On Empty

One of my Dad's maxims for me as a new driver was to never allow your gas level to get below a quarter of a tank. That marker on the fuel gauge acted as the alert that I should stop and put in even $5 worth of gas. 

It only took me getting stranded once before I consistently heeded this advice. While cars require many fluids in order to function, a car without gas - that is not an electric vehicle - will no longer move. 

It stops. 

As I listened to yesterday's Gospel in which the devil tempts Jesus in the desert, it struck me that these temptations come after Jesus has spent 40 days in the desert. These wiles come to Jesus after not eating anything and as a result of this fast, being hungry. 

It is in this moment, when Jesus is on empty, that He is able to withstand the temptations for bodily pleasure (food), earthly power (authority over vast amounts of people), and pride (instead of trusting God, make Him prove Himself).

Instead of stopping, Jesus moves forward out of this time of temptation in the desert and into His ministry. 

Unfortunately, I operate more like a car than like Jesus. When I'm in the desert and/or on empty, I stop. I give in to temptations for bodily comfort, easy authority, and prideful despair. 

But, since Christ is the Way, the Truth, and the Life, those of us who call ourselves His disciples can follow His example, trust that this example won't fail, and find new wellsprings of life as a result.  

When we're empty, we have hands free to serve, hearts open to love, and minds ready to learn. 

When we're empty, we have more room for Him: “Humanity was created for greatness—for God himself; we were created to be filled by God. But our hearts are too small for the greatness to which they are destined. They must be stretched” (Pope Benedict XVI, 2007, para. 33) and/or emptied. 

When we're emptied of ourselves and filled by God, we can find encouragement in St. Paul's words, “'My grace is sufficient for you, for power is made perfect in weakness.' I will rather boast most gladly of my weaknesses, in order that the power of Christ may dwell with me. Therefore, I am content with weaknesses, insults, hardships, persecutions, and constraints, for the sake of Christ; for when I am weak, then I am strong" (2 Corinthians 12:9-10). 

Maybe being on empty enables us to put aside our own desires in favor of God's desires for us and our schools. 

Maybe being on empty allows us to more easily give away the gifts we receive from God for His glory, so that our hands can be open to receive and give even more gifts to our communities. 

Maybe being on empty humbly places us in a position of trust in God that our Catholic schools are His schools and that He's working "all things work for good for those who love Him, who are called according to his purpose" (Romans 8:28).

For the Greatness of God

Since last Monday, the first reading at mass has come from the Book of Sirach. Part of the Wisdom Books, last Tuesday featured a poignant line from chapter 2, "(W)hen you come to serve the LORD, stand in justice and fear, prepare yourself for trials" (Sirach 2:1).

Prepare yourself for trials when you come to serve the Lord by:

• standing in justice: give God and neighbor their due;
• standing in fear: reverent awe of God's majesty and power. 

This line from Sirach has resonated with me ever since a colleague shared it over 10 years ago during a particularly trying time in my principalship. Similarly, it has stayed with me all week. 

I serve the Lord through the ministry of Catholic education. This service has consumed the entirety of my professional career. Whereas I will always be willing to follow wherever He leads me, I do not anticipate serving the Lord in any other capacity.

So, while I readily accept my service-oriented mission, I am not so quick to embrace the guaranteed trials that will accompany this ministry.  

Sacred Scripture contains God's messages to us. I would do well to take this to heart. 

Prepare myself for trials when serving the Lord. As Pope Benedict XVI encouraged in a 2005 address, "Christ did not promise an easy life. Those who desire comforts have dialed the wrong number. Rather, He shows us the way to great things, the good, towards an authentic human life."​

In addition to this forewarning, God also provides the prescription in order to properly prepare for these trials: 

• Stand in justice - do the right thing, in the right way, at the right time, in the best way possible. 
• Stand in fear -  worship God. 

First, stand in justice. The means that we use must live up to the noble ends we hope to accomplish. Ensuring that others will know we are Christian by our love demands great sacrifice. It requires heroic effort to to faithfully behave, speak, and interact in ways that make Christ manifest to others. The trials will come even when we stand in justice; they happen more frequently, however, when we cut corners, turn and look the other way, and/or act in self-serving ways. 

Second, stand in fear through proper worship of God. Yesterday, my oldest daughter participated in a retreat in preparation for her Confirmation. As part of the activities included lectio divina, my family and I watched a short overview about this form of prayer as a way to remind her what this entailed. 

Fr. Josh Johnson focused on Luke 10:38-42 where Mary and Martha argue about who had chosen the better part. I have heard this story countless times, but it wasn’t until yesterday and hearing Fr. Josh's reflection that God communicated to me that Mary chose the better part, not because being with the Lord is better than serving, but because being with the Lord should precede service.

Serving the Lord entails trials. We minister in enemy-occupied territory. 

But, the gates of the netherworld will not remain locked in the presence of the power of the Holy Spirit. 

Whether we need reminded of the mission, or inspired by the vision, or debriefed on the strategies, or connected to collaborators, or given wisdom in analysis, or just a quick breath to ensure our professionalism lives up to the call of a disciple of Christ, going to God before serving will empower us to stand firm while serving.

Going to God before serving will also embolden us to achieve the greatness for which we have been created, even when it's hard, "The ways of the Lord are not easy, but we were not created for an easy life, but for great things, for goodness" (Pope Benedict XVI, 2005).  

Prepare yourself for trials. Stand in justice and fear. Serve the Lord. 

For the greatness of God. 

Normalizing the Principles of the Gospel

Christ is the foundation of the whole educational enterprise in a Catholic school. His revelation gives new meaning to life and helps man to direct his thought, action and will according to the Gospel, making the beatitudes his norm of life. The fact that in their own individual ways all members of the school community share this Christian vision, makes the school "Catholic"; principles of the Gospel in this manner become the educational norms since the school then has them as its internal motivation and final goal.

-Sacred Congregation for Catholic Education, 1977, para. 34

Maureen Hallinan (2005) posited that the normative culture of the school - the expected set of behaviors and operating procedures - has three main components: norms governing academic performance, norms for social behaviors, and norms regarding the morals and values of the school community. 

As Catholic school leaders, we must accept and assume the responsibility for ensuring that the normative behavior in each of these three areas leads to excellence in academics, personal development, and faith formation. 

More than just higher test scores and rigorous standards of conduct, our Catholic schools must design and implement ways of behaving and operating that allow all students to flourish holistically - mentally, personally, and spiritually. 

From our admissions and enrollment management processes to our recruitment, hiring, and development of faculty and staff to our behavior systems to our expectations for teaching and learning, the norms within our Catholic schools must advance the school's mission. Anything that detracts, distracts, and/or destroys these mission-aligned efforts should be rooted out. Similarly, we must streamline all aspects of our schools so that they flow into the larger river of the school's mission. 

In many ways, based upon the principles of the Gospel, these norms must be counter-cultural. Instead of discipline programs having a punitive flavor they must be geared toward formation. 

Instead of elite institutions that only service those students and families with academic, behavioral, and economic strength, we must find ways to make our schools more accessible and affordable. 

Guidance services must provide more than just academic and college/career support; they must include a vocational component - what is God calling you to do now and/or in the future? 

Instead of just having large school-wide liturgical celebrations, we must also consider ways to circle smaller groups of students, teachers, and families - Jesus preached to thousands while discipling twelve-ish. 

Instead of just saying that the school "is like a family" we can design intentional ways to support and strengthen the web of relationships between and among members of the school community. 

We must honor more than just the top grades, athletic achievements, and college acceptances, finding ways to recognize and value service, improvement, and charity. 

As stated by the National Conference of Catholic Bishops (the precursor to the current USCCB - United States Conference of Catholic Bishops) in 1972, "Community is at the heart of Christian education not simply as a concept to be taught but as a reality to be lived" (para. 23). These Gospel principles, therefore, become both the goal and the means by which the goal will be accomplished. 

https://en.m.wikipedia.org/wiki/File:Brooklyn_Museum_-_Jesus_Teaches_the_People_by_the_Sea_%28J%C3%A9sus_enseigne_le_peuple_pr%C3%A8s_de_la_mer%29_-_James_Tissot_-_overall.jpg

Like the Sermon on the Plain we have heard proclaimed the last two weeks at Mass (2/16 and 2/23), our Catholic schools must be places that operationalize Christ's radical love and forgiveness, and life-giving grace and service.   

When strategic Catholic school leaders lead with zeal, the devil isn't in the details; Christ is. 

Let us strategically design policies, programs, and procedures that making Christ incarnate, so that our means justify, lead to, and double as our end: fullness of life through a relationship with Jesus Christ. 

Seek Goodness, Continuously Improve

"Seek goodness everywhere, and when it is found, bring it out of its hiding place and let it be free and unashamed."

- William Saroyan

I first heard the quote above during the summer between my first and second year of teaching. Spoken at a retreat and used as the springboard for a reflection on seeing our students as children of God, I find myself returning to the heart of its message in moments of striving to continuously improve. 

It also popped into my head this morning after reading, "Narwhal: Unicorn of the Sea" to my son last night. In this short story, Jellyfish identifies Narwhal's superpower as bringing the superpowers out of other people. 

Seek goodness everywhere. Find it. Bring it out of its hiding place. Let it be free and unashamed. 

In doing so, we unleash the greatness of others, enabling them to excel as well. 

Marianne Williamson phrased it in this way, "We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same."

So, let your light shine. Identify the light in others and call them to radiate in turn. Continue to find the next area in which to improve, the next step to take to achieve even higher levels of success. 

This isn't just about finding grand, sweeping innovations. It's about cultivating a mindset where we actively look for the "good" – the efficient process, the helpful suggestion, the spark of insight – in every corner of our work and lives.

In the Pixar movie Cars, Lightning McQueen's efforts to pave the main road of Radiator Springs inspire a city-wide clean-up effort. 

It's worth noting that his first attempt - half-hearted and hurried - had the opposite impact: maintenance of the mediocre status quo.

But, the new road highlighted the other areas in need of a refresh. 

As we go about our work as Catholic school leaders, may we take a similar approach. Find, create, and implement goodness in small yet powerful ways. As we do this, the new light will highlight other areas in need of polish. Follow the same cycle - find, create and implement that which is good, drawing it out of its hiding place and allowing it to shine. 

"You are the light of the world. A city set on a mountain cannot be hidden. Nor do they light a lamp and then put it under a bushel basket; it is set on a lampstand, where it gives light to all in the house. Just so, your light must shine before others, that they may see your good deeds and glorify your heavenly Father" (Matthew 5:14-16). 

Clear away the smudges. Polish. Ignite a spark. Light a flame. Build a fire. 

Let it shine. 

Seek goodness, continuously improve. 

Into Deep Water

"Being Christian is not the result of an ethical choice or a lofty idea, but the encounter with an event, a person, which gives life a new horizon and a decisive direction." 

-Pope Benedict XVI, Deus Caritas Est, 2005, para. 1

Yesterday's Gospel contained one of my favorite lines from Sacred Scripture. After getting into Peter's boat - uninvitedly and unexpectedly - Jesus instructs him, "Put out into deep water and lower your nets for a catch" (Luke 5:4). 

At this point, not only does Jesus act as an unwelcome passenger in Peter's boat, He offers Peter unsolicited and unwelcome advice. 

In response to Jesus's prompting, Peter retorts, "Master, we have worked hard all night and have caught nothing." But, Peter's response doesn't end there. 

He continues, perhaps reluctantly, "but at your command I will lower the nets."

The resulting catch of fish tears their nets and requires extra sets of hands. Peter acknowledges God's greatness and his own sinfulness before accepting a new mission: "Do not be afraid; from now on you will be catching men."

The passage closes with the pairs of brothers - Peter and Andrew, James and John - leaving their nets behind and following Jesus (Luke 5:1-11). 

This sequence of events should act as a recipe for our operations as leaders of Catholic schools. 

First, bring our students into an encounter with Jesus. Put Jesus in our students' "boats" by baptizing their classes, lunch periods, athletic contests, and extra-curricular activities with the truth, way, and life of Jesus Christ. Offer students opportunities to encounter Christ through the Celebration of the Eucharist, Adoration, breaking open God's Word, praying the Rosary, performing service, and robust prayer and retreat experiences. 

Second, develop a vocational ethos by openly talking about our calls to faith and to our ministries in Catholic education. Push our faculty, staff, and administration to craft and readily share these stories of witness. Help students to see beyond the boundaries of college and career into the boundless horizons of following Christ. 

Third, provide opportunities for students to put out into deep water and lower their nets for a catch through vibrant and rigorous curricular, co-curricular, and extra-curricular programming. Proclaim scripture. Honor our schools' patrons. Align our policies, procedures, and programs to the foundational statements of our schools ensuring cohesion and consistency between and among what we believe, what we say, and what we do. 

Fourth, let us transparently communicate the greatness of our God and the ways in which we can improve through the collection and display of mission-focused data. Like the great catch of fish requiring the help of others, may we compellingly tell the stories of success across our school communities. Through the collection and display of qualitative and quantitative mission-driven data, may we proclaim the greatness of our God Who magnifies our efforts into something beyond which we could ask for or imagine. Similarly, like Peter's recognition of his own shortcomings, may we also transparently communicate the ways in which we commit to improving and then set out to close the gap between where we are and where we should be. 

Fifth, may we attract others to assist us in this eternal work. Much like Ernest Shackelton's job posting for an expedition to cross Antarctica in the early 1900s: 

Men wanted for hazardous journey. Low wages, bitter cold, long hours of complete darkness. Safe return doubtful. Honour and recognition in event of success. (https://www.smithsonianmag.com/smart-news/ernest-shackletons-famous-job-ad-men-wanted-for-hazardous-journey-is-probably-a-myth-5552379/)  

may we stir the hearts of others to set out into the deep waters of Holy Spirit-inspired and -guided adventure - in pursuit of that which is true, honorable, just, pure, lovely, gracious, excellent, and worthy of praise (Phil 4:8).

Finally, as we answer the call to become fishers of men and women may we bring others into a relationship with Jesus so that they can answer His call for their lives in turn. 

So that they can join us out in the deep waters of a life of discipleship of Jesus Christ. 

A life fully alive!

Duc in altum!

https://www.flickr.com/photos/fdctsevilla/42861536451

Systems Built by and for Love

"But its (the Catholic school's) proper function is to create for the school community a special atmosphere animated by the Gospel spirit of freedom and charity, to help youth grow according to the new creatures they were made through baptism as they develop their own personalities, and finally to order the whole of human culture to the news of salvation so that the knowledge the students gradually acquire of the world, life and humanity is illumined by faith."

- Second Vatican Council, 1965, para. 8

Today, at the end of Catholic Schools Week, we celebrate the feast of one of my Catholic educational heroes: St. John Bosco. 

As an early career educator, I spent four years in two different Salesian schools. Salesian priests and brothers served at the first; the second school embraced a Salesian charism as a group of lay cooperators. 

This spirit has remained with me ever since. 

Minister with joy and presence.

Serve those impacted by poverty and marginalization. 

Empower others with opportunities to showcase self-discipline while also doing all that you can to proactively prevent potential problems. 

Love what students love so that they will love Who I love. 

Love forms the basis and method of St. John Bosco’s Preventive System of reason, religion, and loving kindness. Based on the belief that young people can grow in virtue through an approach built upon relational presence, clear expectations, and developmentally appropriate levels of autonomy, the Preventive System forms students not through punitive discipline but rather through relational love. 

A noteworthy detail of this pedagogy centers on the fact that this approach - love - entails a system. Far from both rigidity and complacency, the Preventive System balances autonomy with guidance, differentiation of roles with integration of responsibilities, and co-generative collaboration with orchestrated coordination. 

In order to navigate the narrow ridge between these differences, clear, consistent, and coherent systems lovingly lead others so that they, and our organizations and world, might flourish.

A trusted colleague of mine would often quip during issues with personnel that offering clear expectations and objective feedback are two of the most loving things leaders can do for others. The Letter to the Hebrews offers a similar message of encouragement: “My son, do not disdain the discipline of the Lord or lose heart when reproved by him; for whom the Lord loves, he disciplines; he scourges every son he acknowledges” (Hebrews 12:5-6). 

Navigating this ridgeline between freedom and fixedness provides those whom we lead and serve with guardrails within which they can safely fumble through experiences while also being set up for success. Like a compass, these systems point us to true north while also allowing for flexibility in the path taken to get there. 

Systems built by love and for love consider the dignity of the other and, in a spirit of subsidiarity, delegate responsibility appropriately between and among the institutional, local, and individual levels. Loving systems provide space for voices to be heard and tweaks to be made within a framework that provides stability, strength, and security. 

These systems of love possess enough strength to stand firm and sufficient space to move, adapt, and change as necessary. 

In the Salesian spirit, may we continue to build such systems within our Catholic schools, systems built by and for love. 

The Mission Has Schools

Yesterday's Gospel offered a striking synopsis of Christ's mission. Reading from the prophet Isaiah, Christ proclaimed His purpose:

The Spirit of the Lord is upon me,
because he has anointed me
to bring glad tidings to the poor.
He has sent me to proclaim liberty to captives
and recovery of sight to the blind,
to let the oppressed go free,
and to proclaim a year acceptable to the Lord. (Luke 4:18-19, Isaiah 61:1)

By Divine Providence, this mission-focused message provides inspiration and direction as we begin Catholic Schools Week 2025. 

A mission acts as marching orders. A mission provides purpose and pathways. A mission involves movement and/or effort: the word originates from the Latin word for "send." A mission completes the sentence for everyone to whom it has been given: Go "fill-in-the-blank with the mission".

Theories abound about the importance of a mission for an organization. Daniel Coyle (2018) posits that strong organizations establish a clear sense of purpose (mission) in addition to sharing vulnerability and building safety. Similarly, Lowney (2003) cites the work of researchers from both Harvard and Stanford that arrive at the same conclusion: strong organizations have a timeless reason for existing (mission) while also remaining open to new ways of accomplishing this goal. 

Roots and wings. Consistency and adaptability. Mission and vision. 

In 2006, on an application for acceptance into a program to discern whether or not I might want to become a Catholic school principal, I wrote the following about the mission of Catholic schools:

If given a similar prompt today, almost 20 years later, I would offer a slightly nuanced version of my thoughts about the mission of Catholic schools.

I would distill the mission of Catholic schools as follows: 

The mission of Catholic schools is to bring students to fullness of life through a relationship with Jesus Christ.

Using strategies rooted in the Catholic faith and intellectual traditions, Catholic schools develop "every capability of every student, enabling each one to attain an integral formation within a context that includes the Christian religious dimension and recognizes the help of grace" (Congregation for Catholic Education, 1988, para. 99). 

Furthermore, this integral formation will

form men and women who will be ready to take their place in society, preparing them in such a way that they will make the kind of social commitment which will enable them to work for the improvement of social structures, making these structures more conformed to the principles of the Gospel. Thus, they will form human beings who will make human society more peaceful, fraternal, and communitarian. (Sacred Congregation for Catholic Education, 1982, para. 19) 

You'll notice a few key differences between these iterations of my idea about the mission of Catholic schools. 

First, it is shorter. Almost 20 years of Catholic school leadership in some capacity has sharpened my focus. 

Second, the mission of Catholic education aligns with the mission of the Church. Thanks to the mentorship of Fr. Ron Nuzzi, I understand and embrace this pithy truth, "Catholic schools do not have missions; the mission has schools."

The mission - Christ's mission - has schools. More specifically, Christ's mission has Catholic schools. 

The specific ways in which Catholic schools carry out this mission - academic, social-emotional, moral, physical, and spiritual formation; academic, faith-based, co-curricular, and extra-curricular programming; Classical, STEM, Humanities, International Baccalaureate, Advanced Placement - provide particular schools with a specific identity and distinctness from other similar schools. 

The Church "establishes her own schools because she considers them as a privileged means of promoting the formation of the whole (person), since the school is a centre in which a specific concept of the world, of (humanity), and of history is developed and conveyed" (Sacred Congregation for Catholic Education, 1977, para. 8). The Church does so to carry out its salvific mission: "proclaim the good news of salvation to all, generate new creatures in Christ through Baptism, and train them to live knowingly as children of God" (para. 7).

Advance the kingdom of God in heaven and establish it here on earth. 

Be filled with the Spirit of the Lord. Bring glad tidings to the poor. Proclaim liberty to captives. Recovery of sight to the blind. Let the oppressed go free.

This is our mission. These are our marching orders. 

Let us go. We have been sent.

United We Stand

The expected posture during the Communion Rite in the Diocese of Cleveland - and our entire Church - invites mass participants to stand after the Great Amen, and remain standing during the Lamb of God, through the celebrant’s reception of Holy Communion, and during the distribution and reception of Holy Communion for the singing of the Communion Hymn.

Once the distribution of Holy Communion and the Communion Hymn have concluded, the faithful may sit or kneel for a period of sacred silence.

Surprisingly, this expectation of our Church has stood since 1969.

In 2004, our diocese doubled-down on this practice when then-Bishop Pilla issued a policy reinforcing the Church’s expected Communion Rite posture. Archbishop Perez, during his tenure as the Shepherd of Cleveland from 2017 - 2020, reaffirmed this stance.

Why? To “both follow the instructions of the Church and unify the postures of the faithful during Mass” (https://www.dioceseofcleveland.org/offices/worship/faqs).

Whereas I have only been back in the Diocese of Cleveland for a little over two years, I have gone to enough masses at enough different churches to know that we are far from unified in this practice.

Despite the rationale that this posture allows the faithful to pray corporately, or in unison, with others, I often find myself feeling most disconnected with other worshippers at precisely the time that I should experience the deepest connectedness with both Christ and all gathered in His Holy Name.

“Do people think that I’m standing because I think I’m better than them?” I’m not - better than them or standing because that’s what I think.

“Am I being more divisive by standing when so many people are kneeling?" Perhaps. I totally understand local customs, or cultural practices, and how those might supersede the Church’s universal expectations. Only one of the many churches in which I’ve celebrated has publicly declared that kneeling is the local custom.

“Why are we so divided in this practice?” This is typically where my mind lingers.

Should we reiterate and clarify the expectation? We’ve lived five years and survived a global pandemic since the last update about this. Given the lack of clarity about what to do, a refresh might prove effective. For one such refresher, check out this podcast: https://podcasts.apple.com/us/podcast/question-of-faith/id1605830248?i=1000558061927.

Do we need to anchor the messaging in the purpose for the practice - for mass participants to stand in solidarity with all gathered and to recognize the presence of Jesus Christ in the Eucharist? In everything, start with why (Sinek, 2009).

Do we remove the kneelers altogether? The Heath brothers call this shaping the path (Heath and Heath, 2010).

Should I just kneel, since that stands as my heart’s desire for those intimate moments with Jesus anyways?

I don’t pose this reflection to enact any sort of shift in practice within my home diocese. I understand my role. Instead, I offer these musings to align with the important work of shaping Catholic school (organizational) culture.

Strong organizational cultures will demonstrate strong alignment between and among (Schein, 2010; and Hatch, 2018):

• the group’s deeply held beliefs (celebrating the Eucharist acts as the source and summit of our faith; Holy Communion unites us to Christ and others),
• its stated purpose, expectations and values (the Rite of Communion from 1969)
• the organization’s lived actions, spoken words, and visible structures, signs and symbols (in this case, the normative behavior of standing during the Communion Rite)

Misalignment between or among these three levels - 1. the hidden, inner layer (assumptions); 2. the company line, official statement layer (beliefs, values); 3. the lived reality layer (artifacts) - will, eventually, result in a weak organizational culture and, eventually, a weak organization.

But, when our organization’s actions, spoken words, and physical spaces match what we officially say and publish about our organization and stem from the beliefs that we hold sacred in the core of our hearts, our organizations will thrive.

And, when our organizations - Catholic schools - thrive, so will the members of our organizations: students, teachers, families, alumni, benefactors, and the surrounding community.

In the end, if the culture of our community reveals what we stand for, then let us stand united for our students and for forming them in the Catholic intellectual and faith traditions. And, let’s consider those behaviors, like expectations during Mass, and how we can align between and among the three levels to build cultures that will stand tall.

Culture Wins

"From the first moment that a student sets foot in a Catholic school, he or she ought to have the impression of entering a new environment, one illumined by the light of faith, and having its own unique characteristics. The Council summed this up by speaking of an environment permeated with the Gospel spirit of love and freedom."

- The Congregation for Catholic Education, The Religious Dimension of Education in a Catholic School, para. 25, 1988

At the risk of giving sports too much credit, I offer the following quote from Riley Leonard, the University of Notre Dame's starting quarterback, for our consideration as Catholic school leaders.

After Notre Dame's win in the Orange Bowl last Thursday against Penn State, Leonard preached:

"What I think the country is learning about our program, I think the biggest thing is just culture wins. You see a bunch of talented guys across our locker room, but you can see that anywhere in the country. I think at the end of the day it's which guys are putting their bodies on the line and doing everything they can for the man next to them. Nobody is thinking about draft stocks or next year or anything like that, any type of individual glory. We're all thinking about the man beside us. I think we kind of proved throughout the season.”

Not only did Riley propose the reason for the team's success - that culture wins - but he described the type of culture that has the Fighting Irish in a position to win it's first national championship in football since 1988:

• The team and its success is more important than individual acclaim.
• People are more important than points, playing time, percentages, or products.
• Hard work beats talent.

Leonard also - another component of the team and university's culture - emphasized faith in Jesus Christ, ending his interviews on Thursday as he has throughout the season with the words, "Jesus bless."

Yes, one could attribute all of these polished and feel-good sound bytes to a competent public relations team and strong training sessions for a 20-something year-old college student who will have a microphone and camera in his face at the conclusion of just about every game. The fact that this type of advanced preparation undoubtedly takes place stands as another facet of a culture that wins: Excellence happens on purpose.

In a study of corporate culture and its impact on revenues, Kotter and Heskett (1992) found that over an 11 year period companies with strong cultures "grew their stock prices by 901 percent versus 74 percent...and improved their net incomes by 756 percent versus 1 percent" (p. 11).

Culture wins.

The same holds true for our schools. Schools with strong cultures will yield significantly higher academic achievement, improved behavior, higher employee satisfaction. The normative culture of a school - the ways we do things here - impacts academic performance, social behavior, and moral behavior (Hallinan, 2005). A strong culture acts as one of four main levers identified as the way that principals have a positive impact on schools (Grissom, Egalite, Lindsay, 2021). The other three include: high-leverage instructional activities, collaboration, and management of personnel and resources.

Again, culture wins.

In sports. In business. In schools. In Catholic schools. 

Culture wins. 

Flourishing

"It was a life-changing decision for me. In fact, it was a resurrection experience for me, and it was life-giving. This is what I pray for all of you. Jesus came not so that we might cope; Jesus came so that we might flourish. Jesus said, 'I came so that they might have life and have it more abundantly' (Jn. 10:10)."

- Bishop Edward Malesic, A Flourishing Apostolic Church, p. 4, 2024

Merry Christmas - it's technically still the Christmas season through this upcoming weekend - and Happy New Year! I hope and pray that your Christmas break filled you with hope, restored you with joy, and rejuvenated you with love.

Emmanuel - God is with us!

Over the past few days we've celebrated the feasts of St. Elizabeth Ann Seton (1/4) and St. John Neumann (1/5), and the Solemnity of the Epiphany of our Lord (1/5). As such, I have reflected on the connection between and among these heroes of Catholic education, the great mystery of the Incarnation, and the Epiphany of our Lord.

A through-line: God sent us His only Son so that we might flourish.

Our Catholic schools should make Christ incarnate to our students. Students should encounter and develop a relationship with Jesus through our teachers and staff members. They should know the Truth, Goodness, and Beauty of Christ through our classes and programming. They should hear Christ's call on their lives through faith formation opportunities at our schools.

In a sense, every interaction within our schools should be a sort of Christmas during which Christ bursts into the lives of our students and sets them on a new path. Every day within our schools should be an Epiphany in which Christ is "made manifest" to our communities.

Let us invoke the intercession of Sts. Elizabeth Ann Seton and John Neumann and the countless other women and men upon whose shoulders we stand in Catholic education. They acted as missionaries, visionaries, strategists, collaborators, analysists, and professionals that established and expanded the system of Catholic schools across our great country. May we follow in their footsteps as we seek to develop, implement, and tweak systems and structures in our schools so that we, too, can expand our reach and enhance our missionary impact on our communities.

The Christmas season may be coming to an end in our Church, but let us make every day Christmas day in our schools, where Christ is made known, loved, and served. Let us make every moment in our schools incarnational, where community members see Christ in each other and in every class, program, and activity.

Christmas may be coming to an end, but this is precisely when the work of Christmas begins:

to find the lost,

to heal the broken,

to feed the hungry,

to release the prisoner,

to rebuild the nations,

to bring peace among the people,

to make music in the heart (from Howard Thurman's poem, "The Work of Christmas").

Merry Christmas, today and everyday, in our Catholic schools and everywhere. 

Never Stop Never Stopping

At a recent meeting with Catholic school leaders, I offered a framework that undergirds my work and our collective efforts to create systems, structures, programs, policies, and procedures that will help us advance the mission of our schools. Taken from a part of change management known as improvement science, I have been using cycles of continuous improvement to help direct and guide my efforts throughout my career. 

Chances are good that you have employed a similar system during your leadership as well.

As noted by the graphic, this cycle - or more appropriately stated - these cycles are intended to engage a number of leadership traits (missionary, visionary, strategic, collaborative, analytical, professional).

To start, we design a PLAN that is rooted in our mission, inspired by our vision for the future state of our school, and designed collaboratively with a specific strategy for us to employ.

Once crafted, we execute the plan with professionalism. We DO what the plan states with magnanimity, striving for greatness for our God, our students, our faculty and staff, our community, and ourselves. We rally others to play their part in this scheme, integrating, differentiating, delegating, and empowering across personnel and community members.

The next phase of one of these cycles demands that we humbly analyze the efficiency and effectiveness of our intended progress, helping us to identify affirmations of work that should continue and recommendations for how we can continuously improve. This STUDY must be thoughtful, so that the data we construct - leading vs. lagging indicators, low vs. high inference observations - actually informs us about how we are doing.

From there, we start the cycle again, taking ACTion to either stay the course while continuing to monitor our ongoing progress, or make adjustments with a new plan, implementation, and analysis.

This cycle of continuous improvement creates iterative improvements. While not intended to create instability across organizations, these cycles allow us to methodically and incrementally improve and enhance our schools.

As we continue to move throughout the 2024–2025 school year, may we CONTINUE to use this framework - Plan, Do, Study, Act - to propel us forward in advancing the mission of our schools.