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Board of Education Inservice 2000

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... get implemented in a timely fashion? Section 4- Jeff Henderson. Board Resources, ... Advisory (schools Ch. 12) to comply Accreditation Standards of Iowa. ... – PowerPoint PPT presentation

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Title: Board of Education Inservice 2000


1
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2
Board of Education Inservice Series
  • Archdiocese of Dubuque

3
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4
Section 1 - Msgr. Thomas E. ToaleArchdiocesan
Demography/ Mission Statement /Leadership Roles
Archdiocesan and Local

5
Who are we????
  • 30 Counties
  • _at_212,000 Catholics
  • 199 Parishes RE Programs
  • 50 elementary/middle schools
  • 7 high schools/4 HS of Religion

6
Mission Statement (policy book/ handbooks)
  • respond to Gods continuous call for conversion
    to Jesus Christ
  • form and be formed in Christian community life
  • grow in knowledge of faith

7
  • participate in liturgical celebrations and prayer
  • collaborate in the Churchs mission of
    evangelization

8
Relationships
  • Parish
  • Corporate Structure
  • State
  • Archdiocese

9
Central Leadership
  • Archbishop
  • ABE
  • Educational Services
  • Catholic Schools
  • Catechetical Services

10
Local Leadership
  • Pastor(s)/Pastoral Administrator
  • Principal
  • DRE/CRE
  • Teacher
  • Catechist
  • Board of Education

11
Pastor
  • Leadership
  • Ex-officio voting member
  • Parish Council advocacy
  • Instruction
  • Program development
  • Staff
  • Pastoral support

12
Discussion Questions
  • Do we compile, review, and use local data?
  • Do our board actions flow from a known and
    understood mission statement

13
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14
Section 2 - Jeff HendersonBoard Member
Qualifications, Tasks, and Functions
15
Board Member Qualifications
  • Concern for total Catholic Education
  • Willingness to Serve
  • Ability to Contribute/Share time gifts
  • Willing to Listen Learn

16
Tasks of Board members
  • Promote Catholic Education in all its forms
  • Become Knowledgeable through inservice/reading
  • Regular attendance
  • Participate in, accept, and support decisions

17
Functions of a Board
  • Develop policy
  • Be leaders
  • Participate in planning
  • Liaison to others
  • Communicator
  • Evaluate its work

18
Board Administrator Relationship
  • Regular Communication
  • Respect/Understand Roles
  • Honor lines of authority
  • No surprises
  • Respect and Trust

19
  • Accountability
  • Distinguish Major/Minor issues
  • Sense of Humor
  • Celebrations/Ceremonies
  • Encouragement/Affirmation

20
Discussion Questions
  • How do we recruit candidates and educate them to
    the function of the board?
  • Do we evaluate ourselves to see if we are
    fulfilling our role as board members?

21
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22
Section 3- Jeff HendersonEffective Meetings
23
Recipe for Effective Meetings
  • Well planned agenda
  • Members come prepared
  • All contribute
  • Focus on topics of agenda
  • Start/end on time

24
President
  • Facilitates discussion
  • Achieves Consensus
  • Recognizes contributions of board members/staff

25
Reports
  • Concise, and not longer than necessary
  • Dated/Prepared by
  • Highlights key areas or issues

26
Follow up
  • Concise accurate unbiased minutes
  • Assigned tasks performed
  • Confidences kept
  • Decisions supported
  • Board self evaluation

27
Discussion Questions
  • Do we feel a sense of accomplishment after a
    meeting?
  • Do our decisions get implemented in a timely
    fashion?

28
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29
Section 4- Jeff HendersonBoard Resources,
Policies, and Rules
30
Resources
  • Policy Manual
  • Board Member Guidebook
  • Catholic Educator Handbook
  • Local Policy Book
  • Board Minutes

31
Policy
  • guide for discretionary action
  • the boards job
  • gives the executive officer the sense of
    direction

32
Rule/regulation
  • a specification of a required action
  • tells exactly what is to be done, and it usually
    tells who is to do it and when.
  • the administrators job

33
Discussion Questions
  • Does our board take advantage and use the
    available resources?
  • Do we appropriately distinguish between policy
    and rules?

34
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35
Section 5 - Msgr. Thomas ToaleCommittees/Executi
ve Session/Delegations
36
Committees
  • Standing - continuing established in bylaws and
    appointed by chair with board approval (e.g.
    building grounds, development, recruitment,
    legislative).

37
  • Subcommittee - appointed by a standing committee
    with board approval assists the standing
    committee in its work (school, church, rectory)

38
  • Advisory (schools Ch. 12) to comply
    Accreditation Standards of Iowa. The committee
    shares its observations and recommendations to
    the board of education which may choose to take
    action.

39
  • Ad Hoc - limited existence for specific task
    (e.g. window replacement)

40
Executive Sessions
  • Use sparingly
  • Motion to enter
  • Absolute confidence
  • No minutes/tapes
  • Motion to go out
  • Action by motion if needed.

41
Delegations
  • Establish arrangement with group on time limit.
  • Welcome and introduce the delegation.
  • Calls for presentation.

42
  • Do not allow dialog to develop between the board
    and audience.
  • Invite delegates and visitors who address board
    to identify selves by name and affiliation.
  • Invite questions from board members and/or the
    administrator.
  • Do not seek immediate response of board to
    delegation.

43
  • Thank the delegation.
  • Board will discuss the issue after the delegation
    leaves.

44
The Proper Balance
  • The Right to be heard
  • The Right to deliberate

45
Discussion Questions
  • Are committees used effectively by the Board?
  • Do we use Executive Sessions effectively?
  • Are delegations responded to appropriately?

46
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47
  • Section 6 -Msgr. Tom Toale
  • Board Obstacles/Dysfunction

48
Board dysfunction
  • Micromanaging
  • Indifference
  • Internal Division
  • Single Issue/axes to grind
  • Uninformed
  • Lack of Vision
  • Lone Rangers

49
An Effective Board Pulls Together!
50
Discussion Questions
  • What do we do as a board to avoid problems and
    dysfunction?
  • Are there areas where we need improvement?

51
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52
Section 7Marge Krawczuk Areas of Catechesis
53
Areas of Catechesis (GDC)
  • Early Childhood
  • Children of Catechetical Age
  • Adolescent
  • Catholic Schools
  • Young Adults

54
  • Adult
  • Family
  • Persons With Special Needs
  • Marginalized
  • Elderly

55
Tasks of Catechesis (GDC)
  • Knowledge of faith
  • Liturgical life
  • Moral formation
  • Prayer

56
  • Belonging to community
  • Missionary spirit

57
Catechetical Plan
  • Mission Statement
  • Needs Assessment
  • People of Vision
  • Societal Realities

58
Conversion
  • The Christian faith is above all, conversion to
    Jesus Christ, full and sincere adherence to his
    person and the decision to walk in his footsteps.

59
Discipleship
  • Faith is a personal encounter with Jesus Christ,
    making of oneself a disciple of him.

60
  • This demands a permanent commitment to think
    like him, to judge like him, and to live as he
    lived. In this way the believer unites oneself to
    the community of disciples and appropriates the
    faith of the Church. (GDC)

61
Lifelong Adult Faith Formation
  • Living witnesses to Christ
  • Well-formed in faith
  • Enthusiastic
  • Capable of leadership in the Church and society

62
  • Filled with compassion
  • Work for peace, justice and love

63
Discussion Questions
  • How does the education and faith formation (BOE)
    committee evaluate its efforts in the areas and
    tasks of catechesis?
  • What immediate action can the committee take to
    assure that all members of the parish have faith
    formation opportunities provided for them?

64
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65
  • Section 8 -Cherie Casey
  • Program Review/Issues

66
Mission Driven
  • The mission of the Educational Apostolate of the
    Archdiocese of Dubuque is to promote lifelong
    faith formation which challenges individuals to
  • Respond to Gods call to personal conversion
  • Form and be formed in Christian community life
  • Grow in knowledge of faith
  • Participate in liturgical celebrations and prayer
  • Collaborate in the Churchs mission of
    evangelization

67
From Mission Statement
Student Learning Goals - 11
Standards - all areas
Benchmarks K-2, 3-5, 6-8, 9-12
Grade Level Expectations
68
Program Planning
  • Comprehensive School Improvement Planning Process
    (CSIP) - 5 year plan
  • Annual Progress Report (APR) - yearly report of
    progress
  • Catholic Identity Plan - yearly
  • Technology Plan - yearly

69
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70
I. What kinds of data do wecollect to tell us
about students?
71
Different kinds of testing andassessment are
used such as
  • ITBS/ITED - grades 3-12
  • ICAMS in reading and math - grades 4, 8, 11
  • Science assessment - grades 7, 10
  • K-3 diagnostic assessments for reading, i.e.
    DIBELS, BRI
  • Local assessments

72
II. What do we do to meet student needs?
73
  • Set long and short range goals based on student
    needs
  • Make decisions based on what the students need -
    identified growth areas
  • Organize staff development around meeting those
    needs
  • Students are the primary beneficiaries.

74
Review the Program
  • Curriculum Review Cycle - 5 year cycle
  • To determine progress with standards/ benchmarks/
    grade level expectations
  • To check overlaps and gaps - make revisions
  • To insure we are teaching what we test and
    testing what we teach

75
III. How do we know studentlearning has changed?
76
  • By reviewing and analyzing assessment results
  • By then revising the curriculum as needed
  • By learning new strategies to meet needs of
    students

77
Then Reporting Progressof Student Learning
  • Parent/Student/Teacher Conferences
  • Personal Contact
  • Student portfolios
  • Written reporting
  • Standards-based Progress Report

78
IV. How do we evaluateour success?
79
Informally
  • Did we meet the goals we set?
  • Did we use research-based methods?
  • Are the students learning more?
  • How can we prove it?

80
Formallyaccountability
  • Department of Education site visit cycle
  • Archdiocesan site visit - mid cycle
  • Purposes
  • To assess progress on CSIP - a general assessment
    of educational practice
  • To commend and recommend
  • To determine compliance issues
  • Archdiocesan visit - to assess Catholic Identity
    Plan

81
Policies that apply to the Program area are
  • 1312 - Complaints Concerning Instructional
    Materials
  • 2123 - Catechist Formation
  • 2471 - Needs Assessment - every 5 years
  • 4131 - Staff Development
  • 6120 - Program Development
  • 6121 - Program Approvals
  • 6141.11 - Education in Human Sexuality

82
Most of the 6000 series
  • Career Ed.
  • Philosophy
  • Grouping
  • Technology
  • Global Edu.
  • Curriculum/ Diversity
  • PE Health Course waiver
  • Involve Parents
  • Early Childhood
  • Sacramental Catechesis
  • Liturgy
  • Library/Media
  • Guidance
  • TAG
  • At-risk

83
Our Ultimate Goals are
  • To improve student learning in a strong academic
    environment permeated with Gospel values
  • To help students better assess their own
    strengths and areas of growth
  • To foster better communication among teachers,
    students, and parents

84
Discussion Questions
  • How has our school implemented standards/
    benchmarks/and grade level expectations?
  • What does our schools curriculum cycle look
    like? What areas are we studying this year?
  • How are we continuing the Comprehensive School
    Improvement Planning process?

85
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86
  • Section 9 -Cherie Casey
  • Evaluation of Staff

87
Based on Policy 4117
  • Ongoing process of evaluation for purposes of
    personal and professional growth.
  • Support strengths, identify growth areas, and
    develop a plan for the individuals growth.
  • Based on Iowa Teaching Standards/ Administrative
    Standards

88
Administrator EvaluationsBased on standards
  • A Catholic school administrator is a
    faith-filled educational leader who promotes the
    success of all students by facilitating
  • I. Vision and Mission
  • II. School Culture/Environment Instructional
    Program
  • III. Management School Safety
  • IV. Collaboration Diversity Resources
  • V. Moral Leadership
  • VI. Legislation Legal Cultural Issues

89
Evaluation Cycle forSchool Principals
  • Beginning principals - 3 consecutive years of
    evaluation -monitored by OES staff
  • Veteran principals - every 4th year
  • Off years - Principals Self Evaluation

90
DRE Evaluation - ABE 4117
  • Implemented annually
  • Input from members of the Board of Education
  • Sent to Office of Catechetical Services

91
Teacher Supervision Evaluation
  • General content - designated by Department of
    Education
  • Archdiocesan adaptation
  • Trained Administrators - Evaluator Approval and
    Data Driven Leadership courses
  • Based on 8 Iowa Teaching Standards (ITS)
  • Standard 1 - Supporting School Achievement Goals
  • Standard 2 - Content Knowledge
  • Standard 3 - Planning for Instruction
  • Standard 4 - Delivery of Instruction
  • Standard 5 - Monitoring Student Learning
  • Standard 6 - Classroom Management
  • Standard 7 - Professional Growth
  • Standard 8 - Professional Responsibilities

92
Domain 5 - Catholic Dimension
  • Component 5a Fostering Catholic Identity
  • Component 5b Participating in Adult Formation
    and Professional Development Opportunities
  • Component 5c Using Appropriate Catechetical
    Methods
  • Component 5d Creating Sacred Ground Classroom
    Environment

93
Divided into 3 Tiers
  • Tier I
  • Who? Beginning teachers
  • Purpose
  • To support new teachers
  • To define expectations
  • To provide accountability
  • Process
  • New teacher induction program
  • Portfolio
  • Classroom observation, conferencing and feedback

94
  • Tier II
  • Who? Career teachers
  • Purpose
  • To enhance professional growth
  • To focus on school improvement goals
  • Process
  • Career development plan
  • Informal classroom observations and feedback
    conferences

95
  • Tier III
  • Who? Career teachers in need assistance
  • Purpose
  • To provide a structured process to seek
    assistance
  • To gain support and obtain direction
  • Process
  • Formal and informal observations and conferences
  • May last no longer than 12 months

96
If further action needed
  • Follow policy for nonrenewal (4119.4b) or
    termination (4119.4c)
  • Administrator
  • Nonrenewal (4119.4e)
  • Termination (4119.4f)
  • Due Process Complaints against Teacher/Employee
    (4119.4g)
  • Due Process Complaints against Administrator
    (4119.4h)

97
Evaluation forNon-instructional Personnel
  • Form includes evaluation of
  • Quality of work
  • Quantity of work
  • Attendance
  • Attitude
  • Knowledge of work
  • Dependability
  • Initiative
  • Appearance
  • Adaptability

98
Discussion Questions
  • How has our school implemented the new teacher
    evaluation process?
  • How are the teachers and administrator using the
    teaching standards and administrative standards
    in their work?

99
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100
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101
  • Section 10 - Jim Osterberger
  • Finances
  • the business of providing quality programs.

102
Time, Talent, Treasure
Sound business practice is a fundamental of good
stewardship, and stewardship as it relates to
church finances must include the most stringent
ethical, legal, and fiscal standards.
Business 3000 - Stewardship A Disciples
Response National Conference of Catholic
Bishops, Washington, DC, 1993
103
ABE Policies
  • Budget - 3100
  • Tuition - 3240.1
  • Gifts - 3280
  • Management of Funds - 3400
  • Accounting System - 3410
  • Related AB Policies - 1210, 8400.3, 8500

104
Sample use of data - 2002/03
105
Parish Councils Education and Faith Formation
Committee - ABE 8500
  • PC determines scope of programs
  • BOE develops budget
  • PC approves gross budget
  • BOE implements budget

Open communication, consultative, and
collaborative
106
Budgeting - what is planned
  • Annual and ongoing
  • Zero based
  • Actual program needs
  • Chart of accounts
  • Just compensation
  • Reflects program planning
  • Inventory and tracking

107
Revenue - planning for time, talent, treasure
  • Fees/Tuition - 0100
  • Investment - 0200
  • Third Source - 0300
  • Others - 04000800
  • Gifts in kind services

108
Expenditures - using the time, talent, treasure
  • Instruction/Formation - 1100
  • Administration - 1200
  • Operational Cost - 13002200
  • Others - 23002700
  • Gifts in kind services

109
Reporting - what is happening
  • Ongoing, monthly and annual reports
  • Complete and accurate
  • Local BOE and Archdiocesan Reports
  • Actual program costs
  • Chart of accounts
  • Special sub-accounts
  • Report to stakeholders

110
Timely Topics
  • Parish Taxa
  • Self Insurance
  • Proxies
  • Scrip
  • Gifts
  • Grants
  • Audits - Financial Reviews

111
Helps
  • Chart of Accounts
  • Budget Planning Forms
  • Report Forms
  • Educational Office
  • Finance Office
  • Marketing Materials

112
Reflections
  • What processes are in place for insuring all
    programs reflect quality and stewardship
    principles?
  • What plans are in place to achieve financial
    stability for all programs offered?

113
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114
  • Section 11- Jim Osterberger
  • Planning
  • providing for the vision and mission for
    those to come.

115
Purpose for Board of Education
Each parish/system is to have a catechetical plan
which provides catechetical opportunities to
encounter the Gospel message for the total parish
are to be involved in catechetical planning
are encouraged to plan jointly for strong,
unified, religious education.
ABE Policy 6141
116
Education and Faith Formation
  • What is our mission?
  • Who do we serve?
  • What do our consumers need/want?
  • Where do we need/want to be?
  • What are our resources?
  • Where are we at?

117
Board members planning roles
  • Creative visionary
  • Directional compass
  • Catalyst for growth

Rooted in the life of Jesus and the teachings of
the church
118
Comprehensive forecasting
  • Mission based
  • Data driven
  • Research rooted
  • Modeled on successes

119
Mission and Purpose
  • Mission Statement
  • Educational Apostolate
  • Catholic Identity
  • Religious Foundations
  • Local Parish(es)

120
Data driven - current, ongoing, patterns
  • Demography
  • Participants - trends, needs,
  • Exemplary program requirements
  • Resources - finances, facilities,
  • Needs assessment - survey, trends

121
Research rooted - what should it be
  • Futuristic based
  • Resources studied
  • Beyond experiences
  • Multiple views

122
Modeled on success - what could it be
  • Creative looking
  • The right fit
  • Contact the user
  • Multiple options

123
Planning principles
  • Ongoing, component of doing business
  • Solicit creative input
  • Seek assistance
  • Inform stakeholders
  • Clear, focused, credible, purposeful
  • Doable and sustainable

124
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125
Planning road blocks
  • The Plan
  • The Purpose
  • Special interests
  • Reactionary
  • Status quo mentality
  • Analysis paralysis
  • Entrenchment

126
Reflections
  • What will programs look like in 4, 8, and 12
    years from now?
  • What annual data is collected and analyzed for
    program planning?
  • What are the board's planning goals for the
    current year?
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