Get Really Good at What You Do

"Get really good at what you do."

This line has haunted me ever since a colleague uttered it as advice in a recent meeting. Get really good at what we do.

We can spend much time, energy, and resources in pursuit of excellence yet remain stuck in lower forms of performance.

New programs. New technology. New equipment. New facilities. New events. New activities.

New. More. Lots more. But better? Not necessarily.

Get really good at what we do.

Bishop John Mussio, Bishop of the Diocese of Steubenville in the 1950s, had this to say about staying committed to the core purpose of Catholic education in the midst of so many distractions:

Given the new and ever-widening range of resources available to educators today, some might advance the argument that schools require-albeit teachers may demand-better materials. All well and good, but buildings, stadia, desks, chalkboards, and even books do not a school make, for the teacher is the soul of the school.

Teachers are the soul of the Catholic school.

And, teachers teach. Catholic school teachers do so in the context of our proud intellectual and faith traditions. They teach. When done really well - when we get really good at what teachers do - our students and our schools flourish.

Take our own Cleveland Guardians as an example. The lowest payroll in baseball - 30th out of 30 teams. Yet, they remain one of three teams left in the hunt for a World Series Championship.

They have found a way to get really good at what they do - the basics of baseball: pitching, fielding, hitting, baserunning. The fundamentals of the game. A system built to form and develop players through coaching.

Get really good at what we do.

As we near the end of the first quarter of the 2026-27 academic year, let us renew our collective commitment to get really good at what we do: teaching and faith formation.The other, ancillary parts of our school communities - finances, marketing and communication, fundraising, facilities - need to be at the service of our main purpose. Undoubtedly, we must get and be really good in those areas as well. They matter for sure, and everyone across our campuses should adopt this mantra - get really good at what we do - in their respective areas of responsibility and duty.

Excellence in one area can lead to excellence in others. A rising tide lifts all ships. And excellence is a direction, not a destination. No matter how good we get at what we do, we always have room to grow. 

So, let's get really, really good at the core of what we do: teaching and faith formation. Lets also get really good at the other functions, too.

For our students to flourish. For our schools to flourish. 

For God's greater glory.

Lets continue, unceasingly, to get really good at what we do.

Better

Prior to 2024, any time I cut a green, yellow, or red pepper, I would inevitably litter my cutting board, knife, counter, and floor with seeds. I would try countless techniques, but always walked away with similar results.

Then, I came across this hack:

https://youtube.com/shorts/eh8znunrYSc?si=DwOeBqMYF6-LZERT.

I have experienced pepper cutting bliss ever since.

Before discovering this hack - or way - to cut peppers, my approaches varied but my results stayed the same. I would expend time and energy thinking about how I would cut the pepper followed by time and energy cleaning up those silly and sticky seeds after my messy attempt.

This way of cutting has become habit for me. Now I no longer waste time thinking of new methods or cleaning wayward seeds. While insignificant in the grand scheme of life, every time I cut a pepper I remember what it used to be like. 

Similarly, my son's travel soccer team recently participated in "Silent Sunday" during which coaches and parents have to refrain from any sort of coaching. We can cheer and encourage effort, but not offer any advice on tactic or technique. While the educator-coach in me found this exercise excruciating, it provided a powerful look at how many systems the team had successfully implemented and those that remain unestablished - who should take a throw-in, where he should throw it, where players line up for a corner kick, where a goalie should distribute the ball, how to maintain spacing, etc.

While our Catholic schools contain so much more complexity than kitchen hacks or travel soccer strategies, our communities would benefit from the creation and implementation of more systems to help us advance our missions. For example, instead of having to put time and energy into which reports to generate for every finance committee meeting, we can lean on the system in place to produce the right reports at the right time. Similarly, we can rely on systems to identify and provide supports to students struggling academically and/or behaviorally. While the specific strategies deployed may differ, the approach to catch and assist a floundering student can remain consistent - sticking to consistent checkpoints and criteria to identify and intervene accordingly.

As we continue to develop systems for reporting information, partnering with various diocesan personnel, and doing the work of academics, finances, advancement, enrollment, and faith, may we provide our communities with hacks, ways, and approaches that will ensure our success now and for many years to come.

As stewards invited to toil in the vineyard of the Lord, let us leave our respective portions - through the creation and execution of systems - even better than we found it.

Shoot for the Moon

"Just one thing: forgetting what lies behind but straining forward to what lies ahead, I continue my pursuit toward the goal, the prize of God’s upward calling, in Christ Jesus."

-Philippians 3:13-14

This past weekend, the University of Notre Dame's football team played Rice University. Despite a lopsided outcome, the matchup reminded me of a speech by from John K. Kennedy delivered at Rice University on September 12, 1962 (the same date as Saturday's ND v. Rice game) about the fledgling space program at the time (https://youtu.be/WZyRbnpGyzQ?si=FF4G-_85o1N0z3sj&t=526):

"But why, some say, the moon? Why choose this as our goal? And they may well ask, why climb the highest mountain? Why, 35 years ago, fly the Atlantic? Why does Rice play Texas? We choose to go to the moon. We choose to go to the moon in this decade and do the other things, not because they are easy, but because they are hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one we intend to win, and the others, too."

Two takeaways:

1. Choose hard. 
2. Shoot for the moon. 

These two approaches come together beautifully in the words of Pope Benedict XVI (Spe Salvi, 2007, para. 33),

Humans were 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 it is destined. It must be stretched. “By delaying [his gift], God strengthens our desire; through desire he enlarges our soul and by expanding it he increases its capacity [for receiving him]”. Augustine refers to Saint Paul, who speaks of himself as straining forward to the things that are to come (cf. Phil 3:13). 

God has called us to do the work of building His Kingdom on earth and in heaven. Work requires effort and toil. Our work has temporal and eternal significance. 

A moonshot won't be easy. But it will be worth it.

Keeping dreaming big for God. Keep choosing hard so that these God-worthy dreams come true. 

For His greater glory.   

Back of a shirt from the Rockne Athletics Fund at the University of Notre Dame. Choose hard.

Unity, Liberty, Charity, Clarity

Observing the boldness of Peter and John and perceiving them to be uneducated, ordinary men, they were amazed, and they recognized them as the companions of Jesus.

-Acts 4:13

I hope and pray that others observe my boldness for Christ and that they see me as a companion of Jesus.

I hope that this can also be said of you and your schools - that others observe your boldness for Christ and that they recognize you as companions of Jesus.

This does not mean that all of us must act and speak in exactly the same ways. In fact, St. Paul reminds us that though we have unity in the same Spirit, we have unique gifts in how we live out our faith, "But grace was given to each of us according to the measure of Christ’s gift...And he gave some as apostles, others as prophets, others as evangelists, others as pastors and teachers, to equip the holy ones for the work of ministry, for building up the body of Christ" (Ephesians 4:7, 11-12).

In essentials unity, in non-essentials liberty, in all things charity.​..and clarity.

As we lead our Catholic schools, we must provide clarity about the essentials that require unity, the non-essentials that afford liberty, and how charity - love - must permeate all that we do.

First, we provide clarity about areas of unity: our missions, our beliefs, and our values/pillars/charisms. These foundational statements must inspire all that we do and say. As leaders we must continue to point our communities - and ourselves - to these directional aspects of our schools. Act vigilantly in aligning all that happens back to these core identities of our organizations. Flip the necessary tables to root out ways of operating across our campuses that do not connect, align, or flow out of our missions, beliefs, values/pillars/charisms. Communicate over and over and over and over the importance of ensuring all aspects of our schools relate back to who we are and hope to become.

Put another way, areas of unity act as the ways in which our organizations are tight, including but not limited to core instructional practices, hiring processes, maintaining a balanced budget, celebrating the Eucharist, wearing school uniforms, ensuring safety and security, facilitating board meetings.

Second, we provide clarity about the non-essential areas that allow for liberty. Whether that takes place on the building, classroom, or individual person levels, we must clearly communicate the ways in which leaders, teachers, students, and community members can act autonomously. From deciding to host daily, school-wide morning gatherings to facilitating student-led conferences to empowering students to serve as ambassadors to using PowerPoint to providing students with graphic organizers to having students sit in rows or groups, many aspects of our schools can be nuanced - or loose in comparison to tight - and accomplished in a myriad of ways.

This unity-liberty, tight-loose dichotomy can ebb and flow in certain areas over the life of an organization, school year, or even smaller chunks of time. A timely example pertains to ensuring that drop-off and pick-up take place according to plan. Doing so takes on various levels of importance (unity-liberty, tight-loose) based on the time of the year (e.g. the first few weeks of the year) or even on particular days (the first snow fall or early dismissals).

Calculators, word processors, computers, laptops, tablets, devices, and artificial intelligence stand as powerful illustrations of this dance between unity and liberty/tight and loose over the course of time. In these examples and others, as we gather information and learn about what works and what doesn't, we should adapt in data-informed and mission driven ways.

Which brings us to charity. In all things - no matter where a certain part of our school lands on the spectrum of unity and liberty - we must act with love. Whether reminding the community of the importance of being of one accord (tight unity) or allowing freedom and flexibility (loose liberty), others must recognize us as companions of Jesus by our love. All who come into contact with our schools should echo the words of Tertullian's comment about the early Christians, “See how they love one another."

Unity, liberty, clarity, charity.

Tight, loose, clear, love.

And the greatest of these is love.

Follow Anyways

 At once Jesus spoke to them, “Take courage, it is I; do not be afraid.”

Peter said to him in reply, “Lord, if it is you, command me to come to you on the water.”

He said, “Come.”

-Matthew 14:27-29

Between August 3 and August 9, the Church used the same Gospel passage - excerpted above - three times: August 3, August 4, and August 9.

The story includes the disciples out at sea during a storm, Jesus coming to them across the water, the disciples mistaking Jesus for a ghost, Peter walking on and then sinking into the water, Jesus saving Peter, getting into the disciple's boat, and calming the winds and the waves.

Three times in a week. The same Gospel passage (with the exception of three fewer verses on 8/9). The same message.

If repetition stands as the mother of all learning, this three-peat passage should provoke us to ponder God's point(s).

First, God sometimes sends us into the storm, "Then he made the disciples get into the boat and precede him to the other side...Meanwhile the boat, already a few miles offshore, was being tossed about by the waves, for the wind was against it" (Mt. 14:22-24). Jesus made the disciples get into the boat. Them entering this storm did not result because of disobedience or ignorance. They followed what Jesus told them to do. Sometimes, following Jesus leads us into storms.

Follow anyways.

Second, Jesus comes to them during the fourth watch of the night, walking to them on the water. The fourth watch equates to around 3:00 a.m. After getting tossed about in the darkness, the disciples see a figure walking on the stormy sea and assume Jesus to be a ghost, most likely compounding their fear and distress. However, what seems scary or confusing can be Jesus coming into the storms of our lives. Even in the darkest, stormiest times of our lives, Jesus speaks to us, “Take courage, it is I; do not be afraid” (Mt. 14:27). Sometimes, following Jesus leads us into darkness and fear.

Follow anyways.

Amédée Varin, Public domain, via Wikimedia Commons

Third, Jesus calls us to do amazing things. Like Peter, when Jesus calls - and He has called you - move. Do the impossible. Step out onto the water. Put out into the deep. Lower your nets for a catch - despite not catching anything all night. Go into the whole world and preach the Gospel. Turn the other cheek. Go the extra mile. Give up everything, especially any preconceived and limiting ideas of who Jesus is and what He can do. Follow Him, "(Jesus) said, 'Come.' Peter got out of the boat and began to walk on the water toward Jesus" (Mt. 14:29). Following Jesus might seem crazy or even beyond possibility.

Follow anyways.

Fourth and finally, distractions will mount as we advance in our walk toward and with Jesus. "But when (Peter) saw how [strong] the wind was he became frightened; and, beginning to sink, he cried out, 'Lord, save me!" (Mt. 14:30). Keep your eyes fixed on Jesus, not on the winds and the waves. Stay focused on the mission with a relentless intensity and determination. This doesn't mean we ignore the storms or that their continuation means we're doing something wrong. Rather, remain centered on Jesus in the midst of the storms. Following Jesus and the mission He has entrusted to us won't take away the winds and waves.

Follow anyways.

Go into the storm. Have faith over fear. Step out into the impossible. Stay focused on Jesus.

Come what may. 

Follow anyways.

Burn

 "I have come to set the earth on fire, and how I wish it were already blazing!"

-Luke 12:49

A fire needs fuel (think wood, paper, leaves, anything that can burn), oxygen, and heat (spark, air warm enough to cause the fuel to burn) (https://www.nps.gov/articles/wildlandfire-facts-fuel-heat-oxygen.htm).

Once lit, the flame needs ongoing fuel and oxygen to keep it alive. It also needs protection against sources of cold (water) and being suffocated.

As we strive to "Go, set the world on fire" (St. Ignatius), we need to consider how to keep our flame burning bright while simultaneously protecting it from sources of extinguishment.

First, if we no longer have a flame, not even smoldering embers, then we need to get it back. And, we need to get it quickly. Returning more faithfully and frequently to the Sacraments of Eucharist and Reconciliation will serve as the surest way to reignite. Similarly, faithfully and frequently reading the Word of God in the Bible (go here for the readings to get sent to your inbox: USCCB, Word on Fire, or FaithND). If you require more intensive interventions, consider times of retreat and/or spiritual direction. You can't give what you don't have, especially regarding faith.

As the spiritual leader of their schools, Catholic school leaders must have and be ready to share the light of faith with others.

Assuming that your spark/flame/embers remain, taking similar approaches as listed above can help provide continual sources of fuel. However, your fire might be so powerful that it needs more. It needs more than just weekly reception of the Eucharist and once a year reception of Reconciliation (two of the precepts of the Catholic faith). It needs more than just reading scripture and a reflection regularly. If so, amp up these practices - "give us this day our daily bread" and "forgive us our trespasses" - so that you do them more frequently. Think of adopting some other form of prayer - the Rosary (you could start with a decade each workweek day), Chaplet of Divine Mercy, or adoring the Blessed Sacrament for even just a few minutes each day and/or week.

For another source of fuel, and as Catholic school leaders this stands as one of your main responsibilities, spread your fire beyond your campsite. Evangelize. Don't keep the light and warmth of your faith to yourself, lest you burn yourself out. Share the goodness of your faith with others for more fuel.

Like the law of the gift, our flame doesn't extinguish as we give it away, instead it paradoxically increases.

But, in addition to fuel a fire also needs oxygen - space - to burn. With too little margin - think of a weighted blanket quickly suffocating an unwieldy flame - our fire will go out. Ray Johnston, in his book, The Hope Quotient (2015), claims, "Margin is the space between your load and your limit" (p. 141). In roles that almost require overload, how do you find margin?

Put first things first. Stay committed to the most important aspects of your role. Operate at top license. Spend one percent of your time planning for the other 99%. Honor the Sabbath. Again, honor the Sabbath - you serve God not your schools. Do, delegate, and dump. Have holy indifference to tasks that others should be doing and empower them to do those things. Similarly, let go for dear life by no longer doing those things that don't advance our missions. Pray the Examen at the end of the day, if not at noon and at night.

We can't go set the world on fire if we don't have a flame in the first place. Similarly, we need sources of fuel and oxygen or our flame will peter out.

In the end, our fire with which we will go and set the world ablaze will attract others to its light and warmth while also scattering the fear and darkness of the enemy.

So, burn. Brightly. Warmly. Eternally.

For the greater glory of God.

Ite, inflammate omnia. Go, set the world on fire.

Have Some Guts, Kid; This is Ministry

"Have some guts, kid; this is ministry."

Gable Price and Friends, from the song, I Need You

The song from which I took the lyric above popped up on my YouTube feed one day a few months ago. 

That message came during a period of being frustrated with the challenges of my role and hit hard. 

Have some guts, kid; this is ministry. 

It reminded me of the sage advice from the Book of Sirach, and given to me by a second-year ACE teacher during my tenure as a principal: 

"My child, when you come to serve the Lord, prepare yourself for trials. Be sincere of heart and steadfast, and do not be impetuous in time of adversity" (Sirach 2:1-2). 

In other words, "Have some guts, kid; this is ministry."

Jesus Christ exhorts those brave enough to be His disciples, "Whoever wishes to come after me must deny himself, take up his cross, and follow me. For whoever wishes to save his life will lose it, but whoever loses his life for my sake will find it" (Matthew 16:24-25). 

Once again, "Have some guts, kid; this is ministry."

St. Paul, the Apostle of Christ, wrote the following as a way to encourage the Church in Corinth (2 Corinthians 11:23-28):

Are they ministers of Christ? (I am talking like an insane person.) l I am still more, with far greater labors, far more imprisonments, far worse beatings, and numerous brushes with death. Five times at the hands of the Jews I received forty lashes minus one. Three times I was beaten with rods, once I was stoned, three times I was shipwrecked, I passed a night and a day on the deep; on frequent journeys, in dangers from rivers, dangers from robbers, dangers from my own race, dangers from Gentiles, dangers in the city, dangers in the wilderness, dangers at sea, dangers among false brothers; in toil and hardship, through many sleepless nights, through hunger and thirst, through frequent fastings, through cold and exposure. And apart from these things, there is the daily pressure upon me of my anxiety for all the churches.

In the Letter of James, the author instructs us to "Consider it all joy, when you encounter various trials, for you know that the testing of your faith produces perseverance" (James 1:2-3). 

Have some guts, kids; this is ministry! 

As we look ahead to the beginning of the school year, may the Holy Spirit renew and strengthen our spirits so that we can take up our crosses, endure the many and various trials we will encounter, and consider it all joy. 

Let's have some guts, kids. 

After all, this is ministry.