Catholic School Administration Theory, Practice, Leadership

350 Pages·2008·2.48 MB·English

by  Robert H. Palestini

Catholic School Administration
Theory, Practice, Leadership
2nd Edition
REVISED & EXPANDED
Robert H. Palestini, Ed.D.
Dean, Graduate and Continuing Studies, Saint Joseph’s University
PRO ACTIVE PUBLICATIONS
Catholic School Administration
Pro>Active Publications
439 North Duke Street
Lancaster, PA 17602-4967
www.proactivepublications.com
Copyright © 2009 by Pro>Active Publications
All Rights Reserved
No part of this publication may be reproduced, stored in a
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Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
Main entry under title:
Catholic School Administration: Theory, Practice, Leadership, 2nd Edition,
Revised and Expanded
ISBN: 1-885432-44-5
Table of Contents
Acknowledgements ix
Foreword xi
Introduction xiii
1. ThePrimacyofCatholicIdentityandCulture. . . . . . . . . . . . . . 1
Introduction 1
The History of Catholic Schools in the United States 2
Catholic Identity and Culture 10
Catholic School Identity 12
A Catholic School Identity Development Plan 14
Seven Norms for Catholic School Educational Leaders 17
Conclusion 20
Diagnostic Checklist 20
2. ACatholicLeadershipModel . . . . . . . . . . . . . . . . . . . . . . . . . 21
Introduction 1
The History of Leadership 22
TransformationalLeadership 25
TheIgnatianVision of Leadership 28
Implications for Administration 34
Diagnostic Checklist 36
3. LeadingWithMindandHeart . . . . . . . . . . . . . . . . . . . . . . . . . 37
Introduction 37
Leading with Heart Defined 38
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iv Table of Contents
Employee Owners 39
It Starts with Trust and Sensitivity 41
Teamwork 41
Employees as Volunteers 42
The Value of Heroes 43
The Signs of Heartlessness 44
A Case Study 45
Conclusion 50
Diagnostic Checklist 51
4. Fiduciary, Institutional Development, Marketing
andLegalResponsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Introduction 53
Budgeting and Accounting Responsibilities 53
Institutional Development Responsibilities 62
Marketing and Student Recruitment 71
Legal Responsibilities 73
5. DealingwithStudentDiversity . . . . . . . . . . . . . . . . . . . . . . . . 99
Introduction 99
Multiculturalism 99
Special Education 105
Conclusions 119
Diagnostic Checklist 120
6. CurriculumDevelopmentandSupervisionofInstruction. .121
Curriculum Development and Practice 121
AConstructivistApproach to Learning 122
Cooperative Learning 123
Mentoring and Professional Development 124
Improving Instruction with Technology 125
Curriculum Development 126
Supervision of Instruction 129
Clinical Supervision 135
Peer Supervision 138
7. AssessmentofLearning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Introduction 139
The Quest for Authentic Assessment 140
Aligning Assessment, Standards, Curriculum,
and Instruction 140
Teacher-Made Assessment Instruments 141
Table of Contents v
Using Item Analysis to Improve Objective Tests 143
Scoring Rubrics 147
Standardized Achievement Tests 147
Commercially Developed Achievement Tests 150
Performance Assessments and Portfolios 152
Portfolios 153
Aptitude Tests 154
Intelligence Tests 155
Using Aptitude and Intelligence Tests 156
Guidelines for Using Assessment Results 156
8. HumanResourceDevelopment . . . . . . . . . . . . . . . . . . . . . . 159
Introduction 159
Issues of Managing Human Resources 159
Human Resource Planning 160
Recruitment 161
Selection and Placement 162
Professional Development 164
Performance Appraisal 165
Collective Bargaining 165
9. TheUniqueStructureandCultureofCatholicSchools. . . .167
Introduction 167
Organizational Structure 168
The Classical School 169
Behavioral Perspectives 170
Systems Theory 173
Contingency Theory 174
School Structure 175
Classical Organization Theory 176
Social Systems Theory 176
Open System Theory 178
Contingency Theory Revisited 179
Implications for Catholic Schools 180
Case Study: TheBurrellCity Catholic School System 180
Diagnostic Checklist 184
10. MotivatingFacultyandStaff . . . . . . . . . . . . . . . . . . . . . . . . . 187
Introduction 187
Need Theories 188
Equity Theory 193
Reinforcement Theory 195
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Expectancy Theory 197
Goal-Setting Theory 199
Redesign of Work 201
Career Ladders 202
Reward Systems 203
Merit Pay 204
Summary 204
Case Study: CardinalWickettMiddle School 205
Diagnostic Checklist 209
11. EffectiveCommunication . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Introduction 211
The Communication Process 211
Encoding 212
Using Electronic Media 214
Decoding and Listening 217
Noise 217
Feedback 218
The Direction of Communication 219
Interpersonal Relations and Communication 221
Cross-cultural Communication Issues 222
Improving Communication 223
The Assertive Communication Style 224
Using Active Listening Techniques 225
External Communication 226
Matrix Design 227
Interviews 228
Summary 230
Case Study: The Diocese of Carson School System 231
Diagnostic Checklist 234
12. ManagingConflictinaCatholicSchoolSetting . . . . . . . . . 237
Introduction 237
The Nature of Conflict 237
The Results of Conflict 238
Levels of Conflict 239
Stages of Conflict 241
Interacting Groups 242
Task Relations 244
Conflict Resolution Processes 247
The Negotiations Process 249
Bargaining Paradigms 249
Table of Contents vii
Collaborative Bargaining 250
Effective Negotiations 253
Cultural Diversity 256
Summary 256
Case Study #1 257
Case Study #2 257
Case Study #2 258
Diagnostic Checklist 259
13. DecisionMakingandStrategicPlanning. . . . . . . . . . . . . . . 261
Decision Making 261
The Strategic Planning Process 278
Diagnostic Checklist 291
14. EffectingChangeinCatholicSchools . . . . . . . . . . . . . . . . . 295
Introduction 295
The Rational Change Model 295
Forces Influencing Change 297
Building An Action Plan 300
Selecting A Change Agent 301
Implementing Organizational Changes 302
Ethical Considerations 303
Organizational Transformation 304
Evaluating the Change Process 305
Institutionalizing Change 306
Summary 306
Case Study: The Archdiocese of Philadelphia
Elementary School District 307
Diagnostic Checklist 310
15. CatholicEducationintheNewCentury . . . . . . . . . . . . . . . . 311
Introduction 311
Alternative Catholic School Models 315
Heart Smart: Vital Signs for Healthy Educational
Institutions 318
The Heart Smart Organizational Diagnosis Model 323
Heart Smart Scoring Sheet 324
Index 325
About the Author 331

Acknowledgements
FORnearlytwogenerationsnowIhavedrawnenergyandinspirationfrom
my relationships and connections with several communities of unending
conversation and support. For their many gifts of mind and heart I thank my
colleaguesatSaintJoseph’sUniversity,theOfficeofCatholicEducationofthe
Archdiocese of Philadelphia and the Association of Jesuit Colleges and
Universities,ofwhichIampresident,andespeciallythegraduatestudentsand
administrators from these institutions, who, by the way they listened and
responded, helped shape the ideas in this book.
More specifically, I am especially grateful to Dr. Joseph Eckenrode, the
presidentofPro>Activepublishing.Ihadwrittensixbooksonvariousaspects
ofeducationaladministrationandleadership,twoofwhichwerepublishedby
Dr.Eckenrode.However,myoneburningdesireanddreamwastowriteabook
onCatholicschooladministration,andhegavemethatopportunity.ForthisI
am most grateful.
Ithankmycolleaguesandfriendswhogenerouslyagreed,andevenaskedto
readearlierdraftsofthisbookinpartorinfull.Everyonemadethebookbetter:
Frank Baldassarre, my mentor and educator par excellence, who read and
editedeachpageofthemanuscript;Dr.JosephEckenrode,whoseobservations,
suggestions and insights were invaluable, Father Nicholas Rashford, Tom
O’Brien,RichardMcCarron,FatherMichaelO’Malley,ScottFalk,andKaren
Palestini, who all contributed improvements based on their experiences in
education.
Mywifeofthirty-nineyears,Judy,andmylawyerdaughter, Karen,good-
naturedly kept a running tab of my moments of preoccupation, their own
contributionsto,andsacrificesforthisprotractedproject.Theirlistislongand
represents only a fraction of what they have done for me. I have happily
dedicatedthisbook toeachofthemindeepappreciationforthedistinctively
different love each of them has shown.
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