Reports on a survey of 107 beginning Catholic high school principals to determine their work responsibilities, how they keep up to date professionally, their perception of their most important roles, and their description of the ideal Catholic school principal. (DMM)

Offers a model of leadership for Catholic schools that views the educational leader as mentor, facilitator or enabler, and visionary. Discusses the qualities of effective leadership inherent in these images and their relationship to the specific mission of the Catholic school. (DMM)

Asserts that, for catechists, being a "faith sharer" is more important than merely imparting knowledge. Presents guidelines that may assist catechists in developing a program that builds both knowledge and character: (1) teach responsibility; (2) encourage self-discipline, independently and as a community; and (3) care for others. (EMH)

Considers ways in which Catholic educational leaders can help students, parents, faculty, and staff make full use of their capabilities. Highlights instructional strategies based on exploration, the development of competence, reciprocity, and emulation. (DMM)

Describes the administrative structures in place at two Texas schools, Immaculate Conception Catholic School and St. Elizabeth's Parish, where the school principals also fulfill the role of Director of Religious Education. Highlights the team approach to administration, community involvement, solutions to the problems in this merger of…

Describes the development of the Enhancing Catholic School Identity Program by the Consortium for Catholic School Identity. Reports that the program was created in an effort to focus on the development of the Catholic school administrator as the spiritual leader of the school community. Discusses and evaluates the program's first year. (VWC)

Reviews the history of the Association of Catholic Colleges and Universities (ACCU), from its inception in 1899 to the present. Highlights World War I as a turning point for ACCU because of an increased impetus to improve the schools and their enrollments. States that near the middle of the century, Catholic higher education joined the mainstream,…

Discusses the roles of the director of religious education (DRE) and the school principal at Catholic schools, viewing them as complimentary rather than competitive. Provides examples of positive cooperation between the principal and DRE at Most Pure Heart of Mary Parish, in Shelby, Ohio. (KP)

Discusses the role of the high school principal in supervising teachers, arguing that principals should establish structures and processes that aid teachers' self-assessment. Suggests that principals function to provide a mirror to faculty to help them see their strengths and weaknesses. Provides five sample questions to aid in faculty…

Asserts that development of moral character is basic to the mission of the Catholic school and is a commitment that public schools cannot make to their students. Defines character as "that lasting and distinctive part of the inner person that governs behavior through informed choices and good habits." Emphasizes teaching the Bible, and…

Contends that Catholic educators have a proven and lasting program to guide character building in their students. States that the basis for this important moral development is teaching good habits, and that the values presented in the Gospel are integrated into all curriculum areas, providing opportunities for students and faculty to reflect,…

Asserts that Catholic schools participate fully in the evangelizing mission and "are the privileged environment in which Christian education is carried out." States that the challenge of bringing faith, life, and culture into harmony is a challenge held in the hands of Catholic school administrators. (VWC)

States that, based on several studies, sports programs at any level of education have no more potential to develop character than any other school activity. Asserts that Catholic schools are committed to character development in every aspect of the curriculum, and that they must emphasize the potential for sports participation to foster moral…

Presents a crisis plan for schools to enact in emergencies, from the first 30 minutes after the incident to several weeks afterward. Includes: (1) recruiting the entire school staff in the plan's conception; (2) appointing a leader and a group of people responsible for carrying out specific tasks; (3) conducting a full-facility review to address…

Describes a comprehensive human resource program, the purpose of which is to enhance the quality of Catholic education for all students. Defines the assumptions on which the formation and implementation of human resource programs for Catholic schools are based. Highlights the role and responsibilities of Catholic school system leaders. (VWC)