document resume - ericdocument resume el 331 784 sp 032 818 title teacher education: a continuum....

DOCUMENT RESUME

EL 331 784 SP 032 818

TITLE Teacher Education: A Continuum.INSTITUTION National Catholic Educational Association,

Washington, D.C.PUB DATE Nov 90NOTE 89p.PUB TYPE Collected Works - Serials (022)JOURNAL CIT Momentum; v21 n4 Nov 1990

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS Beginning Teachers; *Catholic Educators; *Catholic

Schools; College School Cooperation; ElementarySecondary Education; Higher Education; Justice;Mentors; Multicultural Education; ReligiousEducation; Social Attitudes; Teacher Certification;*Teacher Education; Teacher Recruitment; TeacherSalaries

IDENTIFIERS Guatemala

ABSTRACT

This document is a theme issue of the journal"Momentum", devoted to the topic "Teacher Education: A Continuum." Itcontains 15 articles in the central section and 7 articles in aspecial section subtitled "The Multicultural Challenge." Thefollowing articles on the central theme are presented: (1) "Closingthe Gap" concerns fusing the college weci the classroom for futuret:tchers (Judy J. Harris); (2) "Is In-service of Service?" (John J.Reilly): (3) "Cultural Balancing Act" (M. Thomas Magee); (4) "Cuttingthe Coat Toyit" (Michael L. Steele) is about a spiritual developmentprogram tailored to religion teachers' expressed desire forformation, not information; (5) "A Guide for the Voyage" (MildredHaipt) the mentor smoothes the way for the beginning teacher; (6)"The Teacher as Critical Thinker" (Jean M. Barton); (7) "The ResearchIn-service" (Lorene Gnaedinger); (8) "Setting New Standards"(Christopher B. Reimann); (9) "A Catholic Educator Comments on theNBPTS" (Joseph F. Rogus); (10) "A Continuum Model of TeacherDevelopment" (Mary Diez); (11) "The Justice Factor in TeacherCommitment" (Robert J. Kealey); (12) "Profile of the BeginningTeacher" (Barbara L. Brock); (13) "Sharers in the Gift of God" (MarieAnna Stelmach); (14) "Arriving Where We Started" (LeonaMcCaughey-Oreszak) asks how future elementary teachers can becomemasters of content and know-how? and (15) "Dateline: Guatemala"(Patricia Feistritzer). (JD)

***********************************************************************Reproductions supplied by EDRS are the best that can be madF

from the original document.

**********N************************************************************

- Akar-47 f.' 1.-+,Iiiurnifot the !fill Catholic Educational Association 411'tiorternbar 1990

_

A

--t rr-,iq,C '"7"1:1V1014?"".""1""")- <We.

BEST QOPY AVULABI.

V.74.

4M.

far

pvt

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

-

-C rft Zer"

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERICr

V")

U $ DEPARTMENT OE EDUCATIONOffice of Eck,* atiorial Research and ),,,p,oyememEDUCATIONAL RF SOuRCES INFORMATION

CENTFR 'ERIC)r Th.s ,-,ocumeni has Otter, reproduced 2S

received from thp persrm of ntgam/ahonOnginating

C Minor changes have peen made to imPovereproduchon qualify

Points uf vie* or comoos stated in this clocumem do not ciacessaray rePreset oftd:sa.OE RI posdon Or policy

.44

:2C

" 7."'" - ' " 7'

Tuition Payments

AP A

/II

That's Right! Catholic elementary and secondary schools nationwide use the F.A.C.T.S. TuitionManagement Plan to ensure that their tuition payments are paid on time. F.A.C.T.S has beentremendously successful in eliminating the problems frequently associated with billing and collectingtuition!

Here's what some of your fellow catholic school administrators are saying about F.A.C.T.S.:

"Our school had an average monthly cash fiow deficency of over $50,000 causedby families who were delinquent..., since we've implemented F.A.C.T.S. we havehad no delinquent tuition problems."

Father Joseph Dimauro, OSFS, Father Lopez High School, Florida

"...my more problematic accounts from previous years have had no problems at all making consistent

payments through F.A.C.T.S. This has been a pleasant surprise. We are very pleased with

your program. "

"Your service is Terrific."

Father Paul Mahowald, S.J. Creighton Prep, Nebraska

Sister Pauline, Venerini Academy, Massachusetts

"F.A.C.T.S. does exactly what it promises. "Ms. Peg Lazzarini, St. Michael, California

F.AC.TS. is the lowest cost monthly budget plan available for your families and school. In addition,F.A.C.T.S. sends the school its tuition funds two weeks after it is collected, nearly twice as fastas most other plans. So why not call us today TOLL FREE 1.800-6244092 and we will sendyou more F.A.C.T.S. including our no-cost video presentation. F.A.C.T.S. has offices nationwidethat are ready to be of service. ACT TODAY AND GET THE F.A.C.T.S.:

F.A.C.T.S. Management Co.P.O. Box 67037 Lincoln, NE 68506 1.800.624-7092

3 BEST COPY AVAILABLE

44--X".`.4,f-kr9

QUESTION: How do you feel knowingthat five people are waiting

to read your copy of Momentum?0 Nervous0 Happy0 StingyO Guilty

war04,91!'

-

ANSWER: Happy! Because you now have theopportunity to order multiple copies of

Momentum at a 40% discount!Yes, five (5) or more annual subscriptions to Momentum, mailed in bulkto a single member address, are now priced at just $12 per subscription.Sign up on the NCEA Publication Order Card on the inside back coverof this issue.

Hsi COPY AVAILABLEYour staff knows that Momentum pro- Nowwith this special members-only

vides information critical to Catholic edu- rateyou can afford additional copies ofcation todayinformation found only in the professional, award-winning journalthe official journal of the National Catho- for Catholic educators. You need neverlic Educational Association, feel nervous, stingy or guilty again. Only

happy.

Give your staff all the Momentum they need!

7-1:11.t.

- 1,1'ff '1 ?.!...2f.Firt`F gr87".5 'AO ..&'",17"-"Tr="T.:- 7:7;z. , fl. 5 r

a

3 The market competition solution Catherine McNamee

4 Teacher education with a difference NCEA Executive Staff

Vol. XXI No, 4November 1990

;:.;n

6 Closing the gap Judy J. HarrisCollege and classroom fuse for future teachers.

10 Is inservice of service? John J. ReillyTeachers share their ideas about beneficial programs.

11 Cultural balancing act M. Thomas Magee

12 Cutting the coat to fit Michael L. SteeleReligion teachers wani formation rather than information.

16 A guide for the voyage Mildred HaiptThe mentor smoothes the way for the beginning teacher.

20 The teacher as critical thinker Jean M. BartonReoriented teachers emphasize aptitude development.

21 The research In-service Lorene Gnaedinger

24 Setting new standards Christopher B. ReimannGreat expectations set for voluntary teacher certification.

26 A Catholic educator comments on the NBPTS Joseph F.Rogus

46 A continuum model of teacher development Mary DiezHow can college education departments and K-12 schrolsconnect?

SPECIAL SECTION:THE MULTICULTURAL CHALLENGE

30 The multicultural challenge Mary Sarah FasenmyerCatholic colleges should be leaders in meeting thedemand for minority teachers.

32 The rainbow effect Kathleen Ross with JeanneCrawfordRegional cultural diversity is reflected in the teaching staff.

36 Teacher cadets answer the call s Elizabeth M. Rhodesand Antoine M. GaribaldiBlack high-schoolers enlist in boot camp for teaciiing.

37 Minority students tapped for teaching Carolyn Farrar

40 The teacher as cultural researchers Ewa PytowskaAware teachers sensitize students about diversity.

43 To recruit or tu retain? Lorraine A. OzarNew avenues point to expanded minority teaching staff.

45 A not-soimposskle dream Eagan HunterIMP

50 The justice factor in teacher commitment Robert J. KealeyJust com ensation for teachers in Catholic schools is a must.

54 Profile of the beginning teacher Barbara L. BrockWhat can be done for "overwhelmed'' firstyear teachers?

58 Sharers in Me gift of God Marie Anna Stelmach

61

64 Dateline: Guatemala Patricia FeistritzerTeachers struggle to teach social awareness as well as basicskills to the children of Guatemala.

A certification program responds to catechists spiritual hunger

Arriving where we started s Leona McCaughey-OreszakHow can future elementary teachers become masters of content and know-how?

FROM THE FIELD

19 Publisher provides in.service boon Marla Ann Yeck

23 Defeated Caroline Chiapparelli Gramil

53 The empathic teacher Martin Mayer

57 The teacher as leader Lois King Drains

60 A teacher remembers Joseph P. Agostino

fli:)1PtoSE3010 D.S.t.NOWSki I

ALWIIIIIMEN, **An *MY! k

70 Trends in TechnologyDistance education via ITFS Angela Ann Zukowski

74 Classroom CornerSaints for the 908: Elizabeth Ann Seton Kathy Coffey

75 Justice and Peace EducationTeaching nonviolence in the classroom PatriciaMcCarthy

77 Book Reviews

Cover by Tia Gray

BEST COPY AVAILABLE

;__,, -

-v.,

s-

0.14.41'.'

.,.1-4 7 ,..,..14-`-`1,;1

Q5

et4f5V,IM;'

ii214-2Veso

t7'.;r

C.C4`; "Citeli P.

- r.44 ir ,-.1 '

-,wA4 c.

sia

's)1",,='

4..;:' ,-..

411r1*

V34.'+ F

, .

104ilat:t r 1r tin ' .0 4

tAW*4.115.'...441.01C.a44/11.41.1

4,./V.a& COMO EckicetkonilMOT/ 30Ih Stteet20007 (202) W.,

ltetd.et0000

Sent ettdriss.4077 0011,49L,

AOC 20007Akeyek...lekbilorelornI boot

Ilittiohst 'CatholicMiiadatiek Authors' .

eektlerilatopit 4101149olloyabeenistes4.01111111P0111410110:4116"

oubtaiption1:litskikkititribeem-eidst 1,000 copies,

itibmIssion ofNCEA mstnbertior

-ocitskleoelon by 'the gaoled comets..UnialkillisLOiimilliplit or OWmelstielii OM hot be tamed unless--loocOetinitet by iiitiNgneed, sett-.addlieeedoiSelope. Momonturn has tirst

; .`.$f 4;'

E *-torialsMessage from the president

The marketcompetitionsolutioil

John Chubb and Terry Moe arescholars, not politicians. They haveno constituency, and they are notaccustomed to being in the publiceye. But ever since their controver-sial book was released last June,they have been busy meeting withfederal and state legislators, corpo-rate leaders, newspaper editorialboards, radio and TV commenta-torsand professional educators.

In Politics, Markets, and America'sSchools, published by the Brookinginstitution, the two scholars claim thatthe school reform movement isdestined to fail and that nothing shortof a whole new system of Americaneducation will suffice.

Chubb and Moe are respectedpolitical scientists without ties tospecial irterests, and many of theirconclusions are grounded in hardresearch data. The book has, there-fore, been heating up the debateover America's schools.

The overriding problem, they say,is the system itself. The great ironyis that the government institutions re-sponsible for educationstate edu-cation agencies, school district ad-ministrators and boards of educa-tioncannot solve the problembecause they are the problem.

Chubb and Moe want to putschools out of the reach of politiciansand bureaucrats and let parents andstudents choose their schools. Theywant a system in which privateschools could become part of thepublic education enterprise andreceive public funds.

Most of the book is not aboutchoice, per se. It is about effectiveschools. The authors studied ap-proximately 500 public and privateschoolsthe "politics" and "markets,"respectively, that give the book itsnameand gathered data from morethan 20,000 students, teachers and

'' .- %Li-, `,? ,1-,..:

principals.Perhaps their most encouraging

finding is that well-organized, well-run schools can make a significantdifference for students "regardless oftheir ability and background." In fact,school organization exceeds the in-fluence of either family or friends inits effects on student achievement.

Effective schools are also charac-terized by stronp leadership, cleargoals, rigorous academic programs,teamwork and teacher professional-ism.

Teachers in effective schools aretreated like professionals. "Trueprofessionalism requires not simplythat teachers be experts in theirsubject matter and the methodologyof learning, but also that they havethe autonomy to exercise discretionin applying it to the infinitely varyingindividuals and circumstances thatmake up their jobs."

Teachers in effective schoolsspend more time meeting with oneanother to coordinate instruction andthey regard one another as morehelpful with their classroom prob-lems. They work more assiduously toalign their courses. They are moreknowledgeable about one another'sclasses.

Does this sound like a descriptionof our Catholic schools and teach-ers? Indeed, the researchers foundthat most private schools are subjectto much less bureaucratic interfer-ence than public ones. "The kinds ofqualities that contemporary schoolreformers would like public schools todevelop," Chubb and Moe assert,"private schools have developedwithout external reform at all."

Private schools, the researcherscontend, tend to develop fewerbureaucratic constraints preciselybecause they are not subject topolitical battles, changes in alectedleadership, and the conflictingdemands of multiple layers of gov-ernment. Their solution to America'seducational problems is to governpublic schools more like private onesby injecting a hefty dose of market

f

BEST COPY AVAILABLE

Momentum/November 1990 3

Editorialscompetition.

Under Chubb and Moe's proposal,states would set new minimal criteriafor what constitutes a "publicschool"criteria roughly equivalentto the standards that Catnolicschools now set for themselves. Anygroup or organization that applied tothe state and met those criteriaincluding existing public and privateschoolswould be chartered as a"public school" and allowed to acceptstudents and receive public funds.

Each school would be free togovern itself as it wanted; specify itsown goals, programs and methods;select its own student body (subject

to nondiscrimination laws); and hireand fire its own teachers. Studentsand parents could choose from any"public school" in their state. Publicmoney from federal, state and localsources would flow directly to theschools in the form of scholarshipsthat would follow each student.

States would no longer holdschools accountable for studentachievement on the basis of stand-ardized tests or other assessments ofquality. Instead, all schools would beaccountable to the parents and stu-dents who receive a school'sservices; they are free to leave

schools they find wanting andtransfer to schools of excellence.

Politics, Markett, and AmericatSchools has raised significant issueswhich require our serious attention inthe months ahead. Across thenation, support for choice is growing.The foot is very much in the door. Itis up to useducators, parents andconcerned citizensto keep themomentum going until that dooropens wide to all America'schildren.0

Catherine McNamee, C.S.J.President

Teacher educationwith a difference

It has been nearly a decade *incetile National Commission on Excel-lence in Education was created andpublished the report A Nation AtRisk. This was the first of manystudiee criticizing American publiceducation, attributirg poor studentperformance to causes as diverse asstudents' disadvantaged oack-grounds, an overly centralizedmanagement, and too little financialand parental support.

More recently, educational re-search has focused on the correla-tion between teacher comretencyand student outcomes. Siudentslearn better, the research indicates,when teachers have masteredcontent, use a variety of instructionalstyles, engage in ongoing education,and establish good communicationwith their students.

In examining these and otherteacher competencies, public educa-tion refers to teacher education.

The September Momentum editorial"Women In Catholic education: yes-terday, today, tomorrow" containeda typographical error which took 100years from the history of the OblateSisters of Providence. We herewithrestore those years; the correctfounding date is 1829.

-11

Catholic education, however, refersto teacher education in the broadestcontext: formation. This is a signifi-cant difference. Whether theyminister in Catholic schools or parishreligious education programs,Catholic educators are formed toteach as Jesus did.

In his school of teacher formation,Jesus first presented the content tobe taught. A reading of the fourGospels shows that this content waspresented developmentally. An over-view was given, then key issues werereviewed. Jesus frequently ques-tior ed the disciples to determine thatthny had mastered the content.

Jesus also taught the disciples theskills of rqund pedagogy: how to usestories, to make comparisons, torefer to the student's immediateexperiences, to seize the teachablemoment. Jesus used total groupinstruction, cooperative learninggroups and iridividualization.

Jesus' program of teacher forma-tion emphasized the close relation-ship between student and teacher.These teachersministers of theGospelwere to have a keensensitivity and concern for theirstudents. This care extended to theirintellectual, physical, spiritual andemotional needs.

When the disciples were ready.Jesus sent them aut to do theirstudent teaching. When they re-

4 Momentum/November 1990

turned, he gave them time to refleclon their experiences, questionedthem about their techniques, andcritiqued their performance. Thedisciples discovered that theirformation was a continuous process.

Jesus modeled for his studentsthe qualities they were to manifest intheir teaching. He called the dis-ciples' attention to the fact that hewas their mentor. This modeling wasso compelling that it motivated thedisciples to follow Jesus' example.

This program of teacher formationtook place in a prayerful environ-ment. Although Jesus often broughthis disciples to a secluded spot forreflection, he was also mindful of theneeds of the times and of humanweakness. This total program in asupportive environment formed thefirst teachers of the church.

This issue of Momentum exam-ines many different programs con-cerned with the training of futureteachers and the ongoing develop-ment of practitioners. The articles areintended to stimulate reflection onteacher formation. Reflection shouldlead to action and improved pro-grams. Since the future of theCatholic Church, the American nationand the world depends upon teach-ers, this matter must be given thehighest priority.J

NCEA Executive Staff

----,r7"41111111

v';?

It 114.11

111111 rola/""--"ft

° 21

_401,7

Arta,.

At Huff Jones we believe in a system that combines the elements of education, motivation, recognition and tradition, andthe teachers who make these elements work Our commitment includes involvement with the Principals LeadershipAward, National Tournament of Academic Excellence, and the National Association of Workshop Directors.Other Herff Jones divisions include Nystrom. Collegiate and Camera Art

HERFF JONESCorporate Headm, ters 450) West 62nd Street Indianapolis, Indlana 46268 .(317) 297-3740

3 BEST COPY AVAILABLE

r 04P1-

'her-

491' ,fitagritt

rr

glow

4.

4 ;

mot -

"Is this a teacher or a new classmate?" wonder elementary school students as they and a college junior Ilneup for classes at Villa Madonna Academy.

Closing the gapWhen the theory of their college course work is translated into the

reality of the school classroom, these future teachers are ready!

ollege juniors minglewith elementaryschool children asall hurry to theirclasses. The lan-guage arts methods

course of Thomas More College isbeing taught at Villa MadonnaAcademy. Here are some typicalscenes in this engaging teacher

Judy J. Harris

education collaboration.* * *

Instead of the students prayingaloud at the beginning of class,their college ir !ructor asks them tolisten to the singing of a children'schoir rehearsing in the nearbychapel.

The topic for the methods classis "developing listening skills."Following a brief lecture and reviewof assigned readings, the collegejuniors disperse to elementaryclassrooms to observe and recordexamples of formal and informallessons in listening.

The first-graders are involved in


BFST COPY AVAILABLE

writing conferences with the fifth-graders, who serve as their individ-ual mentors. The college juniors ob-serve the structure of the confer-ences and the student interaction.In a subsequent class discussion,the college students identify thebenefits of the projent for the fifth-graders and the first-graders.

*

While the college instructorteaches the fifth-graders, the fifth-grade teacher shares a collection ofwriting ideas for that grade with thecollege students. He also leadsthem through some demonstrationlessons, shares samples of studentwork, and distributes a bibliographyof resources for the teaching ofwriting.

The nature of the researchfunction of higher educationenables college faculty tomaintain the most current

knowledge of preferred practice inthe field. Sometimes classroomteachers view the college as an"ivory tower" with little relevance tothe realities of the typical class-room. The resulting gap betweenresearch and practice may be con-siderable, especially for collegestudents who are future teachers.

In order to close that gap,several faculty members in theeducation department at ThomasMore College in Crestview Hills,Kentucky, discussed the possibilityof relocating methods courses inarea school sites. The opportunityto make their move came when the

Ms. Harris is an associate professorin the education department atThomas More College, CrestviewHills, Kentucky. She wishes toacknowledge the contributions ofSister Victoria Eisenman, 0.S.B.,administrator of Villa MadonnaAcademy, and Sister Mary EvelynnReinke, S.N.D., chairperson of theeducation department, ThomasMore College, to this article.

teacher education program under-went major reorganization in re-sponse to changes in certificationlevels mandated in Kentucky in1986.

Teacher methods courses wereredesigned into concentrated, five-week formats. Each course nowmeets from 9:00-12:00, two morn-ings a week, to satisfy the require-ments for two semester hours ofcredit. For the past three years, atleast two methods courses in eachsemester have been taught in localschools.

Diocesan schools were selectedfor this innovation so that thecollege juniors could experience theintegration of Catholic values acrossthe curriculum and in the interper-sonal relationships within the schoolsetting. Schools have provideddiversity in the experience.

Villa Madonna Academy, aprivate school (grades 1-12), isoperated by Sisters of the Order ofSt. Benedict. Blessed SacramentSchool serves a suburban parish.St. Anthony School is located in amore urban area. R.C. HinsdaleSchool, a public school which isarchitecturally open, is being usedas well.

In initiating the program, commu-nication proved to be essential. Thecollege instructor visited the schoolto talk with the teachers at aregularly scheduled faculty meetingbefore the program began. Thecourse syllabus was distributed andthe course goals identified. Teach-ers were asked to suggest ways inwhich their programs and expertisemight provide examples or othersupport for the course. Forms werecirculated for teachers on whichthey indicated if their classroomswould be open for visitation.

As the program swung intooperation, a weekly newsletter wasprepared by the college instructorexplaining the specific foci of thecourse for that time frame. Timesand dates of classroom visitationswere listed. Reference was made to

displays or classroom practices thatwould reinforce the methods coursecontent.

he increased credibility andrelevance of the college pro-gram were immediate benefitsof relocating the methods

courses. The abundance of ideasand materials presented to collegestudents as they moved through thegrade school greatly expanded their

( /11(' I

Ill/hi 3t\

ha I

resource files. Relationships devel-oped between college students andschool faculty, between the facultyand the college instructor, betweenthe college students and theprincipal, and between the principaland the college instructor.

College course evaluationsrevealed that students preferredmethods courses taught in schools.Since they welcomed the experi-ence, their more casual attire foron-campus courses yielded easilyto the professional appearance ex-pected of the "future teacher."

One student commented: "I feltas if I weee really a part of thatschool. In my other field experi-ences, I was always a visitor. Whenthe course meets in a school, weare there tor a longer time and weare involved in the total school."

The college instructor welcomed


BEST COPY AVAILABLE

6

VIM

AIL

A

As the future teachers observe their classes, Villa Madonna Academy youngsters are learningfirsthand that "teachers do not drop ready-made from heaven."

the opportunity to expose thejuniors to a broader variety ofs. lent work and teaching styles,materials and methods. Occasion-ally, the college instructor would"borrow" a class to present ademonstration lesson. The methodsthat the instructor advocated wereshown to be appropriate for realelementary students. This accessalso enabled the instructor toreevaluate the effectiveness ofpartiQular lessor

Principals also acknowledged theincreased credibility which theschool program received by havinga teacher training course based attheir schools. Morale improved asfaculty and staff realized the impor-

tance of their contributions to thiseducational effort.

Principals and teachers drewemotional satisfaction from theirprofessional encounters with thefuture teachers. College students, inturn, delighted in sharing their newlessons and hand-made materialswith experienced teachers. Therewere many instances of sharingeach other's gifts from God.

One principal commented on thebenefit to the elementary students."It is good for the children toobserve the training of futureteachers. For the first time, childrenmay be aware that teachers do notdrop ready.made from heaven."

Another principal remarked: "I

cr

love seeing the teachers and thecollege students talking and laugh-ing in the halls. Both seem torealize their interconnectedness andcommon bond. As new teachers,these students may feel they arepart of a faculty more quickly. Theexperienced teachers may view thenew teacher as a more viablecontributor with new ideas andfresh optimism."

One mark of the true profes-sional is commitment to the growthof new members. When hiringfaculty, principals participating inthis program may note: "Our schoolserves as a training site for futureteachers. It is important that allclassrooms be open for suchparticipation. How do you feel aboutthat?" Such inquiries may generateimportant information about theapplicant.

The program described in thisarticle is not unique. In recentyears, other colleges and uni-versities have incorporated

the use of school-0e methodscourses in their education ofteachers.

However, this approach mayhave special significance in thepreparation of Catholic schoolteachers. The golden thread ofCatholic values connects the total,formal education experience. Suchcontinuity holds great prc oise forthe student teacher, stre gtheningthe development of her/hi, wholeperson through the many facets ofprofessional life. The teachereducation program becomes morethan the mastery of requisiteprofessional skills.

Credibility, relevance and asense of continuity have character-ized the Thomas More school-siteprogram design. All persons in-volved have realized that somethingvery special was occurring and thatthey were essential elements in acollaborative process. They closedthe gap:3

8 Momentum/November 19901 1 BEST COPY AVAILABLE

o atu ents r it

art .

This and other excitin1adventures are made possible by a :

remarkable interactive media teachingfrom IBM called Linlak'

LintNav a unique software programthat enal.11- multimedia equipment (VCRs.laser disi, 3 Ts. etc.) to work with any IBMPS/2 desktop comp ,ter. With it, you cancreate vivid, involving educational programsthat combine tem. sound. color graphics andfull-motion v ideo.

For example. a lesson in space travelcould be supplemented m it h real N.1S.1 foot-age complete with narration, with just a fewclicks of the PS/2 mouse.

What's more, you can create justabout arw type of niulti media program to

qtr.,

tHP,A a, pg.stprrr. arx: el T,..)), ,E Interit,tor PA, ...

work with vow curricula.The sky's the limit.

For a free classroom poster and/orcatalog (please specify grade level), or forfurther informa.ion. call 1 800 IBM-7257.ext. 152 or mail in the coupon.

Please Send Me More Information On IBM Muention Solutions:1IBM (.4.rporation. In Box 3)00, Peoritt. IL. 61614

Name

Title

Grade Level

School

Address

!MOM

1 `:

1!Y 10,q ,,tXgaf,

INIM MM.,IMMI IMMIWCV

OM UM VIM MME0I= IIIMMIN0 =11.1111.111.11 MENEM MUMNM OW =I I= VW MB

NM IN EMIIMO 0 =IMI

HST COPY AVAILABLE

Is in-serviceof service?

Teachers share their ideas about the in-servicetopics and structures they consider most

beneficial.

John J. Reilly

'1-service programsoffered to teachersin Catholic schoolshave run the gamutfrom creative pres-

entations on significant areas ofconcern to topics of questionablemerit that will have no lastingimpact on the school, its studentsor, more important, its teachers.

This article is based on inputfrom our front-line educator, theclassroom teacher. I asked teacherswhat they would like to see if theycould structure an in-service pro-gram for their school, what theyfeel is important and beneficial. Thenumber and diversity of ideas Ireceived was somewhat mind-boggling and far beyond the scopeof this article.

I was remindej once again thateach school, because of its indi-viduality, has charges unique toitself. Any in-service program,

Mr. Reilly is the president of theNational Association or CatholicSchool Teachers, Philadelphia,Pennsylvania.

therefore, would have to zero in onthe needs perceived by a particularfaculty. What follows are topicsoften talked about by Catholicschool teachers.

DisciplineHigh on any list of potential in-

service programs is the handling ofdiscipline in today's classroom. Iagree with the way one teacher putit: Discipline is the glue that helpsmaintain the student body andfaculty as a harmonious, functioningunit. Who can deny that the degreeof success in this area will deter-mine how effective a school will bein achieving its mission?

The issue of discipline is bothcomplex and simple. Complex,because educators are dealing witha number of X factors. Humannature, coupled with the justicefactor, can easily create a quag-mire, some insist, because theimplementation of the school'sdiscipline policy is necessarilyindividual and subjective.

There are those who maintain,on (he other hand, that discipline is

a simple matter of handing outwhatever the policy calls for withoutregard to extenuating circum-stances. Those schools which havereached a satisfying compromisewithin these two poles are indeedfortunate, and I am surb theirschools reflect this melding of parts.

Teachers would like to see anin-service program on disciplinehandled by someone from outsidethe school, with attendance by theentire staff required. The issuecannot possibly be treated summa-rily in a faculty meeting. Teachersalso feel that time should beallocated for small group discus-sions on what the discipline policyfor the school should be and how itplays out in practice.

Above all, teachers feel that thepolicy should be understood andexecuted uniformly by all. Theremust be a commitment by the totalfaculty, both teachers and adminis-trators, to be involved in the im-plementation of the school's policy.

Social problemsAs an adjunct to discipline,

teachers need help in becomingmore aware of the problems facingyoung people. What are the difficul-ties youth experience beyond theirtextbooks and computer software?How do these problems affect boththeir behavior and their academicachievement?

No one likes to deal with issuessuch as drug abuse, suicide orlatchkey children, to name but afew. However, the teacher's inter-action witn students and her/hisability to educate them is tremen-dously influenced by these andother of society's ills.

Many people involved withcommunity action, as well astrained professionals, are availablefree of charge as in-service speak-ers. Schools should make use ofthese local resources so that byunderstanding the disease. teacherscan better treat those affected.

Some may say that although the


above are all important issues, theteacher's vocation is to educate, toinculcate the knowledge and skillswhich students need to achieve andsucceed. That brings us to theteacher's professional growth.

Professional developmentProfessional development is a

term that will conjure up as manydifferent ideas as individuals can-vassed. I use it here not in relationto content area, but rather todenote those competencies whichwill help the teacher convey moreeffectively his/her subject matter.

A day or more designated astime for faculty members to beupdated on the latest educationalmethods and to expand theireducational horizons is necessary inany in-service planning.

It should also be noted thatmany professional developmentprograms need not depend uponoutside speakers with highpricedtabs. In our schools there areindividual teachers who havecreated an exceptional program orlearning situation. Let them sharetheir expertise with their fellowteachers.

Although the local educationalinstitution is the best judge of itsneeds, I believe that a program toassist new teachers must be givenstrong backing by the entire faculty.The first step in any such endeavorwould be a well-planned orientationday. It is here that the new teacherbegins to get his/her feel for theschool, all it stands for and is tryingto achieve. What is expected fromthat new teacher, not o;.:1/ academi-cally but also how he/she should fitinto the ;:ontext of the schou;,begins to take shape with this day.

Such programs have been verysuccessful when they provide ahands-on approach to working thebeginner into the teaching profes-sion both as a classroom teacherand as a collaborative and produc-tive member of the faculty.

Of equal importance with the

Cultural balancinBlack, Hispanic, Filipino,North American, Other....How does the teacher deal

with different cultures in the sameclassroom? This is the topic Iwould like to see addressed atan in-service.

Pat a student on the back?Some students will smile in ap-preciation; others, from a differentcultural group, respond, uGet yourhands off me." What is appropri-ate for one culture may beoffensive to another.

Celebrate Black History Monthand the Hispanics want to knowwhat's being done for Cinco deMayo. On Chinese New Year, theChinese students talk ahout theirred envelopes and the moneythey received. How does theteacher celebrate with them andnot neglect the others to whomthe day means nothing?

It is one thing to plan anexhibit or teach a specific litera-ture. It is another thing to under-stand customs. Why do Koreans

g actbow at the Kiss of Peace, whileothers hug or shake hands?What does the teacher do whenhe/she gives the Kiss of Peaceto Korean students?

How are role models providedior the nonwhite children?Teachers from minority culturesapparently do not apply or arenot hired in many of ourschools. Ethnic students, too,have values and customs oftheir own, but there is littlesupport for them in the multira-cial school.

The answers to these ques-tions seem, at least for now, tolie in educating the presentteachers in the ways of theirnon-white students. This is thetype of workshop I would like toattend.ZI

Sister M. Thomas Magee,P.B.V.M.TeacherPresentation High SchoolSan Francisco, California

orienting of new teaching profes-sionals is the sustaining andreenergizing of the tenured teachingforce. The importance of keepingcurrent, the physical and psycho-logical strength needed in today'sclassroom, and the pressures of ateacher's life outside the school canlead to what has been labeled"burn-out." In-service progrms heldaway from school are often verybeneficial when attempting toaddress this vitally important issueof the growing strain on our experi-enced teachers.

CollaborationNo discussion of in-service

programs is complete without theinclusion of days structured so thatfaculty can be involved in andcontribute to the administrativedecisions that affect their profes-sional lives. The term "shared

decision making" is enjoying somepopularity at the moment. Suchcollaboration can be of benefit toboth the teacher and the school.Knowing that their thoughts are ofvalue and that they will be consid-ered is encouraging to teachersand, who knows, the operation ofthe school could improve as well.

I am certain that there are manyother areas of equal merit that havebeen used successfully for teacherin-service programs. Perhaps thisarticle will engender some interest-ing letters to tho editor with ideasthat have worked and others whichhave not. For teachers, the impor-tance of in-service is that there beplanning, structure, a topic whichhas relevance for them, and afeedback mechanism.

Schools need to have in-servicewhich is truly of service.]

1 4


BEST COPY AVAILABLE

Cuttingthe coatto fitThis spiritualdevelopment programis tailored to religionteachers' expressedneed for formation,not information.

Michael L. Steele

The Master was asked, "What i'sSpirituality?"

He said, "Spirituality is that whichsucceeds in bringing a person toInner Transformation,"

But, if I apply the traditional meth-ods handed down by the Master, isthat not Spirituality?

It is not Spirituality if it does notperform its function for you. Ablanket is no longer a blanket if itdoes not keep you warm.

So, Spirituality does change?

People change and needs change.So what was Spirituality once isSpirituality no more. What generallygoes under the name of Spiritualityis merely the record of past meth-ods!

Cut the coat to fit the person. Don'tcut the person to fit the coat.'

1.

1"1:*40.4,*~,-s

-`4V,41 az-Vf,'43OAC'd

4, .1'1

A.

Z* begin with AnthonydeMello's words,which I frst heardas a graduatestudent at the Uni-

versity of San Francisco in theSummer West Theology Pogram.

As I sat in class that summer, Ireflected cn the religion teachers,campus ministers and principalswith whom I had spoken during myfirst year as director of religiouseducation for Catholic schools inthe Archdiocese of Boston.

The focus of my reflection was:Why is it that we lose so many

religion teachers each year? Whatcan we do to keep them by assist-ing them in their spiritual journey?

Father deMello's class invited meto live creatively and it assisted mein enabling religion teachers andcampus ministers to look at a newapproach to spiritual development.

We understand that catechistsare called to teach the message of

Father Steele is the director ofreli;lous education programs forover 200 Catholic schools in theArchdioces9 of Boston.


Ze-\ I4"

'.

v

.

vas..

. ,

- .

Christ. How effectively can they dothis when they are exhausted,frustrated and alone in their spiri-tual journey?

I knew this was th( ondition ofmany archdiocesan religion teach-ers because I had interviewed them

previous to their signing acontract with a parish or school. I

knew this also from my yearlyvisitations to each religion depart-ment and through the two, annual,professional days for religionchairpersons, chaplains and cam-pus ministers. The cry I heardduring these experiences was for

more formation, not information.I came to realize too the need to

invite new candidates to reflect ontheir past experiences and tointegrate them into their new role. I

began to ask new religion teachersand campus ministers: "Duiing yourfour years in college or two yearsin graduate school, did you evermake a retreat or a day of reflec-tion?" Many, particularly thosecoming from the Jesuit VolunteerCorps (JVC), would speak of thatexperience and identify the renewaldays as times which effected anawareness of God in their lives.

Principals and religion chairper-sons, on the other hand, frequentlysaid: "It's not that we don't believein the spiritual formation of teachersand faculty. The real roadblock forus is that we don't know how orwhere to begin."

I suggested, therefore, thatalthough our evening relig!nuseducation certification program hadbeen helpful to religion teachers, itwas time to offer a new program. Iproposed a 40-hour spiritual devel-opment program at the beginning ofthe school year for new religionteachers and campus ministers.

I learned very quickly that the re-alization of my ideas and dreamsdepended upon collaboration withthe primary mover of the school,the spiritual and academic leaderthe principal.

At our regional spring clustermeetings I encouraged principals toshare their insights on the proposedspiritu 31 development program. I

masked each school to assume the$50 fee to cover the cost of pre-senters and meals.

In preparation for the meeting Ihad surveyed all archdiocesanprivate schools to determine ifsimilar programs already existed.There were no programs. Althoughthe time involved was a concern formost principals, they indicated thatif participants understood theprogram and commitment, theywould support the spiritual develop-ment program.

In his book The Effectivenessof Catholic Schools, MarcellinFlynn indicates that the mosteffective means of developing

religious values and value-orientededucation is the climate of theschool. He writes:

The climate has religious as well associal and educational components,and is generated by an intenselyrelational envifonment in whichpersons are valued and ultimatereligious questions....are confronted.In such environments, the Catholic

BEST COPY AVAILABLE 1


Ar"

school openly and explicitly locatesthe Gospel message of Jesus andthe way of life he proclaims as theheart of the school life.2

The aim of our new programwas to form religion teachers whocould create this "relational environ-

Ili/ (1 't '1

ment" with and for the students andstaff.

The teachers themselves felt thisneed, as indicated in a commentfrom one of our new religionteachers: "So often I avoid theteachers' lounge during my freeperiod. Other teachers feel I shouldknow and understand everythingyoung people are dealing with andalways have an answer. Often I

don't. My students too feel thatsince I majored in God, I shouldalways have a solution to theirquest."

For this teacher, the spiritualdevelopment program providedspace, quiet reflection and col-leagues who could identify with hissituation.

since the spiritual deve;op-ment program was estab-lished in 1985, it has beenconducted at Pope John

XXIII National Seminary for DelayedVocations in the picturesque suburbof Weston, Massachusetts, Trans-portation is arranged for the partici-pants.

The program has two tracks.

Phase I is for new religion teacherswith a B.A. in religious studies orthe equivalent. Phase II is devel-oped for teachers and campusministers WI an M.A. in religiouseducation or pastoral ministry.

The interview at the Catholicschool office determines the phaseat which the teacher will enter theprogram. Criteria include educationand experience, as well as lettersof recommendation. In severalinstances, the interview and thespiritual development program haveenabled candidates to recognizethat they are not called to thisprticular ministry and they iuuuson a new journey.

The Phase I and II groups cometogether in September so that thenew teachers can meet theircolleagues. The topic for thissession is What Makes a CatholicSchool, and the focus is on churchdocuments and research. Particularemphasis is given to the documenton Evangelization by Popa Paul VI,in which he states: "People listenmore to witnesses than to teachersand when they do listen to teachersit is only when they are wit-nesses."3

A community spirit is created inwhich each teacher can share the"Emmaus" story of his/her call tothe educational ministry in thisarchdiocese. Many highlight thepeople, particularly teachers, whoassisted them to respond to thiscall.

Sessions are scheduled from3:00 to 8:00 p.m., interrupted by aEucharistic liturgy at 5:00 anddinner. The circular dining tablesprovide a climate for ongoingreflection and conversation. Anevaluation sheet is distributed aftereach session to facilitate futureplanning.

Topics addressed in the programinclude methods for teaching themessage, integrating the religiouseducation resource guidelines intothe curriculum, prayer and medita-tion, liturgy and worship, the peace


and economic pastorals, the ethicalresponse to AIDS, and models forcampus ministry and bioethics.

Annual retreat experiences arealso provided. National speakershave included Father EugeneLaVerdiere, Father James Heft andDr. Elinor Ford. This fall we hostedBenedict Ashley, 0.P., from thePope John Paul II Institute forStudies on Marriage and Family,who explored Christian sexualmorality.

Abbot Thomas Keating,0.C1.O., spiritual directorsnd author of many bookson centering prayer,

believes our schools should empha-size the benefits and power ofcontemplative prayer. Unless thechurch rediscovers her spirituality inthe next century, he says,, we willlose our Catholic identity."

Some of the comments fromspiritual development programparticipants echo this concern.Cathy Trawinski, completing PhaseI, said: "At first I came because Ihad to, but I began to see theprogram not as an intn,sion but assomething I needed, as a time tobe refreshed."

Janet Buco, an experiencedteacher who is completing the two-year program, reflected on thenecessity of spiritual development."During my first year of teaching, I

felt attacked by the onslaught ofdisbelief expressed by many highschoolers. I wasn't ready for that. I

had to, and still do, keep fallingback on a strong personal faith."

The program was viewed byArlene Jascewsky, an experiencedelementary teacher, as "helpful andenriching," especially the presenta-tions on fundamentalism, homo-sexuality and teaching methods.

The presenter of the session onmethods and classroom manage-ment, Ann Lemieux, religion chair-person at Matignon High School inCambridge, said that her purpose

was twofold: to help teachers tolove the church and to cha'lengetheir students and one another.

During the past year, severalarea Catholic colleges solicited mysuggestions as to how they couldbetter prepare students for religiouseducation. Many teachers in thespiritual development programattend summer religious educationinstitutes, so I asked that theyreflect on their experiences incollege, and now as secondaryschool religion teachers, andcomment on the preparation theyreceived. The majority affirmed theirexperiences at the college level inthe light of Abbot Thomas Keating'sreflections.

"College courses should focusless on cut-and-dried doctrine andmore on faith development andone's relationship with God," GeraldWilson said. "Professors should notonly be academically qualified butalso able to share their own jour-ney."

Cynthia Gadziala felt it would behelpful for instructors teachingfuture teachers to keep in mind theage level of the students they willbe teaching. As a first-year teacherin an all-girls high school, shefound that techniques she learnedin college often do not work withteenagers.

Richard Meland, who will com-plete his M.A. in religious educationthis year, agreed with these sug-gestions, and added: "I thinkcollege professors of theologyshould be strong on teaching atraditional faith in terms of doctrine."

As I reflect on the six yearsof the spiritual developmentprogram, I believe thatawareness is our greatest

accomplishment. Teachers andcampus ministers in the programare becoming aware, throughprayer and reflection, that God ispresent to them because they havebeen present to God.

They are returning to the originalmeaning of the word theology"union with God in prayer." Theol-ogy today has become one aca-demic discipline among manyothers. But it is vital for the futureof Christian leadership that wereclaim the mystical aspect oftheology. Every word spoken,every advice given, every stra:agydeveloped must come from a heartthat knows God intimately.

The central question for HenriNouwen is: "Are ths leaders of thefuture truly men and women ofGod, people with an ardent desireto dwell in God's presence, tolisten to God's voice, to look atGod's beauty, to trust God's incar-nate Word and to taste fully God'sinfinite goodness?"5

I believe that our archdiocesan

spiritual development program isnurturing this spiritual developmentin our teachers. By enabling themto listen and draw closer to Christ,to learn to trust, to renew theirfaith, we are "cutting the coat to fitthe person."

Notesshony deMello, The Song of the Bird,

New iork, Image Books, 1984, p. 12.

2. Marcellin Flynn, The Effectiveness ofCatholic Schools, Sydney, Australia, St. PaulPublications, 1986, pp. 188-192.

3. Pope Paul VI, On Evangelization in theModem World, Washington, DC, U.S.Catholic Conference, 1976, #44.

4. Abbot Thomas Keating, "What Makes aCatholic School," University of DaytonSymposium, June 1720, 1988.

5. Henri J.M. Nouwen, In the Name ofJesus. New York, Crossroad, 1989, pp. 29-30.0

Making you and your school or business

LOOK GOODs our business.

Aad Hie Med au opal AWL.

1990 Dsjnb 1990

4 1=, .1 alwaYamo as

en

W.....MO 1111..110kw. 0.4.61-1411ftemSw....11= Is

Oas lawPap 114114

11IrmaliONII.o

labold.Yew CY 41.111m

01111= IMP lift.....10111.1110am..%MI* Ow

%MIwaft.*.....Donal

16401smo W ---,c

KleM,,,.. ;

.. ''', `'N

.. .4.--ia r -.',hogoldo........., -.;::.

SI........

Irs qv. m:e33-

1 Oftf.Ft . t '.z,,,:,,,_ .....,

MOM,'

ftsr

1.11M=1

pmENEEEEEI

PerclePublications

and Presentations

Custom designed CALENDARBOOKLETS, AssignmentBooklets, Brochures, Folders,Bookmarks, and PR Cards (forPositive Reinforcement). Plannow to improve yaw image byletting us help you to design aunique calendar booklet for yourschool. Include all school ac-tivities and events for the year.

*The calendar provides organizationamd stability to the school and includesveryone in long range planning. Itleaches responsibility and is great timesarerA Sr. Ampere, Unix. FMA, Proicipal,liwneeriata HO School, Marrero. La.

ritt;115LIKE t 1ibAtibWAôU1 :CALENDAR BOOKLET

ASSIGNMENT BOCKLET

PR CARDS BOOKMARKS OTHER

NAME

SCHOOL

ADDRESS

PHONE

MAIL TO:PERCLE PU BL CAT ONS

37 /SPHDDEI DR , MARRERO, LA nonOR CALL (504) 340.3173

Om,

1

Momentum/November 1990 15BEST COPY AVAILABLE

A guidefor thevoyage

Like the Greekprototype, the mentorguides the neophyteteacher to professionaldevelopment.

Mildred Haipt

first-year teacherwrites: "I drive toschool every daywith a big smile onmy face because I

love my job, and my students, andI know I'm good."

A mentoring program is makingthe difference between a year ofstruggle and a year of success forthis young woman, This smoothtransition from college to teachingalso will be a factor in determiningwhether or not she remains in theprofession.

Retention of competent, newte:achersa major concern ineducation todayis commonlyviewed as a complement to teacherrecruitment. According to Schlechtyand Vance, about 30% of beginning

Dr. Haipt, 0.S.U., is professor ofeducation at the College of NewRochelle, New Rochelle, New York.

t._

TTRIUMMIN

LassalliePar"f""

444,

Like her Greek prototype, the mentor guides a beginning teacher on thejourney to professional maturity.

teachers leave the professionduring their first two years, another10% to 20% during the next five.1

Thus, approximately 50% of be-ginning teachers leave the profes-sion within seven years. This figureis in stark contrast to the overallteacher turnover rate of 6%. Fur-thermore, studies indicate thatthose who leave the classroom areamong the most academicallytalented teachers.2

To address the problem, teacherinduction )rograms have beenplanned, ,Aloted or established in atleast 31 states throughout thecountry.3 Some focus on theassessment of beginning teachers

with a view to eliminating inc,:mpe-tence; others provide help andopportunities for professionaldevelopment; other programsincorporate both goals.

Mentoring for developmentMentoring is one important

component in an induction processwhich offers assistance to newteachers. The word itself comesfrom Greek mythology. Mentor, awise and loyal friend of Odysseus,guided his son Telemachus on hiswyage to maturity.

Mentors assigned to beginningteachers serve as support persons,giving emotional sustenance as well

16 Momentum/November 1990 19BEST COPY AVAILABLE

1111.ffior

NCEA photo by Roy Both Brow

.tA

as suggestions about effectiveinstruction and classroom manage-ment. Their help, because it issystematic and ongoing differs fromthe ad hoc assistance of thoughtfulcolleagues. Mentors meet with theirmentees regularly to raise ques-tions, talk about problems, provideinformation, and develop skills.

One beginning teacher notedthese helps from her mentor: "I'velearned how to handle myself, tobecome a professional. My mentorset me along that path. She taughtme the chain of command and thychannels of communication in theschool: how to do attendancecards; how to give tests and make

out report cards."Having a mentor reduces the

frustration of beginning teachersstruggling for survival. One menteeobserved: "It was nice to havesomeone to go toa stress re-leaserwithout feeling that I wasbothering her. It was her job.Mentors were my 'answers duringthe first year of teaching."

Regular interaction with ailexperienced and successful teachertempers the shock of classroomreality and mitigates the discourage-ment of idealistic new teachers. Italso establishes the practice ofmutual exchange and sharing on aprofessional level.

Whether in the person of acolleague, building principal, staffdevelopment person or team,mentors assist with the process ofenculturation. They teach by wordand example the roles, expectationsand mores that define the uniquecharacter of a school community.Through mentors, struggling neo-phytes learn the system andacquire a sense of bel..nging.

Lacking a formal mentoringprogram, first-year teachers mayadopt a "trial and error" approach toteaching. This can easily lead tothe development of poor habits andthe abandonment of potentiallyproductive classroom practices.

For example, strategies forcooperative learning are often apart of teachers' preparation. Whendifficulties arise in using theseapproaches with a particular class,new teachers are likely to opt formore traditional, lecture-type meth-ods. A mentor can provide thecoaching necessary for the menteeto teach the more effective learningskills to the students.

In another instance, new teach-ers, in their desire to be liked, oftentry to establish peer relationshipswith students. These teachers soondiscover that this kind of a relation-ship is fraught with problems. Howdo they reverse roles to becomefriendly and concerned adults vis-a-vis the students? Again, mentorscan assist beginning teachers tomodify their behaviors and establishtheir proper authority withoutrecourse to the extremes of authori-tarianism or a laisse-faire attitude.

Sandra J. Odell, the director ofthe Elementary Graduate Intern andTeacher Induction Program at theUniversity of New Mexico, hasresearched the needs of beginningteachers. She found, in relatedstudies, that those who received noassistance as first-year teachersranked their felt needs as: studentdiscipline, motivation, individualdifferences, assessment of students'work, parent-teacher relations,

F.ST COPY AVAILABLE2 )


classroom organization, and secur-ing materials and supplies.

Odell's own work with beginningteachers who did receive systematicassistance yielded a different rankordering of needs: "ideas aboutinstruction, personal and emotionalsupport, advice on resources andmaterials for teaching, informationon school district poixies and

procedures, and ideas for additionaltechniques on classroom manage-ment." 4

Thus, while the unassisted groupneeded help primarily in the disci-pline and management or students,the assisted group sought helpmainly with instruction. Thesefindings led Odell to hypothesizethat structured support during theinitial year of teaching enablesteachers "to focus more on instruc-tional than on disciplinary issues:

Mentor qualities andbenefits

In the Mentor Teacher-Internship(MT-I) program begun in New Yorkstate in 1986, several criteria forchoosing mentors were used.

Mentor teachers were selectedon the basis of "permanent certifi-cation in the same teaching area as

the new teacher to be served, dem-onstrated mastery of pedagogicaland subject matter skills, evidenceof superior teaching abilities andinterpersonal relationship qualities,and a willingness to be a mentor ina local project."5

Local selection committees alsolooked at factors such as mentor/mentee building locations andcompatibility of schedules, prospec-tive mentors' demonstrated qualitiesof leadership and professionalism,ability to suspend judgment, experi-ence with informal rnentoring, andtheir "match" with the new teachers.

This match or rapport betweenmentor and mentee is critical forease of communication and ex-change of sensitive information.Sandra Odell emphasizes the needto establish a trusting, professionalrelationship as soon as possible.Perhaps, initially, the mentor andmentee can meet informally outsideof school hoi

Since mentors are concernedwith developing the mentees'knowledge and teaching skills, morpractitioners recommend that men-tors make only formative evalu-ations. That is, mentors would notbe asked to judge whether the be-ginning teacher be rehired or fired.

Mentoring is not a one-waystreet. Mentors also benefit fromthe relationship. How? They mustexamine their own teaching per-formance, lest they preach wfv.:tthey do not practice. As students ofteaching and learning once again,they need to be able to articulatetheir vision of what constituteseffective teaching and to modelspecific behaviors that lead tostudent achievement.

"For me," commented onementor teacher, "mentoring is astep oui of the classroom. It givesme a chance to see other classes,other types of students, to workwith other teachers. Sometimes,when the mentee needs help, I doresearch with her and we learntogether. Mentoring also is an

opportunity for me to share what issuccessful for me. When an idea ishelpful, it makes me feel good."

A recent study reveals that theseare benefits perceived by manymentors.7 Moreover, the value thatthe beginning teachers place on thehelp they received made thementors feel rewarded as contribut-ing members of the teachingprofession.

Beyond mentoringAlthough mentoring programs

provide a value-added experiencefor teachers during th- inductionperiod, they do not claim to solvethe retention problem. Other factorsstrongly influence continuation inthe teaching profession.

Schlechty and Vance discussfour features of schools likely todiscourage academically proficientteachers. Two are clearly related tothe mentoring process:

the tendency of schools tomilitate against shared deci-sion making and problem-centered, analytical discussionamong adultsthe tendency for the informalculture of schools, whichreflects an ethos of nurturanceand growth, to be dominatedby a management structurethat is punishment-centeredand bureaucratic5

Through dialogue betweenmentors and mentees, manyproblems encountered by beginningteachers are analyzed and dis-cussed in a spirit of collegiality.Both work to identify and plan moreeffective ways of presenting subjectmatter and of engaging students intheir own learning. The experienceand expertiE, of master teachersare blended with the energy,idealism and enthusiasm of thebeginner. Together, they practice amode of professional discourse.

Furthermore, mentoring endorsesa developmental concept of teachereducation. Rather than leave the


Sister Maria Ann Yeck, R.S.M.Director of Curriculum andInstructionArchdiocese of St. Louis, Missouri

one that is accomplished with thehelp of other teaching professionals.

Notes1. P. Schlechty and V. Vance. "Recruitment,Selection and Retention: The Shape of theTeaching Force," Elementary School Journal,vol. 83, 1983, pp. 469-487.

2. P. Schlechty and V. Vance, "Do Academi-cally Able Teachers Leave Education? TheNorth Carolina Case," Phi Delta Kappan, vol.63, 1981, pp. 106-112.

3. L. Huling-Austin, "Beginning TeachingAssistance Programs: An Overview."

ROM THE FIELD

Publisher provides inservice boonCatholic school teachers in theArchdiocese of St. Louis havea new friend in the publishing

business. Macmillan/McGraw-HillSchool Division has established aTeacher Resource Center in thecity of St. Louis, the result of anagreement with the St. Louis publicschools to provide ongoing in-service following their adoption ofthe McGraw-Hill English program.

The company then chose toopen the center doors to all teach-ers In the area, whether in public,private or Catholic schools.

The center is located at HarrisStowe State College in the heart ofSt. Louis, with easy access tomajor streets and highways.

Specifically, the Teacher Re-source Center provides as many asfour major conferences annually,featuring professional speakers; in-service; one-on-one consultation; aresource room in which teacherscan investigate current materials;and assistance to students andteachers at the slte college.

The center provides numerous,two-hour, afternoon, early eveningand Saturday morning seminars ontopics such as evaluating students'writing, using big books in theclassroom, and cooperative learningin language arts. Many are of themake-and-take variety, a favoritewith teachers eager to provideimmediate rewards for their stu-dents.

"We want to give teachers good,

solid, classroom advice," sayscenter director Richard B.Buchanan. "We assist teachers inany way we can." Information andguidance are offered on lessonstructure, time management, in-structional methods, resourceavailability and other teacher needs.

Another plus for teacher visitorsis the availability of curricular andmanagement software and audio-tapes for preview, as well ascomputers, VCRs, tape-recorders,and other audio-visuals.

Collette Walsh, assistant principiand teacher at St. Gabriel School InSt. Louis, believes that "the highquality video programs availablefrom the center are excellentprofessional development materialsfor faculty." St. GebrIel's plans toborrow videos from the center forfaculty meetings and other In-service opportunities. Teachers, too,may borrow videos or view them atthe center.

Teachers from St. JeromeSchool in North St. Louis Countywere delighted to team that thecenters facilities had been ex-tended to all schools. One teacherexplained that he need only °pickup a phone and dial for information,suggestions and resources. What aboon for all of us." His colleaguesconcurred, noting that this was amuch needed service to the St.Louis area teaching community.

Students and teachers from theeducation department at Harris

inexperienced to the mercy ofchance, it provides a built-in systemof nurturance and growth thatsupports teachers through thestages ot career development toprofessional maturity. It continueswithout interruption the developmen-tal processes begun in the collegeclassroom, early field experiencesand student teaching.

The effective mentoring programconveys the message that learningto teach well is a life-long process,

Stowe State College also benefitfrom the center. They are encour-aged to browse and to ask adviceof the center staff on projects forspecific education classes. Theprofessors have taken students tothe center when studying the layoutof textbooks, scope and sequence,and instructional methods.

The Catholic schools in the St.Louis area are fortunate to be apart of this new commitment by onepublishing company, and the modelhas worked well in this highlypopulated area. Macmillan/McGraw-Hill has developed other efforts inCleveland, Detroit, Indianapolis andFargo to service their customers.

°Not all programs are built on theSt. Louis model because needs aredifferent in different areas," stressedMatthew J. Thibeau, director ofnational Catholic marketing forMacmillan/McGraw-Hilt

The companys goal is to providelocal districts with the supportservices and in-servioe opportunitiesneeded In order to successfully usetheir products. Hopefully, We effortwill expand to other areas of thecountry and be enhanced by theentrance of other publishing compa-nies into similar semices.0

Assisting the Beginning Teacher, L. Huling-Austin et al., eds., Reston, VA, Associationof Teacher Educators, 1989, p. 6.

4. S. Odell, "Developing Support Programsfor Beginning Teachers," Assisting theBeginning Teacher, op. cit., p. 22.

5. G.M. Mager, "New Teacher InductionThrough Mentoring," IMPACT on InstructionalImprovement, vol. 22, 1989, p. 16.

6. S. Odell, op. cit., pp. 30-31

7. G. M. Mager, op. cit., p. 19.

8. Schlechty and Vance, 1983, op. cit.,p. 478.J

Momentum/November 1990f)

BEST COPY AVAILABLr

19

Theteacher

as criticalthinker

Teachers need new perceptionsand techniques. Only principals

can create the conditions fortheir acquisition.

oday's children willinherit a rapidlychanging world. Toeducate children forthat world, learning

must be redefined and the goal ofeducation reconceptualized as"aptitude development." This meansthat schools must focus on devel-oping the innate human capacity tothink, learn, reason and problemsolve.

To achieve this goal, teachers'perceptions of learning, achieve-ment and intelligence must be re-structured. In addition, a schoolclimate must be created to fostersuch aptitude development.

Principals will play a critical rolein creating this climate and empow-ering teachers to help their studentsto learn to think, while thinking tolearn.

Recent research in the areas oflearning, motivation and intelligencesuggests that the three are intri-

Jean M. Barton

cately interwoven. How parents andteachers interact with children, forexample, influences their percep-tions about their ability which, inturn, affects their motivation forlearning.

Furthermore, contrary to commonbelief, intelligence is neither staticnor unitary.' Intelligence changesover time; it increases or decreasesdepending upon the experiences aperson has, her/his attitude towardthese experiences, and the effortexpended.

Rather than being a single entitythat an individual has in greater orlesser amounts, intelligence cor-sists of several different kinds ofabilities. Perkins suggests thatintelligence has three components:poryer (genetic-oased "innate ability),content (acquired knowledge in asubject), and tactics (strategies forlearning and problem solving).

Creativity also has threecomponents: potency (genetic

20 Momentum/November 199075-74,

ability), patterns (ability to perceiveabstract levels of similarity despiteapparent superficial differences),and disposition (an intense desire to"find out," to seek answers, evendespite great personal sacrifices).2

Gardner, in a parallel thrust,proposes the existence of a numberof relatively separate "kinds ofintelligences," with individualsdiffering in the specific profile of in-telligences they exhibit. He arguesthat both traditional intelligencetests and traditional instructionalpractices stress only two forms ofintelligenceslinguistic and logical-

Dr. Barton is the coordinator of fieldplacements in the department ofeducation at The Catholic Universityof America, and a school psycholo-gist with three Catholic schools inthe Archdiocese of Washington,D.C.

The research in-sSociety's demands to expand

view of the explosion ofthe school curriculum in

knowledge gives educatorspause.

In educating youth for the 21stcentury, are we fully utilizing theeducational research and theorynow available?

For example, research Indi-cates that the human brain, whichis action-oriented, functions bestwith lots of input; builds its ownpatterns through experiences andconclusions; functions morerandomly than sequentially; andfunctions best in the absence ofthreat.

Educators could use moreknowledge of how the brainworks and how learning occurs inorder to improve the students'learning outcomes.

I would appreciate an educa-tion in-seivice to assist me in de-veloping learning outcomes basedon how learning occurs in thebrain. The in-service wouldinclude discussion on questions

ervicesuch as:

What should the studentslearn? (What should they beable to do that they pres-ently arentable to do?)What patterns .of responseare significant for,students

r In building,the identified out-comes? .

Using the knowledge, of howlearning occurs and whichlearning outcomes are im-portant, which activities,strategies, experiences andassessmenta are most; likelyto produce observablejearn-ingin our itudenti?

.This iype din-Wilco, would

lead to teaching/learning which ismore adaptive and attuned toindividual needs, more focused,and more sucrossful jar _ourstudents.0

Lorene GnaedingerSpecial Education TeacherVogelweid Learning CenterJefferson City, Missouri

mathematicalthus grossly u:Ider-estimating and underdeveloping therange of human capacities.'

This research has several im-portant educational implica-tions. Although it recognizesa genetic-based aspect of

learning, thinking, creativity andproblem solving, it also suggeststhat, in part, these abilities arelearned and/or developed throughvarious experiences. Perkins'components seem particularlydependent upon the kinds ofinteractions an individual has with asupportive or nonsupportive envi-ronment.

Motivation also is seen as anintegral part of learning, intelligenceand creativity. Thus, developing anattitude of individual responsibilityfor and control over ability isessential for developing aptituda.

Finally, Gardner's concept of abroad range of abilities within eachindividual suggests that teachersmust provide environments whereeach child can learn to capitalizeon strengths while compensating forweaknesses. Teachers must findways to adapt curriculum andinstruction to the children to beserved and help them learn strate-gies for adapting to various learningenvironments.

Achievement, then, dependsupon finding the ultimate fit ofpersons and instructional experi-ences. Neither teachers nor stu-dents are ever regarded as failures.Rather, if children are not succeed-ing, both must cooperatively reflectupon possible causes of the diffi-culty from the perspectives of thestudent, the teacher, context andcontent. They can then generatealternative strategies to find a better

instructional match.Taken together, this research

sees children as active constructorsof their own minds. Educators havethe exciting challenge and theawesome responsibility of helpingthem.

The kind of climate thatfosters such aptitude devel-opment is totally compatiblewith a Catholic philosophy

of education.Schools permeated with such a

climate or philosophy recognize theuniqueness of each child andendeavor to adapt instruction sothat each can develop his/herindividual gifts. They try to helpchildren to work cooperatively, torecognize and appreciate their ownand others' special abilities asequally important contributions tothe whole group. They expectchildren to assume responsibility fortheir own learning and behavior,and to succeed.

In these schools, hard work andpersistence are lauded and mod-eled; habits of practice and commit-ment are developed. The goal Is tohelp children to see themselvesand others as lovable, capable andresponsible for their own success.Thus, many of the key pieces foran aptitude development environ-ment are already in place in manyCatholic schools.

Nevertheless, many teachers willneed help in restructuring theirplanning, instructional methods andinteractions with students. If stu-dents are to learn to think, teachersmust spend less time telling andexpecting bits of information to beretrieved on tests. They must moreactively involve students in learningwith understanding, in "seeing thebig picture," in finding the importantpatterns and relationships in adiscipiine.

By using questioning, discussion,Socratic dialogue and real-world,problem-solving experiences thatchallenge students' prior

4 Momentum/November 1990 21

(mis)conceptions, teachers stimulatethinking and learning with under-standing.

Teachers must also model theirown thinking strategies and askstudents to provide alternativemodels. Opportunities mat beprovided for students to learn tolisten to and ask questio 1 of oneanother, to build on othe. ideas,to probe issues, to find problems,to reflect on assumptions, tochallenge logic, to evaluate theirown and others' thinking. Theymust learn to give reasons for theirpositions and to cite evidence and!acts to support their opinions.

These kinds of activities can onlysucceed in a psychologically safeenvironment which emphasizes taskengagement, not perfect perform-

1( 11

)c't Ica I f

ance.4 Multiple perspectives on aproblem or issue must be encour-aged. Errors must be viewed as anatural part of the learning processwhich, if carefully and objectivelyexamined, provide important piecesof information on how to improveperformance. Success must bedefined as learning something new,doing a little better than before,attempting a challengenot out-performing others.

Teacher ane leer feedbackshould be in the form of specificinformation about how to improve,not global evaluative comments.Students must feel comfortable andconfident enough to take the risksand to tolerate the frustration thatcreative problem solving and criticalthinking entail. They can thenbecome aware of their own think-ing, reflect upon it, evaluate it.

invest effort in it and, ultimately,control it.

Students are not taught to think;it's their natural endowment. How-ever, teachers can improve thinkingby changing attitudes and byproviding a systematic, organizedapproach and practice within a sup-portive environment where thedignity and uniqueness of each isappreciated.

INhat does this have to dowith teacher education?For education as apti-tude development to

occur, teachers who are activelyengaged in leadership, criticalthinking and creative problemsolving are essential.

Teachers cannot model whatthey have no experience doing.Teachers cannot be expected toprovide for their students what theydo not experience themselves.

Principals, then, must see theirjob as developing their teachers'inherent abilities to think critically,to solve problems creatively, and todecide effectively.

This means a commitment to thecontinuing, professional develop-ment of faculty and an extercion ofleadership roles to teachers. Justas teachers must try to developstudents' special gifts, so principalsmust look for and develop thespecial gifts of each of their teach-ers. Teachers should be helped toappreciate their own and eachothers' contributions as a teamworking towards a common goal.

Principals must also developcollegiality with and among thefaculty. Group problem solvingshould be encouraged. Decisionmaking and supervisory functionscan be shared. Experienced teach-ers who think reflectively andanalyze problems critically shouldact as mentors for novice teachers.

The "brightest and best" may berecruited and trained to be reflec-tive teachers, but unless the leader-ship structure of the school includes

teachers, the "thinkers" will leavethe classroom. Opportunities tobring their expertise and judgmentto bear must be created andinitiative must be rewarded ifleaders and innovative thinkers areto remain in education. Teacherswho are satisfied to "prosper" in thesystem by obeying top-downcommunications unquestioninglycannot teach students to thinkcritically or solve problems crea-tively.

Thus, principals play a key rolein empowering teachers to meet thechallenge of developing children'sminds.

Is a goal of reorienting teachersto view education as aptitudedevelopment realistic for Catholicschools? If Catholic educatorsbelieve that each child is a "uniqueand unrepeatable gift of God," ifthey believe education is theprocess of developing eachindividual's talents, and if theunique ability of human beings is tothink and reason, it must be thegoal.

Catholic schools committed to"teach as Jesus did" already havein place a philosophy supportive ofaptitude development. Recentresearch provides the specifictechniques with which teachers canmove from theory to practice.

It rerr.ains for the principal toactualize his/her critical role inenabling teachers to educatechildren as the inheritors of achanging world.

Notes1. A. Sternberg, Beyond 1.0.. A TnarchicTheory of Intelligence, New York. CambridgeUniversity Press. 1986.

2. D. Perkins. "Thinking Frames.- Educa-tional Leadership, May 1986, vol. 43, no. 8.pp. 4-10.

3. H. Gardner and Hatch, "Multiple Intelli-gences Go to School." Educational Re-searcher, vol. 18. no. 8, 1989. pp. 4-10.

4. R. Ames and C. Ames. Motivation inEducation, New York, Academic Press.1989.j


25

FROM THE FIELD

Iwould like to share an encounterI had with a student severalyears ago while substituting in

an inner-city Catholic school.I still remember my greeting to

the seventh-grade class that par-ticular Tuesday: °Well, here I amyour natural enemy, the teacher."They all laughed and I was sure itwould be a rewarding day.

During English class, I asked thestudents to write paragraphs onhow they felt they had grownspiritually and emotionally since thesixth grade.

One girl, who had just started atour school in September, made noattempt to write anything. Herexcuse was that she had not beenhere in the sixth grade. My replywas that she should have grown,regardless of the school sheattended. After giving her everyopportunity to explain, and findingnone of her reasons adequate, Itold her to put her name on thepaper and hand it in.

With all the anger a 13-year-oldcould hold, she threw the paperacross my desk and whispered,"Prejudiced!" I closed my eyes, re-minding myself to be calm. Don't lether know how she hau upset you.Speak low, or better yet, don'tspeak at aill

"Rena." She looked up from herdesk, but didn't answer. Again Ipaged her, "Rena, I would like tospeak to you, please."

Her reply: "I'll be late for my nextclass."

*That's all right. I'll speak toSister; she will excuse you." Still noreply. I never remember feeling sodefeated as when Rena rose andlett the room.

When Rena came to class thenext day, she didn't look up. I knewit was going to be difficult to start aconversation. Rena wasn't gdng toallow me in her life; she didn't wantto share her problems.

She took no part In class discus-sion, she never smiled or showedany signs of being impressedby-

Defeatedanyone or anything. It wasn't untilthe end of class that I approachedher, asking her to please see meafter school. She looked up andyelled, *Why? I didn't do anything.Why should I stay? You have noright to keep me after school."

NI just want to talk to you.""Well, I don't want to talk to

you."

"I feel we must talk. Pleasestay."

"NorI could no longer request. I had

to demand she stayor lose therespect of the other students."Rena,' I said, *Stay. That Is it. Wewill discuss it further after school."

When 2:30 came, I stepped intothe hall to help keep order. Renamoved right by me in her classline. She had no intention ofcoming to see me. If Sister John,our principal, had not come aroundthe corner, Rena would haveignored my order. She looked up atme, then glanced at Sister John.With a forced smile to Sister John,Rena passed in front of me to theclassroom.

So there we were, face to face.I groped for words. I felt stupid. I

wanted to apologize, but hadnothing to apologize for. Renaenjoyed my discomfort. Finally, shesnapped, "Well, what do you want?"

Suddenly, I was babbling! I wenton and on without a pause. "Iwould like to be your friend. Asyour teacher, I realize the mostimportant lesson I can give you is abetter understanding of the peoplearound you. Why are you so bitter?Why don't you like me? How can Ihelp you get along with others if

you won't let me?""I don't need any help, I get

along fine."'But you seem so unhappy."°That's the way it is."'You know, there are many

beautiful and wonderful things inthe world. Look for them. Don'tclose your eyes to the better thingsin life.'

''Your world is beautiful, surelYou're a teacher."

"You can be a teacher.""Hal""Oh, come on, you and I both

know there are plenty of blackteachers. Why not you?"

'You have to know the rightpeople. I don't.'

'You can't believe that.""Oh, no? Is that all you wanted

to say to mer"Nol you'ro not ready to

listen."111 never be readyrI believed that. Did I ever

believe It! But why? I had alwaysfelt so sure of myself with thestudents. I loved kidsl I alwaysmanaged to get through to them, trtunderstand them. Now I had noanswer.

Rena started to leave. I had tosay it. "You called me prejudiced.Thinkl Did I treat you differentlythan any other student? No, butyou looked at me, saw my whiteskin and automatically rejected me.What does prejudice mean? Whichone of us should wear that label?"

There I sata teacher--but Ihad solved nothing. Lacking theright skills and strategies, I had losta chance to help my student.

Both Rena and I needed profes-sional guldance. I wondered then,and do still: Are sensitivity work-shops for teachers in a changingcommunity the answer?C3

Caroline Chiapparelli GramilCoordinator of Computer and GiftedPmgramsOur Lady of FatimaBaltimore, Maryland

!EST COPY AVAILABLE 6Momentum/November 1990 23

Setting newstandards

A proposed, voluntary teacher certificationsystem aims at improving teacherpreparation, evaluation and status.

n ambitiousattempt tostrengthen theteaching profes-sion is now

underway that could have importantconsequences for Catholic schoolsand school teachers. NationalBoard Certification is a system ofadvanced, voluntary certification ofaccomplished practice now beingdeveloped by the National Boardfor Professional Teaching Standards(NBPTS), headquartered in Detroit.

One consequence of this newcertification process will be theacknowledgement of the dailyachievements of accomplished

Mr. Reimann taught English inpublic and private high schools fornine years; he is now a free-lancewriter living in Arlington, Virginia.

Christopher B. Reimann

I

I

_

private school teachers, giving themthe same recognition their publicschool colleagues receive.

National Board Certification willalso provide younger or lessexperienced private school teacherswith a reliable, practical blueprintfor professional development. Itcould even give private and Catho-lic schools a new and powerfulmarketing tool in these times ofstagnating student enrollment.

According to James A. Kelly,president of the organization,National Board Certification willoffer teachers everywhere a meansof measuring their performanceagainst education's first peer-established standards. More impor-tant, Kelly believes, such a certifica-tion system will have profound,systemic and cumulative effects onhow schools are organized forinstruction, how candidates are


'EST COPY AVAILABLE

andateFe

11.0114.")

ettilv

Ar 1.:% r'I.

prepared for careers in education,how teachers are evaluated, andhow they are valued by our society.All this, contends Kelly, adds up toimproved student learning.

Of the many studies and reportson America's education crisis tocome out of the 1980s, two standout as landmarks. The first wasA Nation at Risk, the 1983 reportprepared by the President's Na-tional Commission on Excellence inEducation. It detailed the magnitudeof the problems facing America'sSchools, stating its conclusions withoone-chilling clarity: "If an unfriendlyforeign power had attempted toimpose on America the mediocreeducational performance that existstoday, we might well have viewed itas an act of war."1

Three years later, the TaskForce on Teaching as a Professionot the Carnegie Forum on Educa-tion and the Economy published itsreport, A Nation Prepared: Teach-ers for the 21st Century. If ANation at Risk framed the prob-lems, A Nation Prepared proposeda solution.

It identified a reinvigorated,restructured teaching profession asessential to the social, political andeconomic success of this country.In the opinion ot the task force:

"Though many people have vitalroles to play, only the teacher canfinally accomplish the agenda wehave laid out."2

Its leading recommendation wasthe creation of a nonprofit, non-governmental "National Board forProfessional Teaching Standards."3One year later, the NBPTS wasborn. 4

According to former NorthCarolina Governor James B. Hunt,Jr., a member of the Carnegie TaskForce and chair of the NBPTS, theneed for such an undertaking isboth obvious and urgent: "Becauseteaching is at the heart of educa--tion, the single most importantaction the nation can take is tostrengthen the teaching profession."

The mission of the NationalBoard for ProfessionalTeaching Standards is toimprove student learning by

improving the quality of instruction.To achieve this goal, NBPTS hasadopted a three-part strategy:

to set high and rigorous stand-ards for what teachers shouldknow and be able to doto certify teachers who meetthose star.jardsto advance related educationand policy reforms that willenhance the impact of Na-tional Board Certification

Each ot these goals represents amajor advance in school reform inAmerica. The tumult of reform thathas swept the education communityfor more thar a decade hasbrought changes: states are begin-ning to rewrite not only their stu-dent graduation requirements butalso their procedures for licensingteachers; the business sector isinvolving its money and talent asnever before; and schools of edu-cation are debating the best way torevise their teacher training curric-ula and requirements.

Still, this whirlwind of change has

a curious emptiness at its center:All of these players work in aprofession without either explicitstandards of accomplished practiceor valid assessment procedureswith which to measure them.

Of course, the needs of teachingas a profession are not the centralissue of education reform; theneeds of this and future genera-tions of students in a rapidly

pcifol ono hr110' I I.

changing world are. Nevertheless,identifying the qualities which makefor accomplished teaching, and ac-knowledging the teachers who haveobtained them, would seem to beintegral steps toward improvedstudent learning. This is the chaigeNBPTS has set for itself.

How does a small, start-up or-ganization like the Board (its twooffices in Detroit and Washington,D.C., together engage fewer than25 staff members) hope to maneu-ver through the political and ideo-logical shoals that have scuttled somany other reform efforts before it?

The answer begins with its boardof direc".ors. Sixty-three Americansof accomplishment comprise itsmembership; more than half ofthem are outstanding teachers"regularly engaged in classroominstruction," as required by theorganization's bylaws.

Most are public school teachers,but some, such as Susan Lloyd, a

..;LST COPY AVAILABLEs Momentum/November 1990 25

history and music teacher atPhillips Academy, represent theindependent sector. Professionalintegrity demands that teachersthemselve,1 set their own stan-dards; more than that, experiencehas proven that lop-down" reformis doomed to failure.

But teachers are not the onlyprofessionals involved in education.That is why state and local admin-istrators, school board members,governors, corporate leaders andrepresentatives from higher educa-tion are also members of theboard of directors. The boardincludes leaders of both nationalpublic school teachers unions, twopast presidents of the NationalSchool Boards Association, andthe leaders of many other educa-tion organizations.

The directors include govern-ment officials such as Iowa Gover-nor Terry Branstad (chair of theNational Governor.3 Association),Oregon House Speaker Vera Katz,and influential members of thebusiness community (such asXerox chairman and CEO DavidKearns and Du Pont's financecommittee chairman Richard Heck-ert). Clearly, this is an organizationas rooted in political reality as it islofty in its ideals.

At the heart of NationalBoard Certification andother NBPTS activities isits policy statement "What

Teachers Should Know and BeAble to Do." Five core propositionsare the bedrock upon which thissystem of advancod standards willrest:

Teachers are committed tostudents and their learning.Teachers know the subjectsthey teach, and how to teachthose subjects tc students.Teachers are responsible formanaging and monitoringstudent learning.Teachers think systematicallyabout their practices and learn

A Catholic educatorcomments au the NBPTSJoseph F. Rogus

CMeal to the mission of theNational Board for Profes-sional Teaching Standards

(NBPTS), established in 1987, isthe creation of a national systemof certification. The Board definescertification as a process for con-ferring distinction on those experi-enced teachers who meet themost exacting standards of pro-fessional practice. The projectedprocess is voluntary and it is tobe controlled by members of theteaching profession.

The Board proposes a set ofstandards that operationally defineexcellence in teaching. Thesestandards, which constititute theheart of the certification process,are a response to the question ofwhat excellent teachers shouldknow and be able to do. Thestandards are framed as a seriesof propositions that encompassthe professional teachers' commit-ments to students as learners, totheir discipline, to the provision ofquality instruction, to reflection onpractice, and to working collabo-ratively within the school commu-nity.

Next steps projected by theBoard involve the development ofassessment mechanisms keyed tothe standards, and the implemen-tation of steps to advance educa-tion policy and reform as essen-tial to improving the quality ofteaching and learning inAmerica's schools.

In the brief period of two years

the Board has initiated an exciting,highly promising process. In hisarticle, Mr. Relmann effectivelycaptures this excitement. In fact, hegets so enthusiastic that he over-states the impact of initial steps tocreate a certification process, aswell as the lonn-term promise ofthe Board's effurts.

After noting, for example, thatthe Board has adopted a strategythat includes setting high andrigorous standards and certifyingteachers who meet those stand-ards, he observes: *Each of thesegoals represents a major advancein school reform in America.'

Not so. Similar efforts have takenplace over several decades inmany quarters, including statedepartments of education, collegesof education and professionalassociations such as the AmericanAssociation of Colleges of TeacherEducation. . :

At another point the authorobserves that, once the standardsare in place, 'for the first time,teachers will have professionalgoals that directly pertain to ad-vanced practice.*

Again, not so. In school districtsand dioceses across the country forseveral years, teachers have beeninvolved in professional growthplanning that relates to advancedteaching practice.

These overstatements do notdetract from the significance of theBoard's efforts. Certification, onceachieved, will be an important step

from experience.Teachers are members oflearning communities.

Using these general principlesand the supporting statements thatelaborate upon them, select com-mittees appointed by the NBPTSwill develop standards in more than30 certificate fields, identified bysubject area and student develop-mental (as opposed to grade) level.

Thus, National Board Certificationwill attest that a teacher is highlyskilled in teaching a specific subject(or subjects) at a particular level.

The first three levels/fieldstargeted for certification by theNBPTS are early adolescence/English-language arts; adolescenceand young adulthood/mathematics;and early adolescence/generalist.The members of the standardscommittees for these certificates


forward for the profession. Muchwork remains to be done, how-ever, and ft is important totemper enthusiasm for efforts todate with an awareness'of thecomplexity of the tasks ahead.

The most demanding taskconfronting the NBPTS relates tothe process of developing practi-cal, economical mechanisms forassessing teacher performanceon the standards identified.Assessing performance on astandard relative to the proposi-tion that 'teachers know thesubjects they teach and how toteach those subjects to students,'with all the nuances associatedwith these behaviors, is a chal-lenge of the highest order.

The Board is assertively pursu-ing this challenge and, if it suc-ceeds in developing effectiveevaluation approaches, it willhave made a lasting contributionto the profession.

In summary, Mr. Reimann hasaccurately portrayed the importantwork of the National Board forProfessional Teaching Standards.That work is promising, it hasalready stimulated significantinquiry and reflection, and itdeserves the support of the totalprofessional community.C.1

Dr. Rogus is professor of educa-tion, office of graduate studiesand research, The University ofDayton, Ohio.

were recently announced; the mathcommittee includes Mary Jo Aiken,chair of the mathematics depart-ment at Benilde-St. Margaret's HighSchool in St. Louis Park, Minne-sota.

As in the composition of theboard of directors, the majority ofthe committee members are distin-guished classroom teachF rs, nomi-nated to serve by subject/disciplineand other professional organizations

nationwide. No NBPTS boardmembers may serve on the stand-ards committees. Each committeewill recommend a set of standardsto the board, which has th finalauthority to adopt it.

Settig the standards will be animportant contribution in itself tobetter teaching. For the first time,teachers will have professionalgoals that directly pertain to ad-vanced practice. Still, the establish-ment of high and rigorous stand-ards is simply the first phase in thecreation of this national system ofadvanced, voluntary certification.

As the standards are being set,the NBPTS must also devise a wayto determine how they will bemeasured. "The assessment tech-nology necessary to measure notaptitude but actual teaching per-formance simply does not exist atthis time," says Joan Baratz-Snowden, NBPTS vice president for..ssessment and research.

Jim Kelly agrees: "Our assess-ment process must mirror actualteaching practice, in all its complex-ity and contexts."

In other words, creating this newsystem to acknowledge accom-plished practice means the NBPTSmust write whole new chapters inthe textbooks of assessment tech-nology. "Don't think SAT, NIE orstate licensing exam," admonishesKelly. Nor should National BoardCertification be confused withroutine classroom observations ofteachers.

Instead, NBPTS has embarkedon a $50 million research anddevelopment program to create aset of multifaceted, fiexible methodsof measuring actual %achingperformance.

As a first step, the Board hasbegun to issue Requests for Pro-posals (RFPs) to the education,higher education and assessmentdevelopment communities for thecreation of Assessment Develop-ment Laboratories (ADLs). Thisopen and competitive bidding

process allows NBPTS to tap theresources and talents of research-ers across the country in designingthese groundbreaking assessments.

Examples of the kinds of innova-tions the Board expects from itsADLs include examining the use ofvideotape, video-disc and computersimulation, as well as new genera-tions of semi-structured interviews,teacher portfolios and, possibly, theuse of student work.

Just as important as what ateacher does, in the Board's opin-ion, is why he or she does it. Thisemphasis on the rational behind aparticular decision made by anexperienced teacher will distinguishthis new assessment process fromcurrent standardized tests. So whilethis crucial phase of developmenttoward National Board Certificationis still in its infancythe biddingperiod for the first RFP closed inmid-JuneBaratz-Snowden will-hake one promise unequivocally:

can't get Board-certified if allyou bring to the assessmentprocess is a #2 pencil."

Besides the exact nature ofthe assessment process(NBPTS plans to beginassessing its first group of

candidates in 1993), several otherissues surrounding National BoardCertification remain unresolved.These include: where the assess-ments will take place, how teacherscan prepare for them, how longcertification will be valid, confidenti-ality, revocation and appealsprocesses, and cost.

The Board is committed toopening the certification process toevery interested teacher. A contro-versial example of this commitmentis the NBPTS decision not to makestate licensure or graduation from aschool of education a prerequisitefor National Board Certification, inpart because this could excludeaccomplished private or Catholicschool teachers who would other-wise qualify.

??E'1. COPY AVAILABLE Momenturh/November 1990 27

Part of the deliberation processused to resolve these importantissues includes the NBPTS programof state and regional forums. These"conversations" with teachers,administrators, members of the

higher education community andother interested parties typify theopenness that is the hallmark of theBoard's work to date.

In its initial phase of policydevelopment, NBPTS circulated

Meet one of the richest menin the worldBrother Hal Knudsen, 0.H."When I decided to consider religious life, I looked at a number of communities

around the country. The Brothers live by a unique vow of hospitalityit'ssomething you sense the moment you walk through their door.

I've always been active, and this life-

style keeps me very busy. As a Brother of

St. John of God. I am able to continue

my education and work with young peoplewith mental disabilities. It's a wonderful

feeling to help a special child accomplish

something new."

THE HOcPITALLER ORDER

oF

ST. JOHN OF GOD

A community of brothers

sharing love, hope, and

respect with those who

newt tt most

For information contact:Brother Luis Padierne, OftBrothers of St. John of God532 Delsea DriveWestville Grove, NJ 03093


drafts of its policy statementsthroughout the educational commu-nity for comment. Now, as theBoard shifts from policy to programdevelopment, with an eye towardimplementation, the forums givemore and more educators theopportunity to hear about andrespond to NBPTS activities.

This unique outreach programbegan with the first annual NBPTSNational Forum, held in July 1989,in Chicago. Since then, the Boardhas held six more forums, includingits second National Forum inDenver this past June. Anotherseven are scheduled before theend of 1990. The coming year willsee the NBPTS launch a majorcommunications effort aimeddirectly at the more than 2 millionpublic and private school teacherswho will be eligible to stand forNational Board Certification when itbecomes available.

In the end, says Jim Kelly,"National Board Certification willmean the same thing to privateschool teachers that it does to theirpublic school counterparts: betterteaching experiences, better studentoutcomes and enhanced recogni-tion, both within the educationcommunity and throughout society."

A worthy end, indeed.

Notes1. A Nation at Risk: The Imperative forEducational Reform, The National Commis-sion on Excellence in Education. April 1983,P. 5.2. A Nation Prepared: Teachers for the 21stCentury, the report of the Task Force onTeaching as a Profession of the CarnegieForum on Education and the Economy.1986, p. 26

3. Ibid., p. 3.

4. A summary of Toward High and RigorousStandards for the Teaching Profession: InitialPolicies and Perspectives of the NationalBoard for Professional Teaching Standardsis available free of charge: the complete textcan be had for $7. Write to: National Boardfor Professional Teaching Standards. 333West Fort Street. Suite 2070-M, Detroit. MI48226.J

BEST COPY AVAILABLE

"I love her! Why should we wait to have sex?"

"Having a baby will force me out of school. Why not abortion?"

"Maybe someday we will get married, but if we live together now,won't we know if we are right for each other?"

These are the questions today's youth are asking. What are the answers?

The United States Catholic Conference has released new marriage and sexualitymaterials designed for youth and young adults.

The Sexual ChallengeGrowing Up Christian exploresthe issues surrounding cohabita-tion and sex before marriage.Recognizing the impact of peerpressure, it offers testimony fromyouth, who tell their stories of thedecisions they have maderegarding sex and the effects ofthose decisions. It considers suchquestions as: Are there reasons towait for sex, and, if so, what arethey? Ideal for high schoolstudents, this booklet will also beof interest to those in junior high.Pub. No. 364-7, 16 pp.,S.95, bulk 25/S19.95

Making Making Marriage WorkMarriage

Workis part of our new The MARRIAGEIS A SACRAMENT Series andexamines the many challengingsituations couples experience in theirmarried lives, including abortion,sterilization, infertility, divorce andremarriage, and annulment proce-dures. It presents information aboutsupporti rrograms and structuresavailable i'or the engaged andmarried.Pub. No. 355-8, 48 pp., $2.95

Parenthoodlooks at having childrenand the concerns thatconfront many of today'scouples. It examines boththe beauty and burdens ofparenthood and considersfactors involved in makingresponsible decisionsregarding childbearingand children.Pub. No. 352-3, 48 pp., $2.95

".5'41" ibl:k7e

, . deiiped animaliddreiees the many issues they will

'fa tiesity4seds.,v,tfit. 3514 76 PO, 33.1115.., :

*stir Weak* tetitiSiy is valuableiesosice.,6*.the onuplifind contains a MI list oisuüàtrd iiiiiloielettrotis and copyrigh needs.

app., $235

ipirltGretfr explores the spirituality

46 Pp., UM

liallable in this series:

To order your copies or for more information call or write to Marie Adler:

=sTATES,

1111,-'111V-CrFERFACF:

Publishing ServicesUnited States Catholic Conference3211 Fourth Street. N.E., Washington, DC 20017

TOLL .17REE: 1-800-235-8722. In Maryland and D.C. 301-209-9020

BEST COPY AVAILABLE 72

THE MULTICULTURa

...1111.-1116.

1111110111%44

001

Themulti-culturalchallengeIt is time forCatholic schools anddepartments ofeducation to take aleadership role inmeeting tne demandfor minority teachers.

Mary SarahFasenmyer


eacher educationprograms nation-wide, until recentlyan endangeredspecies, now appear

to have a renewed vigor. Facultiesare eager to be about the businessof educating the future teachers ofAmerica. None too soon. Thedemand for able, well-prepared,compassionate teachers is giand a massive shortage of teachersmay be imminent by the year2000.1

The urgency of recruiting andeducating minority teachers loomsparticularly large. Greer and Huckproject that during the 1990s

Sister Mary Sarah is director of theoffice of minority education, MountSt. Mary's College, Los Angeles,California.

BEST COPY AVAILABLE

:

minority teachers will steadilydecline to 5% of the nation'steaching force. At the same time,the school minority population isexpected to increase to a point thatconstitutes ainajority of students insome ?t,:

?".; compounded bythe neo 41ine in minorityenrollment higher education andin the rates of degree completion.A number or critical reports on thissubject have been issued, noneclearer than the 1988 study of theAmerican Council on Education. Itstates, on good evidence, that*America is moving backwardnotforwardin its efforts to achievethe full participation of minoritycitizens in tbe life and prosperity ofthe nation."

The report nalls for a rededica-tion of all billinents of society to6overcomine 'he current inertia andremoving the .emalning bafflers toa full participation in education andin all, other aspects of Americanlife..

Educators are the obviousprofessionals to address theseproblems. Are Catholic collegesand universities up to the chal-lenge?

Olin Murdick has pointed outthat Catholic colleges and universi-ties tend to be driven by the mar-ketplace and the demands of thepublic school sector.5 It is hard torefute this criticism, given theproblems of under-enrollment andeven of survival which haveplagued Catholic schools anddepartments of education for thepast two decades.

But they are stronger now. Theirmission and tradition, along with anew sense of purpose and excel-lence, places them in a uniqueposition to respond to the criticalneed for multicultural teachers.

What are the neededcomponents in educat-ing future minorityteachers to the bacca-

THE MULTIC4TURALHA k

laureate level?A strong financial aid program is

essential. Minorities are generally inthe low-income groups, with nomonies readily available for collegeeducation. In this regard, manyeducation departments can utilizetheir strong linkages with thesecondary schools in their areas.Often these local school sysemscan provide substantial assistanceto minority students who agree toteach in the system for a pre-scribed period.

Other sources of scholarship.Include business and corporations,which are increasingly amenable toproviding the finances needed toprepare qualified minority studentsas teachers. The ingenuity of thecollege development office, coupledwith that of the education faculty,can produce excellent results.

Realistically, the determinationand commitment to this apostolatebegins with the administration andboard of trustees of the college,and is finally embraced on all levelsof the institution. The myth thatquality will suffer may have to berefuted. To deny the potential forsuccess for minority students is topersist in an invidious form ofcampus racism and prejudice.

Minority students may need anarray of teaming support services,including skills classes and acollege learning center. A preparedand committed faculty, along withpersonal and academic counselors,will need, to be intrusive, If alsounderstanding and sympathetic, toassure that students make use ofthese resources.

Colleges may have to adapt theirattitudes and expectations as wellas their pedagogies and deliverysyeams, but they need not settlefor a lesser quality. Rigorousacademic standards can be main-tained if there is a willingness tomeet these students where they areand to offer them the best that thecollege can provide.

An unintended consequence of

this effort is that all students willbenefd. The teaching climate of thecollege will change, become morepersonalized, more student-centered, more responsive.

It is time for schoola and depart-ments of education to take aleaderchip role and insist that theybe given the opportunity to applytheir extensive expertise in meeting

/1(' II/ I HI/ )('

1111110H ri 1/ 1Crl(ll

1)10/t '( / Illh

(// 1/11(11.1

Ow 1 0"0,

the national demand for competentminority teachers. If they acceptthis challenge, the educationfaculties of Catholic colleges anduniversities will write one of themost important chapters in thehistory of Catholic higher education.

Notes1. Task Force on Teaching as a Profession,A Nation Prepared: Teachers for the 21stCentury, Wuhington, DC, Carnegie Forumon Education and the Economy, 1986.

2. Rita G. Greer and Villkm L Huck,'Recruiting Minorities into Teaching,' Flash-backs, Bloomington, IN, Phl Delta Kappa,1989, p. 8.

3. One-Third of a Nation: A Report on theCommission on Minority Participation inEducation and American Life, Washington,DC, American Council on Education, 1988,p. vil.

4. Op. cit., p.

5. Olin J. Murdick, 'Catholic SchoolsRevisited,' Momentum, September 1989,p. 9.0

BEST COPY AVAILABLE34


1

HALLENGE

The rainbow effect

Private college and public school districtpartner a teacher education program whichreflects regional cultural diversity.

Kathleen Ross with Jeanne Crawford

multiculturalteacher educationpartnershipbelieved unique inthe nationisflourishing in the

southcentral region of Washingtonstate. The affiliation is betweenHeritage College and the YakimaSchool District, each of which isuncommon in its own right.

Heritage College has its roots inHoly Names Normal School,founded in 1907 by the Sisters of

Dr. Ross, S.N.J.M., is the foundingpresident of Heritage College inToppenish, Wash', gton. Ms.Crawford is the public informationofficer for Heritage College.

the Holy Names of Jesus and Maryin Spokane. Over the subsequent74 years, the college went throughseveral transformations, becomingHoly Names College, Fort WrightCollege and, in 1981, HeritageCollege, now located in Toppenish,Washington.

Today, Heritage is a private,nondenominational, four-year, liberalarts college. Although eight Catholicsisters are currently on the staff,Heritage College is not sponsoredby the Catholic Church or anyreligious congregation, but isprivately owned and administeredby a multicultural, multidenomina-tional board of directors.

The Yakima School District,centered in the city of Yakima and

ringed by many smaller communi-ties, includes Hispanics, NativeAmericans, Filipinos, whites andblacks. Of the 11,000 students inthis rural area of Yakima County,30% are non-white.

This partnership is called YakimaFutures. Based on the philosophythat the district's teachers need toreflect the cultural diversity of itsstudents, Futures is increasing thenumber of racial minority y idbilingual (English/Spanish) teachers.With full financial aid from theYakima School District, schoolparaprofessionals who have theinterest and potential are earningtheir teaching degrees at HeritageCollege.

The Futures program comple-ments the college's own mission: toprovide quality, accessible, highereducation at the undergraduate andgraduate levels to a multiculturalpopulation which has been educa-tionally isolated.

Yakima Futures was introducedin January 1987. Dr, Warren DeanStarr, then Yakima School Districtsuperintendent, and Dr, Ross, thepresident of Heritage, considered ita long-term commitment betweenthe college and the district." Thefirst three graduates of thegram, who received their BAdegrees in education in December1989, are about to begin theirsecond year of classroom teaching.

Angel Santana, formerly aprofessional/technical aide in amigrant alternative program, ispresently a second-grade teacher ina Yakima elementary school with asignificant Hispanic population. Now33, Angel attended Yakima ValleyCommunity College and CentralWashington University several yearsbefore he began working for theYakima School District and joinedthe Futures program.

As a paraprofessional, MargaritaReyna was a guidance specialist ata Yakima district middle school.She now teaches in an elementaryschool program called ELLAEarly


1 5

Learner LanguageAcquisitionforpreschoolers whoare monolingual inSpanish.

Tobi Westonhas lett her aide'sposition to becomea kindergartenteacher; sheenhances her workand enchants hersmall pupils withher musical skills.

An August 1990graduate, LupeOrozco was noteven a UnitedStates citizen whenshe began theFutures program.The only person inher family toreceive a collegeeducation, Lupehas had to breakout of one worldand into another.This youngwomen, like hercolleagues in theprograii, hasmade great stridesinto her future and has become arole model for many in her culture.

The road to career advance-ment has not been easy forany of these adult students.They work an eight-hour day

at paraprofessional jobs scatteredabout the district, then drive toHeritage College for late afternoonand evening classes. When theyfinally get home, between 9:00 and10:00 p.m., homework and familiesdemand their time and attention.

Lucille Worley is one example.Lucille, 50, with grown children andgrandchildren, was for a half-dozenyears a clerk-typist in the library ofa Yakima high school. A Caucasianfluent in Spanish, she says, "I lovethe language and wanted to use it."

411

.4"

Atter completing her days work as a pwaprolessionsi for the Yaldrns School District, thisNative American student studies for her teaching at Heritage College.

The Futures possibilities tugged ather.

Now a paraprofessional in anelementary school, Lucille teachesa Chapter I bilingual math program.She has been attending HeritageCollege for two years (she had oneyear of college years ago) andfigures that she is "about two yearsfrom graduation." She attendsclasses at the Toppenish campusthree nights a week, following hereight-hour day with youngsters, andarrives home "ethausted" at 9:30p.m. "But I enjoy it, I love it," she isquick to say. Her weekends are forhomework and catching up, ratherthan the usual relaxing days.

"It is delightful watching thesepeople grow and develop," saysCarolyn Mason, the administrator ofFutures. "They will surely bring adifferent approach to the classroom,a different focus from the teacherswho have followed the traditionalpath."

Carolyn is the director of commu-nity educatiun and field services forthe Yakima schools, and alsoserves as field services coordinatorfor Heritage College. She encour-ages the students, monitors theirprogress, reviews applications forthe program and sends out materi-als in response to inquiries fromaround the country.

PEST COPY AVAILABLE r)Momentum/November 1990 33

.01*

1 -Zu,

Yakima Futures students discuss mums work In the Heritage Collage library; job and brayresponsibilities ars also a pat of thsk busy days.

"It's a beautiful program," shesays, "and the amazing thing is itslow cost. The cost-per-year for all15 Yakima Futures students Is lessthan one .eacher's salary In themid-530,000 range. Just think! Wecan train 15 multicultural teachersfor what it costs us each year tohire one from outside our area."

The teachers-to-be are enrolledat all academic levels, some asfreshmen, others as upper-levelstudents. At least one student is acollege graduate earning herteaching credentials.

A single parent whose son is acollege freshman, Viva Ruffin is ablack woman in her early 40s. Afterreceiving her BA in the arts fromCalifornia State University in 1973,Viva did silk screen art, then was avisiting artist in central Washingtonschools. Here she discovered atalent for sharing her art skills withyoungsters. After starting classes atHeritage College in the fall of 1986,Viva became a home-liaison spe-cialist with the Yakima SchoolDistrict and was able to enter theYakima Futures program. She ispractice teaching this semester.

Like Viva, all the students in theFutures program continue their jobswith the Yakima School District,which expects them to maintainboth work performance and collegegrades. Once the students obtaintheir degrees and teacher certifica-tion, they honor their commiment toteach at least three years in thedistrict schools.

Because Yakima Futures isproving so successful, asimilar program has beendeveloped with three Lower

Yakima Valley school districtsWepato, Toppenish and Sunny-s !awhere Hispanic and NativeAmerican (Yakima Indian Nation)students total more than 50%.

This program is CLIMBCareerLadder Into Multicultural BilingualEducation. It received partial fund-ing from the Consortium for theAdvancement of Private HigherEducation (CAPHE) in Washington,D.C., for a two-year period, nowended. Participating districts.including Yakima, also financedCLIMB.

Carolyn Mason, whoalso administersCLIMB, comments onthe tremendous invest-ment required of bothstudents and theirfamilies. "Many of thestudents," she says,"are starting eight-yearcommitments as theycombine jobs, familiesand college."

Last spring, 10CLIMB studentsattended classes onthe Heritage Collegecampus, two eachfrom Sunnyside andYakima, three eachfrom Wapato and Top-penish. CLIMB has

given these students a big boost.They may have to finish withoutadditional financial aid, but they aretwo years closer to completing theireducation.

Both Yakima Futures and CLIMBhave received national recognition.They were included in the major,five-part series, Learning in Amer-ica, produced by MacNeil-LehrerProductions in the spring of 1989and aired nationally.

The fourth segment in the series,"Wanted: A Million Teachers,"included seven minutes of YakimaFutures. Featured was a vivaciousand poised young woman, Patlbatuan, an elementary school para-professional. The TV camerasfollowed Pat around for a day asshe sent her own children off toschool, performed her classroomjob, and ended her day in Heritageclasses.

Heritage College threw a party tocelebrate this national recognitionand to introduce and honor all theFutures students. This feeling ofjoint involvement between partici-pants, school district administratorsand college faculty is an essentialingredient of the program's success.

Dr. Lauro Cavazos, U.S. Secre-tary of Education, graciously re-


.11 7 REST COPY AVAILABLE

sponded to an invitation to visit theHeritage campus, a visit promptedin part by reports of the college'ssuccess in serving Native Americanand Hispanic students.

The Yakima Futures andCLIMB programs are amicrocosm of the college'sentire education division,

which enrolls more than 200students who will become multicul-turally competent teachers orcounselors. Among this number,too, many are holding full-time jobs.

To accommodate them, educa-tion professor Robert Plumb says,"We do everything twice a day,daytime and evening classes, not tomention intensive weekends."

Dr. Plumb sees the Futures andCLIMB programs as "symbolicallyimportant because they provide acareer ladder for those who haveproved themselves as paraprofes-sionals. They've been tested underfire.

"It is part of the mission ofHeritage College," Dr. Plumb adds,"to find minority students who willbecome teachers. We need rolemodels out in the schools. Currentlyabout 50% of our undergraduatesare from minority cultures."

Success attracts donors. HeritageCollege has been the recipient ofseveral grants enabling the contin-ued training of the multiculturalstudent body to become teachers.The Murdock Trust of Vancouver,Washington, with a generous grantof more than $58,000, madepossible a multicultural educationresource center and a series ofpublic forums which included thenationally known speakers Dr. BarreTolkien, an authority on NativeAmerican humor, and poet Dr.Carmen Taro Ha.

One of Heritage's more unusualprojectsfor persons alreadyteaching in local elementaryschoolshas been funded by agrant from the Washingten State

THE LTICULTURAL

Superintendent of Public Instruction.A group of teachers, led by one

who describes himself as "educatorand principal by profession, geolo-gist and paleontologist by avoca-tion," followed in the footsteps ofthe Indians of the Northwest for aweekend. Their purpose was tounderstand Indian culture and waysof viewing the natural world.

The teachers' route took them toIndian sites and modern museums,to state parks, to painted rocks,even to a television screen towatch an interview with an agedtribal storyteller. Before they took tothe road, the teachers completedtwo days of classroom study ofplant taxonomy and classification inHeritage College's science labs inorder to learn even more about theNative American culture of thearea.

Another grant of $140,000 fromthe National Endowment for the Hu-manities has helped Heritage in athree-year project to establishhumanities courses that incorporatethe literature and philosophy ofHispanic and American Indiantraditions, as well as those of non-Western cultures. The grant hashelped faculty members and con-sultants plan special courses in arange of humanities topics and hasprovided more than 400 libraryvolumes as references for thecourses.

To accommodate its broad di-versity of students, Heritagehas coined A descriptivephrase of its academic

philosophy: a wide entrance, a verynarrow exit. An academic SkillsCenter provides catch-up tutoringduring freshman and sophomoreyears. Students in the educationprogram, which they start asjuniors, must come with a 2.5GPA, but must have a 3.0 tograduate.

He".age College is only 8-years-old. Nevertheless, two-thirds of theeducation students who graduated

in 1989 were in full-time classroomsthis past school term. One schooldistrict, 200 miles from Heritage,wants to interview all graduateswho are ready to teach.

Heritage College's multiculturalmission is vital to the future ofvalue-oriented teacher education.Confident, and affirmed by thenational recognition it has received,Heritage College is ready andeager to share Its experiences withother colleges and school districts.

The world of the future willreflect the inexhaustible diversity ofthe Divinity. Only educators whoare appreciative of and skilled indealing with diversity can preparechildren to be joyful participantsrather than fearful refugees in thatpluralistic society.C1

7 Years After

POLAND Comes

"Someone whohas writtensuch a good,honest, andimportantlx)ok aboutPolanddeservesour watitudeand lastinginterest."

Lech Walesa in hisintmduction to PILGRIMAGE

Wailahle at your bookstore ow!All royalties j.,$) to) the YoungPolish Writers Fund.

RCOALEPRESS.

:15 Momentum/November 1990 35

BEST COPY AWIII.A7'

ALLENGE

Teacher cadets answer the call

In the battle for a stronger and more diverse teaching force,these young black people are in the front lines.

Elizabeth M. Rhodes and Antoine M. Garibaldi

he term *cadet mayevoke an image ofuniformed soldiersmarching in unison.Such an imago is farfrom the reality of the

23 African-American, junior highand high school students who de-scended upon Xavier Universftyduring the spring semester. Al-though dressed in Air Jordans,OPs, Esprits and Bart SimpsonT-shirts, they did march to the stepof their calling.

Xavier University is a private,urban, Catholic and historicallyblack institution in New Orleans.The university currently enrollsmore than 2,500 students, two-thirds of whom come from the No vOrleans area.

Since its founding, one of thecollege's primary missions has beenthe preparation of teachers, most ofwhom are black. Therefore, espe-cially in the late 1960s and early

Ms. Rhodes was the project direc-tor of the Teacher Cadet Program.Dr. Garibaldi is the dean of thecollege of arts and sciences atXavier University of Louisiana, NewOrleans; he serves as a consultantto the editor of Momentum.

36 Momentum/November 1990 19BEST COPY AVAILABLE

1970s, many of Xavier's graduateshave been education majors.

However, the present criticalshortage of teachers, and especiallythe data reflecting a serious declinein the number of non-white studentsmajoring in education, sparkedXavier's involvement in the TeacherCadet Program. It was an earlyidentification project aimed atproviding learning activitic,= whichwould promote and retwistudents' interest in a career ineducation.

One component of a nationalcollaboration between six historicallyblack colleges/universities and threemajor research institutions, theprogram was funded by a $1.6million grant from the BellSouthFoundation and The Pew CharitableTrusts. It was administered by theSouthern Education Foundation.

Projects such as the TeacherCadet Program are readily justified,given the following statistics.Today's teachers are 90% white;more than half of them have taughtfor more than 15 years, almost28% for more than 20 years; closeto half of them have indicated thatthey will teach until they are eligibleto retire.1

In Louisiana, which has had asizable number of black teachers,21% (8,787) of all teachers in thestate were eligible to retire in 1989,and 38% (16,198) will be eligible toretire in five years.2

It is also important to recognizethat the proportion of non-whiteteachers in the nation has declinedin recent years; in addition, manywho currently teach will soon beeligible to retire. In Louisiana, halfof all black teachers will be eligibleto retire in five years.

Compounding the problem of thedeclining representation of non-white teachers overall is the evensmaller proportion of non-whitestudents enrolled in teacher educa-tion programs today. In the approxi-mately 1,200 institutions which haveteacher education programs, barely

THE MULTICULTURALCHALLENGE

Minority studentstapped for teaching

Aconsortium of eight col-leges and universities,including Fordham Univer-

sity in New York and Xavier Uni-versity of Louisiana, has begun anationwide program to recruitpromising young minority studentsfor teaching careers.

The Consortium for Minorities inTeaching Careers hopes to target600 students a year, roughly 100each in grades six through 12,through teacher referrals andscreening.

Max Weiner, dean ofFordham's graduate school ofeducation, said junior high is nottoo early to start. "You are tryingto get people who have had nosuccess in school to see them-selvels as having success," hesaid.

Fordham's primary roles will beto offer a strong research compo-nent, to assist with student selec-tion and the evaluation of curricu-lum and services, and to admitstudents for post-graduate study.Each consortium school of educa-tion will also run weekend andsummer programs and host stu-dent visits. Accepted students areassured undergraduate and gradu-ate education, and will receiveguidance and tutoring.

"College and a career in teach-ing will not be something strangeto them after this program,"Weiner said. A student maydecide not to become a teacherand, although that student wouldno longer be in the program, theconsortium would try to find schol-

arship money and an academicprogram that better suits thestudent's interests.

Member schools include CityCollege of New York (CCNY)and Hostos Community College,both of the City University ofNew York; Morgan State Univer-sity, Baltimore, MD; CaliforniaState University at DominguezHills; and two schools in PuertoRico, Metropolitan University andUniversity of Turabo, run by theAna G. Méndez EducationalFoundation. Selected to offer acomprehensive range of educa-tional opportunities, the schoolsinclude two- and four-yearprograms, a major researchinstitution, and several that tradi-tionally serve large numbers ofminority students.

"We tried to put in a safetynet to catch [students] at avariety of places along the way,"said Leonard D. Beckum, formerdean of CCNY school of educa-tion, now vice president andvice provost of Duke University.

The Méndez foundationreports that, in 10 years, 38% ofchildren under age 18 will bemembers of a minority group;unless steps are taken, theminority teaching force will dropto 5%. One consortium priorityis to get more minority studentssuccessfully through college. "Ifwe do that," Beckum said. "we'llget our share of teachers."0

Carolyn FarrarOffice of Public AffairsFordham University

7% of the undergraduate studentspreparing to become teachers arenon-white.3

This small representation ofcurrent and prospective non-whiteteachers, plus the rapidly changingethnic composition & urban schoolsin particular, has spurred a numberof national and regional efforts to

recruit minorities for America'sschools today and into the nextcentury.

The young people involved inthe Teacher Cadet Programat Xavier University werestudents who expressed an

BEST COPY AVAILABLEMomentum/November 1990 37

interest in teaching to their schoolcouneelors. After completing alengthy application, selected stu-dents were given the Strong Inter-est Inventory. Eighty-seven percentof the cadets scored :n the moder-ately high to high range in theteaching area of this instrument.

In the 16 weeks that followed,the cadets experienced somethingnot far eort of boot camp. On twoOlen._ ins each week, after school,they were engaged in activitiesdesigned to enrich their academicpreparation for college and promotetheir interest in the teaching field.

Although the schedule was verydemanding, the cadets willinglyfollowed orders" from mentors anduniversity faculty. Class work was

THE MULTICULTURALCHALLENGE

offered in English composition,math enrichment, word processingand the natural sciences.

In videotaped interviews thacadets discussed topics such asthe characteristics of good teachers,the pros and cons of year-roundschool, aspects of life on a collegecampus, and the Oenefits of highereducation.

They were encouraged, too, topresent mini-lessons to their peerswith the assistance of their as-signed mentors, typically educationmajors at Xavier University.

Cultural activities included a fieldtrip to the Louisiana Nature Centerand attendance at a perfoimance ofthe Alvin Ailey Dance Troupe.

There were some unexpected

t'. ^ ., CO,tV,1 71 7..

II._ /11'II,

-7:17

"

,

-

-:3.1

7.73

-77°-

-;k'1;

4.J

- -

- - -_ -

used by over 200 schools.

ICHOOL MANAGEMENT* Over 80 Reports

7 Screens for Student Info* Detailed Family/Guardian

InfoTuition/Fees BillingGrade Book/Report CardsParent/Teacher ConferenceSchedulingTeacher Records

* Medical RecordsDesigned to handle detailedstudent, family, teacher &financial information.

$ 900 Single User$ 1000 Multi User

MIMEO .MIMIN'Compatible with DOS System.

GIUDEZEMIL* Flexible Grade Averaging

Up to 50 Students per SubjectOn-Screen Display of Students'Totals/AveragesUp to 150 Scores per Studentpc, SubjectEt.sy &ore Entry

* Calcuation of Mark AveragesScorzs for Multiple Terms

* Weighted Averaging

Models teacher's grade book.Calculates grade averages &marks.Included wISchool Management orcan be purchased as a stand alt.

$50.00

PARISH DATA SYSTEMS, 14425 N. 19th Avenue, Phoenix, Az 85023(602)789-0595 or (800) 999-7148 (Orders Only)

I Ire I asp

7-7

-7 -

ammo mirmi

and highiy favorable outcomes tothe program. In their writingsamples, many cadets voluntarilyreportsd an improvement in attitudetoward their regular teachers andschool subjects. Some said thatthey saw their teachers in a newway. The cadets' parents wereanxious to enroll their son ordaughter in the program for anotheryear. Average daily attendanceamong the cadets was 85%anaccomplishment, given the Intensityof the program.

The real success of the programwill be measured in three yearswhen the ninth-graders in theprogfam are eligible to enter col-lege. If the Teacher Cadet Programaddressed their concerns, devel-oped their interest and piqued theircuriosity about the teaching profes-sion, some of these recruits mayjoin the ranks of dedicated personspreparing America's children for thefuture.

Young people today who desireto enter this noble profession mustbe encouragedeven coddled. Itshould not be assumed that theirinterest will flourish in a less thanenthusiastic environment. TheTeacher Cadet Program was anopportunity for six African-Americanmales and 17 females to be singledout, focused and nurtured.

Perhaps the metaphor of militarytraining is more felicitious and lessfar-fetched than originaiiy described.In the battle for a strong, betterprepared and more diverse teachingforce, the teacher cadets are in thefront lines.

Notes1. Status of the American Public SchoolTeacher 1985-86, Washington, DC, TheNational Education Association, July 1987.

2. Teacher Recruitment. Baton Rouge,Louisiana Department of Education TaskForce, 1989.

3. Antoine Garibaldi and Nancy Zimpher,National Survey of Students in Teacherklucation Programs, American Association

of Colleges for Teacher Education. February1988.0


41

WE TAKE THE HASSLE OUTOF HANDLING SCHOOL

TUITION PAYMENTS

HERE'S HOW IT WORKS.School FinancialManagement Services,Inc., and its servicingagent do two things. Theywill take the school out ofthe time-consumingbusiness of processingtuition payments, andoffer parents a monthlyalternative to the usualonce or twice a year lumpsum payment method.

smART"The officers ofSchool FinancialManagementServices, Inc., and itsaffiliate, FirstInvestors, are proudand pleased to havetheir School MitionPayment PlanSMART endorsed bythe NCEA."

Sam Rosen, PresickntLeonard Fine, Execu'lve Vice President

WE MAKE IT EASY.We do all the work. We process thet: hons, send the school the fundseach month, and include reports andrecords of our activities. We'll handleall the delinquency problems, too.

SCHOOLFINANCIALMANAGEMENT

OEM SERVICES, INC.

WE MAKE ITREWARDING.Delinquencies are dramati-cally reduced and schoolpersonnel may be betterutilized. In addition, theschool never incurs acharge.ln fact, the schoolearns income for theirassistance in theenrollment procedure.

PARENTS LIKE IT TOO.Parents pay school tuition monthly...without interest charges. Everyonethat enrolls is automatically acceptedwithout a credit check. Parents pay anominal annual service charge. Theycan choose a monthly payment couponbook or automatic deduction from theirchecking accounts.

FOR MORE INFORMATION, CONTACT: -..6111146. ,

School Financial Management Services, Inc.120 Wall StreetNew York, New York 10005

CALL TOLL-FREE

1-800-SMART-08

School Financial Management Services, Inc., is a member of the First Investors Financial Network,which has $4 billion in assets and 140 offices nationwide.

-v., 1

41 2BEST COPY AVAILABLE

The teacheras culturalresearcher

11 -01111This training programaims to help teachersrespond creatively totheir own misconceptionsabout cultural diversity,then assist their studentsto do likewise.

Ewa Pytowska

Illustrations from Strength In Diversify by EwaPtyowska and Stephen D. Rose

very day in Boston,children of all ages andethnic backgrounds fileinto schools, migratinglike birds from oneculture to another.

Behind them, they leave sounds of theirnative languages, smells of familiar foods,stories told and retold by their families,games played since childhood.

In the place called school, they areexpected to transform themselves intowell-adjusted students and to peacefullycoexist with a variety of other persons.

If we listen patiently, we might hear thevoices of children sharing cultural insightsabout a world peopled by the imaginarycharacters of many intricate tales. Wemight hear adolescents discussing real-lifeexperiences, unfamiliar and frightening toadults vested with the responsibility fortheir education.

These stories depict students' journeysand sometimes illustrate the skills ofnavigating between cultures. Unfortunately,they are often lost in schools where theprocess of teaching is bound to the normsof one culture.

The Intercultural Training ResourceCenter (ITRC), created by the Archdioceseof Boston in 1982, works to empowerteachers to understand how the homecultures present in a school communitybecome sources of strength when they arevalidated through the curriculum andintegrated within the instructional process.

The strong emphasis which ITRC hasplaced on dialogical education reverber-ates with the spirit of the church where"those who teach...do not simplyinstruct...but also learn...." (Mary C. Boys,Educating in Faith: M os and Visions.Harper and Row, 19F 4)

The healing bowel of listening can be

Ms. Pylowska is the director of theIntercultural Training Resource Center.The publication Strength in Diversity,coauthored by Ms. Pytowska andStephen D. Rose, is a compilation oftheory, practice and resources developedby ITRC. For more information on ITRCpublications, contact the "2-vr at 190Cummins Highway, Roslirraie, MA02131.

40 Momentum/November 1990 3REST COPY AVAILABLE

shared, ex, ariencea and inspired, but itcannot be taught. Teachers' efforts tohelp students discover the learningpotential rooted in their home cuRuresand languages must be supported bywell-designed and inspiring teachertraining programs. In the absence ofproperly designed self-growth programsfor teachers, cultural self-esteem andempowerment become lifeless goals.

The Intercultural Training ResourceCenter, a grant-funded project, aims to:

identify a variety of instructionalapproaches which support the self-worth, dignity and cultural identity ofall studentsassist schools In defining, designing,implementing and evaluating multiplelearning environmeMs which matchdiverse student neeLlshelp teachers respond creavely todifferences in students' learningneeds in order to increase academicachievement and decrease the drop-out riskhelp schools recognize and addressinstitutional barriers to equal educa-tional opportunities

The process of infusing intercuql -ral education at various jradelevels (K-12) In whorls servingvery diverse neighborhoods is

always a challenge. ITRC trainers haveoften been faced with two initial re-sponses which capture the essence ofthis challenge.

In schools where teathers perceivestudents and parents as "all white," theresponse Is: "We don't need interculturaleducation here because we don't haveminorities In our school."

In sthools where students and parentsare viswea as very diverse, the responseis: "We don't need intercultural educationhc7a because we are all different andthat's education enough."

Our response has been to work hand-in-hand with concerned teachers andprincipals to move away from these self-defeating misconceptions. An "all white"school Is a social myth which overlooksethnic, linguistic, religious, gender andclass differences.

On the ot!-L3r hand, schools with cultie-

E MULTICULTURAL

ally diverm populations are not neces-sarily culturally pluralistic communities.Unless diversity is consciously em-braced as a potential source of Mthconflict and growth, it often becomes abadge ot shame rather than pride for in-dividuals, and a source of weaknessrather th..kn strength for the schoolcommunity.

Educators need to experience whatthey are expected to provide for theirstudents. Teachers must feel free todiscover and to share what they believeabout each other's cultures, races,languages and religions.

At ITRC, we believe that without realself-disclosure, there can be no truedialogue and growth. Different culturesand communities have their own voicesand unique insights which must beheard, understood and affirmed. Inter-celtural training helps educators to rec-ognize these voices and to showstudents how they can become culturalsensors to one another.

ITRC institutes heve offered opportu-nities for teachers from different schoolsand communtiies to come together andbe nurtured by each other's creativitywhile they explors new Ideas, teachingapproaches and materials. Participationat the institutes has been voluntary;teachers as paid small stipends forattending.

The institutes, six- to 12-hour se-quences of presentations and learningactivities, have focused on specificthemes such as:

affirming uniqueness and celebrat-ing diversity in the classroomconfronting prejudice with class-room strategiesusing children's literature to pro-mote Intercultural understandingteaching Ernlish as a secondlanguage '4.4 the curriculumoutlining c. )m strategies forexploring lankfJage divelsitymotivating underachieving studentsthrough success-oriented teachingand cooperative learningusing folklore and oral history tolearn about ourselvesconceptualizing a framework forteaching black history

BEST COPY AVAILABLEMomentum/November 1990 41

Participants' comments on theITRC training process have re-flected the philosophy of empower-ment in teachers' lives. Here is asampling.

The workshop helped me identifywith my thoughts and feelings aboutmyself and others and to identifysubtle prejudices as well as obviousones. It gave me new ideas of howI might personally and profession-ally deal with these prejudices.

Seeing the film, doing case studies,and analyzing posters helped me tosee and integrate the abstract andgeneral term "prejudice" into com-mon, everyday experiences. Thesmall-group sharing gave me otherpeople's insights and observations,which were very enriching and addedto my own perspective.

It was good to hear that some of thethings I have been doing as a teacherwere on the right track.

The center also maintains alibrary with a wide range of profes-sional reading materials, sourcebooks of classroom activities, tapes,records, filmstrips and videotapes; itis open throughout the school year.A large collection of books forchildren and adolescents, writtenand illustrated by people of color, isavailable for loan in the form ofmobile classroom libraries.

Recently, the center has in-troduced a new model fordelivery of services toBoston Catholic schools.

Ongoing evaluation of project out-comes, new directions in the fieldof multicultural education, and risingconcerns about "students et risk"prompted a restructuring of theITRC programs.

Beginning in January 1990, 20site coordinators were hired fromamong teachers currently employedin target schools. Each coordinatoris responsible for implernuntingproject goals at her or his school.

THE MULTICULTURAL

The two poems reprintedhere were created bysixth-graders at Blessed

Sacrament School, JamaicaPlain, Massachusetts, in 1988.During an eight-week, ITRC unitdealing with cultural uniquenessand belonging, students discov-ered their own voices as theyand their teachers immersedthemselves in reading African-American poetry and in refiningtheir own writing skills.

If I lived long agowhen the years ofHaiti were peaceful,I would run alongthe streets of Haiti.I would sit on the bigpieces of iceand take long ridesto Jackmell withmy young grandfather.I would play withmy mom and helpwith the woF'.and catch the chickenand have fun fun fun.If I lived long ago theworld would be peacefuland I wouid love it somuch I wouldn't wantto grow up.Myr/eine Henry

Guatemala is as beautiful asa flower

The air smells fresh and goodafter a spring shower.

It makes me feel good to befrom there.

When I tell people I'm fromGuatemala

People say, "Where?"Jenny Alcantara

Organized in a professional supportnetwork, the site coordinators arebeing prepared to work as peerleaders, change agents, advocatesfor at-risk students, and facilitators

of collaborative staff developmentprojects.

As director of the center, I amresponsible for designing andconducting site coordinators' leader-ship training, helping each coordina-tor formulate school-based plans,and providing ongoing support andsupervision. I am available to thecoordinators for consultation,demonstration teaching, feedbackand coaching, resource support andas a workshop co-facilitator.

ITRC has always enjoyed adegree of autonomy and respectunusual among teacher trainingcenters operating in large cities.Throughout the eight years-of ourwork, we have been trusted toformulate our own philosophy ofmulticultural education within thecultural context of Boston Catholicelementary and secondary schools.

Our views were deeply shapedby African-American historians,philosophers and educators. Whileour daily work was clearly influ-enced by research of many differ-ent cultures, it was the long-termimmersion in the African-Americanheritage which helped us to recoverour own, and help others search fortheir, cultural identity and self-esteem.

The training approaches devel-oped at ITRC have empoweredteachers to experience themselvesas cultural researchers, as bearersof cultural knowledge and, ulti-mately, as culturally responsiveeducators.

When teachers recognize andhonestly acknowledge real-lifeobstacles to racial and ethnicharmony, they empower themselvesto help students name, cope withand confront those obstacles. Whenteachers and students are givenopportunities to understand theconditions of their own lives, toformulate questions about the pastas well as the present, and toaffirm their own dreams, they arealso ready to listen to the dreamsof others.C1

42 Momentum/November 1990 4 5

To recruitor to retain?

Although efforts to attract minority teachersto schools in the Chicago archdiocese aredisappointing, retention programs offer muchhope.

Lorraine A. Ozar

f the 7,022 teachersin the Catholicelementary andsecondary schools inthe Archdiocese ofChicago, 9% are

members of minority groups. In theArchdiocese of Detroit, the figure iscloser to 4%; in Philadelphia, about11%.1 For some schools, teacherrecruitmentespecially in terms ofminority diversityhas becomealmost as intense as studentrecruitment How can this situationbe improved?

Efforts to expand the number of

Dr. Ozar is a high school consultantwith the Office of Catholic Educa-tion in the Archdiocese of Chicagoand a member of the Supervision,Personnel and Curriculum (SPC)division of the National CatholicEducational Associaticl

minority teachers (and administra-tors) in Catholic schools seem toencompass two very different pointsof departure; recruitment and reten-tion.

The most obvious focus, per-haps, is on attracting minority highschool graduates into teachingcareers in Catholic educationthrough scholarships and otherincentives.

Several years ago, St. XavierCollege in Chicago began to offerfull-tuition scholarships to qualifiedHispanic students graduating from aCatholic high school and interestedin pursuing a career in teaching.2Upon graduation, participants in theHispanic Teacher ScholarshipProgram would be considered forpriority hiring in the archdiocesanschool system. If hired, they wouldagree to teach for two years.

To date, only three students

have accepted the scholarships andall withdrew from the program priorto graduation. One principal, whoworked hard to identify and encour-age applications for the scholar-ships, ...21nected the surprisingdisinterest of students to theirseeming unwillingness to commit atthe end of high school to a specificcareer in a specific place.

The Academy of Educators, aChicago-based foundation createdto recognize and support excellencein teaching, has had somewhatmore success in attracting potentialteachers from among urban youth.

Its Academy of Scholars Pro-gram, in Its third recruiting year,has 15 Scholars who are nowsophomores in college and 20Scholars who have attended theAcademy Scholars Summer Instituteand began college this fall.

The Academy identifies at least10 Scholars each year from amongChicago high school juniors in bothpublic and private schools. Thesestudents receive financial assis-tance for college costs from theAcademy, as well as professionalassistance in applying for collegeand seeking supplementary financialaid.

In addition, the Scholars receivepaid summer internships in teachingduring college, forgiveness ofGuaranteed Student Loans afterteaching commitments are fulfilled,and placement through work studyprograms in teacher-related jobs.

The program also builds in amentoring relationship with teacherFellows of the Academy andincludes special incentives (inexcess of $12,000) for those whoteach for five years in ChicagoChapter I eligible schools.

In the Academy's words: "Oneof the goals of the Academy ofScholars Program is to encourageminority students to become teach-ers, thus bringing their talents andspecial training to our urbanschools."3

Of the 35 named Scholars, 10

BEST COPY AV:1.K:::Momentum/November 1990 43

have come from Chicago Catholicschools.

Most of the Chicago area col-lege- and universities also offerfinancial aid designed to attractminority students to higher educa-tion. None of these programs,however, targets education specifi-cally and/or requires future teachingcommitments as a condition ofacce .tance.

1111C1 ( il I/ /Olt 1/t'iI(H.(' cocr,y1--__ct1 hi/ I 11('

votivi f III -,cir,t) ot

1)1 ofcIollif 1 1.,o1

ii( Ilic,c,/ /.11i- li,,i1

! II /1( j ',a iii,,: HI !II('

( ollIoli 1()(7/-,t ,/

p)()1ioil.

As colleges and universitiescontinue to seek more effectiveways to recruit and retain minoritystudents In all fields, includingeducation, attention is turned to thesecond point of departure forexpanding the number of minorityteachers and administrators inCatholic schools: retention throughtraining and promotion.

Teacher turnover in theArchdiocese of Chicago av-erages 8-10% per year.That amounts to a whole

school system of teachers in oneK-12 cycle. Like other professionals,teachers need incentives, change,growth and advancement to remainexcited and enthusiastic about their

THE MULTICULTURAL

jobs.Given the strong competition

from business for well-educatedminority individuals, Catholicschools would do well to find waysto hold onto the qualified minorityteachers and administrators alreadyon their faculties. Several programscreated by the Office of CatholicEducation (OCE) in Chicago havebegun to show results in this area.

For the last three years, OCEhas received a grant from theJoyce Foundation to providemonthly, on-site training in a varietyof content areas for teachers ininner-city Chicago Catholic schools.Currently, teachers participate inone of three clusters: two in areasserving predominantly African-American children, and one in anarea serving predominantly Hispanicchildren. More than 50% of partici-pating teachers are minority indi-viduals.

The purpose of the program is toapply the latest educational re-search to strategy implementation inthe teachers' own classrooms. Afterparticipants receive the trainingthemselves, they commit to traininganother teacher at their own school,and to sharing results and insightsat staff meetings. Not only are theypaid for their participation and fortraining others, they also mayreceive three hour credits fromLoyola University of Chicago as thefirst course in a degree program ininstructional leadership.

Dr. Joanne Planek, director ofthe Joyce program and OCEconsultant, believes the programmakes a significant contribution tothe retention and future promotionco minority teachers.

Says Planek, uThis programgives teachers a renewed excite-ment for teaching and instructionalleadership. The powerful sense ofprofessionalism they feel is a resuicof participating in high qualitylearning and teaching with otherprofessionals."4

Inner-city teachers' responses to

this program have been extremelypositive. Over and over they citethe energizing impact that interac-tion with other teachers has ontheir own teaching. An overwhelm-ing majority say they enjoyed theprogram and would be pleased toparticipate in future opportunities.Parents and principals from theteachers' schools also give theprogram high marks.5

In addition to the Joyce grantsprogram, OCE uses private andfederal grants to create other staffdevelopment opportunities for inner-city Catholic school teachers in theareas of math, science and readinginstruction, substance abuse educa-tion and bilingual programs.

Over 6,000 teachers have beentrained through these programssince August 1989. All of theprograms operate on a training-of-trainers model. This not onlyprovides training and increasedexpertise for the participants, butalso encourages them to becomeproject directors and, in somecases, certified trainers. Teachersreceive stipends for the training andcan then earn additional salary fortraining others.

At about the same timethat the Joyce grantsprograms was gettingunderway, OCE and

Loyola created a special degreeprogram tailored to Catholic schoolteachers. TOTAL (Training OurTeachers As Leaders) begins withthe identification of lead teachersby principals or through trainingprograms such as Joyce conductedin the archdiocese.

These teachers are helped tomake a transition to a degreeprogram that will allow them tomove up the career ladder. Aclassroom teacher may thus ad-vance on the salary schedule,become an assistant principal ordepartment chairperson, or attain aprincipalship. TOTAL, also in itsthird year, placed its first set of


A not-so-impossible dreamMargaritowho prefers tobe called T.G.wasborn in the United

States, but completed his elemen-tary education in Mexico. Hismigrant family returned to Texasin time for him to enter highschool. Hie father had completedonly elementary education, hismother had discontinued schoolafter the third grade.

Looking back, T.G. feels hewould have benefited from severalmore years of high school beforehis graduation. Nevertheless, heapplied for and was accepted asa CAMP student at St. Edward'sUniversity in Austin, Texas.

CAMPthe College AssistanceMigrant Programis federallyfunded. It offers individualized,developmental courses during thestudent's freshman year at theuniversity. Special counselors andsubject area tutors not only focuson academic problems, but alsoencourage participants to learnself-discipline and to acquireconfidence in their mental capaci-ties and skills. T.G. feels thatthis enrichment program was an

important transitional step in hispreparation for college studies.

In another year, T.G. will receivehis degree and certification as anelementary school, bilingualteacher. His dream?

"I plan to go back home toteach bilingual education," he says."I think that my being a teacher isa very special job because it showsthat I have the ability to help othersand to share with them what I havelearned."

T.G., like other minority studentsin teacher education at St.Edward's, wishes to empowerothers to bre-! free from the legacyof discrimination, to believe inthemselves and in their abilities tobring about change, to reach theirfullest potential. It is one of theeduational ministries of St.Edward's to assist these youngminorities to realize their owndreams and, through them, thedreams of future generationsD

Brother Eagan Hunter, C.S.C.Associate Professor of EducationSt. Edward's UniversityAustin, Texas

teacher graduates in administrativepositions in Catholic schools thispast fall. Over 50% of the current"class" of Identified lead teachersare minority teachers.

Teachers in the TOTAL programreceive reduced tuition and otherbenefits from Loyola University. Theprogram emphasizes a team ap-proach in which each group ofteachers entering the program takeshalf their courses together. This isintended to promote the kind ofnetworking relationships vital to aschool system.

Organizational support of stu-dents in the program by both OCEand Loyola helps to nurture themtoward completion of the degreeand to maximize their future contri-butions to the Chicago archdioce-san school system. Practice and

theory combine as teachers usetheir own classrooms as laborato-ries.

Some members of the OCE staffserve as adjunct faculty for theprogram. Dr. Diane Schiller, directorof the TOTAL Program at Loyola,feels very good about its contribu-tion to Catholic education in Chi-cago. "TOTAL lets us work withprincipals and OCE," she says, "sothat excellent teachers are acknowl-edged and supported in pursuing adegree program that increases theirskills and opens new or expandedcareer options within Catholiceducation."6

Two other avenues of recruit-ment/retention of minorityteachers are still in theplanning stage. One would

involve qualified minority volunteersand teachers' aides already workingin Catholic schools. Funding wouldbe established to enable them tocomplete a degree program and/orbecome certified in exchange for acommitment to teach in a Catholicsat. ol of the archdiocese.

Another effort, already begun, isto advertise in parish bulletins andother local places to recruit formerteachers whose children maypresently attend Catholic schools.

None of these efforts and otherslike them across the country areperfect! But they must continueand grow. By 2010 in Chicago, "mi-nority" children will be the majority,even among Catholics. It willcontinue to be extremely importantthat many of our teachers andadministrators reflect the ethnic andcultural background of the familiesthey serve.

Notes1. Office of Catholic Education, Archdioceseof Chicago; Department of Education/Catholic Schools Division, Archdiocese ofDetroit; Office of Catholic Education, Arch-diocese of Philadelphia, 1990.

2. For more information about the HispanicTeacher Scholarship Program, contact SisterMary Herlihy, St. Xavier College, 3700 West103rd Street, Chicago, IL 60655-3198.

3. The Academy of Educators, 6 N.Michigan Avenue, Suite 506, Chicago, IL60602-4804.

4. Dr. Joanne Plane*, Joyce GrantsProgram, Office of Catholic Education, 155East Superior, Chicago, IL 60611.

5. Herbert J. Waiberg and Joanne Planek,'Evaluation of the Joyce Foundation MagnetSchool Program,' Office of Catholic Educa-tion, Chicago, IL, 1989.

6. Dr. Diane Schiller, TOTAL, LoyolaUniversity of Chicago, 820 N. MichiganAvenue, Chicago, IL 60611-2196.

7. The Archdiocese of Los Angeles seemsto be an exception to low numbers ofminority teachers. In 1988-89 they reported27% minority teachers; in 1989-90, almost29%. A spokesperson for the school officesaid they do not have a specific program forrecruiting minority teachers.C.1


A continuum modelof teacherdevelopmentStudent teacher, classroom neophyte, masterteacherall benefit from the ongoingconnection between the college and theschools.

Mary E. Diez

ilkhat should be theconnection be-tween collegespreparing newteachers and theK-12 schools

where those teachers will work? Intoo many instances, there has beena gulf between the two, bridgedonly in the placement of studentteachers and occasional in-serviceworkshops.

With increasing interest in thekinds of collaboration that canstrengthen both the preparation and

Sister Mary, S.S.S.F, is chair of thedivision of education at AlvernoCollege in Milwaukee. She co-directed "Partnerships in TeachingCritical Thinking" with GeorgineLoacker, S.S.S.F.

in-service of teachers, however,new models are emerging. Theymay help educators to envision thedevelopment of teachers along acontinuum, with significant rolesplayed by both the college depart-ment of education and the K-12schools.

One such model was developedin a project linking Milwaukee'sAlverno College with 22 localschools in 1985-88. Funded by agrant from the Fund for the Im-provement of Post-SecondaryEducation (FIPSE), "Partnerships inTeaching Critical Thinking" wasdesigned as a collaborative venturebetween college faculty and K-12teachers.

The project invited local elemen-tary, middle and secondary schoolsto develop institution-wide plans forimusing critical thinking across the

curriculum. School acceptance wascontingent on the willing participa-tion of an interdisciplinary team offive to 10 school faculty membersand commitment from the admini-stration to support the team's work(minimally, the provision of commonwork time for the team during theproject's implementation year).

The workshop staff was a coreteam of two Alverno College facultymembers and five teachers repre-senting local schools (elementary,middle and secondary, both publicand parochial). This team modeledthe concept that K-12 and collegeteachers could work together asequal partners in curriculum re-newal.

In each of two rounds (1985-86and 1986-87), intensive instructionalworkshops were spread over fiveSaturdays in the spring semester,and concentrated in a week duringthe summer. These workshopsinvolved the teams of teachers in:

examining the specific situ-ations of their schoolsexploring concepts and re-sources related to the devel-opment and assessment ofhigher order thinking skillsdesigning a plan to sequenceand integrate critical thinkinginto the curriculum of theirschools

Meetings across teams fromdifferent schools, by grade leveland/or content area, made sharingamong the entire group an integralpart of the learning. Finally, a yearof follow-up visits from the coreteam supported the school teamsas they implemented their plans. Inseveral cases, the links amongschools and between the schoolsand the college are ongoing.

Information on the critical think-ing aspects of the project is avail-able elsewhere.1 This article willfocus on what participants learnedabout the K-12/college connectionand how that connection car.contribute to a continuum of


4 (-

teacher development involvingpractitioners from pre-service to in-service.

several outcomes reportedby the participants suggestprinciples that could beused to build a model of

collaboration. These, in turn, haveaffected Alverno's work with pre-service students and with otherschools in the years since the grantproject ended.

Principle 1: Teachers should be treatedas equal partners, rather than asrecipients of higher education's wisdom.

Participants in the collaborativeproject felt a strong sense ofempowerment. Teachers on theschool teams said that the., .ppre-dieted the format of the workshops,which involved them as personswith expertise based on theirknowledge of their schools, of theirsubjects, and of the needs of theirstudents.

The core team planned thesessions as a combination of inputand activity. Thus the focus was onthe team moving toward the designof a plan which would identify goalsappropriate for each individualschool situation and tailor plans tomeet the needs of particular stu-dents and faculty.

In reflections gathered at the endof the implementation year, oneteacher said: "I came to realize howmuch I had to offer in curriculumdesign. Before, I had been some-what passive in accepting what waslaid down by others. Now I see thatif we're going to make a differencefor our students, we need to bethere helping to figure out how tomake it better."

From the college faculty mem-bers' standpoint, it was important tohear the teachers reiterate that theyenjoyed the experience of workingwith other teachers, includingcollege faculty. "Partnerships inTeaching Critical Thinking" was

SW its" .tt

,

s-t

_mow

f*

Chris Weiss uses strategies Named In the collaborative project to engage her students atDivine Savior/Holy Angels High School, Milwaukee, in active laming.

contrasted with the school teachers'fairly common experiences ofhaving an "expert" come and go,often presenting a "canned" mes-sage that failed to meet the needsof the school.

Principle 2: Effective and lasting changemust involve the investment and activityof K-12 practitioners.

"We have seen a lot of fadscome and go," a high schoolteacher said. "Some teachers feltthat, if they gritted their teeth andwaited, critical thinking would goaway too. But our Pohool's teamowned the changes. We believedthat we would reach the studentsbetter through the kind of involve-ment and depti that our plan callsfor. And, do you know what? We'rewinning other teachers over!"

Many of the teachers reportedthat past innovationsthose whichcame into their schools as prede-veloped "packages"rarely lasted.The core team believed, andexperience confirmed, that the way

to keep change from ending up onthe shelf was to have the practition-ers themselves envision and refinewhat the change was to be.

An important side effect helpedto ensure that change would belasting. Over and over, the reportsfrom the schools indicated that theparticipants' views of themselves asteachers and leaders had beenpositively influenced by their role aschange agents.

Nearly all of the teams' plans forinfusing critical thinking throughoutthe curriculum included a series ofin-services for the larger faculty attheir schools. Although manyteachers were reluctant to beprerzenters before their peers andwoo 3d whether they would beaccepted, an overwhelming majoritywere surprised and affirmed by theappreciation and support theyreceived from their colleagues.Moreover, the team teachers felttheir investment had paid off whenit sparked changes in their col-leagues.

BEST roPY AVAILABLE 5')Momentum/November 1990 47

Principle 3: Ongoing dialogue betweenK-12 and college faculty, and amongdifferent schools at the same level,supports the development and refine-ment of Instructional practice.

The participants' ability to de-velop effective plans was supportedby feedback and critique from both

the core team and their peers. Inthe course of planning for theirschools, most teams experienced atleast one point of struggle. In thedialogue with members of the coreteam (who took the roles of facLita-tor, critic and questioner) or withother teams, problems were con-fronted, ideas and issues clarified,goals and plans refined.

The core team was described byteachers in the project as "a stimu-lus to us" and as "a help to keepus going when it became difficult orwe felt stymied."

Moreover, the teachers began tosee changes in the way theyinteracted in their own schoolsettings. In a departure from thefairly common pattern of isolation inteachers' day-to-day functioning,schools reported increasing dia-logue among the faculty. Thesimple step of structuring time forteachers to talk with their col-leagues about what they do ef-fected this change.

This experience of collaboration

with 22 schools has also had asignificant impact on the division ofeducation at Alverno. Specifically,the experience with "Partnerships inTeaching Critical Thinking" hasbeen used to build a simulationthrough which Alverno teachereducation students, working inteams, design a plan to infusecritical thinking across the curricu-lum in an elementary, miodle orsecondary school.

Working with the 170 teachers inthe project also gave the Alvernocore team members a sense ofhow to develop beginning teacherswho can move into the schools asproactive professionals, willing toseek out colleagues in their ownand other schools and in colleges.

In addition, Alverno, in planningfield work and student teaching,has sought out schools wherestudents can see modeled thecollaboration between faculty andbetween college teachers and theK-12 practitioner.

The partnership experience hasaffected as well Alverno's processof responding to in-service re-quests. Like most departments ofeducation, Alverno gets numerouscalls for assistance from the localschools. However, in the two yearssince the completion of the FIPSEproject, Alverno has responded torequests for workshops on criticalthinking by recommending the teammembers from a school in theproject, either as partners withcollege faculty or as the totalsource for in-service.

This networking with anotherschool is not only an excellentlearning experience for the request-ing faculty, hut also a continuationof the process of empowerment forthe teachers in the project.

While Alverno's division ofeducation rarely refuses a requestfor in-service, a commitment hasbeen made to refuse one-shotsessions in which teachers havehad no input. Minimally, the Alvernostaff asks that mpresentatives of

the school faculty meet with thembefore the session so that they canbe directed to needs the schoolshave identified.

Finally, Alverno is currentlydeveloping "professional develop-ment school" sites, as well asmaintaining sites with which strongpartnership relationships have beenmade. Present negotiations with twosuch sites are aimed at holding astudent teaching seminar at thelocal school. Strong teachers fromthe school would then be involvedas co-instructors of the seminar,and new teachersor those whowould benefit from trying out somenew strategieswould be invited toattend along with the studentteachers.

collaboration is not aneducation "buzzword." It is apractice which fosters anawareness that the develop-

ment of teachers is ongoing. Themodel of collaboration being builtfrom the experiences with "Partner-ships in Teaching Critical Thinking"has the potential to create a contin-uum of development for teachersfrom pre-service to in-service.

If, from their earliest field work,students experience school cultureas a climate of dialogue aboutimproving the teaching/learningprocess, they will go into their firstteaching position ready to partici-pate as partners with more experi-enced colleagues.

In-service can then become ameans of ongoing growth, directedby the emerging needs of theschool and its teachers and servedby the support of the teachereducation faculty at the collegelevel.

Note1. Mary E. Diez, Partnerships in TeachingCritical Thinking," Collaboration: BuildingCommon Agendas. Henrietta S. Schwartz,ed., Washington, DC, Clearinghouse onTeacher Education and the American Asso-ciation of Colleges for Teacher Education.j


1 r-

5 1

0

The annual meeting of all Catholic educators300 sessions and liturgies 650 exhibits 14,000 attendees

Robert ColesResearch psychiatrist andprofessor of psychiatryand medical humanities.Author of 50 books andover 1000 articles.xcipient of the Pulitzer.

Prize and numerousother awards.

vossia

,

General Session Speakers

President George W.Bush(invited)

Archbishop Pio LaghiPro-Prefect of the Congre-gation for Catholic Educa-tion. Former papal pro-nuncio, the chief liaisonbetween the Vatican andthe U.S. Catholic Church.Holy See's permanentobserver to the Organiza-tion of American States.

Mary Alice WilliamsCo-anchor of NBC News'"Sunday Today" andspecial assignment re-porter. Former vice presi-dent in charge of the NYbureau of CNN. 1988Woman of the Year forWomen in Cable.

Fcr information, write NCEA Convention Office, 1077 30th Street, NW, Suite 100, Washington, DC 20007-3852or call (202) 337-6232r.

InCT Pf1D11 AVM' Mil

The justice factor inteacher commitment

If Catholic school teachers are to make alifelong commitment to the ministry ofeducation, they must receive justcompensation now.

Robert J. Kealey

ffective and dedi-cated teachers areessential to qualityeducation. Thisfrequently statedprinciple needs an

addendum when applied to Catholicschools: Catholic schools mustprovide teachers with the financialresources they need to make alifetime commitment to the ministryof Catholic education.

How is this goal to be achieved?The answer calls for a prior under-standing of the relationship betweenquality education and costs, andbetween consistency and effectiveschools. Steps can then be takento determine just teacher salaries/benefits, to elicit the support of thecommunity, and to move to decisiveaction.

Dr. Kealey is the executive directorof the department of elementaryschools of the National CatholicEducational Association.

Cost and qualityHow closely related are quality

education and the money spent oreducation? During June 1990, fourpublications highlighted differentaspects of this question.

The National Assessment ofEducational Progress published theresults of the 1988 writing achieve-ment tests. This government reportindicated that students in nonpublicschools (the majority of whom werein Catholic schools) scored signifi-cantly higher than students in publicschools. Eighth-grade nonpublicschool students scored higher than12th-grade public school students.These results extended the recordof superior performance by nonpub-lic school students on these gov-ernment-mandated tests.

The Brookings Institute publishedPolitics, Markets, and America'sSchools by John Chubb and TerryMoe. Using data from the federallysponsored High School and Beyondsurvey, the authors concluded thatpolitics are ruining public schools.

They suggested that the onlyeffective way to improve Americanschools is to allow parents thefreedom to choose any school thatmeets basic government criteria.

The June 25, 1990, issue ofForbes carried an article by DanaWechsler, "Parkinson's Law 101,"which analyzed the spending inNew York City public schools. Thearticle reported that less than one-third of the $6,000 spent persecondary school student everreached the classroom.

Catholic high schools in NewYork City, on the other hand,educated students for a much lowercost with a greater percent of theirper-pupil expenditure going directlyto the classroom. The author said,"Most honest observers wouldconcede that despite the leanerbudgets, the parochial schools as agroup do a better Job educatingpeople than the public schools do."The article concluded by calling foran overhaul of American education.

Finally, NCEA published UnitedStates Catholic Elementary Schools& Their Finances, 1989. Informationreceived from over 900 schoolsrevealed an average per-pupil costof $1,476, an average tuition of$924, and an average teacher'ssalary of $15,578.

What is the relationship amongthese reports?

While the cost of educatingstudents in Catholic schools issubstantially lower than in publicschools, Catholic school studentsconsistently and significantly outper-form public school students. Thestudies strongly suggest that taxdollars need to be redirected frominstitutions to parents, therebyproviding them with the means toexercise their constitutional guaran-tee of selecting schools for theirchildren.

Such redirection would provideimmediate help to improve thesalaries of the teachers in Catholicschools and would ensure thecontinued presence of effective


5 3

teachers in these quality schools.

Need for consistencyA consistent program and staff

make an excellent school, accord-ing to the research on effectiveschools.

Years ago, the religious commu-nity provided this consistency inCatholic schools. Even thoughindividual members of the commu-nity might change every few years,the community had a consistentway of teaching, ordering theschool day, using instructionalmaterials, proJ!rig feedback toparents, and carrying out otheraspects of school life.

This fall over 95% of the teach-ers in the Catholic elementaryschools are laywomen and laymen.While this may seem to be a recentphenomenon, it is not. In the earlydays of Catholic education, most ofthe teachers were iLly people.

The first parochial school openedin the Archdiocese of New Yorkhad a faculty of one priest andthree laymen. When the Sisters ofMercy arrived in Savannah in 1845,six Catholic schools already flour-ished there under lay leadership.Many schools, in researching theirroots, have discovered that beforethe religious communities arrived,the schools had been conducted bylay teachers.

Catholic schools are in goodhands, but they must provide theireducators with the financial re-sources to support themselves ifconsistency is to be maintained.

Salary/benefitsdetermination

A first step must be to determinewhat a just salary is for ministers ofCatholic education.

At this time, most Catholic schoolteachers' salaries are determinedby the local school (pastor), withthe diocese suggesting a salaryscale. Some parishes or schoolboards pay a percent of the public

school salary scale. In a smallnumber of cases, the salaries resultfrom a collective bargaining agree-ment between a teacher union andthe employer.

These scales usually considerthe person's degree(s) and experi-ence. The very important ingredientof need does not enter into thecalculation; however, need was abasic concept in the faith commu-nity of the early church. rhepresent need of one teacher maybe greater than the need of anotherteacher.

Benefits should also exist. Thestudy of Catholic elementary schoolfinances revealed that only 87% ofthe schools provided a health plan;77%, a retirement plan; 48%, lifeinsurance; and 38%, a dental plan.

Many parishes and dioceses donot charge tuition for the children ofCatholic school teachers, freeingteachers from financial anxiety inthis area. Some parishes anddioceses cover the cost of ad-vanced degrees for teachers. Thispractice rests on the belief thatbetter educated teachers provide abetter education.

The records of many parishesshow that housing was provided forthe lay teachers in Catholic schoolsduring the early period of Catholiceducation in this country. Parishesmore recently provided housing forthe religious teaching in the school.Could the remuneration for teachersinclude an option for housing?

A frequently stated reason forteaching in Catholic schools is the

01.

, /kNtep cOmP qf)0ridbkaiiate .95vyrainilrip e:ditymonv.

Educational Leadership For CatholicSchools (M S 1Elementary Education (M S )Guidance and Counseling(M S & Ed S )Exceptional Student Education (M S )Computer Education (M S & Ed S

Reading (M S & Ed.S )Mental Health Counseling (M.S & Ed SEnglish (M A )Biology (M )

Rehabilitation Clunseling IM S & EU SHuman Resources Development andAdministration IM S.1

biyilhiale Gmawes. lAturi 'llutimtwt?y

FLEXIBLE SCHEDULES FEATURING SEMINARS AND INTENSIVESLOW TEACHE R.STUDENT RATIOS FOR MAXIMUM INTERACTION

INNOVATIVE TEACHING METHODS AND THE LATEST TECHNOLOGY

A SIGNIFICANT TUITION REDUCTION ISAVAILABLE FOR EDUCATORS AND RELIGIOUS

Barry University. Office of Graduate klmisteons. 11300 N E. Second Avenue. Miami Shores. FL 33161-6695Phone (305) 899-3120. (800) 551-0588 In Florida 48001 621-3388 Outside Florida

.1111MEMEMINIIMELSIlv

5 ,1 Momentum/November 1990 51

safe and enriching atmosphere ofthe school. Catholic school teachersengender a faith community, anatmosphere for learning, a secureenvironment; they are models ofthe faith. While more is demandedof Catholic school teachers thanpublic schor! teachers, less is givento them for their support.

A substantial number of Catholicschool teachers hold second jobsduring the summer and even during

ti CO ( 11

,,(11)1)/

1/101/1/ 1111 ( 101

mid R)1,1.)

the school year. Must the desire toteach in a Catholic school imply theneed for a second job?

Community supportThe second step in the process

of improving the financial situationof Catholic school teachers is toinform the community of the truesituation and to seek wider support.

This need for accurate dataprompted the executive committeeof the department of elementaryschools to undertake its study ofCatholic elementary school fi-nances. While most people knowthat Catholic school teachersreceive low salaries, they probably

not realize how low the salariesc. 3. Therefore, information isneeded.

This information must include theachievement of Catholic schools asdocumented by research fromNCEA and independent sources.Over the la.t several years, studyafter study has reported on the

effectiveness of Catholic schools.The Catholic community and thelarger American community doesnot know this research.

The Catholic community, whichbears the responsibility for passingon the faith to the next generationof Catholics, should be keenlyaware of the statement by theCatholic bishops: "Of the educa-tional programs available to theCatholic community, Catholicschools afford the fullest and bestopportunity to realize the threefoldpurpose of Christian educationamong children and young people."(To Teach As Jesus Did, #101)

Some Catholics may think thattuition takes care of Catholic schoolexpenses. But tuition is a recentpractice. Up to 25 or 30 years ago,the funding for Catholic schoolscame from the regular churchincome. No one ever disputed thepractica. While costs were lower inthose years, so were the salaries ofthe contributing Catholics.

Catholics have decreased theamount that they contrk- :e to thechurch over the last 40 yearsalthough their incc,mes have risendramatically. If today's Catholicsgave the same percent of theirincome as past generations gave, asufficient amount of revenue wouldbe generated to pay Catholicschool teachers a just salary.

America benefits because Catho-lic schools graduate educatedcitizens who contribute to thewelfare of the nation intellectually,morally, politically and economically.The educational history of manystates record that public fundssupported Catholic schools. The"wall of separation," when appliedto education, is a recent constructof the public school monopoly.

The current movement to provideparents with real choice in educa-tion represents the most significantadvancement in the democraticprocess since the era of the civilrights protests. Catholic schoolparents should be leaders in this

movement and they should makeallies with other groups whoseneeds are not being met publiceducation.

Call for actionThe time has come for decisive

action to be taken to pay Catholicschool teachers justly. The followingactions are proposed:

the establishment of a timelinefor the raising of educators'salaries so they reflect themessage of the bishops intheir pastoral, EconomicJustice For All, and provideeducators with a lifestyleappropriate to their ministrythe publication of clear dataregarding the finances ofCatholic schools at school,parish and diocesan levelsthe regular reminder to thefaithful by the bishop of eachdiocese and the pastor ofeach parish of the obligationto contribute to the formationof the youth of the dioceseand parishthe solicitation of funds fromthe business community toprovide scholarships in Catho-lic schools so that more at-riskchildren can receive a qualityeducationthe organization of Catholicschool parents with othergroups so that pressure canbe exerted on the political es-tablishment to provide parentswith the means to exercisetheir constitutional right ofschool choicethe assurance of a qualityeducation program in eachCatholic school

The miracle of the Americanchurch is the success of Catholicschools. Thanks in large part toeffective and dedicated teachers,the miracle continues to this day.However, Catholics must takedecisive steps to ensure that themiracle continues tomorrow-1

52 Momentum/Novemner 1990

FROM TH-E FIELD

The empathic teacherINhen a child experiences atraumatic event, such asdeath or divorce in the

family, appropriate school personnelare usually informed so that theycan provide a supportive atmos-phere for the child. Some unusualbehavior on the student's part istherefore tolerated.

Irregular behavior cannot alwaysbe attributed to the insecurity ofchildren following such events,however. Some children live infamilies that are still physicallytogether, but are experiencinginterpersonal problems or chaoticrelationships.

Aicoholism or other forms ofchemk dependency may beinvolved; there may be physical ormental abuse. Family m emberstend to be secretive about thesekinds of problems; consequently,teachers are not aware of them.

A variety of behaviors, eithersingly or in combination, mightindicate that a child is not receivingthe support he/she needs from thefamily. Teachers should be con-scious of a child who consistently:

appears sullen or argumenta-tiveprefers isolation to being withothersis over/under responsibledenies having feelings orcannot express themis never sure how to readothers' feelingsexpresses feelings of shame,guilt or being differenthas low self-esteem or takesself too seriouslyneeds constant approval andaffectionhas difficulty completingprojectslies when the truth would befairly easy to stateis overly loyal to certainpeopleoverreacts to situationsbeyond his/her control

These behaviors are the child's

k

ti/- 4-4413:- '4 *1- 5? ;.,1:1,t4,:.0.04.4144411 .`

-;

9

Simple, shared exyclses help to create tha supportive environment In which children canexpress their fselli.gs to ono another.

efforts to reach out to others.These children must reestablishtrust in other people by building re-lationships, and the sense ofcommunity created in the Catholicschool can serve as an excellentfoundation. Teachers can providesome of the emotional support thatis not available at this time fromthe child's family.

"Active listening" is a simple ex-ercise that encourages children toexpress their feelings to oneanother.

Each child tells another :ome-thing about him/herself. The listenerrepeats to the first child what she/he heard. The roles are thenreversed. This technique developsempathetic listening. At first, chil-dren will probably share only factualinformation. The activity can beextended to include two exchangesso that the children will be encour-aged to offer items of a moreintimate nature as they begin totrust their partner.

Before beginning this program,teachers need to develop asupportive classroom environment,remind students of confidentiality,and inform parents of the program.Through active listening exercises,alert teachers can help children toget to know one another and toexpress a community awareness in

everyday life.Classroom teachers who estab-

lish an atmosphere of warmth andsupport, and who listen to childrenwith empathy, affirm these children.This sensitive personal concern canmake up for some of the care thatis lacking in the home, and helpchildren feel they are accepted aspart of the Christian community.

Suggested readingAckerman, Robert J., Children ofAlcoholics: A Guide for Parents,Educators, and Therapists, New York,Simon and Schuster, 1983.

Black, Claudia, Children of Alcoholics:As Youngsters, Adolescents, Adults,New York, Ballantine Books, 1981.

Faber, Adele and Elaine Maylish, Howto Talk So Kids Will Listen & Listen SoKids Will Talk, New York, Avon Books,1980.

Mastrich, Jim and Bill Birnes, TheACOA's Guide to Raising HealthyChildren, New York, Macmillan, 1988.

Traviss, Mary Peter, 0.P., StudentMoral Development in the CatholicSchool, Washington, DC, NationalCatholic Educational Association,1985.0

Martin MayerAdministratorWoodside Priory SchoolPortola Valley, California

BEST COPY AVAILABLE 5 6Momentum/November 1990 53

Profile of thebeginning teacher"Overwhelming," report first-year teachers oftheir experiencc. Catholic elementaryschools. How can they be helped?

Barbara L. Brock

00w0r0,0041k40 1_4W,

ry%

4

Am7" 1YJI,\ ", f\

tr 1 ,

Mir

4.

11111.11Filf


REST COPY AVAILABLE

he first year ofteaching is tough!Regarded by someas a "rite of pas-sage" to be en-dured, for others it

is the last year of their teachingcareer. Research tells us that theinitial enthusiasm, confidence andeagerness of the first-year teacheris often replaced by disillusionmentby the end of the year.

Problems result in feelings offrustration and failure. Many ca-pable new teachers leave teachingbefore the end of their third year.Others grasp the first method thatworks and quickly adopt a "survival"mode of teaching, one that inhibitsfurther professional growth anddevelopment.

What about beginning tea .hersin Catholic schools? What kinds ofproblems do they experience? Whatare their perceptions regarding theadequacy of their teacher trairiog?What kind of assistance is pro..idedonce they are employed in aCatholic school?

Since much of the research onfirst-year teachers has involved onlypublic schools, I conducted a studyof first-year teachers in Catholicschools to answer the precedingquestions.

In April 1988, I surveyed the 55first-year teachers employed inCatholic schools in the Omahaarchdiocese I developed a ques-tionnaire consisting of demographicand background data, along withfour sections pertinent to experi-ences of a beginning teacher, forthe study. Fifty-one (94%) re-sponded to the survey. Seven ofthe teachers were randomly se-lected tor interviews.

Dr. Brock is the principal of St.Philip Neri School. Omaha.Nebraska, and a part-time facultymember at Creighton University.This article is based on her disser-tation, completed in 1988 at theUniversity of Nebraska-Lincoln.

A profile of the teachers whoparticipated in the study revealedthat most of the first-year teacherswere female and between 21 and25 years of age. The subjects werealmost equally divided in maritalstatus, with a few more single thanmarried. Slightly more than half hadattended public high schools andcolleges.

In addition to problems similar tothose identified in studies of teach-ars in public schools, the results ofthe survey revealed three mainareas of concern: the ministry ofCatholic education; the transitionfrom college student to professional;and a need for more adequate staffdevelopment designed for beginningteachers. Each of these concernswill be addressed here.

Teaching as ministryIn addition to teaching academic

subjects, teachers in Catholicschools are expected to preparechildren's liturgies, teach religion,model religious values, IntegrateCatholic values within the curricu-lum, and prepare children forsacraments. Indeed, teachers areexpected to direct all activitiestoward fulfilling the goals of Catho-lic education.

How are teachers prepared forthis important role? Most of thefirst-year teachers surveyed re-ported no college-level course workthat prepared them to teach in aCatholic school setting. An analysisof responses by public college andCatholic college graduates revealedno significant difference in ade-quacy of preparation in the religiousdimension of Catholic education.

It should not be assumed,therefore, that beginning teachersunderstand the go Is of Catholiceducation and are equipped forteaching as ministry.

The following were identified bythe first-year taachers as areas inwhich they haa little or no prepara-tion: planning children's liturgies;preparing children for sacraments;

methods of teaching religion;teaching pro-life issues; integratingCatholic values into the curriculum;goals of Catholic education; model-ing Catholic values; relating withreligious faculty; and teachinghuman sexuality.

Once employed in a Catholicschool, the beginning teachers whohad not received adequate orienta-tion and staff development in thereligious dimension of the schoolreported feelings of frustration andinadequacy. When asked to identifyareas in which they needed anis-tance, they most frequently citedchildren's liturgies and teachingreligion.

The findings of this study make itevident that staff development inthe religious orientation of Catholicschools is essential. It must beprovided for all teachers new kCatholic education. Respondentswere asked to suggest methodsand content of in-service that wouldbe most helpful in this regard.

Most of the teachers identifiedthe need for an orientation toCatholic education before theopening of the school ycar. Theywanted an overview of the church'steachings on the importance ofCatholic education, and its mission,philosophy arid goals. They recog-nized a need foi this frame ofreference to armlet the necessarydirection and focds.

They also requested continuingsessions, designed for beginningteachers, throughout the year.Content for the sessions should bedetermined by an assessment ofthe needs of the teachers beingserviced, but must include thefollowing: preparing liturgies, prepar-ing children for sacraments, meth-ods of teaching religion, andintegrating faith values into thecurriculum.

Role transitionThe second theme apparent in

the results of the study was thedifficult transition from college

student to protessional educator."Overwhelming" was the wordfrequently used to summarize thefeelings of the first-year teachers.Some cited "reality shock" and theunexpected pressure from a multi-tude of sourcesstudents, parents,faculty and administration.

Two areas identified as problemswere "not having enough energy"

and "managing stress." Theseresponses are understandable since69% of the first-year teachers inthis study were between the agesof 22 and 25. It is likely that manywere entering their first teaching joband simultaneously assuming adultresponsibilities for the first time.Some were also newly married.

What are the implications when aschool administrator hires a begin-ning teacher who is also embarkingon young adulthood? The teachermay desire assistance with personalneeds such as: living arrangementsin a new community; informationregarding medical, banking, shop-ping and recreational facilities; anda clear explanation of the provi-sions of the teacher contract, healthinsurance and pension plans.

Within the school environment,the young teacher may needassistance in developing appropri-

BEST COPY AV',..A:314 Momentum/November 1990 55

ate behavior when relating toparents, administrators and fellowteachers. One new teacher said: "Iwas accustomed to the role of astudent, seeking help from myprofessors and parents; suddenly Iam in charge and others expectde^,isions and solutions from me."

Many of the first-year teachersstudied were not aware of thefactors causing their stress; many

thought the problems and frustra-tions they were experiencing werea result of their incompetence. Theyhad 'tc) opportunity to talk withother beginning teachers andthought they were the only onesfeeling overwhelmed.

It is important for administratorsand experienced colleagues notonly to help new teachers under-stand the commonalities of their

Assistance Model for First-Year Teachers in CatholicElementary SchoolsCatholic college/ Diocese Cstholic elementary schooluniversity

Education andtheology doped-merits

Participation in anenrichmentprogram to assistpro-serviceteachers inunderstanding theministry ofCatholic education

Elemsntaryconsultant

. Orientation in thegoals of Catholiceducation and thestrusture and

policy of thedioceseFormation of asupport groupthat meetsregularly duringthe first year

Sessions providedduring the annualfall conference

Development of asupervision andevaluation planfor use in Catho-lic elementaryschools

Adoption of anenrichmentprogram to assistpre-serviceteachers in under-standing theministry ofCatholic educa-tion

Principal

Initial interview

Preschool orienta-tion

Selection andtraining of amentor

Ongoing facuttyin-service thatincludes topicspertinent to needsof first-yearteachers

Monthly meetings

Brief classroomvisits and feedback

Scheduled obser-vations and feed-back

Opportunitiesprovided for obser-vation of experi-enced teachers

End-of-yearevaluation whichincludes a pre-and post-confer-ence

Participation In anenrichmentprogram to assistpre-serviceteachers in under-standing theministry of Catholiceducation

Mentor

Availability forunscheduledassistance

Scheduledweekly meetings

Demonstrationsof classroomteaching andmethods ofdassroom man-agement

Professionalbehaviormodeled

Teachers Speak Out On: Ac-countability to Choice TeacherTraining, Recruitment andRetention to Links BetweenSchool and Community Re-structuring Schools and School-based Management The Fed-end Role in Education Reform IS

a just-released report based on asurvey of public school teachers.Copies of the report are availableby writing:

Metropolitan Life InsuranceCompany

The American Teacher SurveyP.O. Box 807Madison Square StationNew York, NY 10159-0807

problems but also to help them puttheir problems into proper perspec-tive.

Staff developmentThe final theme emerging in the

study is the need for increased staffdevelopment designed for first-yearteachers. Respondents were askedto identify the methods, content andfrequency of in-service assistancethey had received during their firstyear. Many indicated they had beenoffered very little assistance beyondinformal meetings with the principaland other teachers.

When asked what kinds of staffdevelopment would be most helpful,they responded as follows: principalinput on an informal basis; plannedand spontaneous observation bythe principal, followed by an infor-mative conference; observing otherteachers in Catholic schools; andhelp from a mentor.

One teacher summarized theinduction needs by saying: "Don'texpect so much; assume we knowvery little and tell us the obvious.We are afraid to say that we don'tknow how."

How significant is staff develop-ment in alleviating problems? Todetermine the relationship betweenthe amount of in-service andfrequency of problems experienn4dby the first-year teachers, themeans of each variable werecorrelated. A negative relationshipwas determined. In other words,those who participated in the most


ROM THE FIELD

The teacher as leaderAre pre-service and in-serviceprograms providing futureand current teaching profes-

sionals with the skills necessary toassume significant leadership roles?Do teachers instruct children andinfluence decision making and*restructuring* efforts with similarease?

Teachers need to know how tomake a difference and to be givenopportunities to do so, both in theirclassrooms and within the totalschool organizational framework.

One vocal proponent of the"school as a community of leaders"is Roland Barth. He believes thatopportunities for teachers to leadwill attract more able people to theprofession and encourage them toremain in teaching.

Bringing out the best in teachers,Barth reasons, will bring out thevery best in their students.Teacher-leaders also will be moreinvested in the school and morecommitted to the implementation ofdeciolons concerning ft. Finally,Barth argues, the recognition thatcomes with leadership opportunitieswill lead to greater job satisfaction.1

Do current practitioners agree?An informal survey of young teach-ers enrolled in the graduate educa-tion department at Marytunne

in-service experier u lea:problems.

General implicb,Preparing teachers for Catholic

schools is a multifaceted task. Theformation of excellent teachersrequires a cooperative effort be-tween the undergraduate institution,the diocese, and the individualschool of employment. Each shouldplay a significant part in the prepa-ration and development of teachersfor Catholic schools.

The results of this study indicatethat teacher training that is ade-quate for teachers in public schoolsis inadequate for teachers in

College, Scranton, Pennsylvania,generated responses supportive ofBarth's notion.

But first, the group said, teach-ers' collaborative planning anddecision-making skills need to besharpened and their knowledgebroadened. Problem-solving activi-ties, experiences in public speakingwith parent groups, creative plan-ning strategies, case-study ap-proaches to decision making, andexperiences in interpersonal/relational skills with adults wereseen as critical in teachers' prepa-ration for effective leadership.

I recently visited a Catholicelementary school in Lake Forest,Illinois. The School of St. Mary hadbeen chosen for a site visit as partof the U.S. Department of Educa-tion School Recognition Program.One of their strengths? Teacherleadershipl

St. Mary's administrative teamconsists of the principal and twoassistant principals, both of whomare also teachers. One assistantprincipal has responsibility forteacher supervision; the other forstudent concerns and programs.

This team meets monthly with alarger group called School Commu-nication Improvement Team (SCIT),also composed of teachers. SCIT

coordinates schoolwide activitiesand makes decisions regardingbasic school operation. It connectswith the balance of the teachingforce through level coordinators forcurriculum planning, instructionalactivities and interdisciplinarystrategies.

Here is Barth's *community ofleaders" who cooperate and con-nect for success! A survey of theseteachers revealed a commitmentand satisfaction that clearly perme-ates the entire educational en-deavor at St. Mary's.

Enabling practitioners to besuccessful in this new era of"teacher empowerment* is a goalthat must not be lost. The conceptsof leadership, as well as training inbasic leadership skills, need to beexplored in both pre- and in-servicesettings.

Note1. Roland Barth, 'School: A Community ofLeaders," Building a Professional Culture inSchools, Ann Leiberman, ed., New York,Teachers College Press, 1988, p.134.0

Dr. Lois King DrainaAssociate ProfessorChair of Graduate EducationMatywood CollegeScranton, Pennsylvania

Catholic schools. The spiritual aswell as the academic aspects ofCatholic education need to beaddressed in undergraduate train-ire, Courses and field experiences

. ministry of Catholic educationlo be provided by Catholic

higher education institutions.If the population surveyed in this

study is similar to others in t,country, many teachers are cCatholic schools who have beeneducated in public institutions.Diocesan- and school-sponsoredprograms should provide a sharedvision of Catholic education and theministerial skills needed in theclassroom (see accompanying

chart).First-year teachers in Catholic

schools want to become goodteachers. They welcome inputregarding their teaching perform-ance and appreciate the assistancegiven in staff development pro-grams. Their spiritual formation andgrowth in professionalism are thekey to ongoing quality Cathoiiceducation. How well Catholic highereducation, diocesan leaders, andexperienced Catholic school educa-tors cooperate in the developmentof beginning teachers will be asignificant factor in the leadershipand stability of tomorrow's Catholiceducation.0

BEST Ct.11PY

60Momentum/November 1990 57

Sharers in the giftof God

A model certification program preparescatechists to instruct and form others

within the community of faith.

z)6n the many classes Ihave taught, I havenoticed an anticipa-tion in the studentsto move deeper intothe study of theology.

There is no longer an attitude of "Ineed this to get certified," but ahunger to delve into a study of theGood News.

Mr. Vincent Scozzari, quotedabove, has been a member of thefaculty of the Institute of Catechet-ics and Spirituality since it wasestablished in 1978. His assess-ment of this adult education pro-gram for the Archdiocese of NewOrleans is shared by many whoview it as a model tor diocesancertification programs.

The archdiocesan office of

Marie Anna Stelmach

religious education conducts theInstitute of Catechetics and Spiritu-ality for the purpose of providingcourses for:

adults interested in deepeningtheir spiritual life and in appre-ciating and understanding theirfaith, andcatechetical and spiritualitypersonnel desiring certificationstatus within the archdiocese.

The Institute's programs, de-signed to meet the various needsand interests of the many ministersin the church, offer diverse opportu-nities in Scripture, doctrine, moral-ity, spirituality, catechetics and thehuman sciences.

The certification programs areearmarked fur catechists in earlychildhood, parish elementary,Catholic elementani school and


adult settings. Programs are alsooffered for elementary and second-ary school principals as spiritualleaders, for coordinators anddirectors of religious educaiion, andfor spirituality ministers.

Mrs. Shirley Bertucci, principal ofSt. Peter School in Reserve,Louisiana, is currently workingtoward the principal's certification.Having completed the course forthe principal as the spiritual leader,she said:

The course was a wonderful combi-nation of instruction and faith shar-ing. The class members grew into afaith community by sharing gifts of

Sister Marie Anna, O.P., is thedirector of the office of religiouseducation for the Archdiocese ofNew Orleans, Louisiana.

their own spirituality.

The principal's certificationrequires eight credits in doctrine,Scripture, morality, sacraments orspirituality, and six credits earnedin attending conferences for Catho-lic educators and/or administrators,new/experienced principals' retreat,Visions and Values, and the Hofin-ger Conference.

The various levels of catechistcertification have some of the samebasic requirements, but one differ-ence is found in the approach tocatechetical methods. Anne Delph,parish minister at St. Rita, Harahan,Louisiana, has taken early child-hood, elementary and adult cat-echetical methods courses over thepast eight years. Anne reflects:

To sum up these years, I have beengiven a richer and fuller vision of

God's kingdom. Gifted teachers,working with the Holy Spirit and awell-planned curriculum, enabled meto celebrate God's people and tobuild up with them our corner of hiskingdom.

Paul B. Patin, S.J., associatepastor of Holy Name of JesusParish In New Orleans, is one ofthe 40 instructors for the Institute.Father Patin recently traveledacross the 24-mile Lake Pontchar-train Bridge to teach a basic coursein spirituality for the parish/schoolminister to a diverse group ofcatechists and other individualsinterested in personal enrichment.This fall, he will commute acrossthe Crescent City ConnectionBridge, making the course availableto New Orleans Westbankers inAlgiers. His dedication reflects thatof all the Institute instructors, each

of whom has another full-timeministry.

The Institute sponsors approxi-mately 60 courses within a

arduring the fall, thespring and in two summer

sessions. All courses are hosted byparishes, and care is taken so thatthe courses rotate within variousdeaneries and are offered atvarious time in order to meet theneeds of the participants.

The parish and school personnelwho host the courses not onlyprovide a great service to thearchdiocese, but consider it aprivilege. The gracious hospitalityoffered often "puts a parish on themap."

For the convenience of the

Stay a pace ahead in religiouseducation with PACE 20.

PACE (Professional Approaches forChristian Educators) is a unique peri-odical for people engaged in allphases of religious education.

PACE presents strategies forreligious education courses.programs. teaching approaches. cur-rent theology, and Scripturaldevelopment.

PACE 20 HIGHLIGHTS

What harm. if any. can inclusive lan-guage cause? Thomas Groomepresents a thorough view of this con-troversial subject.

Women's spirituality: a workshoppresented by Avis Clendenon.

Volume 20

W Um

I/ 111\m/16.PRORSEJONAL APPROACHES PCP CHRISTIAN EDUCATORS

Getting parents involved in teenreligious education. Marilyn Krawezykoffers suggestions to do just that.

PACE 20 is available for $90.00 a year.Subscribers receive a hinder and month-ly issues throughout the school year.Subscribers also receive the unlimitedright to duplicate and distribute thesearticles to those with whom they work.Order today by calling toll free 1-800-3-$8-2440. in Indiana call collect 1-219-356-8400.

PACE is the one magazine youwill keep year after year andrefer to time and time again!

Our Sunday Visitor / 200 Noll Plaza / Huntington, IN 46750 90522

Momentum/November 1990 59DEN COPY AVAll.A9LE

FROM THE FIELD,

A teacher remembersWhether walking throughcrowded halls in Septem-ber or sitting on a gradu-

ation dais in June, a high schoolteacher inevitably reminisces aboutyears gone by. Many memoriescause a smile or even an outburstof laughter. Some bring old, forgot-ten anger to the surface again.

All these remembered eventstaught the teacher something. Theytaught about the self: likes, dislikes,character, morals, relationships.They surely taught a great dealabout others. Looking back not onlyincreases the teacher's understand-ing of childish behavior, but alsorenews appreciation of the childlikequalities young people possess.

It is very important for aneducator t) remember what it waslike to be young.

I remember being in high schooland waiting at the bulletin boardevery morning to see the list ofteachers who were absent. Theposting of this list often met withcheers. Could I get the homework Iwas supposed to do last night donenow? Was the test I did not reallystudy for canceled? Was I going toget out of school early?

Now, as a teacher walkingthrough the halls in the morning, I

get the inevitable question, "Mr. A.,who's out today?" My answerbrings responses ranging fromcheers and "high fives," to com-ments about homework andto maneuvering for early dismisia!I laugh, remembering the bulletinboard, grateful that some things donot change.

It is self-evident that teachersshould enjoy young people. Recog-nizing and dealing with their prob-lems, while not getting in themiddle of them, is a talent thatteachers need to develop. Thisdevelopment is enhanced when aneducator can look back and re-member adolescent attitudes, emo-tions and difficulties.

Because a person is young doesnot mean that her/his problems andopinions do not count. Proportion-ally, the adolescent is strugglingwith situations that are comparableto those of an adult. Because ado-lescents are dealing with manythings for the first time, they needothers with experience to be thereto listen and understand.

The last thing an adolescentneeds is someone who will think forhim/her, dictate, lecture or com-mand. Most often, a teacher canserve best as a sounding board,

Some adults feel that to matureis to do away with childlike ways.But if an educator blocks outchildhood years, communicationwith the adolescent, both in and outof the classroom, deteriorates. Thiscommunication can then becomeone-sided"children should beseen and not heard."

It is remarkable how studentsrespond to someone who takes thetime to understand, someone whocares and is not afraid to show it.Each person's style of teaching anddealing with students is different,but young people have an uncannyway of detecting when a teacher iscaring and genuine.

Someone once said: "Youth iswasted on the young." Maybe,when looking back on his/her youth,an educator can appreciate andembrace what was experienced andlearn from it. Such a teacher cangive to the youth of today what ismost needed: a listening ear, anunderstanding heart, a sharedexperience.CI

Joseph P. AgostinoReligion DepartmentMonsignor Farrell High SchoolStaten Island, New York

participants, course requirementsmay be completed in any order.Currently there is no time limit tocompleting the requirements, butmost participants do so in a two-to six-year period. Certification isgranted upon completion of therequirements, earned either throughthe Institute or through otherapproved institutions, an applicationand the recommendation of one'spastor.

Certification must be renewedeach four-year period by taking aminimum of four certification credits(the equivalent of 40 clock hours).These renewal credits may beearned through attendance atworkshops sponsored or approved

by the office of religious educationor through participation in otherInstitute-sponsored, advanced levelcourses. These include humansexuality, the Rite of ChristianInitiation, prayer experiences andspiritual journeys, and a familyperspective in church ministry,among others.

The Institute of Catecheticsand Spirituality is movinginto its 13th year. Its growthis characterized by an in-

creasing number of participants, agreater variety of offerings, and aspirit of enthusiasm and spiritual"hunger" among the participants.Collaboration with universities,

colleges and other institutions in thearchdiocese is also a mark of theInstitute's maturity.

The teacher of religion, a minis-ter of the word of God, is muchmore than an instructor of religiousstudies. He or she is concernedwith the formation and developmentof faith. These ministers understandthat God's word is not heard inisolation, but within a community ofbelievers, where the Gospel isproclaimed, celebrated and lived.

Indeed, "the Divine Word be-comes present in catechesisthrough the human word," invitingothers to become "sharers in thegift of God." (General CatecheticalDirectory, #32).7..1


Arrivingwhere westarted

The entire liberal artscollege must cooperatein the preparation ofthe foundationalelementary schoolteacher.

Leona McCaughey-Oreszak

lementary schoolteachers exist Inthe most ambiva-lent place in theeducational proc-ess. What occurs

at this level is central to the qualityof schooling that follows, yet theimportance of elementary teachersis consistently overlooked. Viewedas generalists, they have beentrained historically not as "masters"in knowledge but as "teachem" inknow-how.

Today they labor unobtrusivelyas specific grade teachers. Whenthey are affirmed, it is usually ever-so privately by parents or by astudent who returns in later life tooffer gratitude.

It is time for a public shift.Elementary school teachers' roleand status must be placed centerstage. To make such a shift, thetwo main philosophies of teacherpreparation will need to be mergedso that elementary teachers be-come both masters of content andteachers of know-how.1

This approach is most suited to

teacher preparation within a liberalarts context. The liberal ideal, withits emphasis on thought andexpression, its stress on the whole-ness of knowledge rather thandiscrete facts, can enrich an educa-tional scene which, in our era, hasbeen described as mediocre.

The preparation of elementaryteachers will need to be a jointventure, and attitudes in thisventure will be key.

Many times, ownership of thestudent becomes an issue on theliberal arts college campus. If thestudent is among the most talentedin a particular department, aca-demic advising may be centered onchoosing courses in light of furtherstudy and research. The fact thatthis student wants elementaryteaching is seen as a waste. Eventhe college which values teaching,

Associate Professor McCaughey-Oreszak is the chairperson of thedepartment of education and theelementary student teacher super-visor at Regis College, Weston,Massachusetts.

Preparing to teach on the elementary level, a college student reviews children's literature withfacility members from the departments of English end education.

X f

,

I40.

CpzaimiL.

.4

r Fir COPY AV.A.11.P.ar Momentum/November 1990 61

r,

4111110.r..

t

,471.

.111111110

dialet4Celf A I

A laboratory course prepares an elementary level student teacher tor a handson approach toteaching science.

and sees as integral to its mis-sion, may not empower studentswho wish to continue the missionon lower levels.

The responsibility for teachereducation, then, does not restsolely with schools and departmentsof education. It is the responsibilityof the entire college.2 Partnershipswith elementary and secondaryschools also are called for inpreparing future teachers, but thefocus here is on campus communi-cation.

College efforts do not involve awatering-down of course content oran "aside" app'ication of content forthe future elementary teachers in aparticular class. Efforts do involvediscussions about relationshipsbetween disciplines and how thesedisciplines can be approached.3

eaching methods appropriate forelementary level can also belearned within the major subjectarea. Papers written in an Englishclasc using cooperative learningstrategies, for example, give the

student an experience of what it isIke to teach and learn in thismode. The strategy is then trans-formed from a theory covered in alecture to a practical application inthe future teacher's academic life.

Another necessary area ofcollaboration between major subjectarea and education faculty is in thesupervision of student teachers.The college representative whoperforms this role has at timesbeen a part-time faculty memberhired solely for these supervisoryvisits. Such a supervisor doe: notknow and has never taught thestudent. Full-time education faculty,working in part with major subjectfaculty, should perform this task.

The benefits of this supervisorshift affect all concerned. Thesupport given to students is muchmore real when it comes fromthose who know them. Whenstudent teacher needs are ob-served, recommendations forchange can be followed up in botheducation and subject area collegeclasses. And the faculty member in,for instance, the science depatt-ment can actually see and delightin the student teacher's applicationof the scientific method in her/hisfourth-grade class study of localecology.

he education of elementaryteachers must also answerthe question: What knowl-edge is of most worth? The

breadth and depth definition of theliberal arts can guide the response.Given the vastness of the elemen-tary school curriculum, futureelementary teachers need to studyin the various divisions of thecollege curriculum. When there is achoice in the general educationarea, those in charge of particulareducation programs should directthat choice.

In addition, today's world andclassroom demand teachers whohave knowledge of and appreciationfor cultural differences. Study in this

62 Momentum/November 1.c.'2J

A recent study by the Asso-ciation of American Colleges onthe need for collaborationbetween arts and sciences andeducation faculties, titled ThoseWho Can, is reviewed in thebook review section of thisissue. Check it out,

area, if not already a collegewiderequirement, is a must for futureelemen'ary teachers. The same istrue for laboratory science andmathematical knowledge andrea:

The education department alsomust reflect on its own instructorrequirements. In preparing liberallyeducated students, its membersmust be liberally educated them-selves.4

Cognitive psychology, then, isnot taught only by a psychologyprofessor, it permeates all educa-tion studies. Teachers of methodscourses must know the researchthat relates to certain content areateaching. For instance, in learningto teach social studies, students areheld responsible, as they prepareunits, for including their analysis ofwhy and how certain concepts willbe taught. Such an inclusiveassignment usually exacerbatesstudents, who prefer to prepare thesingle ditto sheet which carries nomeaning or relationship to broadercourse work.

Educating students liberallymeans preparing them with muchmore than a bag of tricks.

The formation of excellent,educated elementary teachers willnot be an easy task. Their love forchildren is a starting point, but it isnot enough. Although elementaryteachers need not be movers andshakers, they and their instructorsneed to engage in analytical reflec-tion. This ability is a natural by-product of a true liberal education.

Liberal education has been avehicle for synthesis, for meaning,for human values. In the process of

achieving these goals for elemen-tary teachers, a commitment ofboth head and heart is demandedof all their college instructors.

The status of elementary schoolteachers educated in a liberal artscontext will not change overnight.They will still need great egostrength. But when the publicbegins to realize what is actuallyoccurring in these teachers' class-rooms, they may fear less theNational Commission on Excellencein Education's "rising tide of medi-ocrity."

Instead, they may reflect withhope on T.S. Eliot's words in LittleGidding:

We shall not cease from explora-tion

And the end of all our exploringWill be to arrive where we

startedAnd know the place for the first

time.Through the unknown, remem-

bered gateWhen the last of earth left to

discoverIs that which was the beginning;At the source of the longest riverThe voice of the hidden waterfallAnd the children in the apple-treeNot known, because not looked

forBut heard, half-heard, in the

stillnessBetween two waves of the sea.

Notes1. E. Power, Philosophy of Education:Studies in Philosophies, Schooling andEducational Policies, Englewood Cliffs, NJ,Prentice-Hall, Inc.. 1982, pp. 322-323.

2. J. Lanier and J. Featherstone, "A NewCommitment to Teacher Education:Educational Leadership, vol. 46. 1988. p. 20

3. E. Travers, "Rally Around the Liberal Arts:And Pedagogy Comes Tumblin' Atter."quoted in Beginning Dialogue: A Report fromthe Bread Loaf Conference on TeacherEducation and the Liberal Arts, Middlebury.VT, October 22-24, 1987, p. 7.

4. R. Brandt. "On Assessment of Teaching.A Conversation with Lee Shulman." Educa-tional Leadership. vol. 46. 1988. p.

CATHOLIC ADULT VIDEOEDUCATION PROGRAM

SERIES NOW AVAILABLEBasic Tools for Bible Study

Story of the Old Testament Covenant,NteThe Living Gospels

4-4011t:The Writings of St. Paul fry\SINOur Catholic CreedOur Baptismal Covenant with Chris:Our Celebration of the EucharistChristian Morality and 1

1\140,4Forgiveness

SUPER SAVINGS ON THECOMPLETE 64 HOUR

VIDEO LIBRARY!

2, .O 1(7,

,X

0 >0). cz

ft mil pmift_

0 Fm a<x P

E 1 Fri oec X CZ XZi a

i3c 433 0 0z 13 Z

(t)13 Z

cn 5'a 7 (-r)

o mc n n

n

m4

4 r"-7 rLir'

m ,3. rn Z

r- u) * 0c -I

--4(n r.D 0 r

..- r, 0-.: ''' u)

4

!

c-)>

co

c3a

0M

z4.A) r-, M 0Csi.. u) 3

frr.

n.)

Momentum/November 1990 6301 Copy AyAury:

Dateline: Guatemala

Although they manage to survive as street persons, these Guatemalan youngsters lack evenbasic eductlonal skills.

he teacher in Gua-temala faces a for-midable challenge.Some 50% of thepopulation isilliterate; 87% have

not completed the primary grades;only 68% of the country's 1.48million primary-age children wereenrolled in school in 1988.

These statistics are not surpris-

Mrs. Feistritzer is the editor ofMomentum.

ing in view of the economic andclass structure of the society.According to a recent report byCatholic Relief Services (CRS), theofficial relief and developmentagency of the U.S. Catholic Confer-ence, based in Guatemala:

80-82% of the people subsistat the poverty level, Three-fourths of this group areIndians (indigenous); the re-mainder are marginalizedLadinos (mixed Spanish andIndian descent).10-15% are middle-class

Whether they instructthe indigenous pooror the privilegedclasses, teachers inGuatemala areengaged in a difficultwork of justice.

Patricia Feistritzer

Ladinos faced with a growingtrend toward marginalization.2-3% of the population arevery wealthy Ladinos.

CRS officials also report that,from 1980-1987, the governmentspent only an average of 1.9% ofits gross domestic product (GDP)on education. Of this pitifully lowamount," they state, "nearly 94%goes to operating expenses andsalaries, while only 3.8% goes forinvestment (textbooks and materi-als) and construction of new

64 Momentum/November 1990 ;

schools." The average teachersalary is 700 quetzals per month,approximately $175 in Americanmoney.

These are the chilling educa-tional statistics about a far-away(it seems) country, often imaged byNorth Americans as a lush, moun-tainous land peopled by carefree,colorfully garbed descendents of thefabled Maya Indians. This imageclearly fails to present the socialreality of Guatemala.

In an effort to understand thatreality and the justice concerns itraises, I accompanied a group ofAmerican Catholic youth ministerson an immersion trip to Guatemalain July. The trip was sponsored byGlobal Horizons, a program of theGlobal Education Office of CatholicRelief Services, directed by Kath-leen Kenney.

An inkling of the challengeconfronting the teacher in Guate-mala may emerge through twoexperiences during that visit.

The Parish Market, sprawledover several city blocks incentral Guatemala City, is anopen-sided, roofed labyrinth

of crowded stalls. Bananasmanyvarietiesmangos, beans, potatoes,onions, squash, watermelons andsacks of coffee beans overflow thevooden bins and line the muddy

aisles. A constant stream of menand youngsterscarry sacks ofproduce from the trucks and brokenbuses ringing the market.

Indian women and girls (yes,dressed in their brightly wovenskirts and embroidered blouses)lower large bundles from theirheads to unpack clothing, scarves.bedspreads, blanketsalong withsilver and beaded jewelryfor theirstalls. Woven baskets and cookedfood are displayed. Grimy, barefoot,but surprisingly bright-eyed childrendodge in and out; young mothersmodestly nurse their infants.

The Global Horizons group,guided by their Guatemalan inter-

Amid the display of her wovenwares, an Indian street vendorworks on her embroidery.

A SODIFAG student spends anhour on her lessons beforeresuming her work as a vendorIn the Parish Market ofGuatemala City.

-

AMC

"p

I

._

preter, are led through the commo-tion to a hardly noticed flight ofstairs. It leads to a clean-sweptupper roomthe market school.Children look up cautiously as theywork at narrow wooden tableswhere papers, crayons and paintsare laid out.

-

a_

Allow

1*4 t"'ath

N.Vaa.-ftb&NSA.

'L

Romero, the master teacher, ispleased to see the visitors. Heexplains, through the interpreter,that the program he directs at theParish Market is one component ofthe SODIFAG (Society for theDevelopment of the IntegratedGuatemalan Family) educational

BE. T COPY tY.;1..r.cl!.r F-;


outreach.Laughing, he interrupts his

explanation to introduce Veronica,the 4-year-old clinging shyly to hislegs. Veronica cannot speak be-cause of an emotional disturbance,he says, but she is getting helpthrough the program.

Romero urges the other childrento con'? forward and identify theirposters trom among the manypinned to the schoolroom bulletinboard. Each poster is lettered inSpanish: "My problem is..."

Words and drawings completethis statement, some starkly, otherswith colorful fantasy: "I play toomuch," "i have no house." Un-abashed by its significance, eachchild proudly points out his or herwork of art.

Sylvia, 20-years-old, arrives andis introduced as one of the 29teachers in the SODIFAG program.As she gathers an armful of folders,each marked with a student'sname, she cheerfully invites theGlobal Horizons group to accom-pany her on her tutoring routethrough the market.

She will indicate, she says, whenthe group should stand backsomeof the children are distrustful ofstrangersand when it is all rightto take pictures. Veronica managesa small wave; the other youngsters,back at their lessons, call outgoodbyes. Their special problemsallow them an hour's reprieve fromday-long duties in the market forlessons in this quiet. secure room.

Stepping aside for well-dres,,edwomen shoppers aud burdenedworkers, Sylvia leads the way toher first student. He spots theteacher with a smile and deals alittle space among Vie onions forthe small, wooden board on whichhe spreads open his folder.

In the midst of the market'schaos, he listens carefully as Sylviaexplains his individualized lessonfor the day. Grasping his pencil, hebegins his hour of school work.Sylvia moves on but she will

Educators of faith and courageOne in the Splrit/unldos en elEspiritu involved Catholiceducators in the USA and

Guatemala in an exchangeprogram cosponsored by theNational Catholic EducationalAssociation (NCEA) and the Na-tional Association of CatholicSchools of Guatemala (ANACC).

In February of this yoar, theAmerican project director Mr.Michael Guerra, executive directorof NCEA's secondary school de-partment, and 10 diocesan/schooladministrators visited Guatemala.They toured Catholic schools inthe capital city, in towns andvillages during their 10-day trip,and met with church and govern-ment leaders.

In November, a group of Gua-temalan Catholic educatorsreplicated this experience in NewYork City and Washington, D.C.The February hosts, now honoredguests, included Senora AnaMelina Fuentes de Rivera, Guate-malan pro;act director and presi-dent of ANACC, and BishopRodolfe Bobsdilla, president of theGuatemalan Bishops Conference.

One of the pftpants in theUnldos project was Sister SandraTheunlck, R.S.C.J., then head ofForest Ridge School in Bellevue,Washington. She recorded herimpressions of the visit in a shortpiece titled "Guatemalan Adven-ture." Excerpts that writingfollow.

"A NACC worked hard toinsure our exposure tothe broad range of

educational settings in Guatemala.We visited schools equipped betterthan Forest Ridge and schoolswhich had no textbooks. We sawchildren of privilege and children ofgreat poverty....

"If I needed to choose one wordto describe these educationalenterprises which work with thevery poor, it would be courage.These schools depend very muchon donations and receive littleassistance from the government....Vast numbers of children are beingeducated in faith and academics inspite of insurmountable obstacles.The tangible and unsurpasseddedication of the educators im-pressed me deeply....

"So what did I learn? I learnedabout hospitality. In my life I havenever experienced such a 'beingwith' and sharing of meager re-sourct s as I did during these 10days. Every gesture wasgenuine....we shared meals andconversation with rich and pooralike....When the ANACC groupcomes to the USA in November,we will have a ways to go to matchtheir welcome.

"I learned about courage andeducational vision....in spite oflimited resources, governmentthreats, tremendous difficulty infinding dedicated teachers, theseschools meet the needs of hun-dreds of children every day. Lack ofany textbooks appears to be noobstacle, nor does lack of money,power, water, personnel. Thesefolks work miracles among the poorwith very little....

"I learned that what I do for aliving is extremely valimble as long

retrace her steps, in the course ofher busy day, to each of her 30students wol'iing throughout themarket.

In a later interview, the GlobalHorizons group learn from MarioMorales and Margarethe Molles, co-directors of SODIFAG, of this effort

to reach some of the 10,000unschooled, working children inGuatemala City. Aged 4 and up,the children work not only inseveral large markets, but also asstreet vendors.

Many live on the street. sepa-rated from their families, left to their


Indian and Ladino chIldrun surround Sandra Thsunk*, not quits sure what to maks ofthis visitor to their lic school.

as I am involved in educatingagents of social change. One of themost impressive Catholic schoolswe visited was Primavera (Spring-time), staffed by teachers in trainingat Belga Academy in GuatemalaCity.

(Colegio Experimental Primaverais located in Milagro, a marginalneighborhood of poor Indian andLadino people outside of GuatemalaCity. Privileged Ladino girls, 16- to17-years-old, who attend BelgaAcademy, also a Catholic school,earn their student teaching credit atPrimaveraand comprise theschool's total teaching staff.]

"Th's is a concrete example ofthe 'linking' of institutions so as tobe mutually enriching.

"Personally, I found the work inGuatemala attractive in many ways.It is obvious that one is 'helping,' I

have learned once again, however,

that helping society change cantake many forms. Educators inGuatemala are faced with many ofthe same challenges that we arein the USA. The collaboration andmutual support among Catholiceducators of rich and poor alike issomething from which I drewmuch inspiration....

"I experienced in very tangibleways that God is at work in Gua-temala. The Guatemalan peoplehave tremendous faith. Althoughthey describe themselves as asuffering people for whom GoodFriday is the focus of the liturgicalyear, they are a people whoappear to pray and to hopewithout ceasing. I was humbled bytheir faith and their vision andcourage as educators.%)

P.F.

own resources. For them, SOD-IFAG has established several smallhouses, one with showers andsleeping space, where they comedaily for tutoring.

"These children work eight to 14hours a day," Senor Moralesexplains. "But wA have managed sofar to enroll 600 of them in our

_J

program."SODIFAG's educational program

is working. Basic skills are beinglearned, imaginations are beingfreed, the children's perspectivesare being expanded. Senora Mollescreates the curriculum with theseobjectives in mind, and the small

office staff prepares the studentfolders.

Although SODIFAG is Guatema-lan-based, badly needed resourcesare donated by several internationalagencies. The social and politicalrealities of Guatemala hamper thework at every turn. Senor Moralesgives the background of this reality,a story repeated in the many inter-views arranged for the GlobalHorizons group.

The root cause of the "inhumanpoverty" of the majority of thepeople is the severely unequal landdistribution in Guatemala's predomi-nantly agricultural economy, where2.1% of the population controls65% of the arable land.

The Indians, driven off theirlands, now labor for the large land-owners, both Guatemalans andinternationals, and market theirproducts. They have becomesecond-class citizens in the countrywhere their ancestors flourished.

In the words of the Guatemalanbishops' pastoral letter The Cry forLand (1988), the majority of peopleexperience "high rates of illiteracyand mortality, lack of housingadequate to maintain the dignity offamily life, unemployment, under-employment, malnutrition and otherevils."

The directors and teachers inSODIFAG's program are undauniedby these realities. They are urgingthe Ministry of Education to allowtheir students to take examinationsand be given grade status and theopportunity for advancement inschool.

They also met recently with rep-resentatives from the Catholicschools, and many have agreed toSODIFAG's proposal to exemptCatholic school students from oneday of classes in order to work anddonate their earnings to the pro-gram. Discussions are underwaytoo to allow Catholic school studentteachers to work in SODIFAG'sprogram for their practicum credit.

These cooperative efforts, Senor

BEST COPY AV!!!7't

7' Momentum/November 1990 67

Morales says, would not only bringresources to the fight againstilliteracy. It would also increaseawareness among Guatemala'smiddle and upper classes.

rct'rl(/lc'lL- L--/11/It'

h) h'ilt /I 11 lid

thrill.C111'-,.., :IL, (1)1'11

hd,-,1( ()

i)!

As the youth ministers onthe Global Horizons tripdrive into the beautifullytended campus of Colegio

Monte Maria, they are met by the"sound of music." The secondaryschool marching band is practicing,and the white-bloused, plaid-skirtedgirls step smartly over the paradeground. It is lunch time at theprimary through grade 12 Catholicschool. Clusters of girls eat theirlunches picnic-style on the lawns;groups of teachers are gathered inclassrooms and lounge areas in theseveral buildings that dot thecampus.

The Global Horizons group aresomewhat dazed by this oasiswithin Guatemala City, where drabstreets are crowded with vendorsand every building seems to bebuttressed by plywood and corre-gated metal shanties. Nevertheless,they set about locating Ana Jo-sefina Fuentes de Rivera; they areearly for their interview with her.

Once located, Senora de Riveragreets them graciously in fluentEnglish. A teacher at Colegio

Monte Maria, she is also thepresident of the AsociacionNacional de Colegios Catolicos deGuatemala (ANACC).

The ANACC, she explains, iscurrently concerned with threeeducational priorities: to educatefrom the reality of the country; toprovide continuing formation ofteachers; and to work in theschools in ongoing dialogue withthe total pastoral mission of thechurch.

Senora de Rivera then asks thegroup to share their experiencesthus far, And nods understandinglyas their foainful impressions arevoiced. It is difficult, she agrees, toadapt to the great class differencesin her country.

She explains that her school, likemany Catholic schools in thecountry, enrolls poor, middle andupper class Ladino students.Colegio Monte Maria was foundedby the Maryknoll Sisters, she says,several of whom are still part of thestaff. The ownership and admini-stration are now in the hands of thelaity, however. They see the needto bring the reality of Guatemala totheir students, whom they hope toform as committed Christian leaderswho will try to change this reality. It

is not an easy task.The Indian people are an op-

pressed and cJIturally marginalizedgroup, Senora de Rivera says.Although they are the majority, theyare isolated by longstanding preju-dic.. and by language differencesre.ther than Spanish, they speaksome 23 indigenous dialects.Ladinos find it difficult to respond tothe relatively recent concern forsocial justice as it affects theIndians.

This too is a familiar story to theGlobal Horizons group. Indeed, theyhave been told that "justice" is adangerous word in GuatemalaAlthough the country has had acivilian-ruled government since1986, the military continues to holda great deal of power. Furthermore,

presidential elections, scheduled forNovember, have increased the"cycle of violence," according to theCRS repc

"As recently as four years ago,"Senora de Rivera says, citing oneexample, "one of our ANACCmembers who attempted to teachthe 'reality' of Guatemala was, outof fear, forced to leave the country."

Furthermore, Ladino parents areanxious to protect their children andtheir lifestyle, and the young peopleare shocked when long-acceptedpatterns of behavior and attitudeare challenged. Teachers, too, shesays, either resist awareness orstruggle for ways to impart to theirstudents a reality suppressed intextbooks and ignored in everydayliving.

"We have much greater supportfor our efforts," she hastens to add,"now that the archbishop of Guate-mala, Prospero Penados del Barrio,is speaking out forcefully againstabuses." He has established aHuman Rights Office which aims toeducate the people about anddocument human rights violations.

"Nevertheless, it is a slow andpainful awakening for our studentsand their families," Senora deRivera says.

She knows of SODIFAG's workand the agreements reached toelicit Catholic school student'ssupport and involvement. She alsoclarifies the Global Horizons group'spuzzlement regarding studentteachers from the secondaryschools.

Secondary students at ColegioMonte Maria elect one of threecareer tractssecretarial, collegepreparatory or teacher trainingtortheir junior and senior years. Thosein teacher tre -sing remain an extrayear to complete the three-yearprogram, earning their practicumcredits by teaching in the preschoolor primary grades. Upon graduation.these students are certified to teachearly childhood or elementarylevels.


Senora de Rivera says shedoubts that Catholic school studentteachers would be officially certifiedby the Ministry of Education to takepart in the SODIFAG tutoringexperience, but her enthusiasm forthe prospect is clear.

"We need your understandingand your prayers," she tells theGlobal Horizons visitors as sheaccompanies them across thecampus to their van. "Educating ourCatholic school students in socialawareness about Guatemala is asgreat a challenge as educating thechildren in the marketplace and onthe streets in basic skills."

The teacher in Guatemala facesa formidable challenge.

Background materialsBooksDondeena Caldwell, If Quetzals Could Cry,New York, Friendship Press, 1989.

Julia Ezquinel, Threatened with Resurrection:Prayers and Poems from an Exiled Guate-malan, Elgin. IL, The Brethern Press, 1990.

James D. Crockcroft, Neighbors in Turmoil:Latin America, New York, Harper and Row,989, pp. 102-120.

'a Underwood and Lane Vanderslice,Cow lict and Poverty in Central America,Bactcground Paper No. 112, June 1989,Bread for the World, 802 Rhode Island Ave.,NE, Washington, DC 20018.

Profile: Guatemala. Canadian CatholicOrganization for Development and Peace,3028 Danforth Avenue, Toronto, Ontario.Canada M4C 1N2.

Jon Sobrino, SJ, The Crucified Peoples,Catholic Relief Services, 209 West FayetteStreet. Baltimore. MD 21201-3403.

;IY for Land. a pastoral letter by the'f Guatemala, 1988. Canadian

Catholic Organisation for Development andPeace. 3028 Danforth Avenue, Toronto,Ontario, Canada M4C 1N2.

Jon Sobrino. SJ. The Roots of Solidarity,Maryknoll. NY, Orbis Books, 1f-95.

Guatemala in Rebellion: Unfinisned History.J. Fried, M. Gettleman, D. Levenson and N.Peckenham, eds., New York, Grove Press.Inc., 1982.

ArticlesMary Jo McConahay. "Popular Ex-dictatorPromises an Iron Fist to GuatemalansHungry for Law and Order," National

Catholic Reporter, August 24, 1990.

Mary Jo McConahay, "Guatemala's 'InvisibleWar' Comes Home with Vengeance to SantaMaria de Jesus," National Catholic Reporter,May 4, 1990.

Rosemary Reuther, "Modern Catacombs inGuatemala Mountains," National CatholicReporter, May 4, 1990,

Griffin Smith, Jr., "Guatemala: A FragileDemocracy," National Geographic, June1988, pp. 769-802.

"The Maya" (series of four articles), NationalGeographic, December 1975, pp. 729-811.

OrganizationsMario Morales, DirectorSODIFAGCalzada Aguilar Batres 2110, Zona 11Cuidad Guatemala. Guatemala(Welcomes inquiries re becoming a donor tothe program.)

Lic. Ronaith Ivan Ochaeta ArguetaCr dinatorC la de Derechos Humanos

.spado de Guatemala7a venida 6-21, Zona 1, 01001Apartado Postal 723Cuidad Guatemala, Guatemala(Publishes monthly newsletter, "Clamor," onarchdiocesan human rights program; seeksfinancial support.)

Los Artesanos de San JuanP.O. Box 9128Portland, OR 97207(USA contact for women's cooperativeweaving project in Guatemalan village; seeksdonations of materials and finances,information on marketing outlets. LasMujeres de San Juan, a 20-minute video onthe project, is available for $35.)

FilmUnder the Gun: Democracy in Guatemala,Film Library, Church World Service, 28606Phillips Street, Elkhart, IN 45615..7

INDISPENSABLE AIDSCATHOLIC SCHOOLSAND THE LAWA Guide for Teachers, Mary Angela Shaughnessy, S.C.N.This book offers readers an excellent and readableintroduction to the laws governing Catholic educationalong with practical advice for classroom teachersconcerning the law.The author offers a legal pre-test and discusses suchtopics as canon and civil law, avo:ding lawsuits,faculty handbooks, and school boards. Clear and con-cise, this book is a must-read for anyone involved inany way in Catholic education. Paper $5.95(Also available in video format for $59.95 net.]

300 QUESTIONSDREs ARE ASKINGAbout P10,111 MN Pr %Mimi

40.11

Gaii Thomas alclOnna

300QUESTIONS DRE'SARE ASKINGAbout People and Programs, Gail Thomas McKenna. Theauthor brings together three hundred of the m;stpressing questions that DREs have been asking herabout their ministry and provides practical, down-to-earth answers to them.In the first part of the book, McKenna concentrates onthe people who make up the v, .!Id of the OREpastors,and pastoral team, support groups, and volunteersand provides insights into working with them. Part twodeals with the different programs the ORE is involvedin, for adults, teens, and families. Paper $10.95

li PAULIST PRESS007 IlsorINvr 144. Mem*, N.J. 07430

1.201-025-7300

PEST CrrY7 2


Distanceeducation viaITFS

Angela Ann Zukowski

Catholic schools with smallerbudgets and fewer teachersare facing some tough

decisions. What do they do whenadditional courses are desired orrequired in the curriculum? What ifthe school does not have enoughclasses to warrant hiring a full-timeteacher for a particular sh:bject?

There is a practical solution.Seventeen dioceses and over 101colleges and universities in theUSA are using Instructional Televi-sion Fixed Service (ITFS)a closedcircuit, microwave television system.

Recently I spoke with StevenGorski of the Network for Instruc-tional TV, Inc., Kenneth Murr ofCreative Learning Technolor '9s,and the direc,ors of ITFS in everaldioceses. The following commentsreflect their insights about thepotential ITFS offers Catholicschools.

Why ITFS?Why teach via television? In-

structional television is a powerfulmotivator. Literature, history and thearts assume a more affectivedimension as the sights and soundsof the countries of me world evolve


into the classroom. TV can pacethe learner, challenge, comfort andcapitalize on the receptivity of mostyoung people to the visual andaural. It can put the viewer/learnerin the center of a problem, thenprovide analytical tools to solve it. It

can make review stimulating byapplying newly acquired skills in adifferent context.

An instructional television pro-gram represents hundreds of hoursof planning, research, organizationand conversion of ideas to practicalsegments of instruction. Further-more, it maintains a steady enthusi-asm and efficiency, unlike thehuman whose capacity to sustainthe quality level is eroded byinterruptions and other responsibili-ties.

ITFS responds to the pressingneeds of Catholic schools byenabling excellent teachers to"bilocate" to every school in arogion. These schools can alsooffer a greater variety of coursesforeign languages, advanced mathand science, computer trainingaswell as teacher in-service, bysharing a single cost.

What Is ITFS?ITFS was created over 20 years

ago by the Federal CommunicationsCommission (FCC) primarily toprovide in-school instructional andcultural programming. Today ITFSis used to bring quality educationalopportunities into the school, thechurch and home. Dioceses areusing four ITFS channels to ad-dress the specific needs of diversegroups within the church.

ITFS can only be received atsites equipped with a specialantenna which picks up microwavefrequencies and reconverts them tothe lower frequency of a standardTV set for viewing on an unusedVHF channel. One antenna willserve an entire school building orparish complex through the additionof amplifiers and cabling intodifferent rooms.

How is ITFS acquired?An ITFS applicant must be an

educational institution or govern-mental body engaged in formaleducation of enrolled students.Nonprofit organizations formed toprovide instructional materials tosuch enrolled students, as well asnonprofits eligible to be licensees ofnoncommercial education broadcasttelevision stations, may also apply.

Legal and planning proceduresfollow. The applying diocese needsto consider the perspective audi-eme of the ITFS programs. Ifprograms are available to addressthe specific needs of the Catholicschools, the diocese can moveforward.

A series of technical issues canthen be addressed by a consultingengineer who studies the geo-graphic area to be covered by thediocesan ITFS station and makessure its signal will not interfere withbroadcasters using adjacent chan-nel frequencies. The diocese thenfiles an application with the FCC,working with a qualified communica-tions attorney. Several persons areidentified at the end of this articleas potential consultants and/orresource persons.

There is no filing coat for theITFS license. Expenses are relatedto the technical and legal fees toprepare the application for the ITFSstation and receive sites.

Capital and operational costs willvary from diocese to diocese. Thetransmission equipment is a fixedcost, unaffected by the number ofreceive sites (1 or 50). A diocesecan choose to have one to fourITFS channels. The number of sites(schools/parishes) receiving thesignal will also affect the cosi ofthe system. Dioce-,es consultedindicated their initial c.:ost wasaround $200,000.

In some dioceses, sevoraleducational or nonprofit institutionscollaborated in acquiringjoint venture makes ITFS financiallyfeasible because the capital and

State of the art administrative softwareSPECIAL OFFER - USE IT FOR FREE

Now is the time to finally computerize your school's administrative tasks with theeasiest to use, fastest, most complete and reasonably priced software available.Don't take our word for it. Use it for FREE and see for yourself how easy it is toschedule students, track attendance and produce report cards.

This is the proven low-cost system that has tracked over 300,000 students in over375 schools in 46 states and 4 countries for the past 10 years.SYSTEMS STARTING AS LOW AS $495!

"I am writing to thank you for your outstanding ADMINISTRA -

TOR'S PLUS program. Although I have been involved inschool scheduling in an administrative position before. I havenever handled the nuts and bolts of it. Your program made

. me feel like an expert."Fr. Angelo Palermo, DirectorAll Saints Regional, Phillipsburg, NJ

"We couldn't be happier with ADMINISTRATOR'S PLUS.lt is amazingly fast and ea.sy to use. It is truly user friendlysoftware and always functions flawlessly. We highly acommendit for any school"Sr. Kathy Atkins, SchedulerBishop Ward High Scitool, Kansas City, KS

"ADMINISTRATOR'S PLUS is just fantastic! It is wry easyt:) use and I really eniov k REDIKER SOFTWARE offersunsurpassed support although it is rarely needed"Br. Charles Barbush, Asst. PrincipalHudson Catholic High School. Jersey City, NJ

IMI ,1=144.M1:1

Data Base Plus 'ModuleScheduling Plus ModuleReport Cards Plus ModuleAttendance Plus ModuleStudy Hall Scheduler ModulePeriod Attendance ModuleScanner Interface Morlide

No Charge$495 or $850*$495 or $850*$495 or $850*

$250$250$250

*Lower price applies to schools under 300./VIP

CALL TODAY FOR YOUR FREE72 page brochure

AND YOUR FREE SOFTWARE

1-800-882-2994

1111111111-

1

'M7.10---T 6(17C71t rziCFA .!",:7;,(....,e

wrzlp.1-,4 .114141147-41444r1r , r ;77/ ,(-_-_-......-' 4461.1.-;Thra- ;Jai. " - i- ....., ,-1, , i......_, .1..-1,17, .c.::::= e= ti. . . .4.

-

FREE OFFERWith a purchase order number, we will

send you ADMINISTRATOR'S PLUS totry After 90 days you will be billed unlessyou request an extension or return thesoftware_

4111111111M 0.

ADMINISTRAIDR's PLUSS. 1 it

REDIKER SOMVARE, INC. HAMPDEN, MA

7,4PrcT nOtr

operational costs are shared by all.Another alternative is collaborationwith the Public Television Station(PBS), which can offer technicalvsistance, production facilities andexcellence in programming.

What are the 5,,lurovs ufeducational programs?

Some dioceses with ITFS havevidao/instructi,:nal productionstJe.ios. most do not. A diocesemay lease programs throughinstructionA video libraries locatedacross the country. Great PlainsNational (GPN)-Lincoln, NE; West-ern Instructunal Television (WIT)-

Los Angeles; TV Ontario-ChapelHill, NC; Britannica; National In-structional Satellite Service (NISS)-Columbia, SC; Agency of Instruc-tional Technology (AIT)-Blooming-ton, IN; or the Public BroadcastingSystem are a few sources.

To further assist school systemsin the acquisition of instructionalmaterials, regional organizationshave been formed, i.e., CentralEducational Network (CEN), PacificMountain Network (PMN), SouthEastern Communications Associa-tion (SECA) and others.

The Lath() lic dioceses using orpreparing to use ITFS are engaged

LEGAL CONCERNS IN CATHOLIC SCHOOLSAudio Tapes

by Mary Angela Shaughnessy, SCN

Driving, walking, exercising,relaxing...but learning all the time!

Bu ,y administrators can listen to an interpretation of legal principlesimActing on Catholic schools by a nationally respected authorityin school law.Pie two tapes contain an overview of laws affecting Catholiceducation; faculty and student handbookscontent and legalimplications; and legal issues related to school boards.

-nember/$29.95 nonmemberNCEA

use card inside back cover. PUBLICATIONS


in a consortium called the CatholicTelevision Network (CTN). Memberdioceses and organizations include:Bay Area, CA; Boston, MA,Brooklyn, NY; Chicago, IL; Detroit,MI; Los Angeles, CA; New York,NY; Orange, CA; Rockville Centre,NY; San Bernardino, CA; Wichita,KS; Yonkers, NY; Youngstown, OH,Baltimore, MD; Dallas, TX; St.Louis, MO; WLAE-TV, New Or-leans, LA; and the Catholic Tele-communications Network of Amer-ica (CTNA). CTNA also offers avariety of programs.

CTN members meet regularly todiscuss the development of ITFS inrespective dioceses and explorejoint leasing of instructional pro-grams.

Membership in CTN is funded ina variety of ways. Most diocesescharge a small fee as a part oftuition for each student in theCatholic school receiving ITFSprograms. The Diocese of Orangecharges $.67 per student per year;the Dioceses of Rockville Centreand Brooklyn charge between $2-$3per student annually. The diocesesalso invest anywhere from $130,000up for the operation of the system.Some of these dollars are acquiredthrough the diocesan CatholicCommunications Campaign, localfoundations and special fund drives.

ITFS in actionApproximately 53,000 elementary

and secondary students in theArchdiocese of New York wereeducationally influenced this pastyear by the 120 series which werebroadcast by Instructional Television(ITV). Dial-a-Lesson was a usefuland popular way for teachers to getprograms shown at times otherthan when regularly scheduled.Many teachers recorded the pro-grams with their VCRs and usedthem with two or three differentclasses at a time most convenientfor all.

!n addition, Sister Rita Nowatski,archdiocesan associate superinten-

dent of schools, in cooperation withSchenectady County CommunityCollege, made arrangements withITV to broadcast a special mathe-matics telecourse for teachers atthe middle school level. ITV re-ceived the eight-part series fromsatellite and rebroadcast the pro-grams each week to participants atdesigned locations. At the end ofthe course all teachers were issueda certificate of satisfactory comple-tion.

According to Sister Helen Horton,ITV program director, environmentaleducation will be key in the 1990s.Therefore, science programs whichfoster environmental awareness willbe offered as part of the sciencecurriculum in the fall. Instructionalprograms will include the green-house effect, a four-part programon the history of the Adirondackand Catskill Regions, and eightprograms on ecological issuAs.

Like most of the CTN affiliates,the Archdiocese of Detroit's CTN/Dhas four ITFS channels. Channeltwo, educational programming forK-12, is broadcast daily and is alsodistributed to schools within thecable system.

Channel three is a teleconfer-:rice channel intended for lectures,seminars, workshops and confer-ences at both national and locallevels. Each vicariate of the arch-diocese has a teleconference sitecapable of recording the program-ming, transferring data back andforth, and printing out any studyguide materials. A three-channelITFS repeater broadcast capabilityat Emmett, MI, allows the program-ming to reach the far northernreaches of the archdiocese.

All the CTN diocesan directorshave interesting stories to supportthe success of ITFS for theirdioceses. As more dioceses be-come licensed for ITFS, morecreative success stories will be told.

The world is facing a period ineducation comparable to the intro-

duction of the printing press 500years ago. In converting to the useof books, people confronted prob-lems similar to those related toinstructional technologies today: apotential loss of the human factor,the necessity for a new educationalmodel, career shifts, massive needsfor capital investment, equity issues.The shift to the printed word forinformation dissemination ultimatelydid result in increased learning andnew frontiers for education.

The ITFS opportunity challengesCatholic schools to achieve evengreater educational gains by theyear 2000.

Information and consultantservicesSteven J. GorskiSr. Vice PresidentNetwork for Instructional TV, Inc.1595 Spring Hill RoadSuite 350, Vienna, VA 22182

Kenneth MurrCreative Learning Technologies729 Sapp RoadRavenna, OH 44266

Sister Helen Horton, S.C.Instructional Television215 Seminary AvenueYonkers, NY 10704

Msgr. Michael J. DempseyDiocese of Brooklyn1712 10th AvenueBrooklyn, NY 11215

Rev. Robert HumitzArchdiocez.-e of Detroit305 Michigan AvenueDetroit, MI 48226

Miriam WhitingOffice for Communications PolicyUSCC3211 Fourth Street, SEWashington. DC 20017j

Sister Angela Ann, M.H.S.H., isexecutive director of the Center forReligious Telecommunications,Univeisity of Dayton, Ohio, and thepresident of UNDA/USA.

ELMO MFG CORP.

HYdeSig TAiiinotincing_thefirst, two*: tick: quad systemtilangtAfieriekaild aoceptIng

tor 1 color or B&W

the ladd

-enable manywith high

inmon!!

-1-

504.

tk\Rfc_r

.11

t

!IN.=--The Z-BALL, anew Audrallan sports ball, corn-bines,fitmei With FUNI Patented,six-skled design triggers unpredict-able bouhces, loops and ricochets,presenting an evzschangingchallenge to sports enthusiasts.The small, natural rubber Z-BALLhelps to sharpen eye-hand coordi-nation, footwork and reflexes.New training manual illustrates avariety of workouts for kids,physical education teachers,coaches and professional athletesin sports ranging from basketballto hockey to squash and manymore. FUNDEX INC. specializes ininnovative, long-life products whichretail for under $10. For more in-formation call 1-800-782-2053.

Send press releases for consideration infuture columns to Jennder Hanssen, KingPound Advertising, 1101 15th St., NW,Suite 607, Washington, DC 20005.


Saints for the90s: ElizabethAnn SetonKathy Coffey

s we engage in teachertraining, it may be helpful tohold up a model who won

the ultimate Teacher of the Yearaward: sainthood. Those steeped inCatholic tradition can perform amental equation: "Elizabeth AnnSeton = founding of the AmericanCatholic school system." But in thateasy formula, we may overlook thericher story of a woman whosemany struggles and triumphs werenot unlike those we meet in ourclassrooms each day.

Her story sounds like Cinderella'sin reverse. Betsy Bayley, thedoctor's daughter, led a charmedlife in New York just after thewinning of American independence.Her marriage to William Seton,scion of a wealthy shipping family,seemed to continue her goodfortune; five children were born oftheir happy union. But their fortunewas soon lost; William died in Italy;Elizabeth was left at 29 to raise herown children (all under 7), olus herhusband's orphaned brothers andsisters.

No time for saintly tranquility. AsSeton ruefully said: "If I retire onemoment, I hear a half dozen voices

calling sister or mama," The chil-dren were often critically ill, herown health was wretched, andfinances were so precarious thatshe scrimped on groceries. Thefriends who supported her werealso hunting for some way shecould earn a living. In those pre-liberation days, few avenues wereopen to women.

Elizabeth turned to teaching tosupport her family, a motive whichstrikes a modern note. Like somesingle parents today, she enteredthe field not because of high ideals,but from economic necessity.

Although she began with fourboarding students and her ownthree daughters, the little schoolsoon attracted more pupils, thebacking of wealthy Catholics, andyoung women who wanted to joinher work. Elizabeth Seton insistedthat girls learn to read, too, aninnovation which may have seemedas revolutionary then as some ofthe feminist demands we maketoday.

She also experienced similarfamily vs. career conflicts. Even asSeton poured energy into herschool, she was drawn to theneeds of her own children. BothAnnina and Rebecca died as younggirls in her arms, leaving herdesolated. Her surviving daughter,the vivacious Kit, wanted dancing,painting and piano lessons. Setonnever preached to her about moredivine graces; she asked herfriends for help, apologizing: "Kit'sexpenses push you a little hard."

Her thoughtless sons ruinedevery opportunity she arranged, yetshe persisted in intervening forthem. When they squandered themoney she sacrified to obtain, sheadmitted to close friends that theimmature boys were "a thorn in theheart." When people groan aboutthe problems of "teachers' kids,"Seton would have nodded insympathy. She knew those hasslesfirsthand.

In the meantime, she served

three terms as the leader of herreligious community, the Sisters ofCharity, and established schoolsdespite primitive frontier conditions.She maintained a sense of humorextraordinary under the circum-stances, refusing to take herself tooseriously.

In an age when we becomealmost grim about ourselves andour causes, Seton's words arerefreshing. Dismissing a body ofwork that would leave most of usexhausted, or self-congratulatory,she once said: "I never do the leastwork of any kind." She calledherself "a poor old bit of brokenfurniture, good only to frighten thecrows away." Her focus stayedfirmly where it belonged, on herstudents, not herself.

She was convinced that even themost difficult child could not resistthe power of her love; a longrecord of successes attested tothat. Perhaps her secret wasplacing her work and her studentsin an eternal context, knowing thatGod, who created them, was theunseen partner in every project.

Nineteenth century biographerstended to write in platitutes; Seton'sown writing often contains suchpieties. But despite the flummery,there emerges from her letters andwords the portrait of one toughteacher. She never camouflagedthe difficulties of her profession,and would sympathize with thetremendous challenges confrontingteachers today.

When teachers deal with lowpay, poor morale, an unmanageablecurriculum, and whiny or balkystudents, they would do well toremember Elizabeth Ann Seton.She traveled the same path as wedo: indeed, she rode into heavenon

In addition to her teaching at IheUniversity of Colorado and Metro-politan State College, Denver,Colorado, Mrs. Coffey is a free-lance writer.

74 Momentum/November 1990I

6.1 ;

Teachingnonviolence inthe classroomPatricia McCarthy

There are many ways of intro-ducing nonviolence into theschool environment ir, relation

to the child who is "always introuble." This is the child whosemother avoids teachers becauseshe has heard negative reports toomany times. This is the child whomadministrators don't place in thenew teacher's class and experi-enced teachers avoid. For theadults involved, there is continualfrustration. For the children, there isthe tragedy of living without suc-cess or happiness.

The first message to convey tothese children is that they arespecial and valuable. The messageis written in every action of the day,especially in language, classroomenvironment and the teaching ofappropriate behavior.

LanguageThe language used is the clear-

est expression to the child of whatthe teacher thinks of him or her.The amount of verbal abuse di-rected towards children today isalarming. Children grow up thinkingthey are bad and a problem tohave around. Too often teachersadd to these feelings: "I have had it

with you, Joey." "That's it, Mary,you are going to the principal.""Jose, you always ruin it for therest of the class,"

The first step in using languageto build up a child is to focusattention on the behavior, not thechild. If the behavior Is acceptable,compliment the child on the behav-ior. "That was a kind thing you did,Lindsey, in sharing your lunch withJenny." The same principle applieswith unacceptable actions. For theteacher to say: "Your work isn'tfinished, Charles; we're going tohave to do something about that,"is better than: "I can see you don'tcare about your work."

These differences in speakingare not subtle and they will not belost. The child's integrity must beprotected. The action might be badbut the child isn't.

An obvious corollary is to beextremely careful to say nothing inanger. When a child is swearing,the teacher can yell back, 1-lowdare you talk to me that way!" Thebetter approach is to say: "You areangry and I am angry. We will trydiscussing this in 15 minutes." It isnot a sign of poor discipline toignore hostile behavior as long asthere is no safety issue involved.

EnvironmentAs part of the c!assroom environ-

ment, it is important to establishexpectations for the students.These expectations are known asclass rules. One year when I hadadolescent boys with criminalrecords, I had one rule: Respectone another. There was no quib-bling over anything that hinted atinsult or violence.

With younger children, classrules should be simple, specific andpositive. A rule about swearingbecomes: "Speak in an appropriatemanner." For no fighting: "Alloweveryone his or her own space."The students will understand. Ifclass rules are posted, sometimesjust pointing to them gets the

message across.Rewards and consequences

should also be stated clearly.Children who consistently followrules should be consistently re-warded. Affirmation is crucial indeveloping a child's self-esteem.And when consequences arenecessary, the objectivity of havingthem decided upon ahead of timetakes away the possibility of actingtoo harshly.

Physical and emotional safetyand security must be integrated intothe classroom. Students need toknow they are beyond danger andridicule. This is one area whereteachers have to be uncompromis-ing. If there is a fight, deal with theissue of fighting, not with whostarted it.

I have taught ghetto adolescentsfor years, and they can learn not tofight. One school that had seriousfights every recess became onewhere there was rarely a fight.There was no magic; the staffsimply agreed not to accept anyphysical violence.

The positive side of not fightingis learning to resolve conflicts inother ways. A place where childrencan do this, with some adult super-vision, is helpful: a peace corner, apeace circle, a peace tree or apeace table. Students can only saywhat they did or said; no one cantell what anyone else did. It can beuseful to have a physical object topass around. A student can't talkunless holding the objecta peacepipe, a dove, an olive branch orany meaningful symbol.

BehaviorThe last phase of integrating

nonviolence into the classroom isthe actual teaching of appropriatebehavior. Children don't need tohear: "You should know better, howmany times do I have to tell you?"or "You have a bad attitude."Teach and reteach acceptablebehavior as much as the multiplica-tion table. It is a bias to presume

;7...."' :)Y 7SMomentum/November 1990 75

that a child knows how to behave.Children who hear yelling and

swearing in their homes an3 on thestreets don't know other ways toexpress fear, frustration or anger.Many children have to be allowedto cry. The teacher must also findways for students to show anger.Punching bags and foam rubberboppers on exercise mats are goodideas for younger children. Peercounseling usually works better forolder ones.

In teaching acceptable behavior,objectives should be specific.S. dents need to be given credit forprL.gress, not perfection. A studentwho advances to doing half hishomework from doing none hasprogressed 50%. A first-grader whois able to sit half a day rather thanhalf an hour has made greatstrides.

Focusing on the positive keeps

the teacher feeling more positiveand the children happier. Hostility isreplaced by tolerance, and specialchildren begin to know they arespecial.IJ

Sister Patricia, C.N.D., presentsworkshops on nonviolence toz,chool, parish and communitygroups in the Providence, RhodeIsland area.

Apples for the teacher...and the ad inistrator...and...

DRToday

4 by Thomasand Arthur J.

Created by a joiroNational As-

.4; Coordinators/\Nei

A BegBook tor Iand ChurchCatholic Be

by Mary LeThe title spe-book Itself. I

To order, use card inside back cover.

Bullby Lourdes Str

Although the primarhandbook is Cathot

and board°ciples R.-

NCEA 1 $PUBLICATIONS

76 Momentum/Novernoer 1990

Talking to Learn: ClassroomPractices in Teaching EnglishPatricia Phelan, Chair, and theCommittee on Classroom PracticesUrbana, IL, National Council ofTeachers of English, 1989, 143 pp.,paper, $8.75; NCTE members,$6.50.Mary Annette Dworshak

In one handy volume, PatriciaPhelan and her committee havecompiled varied classroom practicesthat utilize talking and listening asaffective and effective tools toenrich learning.

The first section generates ideasfor using talking as a means tounderstand literature, whether it bepoetry, fiction or drama, and tointerpret literary devices such aspersonification, mood or point ofview. It also provides ideas of aninterdisciplinary nature valuable toeducators other than language artsspecialists.

Through examples such asstudent leaders moderating discus-sions, student responsibility for sug-gesting journal topics, student groupinteractions recorded on tape, andpeer groups presenting talk shows,the underlying thesis is reiterated:the positive value of student-centered collaborative learning.

"Talking to Develop Self-Confi-dance in Communication" heads thesecond section of the book wherevoice development, persuasivespeaking, speech mapping, class-

room debating and interviewingstrategies focus on skills to facilitatebetter student speaking.

Elementary and secondaryteachers may find more value inthe articles on "Weaving in Listen-ing and Speaking Throughout theSchool Day" and "Positive Strokes:An Affective Oral Language Activity"as means to reinforce responsiblelistening aod healthy self-concepts.

Talking to Learn represents thevoices of experienced educatorsinviting other classroom teachers toengage in a more collaborativeform of learning, one that leads intointeractive writing and responsiblecommunication.ZI

Sister Mary Annette, S.N.J.M., ischairperson of the English depart-ment, Holy Names Academy,Seattle, Washington.

Girls and Boys In School: To-gether or Separate?Cornelius RiordanNew York, Teachers College Press,1990, 200 pp., paper, $16.95.Catherine Michaels

Cornelius Riordan takes thesacred cow of coeducation andwrestles it to the ground for closerexamination. Early on, Riordaninforms us that coeducation wasnot a well-thought-out policy. It

was, rather, an economic necessitystemming from a period of UnitedStates history when some areas ofthe country were too sparselypopulated to allow for separateschools for girls and boys.

This same economic necessity iswhat has led to the merging ofvarious Catholic co-institutionalschools to form coeducationalfacilities. This information shouldmotivate us as educators to rethinkthe question posed as the title ofthis book: "Girls and boys in school,together or separate?"

Riordan gives a brief history of

single-sex schooling, and the prosand cons for coeducation andsingle-sex schooling. He discussesthe formal structure and informalenvironment of the schools, as wellas the short- and long-term effectsof mixed- and single-sex schooling.Finally, Riordan reconsiders single-sex education. His scope includesgrammar school through college; hedraws examples from Americanschools, both public and Catholic,as well as from educational sys-tems worldwide.

The author is a sociologist andeducational researcher. He makesuse of various studies, particularlytwo public data sets, High SchoOrand BeyondThe High SchoolClass of 1982 and the NationalLongitudinal Study of the HighSchool Class of 1972. His book isfilled with excellent conclusions, aswell as questions which point outthe need for further research.

Riordan has included helpfultables and statistical informationwhich form the foundation for hisconclusions. The book is a truechallenge for those who haveaccepted the sacred cow of coedu-cation and a welcome breeze forthose who have taken the heat forholding the seemingly antiquatedvalue of single-sex education. Ihighly recommend it.J

Ms. Michaels teaches religiousstudies at the Mary Louis Academyin Jamaica Estates, New York.

Those Who CanJoseph S. Johnston, Jr., et al.Washington, DC, Association ofAmerican Colleges (AAC), 1989,175 pp., $15.

Marie T. McHugh

Those Who Can, a project of theAAC partially funded by theRockefeller Foundation, is one of aseries of studies of American higher


S

education. it focuses on the role ofarts and sciences programs inpreparing teachers and proposes adifferent solution from those of theCarnegie Forum and HolmesGroup.

The authors' conclusions are theresult of a careful review of statisti-cal material, previous studies, anddiscussions with representatives ofliberal arts and sciences institutions,teacher education programs andprofessionals in the field of educa-tion.

Like the Holmes Group, theauthcrs conclude that substantialchanges need to be made in thereward structure, working condi-tions, authority relations, and re-cruiting tradition of the teachingprofession. They focus on the latter.

The authors perceive a seriousshortage of able, well-preparedteachers, and a critical shortage ofthe underrepresented groupsminorities and men. They cite thefewer students entering collegeeducation programs, the lowerstandardized test scores and classrank of these students, and theinadequacies of the courses, bothliberal arts and professional, thatthey take.

Their proposed solution is to tapthe pool of arts and sciencesstudents who enter college withoutdefinite career goals, and providethem with an integrated four-yearprogram of liberal arts and sciencescourses and teacher educationtraining.

The authors argue against solereliance upon the five-year pro-grams proposed by the Holmes andCarnegie groups on the groundsthat they further separate liberaleducation from teacher training,best serve those who wish toestablish education as a graduatediscipline, take longer, and aremore expensive. The latter coh-cerns especially militate againstattracting minority students.

The book consists of three parts:the argument for recruiting liberal

arts and sciences students andrevising their curriculum, a series ofrecommendations about how bestto accomplish this, and descriptionsof sample programs.

The authors claim arts andsciences graduates provide alogical pool for future teachers;there are more of them, theyinclude more minorities and men,represent "the best and the bright-est," are interested in contentareas, and are open to cari.)erdirection. The content and skillsthat are the essence of liberaleducation are critical to the devel-opment of teachers who canengage their students. However, if

this content knowledge is to beeffectively utilized, programs mustbe modified so the students learnhow to teach what they learn.

Therefore, the authors proposecollaboration between educationand arts and sciences faculties indesigning both new courses andnew programs. They suggest agreater utilization of material per-taining to educational issues ingeneral education courses. Stronginstitutional leadership and supportfor the centrality of teaching iscritical. Beyond that, differentinstitutions will need differentstrategies.

The study is critical of currentattitudes and practices of both artsand sciences and education facul-ties. The authors point out that thearts and sciences faculty tend tohold education as a field of study inlow esteem. On the other hand,they criticize education courses asboring, repetitious and devoid ofcontent. Both groups need torethink their priorities and work incollaboration to develop integrativeprograms in which students willactively engage in learning.

The integrative programs de-scribod represent both public andprivate sectors, small colleges andmid-size universities. They allinvolve coordinated planning be-tween arts and sciences and


education faculties, as well as theacceptance of the study of educa-tion as a liberal art and teaching asa valid subject of inquiry andrefaction.

Those Who Can does notpresume to present the sole solu-tion for the current ills of teacherrecruitment and training. Some ofits criticisms and recommendationswill meet with resistance from botharts and sciences and educationfaculties. However, it provides chal-lenging and perceptive suggestionswhich should enrich thediscussion:L:1

Dr. McHugh is senior associatedean in the college of arts andsciences, Boston College, ChestnutHill, Massachusetts.

Encouraging Reflective Practicein Education: An Analysis ofissues and ProgramsR.T. Clift, W.R. Houston, M.C.Pugach, editorsNew York, Teachers College Press,1990, 256 pp., paper, $17.95.

M. Judith KorteEricnuraging Reflective Practice

is a professional reference book, acompilation of papers presented ata working conference by theUniversity of Houston, the U. S.Department of Education, and theOffice of Educational Research.

As indicated in the foreward, thebook is "trying to get the reader tothink before acting, to learn fromhistory, to realize that reflectivepractice will, by definition, meandifferent things for differant pur-poses and settings, and to under-stand what reflective practice mayor may not be able to accomplish."

The authors' varied viewpointsquickly become evident. As J. C.Vaughan of the Department ofEducation notes, they have verydifferent views of "(1) what 'it' is,

(2) what purposes can best beserved by reflective practice, and(3) the intended and unintendedeffects that are likely to be broughtto bear on people, norms, activitiesand the local educational system,as a result of moving toward reflec-tive practice."

Many of the authors discuss thepractical problems involved inestablishing teacher educationprograms that prepare teachers tobe reflective practitioners. There aremany opinions debating the needfor technical training for teachersversus the training for reflectivepractice. Technical training, knowl-edge and behavior of teachers areall part of reflective practice, butmoral, ethical and political judg-ments are also essential.

Encouraging Reflective Practiceis a book that professional educa-tors will find helpful as they dealwith teacher education programdevelopment. It stimulates muchcritical thinking on the topic. I agreewith the editors when they state:"Each chapter is an invitation to thereaderan invitation to think withthe author, debate his or herarguments, and to respond."i..7

Sister Judith, A.S.C., is director ofelementary education, Diocese ofBelleville, Illinois.

High School Leaders and TheirSchools: Volume II: Profiles ofEffectivenessLeonard 0. Pellicer, Lorin W.Anderson, James W. Keefe, EdgarA. Kelley and Lloyd E. McClearyReston, VA, National Association ofSecondary School Principals(NASSP), 1990, 97 pp., paper, $7.John J. Augenstein

This report of a 1988 study ofhigh school principals and theirschools is the third in a series ofnational reports begun in the1960s.

Three principal research ques-tions were posed: 1) How areadministrative teams organized, andhow do they solve problems andmake decisions? 2) What is theadministrative team's view ofinstructional leadership and how isit operationalized? 3) How does theadministrative team achieve opti-mum productivity and satisfaction?

The subjects were 74 principalsselected from the NASSP Assessortraining program population. Thirty-seven were judged to be aboveaverage in their assessor skills, and37 about average.

To study these principals andtheir schools, the researcherscollected data from each schoolusing the NASSP CASE (Compre-hensive Assessment of SchoolEnvironment) instrument. Theinstrument was used to profileschools regarding goals, policies,regulations, personnel and change.

This was followed by eight sitevisits by research teams of two. Inthe visits the teams gathered datathrough interviewing administrators,teachers, parents and students, byvisiting classrooms, and by studyingarchival data such as test scores,minutes of meetings and exhibits.

The study's findings addressedthe administrative team, the role ofthe principal, instructional leader-ship, school climate, and student,teacher and parent satisfaction,among other topics.

Important among the researchers'conclusions are: "The most effectiveschools had functioning administra-tive teams...strong and creativeprincipals....lnstructional leadershipwas a shared responsibility....Student satisfaction was highest instable schools, with stable leader-ship and teaching personnel."

The study is recommended tothose preparing school leaders, aswell as those seeking more effec-tive schools.]

Dr. Augenstein is an assistantprofessiol of education. Marquette

A., Isj rC 9

401

APAraArr.

Barry University 51Brothsrs of St. John of God 28FIACIT.S. Tuition Management

Co. CVR IIFranciscan Communications 63Harris Pulgshing CVR IDHerff Jones 5IBM 9Our Sunday Visitor 59Parish Data Systems 38Paulist Press 69Percle Publithing 15Rediker Software, Inc. 71Rodale Press, Inc. 35School Financial Management

Services 39United States Catholic

Conference 29

ADVERTISING REPRESENTATIVES

A'*. Jworlior /basunAthedising Cooninatoi

King Pound Advertising, int. 1101 151h Street NW, Sub 607

Wohinglon, DC 20007.(292) 833-1663

Mortised Thomas W. ihnithRFD 8.1 Tapia* RoadVOA Redding, CT OM(203) 9384378

. . ,

Jaffrey DuablidAlsvanLoarchiliahael255 Rime Drink 8106WW1* U. 03062(706) 4964510

P16110,0**___1714 meuninsor WayAnnapolis, MD 21401(301) 8494499

Wog Coast Cathy WoodsPO Box 47667PhoonAZ 85066(602) 863-2212

Midwest

Southeast-flouthwed


University, Milwaukee, Wisconsin;he serves as a consultant to theeditor of Momentum,

Who Takes Science? A Reporton Student Coursework in HighSchool Science and MathematicsRoman Czujko and David BernsteinNew York, American Institute of?hysics, 1989, 58 pp.; single copyfree, multiple copies on request.

Michael J. DonahueThis report is an analysis of data

from the 1980 High School andBeyond (HSB) survey. The authorsnote that the data are rather old,but cite research showing that therehas been iittle change in the last10 years in either the proportion ofschools offering or the proportion ofstudents taking mathematics andscience. They also note that thesedata can be used as baseline for

nalyses of the follow-up HSB.?urveys in 1982, 1984 and 1986.

The basic findings are thatstudents in college preparatorytracks are the most likely to takehigh school physics, chemistry andintermediate and uppPr-level mathe-matics. Whether one gets into sucha track is strongly related to theregion of the country, one's racial/E hnic background, and gender.White boys in the Noitheast taketrigonometry; black girls in theSouth don't.

It is also interesting that, amongcollege preparatory students, thoseleast likely to take physics orintermediate-level mathematics arethose intending to major in educa-tion: future teachers.

Readers of Momentum will beinterested in findings concernedwith course offerings by schooltype. Catholic schools arc twice aslikely to offer college-preparatorytracks as public schools. in addi-tion, nearly 25% of non-Catholic

private schools reported they didno, offer physics as compared toonly 5% of Catholic and 3% ofpublic high schools,

Those interested in the prepara-tion of students for an increasinglytechnological society, and the raceand gender issues involved in thatpreparation, will find in this reportmuch food for thought.J

Dr. Donahue is a research scientistat Search Institute, Minneapolis,Minnesota.

The Drama of Schooling, theSchooling of DramaR. J. StarrettPhiladelphia, The Falmer Press,1990, 151 pp., paper, $18.

Rosemary A. HocevarHere is a fresh insight into

involvement and empowerment inschools. The author Contends thattne hierarchical models and proc-esses used in business corpora-tions and governmental bureaucra-cies are of limited value whenapplied to individual schools. Smallin size. schools are involved in thecharacter development of studentsand concerned with a different goal,he says.

Starratt proposes an alternativemodel, one which dramatizes thetension between individual fulfill-ment and societal renewal. ,pous-ing Dewey's view of schooling asthe negotiation of meaning. ,/aluosand plans of action, Slefratt appliesit to what children learn in schoolthrough inquiry, collaboration,scientific verification, experimenta-tion, debate and consensus.This creative paradigm, thedrama of schooling and theschooling of drama, explicates theinterrelationship and the interplay ofindividual aspirations and societalgoals. The language of dramaactor, coach, director, critic, props,

stage, rehearsals, scripts end im-provisationis used throughout theanalogy.

It is an analogy which allowsteachers, administrators and stu-dents, in conjunction with parentsand the local community, thefreedom to improvise the academic,bureaucratic and cultural scripts thatare present in the curriculum andenvironment of schools.

Starratt offers examples ofdramatic learning in schools, usingideas from the world of friendships,the world of work 3 n d the world ofcitizenship. The enactment of thedrama of schooling in these worldscan be problematic and an Issuesocial policy. The school cannotrewrite the scripts alone. It can,however, rehearse the future actorswho, in turn, can be instrumental inchanging future scripts in conjunc-tion with other institutions in soci-ety. The author beliewss that theschool performs its WI lution byforming an awareness in youth thatthey are a people, and that thisawareness can empower them tochange the future.

Starrett devotes a chapter of thebook to the presentation of sixclassroom observations. He offers acommentary on how the teachingand learning in these classroomsdepict the drama of schooling acldthe schooling of drama. He alsooffers implications for teachereducation, instructional assessment,administrator preparation and policyformulation.

Starratt believes that childrenexposed to this reflective andcreative paradigm over the courseof 10 to 12 years will be morelikely to tr involved in the r- writingof societal change than to c4,,ceptthe script dictated by the texibookindustry.]

Sister Rosemary, 0.S.U., is thedirector of the graduate program ineducation administration and anassociate professor at UrsulineCollege, Cleveland, Ohio.


r anhosc sc. sow., bytio Want a vaves.baseo eautab nfne, chowen .n a responstre ena sett Oesco neo enwonmont AC won,enenence nas been snas,1 on U S Department of f oneat.on fests n rem ngmain anti sc,enCe ana 83% of Carnotc scrim sruclo^ts go on In e ,Pge

Wear your button on National Appreciation Day tor Catholic Schoo!s January 30 f 99

Wear your button to showyour support.

m cm- pnnv I.', ft1.-,) .

© National Catholic Educational Association1077 30th Street N W Washington. D C 20007 Phone (202)337-6232

A-2

Alt'OP

r ,

Schoolsof Woke U.*

fihat is "NationalAppreciation Day

for Catholic Schools?"National Appreciation DayJanuary 30, 1991 is a rally-ing point for all Americans toshow their suppor: and grati-tude for Catholic schools,

For four centuries, theCatholic school network hasprovided a values-based,

quality educati for millionsof America's yout OdayCatholic schools represent anannual $10 billion gift to the

p/hen is NationalAppreciation Day

observed?January 30, 1991, Wednesday,is National Appreciation Day.That's right in the middle ofCatholic Schools Week, a 17-year tradition celebratingCatholic education.

As5

W"hat'sthe theme?

Catholic schools areschools of choice" is the mes-sage of the day, delivered oncolorful buttons and posters.

This message underscoresthe fact that the most promis-ing reform idea in U.S. educa-tion today is parental choice ineducation for ail Americans.

Who should wearthe button?

All those who support parentalchoice in education and quulity

tAT

.40

4.11111114

MED- Ail

-'.411111b

killOp/M4a,.

AL 4

schools are encouraged towear the button January 30.

Last year more than800,000 parents, teachers.community leaders, legislatorsand students particOated bywearing the button.

kihy do Catholicschools soar

"above the rest"?83% of Catholic school

students go on to college.In government-sponsored

reading, math and science

,1

love

,41111t4iitit

p t

!'1. /I'

' ea

I%.111.

Pirl I b. 11

tests, Catholic school studentsoutperform thei pubhc schoolcounterparts.

The drop-out rate in Catho-lic schools is 3%, compared to14% on a national average.

U.S. Department of Educa-tion tests also show the strongvalues-based education deliv-ered in Cathohc schools.

Wshat can we do tohow our support?

Use the convenient order formon the next page to order thebuttons and posters you need.You may use these buttons toraise funds as many schoolsdid last year. The posters canbe placed on school walls, inthe windows of local busi-nesses or at church forparishioners to see.

cn:":

, $a

.

imm an.W.

Ifi DICE National AppreJanuary 31ciation Day

C:Ae.

.1 :9400

=,r0,70.18 ch°°Seilliwews:

If :"Ist*

SC,

+Aaiede 4teccttitl:al"

sem, ibery=:, su

obnu7tirsonl; Tath:ic"aobt r.ri;n8 1:1;

61 g w Er' c t44:41 "'"ft bonr CV;

Appreciation Day'or All Catholic Schoolstele.110....111111k if=1111A WNW %fit

le* .rntal Choice In Education

astoms.G.,to* tor Catholic Schools Oak=

".4.1.a&A .441"GriCTIL16=11

AO0109*1hag *TIT:

a.

AIM

Z ems owesores

wept sewow 04Aenris"" ow. owoowlmoss '.'

; S60I " t ICIIIIHme...e---:lloa..._sStaii.574.6srovsos4dopold elemi ligriloal"gollt :

()TWA-01nInUn I. 8-.100":1 Cub* Lemma moo**

.14 g .114 I,, co MI 111100!=_., d,g, s II moomee Aele

WWII "de mirth& ,e, edges is Oen .""1"'_..... tooetiotalialsol WS

yoweolh4 '' 7. aimelnallh os 1911 al* RAN . Ii I

"4:.... iron= .

CATHOLiCiiSCHOOLS/.

q

VWde7:60.10.000601,,,,,, sweat, ee Demo

*away 1101.4wAstose

4W,Parents choice is therne of 1990 Catholic Schools Week

ll'atlehe When, A P 'a roan J Stefan' alteao Siewe it tat Mesa ii Catbel lyamosi eatan falarstaa A

11 .4 ohrl will be mie ly,1-76-1-"eviow/ II, I* rone and Molt mad to to

dfne. 110 *manly el IM Am110,..

I Ile lel * Own tweet me Haul %anot moan Wisest panatela oti

ni (at abildtas lilt Woo obit asand swag) mid lineally tenonan II the Doom 01 Wiley aftant seams?, Wawa see lave lashis week

Rho° , choicent 6

ue rogues11,11. ninny?' Dank 00 twat eftliatoat al

In plan ot met, Mbileatt OtormemsLI1 AO *SHIM alto Ital doefflateolo ewes II Or

pare ition Day for Catholic.,:"

Lomeli CONY, limmle of Cob

t bo e held Jan. 310117:1:01., 094110 Oab. Ise "he Mammal,;;;,.0 se. ow ,%,. Po.; ow ehEzw,

s_«la" tot* 060"74100 oe0.01ri-e "'""-0.17-

hog Mama. 014. lioauwie omi*arm COMNAM

A loMmM VS I ow illUnman so 19Z ~Woe lb-

essnit)WS111%pi

116 ;

`'1

Simply fill out the form beim to order the quantity of buttons and posters you would hke. Multiply that number times the unit price for

your total. Mail y,.,ur check and order form to NCEA headquarters. National Catholic Educational Association, Publication Sales Office.

P.O. Box 0227, Washington, D.C. 20055. You'll receive your buttons and posters in time for National Appreciation Day

Name

Title

School

Adare's

City

State

Phone

Zip Code

Quantity

Posters

Buttons

(Buttons sold only inbags of 100

Please maKe NCI:. 4 JAY 0(C/etc *mist t39 ()fwd..;

Fi

Unit Cost

$2 00 ea

$0 20 ea

Shipping/handling $

TOTAL

Total

1018,

aid

446"NIeau

If you coulduse afund-raising staff,call Harris.We know your situation. You haveresponsibility for your school's fund-raising efforts. And limited resourceswith which to do the job.

Well, Harris car, help. Our No CostDirectory Service can effectivelybecome the staff you don't have. Andprovide three major tools to help youget your tough job done.

is You get alumni addresses andtelephone numbers that arecurrent and accurate. These canresult in mailed appeals andphonathons that can generate upto 51% greater dollar giving.

C S

2.

3.

You receive updated businessinformation, such as job titles.Armed with this knowledge; youcan identify and pursue thosealumni who can afford to bemore generous.

You are provided with a MatchingGifts report that identifies alumniwhose firms will match, or evendouble, employees' donations.This cl.,n help you double,perhaps triple, hundreds ofindividual gifts.

Let Harris be the resource you sosorely need. Call us, toll free, at 800-431-2500. (In N.Y., call 914-946-7500.)Our staff is waiting to comfort you.

IturiThe Professional's Choice

Executive Offices, 3 Barker Avenue,White Plains, N.Y. 10601

(800) 431-2500 (914) 946-7500Michigan New Mexico Tennessee Virginia

E.ST Cr'. 71 1. ;

7 CaY,O,C $0,003 C.000,1 grIPAIS ovt50 1^: v1.es-oeseo LiCa46".7 !me, tefOOns,0411 8n0 11101.00SC OnPIO snowmen: Araaem r

eir eseegence ems osee ,e S Downie ent of Ectucaeon tests ,n nmo-grMani. SttenCe 4110 83% et Cetneee sow iliitleots go 01, to COMgo,

i'Ve,1t mit but!on ot AhMonat AOcreol,itton Day 10, CarreOhe Sc000ls Januar 30 :1.94

Wear your button to show your support(See inside for details on how to order your buttons and posters.)

National CatholicEducational AssociationSuite 1001077 30th Street, N.W.Washington, DC 20007

BEST CCM' P.M.AE'.F 89

Second ClassPostage PAID

at Washington, D.C.and Additional

Mailing Houses

document resume - ericdocument resume el 331 784 sp 032 818 title teacher education: a continuum....

Documents