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Validating the Vision
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Table of Contents
| Prologue |
v |
| Acknowledgements |
xi |
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| 1. The Process of Assessing and Planning |
1 |
| The Protocol & Process |
5 |
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| 2. Foundation Documents |
7 |
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Overview
|
8 |
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Belief Statements
|
9 |
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Mission Statement
|
16 |
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Statement of Philosophy
|
20 |
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Graduate ProfileValidating the Vision provides the basis for school assessment in the context of the school's mission and strategic planning.
|
24 |
| Parameters |
26 |
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3. The State of the School
|
29 |
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Overview
|
30 |
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The School Community
|
32 |
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Demographics
|
32 |
| Administration, Faculty and Staff |
39 |
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Climate and Culture
|
50 |
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Environment
|
50 |
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Spiritual Life
|
51 |
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Programs
|
52 |
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Ceremony and Traditions
|
53 |
| Admissions |
53 |
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Curriculum and Instruction
|
63 |
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Academic Program
|
63 |
| Learning Media Resources |
67 |
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Schedule
|
68 |
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Student Services
|
76 |
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Guidance/Counseling Resources and Services
|
76 |
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Other Student Services
|
79 |
| Student Activities and Athletics |
83 |
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Professional Development
|
91 |
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Governance and Accountability
|
98 |
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Governance Overview
|
98 |
| School Board |
98 |
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Accountability
|
100 |
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School Finance, Institutional Advancement and Facilities
|
106 |
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Financial Planning and Management
|
106 |
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Institutional Advancement
|
108 |
| Facilities |
108 |
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School and Community Relations
|
115 |
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Church
|
115 |
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Parents/Guardians
|
115 |
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Local Community
|
117 |
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Alumni(ae)
|
118 |
| Communications |
119 |
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4. Strategic Planning
|
125 |
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Planning as a Process
|
126 |
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Objectives
|
131 |
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Strategies
|
133 |
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Action Plans
|
135 |
| Communication |
138 |
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Implementation
|
139 |
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Validation
|
140 |
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Appendix: The National Congress on Catholic Schools for the 21st Century: Beliefs and Directions
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143 |
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References
|
147 |
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Resources
|
149 |
Reading Selection
The Foundation Documents, State of the School and Strategic Planning that comprise this protocol form three inter-connecting frameworks for defining, assessing and shaping the future of the Catholic school as an institution and a community. Though each of the three parts could be utilized independently as part of school-based institutional assessment, accreditation or as a planning process, there is an intended weaving of the three. The Mission of the school and the supporting Foundation Documents are the touchstones for assessment and the source of vision for planning. Institutional assessment, delineated in the State of the School, has merit in its own right but has true value to the extent it measures the operational level of the Mission and provides focus for planning. Examining the framework from the pivotal position of Strategic Planning reveals not an outcome so much as a basic mindset shaping decisions and ongoing improvement.
The pages that follow are not intended to create a one-size-fits-all shirt to be draped over the school. The intent was to develop a protocol that would be a resource for high schools across the country as they consider their unique Catholic mission, undertake regional accreditation and engage in Strategic Planning. Each school is encouraged to utilize those elements that are helpful both for school-based use as well as for regional accreditation.
Every effort was made to tap into the dynamic nature of the Catholic school and provide the rationale, tools and processes needed to understand, assess and shape the Catholic identity as embedded and coherently expressed through the climate, culture, academic life, community and services of the school. The intent was also to reflect developments in our understanding of the purpose, function and effectiveness of schools. Curriculum, instruction, assessment, governance, administrative structures, finances, professional development and technology all have different faces than even a few years ago. The protocol offers a means, a process and a discipline for approaching school assessment and planning not as events at fixed points in time but as ongoing processes assuring the effectiveness and extra-ordinary purpose of the Catholic school.
The processes presented in each part of the protocol rest on several assumptions:
- Commitment to decision-making and direction-setting that is mission-shaped and mission-driven.
- Commitment to systematic school planning in a strategic context.
- Commitment to continuous growth in student achievement.
- Commitment to broad involvement of constituents throughout the process.
The first step is for school leadership to review the protocol and then with a school-based planning team design a plan of action for a most worthwhile journey inside and outside the school that is strategic in process and outcome.
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