Board of Education Inservice 2000

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Board of Education Inservice Series

• Archdiocese of Dubuque

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

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Who are we????

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

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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

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

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Relationships

• Parish
• Corporate Structure
• State
• Archdiocese

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Central Leadership

• Archbishop
• ABE
• Educational Services
• Catholic Schools
• Catechetical Services

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Local Leadership

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

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Pastor

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

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Discussion Questions

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

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Section 2 - Jeff HendersonBoard Member
Qualifications, Tasks, and Functions
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Board Member Qualifications

• Concern for total Catholic Education
• Willingness to Serve
• Ability to Contribute/Share time gifts
• Willing to Listen Learn

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Tasks of Board members

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

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Functions of a Board

• Develop policy
• Be leaders
• Participate in planning
• Liaison to others
• Communicator
• Evaluate its work

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Board Administrator Relationship

• Regular Communication
• Respect/Understand Roles
• Honor lines of authority
• No surprises
• Respect and Trust

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

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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?

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Section 3- Jeff HendersonEffective Meetings
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Recipe for Effective Meetings

• Well planned agenda
• Members come prepared
• All contribute
• Focus on topics of agenda
• Start/end on time

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President

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

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Reports

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

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Follow up

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

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Discussion Questions

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

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Section 4- Jeff HendersonBoard Resources,
Policies, and Rules
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Resources

• Policy Manual
• Board Member Guidebook
• Catholic Educator Handbook
• Local Policy Book
• Board Minutes

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Policy

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

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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

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Discussion Questions

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

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Section 5 - Msgr. Thomas ToaleCommittees/Executi
ve Session/Delegations
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Committees

• Standing - continuing established in bylaws and
  appointed by chair with board approval (e.g.
  building grounds, development, recruitment,
  legislative).

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

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• 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.

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

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Executive Sessions

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

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Delegations

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

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• 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.

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

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The Proper Balance

• The Right to be heard
• The Right to deliberate

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Discussion Questions

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

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

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Board dysfunction

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

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An Effective Board Pulls Together!
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Discussion Questions

• What do we do as a board to avoid problems and
  dysfunction?
• Are there areas where we need improvement?

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Section 7Marge Krawczuk Areas of Catechesis
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Areas of Catechesis (GDC)

• Early Childhood
• Children of Catechetical Age
• Adolescent
• Catholic Schools
• Young Adults

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

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Tasks of Catechesis (GDC)

• Knowledge of faith
• Liturgical life
• Moral formation
• Prayer

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• Belonging to community
• Missionary spirit

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Catechetical Plan

• Mission Statement
• Needs Assessment
• People of Vision
• Societal Realities

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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.
  

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Discipleship

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

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• 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)

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Lifelong Adult Faith Formation

• Living witnesses to Christ
• Well-formed in faith
• Enthusiastic
• Capable of leadership in the Church and society

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

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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?

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• Section 8 -Cherie Casey
• Program Review/Issues

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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

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From Mission Statement
Student Learning Goals - 11
Standards - all areas
Benchmarks K-2, 3-5, 6-8, 9-12
Grade Level Expectations
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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

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I. What kinds of data do wecollect to tell us
about students?
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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

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II. What do we do to meet student needs?
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• 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.

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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

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

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Then Reporting Progressof Student Learning

• Parent/Student/Teacher Conferences
• Personal Contact
• Student portfolios
• Written reporting
• Standards-based Progress Report

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IV. How do we evaluateour success?
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Informally

• Did we meet the goals we set?
• Did we use research-based methods?
• Are the students learning more?
• How can we prove it?

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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

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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

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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

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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

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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?

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• Section 9 -Cherie Casey
• Evaluation of Staff

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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

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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

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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

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DRE Evaluation - ABE 4117

• Implemented annually
• Input from members of the Board of Education
• Sent to Office of Catechetical Services

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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

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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

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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

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• 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

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• 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

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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)

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Evaluation forNon-instructional Personnel

• Form includes evaluation of
• Quality of work
• Quantity of work
• Attendance
• Attitude
• Knowledge of work
• Dependability
• Initiative
• Appearance
• Adaptability

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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?

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

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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
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ABE Policies

• Budget - 3100
• Tuition - 3240.1
• Gifts - 3280
• Management of Funds - 3400
• Accounting System - 3410
• Related AB Policies - 1210, 8400.3, 8500

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Sample use of data - 2002/03
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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
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Budgeting - what is planned

• Annual and ongoing
• Zero based
• Actual program needs
• Chart of accounts
• Just compensation
• Reflects program planning
• Inventory and tracking

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Revenue - planning for time, talent, treasure

• Fees/Tuition - 0100
• Investment - 0200
• Third Source - 0300
• Others - 04000800
• Gifts in kind services

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Expenditures - using the time, talent, treasure

• Instruction/Formation - 1100
• Administration - 1200
• Operational Cost - 13002200
• Others - 23002700
• Gifts in kind services

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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

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Timely Topics

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

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Helps

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

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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?

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

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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
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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?

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Board members planning roles

• Creative visionary
• Directional compass
• Catalyst for growth

Rooted in the life of Jesus and the teachings of
the church
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Comprehensive forecasting

• Mission based
• Data driven
• Research rooted
• Modeled on successes

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Mission and Purpose

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

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Data driven - current, ongoing, patterns

• Demography
• Participants - trends, needs,
• Exemplary program requirements
• Resources - finances, facilities,
• Needs assessment - survey, trends

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Research rooted - what should it be

• Futuristic based
• Resources studied
• Beyond experiences
• Multiple views

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Modeled on success - what could it be

• Creative looking
• The right fit
• Contact the user
• Multiple options

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Planning principles

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

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Planning road blocks

• The Plan
• The Purpose
• Special interests
• Reactionary
• Status quo mentality
• Analysis paralysis
• Entrenchment

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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?