Discusses long-range strategic planning in schools. Argues that faculty, staff members, and students should comprise the planning committee, and a subcommittee should work with the school principal to monitor the implementation of plans. (JDI)

Describes the efforts of the United States Catholic Conference (USCC) to provide a coherent, national vision for Catholic education and catechetics. Focuses on the USCC's efforts to support tax relief for Catholic education, monitor proposed legislation, and collaborate with other national, Catholic, and professional organizations. (DMM)

Discusses planning from the point of view of starting with the future and seeing how it affects the present. (GB)

Argues that developing a long-range educational technology plan requires a network that can support all future technology purchases a school might make. Suggests identifying a consultant to develop a systems blueprint, and presents specific recommendations, including building a wiring closet, checking conduit size, and utilizing a team approach to…

Offers a tongue-in-cheek analysis of the usefulness and pitfalls of long-range planning. Suggests ironically that the process of planning is more important than the product; that planning saves time, fosters meaning rather than rhetoric, clarifies lines of responsibility, minimizes organizational power struggles, and enhances leadership qualities.…

Presents a simplified information-gathering model for the creation of a Catholic elementary school for a parish. Discusses basic assumptions, an overview of the model, school committee planning, proper cost budgeting, time planning, impact planning, tuition, and review and evaluation questions which aid diocesan officials in decision making. (DMM)

Contends that it is important to ask the correct questions pertaining to academic programming, professional development, learning environments, and Catholic identity before setting goals for the next academic school year. Lists seven questions that might help Catholic school administrators better prepare their school for the near future. (CJW)

Postulates emerging realities for the future. Identifies components of a new concept of literacy focusing on low-energy technologies, people loyalties, personal responsibility, new reality constructs, knowledge to use organizations, self-defined work, leisure, centeredness, unity of realities, long-term perspectives, openness to new revelations,…

Seeks to clarify the marketing process in the promotion of a school's educational offerings and the school's image within the community. Divides activities into advertising, personal selling, sales promotion, and publicity. Includes a sample promotional plan which identifies objectives and tasks required for development and implementation. (DMM)

Evaluates the courses of action that Catholic educators and school boards can take in justifying early childhood programs as part of its service apostolate. (Author/RK)

Underscores the imperative for educators to consider futurists' projections of a radically different future. Considers the forecasts and theories of Kahn and Wiener, Meadows, Kuhn, Toffler, and others and questions the implications of educating students for the world each foresees. Urges forethought, constructive planning, and values-based…

In this article, Rev. Frank Bredweg, director of NCEA's Special Projects, was interviewed about the present state of Catholic school finances and the "feasible" financial support options open to administrators. (Author/RK)

This is the third in a series of four articles, (including EJ 163 640 and AA 527 267), tracing the history of the National Catholic Educational Association through the contributions made by six of the Association's leaders. This article focuses on the work of Msgr. Frederick G. Hochwalt, NCEA chief executive, 1944-1966. (Editor/RK)

Presents recommendations for school improvement based on the findings from John Goodlad's "A Study of Schooling." Focuses on the implications for Catholic schools of Goodlad's proposals related to decentralizing authority, restructuring schools, redesigning the teaching profession, and creating supportive community structures. (DMM)