Rick Pendergast was a Senior Consultant with Meitler for 20 years, helping to develop comprehensive strategic plans with 128 elementary and secondary schools in 20 different dioceses throughout the United States. He recently retired from Meitler.
The world of Catholic education has changed dramatically since I entered elementary school in 1956 and even more so since the beginning of this century. These changes include replacing religious instructors and administrators with lay people, the advent of technology in the classroom, and the expansion of government funds to offset school tuition.
One critical element of success has remained the same – leadership. Dedicated teachers and staff, sound financial planning, and facility management are all important, but second to leadership. Leadership is the most important element of a successful school.
I have observed both exceptional and poor leadership among diocesan school leaders: principals, superintendents, chancellors, and bishops. Each one plays a pivotal role in the success or failure of a school.
I have worked with talented and dedicated school principals who were personally engaged with the students and staff, who challenged faculty to consistently aim for excellence, and who had an eye on every element of the school. I have also worked with principals who were incapable or unwilling to put in the effort to create or maintain an excellent academic environment. That lack of engagement on the part of leadership quickly moves into the faculty and staff and, ultimately, affects the motivation of students.
Most superintendents empower their principals to pursue continuous improvement, making central office staff available to schools providing resources for staff development. Other superintendents, however, impose personal ideologies that stifle growth. Too often using a one size fits all philosophy, these central offices value conformity throughout the schools in the diocese without acknowledging the differences in local issues such as cost of living and student demographics. Most disturbing, I have worked with exemplary principals who, because of this central office approach, are either looking for a different job or simply giving up in the face of too many obstacles.
I have worked with bishops who are keenly aware of the issues within their schools and provide assistance when and where appropriate. They are involved in the public relations of their schools and help with essential fundraising events. They personally communicate with their principals and faculty, encouraging them to grow in faith and maintain the Catholic mission of the school. Other bishops seem almost unconcerned with the Catholic schools in their diocese or, worse, see Catholic schools as a drain on the diocese, diverting personnel and resources away from the pastoral activities of the parishes.
Order schools have a different dynamic, but it still comes down to leadership. The layers of bureaucracy are fewer, but still prone to tradition rather than innovation. The reduced numbers of religious available to staff a school or its leadership positions is a challenge, but some orders have adapted. For example, the Marianists proactively addressed their reduced numbers by implementing continuous training in the Marianist charism for current and aspiring administrators. I’ve seen similar programs with many other order schools. Unfortunately, not all orders have done the same. In some cases, the Board of Directors, lacking immersion in the charism, moved the focus away from the school’s heritage.
Moreover, term limits for Religious school administrators, often 3 or 4 years with one extension, can disrupt continuity. While this is good for the order, sharing experiences throughout its membership, it sometimes causes problems for schools trying to focus on continuous improvement. While interviewing a group of teachers at an order high school, I asked why they weren’t using the newly mandated methodology. They said, with no hesitation, that the priest head of school was going to term out next year, so why bother with a program they don’t like and that might not be maintained.
Facilities are important, but I have seen both elementary and secondary schools with poor facilities doing a wonderful job educating and forming youth. One of my favorite examples is St. Anthony High School in Jersey City (sadly closed for financial reasons), known nationally for its successful boys’ basketball team, yet lacking its own gym! They borrowed a barely adequate gym from a nearby non-profit. I suggested to the coach that the gym was a problem, and he disagreed. Though he would have preferred a better facility, he focused on teaching and coaching in the space available to him - no excuses.
Hiring appropriate, certified teachers has been a large problem for years. They are on the front line of forming youth and must be capable and mission driven. Once again, I experienced principals, supported by their diocese or order, who found creative and affordable ways to hire and retain an excellent faculty and staff. Equally as important is the willingness of the school principal to remove ineffective teachers and the diocesan HR department to help transition poor teachers out rather than fearing frivolous lawsuits. Weak leadership can lead to a mediocre faculty.
Financial management is crucial to a school’s success and longevity. The role of leadership here is critical. I have sadly worked with schools where the external leadership (diocesan or order) was unaware of looming financial problems until it was too late. I have also worked with schools where the principal did not pay attention to the budget or balance sheet because “that’s not my area.” In contrast, those schools I experienced with strong leadership always had a principal that was deeply involved with financial planning and participated in the creation and administration of the annual budget.
I hope this personal analysis of our schools is not disheartening. In fact, my 20 years working at Meitler with Catholic schools throughout the United States leaves me optimistic. Most of the schools I encountered have strong leadership and are supported by dedicated employees, parents, and board members. Most dioceses and Orders support their schools appropriately and help them become exemplary educational institutions.
It is the schools lacking strong leadership that remain most in my memory – not because they failed but because their issues were so often solvable. Leadership remains the key to unlocking the full potential of Catholic PK-12 education.
-Rick Pendergast
