recognizes that the in-itiative for training often comes from one source. Since members of the NCEADepartment of Chief Administrators of Catholic Education (CACE) requested sup-port in preparing principals, this booklet presumes the initiative comes from thechief administrator of a diocesan education office. Furthermore, though the waysin which this publication is used may vary, NCEA strongly supports collaborationamong various groups in implementing its recommendations. It believes a col-laborative approach is crucial to the success of any preparation program.

Collaboration raises difficulties. Who is directing or responsible for the program?How are costs determined and allocated? Will accreditation be jeopardized if ad-junct faculty from diocesan offices, religious, or school principals teach in portionsof degree-granting or certification programs?

Though real, these difficulties are not impossible to overcome. Precedents wherecollaboration is working exist. Those in positions of leadership and influence mustwork to overcome the barriers to further collaboration. Again, NCEA believes acollaborative approach is key to the success of all preparation programs.

This publication discusses three areas which ought to be a part of a prepara-tion program. Chapter one recommends procedures for use in recruiting a groupof qualified program applicants. Chapter two overviews the areas which specifythe program's curricular content. Chapter three presents the elements central toevaluating the preparation of the person and the training program.

In what follows, two words possess inclusive meaning. First, "principal" refersto the chief administrative officer of the school. In some schools the principal maybe called president, administrator, director, or headmaster. Second, "diocese"refers to both diocese and archdiocese.

Bruno V. MannoSeptember, 1985

5 5

INTRODUCTION

THE NEW SITUATIONMany changes have occurred since Vatican Council II to alter the contextwithin the ministry of the Catholic school principal occurs. First,staffing patterns have changed. Today, many principals are lay. For

example, in 1970, the archdiocese of St. Louis had one lay principal out s! slight-ly ever 180. In 1984, there were 72 out of 177. Nationally, in 1984-85, therewereslightly over 30 percent lay principals, an increase of more than 2 percent since1983-84. Conversations with diocesan ;id parish officials suggest the numberof lay principals will continue to increase.

The orientation to school work fostered by many religious orders and diocesesand the training network that prepared and supported principals also have changed.Fewer religious congregations are committed exclusively to preparing membersto be school teachers and administrators. In addition, diocesan priests are morelikely today to be assigned to full-time parish ministry than school work. Finally,the training network involving novitiates, scholasti,,ates, seminaries, and Catholiccolleges and universities has contracted. These and other factors led to an in-creasing number of laypersons, religious, and clergy obtaining certification andadvancod degrees from non-Catholic colleges and universities. The result is oftenprospective principals not exposed to those values and concerns essential to be-ing a Catholic school principal.

Another change involves curriculum materials available for use by instructorsand students. Few materials distributed nationally focus on the distinctive identifyof Catholic schools in view of the renewal inaugurated by Vatican Council II.

Finally, speaking generally, salaries and benefits tor Catholic school principalsare modest, especially for lay principals. Furthermore, scholarship funds, tuitionremission, and other financial aid schemes are available on a limited basis. Thoughthe efforts made by some Catholic colleges and universities to assist program ap-plicants with financing is admirable, all these financial constraints often unite tocurtail enrollment in these Catholic higher education preparation programs wherecosts are higher than public institutions. To repeat, the result is few prepared withattention to the specific religious dimension of school leadership as it relates tomotivating and integrating the varied roles and responsibilities of a Catholic schoolprincipal.

RESPONDING TO THE NEW SITUATIONIn brief, financial constraints coupled with changes in personnel, orientation,

training, and curriculum materials created a new environment for those interestedin preparing Catholic school principals. Many dioceses, Catholic colleges anduniversities, and religious orders responded both collaboratively and individuallyto the need for new approaches to training.

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What is the content and style of these approaches? How do those who director teach in them evaluate their responses? What are their recommendations regard-ing new directions programs should take? What training materials exist or needto be developed?

In order to answer these questions, NCEA began a project in 1982 entitled"Preparing Catholic School Principals." It received partial financial support fromthe Knights of Columbus Father Michael J. McGivney Fund for New Initiativesin Catholic Education. It was to investigate existing programs, develop a recom-mended program that elaborated a process for recruiting, preparing and evaluatingprospective principals, and produce program materials to support the recommend-ed program.

Forty programs were investigated. A report was written by the project directorand submitted to an NCEA staff task force composed of the project director andthe executive directors of the Elementary, Secondary, and CACE Departments.The report was reviewed and two recommendations were formulated. First, a twoday meeting was to be convened to review the report and develop a preparationprogram. Second, eight persons representing different interests were to meet withthe NCEA task force to accomplish this.

At this meeting, three tasks were accomplished. A first draft was produced ofa portrait of the Catholic school principal enumerating important qualities and com-petencies. Second, a discussion began on developing curriculum materials andmethods that could be used for their dissemination. Finally, nine recommenda-tions were produced and directed to NCEA.

The NCEA task force then met to discuss the progress of We project and reviewthe recommendations. Eight recommendations were accepted as submitted andone was modified. These led to the next project stage where nearly fifty personswere invited to review and critique the draft of the qualities and competenciesdocument. Subsequent to this, the document was revised and a first draft of thispresent publication was developed. In addition, a survey was conducted of allUS dioceses to determine what they were doing to recruit, screen, and prepareprospective principals and what service they desired from NCEA on this issue.Of 169 possible dioceses, 116 completed the questionnaire.

The diocesan responses were reviewed'by the NCEA staff task force. What bestachieved the recommendations for immediate service requested by the dioceseswas a publication suggesting guidelines on those major elements which oughtto be part of all preparation programs. Working with all the material available, thetask force outlined the contents of this publication. Members of the Executive Com-mittee of the NCEA Chief Administrators of Catholic Education (CACE) and theAdvisory Committee of the Supervision, Personnel, and Curriculum (SPC) sectionof CACE worked to develop parts of the outline. The final copy was organizedand written by the Project Director. The result is this publication.

This publication is the first of several initiatives. The most immediate and definitephase of the project has NCEA providing program development grants to threedioceses directed to accomplishing two ends. First, different models will bedeveloped that demonstrate how the approach outlined in this publication canbe implemented. Second, program materials needed to support this implemen-taiton process will be produced. No definite plans have been developed beyondthis implementation phci3z though several alternatives are be ig discussed. NCEAinvites your comments a id recommendations on future initiatives it shouldundertake.

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INTRODUCTION

RECRUITING QUALIFIEDPROGRAM APPLICANTS

Selecting a new principal is an important task requiring preparation anddeliberation. It is the final step taken on a longer journey that begins witha nomination process whose purpose is to create a group of qualified

applicants. These applicants shot,. -I possess basic qualifications necessary forundertaking a training program. Between these two stagesidentifying interestedindividuals and beginning a programvarious types of screening and assess-ment should occur. This first chapter considers these program elements.

Some of the procedures recommended presume a diocesan education officeinitiates them. This does not imply those identified as prospective principals areinterested only in parish or diocesan schools. Furthermore, as mentioned earlier,collaboration should characterize all efforts made to prepare Catholic school prin-cipals. For that reason, the suggested nomination procedure seeks to involve alarge segment of the Catholic community in a diocese. Many of suggestionspresented can be modified for different situations. In every case, though, nomina-tions should be solicited regularly to insure an adequate number of program ap-plicants and potential principals.

IDENTIFYING INDIVIDUALS BY INVITING NOMINATIONSConsider beginning with a letter from one or more diocesan (e.g., Ordinary,

Vicar for Education, Superintendent) or local school representative (e.g., pastor,principal, education or school board chair). Its purposes are to invite individualsto make known their interest in being a Catholic school principal and to solicitnominations of those who possess the qualities and competencies to become aCatholic school principal. This letter should be sent to a large and diverse group,including principals, DREs, teachers, local colleges and universities with graduateeducation programs, and parents.

In addition, other ways of identifying individuals should be used. These includeparish bulletins, diocesan newspapers, and religious order newsletters. Finally,there is no substitute for personal appeal. It is important, therefore, to designateindividuals available to speak to different groups about the need for nominations.

The written or oral invitation should include a general description of the com-petencies and qualities being sought and the basic professional credentialsnecessary. The portrait of the Catholic school principal presented later in this chaptermay be helpful in enumerating these.

INFORMING NOMINEES AND INVITING PARTICIPATIONAfter the nominations are collected, nominees should be notified in writing. This

letter should also contain a description of the competencies and qualities desiredin a Catholic school principal and the basic professional credentials established as

88

necessary. The nominees should then be invited to make a preliminary evaluationof their qualifications and decide whether they should proceed further. If they wantassistance in reaching a decision, it should be made available.

Since this is the first screening, the way in which it occurs will communicate amessage to the nominee. It may also establish an orientation by the nominee tothe program and other screening and assessment experiences. It should be stressed,therefore, that this initial self-evaluation is an important step for the nominee. It maybe sufficiently important to the program sponsor to lead to the establishment of amore formal and elaborate screening procedure, e.g., a formal written responsefrom the nominee followed by a meeting to discuss this response. Only then woulda decision be reached on whether the nominee may proceed.

When a determination is made that the nominee possesses the basic creden-tials and attributes, that individual should be invited to attend one or several retreat-like gatherings. These orient the nominee to the ministry of the principalship froma theoretical and practical perspective. Through this, the individual is invited toprobe and deepen commitment to the Catholic school principal. For those whocontinue through the training process, these gatherings are the first step of an ex-tended socialization process.

The sessions can be structured in various ways. Keeping the principle of col-laboration in mind, the presentors should be affiliated with different groups in thediocesee.g., central office staff, present principals, religious orders, etc.

At the conclusion of this orientation, the nominees are invited to submit in writingtheir desire to be part of another screening and assessment process. A written state-ment by the applicant on why the person is interested in becomming a Catholicschool principal is a recommended feature of this letter. Several personal and pro-fessional references should also be requested along with an academic transcriptand the name of the parish to which the individual belongs. It is a!so important toobtain a complete work history of the person, especially the most recent place ofemployment.

Presumed in much of what has been said thus far is an effort to specify the values,qualities, attitudinal posture, competencies, and knowledge base necessary for beinga Catholic school principal. The posIcn description as well as any handbooksdeveloped by a diocesan board, religbus order, or similar group is helpful in develop-ing this. The portrait of the Cato..,:k; school principal presented now is an NCEArecommended approacn to this task. This is not the only approach possible. Inwhatever approach is adopted, program sponsors should develop one that is sound,consistent, reasonable, and broadly based.

A PORTRAIT OF THE CATHOLIC SCHOOL PRINCIPAL:QUALITIES AND COMPETENCIES

This portrait is unlike the finished painted or photographed ones with which mostusually associate the word. This written one needs to be enfleshed. Incompleteas it is, though, it seeks to capture as much as possible the values and essentialfeatures that should characterize the Catholic school principal. It attempts to dothis using the words "qualities" and "competencies."

Qualities are basic characteristics. These fundamental attributes or traits describewhat the principal should be. Competencies are statements of fundamental goals.They describe what the principal should be able to do. Taken together, they setstandards of achievement that are of assistance in designing instructional material

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and activities. They also suggest the general contours of a portrait whose featuresvary from individual to individual. Both have a direct relationship to how well aperson is able to work with the Spirit of Jesus in achieving the religious andacademic goals of the school.

A specific approach is taken to organizing the qualities and competencies. Thisviews the Catholic school principalship as integrating three distinct but related roles:pastoral; educational; managerial.

The pastoral dimension relates to the principal's religious role. Principals mustbe religious leaders and possess religious knowledge and skills reflected in theirattitudes and actions. In short, they must be theologically literate and actively in-volved in Church life. The pastoral component of a preparation program shouldinsure a basic knowledge and understanding of the Catholic religious heritage,especially as this relates to education and schooling. This is crucial to their rci:eand ministry. It also includes knowledge of authentic Church teaching and cur-rent practice, Church documents related to education, Church law and govern-ance structures, the philosophy and history of Catholic education and Catholicschools, and the skills needed to apply this knowledge.

The educational dimension involves the principal's educational role and the formaldiscipline of education. This includes the theory and practice of education, withspecial concern for how this relates to schooling. The educational component ofa preparation program should insure principals come to possess expert profes-sional knowledge that influences how they diagnose educational problems, coor-dinate the development of curriculum, supervise, evaluate, counsel, and developteachers, and provide for various other forms of program development as wellas personal and professional growth. Ultimately, as Catholic educational leaders,this involves knowing about the philosophy and principles of Catholic educationso as to be able to evaluate critically the theory and practice of various trendsin education.

Third, the principal is also a manager. For this reason, prospective principalsshould be well versed in the knowledge and practice of good sound manage-ment. The managerial component of a training program should insure principalscome to possess a knowledge of development activities, long range planning,financial management, public relations, school law, and those organizationaldevelopment practices and skills needed to apply this knowledge. A good manager,therefore, is knowledgeable in both the theory and practice of skillfully and artfullyutilizing strategies and situations to insure effectiveness and excellence. All of thismust be permeated with the philosophy of Catholic education, especially the prin-cipals and practice of Christian stewardship.

Three further comments are in order. First, these qualities and competenciesare not an exhaustive list. As mentioned earlier, they are fundamental traits andskills. Some situations will require additions specific to that place. In addition, thoughthe items are not presented in order of importance, those using them may wantto order them.

Second, individuals possess these qualities and competencies to varying degreesbecause of different personal and professional bacKgrounds. It is highly unlikelythat an individual will be found who possesses all of them. This portrait, then, isan ideal one that should guide the quest for persons interested in beginning apreparation program.

Finally, one notion should permeate the way one approaches these qualitiesand competencies: their strengthening or acquisition is a continuing task. It does

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not diminish after time spent in the ministry of the principalship. For this reason,one should view the strengthening or acquisition of the qualities and competen-cies as developmental. Because they possess this dynamic and growing character,there is a continuing need for assessment and improvement.

Spiritual Qualities: The Principalis committed to the Lord Jesus as a believing and practicing CatholicIs prayerful, faith-filled ana committed to spiritual growthIs loyal to the Church and accepts its authentic teaching

Pastoral Competencies: The Principal(The following code is used to designate whether the competency is Unique

to the Catholic school principal (U), Common with any public school principal (C),or possesses some Common elements, some Unique (C/U.)

Is familiar with and creates an environment where the process of faith andmoral development as it relates to working with youth and adults can be ap-plied (U)Is familiar with snd creates an environment where the content and methodsof religious educat:on can be applied (U)Knows and applies Church documents and other religious resources that relateto schools (U)Is capable of providing opportunities which foster the spiritual growth of faculty,students, and other members of the school community (U)Is capable of leading the school community in prayer (U)Is capable of linking the school and the local school community (U)Is capable of integrating gospel values and Christian social principals into thecurriculum and the life of the school (U)Is capable of articulating the Catholic educational vision and directing its ac-complishments (U)Is capable of recognizing and providing for cultural and religious differenceswithin the entire school community (C)

Professional Qualities: The PrincipalIs committed to the philosophy of Catholic education which underlies CatholicschoolsIs broadly educatedIs open to professional growth, familiar with professional literature, and com-mitted to self evaluationIs able to articulate educational valuesIs an active member of professional organizationsHas successful teaching experience, preferably in Catholic schoolsHas the requisite, formal academic preparationHas leadership capabilities

Professional Educational Competencies: The Principal(The following code is used to designate whether the competency is Unique

to the Catholic school principal (U), Common with any public school principal (C),or possesses some Common elements, some Unique (C/U.)

Is capable of working collaboratively with a variety of parish and/or diocesangroups, especially governance groups (C/U)

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Is capable of promoting staff morale and a sense of Christian community amongteachers (C/U)

Is capable of providing leadership in curriculum development in general, in-cluding the integration of Christian values (C/U`Is capable of shaping, sharing, and implementing a school philosophy whichreflects the unique Catholic character of the school (C/U)Is capable of initiating and conducting appropriate staff development activities(C/U)

Recognizes, respects, and is capable of facilitating the primary role of parentsas educators (C/U)Has earned an advanced degree and is continually updating (C)Possesses a general variety of educational/pedagogical skills (C)Is capable of initiating and conducting evaluations of students, staff, and in-novative programs (C)Is capable of providing effective instructional leadership and supervision ofstaff and programs which reflects the unique Catholic character of the school(C/U)

Professional Managerial Competencies: The PrincipalIs capable of planning and managing the school's financial resources (C)Is sensitive to the demands of justice in making financial decisions, especiallyas they relate to the Church's social teachings (U)Is capable of providing leadership for long range planning and developmentactivities (C/U)

Is capable of providing leadership for the school's public and community rela-tions activities (C)Is capable of providing an orderly whool environment that promotes studentself-discipline consistent with Gospel values and Christian principals (C)Knows current school law as it applies to the Catholic school (C/U)Knows and can apply appropriate group dynamics, conflict management, pro-blem solving, and other organizational development skills (C)Knows how to delegate responsibilities appropriately (C)Knows how to relate the service dimension of the school to the civic com-munity (C)

Personal Qualities: The PrincipalIs mature and open to growthIs intelligentIs organized and flexibleIs caring and supportiveIs challengingIs a person of hope and trustIs a critical thinkerPossesses a sense of humorPossesses an interest in youth and in their futurePossesses good judgmerPossesses verbal and written competencePossesses courage and is able to stand alonePossesses a positive self concept

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SCREENING AND ASSESSING QUALIFIED PERSONSA systematic, formal screening and assessment of interested persons is a

necessary aspect of determining who is qualified to begin a preparation program.This involves three elements: 1) an initial screening; 2) the use of various assess-ment instruments; 3) a structured interview. All assist the collaborating groups indetermining whether the applicant possesses the basic qualities and minimumcompetencies necessary for participating in a preparation program.

The portrait overviews the basic qualities and suggests related competencies.What minimum competencies are defined to be by the program sponsors will varydepending upon several factors that include geographical location, enrollmentcharacteristics, type of school, governance arrangement, etc. Despite these varia-tions, minimum requirements and competencies should be articulated clearly bythe sponsors.

The initial screening process should begin with a review of the formal letter ofapplication with particular attention given to the written statement. The referenceslisted should be called for anecdotal character information which may shed lighton the written statement and academic transcript. The pastor of the parish withwhich the individual is affiliated should also be questioned.

After this initial review, a first decision is in order. Does the applicant meet basiccriteria? Should this person be invited to undergo more formal assessment? If theanswer is affirmative, a more formal evaluation should occur.

There are two aspects to this evaluation: 1) use of one or several instrumentsto identify personality and leadership style; 2) an interview with the person. Bothcomplement each other in that the first provides a reasonable way of developinga perspective on ari individual which adds to and perhaps goes beyond the im-pression and feelings gathered in a conversation.

IDENTIFYING PERSONALITY AND LEADERSHIP STYLEExamples of instruments used with some effectivness by program sponsors

follow. This list is arranged alphabetically. It is neither exhaustive nor an endorse-ment of a particular instrument. Sponsors will have to determine which to use.

Graphoanalysis: the study of individual strokes of handwriting to determine thepersonality and character of the writer, involving a correspondence course, testsand having handwriting analyzed.Address: Sr. Mary Sevilla, MGA

St. Anthony Convent2635 Maywood WayOxnard, CA 93030

East Coast: Rev. Norman Werling, MGACarmelite Counsel ServiceBergen MallParamus, NJ 07652

Learning Style Inventory: a self-description test based on experiential learn-ing theory that attempts to measure strengths and weaknesses as well as indicatehow people view themselves as learners.Address: McBer and Company

137 Newbury StreetBoston, MA 02116

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Cost: $2.00 each (self-administered)Manual available: Learning Style Inventory

LIFO: a guide for increasing productivity and avoiding problems associatedwith an individual's excesses.Address: LIFO Associates

Division of Stuart Atkins, Inc.8383 Welshire Blvd.Beverly Hills, CA 90211Administered only by licensed LIFO Instructor or LIFO Analysts

Management By Strength: enables people to understand their personality dif-ferences as strengths to be used for ano shared with others.

Address: Madaline WalterStrengths, Inc.Suite 100A4210 Johnson DriveShawnee Mission, KS 66205(913) 8314850Cost: $9.00 per individual for school setting (self-administered,computer scored, and printout returned with commentary)

Myers-Briggs Type Indicator: a collection of 166 multiple choice items in abooklet used with an answer sheet that yields four indices of the respondent'spreferences:El (Extraversion-Introversion) Is the subject's primary focus on the

outer-world of people and things or the inner realm of ideas?SN (Sensing-Intuition) Does subject prefer to perceive by using

senses or by employing intuition, imagination, inspiration?TF (Thinking-Feeling) Does subject prefer to judge or evaluate with

mind or heart?JP (Judging-Perceptive) Is subject primarily concerned with making

systematic, orderly judgments about the world or with experienc-ing, understanding, and accepting it?Professional interpretation required.

Address: Consulting Psychologists Press577 College AvenuePalo Alto, CA 94306Cost: 25 Test Booklets$ 8.25 (self-administered)Handscoring Keys$10.00

A computer scoring service is also available.

Personal Inventory: provides a description of present behavior by offering aninterpretation of the ways in which an individual acts in certain job situations.Address: GH Publications

Box 12241Shawnee Mission, KS 66212(913) 451-2650Cost: $6.75 per individual (self-administered and scored; in-cludes special scoring pen)

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THE INTERVIEW

Personal Profile System: designed to heighten self-knowledge by identifyingpersonal behavioral patterns or styles and unique ways of thinking, feeling, andacting that express individual identities; uses an individual's self-perception to identifyneeds, tendecies and the personal patterns they constitute.Address: The Center for Human Development

University of Notre DameMemorial LibraryRoom 1102Notre Dame, Indiana 46556Cost: $2.00 each (self-administered)Manuals available

SRI Perceiver Academies: trains individuals in the use of the SRI processesfor the selection and development of educational administrators based on four-teen attributes called life themes.Address: SRI Perceiver Academies

301 South 68th StreetLincoln, NE 68510(402) 489-0351

Strength Development Inventory: designed to help the individual assess per-sonal strengths in relating to others when everything is going well and when fac-ed with conflict and opposition.Address: Personal Strengths Publishing, Inc.

Drawer 397Pacific Palisades, CA 90272(213) 454-5915Cost: $3.45 per individual (self-administered; Manual of Ad-ministration and Interpretation recommended for those inex-perienced in use of inventory: available in English and Spanishfor $10.00)

The interview is arranged only after basic personal qualities and professionalcredentials are established. Several persons should be part of an interviewing team.Examples are: diocesan and religious order representatives, pastors, current prin-cipals, students' parents who are not professional educators. It is suggested atleast one layperson be 'a member of the interview team.

An interview should last at least 45 minutes. The team should meet prior tothe interview to establish a proceedure. They may need some assistance in prepar-ing for the interview by someone skilled in the interview process.

The person being interviewed may be assisted in preparing for the meetingby being provided with a list of possible discussion topics. The portrait describingqualities and competencies can be used to develop this list as well as the inter-view questions.

Questions should invite and encourage expression. They should provide an op-portunity for quality responses by allowing the person being interviewed to spenda period of time elaborating an answer. In most instances, questions which arequantitative or lead to a simple yes or no answer should be avoided. Here areexamples of these two types of questions.

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Spiritual Qualities and Pastoral CompetenciesQuestions which encourage expression:

Briefly share with us some of the most important ways in which you are com-mitted to the Lord Jesus as a believing and practicing CatholicIn what ways do you provide for your own spiritual growth?How would you describe your relationship to the Lord?In what ways are you involved in your parish community?How can you help a school community grow in its relationship to the Lord?

Questions which discourage expression:When was the last time you participated in a retreat?Do you go to Mass daily?How often do you pray?How many retreat experiences have you undertaken this year?

Professional Qualities and Professional Educa-tional / Managerial CompetenciesQuestions which encourage expression:

What do you think are the major features of the philosophy that underliesCatholic education?What are some elements you think essential to any philosophy of Catholicschools?In what ways are you committed to professional growth?What are those educational values which guide your decision making?How do you describe your laadship style?What are your areas of professional strength?In what professional areas do you especially need to grow?Reflect on principals you've known and what it is you admire most in them.Give an examo!e of how you organized and motivated a group to solve aproblem.How have you demonstrated your interest in young people?What are some of the ways in which you would provide for the religious growthof the school community?

Questions which discourage expression:Do you read professonal magazines and journals?To which professional organizations do you belong?Are you a leader?Are you committed to the philosophy of Catholic schools?

Personal QualitiesUsually, specific questions to the person being interviewed are not appropriate.

The qualities listed are characteristics that invite comments from the applicant'spersonal references. They also car. be inferred from the way the applicant respondsto interview questions. Finally, they can be deduced from records or writtenexercisese.g., writing a school philosophythe applicant is required to submit.

The person should be thanked at the end of the interview. The team shouldthen share the impressions and feelings they have and the reasons for them.

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MAKING A DECISIONThe time has now arrived to make a decision. Begin by reviewing basic sources

of information: the initial letter of application; academic transcript; the personaland professional references; the results of the psychological inventories; the im-pressions resulting from the interview. Does this person possess those basic qualitiesand competencies established at the beginning of this process? If the answer isaffirmative, a further question should be discussed: in what areas is improvementnecessary?

Whatever the answer, this information is communicated to the individual in writingwithin a short period of time. If the person possesses the basic qualities and com-petencies, the person is also invited to work with a designated representative tooutline a mutually acceptable educational development plan. A response fromthe individual to the invitation to be part of a preparation program is requestedin no longer than one month. The preparation program is the subject of the nextchapter.

INTRODUCTION

PREPARING INDIVIDUALS TOBE CATHOLIC SCHOOL

PRINCIPALS

The development plan agreed to by the individual and the person represent-ing the cooperating sponsors has several dimensions. It combines per-sonal, professional, and spiritual growth in values, knowledge, and ideas

as well as skills, attitudes, and behavior. Its primary focus is on developing andreinforcing those qualities and competencies unique to the Catholic school prin-cipal. This is particularly true when the person has little or no formal educationor experience in Catholic education or Catholic schools.

Since the program is for adults, it should be based on adult learning theory.Active involvement by the participants is strongly encouraged. It should involveboth expository methods and experiences that develop skills and specific behaviors.More will be said later in this chapter on approaches to teaching and learning.

Ultimately, the program must be more than the delivery of information to a passivelistener. It should be a socialization process that invites the participant to deepenpersonal commitment to and professional skill in the service of a religious andacademic mission.

PROGRAM COMPONENTSThe Catholic school is an educational setting within which a synthesis occurs

between culture and the Catholic religious vision. It has, then, both an academicand a religious mission. As the chief administrative officer of the school, the prin-cipal is responsible for articulating this vision and directing its accomplishment.

There are various ways to describe the primary roles the principal fulfills. In chapterone, an approach was suggested that views the principal as possessing threeresponsibilities: 1) pastoral; 2) educational: 3) managerial. The principal, then, canbe viewed as a religious and professional educator charged with leading andmanaging the school community.

These three dimensions can be used to designate three program componentsunder which one can list core topic areas for all preparation programs: 1) a pastoralcomponent; 2) an educational component; 3) a managerial component. Whatfollows describes those major topics which should be considered under each com-ponent. These are rooted in the institutional identity and purpose of Catholic schools.They delineate the path along which the program participant ought to journey.They parallel the qualities and competencies described in "A Portrait of the CatholicSchool Principal." Again, this is a suggested approacn. Modifications can be madeto fit different situations. In what follows, the emphasis is on relating the Catholicschool principalship's unique elements to the program components. Also impor-tant to remember is that, as mentioned earlier, the educational plan should com-bine growth in values, knowledge, and ideas as well as skills, attitudes, andbehavior. The NCEA resources described after each component are listed

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alphabetically by year of publication. They are available for purchase from theNCEA Publications Sales Office. Information on publications and other materialspublished since September, 1985, is also available through this office.

Pastoral ComponentMAJOR TOPICS

A basic knowledge of authentic Church teaching and current practiceA basic knowledge of Church documents on the universal, national, and locallevels, especially those related to Catholic education and Catholic schoolsA basic knowledge of Church law and governance structures, especially thoserelated to Catholic education and Catholic schoolsA basic knowledge of the philosophy and history of Catholic education andCatholic schools, especially in the United StatesA basic knowledge of religious education and religious psychology, especial-ly as they relate to the faith and moral development of youth and adultsA basic knowledge of the religious resources available on the national, regional,and diocesan levelsHow to apply the pastoral component subject matter to the religious life ofthe school community.

PICEA ResourcesSchool Board Study Programs, Series IBoard Member's Manual

Eight study lessons for board member orientation and training.1984School Board Study Programs, Series IIBoard Member's Manual

More lessons in this series for the adult learner. 1984Divorce: Information and Implications for Catholic Educators

Two-part video program. 1983Interviewing and Supporting the Catholic Educator

Discusses the hiring process and those religious expectations an ad-ministrator should have of those employed in Catholic schools. 1983

The Qualities and Competencies of the CatechistDescribes six personal qualities and has an accompanying prayerservice for each; includes a section on the professional competen-cies and skills with self-evaluation grids, principal or DRE evaluationforms, and an essay on the competency of imparting doctrinalcontent. 1983

Developing Performance Excellence in Catholic Educational Policy-Making:A Handbook of Training Programs

How-to handbook for conducting in- service programs for ad-ministrators, board members, and committee chairpersons. 1982

Into the Christian Community: Religious Education With Disabled PersonsContains 12 papers which discuss philosophicalltheloglcal considera-tions and practical methods and teaching techniques for those work-ing with disabled persons. 1982

The Christian Formation of Catholic EducatorsDiscusses the need to ensure that teachers have a c.:Jmmitment tothe ideals of the Christian life and understand the necessity of model-ing what is taught in Catholic schools; includes model programs forin-service of teachers. 1981

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The Catholic School Principal: An Outline for ActionSuggests those broad contours with which all Catholic school prin-cipals need to concern themselves. 1981

Ascent to Excellence in Catholic Education: A Guide to EffectiveDecision-Making

Discusses the policy process in Catholic education. 1980Let Peace and Justice Prevail

Contains evaluation instrument for policy-makers and administrators.

1980Evangelization: Mission and Ministry for Catholic Educators

A short history of evangelization; an analysis of successfulevangelization-type movements to discover common characteristicsutilized in Christian education programs; articles on outreach to thealienated and unchurched. 1979

ServiceThe Third IngredientAn audio visual discussion of service within the Catholic elementaryschool. 1979

Hear The Word, Share The Word, Guide Your PeopleProcesses to help in the spiritual formation of educational personnelat all levels. 1978

The Principal as ProphetFollowing the comparison with the role of Prophet, several sectionssuggest reflections or discussion for Catholic school principals,diocesan office personnel, and parish directors of religious education.

1978Sharing The Light of Faith: The National Catechetical Directory

Two 30-minute cassettes covering the introduction and chapters 1-5of the NCD and chapters 6-11; a 24-page teaching guide accom-panies the cassettes. 1978

/tonal ComponentM TOPICS

)asic knowledge of curriculum development with emphasis on the needto integrate Gospel values and Christian principles into the curriculumA basic knowledge of educational philosophy and research as this relates toshaping, sharing, and implementing a school philosophy reflecting the uniquecharacter of an individual schoolA basic knowledge of approaches to supervision and instructional leadershipwith emphasis on how they are influenced by Gospel values and ChristianprinciplesA basic knowledge of approaches to staff development, especiallyas this relatesto creating opportunities for religious developmentA basic knowledge of adult development theory with emphasis on how thisrelates to facilitating and supporting the primary role of parents as educatorsof their childrenA basic knowledge of approaches to the evaluation of religious and educa-tional programs, with special reference to service programsA basic knowledge of the ways to foster personal growth with emphasis onactivities and sources of information unique to Catholic education and Catholicschools

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How to apply the educational component subject matter to the educational lifeof the school community.

PICEA ResourcesThe Catholic High School: A National Portrait

Report on the many aspects which combine to create Catholic secon-dary schools, from students, teachers, programming, climate, andgovernancJ, to finances, development, and five year trends.1985

Vision and Values in the Catholic School: Leader's ManualA process to help a school community clarify its vision and integrateGospel values within all levels of the curriculum-interpersonal,organizational, instructional; available only at leadership sessions.(Spanish edition also available.) 1981, Revised 1985

Directions for Justice/Peace Education in the Catholic Elementary SchoolIncludes basic understandings, a variety of curriculum directions, andadditional dimensions. 1985

Sharing the Faith: The Beliefs and Attitudes of Catholic Secondary SchoolTeachers

Examines the beliefs and values of teachers and the vision and mis-sion of the school. 1985

Effective Catholic Schools: An ExplorationReports on a research project investigating the Catholic characterof the schools, curriculum, instruction, faculty roles, student life,finance, and governance. 1984

Everyday Issues Related to Justice and Other Gospel ValuesProvides the teacher opportunities to explore with the class the Chris-tian interpretation of everyday events (e.g., "New Student in Class"),to explore motivadons for acting in certain ways, and to suggest thesemotivOons should be based on Christian values. 1984

The Media Mirror: A Study Guide on Christian Values and TelevisionThree separate student books written for the Elementary, Junior High,and High School levels; teacher's guide provides level objectives,scriptural references, and background material for nine lessons.1984

Verifying the Vision: A Self-Evaluation Instrument for the Catholic Elemen-tary School

A self-study process that asks questions on the school vision, pro-gress toward it, and suggests ways to plan for improvement.1984

Differentiated Supervision for Catholic schoolsExplains how a Catholic school administrator and faculty can studyfemur supervisory approaches-clinical supervision, collaborative pro-fessional development, self- directed development, and administrativemonitoring-then design a supervisory plan to meet their own needs.

1983Models of School/College Collaboration: In Search of Patterns for the Future

Presents specific examples of how individual secondary schools andcolleges are cooperating in effective and innovative programs.1983

Pastor as Shepherd of the School CommunityDiscusses the relationship which should exist between the pastor andthe school community; written by a pastor with an extensivebackground in Catheli:-. education. 1983

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The Peace Pastoral: Promise and ResponseA theme issue of MOMENTUM offers a guide and framework forresponding to the Bishops' pastoral letter "Challenge of Peace: God'sPromise and Our Response." 1983

School Evaluation for the Catholic Elementary School: An OverviewDiscusses five issues related to elementary school evaluation.1983

The P-- Service Formation of Teachers for Catholic SchoolsExplores the need, develops program criteria and components, andsuggests possible models for pre-service formation of Catholic schoolteachers. 1982

Beginnings: The Orientation of New TeachersHelps the principal plan an effective orientation for teachers new tothe school. 1981

A Self-Study Guide for Catholic High SchoolsAn instrument for the self-evaluation of a Catholic high school thatrecognizes the unique religious character of these schools. 1981

Vision and Values in the Catholic School: Participant's GuideResource and planning book for each member of the school com-munity participating in NCEA process to integrate Gospel values withinthe school curriculum. (Spanish edition also available) 1981

Criteria for the Evaluation of Religious Education ProgramsAn instrument to delineate the strengths and weaknesses of a schoolreligious education program. 1980

Seeking a Just Society: An Educational DesignK through 12 curriculum design for integrating the social justiceteachings of the Church into the educational ministry; contains materialfor faculty development sessions, parents, boards of education,preachers, as well as for the classroom teacher. 1978

Managerial ComponentMAJOR TOPICS

A basic knowledge of development activities, long range plann: j, and financialmanagement, especially as these relate to Catholic schools and the notionof Christian stewardshipA basic knowledge of public and community relations, especially as theseinvolve publics cad agencies unique to Catholic educatione.g., chancery,diocesan educational office, parishes, etc.A basic knowledge of what sustains an orderly school environment that pro-motes student self-discipline consistent with Gospel values and Christianprinciples

A basic knowledge of school law as it apples to the Catholic schoolA basic knowledge of group dynamics, approaches to conflict management,problem solving building staff morale, and other organizational developmentskills, with emphasis on how they are influenced by Gospel values, Christianprinciples, and, in particular, the notions of collegiality and shared responsibilityA basic knowledge of approaches to providing for legitimate cultural differenceswithin the school, especially as these relate to Gospel values and ChristianprinciplesA basic knowledge of how the Catholic notion of justice and other Catholicsocial teachings influence the daily management of the school community

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How to apply the manag trial component subject matter to the daily manage-ment of the school community.

PICE ResourcesFostering Discipline and Discipleship Within the Catholic EducationalCommunity

An in-service guide and manual of classroom activities to developin a positive manner and Christian spirit those qualities and behaviorsthat contribute to good discipline. 1985

Annual Fund-Estate PlanningHow-to book with practical suggestions. 1984

The Case StatementHow-to book details the use of institutional philosophy, mission, long-range plans, programs, effects on the broader community, andresources as the basis of a dynamic Case Statement. 1984

Elementary School Finance ManualTreats key areas of daily financial operations, annual budget, tuition,long-range planning, fund raising, and steps toward development.

1984The Non-Catholic in the Catholic School

Contains suggested guidelines and principles regarding the relation-ship of the school tc non-Catholic teachers, parents and students.1984

Public RelationsDiscusses the planning and execution of a successful public rela-tions program and methods for use with all types of media and schoolsizes. 1984

Understanding and Implementing DevelopmentProvides a comprehensive overview of development as it relates toCatholic schools and the six prerequisites necessary for a successfuldevelopment program; includes a detailed suggested one yearchronology for developing a five year plan. 1984

Contemporary Issues in Catholic High SchoolsArticles focus interest on administrative models, educational trends,religious and lay teachers, counselors' legal considerations, teachers'unions, religious education. 1981

The Law, The Student and The Catholic SchoolLegal concerns that relate to students in Catholic schools with ma-jor emphasis on liability. 1981

A Collaborative Approach to Personnel Relations: A Model Process for Justicein the Catholic School Community of Faith

Guidelines to help meet the issues confronting Catholic schools inemployer-employee relations. 1980

Student As DiscipleAudio visual kit designed to help motivate faculty to foster student growth

from discipline to discipleship; includes slides, cassette, article, posters,prayer cards, buttons, prayer services, plus other materials. 1980

Guidelines for Selected Personnel Practices in Catholic Schools IISubjects covered include building a closed retreat, teacher evaluation,and contracts in educational ministry. 1977

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APPROACHES 10 TEACHING AND LEARNINGWhatever the organization of the program's content, its presentation should in-

volve a variety of teaching and learning activities. These inclu lectures fromdesignated experts, seminars that provide for extended discussion, skill practiceand development through critiqued experience, forma opportunities for evalua-tion, and faith community development, especially through opportunity for socialgatherings, reflection, and prayer. Though spoken of separately, they are oftendone simultaneously.

Lectures from designated experls involve the organized exposition of a topicbefore a class for the purpose of instruction. It is a teaching by talking that tellspeople what they should know. Today's technology makes possible the use ofvarious methods and strategies to accomplish this. In addition to havingsomeoneappear in person before a class, taped presentations, audio cassettes, andteleconferencing are encouraged.

The seminar is another approach. It is a joint, orderly, conversation conductedby a knowledgable and skilled teacher acting as leader and moderator of the group.In essence, the function of the teacher is to ask leading questions. Answers willhelp the teacher determine two things. First, have the participants understood whatthey have read or been presented? Second, can participants apply what they haveheard to the situation of being prospective Catholic school principals?

Whereas a lecture can have any number of participai its, a seminar usually hasa small number to insure conversation. The format presumes participants haveprepared for discussion. The material to be discussed includes articles, books,case-studies, the content of a lecture, audio-visual presentations, or other materialthat lends itself to discussion.

Another approach to the art of instruction is skill practice and developmentthrough critiqued experience. The emphasis is on getting ideas to work by meansof coaching and supervised practice. This results in the ability to perform establishedbehaviors in a satisfactory manner. Of the three approaches to teaching and lear-ning described, coaching is often the most personal. As with lecturing, there arevarious methods and strategies used to accomplish skill development. Simula-tions and role-playing are two prime ways. When combined with the skilled useof videotaping, they are especially helpful.

A vital opportunity for skill practice is the supervised training called internship.There is no substitute for this experience. NCEA strongly recommerds that allpreparation programs require a suprvised internship. In an ideal situation, this wouldinvolve at least one full month at a school, full time, with a qualified, experiencedprincipal supervising. Part-time supervised internships are also possible. A releasedtime arrangement that includes complete financial compensation is encouraged.

The internship arrangments should be clearly defined and agreed to by all par-ties prior to when the actual experience begins. Activity logs, summary reports,and regular meetings with the school principal and program supervisor shouldbe part of these arrangements. A final meeting among the intern and the buildingand program supervisors should take place at the conclusion of the internship.If possible, it is also beneficial to have interns , neet to discuss their experienceboth during and after the internship. Many of the specifies associated with an in-ternship program will vary because of local circumstances. Nevertheless, an in-ternship component is strongly recommended.

Presumed in this discussion of learning are two notions. First, learning is enhar -.ed

through personal study and reflection. Work done outside the context of a lecture

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hall, seminar room, or skill practice is essential. Second, those interested in beingprincipals should come to know, support, and challenge each other. Thisnecessitates more than attendance at lectures, seminars, and skill practice ses-sions. The development of authentic colleagueship must occur. Within the con-text of our d scussion, the phrase that best captures this notion is the develop-ment of a vibrant community, especially a vibrant faith community. This is nourishedby various social and religious celebrations. In the latter case, the Eucharist, retreats,and other liturgical celebrations are crucial.

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INTRODUCTION

EVALUATION

This final chapter discusses evaluation, both of the preparation program andindividual enrdled in a program. A well planned evaluation is importantbecause the information provided by it helps determine how effective a

program is in achieving its goals.

EVALUATION POLICY AND DFSIGNAll program sponsors should agree on an evaluation policy and design as part

of the discussions leading to t' e establishment of a program. The policy is a writ-ten statement by the sponsors presenting a rationale for the evaluation and prin-ciples which guide it. The design is a plan delineating the evaluation processanswersing questions like the following: what is to be evaluated; for what purpose;when is it to occur; when is the criteria used in the evaluation established; whoestablishes it; from what sources will information be sought; what proceduresareused to gather it; to whom will it be presented and for what action; in what formwill the results appear. What follows answers these questions as they apply toevaluating a preparation program and an individual enrolled in a program.

THE ELEMENTS OF AN EVALUATIONAn evaluation gathers information so that results can be analyzed and inter-

preted. This information gathering has different motivationsi.e., specific recom-mendations for improvement or a recommendation for termination. To talk aboutthese, a distinction is made often in educational writings between formative andsummative evaluation.

Whether directed to the program or participants, formative evaluation providesinformation to help or improve. Individuals and programs need time to matureand develop. Mistakes are to be expected. Formative evaluation assists in thisimprovement in two ways. First, it determines whether agreed upon purposes arebeing achieved. Second, where they are not achieved, it formulates recommen-dations on how to achieve them.

On the other hand, a final judgment needs to be made whether individuals shouldbe approved by preparation program sponsors as capable and qualifiedto app-ly for a principalship. There also comes a time when a judgement should be madeon whether a program is viable. This summative evaluation of an individual orprogram is delicate and difficult but necessary. Fairness requires it.

Evaluation designs should include both types of evaluations. The individual'swritten educational development plan should specify this information as it pertainsto the individual as should the written plans which establish the program.

When do evaluations occur? They take place at various times and on differentlevels depending upon the strue _re of the program. Individuals should be evaivated

several times during their advancement through the program as well as at its con-clusion The program should be evaluated in a general way at the end of eachprogram interval but no less frequently tharr once a year. There should be an ex-tensive evaulation on a periodic but regular basise.g., every third year. Onceagain, to emphasize an important notion, the type of evaluation the person orpro-gram is undergoingi.e., formative or summativemust be stated clearly andknown in advance.

For any appraisal tote fair, the criteria against which the person or the pro-gram will be judged must be clear. The evaluation process, therefore, begins longbefore the specific appraisal event with a precise statement of purposes to beachieved and how this will be done. With a program, these are established indiscussions among sponsors prior to when the program begins. With participants,they are agreed to prior to enrollment in the program. These personal goals andways of achieving them are the substance of the individual's educational develop-ment plan. The other major part of the plan is an evaluation design incorporatingthe items mentioned earlier.

For both programs and participants, then, specific goals and objectives areestablished that answer two questions: 1) what does the vogram or participantintend to accomplish; 2) how will this be done. In both cases, responses shouldbe written. By establishing clear priorities and designating specific means to reachthem, a fair effort can be made to analyze whether they are achieved. An evalua-tion begins by reviewing these goals and objectives.

An evaluation should turn to many sources to gather the information which willbe analyzed and interpreted. Professional Catholic educators are foremost in thisprocess and have a primary responsibility for conducting an evaluation and pro-viding information. When assisting in the formative evaluation of an individual, oneor two professional educators are sufficient. In the final evaluation of a person orthe formative or summative evaluation of a program there should be severalrepresentatives of the sponsoring groups as well as some involvement of the follow-ing: members of the central office education staff, principals, pastors, boardmembers, Catholic educators from colleges and universities, other program in-structors, interested parents, etc. In particular, an important source of informationlb the principal under whom the program participant interned.

What procedures are used to gather the information that is analyzed? First, asthere are various types of teaching and learning, there are various forms of in-structional assessment. Those which invite participants to reflect critically on anddevelop ideas in written form are encouragede.g., essay questions.

Second, individual self-assessment with assistance from Catholic educators isalso encouraged, especially at the conclusion of a program. This provides theindividual with an opportunity to reflect on the progress being made toward thegoals outlined in the professional development plan. These evaluations can berelated to the principal portrait delineated earlier. As with the interview questions,the evaluation questions should invite and encourage exploration.

Some examples of questions based on the portrait are now presented. Theycan be used as essay questions or in a self-assessment. Most can be used morethan one time. It is recommended that in an individual self-assessment, writtenresponses be required.

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Spiritual QualitiesIn what major way(s) have I

deepened my commitment to the Lord Jesus as a believing and practicingCatholic?provided for my own spiritual growth?provided service in my parish community?

Pastoral CompetenciesIn what major way(s) have I come to better know and understand

the Church's authentic teaching on the topic(s) of (one/several can be listed)and what implications it/these have for the situation of being a Catholic Schoolprincipal?the philosophy and history of Catholic education.of religious education and religious psychology as they relate to the faith andmoral development of youth?the religious resources available to me on a national, regional, and diocesanlevel in my possible role as a Catholic school principal?how to apply one/several aspect(s) of the pastoral component Libject matterto a school situation in my possible role as a Catholic school principal?

Professional QualitiesIn what major way(s) have I

undertaken specific actions that demonstrate my commitment to professionalgrowth?demonstrated leadership capabilities?becdme more experienced with various parish and/or diocesan governancegroups?

Professional Educational CompetenciesIn what major way(s) have I come to better know and understand

an aspect of curriculum theory and leadership in curriculum development asthis relates to integrating Gospel values and Christian principles into thecurriculum?an aspect of educational philosophy or research as this relates to my possi-ble role as a Catholic school principal?an aspect of adult development theory as this relates to facilitating and sup-porting the primary role of parents as educators of their children?the value of service programs as an aspect of the school's religious program,and how to establish, implement, and evaluate these?how to apply one/several aspect(s) of the professional educational compo-nent subject matter to a school situation in my possible role as a Catholic schoolprincipal?

Professional Managerial CompetenciesIn what major way(s) have I come to better know and understand

the various components that comprise development activities as these relateto Catholic schools and the notion of Christian stewardship?those agencies and publics unique to Catholic education?what sustains an orderly school environment that promotes student self-discipline consistent with Gospel values and Christian principles?

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the general notion/an aspect of school law as it applies to the Catholic school?how to apply one/several aspect(s) of the professional managerial componentsubject matter to a school situatio.1 in my possible role as a Catholic schoolprincipal?

The program evaluation should follow similar procedures. Information shouldbe sought from present and former program participants. Other professionaleducators as well as those interested in Catholic schools and the preparation ofprincipals should be involved.

The way in which this process is conclue9d will depend upon the type of evalua-tion conducted. Whether formative o. ;mmative, though, the results should bedocumented in written form and presented to those concernedi.e., the programparticipant and/or the program sponsors.

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CONCLUSION

Aprogram is a set of activities stating how to attain a goal. It is a unifiedplan of action directed to accomplishing a mission that requires manyhuman and financial resources. Not all of these are discussed in this

publication. Rather, it has focused on three features which ought to be part ofall programs: 1) recruiting a group of qualified applicants; 2) the preparation ofindividuals; 3) the elements which are part of evaluating the preparation programand the person.

Before ending, there are five additional items to be discussed briefly: recordkeeping; resources, both material and human; participant recognition; participantplacement; geographical and financial accessibility.

Keeping accurate and timely records is important. It is the primary way in whichinformation is preserved for use by interested parties. It Can insure continuity ina manner in which an individual's memory cannot. It is essential, therefore, thatprograms have complete and intelligible records. Program sponsors must agreeearly on how and where records will be kept, procedures to insure confidentiality,and in what way a record will be made available to interested parties.

In discussing resources, both material and human, the principal of collabora-tion is especially applicable. For example, some now sponsoring preparation pro-grams have developed curriculum material. With rare exceptions, the material doesnot circulate beyond a local group of program participants. In addition, ivalifiedprogram instructors are available. Again, with few exceptions, many are not knownoutside a diocese, an institution, or a geographical area.

As a first step, then, it is necessary to share more information among programsponsors on the availability of material and human resources. This is especiallytrue in the use of instructors. Some initial efforts are being made to share materialand instructors by colleges, universities, and dioceses which have preparationprograms. Even when there is no collaboration on program sponsorship, the sharingof instructors is strongly recommended. In particular, this should involve the useof qualified practitioner:- and diocesan officials in college or university programs.Use of qualified college and university staff by diocese and religious orders is alsoencouraged. All types of exchange should be encouraged, especially that whichpromotes exchanges outside the confines of one program's geographic area.

This collaborative approach creates problems that call for both creative solu-tions and strong leadership in overcoming them. NCEA is willing to assist in organiz-ing a national material and staffing referral system if there is a sufficient interestin establishing such a network of information by program sponsors.

Recognition of a person's progress through a program is important. Advance-ment should be on a regular basis, though in different ways. Suitable liturgicalcontexts should be developed for this recognition. The successful completion of

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a program is an appropriate opportunity for a larger parish, diocesan, order, orcollege or university celebration.

Certificates of recognition should be awarded, especially by non-degree grant-ing sponsors, to individuali completing a program. They can be modeled on thoseNCEA grants participants in the Summer Institutes it co-sponsors with Catholiccolleges and universities. In a manner similar to these Institute certificates, NCEAis willing to collaborate with program sponsors to develop an approach to award-ing a joint certificate of recognition granted to individuals completing a program.

Another important issue is the placement of those who successfully completea preparation program. Dioceses near to each other should exchange informa-tion regularly on staffing vacancies. Announcements should also be sent to religiouscongregations and neighboring colleges and universities. At its annual conven-tion, NCEA sponsors Opportunity Centers for the exchange of this and other in-formation on positions available in Catholic education. Once again, NCEA is will-ing to collaborate with any interested program sponsors in developing a morecomprehensive approach to exchanging information on the availability of staffingvacancies.

Finally, there is the issue of progam accessibility. Factors described in the in-troduction require new ways of making preparation programs geographically andfinancially accessible to interested persons. As suggested, the development ofmaterials should proceed with this in mind. The method of presenting content fromthe three component topic areas must not be limited to print material deliveredin the standard book format. Audio and video tapes, filmstrips with topic manuals,correspondence courses using the module approach, and other such perspec-tives are stongly encouraged. In addition, course outline material should be madeavailable through these and other means.

A related issue not to be overlooked in discussing how programs can be mademore accessible is finances. This includes both the financial viability of the pro-gram and the financing of a person through the program. NCEA believes thatthe principle of collaboration is probably more important here than in any aspectof a preparation program.

NCEA strongly recommends that sponsoring agencies give high priority to thefinancial aspects of training. These agencies should consider establishing, especiallyin a collaborative way, endowed scholarship funds for persons interested in becom-ing Catholic school principals. Where it has not yet occurred, Catholic collegesand universities should investigate the possibility of granting tuition reduction forboth lay and religious who want to pursue a career in Catholic education. Parishes,too, thre..igh budgeting procedures, should provide for the support of future parishschool principals. Another approach involves developing various loan packagesthat combine interest-free loans with a reduction in the principal owed based onyears of service to a school or diocese. In brief, new and imaginative approachesto finances must be pursued.

Effective and vibrant Catholic schcAs must continue to be available to thosewho want to choose them. The Catholic school principal is a, many would saythe, critical agent who insures that the Catholic vision of schooling is fostered ef-fectively. The preparation of these individuals must, therefore, be high on the agendaof those who establish and implement policy in the Catholic Church. NCEA viewsthis publication as an invitation to them to commit themselves to working col-laboratively with each other in pursuing the task of preparing Catholic schoolprincipals.

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Furthermore, NCEA believes it has a special role to play and major respon-sibility to assume in collaborating with interested parties to implement the recom-mendations found in this report and foster solutions to those unresolved issuesmentioned in the conclusion. In order to do this, NCEA now commits itself to apilot program that will acccomplish these ends.

The "Forward" states that since the NCEA CAGE Department requested NCEAinvestigate this preparation program area, this publication is written assuming adiocese takes the initiative in organizing a program. The pilot program, then, in-volves working with three dioceses to develop models for implementing this reportand producing materials necessary for implementing the models. NCEA has agreedto provide assistance and small developmental grants to the dioceses of Birm-ingham, Oakland, and San Jose to develop these models and materials. Theywere choosen from a list of dioceses responding affirmatively to a question aboutpilot program participation found in the NCEA survey to diceses on Catholic SchoolPrincipal Training Programs conducted in October, 1984. As these pilot projectsproceed, reports will be circulated to other program sponsors and interested par-ties. Your comments are invited and welcome.

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ACKNOWLEDGEMENTS

This project is partially supported by a grant from the Knights of Columbus Father Michael J. McGivney MemorialFund for New Initiatives in Catholic Education.

The following programs were surveyed as part of the first stage of this project. After an initial exchange ofinformation by letter, a personal visit or phone conversation occurred.

Archdiocesan/Diocesan SponsorsAllentownDubuqueJefferson CityLos AngelesNew YorkOaklandPhiladelphiaSan BernardinoSan DiegoSan FranciscoSan JoseSioux CitySt. LouisWashington, D.C.

College/University SponsorsBoston College, Boston, MACollege of Notre Dame, Belmont, CACollege of St. Mary's, Moraga Park, CACollege of St. Thomas, St. Paul, MNFairfield University, Fairfield, CTFordham University, New York, NYGonzaga University, Spokane, WALoras College, Dubuque, IALoyola College, Baltimore, MDLoyola University, Chicago, ILLoyola University, New Orleans, LASt. Mary's College, Winona, MNUniversity of Dayton, Dayton, OHUniversity of Portland, Portland, ORUniversity of San Diego, San Diego, CAUniversity of San FranciscoInstitute for Catholic

Educational Leadership (ICEL), SanFrancisco, CA

OtherHarvard Principal's Center, Cambridge, MAKettering Foundation: I/D/E/A/, Dayton, OH

Source of InformationJames J. Cusimano, Esq.Rev. Russell BleichTherese FenneySr. Mary Ann Nowacki, Sr. Bernadette MurphySr. Francis HeereyLillian BlackRobert PalestiniSr. Ann MuckermanSr. Gertrude SullivanSr. Ann Patricia O'ConnellSr. Mary Claude PowerSr. Jane Hosch, Rev. Roger LinnanLouis PetersLeonard DeFiore

Sr. Claire Fitzgerald, Sr. Mary Daniel TurnerSr. Emilie ZennerBro. William CarriereSr. Kay Egan, Bro. Terence McLaughlinRobert PittRev. Robert J. Starratt

Dan L. KingJoseph ProcacciniPhilip Carlin, Frederick LunenburgRobert A. LudwigI.T. JohnsonDonald J. FrericksRev. Richard RutherfordEdward De Roche, Joseph Rost, Max Rafferty

Rev. Edwin J. McDermott

Roland BarthPrincipals' In-Service Program

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NASSP Assessment Center, Reston, VANCEA Association of Cathol'c Colleges andUniversities Graduate Program StudyNorthwestern University, Evanston, ILROSE PLACESRI Perceiver Academies, Lincoln, NETulane University and Diocese of

Houma-Thibodaux, LAVanderbilt Principal's Institute, Nashville, TN

James W. Keefe

David JohnsonB. Claude MathisSr. Lourdes SheehanSr. Jo Ann Miller

Sr. Judy CoreilKent Peterson, Chester Finn

The following were members of the enlarged task force who worked to develop parts of the outline:Mary DohertyAlexandria, VA

Bro. Theodore DrahmannMemphis, TN

Therese FenneyJefferson City, NO

Jules MichelGreensville, MS

Sr. Mary Claude PowerSan Jose, CA

Dennis PoyantNew Bedford, MA

Sr. Lourdes SheehanBaltimore, MD

Rev. Robert J. StarrettNew York, NY

The following were members of the CACE Executive Committee and SPC Advisory Committee who workedto develop parts of the outline:

For CACE:John J. AugensteinYoungstown, OH

Leonard De FioreWashington, D.C.

Rev. Thomas GallagherWashington, D.C.

For SPC:

Sr. Jane GaudetWorcester, MA

Sr. Marjorie HebertAlexandria, LA

Sr. Donna InnesSt. Paul, MN

Sr. Helen Jean KormelinkPeoria, IL

Agnes LeonardichMonterey, CA

Sr. Eleanor HollandPeoria, IL

Sr. Joseph Marie KeselSpokane, WA

Sr. Jean LudwigBuffalo, NY

Sr. Joan McCannAtlanta, GA

Sr. Suzanne PerriSeattle, WA

Shaun UnderhillDallas, TX

Sr. Mary Laurita Hand, Superintendent of Schools, Fall River, MA, developedan outline and preliminary ver-sion of this document.

LaWanna A. Miller typed numerous versions of this manuscript.

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APPENDIXGRADUATE PROGRAMS IN PRIVATE/CATHOLIC SCHOOLADMINISTRATION AT CATHOLIC COLLEGES AND UNIVERSITIES

COLLEGE/UNIVERSITY: Boston CollegeSr. Clare Fitzgerald, SSNDCatholic School Leadership ProgramMc Guinn 600Chestnut Hill, MA 02167(617) 552-41d7

DEGREES)OFFERED

MACAES

MAJOR AREAS OF PROGRAM MAJOR AREA OF PROGRAMEMPHASIS MASTERS EMPHASIS CAESAdministration Certificate of Advanced

Educational Specialization

HOURSREQUIRED

MA 30CAES 30Above Masters

PROGRAMOFFERED

Year RoundYear Round

COLLEGE/UNIVERSITY: Bradley UniversityDr. Donald McDeainDepartment of EducationalLeadership and Human DevelopmentPeoria, IL 61625(309) 676-7611

DEGREE(S) MAJOR AREAS OF PROGRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS REQUIRED OFFEREDMA Administration 39* Year Round

*For degree and certification: degree is from the College of St. Thomas with certification provided by Bradley Universityfor the state of Illinois; courses taken on Bradley campus.

COLLEGE/UNIVERSITY: The Catholic University of AmericaDr. Sarah PickertO'Boyle HallWashington, DC 20064(202) 635-5800

DEGREE(S) MAJOR AREAS OF PROGRAM MAJOR AREA OF PROGRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS EMPHASIS CAES REQUIRED OFFEREDMAPhD

Catholic EducationalLeadership, Curriculum

Curriculum and Schooling,Interdisciplinary

MA 30PhD 60

Year Round

Development, Policy Program in HumanAnalysis, Instruc-tional Technology

Development, Data BasedManagment, Cognition andInstruction

COLLEGE/UNIVERSITY: Christian Brothers CollegeBro. John Wilson, FSC650 E. Parkway SouthMemphis, TN 38104(901) 278-0100

DEGREE(S) MAJOR AREAS OF PROGRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS REQUIRED OFFEREDMA Elementary and Secon-

dary Principalship30 Summer Only

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COLLEGE/UNIVERSITY: College of St. ThomasThomas McCarver, DeanDepartment of Graduate Education and Community ServicesP.O. Box 5017St. Paul, MN 55105(612) 647-5820

DEGREE(S) MAJOR AREAS OF PROGRAM MAJOR AREA OF PROGRAMOFFERED EMPHASIS MASTERS EMPHASIS CAES

MA School Administration School AdministrationEdS

HOURSREQUIRED

MA 30EdSMA +33 hrs

PROGRAMOFFFRED

Year Round

COLLEGE/UNIVERSITY: De Paul UniversityJohn J. LaneDepartment of Educational Administration and PolicyStudiesSchool of Education2323 North SeminaryChicago, IL 60614(312) 341-8115

DEGREE(S)OFFERED

MAMEd

MAJOR AREAS OF PROGRAMEMPHASIS MASTERS

Catholic EducationalLeadership

HOURSREQUIRED

48 qtr.hrs.

PROGRAMOFFERED

Year Round

COLLEGE/UNIVERSITY: Fairfield UniversityDr. Robert F. PittDepartment of Administration and SupervisionFairfield, CT 06430(303) 254.4000

DEGREE(S)OFFERED

MA

MAJOR AREAS OF PROGRAM HOURSEMPHASIS MASTERS REQUIRED

Catholic School Adminis- 30tration

PROGRAMOFFERED

Summer Only

COLLEGE/UNIVERSITY: Fordham Graduate School of EducationRev. Robert J. Starratt, SJCenter for Non-Public EducationFordham University at Lincoln CenterNew York, NY 10023(212) 841.5573

DEGREE(S)OFFERED

MSProfessionalDiploma,PhDEdD

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MAJOR AREAS OF PROGRAMEMPHASIS MASTERS

Administration andSupervision, Curriculum,Law, Finance, StaffDevelopment, Leader-ship

MAJOR AREA OF PROGRAMEMPHASIS CAES

Leadership, Organiza-tional Development,Religious EducationChange, Research inChurch Organizations,Adult Issues in the Church

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HOURSREQUIRED

MA 30 to 36PhD 45 to 60

PROGRAMOFFERED

Year Round

COLLEGE/UNIVERSITY: Loras CollegeDr. Sam H. ShoutEducation DepartmentDubuque, IA 52001(319) 588-7157

DEGREE(S) MAJOR AREAS OF PROGRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS REQUIRED OFFERED

MA Elementary/Secondary 36 Year RoundSchool Administration

COLLEGE/UNIVERSITY: Loyola CollegeDr. Joseph ProcacciniInstitute for Private Education4501 North Charles StreetBaltimore, MD 21061(301) 323-1010, Ext. 2304

DEGREE(S) MAJOR AREAS OF PROGRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS REQUIRED OFFERED

MEd Private School Leader- 36 Year RoundMA ship, Management Tech-Certificate niques, School Financeof Advanced and Budgeting, SchoolStudy Law

COLLEGE/UNIVERSITY: Loyola UniversityPhilip CarlinDepartment of Administration and Supervision820 North Michigan AvenueChicago, IL 60611(312) 445-8135

DEGREE(S) MAJOR AREAS OF PROGRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS REQUIRED OFFERED

MEd Finance, Law, Curriculum, 30 Year RoundGovernance, Mission

COLLEGE/UNIVERSITY: Loyola UniversityNew OrleansRobert A. LudwigWilliam A. KlineInstitute for MinistryEducation Department6363 St. Charles AvenueNew Orleans, LA 70118

DEGREE(S) MAJOR AREAS OF PROGRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS REQUIRED OFFERED

MPS Pastoral Practice of MPS 36 Year RoundMEd Catholic School as a MEd 33

Ministry, OrganizationalDevelopment and Supervision

3 7 37

COLLEGE/UNIVERSITY: Manhattan CollegeBro. Robert Kea leyGraduate Education DepartmentBronx, NY 10471(212) 920-0374

DEGREE(S) MAJOR AREAS OF PROGRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS REQUIRED OFFERED

MS School Administrationand Supervision:

30 Year Round

Program leads to NewYork State Certifica-tion as a SchoolAdministrator

COLLEGE/UNIVERSITY: St. Louis UniversityDr. Joseph MeindlDepartment of Education221 North Grand Blvd.St. Louis, MO 63103(314) 658.2510

DEGREE(S) MAJOR AREAS CF PROGRAM MAJOR AREA OF PROGRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS EMPHASIS DOCTORAL REQUIRED OFFEREDMA, EdS, Catholic School Principal- Curriculum Director, MA 32 Year RoundEdD, PhD ship School Business Manager,

SuperintendentPhD 75

COLLEGE/UNIVERSITY: St. Mary's College of CaliforniaBro. William J. Carriere, FSC, Ph.D., DirectorSchool of Education(415) 373-1330

DEGREE(S) MAJOR AREAS OF PROGRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS REQUIRED OFFEREDMA Educational Administra-

tion30 Year Round

COLLEGE/UNIVERSITY: University of DaytonDr. Donald J. FrericksEducational Administration300 College ParkDayton, OH 45469(513) 229-3737

DEGREE(S) MAJOR AREAS OF PROGRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS REQUIRED OFFERED

MS AdministrationSuper-vision, Curriculum and

45 qtr.hours

Year Round

Instruction

38

"r7

COLLEGE/UNIVERSITY: University of Notre DameC. Joseph SequinMaster of Science in AdministrationNotre Dame, IN 46556(219) 239-5000

DEGREE(S) MAJOR AREAS OF PROGRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS REQUIRED OFFEREDMSA School Management 30 Summer

School Only

COLLEGE/UNIVERSITY:

DEGREE(S)OFFERED

MAEdD

MAJOR AREASEMPHASIS

Educational Admtration

University of San DiegoDr. Joseph RostLeadership & AdministrationAlcala ParkSan Diego, CA 92110(619) 260-4291

OF PROGRAM MAJOR AREA OF PROGRAMMASTERS EMPHASIS CAES

finis- Educational Leadership

HOURSREQUIRED

MA 30EdD 60

PROGRAMOFFERED

Year Round

COLLEGE/UNIVERSITY: University of San FranciscoRev. Edwin J. McDermott, SJSchool of EducationInstitute for Catholic Educational LeadershipSan Francisco, CA 94117(415) 666-6226

DEG REE(S) MAJOR AREAS OF PROGRAM MAJOR AREA OF PROGRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS EMPHASIS DOCTORATE REQUIRED OFFEREDMA Private School Adminis- Private School Adminis- MA 30 Year RoundEdD tration tration EdD 60

COLLEGE/UNIVERSITY: Ursuline CollegeSr. Diana Stano, OSU, Ph.D.Office of Graduate Studies2550 LanderPepper Pike, OH 44124(216) 449-4200, Ext. 254

DEGREE(S) MAJOR AREAS OF PROCRAM HOURS PROGRAMOFFERED EMPHASIS MASTERS REQUIRED OFFEREDMA Non-Public School Ad-

ministration31 Regular

School Year(evenings &Saturdays)Year Round

A survey was conducted of these programs in May, 1984. Those who responded tc the inquiry arementioned. As this list will be revised on a periodic basis, those who did not respond and/or who are notmentioned are encouraged to write the director of this project at NCEA.

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