May 2012

Dear Members of the ICEL Community,

In March, ICEL faculty Gini Shimabukuro and Doreen Jones met with yours truly. That’s not exactly breaking news; Gini, Doreen, and I meet often, and we hold monthly program meet-ings, which are also attended by ICEL’s program assistant, Emily Johnson. The March meeting deserves your attention, however, because during that particular gathering, Gini, Doreen, and I, with Emily as our scribe, composed a new mission statement for our Institute. It appears in our Student Handbook, but I want to bring this to your atten-tion, so here it is: The Institute for Catholic Educational Leadership (ICEL) is designed to inform, form, and trans-form leaders in Catholic Education. By recognizing and honoring the experiences that students bring to ICEL, the Institute strives to be a professional learning community with the following aims:

Offering rigorous and relevant programs for Catholic scholar-practitioners Building a sense of community among the students and faculty who pray together and

serve others Preparing and supporting highly effective and dedicated Catholic educators and leaders

committed to social justice

In addition, ICEL provides: symposia; conferences; presentations at schools, parishes and national conventions; and opportunities for professional development and networking for faculties, administra-tors, trustees and church officials. ICEL supports the mission of the University of San Francisco by producing leaders who are pro-foundly influenced by the teaching ministry modeled by Jesus Christ. Fairly streamlined, right? Believe me, in our wordsmithing exercise, we took care not to waste a word.

Continued on page 3

Fr. Steve Katsouros, S.J.,

ICEL Director

Director’s Message

Director’s Message 1

ICEL Community at NCEA Boston

2

Fr. Michael Caruso’s New Book

2

ICEL Dissertations 2012

4

The Flourishing Edu-cator

7

Student & Alumni Updates

8

Bullies in Catholic

Education

9

Trustee Leadership

Conference

10

Campus Ministry for

the Adults

13

Inside this issue:

Volume 3, Issue 6

ICEL COMMUNITY CONVENES IN BOSTON

Members of the ICEL faculty and staff attended the NCEA Convention in Boston in April. On Wednesday evening, April 11, current students, alums, and friends of ICEL attended the annual USF-ICEL Reception in the Hampton Ballroom of the Sheraton Bos-ton Hotel. Gini Shimabukuro, CEL faculty member, introduced the new ICEL Director, Steve Katsouros, S.J., who spoke enthusiastically of his first year with the program, as well as upcoming summer offerings designed to meet the needs of Catholic educators.

This year, Emily Johnson, ICEL’s new Program Assistant, helped to create the ICEL booth in the Expo division of the Hynes Convention Center. With the assistance of gen-erous ICEL alums (John Thompson, S.M.; John Huber, CSB; and, Colette Foran), she distributed recruitment materials about USF’s Catholic Educational Leadership Program to attendees strolling through the exhibit halls during the days of the convention.

Finally, Gini Shimabukuro and Marcy Fox conducted a session on Wednesday afternoon entitled “Processes to Enhance the Catholic Identity of Your School,” based on their new publication, Building a Spiritual Community Among Educators, Processes to Explore the Catholic Identity of Your School.

Michael Caruso, S.J., CEL doctoral graduate of 2000, recently wrote a book entitled, When the Sisters Said Farewell, the Transition of Leadership in Catholic Elementary Schools (published by Rowman & Littlefield Education, 2012). Dr. Caruso is currently the president of Saint Ignatius College Prep in Chicago, Illinois. The following summary from an online source provides an excellent overview of his book. Congratulations to Dr. Caruso on his noteworthy accomplishment!

“When the Sisters Said Farewell tells an important story of the contributions of Catholic elemen-tary schools to the United States by chronicling the experiences and insights of religious women who were the last members of their communities to serve in parish elementary schools, and of those lay men and women who were the first to serve in those roles tradi-tionally filled by the sisters. The dramatic numerical transition from the preponderance of religious women to lay leadership from the 1960s to the 1980s has been documented; this book describes the how and why sisters left Catholic schools. This narrative also provides instructive insights about leadership, transitions, and current trends in religious life and Catholic education. As all educators in Catholic, private, and public schools grapple with questions of delivering an excellent education, this book offers a glimpse into the workings of one of the most amazing educational enterprises in the history of the United States.”

(http://www.amazon.com/When-Sisters-Said-Farewell-Transition/dp/1610486536/ref=sr_1_1?s=books&ie=UTF8&qid=1337205404&sr=1-1)

FR. MICHAEL CARUSO PUBLISHES BOOK ON LEGACY OF SISTER EDUCATORS

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Hynes Convention Center

in Boston

Director’s Message Continued from page 1

ICEL faculty, staff, students, and alumni attended NCEA 2012 in April.

We also aimed at crafting a mission statement that was both real and based on what happens at ICEL as well as aspirational, where we want to be. Just like the Kingdom of God that Jesus presents—already and not yet. We hope that rigor, commu-

nity, and solid preparation have been or are your experience of the Institute. We hope you have or will attend the other programs ICEL offers. We hope you see the connection between ICEL and the mission of USF and the connection between ICEL and the ministry to which Jesus calls each one of us. One more hope. I hope you noted that, while we believe ICEL is an informing, forming, and transforming experi-ence, we also respect and celebrate all that our students bring to the Institute. It is your experience as educators, your desires to serve others, and your histories of God working with and through you that, I believe, make the In-stitute for Catholic Educational Leadership such an extraordinary community of learners. I look forward to seeing many of you during SummerWest and/or at our summer conferences. For now, be as-sured of my prayers for you and, in light of our mission statement exercise, for your missions.

God’s blessings, Steve Katsouros, SJ

Volume 3 , Issue 6 ICEL MONITOR Page 3

FOUR CEL DISSERTATIONS DURING 2011-2012

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Congratulations to four CEL students who completed their doctoral studies this academic year. The abstracts of their disser-

tations are provided here.

Dr. Walter Jenkins, C.S.C. (December, 2011) Dissertation Title: To Know, Love, and Serve God: The Characteristics of a Holy Cross School Abstract: Religious congregations have contributed notably to the shaping of the American Catholic experience through their schools. Many of these congregations, founded in Europe in the 19th and 20th centuries, brought to the United States their values, traditions and expertise to sustain and complement the growing American Catholic community. However, in the later part of the 20th century, a dramatic decline in the number of religious in these communities posed a challenge to the American Church and its schools. In spite of the dramatically decreasing membership, the Congregation of Holy Cross continues to sponsor 13 secondary schools in the United States. In light of the decreasing numbers of religious brothers available for the ministry of Catholic secon-dary education, a concern has arisen within the Congregation and the high school communities about sustaining the Congregation’s charism, specifically about how a uniquely Holy Cross school culture will be maintained.

Original documents from the founder of the Congregation of Holy Cross, Blessed Basil Moreau, were used to gain insight into the founder’s original vision and philosophy of education. That vision and philosophy influenced a Congregational document, The Characteristics of a Holy Cross School (1983), which was the earliest attempt to codify the distinct culture of a Holy Cross school. The Characteristics of a Holy Cross School were revalidated and used to formulate a survey to investigate the perceptions of administrators, full-time faculty and board members as to the presence of the Characteristics in their schools. All 13 Holy Cross High Schools par-ticipated in this tudy with 1,221 administrators, full-time faculty and board members completing the survey for a return rate of 55%.

Survey data revealed that the administrators, full-time faculty and board members of the high schools perceived the Characteristics to be present in their schools, indicating that a Holy Cross school culture had been formed and maintained in 13 high schools sponsored by the Congregation of Holy Cross in the United States.

Dr. John Thompson, S.M. (December, 2011)

Dissertation Title: The Theological Literacy, Beliefs, and Practices of Lay Administrators of Marianist-Sponsored Secondary Schools in the United

States

Abstract: Over the past 45 years, there has been a dramatic decrease in the number of religious and priests working in Catholic

schools in the United States. Currently, 96% of all elementary and secondary faculties are comprised of lay men and women

(McDonald, 2010). This same phenomenon can be found in Marianist-sponsored secondary schools in the United States. Prior to

accepting a leadership position in a high school, Marianist brothers and priests were formed in a comprehensive theological and

spiritual framework which incorporated the study of scripture, Church history, magisterial documents, liturgical prayer, moral the-

ology, and other spiritual practices. Lay men and women may not have received an extensive formation in the Catholic faith prior

to assuming a leadership position in a school, and may find themselves at a disadvantage as spiritual leaders of the school.

This quantitative study utilized the Information for Growth (IFG) Survey published by the National Catholic Educational Associa-

tion (NCEA) to investigate the degree to which lay administrators of Marianist-sponsored secondary schools were literate and

aligned in their beliefs with teachings of the Catholic Church in discrete content areas. These content areas for adult faith forma-

tion included: (a) knowledge of the faith, (b) the liturgy, (c) moral formation, (d) prayer, (e) communal life, and (f) missionary spirit.

In addition, the study investigated those theological and spiritual topics that the participants might desire to incorporate into future

spiritual and theological formation. Utilizing SurveyMonkey, the researcher forwarded the IFG to 73 lay administrators. In total,

55 or 75% of the recipients responded to the survey.

Overall, the participants scored in the high/strong category for each of the components in the cognitive domain of adult faith forma-

tion. The participants scored in the high/strong category for each of the components of the affective domain of adult faith forma-

tion, with the exception of moral formation and knowledge of the faith, which they scored in the moderate category. Their top

choices for spiritual and theological formation included Prayer and Spirituality and Catholic Social Doctrine.

Volume 3 , Issue 6 ICEL MONITOR Page 5

Dr. Adrian Watson, F.S.C. (December, 2011)

Dissertation Title: Perceptions Regarding the Identity and Culture of a Lasallian Catholic Secondary School

Abstract: This 2010 qualitative case study explored the perceptions of administrators and teachers regarding the Lasallian Catholic

identity and culture of St. John’s College (a pseudonym), a secondary school located in Australia. Data collection occurred over a

10-week period primarily from the researcher’s interviews with three administrators and 12 teachers, and supplemented by his ob-

servations of school events and analysis of school documents.

Overall, the participants in the study identified numerous characteristics of a Lasallian Catholic school, and perceived St. John’s

College as reflecting many of them. The observed school and faculty activities and the analyzed school documents validated their

perceptions. Primarily, the humanistic characteristics of Lasallian Catholic education were generally recognized by participants to be

operative at St John’s College, and these traits included respectful and positive teacher-student relationships, a comprehensive aca-

demic program, high standards, a well-run school, social justice outreach programs, a commendable pastoral care program, and an

affinity with the poor.

However, the faculty made no reference to the salvific mission and its evangelical role of Lasallian Catholic education, although the

administrators alluded to them. In general, the participants perceived St. John’s College as being more Lasallian than Catholic, as

the former was viewed as more inclusive of both non-practicing Catholic faculty and non- Catholic teachers. The study concluded

that there were numerous elements, emanating from internal and external sources, which prevented the Lasallian Catholic identity

and culture of St. John’s College from being fully realized relative to the principles and practices outlined in Church documents

concerning Catholic education, the writings of St. John Baptist de Salle, and contributions from experts in the field. These factors

included teachers who did not have an adequate understanding of, preparation in, and appreciation for, what fully comprises the

identity and culture of Lasallian Catholic education; an increase in Catholic school families and Catholic school educators who are

not affiliated with the local church due to the marginalization of religion in general, and the Church in particular, in Australian soci-

ety; and the increased divergence between the educational aspirations of parents and students at St. John’s and the mission of La-

sallian Catholic education.

Dr. Greg Kopra (May, 2012)

Dissertation Title: The Experience of Lasallian Association on the Part of Lay “Associates in Fact” in the District of San Francisco

Abstract: The staffs of Catholic schools have undergone a wholesale change in the past 50 years. Whereas the great majority of

Catholic schools in the 1950s were staffed by priests and /or religious sisters or brothers, Catholic schools in the 21st century are

almost entirely staffed by lay men and women. By sheer numbers, sustaining the charism of congregation-sponsored Catholic

schools has increasingly become the responsibility of the lay men and women who minister in them.

The De La Salle Christian Brothers, who have sponsored Catholic schools and other educational ministries for more than 330

years, take a vow of association for the educational service of the poor, and this vow marks their identity as Lasallian educators. In

recent years, lay people have come to be considered associated with the Brothers for the Lasallian educational mission. The pur-

pose of this study was to explore the experience of association on the part of lay people serving in Lasallian educational ministries.

A phenomenologically based, in-depth interview process was used in this study. Two lay men and two lay women currently work-

ing in Lasallian ministries in the San Francisco District participated in three 90-minute interviews that explored the paths that led

them to association, their experience of association, and the meaning that association had for them, currently and into the future.

The results revealed that these study participants’ experiences of association developed over time, becoming a vocation that they

each situated within their primary life commitment to marriage or the committed single life, and that they envisioned continuing

into the future. Mentors and formation experiences played important roles in their experience of association, as did participation in

school communities. Association was experienced by all as a deep commitment to adults in their school communities, as well as to

young people, especially those in need. These results have important implications for how lay people are formed and nurtured in

the Lasallian charism so that it will thrive into the future.

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Volume 3 , Issue 6 Page 8 ICEL MONITOR

Student & Alumni Updates

Kevin Carroll (M.A. 1984) has worked at the St. Lawrence the Martyr Parish & Education Center in Santa Clara,

CA since August 1984. Beginning in November 1998, he has been involved in a "Sister Schools" Exchange Pro-

gram with Junshin Girl's Junior & Senior High School in Nagasaki, Japan. He has visited Japan 13 times in the

past 14 years. Kevin and his wife, Kathy, live in San José and are the parents of three sons, ages 26, 24, and 20.

His oldest son, Tom, is currently a student in the U.S.F. Masters in Teaching Program.

Congratulations to the following graduates from the

M.A. in Catholic School Leadership Program!

Richard Z. Alvia

Masayuki Kerry Oshita

Volume 3 , Issue 6 ICEL MONITOR Page 9

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Volume 3 , Issue 6 ICEL MONITOR Page 11

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ALUMNI—WE WANT TO HEAR FROM YOU!

Please e-mail or mail us the following information:

Name & year of graduation

Degree received

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Let us know if we can feature you in an upcoming newsletter.

You can e-mail this information to the ICEL Monitor (icelmonitor@usfca.edu) or mail to Institute for Catholic

Educational Leadership, University of San Francisco, 2130 Fulton Street, San Francisco, CA 94117-1071