Catholic School Administration Theory, Practice, Leadership PDF
Preview Catholic School Administration Theory, Practice, Leadership
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 retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. 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 iii 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 vi Table of Contents 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. ix
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