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PATHWAYS TO EXCELLENCEThe Strategic Plan for the Catholic Schools of the Archdiocese of New York

October 2010

OFFICE OF THE SUPERINTENDENT OF SCHOOLS

Letter from the Archbishop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Executive Summary

History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Creating Pathways to Excellence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Key Objectives and Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Catholic Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Academics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Governance and Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Enrollment Strategies and Communications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Progress to Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Advisory Committee and Subcommittee Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Table of Contents

THE STRATEGIC PLAN FOR THE CATHOLIC SCHOOLS OF THE ARCHDIOCESE OF NEW YORK 1

2 PATHWAYS TO EXCELLENCE

October 2010

Dear Friends in Christ,

Every time we baptize a baby, part of the sacred rite reminds parents they are the firstteachers of their children in our faith. And on that joyous baptismal day, the entirecongregation smiles, applauds and agrees to help these parents. It is my happy duty as abishop to make sure that the parents and teachers who will share our faith with the nextgeneration have the support they need.

The most powerful and reliable resource I can offer is Catholic education, so central todeveloping the faith and morals of our children. There is no more effective way to form thewhole person – intellectually, morally and communally – than to infuse a rigorous academicprogram with the timeless message of Jesus Christ, and deliver it in a safe, respectfulatmosphere. Catholic education promotes lifelong commitment to faith, prayer and virtue, ahigh sense of social justice, greater numbers of religious vocations and an embrace of a wayof life based on responsible stewardship.

That is what the Catholic schools of the Archdiocese of New York have been doing for morethan 200 years. We have done a splendid job educating children from many backgrounds,giving them the tools and confidence to succeed. And our schools are here to stay! ButCatholic education today is undeniably challenged by forces none of us envisioned when wewere sitting at little wooden desks lined up in the parochial schools of our youth.

Nonetheless, the Catholic schools of the archdiocese fully intend to fulfill their mission intothe future. Evangelization through good teaching is essential to Catholic life. Last year, therewere more than 83,000 students in 276 Catholic schools throughout the ten counties of ourarchdiocese. These children are counting on us – and so are all who recognize that Catholiceducation is an inclusive, uplifting and transformative path to becoming a responsible,faithful, virtuous adult in contemporary society.

Pathways to Excellence is a daring yet practical strategic plan designed to ensure anacademically excellent and fully enrolled Catholic school system, poised for growth andlongevity. It is the product of an exhaustive process of candid assessment, extensive researchand thoughtful discussion among our education professionals and other individuals andgroups who have a stake in the success of our efforts. I am grateful for their time andconscientious attention.


Yet, Pathways to Excellence is but the first step in a longer process to make sure that wefaithfully heed the final mandate of Jesus, “Go teach!” It is an initial three-year plan thatdescribes key objectives and recommends immediate strategies to guarantee the future of theCatholic schools of the archdiocese.

Pathways to Excellence has my whole-hearted endorsement and I am eager to see itimplemented throughout our archdiocese. I anticipate and support the efforts of the Office ofthe Superintendent of Schools to regularly review and revise this plan to respond to thechanging needs of our schools and the families they serve.

Catholic education has a profound and permanent effect on those who are blessed toexperience it. While we can only imagine the future lives of the babies we christen, we mustmake sure that we can promise them the unparalleled experience found only in the Catholicschools of the Archdiocese of New York. Pathways to Excellence is a bold plan to help uskeep that promise.

With prayerful best wishes, I remain,

Faithfully in Christ,

Most Reverend Timothy M. DolanArchbishop of New York

History

The Catholic schools of the Archdioceseof New York have enjoyed a long andsuccessful history that predates even the

public schools in Manhattan. For more than 200years, they have helped millions of children fromdiverse backgrounds grow and develop intoconfident young adults who are thoughtful,responsible and productive members of both theChurch and society. The schools have also providedunparalleled opportunities for generations ofimmigrants to escape poverty, become part ofthe American mainstream and be competitive inthe marketplace.

The benefits of Catholic education extend wellbeyond the students and reverberate throughoutthe parish, the diocese and the universal Church.Catholic school graduates emerge as lifelongpractitioners of their faith who are academicallyand spiritually prepared to take leadership roles inthe Church and the community. They become goodcitizens, deeply committed to social justice, thecare of the poor and the planet, proud to volunteertheir time and talent for others. In fact,independent research suggests that the influenceof Catholic values and the fostering of Catholicfaith and morals are the most important keys tosuccess for the young people educated ininner-city Catholic schools.

Executive Summary


The mission of theCatholic schools of theArchdiocese of New Yorkis to ensure our schoolsare Christ-centered,academically excellentand welcomingcommunities that teachstudents to be life-longlearners and leadersenergized by fidelity toChrist, His Church andone another.

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Context

Throughout two centuries, the Catholic schools of theArchdiocese of New York have maintained a steadfastdedication to educational excellence and Catholic culture

rooted in faith, service and personal responsibility.

Now, these same schools are facing a new set of challengescommon to many parochial schools across the nation. In recentdecades, they have experienced a system-wide decline instudent enrollment caused by a number of factors includingchanging community demographics, strained economicconditions and the aggressive secularization of American society.They have also been impacted by a decrease in the number ofreligious personnel whose selfless apostolate traditionallyenabled the schools to flourish.

The challenges are daunting, but they cannot diminish theunwavering commitment of the Archdiocese of New York tostrengthen and promote Catholic education. As the proudsponsor of one of the largest and most diverse Catholic schoolsystems in the United States, the archdiocese revels in its abilityto transmit faith and values to all students, welcome theimmigrant and the disadvantaged and offer the hope for successthat lies in a comprehensive education.

Today, the schools of the Archdiocese of New York are at ajunction and this document is the map posted at the crossroads.Pathways to Excellence is a three-year strategic plan to helpthe elementary schools of the archdiocese fulfill their criticalmission. It reflects careful study and candid assessment of theschool system’s strengths and areas for potential improvement.It also outlines critical objectives and realistic strategies toensure the long-term success of a healthy system of fullyenrolled schools grounded in the Catholic faith. In short, it isthe beginning of a longer-term process for ensuring the future ofthe archdiocese’s elementary schools.

Pathways to Excellence addresses current challenges and offersa cohesive vision for a school system that spans the ten countiesof the Archdiocese of New York. Last year, more than 83,000students were enrolled in 276 Catholic elementary and

secondary schools located in the boroughs of Manhattan, theBronx and Staten Island and the seven counties north and westof New York City: Westchester, Putnam, Rockland, Orange,Sullivan, Duchess and Ulster. The Office of the Superintendentof Schools provides unity to this geographic diversity throughdirect management of the archdiocesan schools and generalsupervision of the parish schools. It also serves as a resource forprivate Catholic schools located in the archdiocese.

To serve the students throughout the archdiocese, Pathways toExcellence embraces present challenges as an opportunity forchange and renewal. It envisions current and upcoming leaderswho will provide the bold, creative and energetic direction thatwill sustain the mission of Catholic education for generations tocome. Pathways to Excellence reaffirms that the support ofCatholic education is a communal, ecclesial duty that extendsbeyond the parents of schoolchildren and the parishes whereschools are located.


Creating Pathways to Excellence

Thoughtful planning is essential to a strong future forthe Catholic schools of the Archdiocese of New York.Pathways to Excellence is the fruit of an extensive

strategic planning process begun in early 2009 to assist all ofthe archdiocesan and parish elementary schools. Similarplanning projects were already underway for the archdiocesanand parish high schools. The effort was initiated byDr. Timothy McNiff, Superintendent of Schools, under thedirection of Edward Cardinal Egan, then-Archbishop of NewYork, and embraced by Archbishop Timothy Dolan when hesucceeded Cardinal Egan in April 2009.

With the help of individual school communities and aprofessional consultant, subcommittees were established toaddress key areas for evaluation: Catholic Identity,Academics, Leadership, Finances and Facilities, Governance,and Enrollment Strategies and Communications. Eachsubcommittee, comprised of diverse leaders and experts, wasasked to identify opportunities for improvement in itsrespective area. In addition, an advisory committee helpedguide the subcommittees and provided critical feedback

throughout the planning process. The subcommittees calledon a wide range of individuals and institutions, includingCatholic dioceses and universities across the nation. Theyused research developed by an outside market research firm,which conducted a series of archdiocesan-wide surveys andinterviews with stakeholders, including pastors, principals,teachers and parents. Also, in recognition of the criticalimportance of providing a well-maintained learningenvironment for students, a consulting firm was retainedto assess existing school facilities and identify theimmediate and future repair and maintenance needsof the school system.

The subcommittees identified broad areas of focus andhelped develop Pathways to Excellence, a compendiumof practical recommendations to guide the schools of thearchdiocese through the next three years. In addition,the document incorporates the feedback of ArchbishopDolan, senior staff and the many others engaged in theplanning effort.

Executive Summary



Key Objectives and Recommendations

Pathways to Excellence is an optimistic and sustainableapproach to Catholic elementary education in thearchdiocese. It charts a three-year course to ensure the

excellence and longevity of the Catholic schools of New York. Itidentifies specific objectives and recommends key strategies toimplement them. They are outlined here and described in greaterdetail in the following pages.

Catholic Identity is the heart and hallmark of the schools of theArchdiocese of New York. It is essential that the adults who areentrusted with sharing the faith tradition and guiding the moraldevelopment of students are themselves well-formed in the faith.They must be confident models of how it can be lived in the 21stcentury, so that each school community is enlivened by theGospel message.

The strategic plan calls for developing and strengthening theCatholic identity of every school by supporting the faith formationand religious practice of teachers, parents and students. It supportsa preeminent position for religious instruction and promotes theincorporation of spiritual and charitable works into curricular andco-curricular planning.

Building on an existing foundation of superb Leadership, thestrategic plan provides tools to identify, cultivate and retainexceptional principals and teachers and promote a professionalatmosphere that both rewards excellence and supports a cohesivegroup of educators. It strengthens recruiting, training, mentorshipand evaluation tools.

Pathways to Excellence encourages active, collaborativeparticipation by parents, teachers, principals, pastors and membersof the community to sustain creative and energetic leadership forexceptional schools.

Academics, a traditional strength of Catholic schools, are a beaconfor parents seeking an outstanding education for their children.Pathways to Excellence enriches and expands already rigorous,standards-based academic programs by focusing on curriculum andinstruction, accountability and professional development forteachers. It encourages the creation of learning opportunities thatextend beyond the classroom experience, including robustenrichment and co-curricular programs, and expanded resources for

preschoolers and students with special learning needs. Pathways toExcellence recommends the increased use of data analysis to guidedecisions on curriculum, instruction and professional development.

The strategic plan calls for the careful evaluation of traditionalmodels of school Governance and Finance in light of currentrealities. It encourages new models that respect the archdiocese’scommitment to provide a Catholic education to every child whoseeks it, and anticipates that each parish will support a Catholicschool, even if it is not located on the parish campus.

While the archdiocese will continue to support schools in areas ofcritical need, there will be a significant reduction in the totalamount of financial subsidies from both parishes and thearchdiocese itself. The closing or consolidation of struggling schoolswill enhance the strength of all remaining schools in the system, aswill sound school-level business and management practices.Ultimately, increased funds will be available for tuition assistance.

Regional education boards will be formed to tap the collectivewisdom and experience of all stakeholders and oversee the likelygrowth in the number of regional schools throughout thearchdiocese.

Until recent decades, Catholic schools enjoyed healthyEnrollments and accomplished Communications byword-of-mouth. Classrooms were full and the abundance ofsuccessful graduates was a living advertisement for the value of aCatholic education. Today, however, aggressive marketing isessential to increase enrollment and keep Catholic schoolsaccessible and affordable.

Pathways to Excellence establishes an integrated and multi-prongedcommunications strategy to tout the benefits of Catholic schools,using new and traditional media. It aims to attract prospectivefamilies and remind the wider community of the universal value ofCatholic education.

The Archdiocese of New York is committed to Catholic educationand Pathways to Excellence maps the route to achieve a fullyenrolled system of dynamic, sustainable faith-filled schools.Planning and implementation are ongoing and this documentrepresents the beginning of a significant revitalization effort thatwill continue into the next decade.

Catholic identity is the primary distinguishing featureof the schools of the archdiocese. It sets them apartfrom all other educational options available to

families and transforms an outstanding academic experienceinto one where each student is prepared to become avirtuous, productive and compassionate citizen.

Catholic education forms each child intellectually, morally,spiritually and physically in a way that reflects the lifeand teachings of Jesus Christ. This attention to the wholeperson - body, mind and soul - is the Catholic identitythat permeates every experience in the Catholic schoolsof the archdiocese.

For generations, religious sisters and brothers upheld theCatholic identity of the schools by their generous presence.Millions of Catholic school students absorbed the faith andshared values through academic lessons and modeledbehavior, which reinforced the religious identity establishedat home. Catholic schools graduated well-educated young

adults who were formed in their faith and equipped to takeleadership roles in the Church and the world.

Today, the Catholic schools of the archdiocese continue tocultivate and sustain a strong and distinctively Catholicidentity that respects the human dignity of each individual.In a world where children are bombarded by cultural noiseand mixed messages, Catholic schools are safe environmentswhere timeless Gospel teachings can infuse every subject,co-curricular program and personal interaction.

While parents are the primary models for their children’seducation and behavior, Catholic schools provide aconsistent understanding and interpretation of shared faithand values. The partnership between educators and familiesbenefits each child and enhances the total educationalexperience. This strategic plan recognizes that all of theadults in the school community have a responsibility to bewell-educated in the faith and comfortable in their roles asmodels for its practice.

Catholic Identity



Objectives and Strategies1. Because every adult is a potential role model for

students, all school leaders will be properly grounded inthe essentials of the Catholic faith and demonstrate aconsistent lived understanding of Catholic identity.

i. Create educational programs for all adults in the schoolcommunity to ensure Catholic identity is firmlyestablished, fostered and sustained.

ii. Provide catechists with professional development andeducational tools to enhance their teaching.

iii. Assist pastors and principals in monitoring teachercompliance with catechist formation certificationrequirements, and regularly evaluate the impact ofimproved compliance on archdiocesan religion examscores.

iv. Establish annual retreat programs for principals andteachers as an opportunity to develop their personalspirituality to its full potential.

2. Religious instruction is central to the Catholic schoolexperience. To uphold the Catholic identity of theschools, religious instruction will be approached with thesame academic rigor and expectations as other coresubjects and incorporate opportunities for students todevelop genuine spiritual maturity.

i. Design an assessment tool for religious instruction toidentify schools in need of support and develop anintervention program to assist them.

ii. Incorporate significant feast days and reception of thesacraments into each school’s calendar. Familiarize theentire school community with the religious educationcurriculum to support instruction and provideconsistency within and among schools.

iii. Lead students in prayer at appropriate times throughoutthe day and align classroom instruction with Sundayworship and the liturgical calendar.

iv. Involve parents in the sacramental life formationof students.

v. Incorporate Catholic social teaching into lessons andprovide frequent opportunities for students todemonstrate their understanding through practice withinand beyond the school community.

vi. Offer opportunities for students to consider the vocationsto which God calls them, including religious vocations.

3. The most effective ministries are those that areunderstood, valued and supported by the parishcommunity. The ministry of Catholic education will beshared with the parish community so that all membersappreciate their role in the education of children.

i. Actively involve the pastor, principal and otherministerial leaders in plans to improve Catholiceducation and formation programs.

ii. Encourage charitable, respectful interactions in theschool, family and parish communities by institutingprograms that respect the dignity of all people andpromote Christian values.

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Exceptional leadership is the distinctive hallmark ofsuccessful schools. While many schools in New Yorkboast of the credentials of their administrators, the

Catholic schools of the archdiocese are unique in claimingcanonized saints as founders and inspiration. Saint FrancesXavier Cabrini, the first American saint, taught atTransfiguration School in Lower Manhattan, and SaintElizabeth Ann Seton, the patroness of Catholic education,was born in New York City and received into the CatholicChurch at Saint Peter’s in Manhattan. Their tenaciousdedication to Catholic education in the 19th century helpedit gain acceptance in American society. Today, the schools ofthe archdiocese reflect their commitment and build on thetraditions of excellence established by generations of suchoutstanding religious and lay educators.

In the 21st century, the Catholic Church and its schools relymore heavily on the laity than at any time in their history.The future success of the schools relies on a harmoniouscollaboration among all the stakeholders in Catholiceducation. Priests, principals, teachers, parents, the Office ofthe Superintendent and other concerned religious and laypeople are allies in ensuring the vitality of Catholic schoolcommunities.

The strategic plan recognizes the fundamental contributionsof each of these constituent groups and calls on them towork together to channel their energy and creativity toensure the continued success of a storied school system.

Leadership


Objectives and StrategiesRecruitment and Evaluation

1. Every pastor seeking a new principal will have access to asufficient number of high-caliber candidates.

i. Engage in targeted and aggressive recruiting to increase thenumber of qualified applicants for each available principalposition.

ii. Improve the principal compensation package to attract moreapplicants and retain excellent principals.

iii. Strengthen the screening process at the Office of theSuperintendent to ensure that only the best-qualified principalcandidates are interviewed locally.

iv. Educate pastors about critical areas of principal competencyand engage them more meaningfully in the principal selectionprocess.

v. Explore the feasibility of providing incentives for ”master”principals to transfer into high-need schools.

2. The evaluation process for principals will create and support aculture of high-performers.

i. Align the principal evaluation process with high performancestandards, and incorporate procedures to identify areas forsupport and development.

ii. Cultivate a system that allows for the celebration and rewardof high-performing principals.

iii. Restructure the role of district superintendents to monitor andmaintain high principal quality.

Support and Professional Development

1. All principals will have access to ongoing training programs,conferences and retreat opportunities that are relevant,challenging and revitalizing.

i. Centralize the professional development programs forprincipals in the Office of the Superintendent to alignofferings with clearly defined leadership goals.

ii. Develop a program that recognizes and affirms the leadershipof experienced principals and addresses their specific needs.

iii. Ensure support of first- and second-year principals throughongoing monitoring, coaching and professional development.

iv. Evaluate the first-year pilot of the Curran Principal Academyfor aspiring Catholic school principals and makeimprovements where necessary.

2. The Office of the Superintendent will implement systems toensure its effectiveness in supporting principals in their role asinstructional leaders.

i. Partner with outside service providers to ensure administrativesupport is well-aligned, effective and consistently practiced.

ii. Increase the number of qualified teacher applicants and createa centralized database of teacher applications for principals.

iii. Improve the teacher evaluation process and design a rubric tohelp principals identify and cultivate effective teaching.

iv. Provide additional resources and tools for principals tosupervise instruction. Formalize supervision protocols,curriculum pacing guides and elements of instructionalprograms.

Collaboration

1. Pastors, priests, principals, faculty and the Office of theSuperintendent will work together to support Catholiceducation and ensure the success of each school.

i. Improve communication between the Office of theSuperintendent and pastors on school matters, and empowerall priests to promote and actively support Catholic education.

ii. Introduce school leaders to educational concepts such as”professional learning communities” to aid them in fosteringschool-wide collaboration.

2. Schools will seek the active support and involvement ofparents through organized parent programs.

i. Survey parents to determine the effectiveness of existing parentprograms and institute a parent committee at every school toexplore opportunities for increased parent involvement.

ii. Host annual parent association meetings in every district toprovide parents an opportunity to meet with thesuperintendent of schools.

iii. Ensure that parents have strong relationships with teachers andschool leadership and are supported in their role aseducational advocates and mentors for their children.


The academic strength of Catholic schools isunassailable and recent independent researchconfirms that when learning in a Catholic school is

done in an environment replete with moral values and thepractice of faith, test scores and student achievement arepositively impacted.

The Catholic schools of the Archdiocese of New York areat the forefront in providing superior academics to childrenfrom diverse backgrounds. Student performance andgraduate achievement are testaments to the successfuldevelopment of a system-wide culture where academicexcellence is expected, supported, attained and celebrated.

The wisdom of keeping this unwavering focus on the criticalimportance of academics is proven by objective assessmentsyear after year. Students in the schools of the archdiocese

continue to meet or exceed state and national proficiencystandards on standardized tests. In addition, 99% ofCatholic high school seniors graduate and more than 96%of them choose to continue their education in apost-secondary setting.

Building on a strong foundation of traditionally highstandards, the strategic plan underscores the importance ofcurriculum and instruction and ensures that teachers andadministrators receive critical support and professionaldevelopment to encourage innovation and creativity. Itpromotes the use of technology to optimize studentachievement and supports educators as they create andsustain a rich academic environment that helps every childdevelop confidence and a love of learning.

Academics


Objectives and Strategies

1. The Office of the Superintendent will support comprehensiveeducational programs at every school that integrate relevant,rigorous and standards-based learning for all students. Newstrategies and approaches to curriculum content and deliverywill allow schools to access and incorporate the mostup-to-date and research-based practices.

i. Reconfigure and expand the archdiocesan curriculumcommittee to involve and engage teachers in regularcurriculum development to ensure that educational programsare suitable and challenging for all students.

ii. Make current research-based curriculum guides available toteachers. Clearly define the scope and sequence of educationalprograms for every grade level, presenting them in aconsistent, user-friendly format for each subject area.

iii. Encourage a robust fine arts program at every school and aforeign-language component in the core curriculum.

iv. Replicate and implement innovative science programs fromother successful districts that integrate mathematics andtechnology.

2. The Office of the Superintendent will study ways to integrateacademic subject areas with technology applications andexplore creative ways to optimize student achievement.

i. Develop and disseminate resources for teachers, aligned withthe goals of the International Society for Technology inEducation (ISTE), to share methods and strategies thatintegrate technology into the teaching of key conceptsand skills.

ii. Study best practices for school-level technology use andexplore possible partnerships with technology companies andventure funds to encourage such use.

iii. Assess the impact of non-traditional scheduling on schoolswhere such scheduling is now used, and determine itsfeasibility and appropriateness in other schools.

3. All new and existing early childhood programs will provide achild-centered learning environment, use a developmentallyappropriate curriculum and be staffed by qualified earlychildhood educators and catechists of the Good Shepherd.

i. Establish an archdiocesan early childhood teaching andlearning center to ensure all early childhood programs haveaccess to necessary resources and professional development.

ii. Enhance the staffing and support for such programs at theOffice of the Superintendent.

iii. Increase the number of early childhood programs in thearchdiocese, including the number of universalpre-kindergarten (UPK) programs.

4. The school system will better accommodate students withspecial learning needs and ensure that all students aresupported and encouraged to reach their maximum potential.

i. Establish a full-time director for special education position inthe Office of the Superintendent.

ii. Enhance the current tracking system for students withdiagnosed special learning needs and use available data tomonitor their progress.

iii. Develop guidelines and resource centers to assist principalsand teachers to identify and address students with speciallearning needs.

5. The Office of the Superintendent will expand and regularlyevaluate the co-curricular programs offered at schools to makesure that they reflect students’ interests and support theirwell-rounded development.

i. Collaborate with Catholic and other organizations to expandexisting co-curricular programs and develop opportunities fornew programs.

ii. Explore possible enrichment opportunities that can be offeredbeyond the traditional school day and during the summer.


Curriculum and Instruction

Astrong and developmentally appropriate curriculum is fundamental to academic excellence. It isimportant for every school to ensure that its curriculum includes programs that integrate relevant,challenging and standards-based learning activities. To that end, New York State standards will

serve as the basis for more rigorous and complex learning as schools continue to inspire the creativity andintellectual curiosity of each student. In addition, the schools will continue to integrate technology intocurriculum and teaching to incorporate current pedagogical approaches, enhance learning and strengtheneducational programs.

Objectives and Strategies1. Teachers will have access to ongoing professional

development opportunities, especially those thatdirectly support classroom instruction and optimizestudent learning.

i. Provide targeted and diverse opportunities forinnovative, site-based staff development, using acontent-area coaching model.

ii. Conduct annual summer symposiums throughouteach district to maximize professional developmentopportunities for teachers outside the regularschool year.

iii. Centralize the new teacher orientation program andrevitalize its mission to facilitate growth of early careerteachers, improve performance and increase retention.

iv. Partner with local colleges and Catholic universities toprovide certificate and degree programs to teachers.


Accountability and Professional Development for TeachersEffective teachers are critical to student achievement and all teachers will have access to professional developmentopportunities that are ongoing and differentiated. Such opportunities will provide support for the excellent teachersalready in the schools and also attract new ones.

In addition, because maintaining a high level of external and internal accountability is critical to the health of theschool system, school leaders and the Office of the Superintendent will adopt an ongoing continuous improvementprocess to guide curriculum, instruction and professional development enhancements to improve studentperformance and fulfill the mission of Catholic education.

Academics

2. All schools will employ data analysis and a continuousimprovement process to guide curriculum, instructionand professional development decisions.

i. Create a two-stage, multi-level data-assessment protocolto guide system-wide analysis of student assessmentdata. Train school faculties and administrators to generateand implement school-wide action plans to addressstudent needs, and institutionalize this continuousimprovement process.

ii. Ensure more targeted supervision of schools identifiedas ”high-need schools” during the continuousimprovement process.

3. All schools will strive for external recognition ofexcellence and seek widespread collaboration in creatingplans to increase student achievement.

i. Require all schools to attain additional accreditation andencourage schools to seek recognition under the U.S.Department of Education Blue Ribbon Schools Program.

ii. Require all schools to involve broad-based communityparticipation in the development of academicimprovement plans that are regularly reviewed andupdated.

Teachers will haveaccess to ongoingprofessional developmentopportunities,especially those thatdirectly support classroominstruction and optimizestudent learning.

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THE STRATEGIC PLAN FOR THE CATHOLIC SCHOOLS OF THE ARCHDIOCESE OF NEW YORK 15”

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Every child will haveaccess to a Catholiceducation and everyparish will support aCatholic school in thearchdiocese.

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The archdiocese is committed to taking the necessarysteps to ensure that high-quality Catholic educationcontinues to be an outstanding, viable and

sought-after option for current and future New Yorkers.

Traditionally, Catholic culture revolved around aneighborhood parish, with a parochial school as itsfoundation. Schools were logically administered andfinanced at the parish level. They were filled with studentswhose parents entrusted the academic and moraldevelopment of their children to the religious who staffedthe schools. While the number of the religious staffingschools has declined, the parochial school model still thrivesin certain areas and remains the best solution for Catholiceducation in those communities.

Nevertheless, Catholic education has been challenged inrecent decades with issues of governance and finance. Themodels developed since the early 19th century to meet theneeds of a rapidly expanding Catholic school populationmust now be reconfigured to reflect 21st century realities.Judicious assessment, shared leadership, long-term planningand bold reconfiguration will balance responsiblestewardship with successful fulfillment of the primarymission of the schools.

The initiatives described in this three-year strategic planreflect the vision of the archbishop and respond to hiseducational priorities. Specifically, every child will haveaccess to a Catholic education and every parish will supporta Catholic school in the archdiocese, even if the school is

not located within the parish boundary. Lay people, whohave assumed greater responsibility throughout the Church,will be called upon to assist with school governance at thelocal and regional levels. The archdiocese will pursueadditional resources to invest in the schools, but they will beprudently distributed to ensure their greatest impact. Theprocess of assessing the viability of schools and determiningwhich will continue as strong educational beacons into thefuture will be thorough and inclusive. And while thearchdiocese will continue to support schools in areas ofcritical need, the financial commitment will be reducedfrom its current unsustainable level.

This new governance and finance strategy includes bothreconfiguration and regionalization. The archdiocese willengage in several significant studies to determine whichschools are viable in the long-term and how a newregionalization structure can utilize available resources tostrengthen the entire system and guarantee the existence ofexcellent Catholic education in New York.

Procedurally, an initial study will identify schools that arenot sustainable or require a disproportionate amount ofarchdiocesan financial support to remain open. Some ofthese schools will be recommended for closure or merger. Asecond study will determine a regionalization structure forthe remaining schools, in which all pastors in the region,along with lay leaders, will have considerable responsibilityand authority.

Throughout this process, which is intended to strengthen theentire system and guarantee its future, there will bewidespread communication and consultation with allstakeholders. The Office of the Superintendent willcollaborate with pastors, principals, teachers, parents andcommunity representatives to improve the schools andensure their long-term viability. In addition, reinvestment inthe system will be critical to ensuring the success andgrowth of strong Catholic schools.

Governance and Finance


Objectives and Strategies1. A reconfiguration steering committee, comprised of

pastors, principals and lay representatives, will assess theviability of individual schools and recommend immediatesteps to reduce archdiocesan and parish subsidies.

i. Examine each school holistically, considering factors suchas academic success, enrollment trends, financial healthand facility conditions.

ii. Identify at-risk schools and engage these schoolcommunities in a collaborative process of creating andreviewing alternative proposals to closure or merger.

iii. Recommend schools to close or merge for the 2011-12school year and provide suitable alternative Catholicschool options to affected families.

iv. Ensure that receiving schools take all necessary steps towelcome affected students and successfully transition theminto their school communities.

2. A regionalization steering committee, comprised of vicarsand pastors familiar with local school communities andtheir challenges, will work with selected lay leaders andthe Office of the Superintendent to create and implementsustainable governance models to strengthen Catholicschools throughout the archdiocese.

i. Designate education regions, which will encompass allparishes in a defined geographic area.

ii. Establish and define roles and responsibilities of regionaleducation boards, which will create viable governancemodels for Catholic schools throughoutthe archdiocese.

iii. Develop a process by which regional education boards willwork with the Office of the Superintendent and theArchdiocese of New York Office of Finance to determinethe appropriate funding mechanism for the schools in theirdesignated region.

3. By securing additional funding and reinvesting currentresources, the Office of the Superintendent will strengthenthe system through increased tuition assistance, academicprogram enhancements and facilities improvements.

i. Establish a new education fund with the proceeds from thesale and/or lease of selected properties.

ii. Increase fundraising through established successfulprograms including, but not limited to, the CatholicAlumni Partnership.

iii. Pursue additional state and federal funding and supportlegislative initiatives to maximize short- and long-termrevenue streams.

iv. Seek external grants to fund Pathways to Excellenceinitiatives related to Catholic Identity, Academics,Leadership and Marketing.

4. The Office of the Superintendent, working with regionaleducation boards, will provide proactive and strategicoversight of school finances.

i. Dedicate additional staff and resources at the Office of theSuperintendent to strengthen local financial practices,explore cost efficiencies and provide financialadministration seminars for pastors and principals.

ii. Refine the current budget process, including tuition-settingpractices, to ensure the creation of timely and accuratebudgets.

iii. Develop and institute a three-year operating and capitalbudgeting plan for every school.

iv. Enhance the information management systems at theOffice of the Superintendent to ensure the accuracy andavailability of school data for effective schooladministration.


The Catholic schools of the Archdiocese of New Yorkhave a powerful and compelling story to tell. Formore than 200 years, they have helped millions of

children grow in their faith and develop into confident youngadults who are thoughtful, responsible, productive membersof both the Church and society. Their populations reflect therich ethnic, religious and economic diversity of the ten NewYork counties they serve.

Future enrollment depends on preserving this tradition ofexcellence, while broadening and improving the schools’communications efforts. Catholic schools have been passiveabout sharing their amazing story. They have relied ontradition and word of mouth to fill their seats, assuming thatfamilies outside the school or parish appreciated theremarkable value of a Catholic education. However, givenavailable school alternatives and the growing importance oftraditional and digital marketing and media exposure tostudent recruitment, this modest approach has undoubtedlycontributed to the decline in enrollment over the past

decade. As a result, the Catholic school system has graduallyrelinquished its cherished role as the primary educationalchoice for New York Catholic families.

The Catholic schools of the archdiocese are committed toreversing this trend and reestablishing a dynamic system offully enrolled schools. Under the three-year strategic plan,the Office of the Superintendent will develop an integratedoutreach effort that promotes the achievements of theschools and their graduates. It will include more effectivecommunications to attract new families, enhance theexperience of current families and convey the unique andlasting value of a Catholic education to the widercommunity. New strategies will focus on engagingsupporters, keeping alumni connected and raising the profileof the schools with leaders and members of the community.With greater visibility, there will be more opportunities toenhance public perception of the schools as strong, viable,accessible and affordable sources for an outstanding,values-centered education.

Enrollment Strategies andCommunications



Objectives and Strategies1. The Office of the Superintendent will provide clear

leadership in marketing to ensure an integrated andconsistent outreach effort.

i. Establish an experienced marketing department in theOffice of the Superintendent to oversee marketing effortsthroughout the system.

ii.Develop a recognizable brand and implement anintegrated marketing campaign for Catholic schools inthe Archdiocese of New York.

iii.Develop specific communications guidelines for schools.Provide school leaders with tools and training to useeffective marketing and consistent, high-qualitycommunications to cultivate strong relationships withcurrent and prospective families.

iv. Improve the Office of the Superintendent’s websiteto support system-wide and school-level marketingefforts.

v. Enable all interested schools to participate in thenewly established Catholic Alumni Partnership (CAP),and ensure its effective management by the Officeof the Superintendent.

2. A coordinated marketing team, managed by the Office ofthe Superintendent, will support the recruitment andretention needs of the schools.

i.Develop a new student recruitment website andcampaign specifically designed to support schools’recruitment efforts.

ii. Ensure that schools fully utilize available technology,including the websites, to support enrollment efforts andcollaboration with the Office of the Superintendent.

iii. Form a strategic field marketing team to provide on-sitetraining and marketing support to schools with troubledenrollments.

iv. Establish targeted recruitment programs such as theCatholic School Advantage Campaign with the NotreDame Task Force on the Participation of Latino Childrenand Families in Catholic Schools.

3. The Office of the Superintendent will strive to educatethe wider community about the true value of a Catholiceducation in the Archdiocese of New York.

i.Develop a media plan with the help of mediaprofessionals to communicate the successes of the schoolsystem both internally and externally.

ii. Establish parent ambassadors at every school to activelypromote the schools in their communities.

iii.Maintain and enhance collaboration with the New YorkState Catholic Conference to promote legislativeinitiatives that will benefit Catholic schools.

4. The Office of the Superintendent and schoolcommunities will utilize census demographic informationto inform marketing decisions and enable strategicmarketing and growth.

i. Collate and analyze current demographic informationto enable effective forecasting of enrollment and helpidentify potential markets.

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Catholic Identity

Faith is learned through teaching, but absorbed throughpractice and the example of adult role models, both athome and in school. To ensure that all school leaders

are well-grounded in the essentials of the Catholic faith andthat a strong Catholic identity permeates every feature of theschools, additional educational programs for principals andteachers were created.

• A standardized and enhanced annual retreat programfor principals and teachers was instituted. This year’s

program, “A Day of Reflection: Educators Educating forFaith, Hope and Charity,” covered the history and practiceof the Catholic Church in New York and offered guidanceto help participants develop their personal spirituality toits potential.

• Educate to Elevate, an annual, yearlong, in-servicetraining program for teachers in grades 3-8, is scheduled tobegin in the fall of 2010. The new initiative is targeted toteachers in schools where students historically haveunderperformed on the archdiocesan religion exam.

Progress to Date


In his familiar straightforward style, Archbishop Dolan told his priests, “We can’t do business as usualand take our schools for granted. We’ve been offering quality Catholic education for centuries and we’re notabout to buckle now!”

In that spirit, Pathways to Excellence rejects “business as usual” and introduces bold initiatives that build on the strongfoundation of the Catholic schools. The recommendations offer creative new approaches to ensure a healthy system of fullyenrolled schools positioned for long-term success. Rather than wait for a formal launch of the three-year plan, the Office ofthe Superintendent began to implement many of its key objectives, even as Pathways to Excellence was being developedand reviewed. The result is that significant progress has already been made in each area of the plan, as described below.


Leadership

The archdiocese’s school system excels because ofexceptional leadership at every level. The strategicplan strengthens the collaboration among pastors,

principals, teachers, parents and the Office of theSuperintendent, and provides new training, development andevaluation tools to support and enhance leadership.

• The Office of the Superintendent has embarked on anambitious multi-year effort to revamp and integrate theprincipal job description with rigorous hiring, evaluationand professional development practices. The InterstateSchool Leaders Licensure Consortium (ISLLC) standards,which are leadership standards used in over 40 states, aswell as numerous colleges and universities, were selectedas the basis for the new principal standards. The ISLLCstandards, which are not faith-based, were revised to reflectCatholic identity and mission.

• An aggressive and comprehensive principal search andscreening process was initiated, expanding strategicrelationships with universities and extending advertising tonew media outlets. A multi-stage screening procedure forprincipal candidates was implemented, including a writingassessment, multiple individual and group interviews and amechanism to match candidates’ skills with schools’ needs.

• The Curran Principal Academy, an initiative launchedin 2008 to prepare excellent Catholic school teachers totransition into elementary school administration, wasassessed and improved. A new interview process forcandidates, including a rigorous case-study interview, wasintroduced and the program’s curriculum was enhanced.The second cohort of eight candidates began the programin early 2010, and will graduate in May 2011. Recruitmentfor the third cohort of candidates is ongoing.

• A new formative principal assessment was created tosupplement summative assessments, which are typicallygiven every three years. The new standards-basedassessment will help ensure principals receive timelyfeedback and targeted professional development. Allprincipals attended a one-day workshop on the standardsand assessment tool in summer 2010. The new formativeassessment program will be piloted during the 2010-2011school year and will ”go live” in the 2011-2012 school year.

• In order to support principals in recruiting and hiringhigh-caliber teachers, outreach to prospective teacherswas increased through aggressive advertising andparticipation in university career fairs. A new centralizeddatabase of teacher applications, www.teachleadserve.org,was created to enable principals to search for all full-time,part-time and substitute teacher candidates using selectsearch criteria. More than 1,100 teacher applicants arealready stored in the database.

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Progress to Date

Academics

Catholic schools have a well-deserved reputation forconsistent academic excellence. To maintain andimprove this proud tradition, the strategic plan

concentrates on curriculum and instruction enhancement,professional development and accountability.

• A standardized curriculum review cycle for all core subjectswas instituted and a standard format for the EssentialLearnings curriculum guides was adopted. These guidesoutline the expected content and skills taught at each gradelevel and are vital to promoting academic excellencethroughout the school system. A new guide for social studieshas already been rolled out and new science curriculumstandards are under development.

• A guideline for technology literacy was developed forimplementation during the 2010-2011 school year. It is basedon national standards set by the International Society forTechnology on Education (ISTE) and provides guidance toteachers on integrating technology into instruction.

• Additional universal pre-kindergarten (UPK) programswere opened, bringing the total to 23, with five more sitesawaiting approval.

• Multiple enhancements to teacher professional developmentwere implemented to support both new and veteran teachersthroughout the archdiocese.

– Additional literacy and math coaches were provided forteachers during the 2009-2010 academic year. Morecoaches will be added this school year.

– Teacher summer symposiums in math and Englishlanguage arts began in summer 2009 and continued in2010. More than 1,000 elementary and high schoolteachers attended these optional workshops each year.

– A centralized and redesigned new teacher trainingprogram, including a virtual mentoring component andprofessional development throughout the first year ofteaching, was implemented in summer 2010.

• A data assessment protocol based on a continuousimprovement model was developed to analyze studentassessment data to inform decisions about classroominstruction, professional development and interventions atschools with significant needs. Teachers and principals willtake part in the first archdiocesan-wide D3 - December DataDay on December 13, 2010, during which they will use thisprotocol to develop classroom and school-wide action plans.

• Two elementary schools in the archdiocese were among 304schools in the country identified as U.S. Department ofEducation National Blue Ribbon Schools for 2010. Only50 private schools achieve this distinction each year.


Governance and Finance

The traditional model of Catholic school governanceand finance is undergoing careful examination todetermine what modifications are necessary to ensure

that Catholic schools are sustainable now and in the future.

• Pastors throughout the archdiocese provided detailedfeedback on draft models of school governance andfinance. These models describe new revenue sources,cost-cutting opportunities and improvements for financialtransparency.

• To maximize limited financial resources and strengthen theentire system, a reconfiguration steering committee wasestablished and tasked with reviewing school and parishdata and recommending schools for closure or merger.

• A regionalization steering committee was formed tohelp create and implement sustainable governance modelsto strengthen Catholic schools throughout the archdiocese.

• Budget/financial review workshops for principals andtheir bookkeepers were conducted during the 2009-2010school year in conjunction with the Archdiocese of NewYork Offices of Parish Finance and Parish Training. Theworkshops incorporated concepts of budgeting, financialstatement analysis and tuition-setting practices. Additionalworkshops are planned for the 2010-2011 school year.

• A formalized budget review process for the schools,including guidelines for enrollment projection andtuition-setting, was developed in conjunction with theOffice of Parish Finance.

• Information management systems were enhanced withthe creation of an online census system for submission ofannual school data and the rollout to the schools of theImmediate Response Information System (IRIS), anemergency contact management program. IRIS providesmass communication and emergency notification to theschools, staff, parents and other stakeholders designated bythe school administration.


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The archdiocese is committed to ensuring that schoolsare dynamic and fully enrolled. An aggressiveoutreach effort is underway to promote the

achievements of the schools, illustrate the unique benefits ofCatholic education and encourage new families to enroll.

• An integrated marketing campaign entitled “Build BoldFutures” was launched to inform both prospective familiesand the larger community about the benefits of Catholiceducation.

– The integrated multi-media campaign includesgeo-targeted advertising to supplement traditional printads with online, cinema and bus shelter advertising.With assistance from Rubenstein Communications, thegood news about Catholic schools in the archdiocesewas shared through television interviews, high profilearticles in New York broadcast and print media, andincreased access to executive and legislative leadership.

• The revitalized and upgraded website of the Office ofthe Superintendent, www.adnyeducation.org, “went live”in July 2010, providing a current, user-friendly andcomprehensive view of academic results throughout thearchdiocese.

• A bi-lingual recruitment website,www.buildboldfutures.org, was launched inMarch 2010, providing prospective families withinformation about specific Catholic school options byzip code. An interactive information-request form on thewebsite provides a dynamic database that enables theOffice of the Superintendent to forward parent inquiriesdirectly to the requested schools.

• The Archdiocese of New York partnered with theUniversity of Notre Dame in the pilot of The CatholicSchool Advantage: The Campaign to ImproveEducational Opportunities for Latino Children. Thecampaign seeks to close the achievement gap betweenLatino and other children in the classroom by doublingthe percentage of Latino children benefiting from aCatholic school education in the next decade. Thecampaign will assist school leaders in 30 schools todevelop and implement culturally responsive practices tomore effectively serve Latino students and their families.

• Five field marketing coordinators were trained anddeployed during 2010 to support 25 schools with troubledenrollments. Each coordinator spends one day a week witheach of five schools to provide customized marketingtraining and support in website design, recruitmentmaterials and community outreach.

Progress to Date


Enrollment Strategies and Communications

Pathways to Excellence is the result of considerableprayer, research, analysis and hard work. Ultimately,its purpose is to make sure that the school system of

the Archdiocese of New York is among the best in thenation.

Pathways to Excellence shines a well-deserved light on theexceptional success of Catholic education in New York andprepares the school system for a long, healthy future. Theobjectives and strategies detailed in this plan are bold yetachievable. They challenge traditional models and ask forselfless collaboration among all stakeholders for the benefitof students. They seek to improve the core features ofCatholic education while opening the door to moreopportunities for principals, teachers, students and parents.

Looking ahead, the next three years will be a time of greatchange and optimism for the schools. Guided by the HolySpirit, the entire Catholic community, including pastors,

priests, religious, principals, teachers, parents and the laity,will demonstrate its commitment to turning the strategicplan’s key objectives in realities. All of the stakeholders mustjoin together to strengthen the Catholic schools of theArchdiocese of New York.

Although the timeless mission of the Catholic schoolsremains unchanged, the tools used to fulfill it vary with eachgeneration. This strategic plan identifies challenges andsolutions for today and is the start of a more comprehensivestrengthening effort that will reach into the next decade. Thecurrent plan will be reviewed and revised to meet the needsof a responsive and ever-improving school system.

Pathways toExcellence shines awell-deserved light onthe exceptional successof Catholic educationin New York.


Conclusion

“

”

Thanks are due to the many people who gave sogenerously of their time and expertise to developrecommendations for the archbishop’s consideration.

Their keen insights and thoughtful deliberations became thefirst iteration of this Pathways to Excellence document. Inthe intervening months of the continuing planning andinternal review processes, some of the recommendationswere expanded upon, new ones added and still others

deleted, to reflect changing conditions in the school systemand the communities it serves.

While the document exists because of the considerable workof the advisory and subcommittee members, this finalversion is different from the last draft reviewed by thesecommittees. It is a powerful reminder that the task ofmaintaining an outstanding, vibrant Catholic school systemis not static, but ongoing and responsive.

Advisory Committee andSubcommittee Members


Rev. Msgr. William J. Belford, ChancellorArchdiocese of New York

Br. Tyrone Davis, DirectorOffice of Black Ministry, Archdiocese of New York

Anthony J. de Nicola, Co-PresidentWelsh, Carson, Anderson and Stowe

Jane Martínez Dowling, Executive DirectorKIPP Through College, KIPP NYC

Rev. Msgr. Donald M. Dwyer, PastorChurch of Our Lady of Assumption, Bronx

Rev. Msgr. Richard J. Guastella, PastorChurch of Saint Clare, Staten Island

Suzanne M. Halpin, Executive Vice-PresidentRubenstein Communications, Inc.

Rev. Daniel Kearney, PastorChurch of Saint Elizabeth, Manhattan

Patrick J. Landers, PresidentAnnascaul Advisors

Helen Lowe, Executive DirectorOffice of Development, Archdiocese of New York

Jane O’Connell, PresidentAltman Foundation

Rev. Msgr. John O’Keefe, PastorChurch of Saint Margaret, Rockland County

ADVISORY COMMITTEE

The following advisory and subcommittee members are acknowledged with deep gratitudefor their contribution to the development of Pathways to Excellence.

The titles listed here reflect the positions they held during the strategic planning process.


Catholic IdentitySr. Marie Pappas (Chair), Associate SuperintendentMission Effectiveness, Archdiocese of New York

Rev. Msgr. Dermot Brennan, Pastor (Emeritus)Saint Patrick’s Church, Yorktown Heights

Phillip Gorrasi, District Superintendent, Westchester/PutnamArchdiocese of New York

Frank Macchiarola, ProfessorSaint Francis College

Rev. Brian McWeeney, PastorChurch of Saint Stanislaus Kostka, Pleasant Valley

Deacon William MuellerChurch of Saint Mary Star of the Sea, Bronx

Angela O’Donnell, Associate DirectorThe Francis and Ann Curran Center for American CatholicStudies, Fordham University

Dana Spicer, PrincipalSaint Peter School, Yonkers

SUBCOMMITTEES

AcademicsJoanne DeMizio (Chair), Associate SuperintendentCurriculum and Assessment, Archdiocese of New York

Mary Jane Daley, District SuperintendentDutchess/Ulster/Rockland/Sullivan/OrangeArchdiocese of New York

Maryann Hedaa, Managing DirectorHunts Point Alliance for Children

Zoilita Herrera, District Superintendent, Staten IslandArchdiocese of New York

Sr. Remigia Kushner, DirectorCatholic School Administration Program, Manhattan College

Janet Schinderman, ConsultantJLS Enterprises

Haydee von Sternberg, Lower School Math CoordinatorThe Chapin School

LeadershipStephanie Saroki (Chair), Co-Founder and General PartnerSeton Education Partners

Sr. Patricia Anastasio, Associate SuperintendentTeacher Personnel, Archdiocese of New York

Peter Croncota, Director of Finance and Talent ServicesKIPP NYC

Krista Dunbar, Director, The Cahn Fellows ProgramTeachers College, Columbia University

Rev. Msgr. John Graham, PastorChurch of Saint Raymond, Bronx

James Hayes, PrincipalThe Epiphany School, Manhattan

Rev. Sean McCaughley, Vice PrincipalSaint Stephen of Hungary School, Manhattan

Michael Ramos, Associate SuperintendentRecruitment and Testing, Archdiocese of New York


GovernanceDarla Romfo (Chair), PresidentChildren’s Scholarship Fund

Rev. Joseph Blenkle, PastorChurch of the Holy Name of Jesus, Valhalla

Michael J. Deegan, Associate Superintendent, Urban EducationArchdiocese of New York

Melody DiPiazza, ChairFRIENDS of the Inner-City Scholarship Fund

Robert Flanigan, President and FounderEducate LLC

Susan George, Executive DirectorInner-City Scholarship Fund

Joseph Gerics, Associate Superintendent, Secondary EducationArchdiocese of New York

Stephen W. Jenks, MemberJefferson Pharmaceuticals LLC

Rev. Msgr. James P. Sullivan, PastorChurch of Saint Martin de Porres, Poughkeepsie

Joanne Walsh, PrincipalOur Lady Queen of Angels School, Manhattan

Enrollment Strategies and CommunicationsSusan Zuckerman (Chair), Associate DirectorThe Patrons Program

Fran Davies, Associate Superintendent, Communications and MarketingArchdiocese of New York

Strategic Planning Facilitation TeamDr. Timothy J. McNiff, Camille Brown, Peter Flaherty, Caren Howley, Deirdre Sullivan and John Wachter

Finances and FacilitiesWilliam P. Henson (Chair), DirectorStrategic Initiatives and EnrollmentCristo Rey New York High School

Jack Coyne, Director, Education FinanceArchdiocese of New York

Aileen Debost, Director, School FinanceArchdiocese of New York

Samuel DiPiazza, CEOPricewaterhouseCoopers International

Laura A. Garner, PrincipalRS Investments

Michael GerstnerMSD Capital, L.P.Lorri Gorman, Former MayorVillage of Pelham Manor

Jill Kafka, Executive DirectorThe Patrons Program

John J. Kennedy, PartnerLippincott

Rev. Brian McWeeney, PastorChurch of Saint Stanislaus Kostka, Pleasant Valley

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