The Better is Yet to Come

In the book, Better, Dr. Atul Gawande (2007) proposes three essential components to get better in any endeavor that requires risk and responsibility: diligence, to do right, and ingenuity.

These three core concepts from Gawande work together and interconnect with each other.

First, using the practice of medicine as his canvas, Gawande (2007) paints the picture that leadership requires a diligent approach to the tasks we need to accomplish. Gawande (2007) offers the example of his father’s medical practice and the extreme lengths he would take to ensure his patients received the highest level of care possible. From wearing examination gloves to taking notes to washing hands, physicians must diligently execute these and other tasks associated with the medical profession in order to meet the high standards of excellence demanded by this important work. Gawande illustrates how taxing the faithful practice of these behaviors can become over time, leading to cutting corners and to the detriment of the patient’s care. Leaders - and in Gawande’s (2007) case, doctors - must remain diligent in the core practices of their professions.

This points to the second essential component of high performance in any endeavor that requires risk and responsibility: to do right. Being diligent in the many functions of one’s sector is the right thing to do. It is right for doctors to wash their hands prior to visiting patients in order to mitigate the spread of infectious diseases. Similarly, it is right for doctors to maintain atmospheres within examination rooms that prevent the appearance or actual occurrences of impropriety. In other words, doing the right things requires and demands diligence. Once again, cutting corners and taking shortcuts often leads to detrimental outcomes from huge lawsuits to revocations of licenses to abuses, destruction and even death.

This leads to Gawande’s (2007) third essential component to leading in situations that involve risk and responsibility: ingenuity. Gawande (2007) explains that even the most diligent practice of functions that are the right things to do can become stale, plateau, and/or even perpetuate less than ideal performances. In these circumstances leaders must be willing to deviate from current practices and innovate in order to do what is right.

For example, Gawande (2007) explains this three-pronged approach - diligence, doing what’s right, and ingenuity - allowed him to see that in most parts of the world, saving lives was most likely to take place by raising the performance of doctors, not in some sort of medicinal breakthrough. Instead of relying on the newest technology, Gawande (2007) argues that understanding the mundane, ordinary details that must go right in a particular situation is the key to finding solutions. Despite potentially having limited resources or power, Gawande (2007) proposes that enhancing one’s skills and collaborating with other people in complex situations can spark ingenuity and progress.

As Gawande (2007) remarked, in the face of seemingly insurmountable problems, better is possible through diligence, a commitment to doing what is right, and the willingness to embrace ingenuity.

Consider ways in which you can invite, guide, and challenge yourselves and your schools to get better: through diligently pursuing the procedures, checklists (sorry), and policies that ensure the safety and security of our communities, the mission alignment of our behaviors, the fiduciary soundness of our budgets, the pedagogically proficient teaching and learning in our classrooms, and the philanthropic moves of our advancement offices.

Similarly, may you lead your schools to do what is right - supervising students, communicating with families, having a plan to ensure efficiency, using research based teaching and assessment practices, showing gratitude, holding people (and ourselves) accountable through performance monitoring and review, and putting every decision through the rubric of "what would Christ do?"

Finally, improving performance and working with others - collaboration multiples our forces - can lead to ingenious innovations and enhancements to our efforts. Our communities and our commitment to our unifying missions are our greatest commodities. From third options to the synergistic effects of working with others, let us rally our efforts around our missions and pray for the intercession of the Holy Spirit to keep getting better.

Using this recipe: diligence, doing what's right, and ingenuity the best - or at least better - is always yet to come.

Reference:

Gawande, A. (2007). Better: A surgeon’s notes on performance. New York: Holt and Company.

Step by Step

St. Francis has a number of quotes misattributed to him. One such error includes: "Start by doing what's necessary; then do what's possible; and suddenly you are doing the impossible."

As I researched the origin of this quote St. Francis never said, I came across these other axioms from other saints that resemble the former:

“With God’s grace, you have to tackle and carry out the impossible because anybody can do what is possible” (St. Josemaria Escriva)

“Blessed is he who loves and does not therefore desire to be loved. Blessed is he who fears and does not therefore desire to be feared. Blessed is he who serves and does not therefore desire to be served. Blessed is he who behaves well toward others and does not desire that others behave well toward him. Because these are great things, the foolish do not rise to them." (St. Giles)

While I appreciate the simplicity of the non-quote, I like the words actually spoken by these other saints even better.

Two takeaways:

1. Do the next right thing. Greatness doesn't necessarily come about through grand efforts and majestic accomplishments. You climb a mountain - "to the heights" - one step at a time. Send the email. Have the conversation. Pick up the piece of trash. Visit the classroom. Stop by the lunchroom. Go to the game/event. Enforce the dress code. Start with prayer. Provide the feedback. Perform the emergency drill. Change the clocks.
2. Realize that with God's grace, we can accomplish the impossible. Greatness can happen when we strive to accomplish things "far more than all we ask or imagine, by the power at work within us" (Ephesians 3:20). Bring to life the God-sized dream He has planted into your heart. Be ambitious for God, asking Him what He wants you to accomplish in this ministry at His schools. Have an apostolic spirit to build the Kingdom of God anew in your schools, our diocese, and the world. From bringing the entire school to the HS Mass and Rally, to aligning your school operations to the school's mission, beliefs, values/pillars/charisms, to revamping the service requirements, to challenging the school's outdated traditions, dream big for our great God.

Do the small things.

And, put out into the deep and traverse "verso l'alto" to accomplish amazing things.

Step by step. Leap by leap.

For the greater glory of God.

Our Words Make Our World

As a newly confirmed junior in high school, my mom gifted me with an book that attempted to show the universality of our faith by taking prayers from other faith traditions and connecting them to Catholic beliefs.

One such prayer from the Buddhist tradition resonated with my adolescent insecurities (the following is a paraphrase from my memory):

We are what we think. With our thoughts we make our world. Speak or act with an impure mind and trouble will follow you as the wheel follows the ox that draws the cart. Speak or act with a pure mind and happiness will follow you as unshakeable as your shadow.

We inherit similar guidance from St. Paul in our Catholic tradition:

Finally, brothers and sisters, whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is gracious, if there is any excellence and if there is anything worthy of praise, think about these things. (Philippians 4:8)

Put even more simply, our words create our world.

This speaks to the importance of clarity on your school's mission, beliefs, and values and communicating them, reinforcing them, and overcommunicating them. 

For some examples, consider these statements and follow-up actions/behaviors: 

• We encourage one another and our communities. One of the ways we do this is by presuming positive intentions.
• We creatively look for third options. One of the ways we do this is by reframing challenges as opportunities to lead and minister.
• We offer clarity about the school's mission, priorities, and values. We do this by focusing on the mission of our schools, building a cohesive leadership team, reinforcing clarity (mission and values), and overcommunicating clarity (mission and values again and again and again...). We also do this by separating the important from the urgent - doing what requires our top license, delegating what others can and should do, and dumping things that do not align with the mission and values of our schools.
• Every person is a gift from God. We look for ways to pray for each other, honor their roles, and celebrate their accomplishments. 
• Collaboration multiplies our forces. We invite others into our work as thought-partners, co-generators, fellow work-shoppers, and coordinated task completers. 
• We strive to be authentically human. We eat with others. We connect with others. We take time to rest - and encourage others to do so as well. We honor our primary vocations.  

Using these statements repeatedly and explaining their underlying meaning will help us to more consistently and effectively work together as teams within our schools. Using them as our compasses will provide direction and guidance in moments of tension, surprise, and complexity.

Our words create our world. Through the keystone words we use at our schools may we create the world God desires.

Appreciate

When I served as a principal and since my arrival in the diocese in the fall of 2022, one of the approaches to fiscal leadership I have tried to implement is accounting for - and actually using - depreciation in our budgets. Instead of including it as a part of our expenses but not actually using it to maintain our facilities and assets, we need to use these earmarked funds for repairs, renovations, and multi-year budgeting for larger maintenance projects. By doing this we set the future versions of ourselves and our schools up for success, displaying the responsibility that will help our schools remain viable for many years.

To depreciate means to decrease in value over time or to disparage or belittle. 

I bring up this understanding of depreciation, something we talk about every year and (hopefully) guard against by reinvesting in our facilities and assets, as a way to focus on its opposite: appreciation.

The most commonly understood meaning of appreciation is the act of showing gratitude. To appreciate something or someone means to be grateful, to recognize the full worth of something/someone, or to fully understand something.

I recently learned, and it makes sense, that to appreciate also means to rise or increase in value (if you're interested in the source of this new understanding, go here: https://youtu.be/q6yPcEk93nk?si=LhM-DRm_C1fU_kmh&t=3290).

The cool part: when we show appreciation for something or someone we appreciate - increase, enhance, grow - its/their value.

The takeaway: we should show appreciation to our school communities for the efforts we want to see more of. To put this another way, recognizing the good work and improvements of our school communities in appreciative ways will make these types of behaviors increase in both frequency and magnitude.

As St. Paul writes in his first letter to the Thessalonians, "Rejoice always. Pray without ceasing. In all circumstances give thanks, for this is the will of God for you in Christ Jesus" (1 Thessalonians 5:16 - 18).

It is Jesus's will for us to give thanks in all circumstances. To appreciate what we have - both giving thanks for it and increasing its value.

As we near the end of the first quarter of the 2025-26 school year, take some time to appreciate your school communities, knowing that as you show gratitude you will also be enhancing and amplifying the good work taking place across our campuses.

Thank you for appreciating your communities - faculty, staff, administration, volunteers, benefactors, students, and families!

I say it again: THANK YOU!

Keep Moving

In last Monday's Gospel, Jesus calls Nathaniel to follow him as one of the apostles:

Jesus saw Nathanael coming toward him and said of him, "Here is a true child of Israel. There is no duplicity in him." (John 1:47)

What does it mean to have no duplicity? To be duplicitous means to be dishonest, deceptive or two-faced. So, the opposite of this would point toward someone honest or sincere.

Why does Jesus describe Nathaniel in such a way? The short form centers on a reference to Jacob, who deceived his father Isaac so that Jacob, instead of his brother Esau, would receive Isaac's blessing (Gn. 27:35-36).

Nathaniel acts in an honest and direct way, standing in sharp contrast to Jacob's duplicity.

Catholic schools would do well to imitate Nathaniel and remove the duplicity in our schools and ministries, uniting our actions and words to the missions, beliefs, and values/pillars/charisms of our schools.

For example, let us unite our efforts to keeping students safe and secure in all areas and times of our operations - before and after school, at games, assemblies, and events, with paid staff and volunteers. In those areas where we are currently duplicitous with our efforts for safety and security - in other words, areas in which we could improve - let us take steps to get better. 

Similarly, how can we remove the duplicity in our classrooms where a student's grade can be a reflection of supplies, extra credit and other non-academic (as in areas other than concepts they understand and skills they can perform) factors? Let us do the same for teachers, offering them low-inference feedback that is rooted in objective, measurable, verifiable time stamps, counts, words spoken, and actions taken. Dig deeper into the details of gradebooks, classroom management, and other ways in which our teachers form our students so that they will more closely align their efforts to our missions, beliefs, and values/pillars/charisms. 

Finally, Fr. Ted Hesburgh, long-time former president of the University of Notre Dame, famously said this to inspire excellence across the school: Mediocrity is not how we honor the Blessed Mother. Anything less than excellence in all facets of our schools is not how we honor the title "Catholic". It is not how we will evangelize the next generation of builders of the Kingdom of God. While we can't improve everything all at once, we can take steps to remove the ways in which we are duplicitous - where we say one thing in our missions, beliefs, and values/pillars/charisms but act in ways that misalign with those messages. 

Take one step, however small, to unite what we do to who we say we are. Then, once you've taken that step, take another, and another, and another...

Keep moving.

Let It Shine

Magnificat High School hosted last week's Diocese of Cleveland High School Principal meeting. This meeting happened to fall within the school's Spirit Week, in which the school's Se-Mores (seniors and sophomores) competed against the Jun-Fre (juniors and freshmen) in various games and activities. These purposeful pairings provide authentic leadership opportunities for upper-class students, allowing the school to live out the school's mission - to educate young women holistically to learn, lead, and serve in the spirit of Mary's Magnificat - and one of its core values, collaboration. 

I left Magnificat's campus inspired that day, having witnessed one small way in which the school aligns its foundational statements to its actions. 

In today's Gospel from Luke, Jesus reminds us, "No one who lights a lamp conceals it with a vessel or sets it under a bed; rather, he places it on a lampstand so that those who enter may see the light" (
Luke 8:16). Similarly, Jesus challenged us in yesterday's Gospel in this way, "No servant can serve two masters. He will either hate one and love the other, or be devoted to one and despise the other. You cannot serve both God and mammon" (Luke 16:13). 

In other words, we cannot and must not dim the lights of our schools by saying one thing and doing another. We cannot serve God through the missions of our schools while also engaging in behaviors that go against that for which we stand. 

Since the beginning of the school year – and in many ways since I started with the diocese three years ago – we have focused on our mission statements, core beliefs, and the values/pillars/charisms that inspire our schools.

We should use our missions as the spines of our organizations: "Think of the mission as the spine of the enterprise - the essential, underlying framework of values and purpose that gives it shape and resiliency. By recasting the mission as a set of phrases that speak to the organization's purpose(s), audience(s), or populations served, this set of phrases becomes the spine upon which relevant performance indicators can be hung" (BoardSource, 2007). 

Doing this forces us to see the work of our schools as stemming from and measured by these foundational statements of our institutions. 

However, there are aspects of our schools that try to serve two masters and in doing so diminish the brightness of our lights. By engaging in practices, even small ones, that contradict our mission, beliefs, and values we weaken the intensity of the light we should be shining for the world to see. 

From discipline policies that emphasize punishment and shame to grading practices that inflate or harm students' scores with non-academic factors to cheers that demean certain groups of students to the music played at school dances to the loosening of campus security outside of the hours of the school day to lower standards for the language of athletic coaches there are many ways that we diminish our light by not adhering to the words we use to profess who we are and what we value as Catholic schools. 

As we strive to provide clarity, build coherence, and strive for consistency, let us leverage this foundational language so that everything we do allows us to live up to the high ideals of our missions, beliefs, and values/pillars/charisms.

As we find areas that misalign, like those named above and other others, let us be courageous in our efforts to remove them from our schools, make changes that fit with our professed identities, and/or add programs, policies, procedures, and personnel that enable us to advance our missions. 

As we do this, may we put the lights of our school communities on a lampstand so that they - and our students - shine brighter, and so that we may more boldly and authentically declare that Jesus Christ is the reason for our schools. 

Let's leave no doubt Whom we serve: our Lord and Savior, Jesus the Christ.

Let it shine. Let it shine. Let it shine. 

Take Heart

Over the past few weeks, we have focused on the importance of shared language, shared understanding, and aligned actions across our network and our local communities.

From clarity, to coherence, to consistency, we have concentrated on ensuring that the actions of our schools uphold, embody, and advance the mission, beliefs, values and/or charisms of our schools.

The more we use this language, the more that people will remember it.

The more that we talk about what this language means, the more that the community will understand it.

The more that we encourage our school communities to align their words and actions with these statements and our collective understanding of their messages, the more we will become the institutions that God needs us to be.

Much in the same way that we need encouragement to stick with something difficult - especially new ways of operating and leading our schools, let us encourage our communities to attain the levels of excellence merited by organizations bearing the stamp Catholic.

Let us presume the positive intentions of others, seeking the good in any situation and starting with ways in which we agree before highlighting areas of difference.

Let us creatively look for third options, especially in situations that seem as if there is only an either/or choice. These alternative innovations can come when we reframing challenges as opportunities to lead and minister, invoking the Holy Spirit and asking for His inspiration, wisdom and guidance.

We can encourage each other to attain the highest levels of excellence by recognizing the giftedness in each other.

We can honor each others' giftedness by striving to be authentically human - slowing down and focusing on the most important elements of our missions and ensuring that we, and others, take time to care for ourselves and those we love.

Finally, and most importantly, let us continue to turn to the Lord in prayer, not that He would answer the hopes we have for our ministries but that we would align ourselves with the hopes that He has for us. Pray for the Holy Spirit's inspiration, wisdom, guidance, and humility to follow His plan for His schools.

"Therefore, encourage one another and build one another up, as indeed you do" (1 Thessalonians 5:11). "(R)ouse one another to love and good works...encourage one another, and this all the more as you see the day drawing near" (Hebrews 10:24-25).

Take heart.