The University of Notre Dame’s Alliance for Catholic Education (ACE) will once again welcome hundreds of visitors to the campus this summer for a unique series of conferences, all advancing ACE’s mission to sustain, strengthen, and transform Catholic schools.

The conferences, some of which are currently accepting registrants, constitute a growing part of the busy summer to be enjoyed by ACE participants. Hundreds of those participants will receive skills and personal formation to earn master’s degrees as K-12 Catholic school teachers and leaders.

Various units of ACE, which have multiplied during 19 years in response to the needs of children in under-resourced Catholic schools, host conferences that address today’s urgent issues. These include galvanizing top-notch teachers and school leaders; encouraging parental choice policies and informed financial strategies for Catholic school sustainability; promoting athletic coaching that ministers to young people; and introducing parents and South Bend-area educators to the summertime wellspring of Notre Dame’s commitment to K-12 schooling.

These conferences are coming up in 2012:

ACE Teaching Fellows Annual Conference (June 5-10). Participants in the Melody Family ACE Teaching Fellowship program convene to assess and catalyze their growth as master teachers, educational leaders, and generators of problem-solving research. Several benefactor-supported fellowships support highly promising educators who wish to continue their careers in Catholic classrooms while pursuing advanced knowledge and skills. Fellows cultivate these leadership assets along with their mentors during the conference. Read more about the ACE Teaching Fellows Annual Conference.

Advocates for Parental Choice Symposium (June 15-20). This intensive formation experience gives participants a first-hand experience of people and places on the cutting edge in implementing school choice policies. Catholic school supporters will receive skills, insights, and working relationships to equip them as advocates in the parental choice movement. Major speakers and visits to Wisconsin and Florida will increase these future leaders’ understanding of the legal, social, constitutional, political, and moral dimensions of parental choice.

Play Like a Champion Today Sports Leadership Conference (June 22-24). This annual conference, titled “Champion Character in Sports” for 2012, emphasizes developing the whole person through sports. Guest speakers offer professional development for coaches and athletic administrators at both the youth and high school levels. Hosted by ACE’s Play Like a Champion Today® experts in sports as ministry, the conference gathers representatives of parochial leagues around the country to network and share best practices. Register for the Play Like a Champion Today Sports Leadership Conference.

Superintendents Strategic Leadership Conference (June 24-27). ACE Consulting will host its annual Superintendents Strategic Leadership Conference, inviting educational leaders from dioceses across the country. This year's conference is titled "Together in Mission: Creating a Culture of Hope." Expert speakers and in-depth conversations will explore key issues faced by school leaders. Learn more about the Superintendents Strategic Leadership Conference.

Principals Academy (June 26-29). A four-day enrichment experience for Catholic school principal will focus on identifying and shaping a school’s culture to benefit leadership and learning. The values of a school, expressed actively and nurtured in a culture, provide a framework in which teachers can reduce students’ achievement gaps and leaders can promote continuous improvement in a school. This academy, hosted by ACE Consulting, will help principals develop action plans to improve and utilize their school culture. Register here for the Principals Academy.

Equitable Services Institute (July 8-12). Students in Catholic schools across the country are not getting federally funded services to which they’re entitled; the Equitable Services Institute assists diocesan superintendents, principals, and other educational leaders to solve this problem. Attendees will receive updated information about complex federal funding policies plus practical roadmaps for the process of consultations by which educators obtain equitable shares for their students from Title 1, Title 2, and Title 3 of the Elementary and Secondary Education Act. Learn more about, and register for, the Equitable Services Institute.

School Pastors Institute (July 17-20). Pastors whose parishes include schools are invited to this annual institute to learn to manage and leverage better the distinctive relationship between a parish and its school. The Institute develops many skills and perspectives that a pastor will need in overseeing a parish school, its people, and its finances. It provides insights for valuable reflection on the value of Catholic schools to the children and parents of a parish and to the future of the Church as a whole. 

ACE Parent Retreat (July 25-27). Parents whose sons or daughters have just finished their first year in ACE Service through Teaching often have many questions about these first-year teachers’ experiences. ACE Advocates hosts a special retreat for these parents at Notre Dame to get their questions answered and to see the broader context of the journey their ACE teachers are taking. The retreat also allows these parents of the ACE 18 cohort to hear presentations, worship together, and swap stories. Learn more about the ACE Parent Retreat.

Mary Ann Remick Leadership Conference (July 13). This conference, a capstone event for those earning their master’s degrees in educational administration through the Mary Ann Remick Leadership Program (RLP), is a unique and informal venue for South Bend-area educators to discuss current research with ACE leaders and experts from across the country. The RLP participants present the action research they have conducted to help address key day-to-day issues facing Catholic schools, and local educational leaders attending free-of-charge may exchange useful ideas. Read about last year’s Remick Leadership Conference and read about the value of action research.

Many of the judgments Americans commonly accept about our educational system are myths, according to an award-winning education journalist who addressed an Institute for Educational Initiatives (IEI) audience on April 30.

Veteran reporter John Merrow, whose stories appear on the PBS NewsHour and a range of other media, critiqued a list of myths—and spotlighted numerous problems in schooling—during his lecture, which capped the 2011-2012 Center for Research on Educational Opportunity (CREO) Seminar series.

"I wish, after 37 years of reporting, I could be optimistic [about the future of education]," he said, but little real progress will be made unless strong leaders and the whole nation engage in a sweeping "conversation about what we want for our kids" and the best ways to achieve those goals.

On the subject of today's educational myths, Merrow rejected the notion that the biggest challenge in schooling is an "achievement gap" between rich and poor students as defined by test results.

Focusing a school's efforts on raising those test scores ignores the fact that the problem grows out of less-recognized phenomena in society, he said—an "opportunity gap" reflected in schools of differing quality, an "expectations gap" derived from asking little of students, a "leadership gap" fed by a lack of the courage to solve more systemic problems, and an "outcomes gap" that is measured and addressed statistically and simplistically.

Among other points he made:
• Charter schools are not a big part of the solution for America's education problems, although they could offer some answers—"I'm not so sure about profit-making charter schools."
• Over the past 40 years, the average teacher salary, adjusted for inflation, has risen less than 1% annually.
• "America's children are the most tested in the world.... Oftentimes, we're testing our kids because we're trying to keep track of the teachers." Americans spend too little of the education dollar to see if their expenditure of $12,000 a year per student has worked well, he said.
• Schools must realize their purpose is to prepare students for their careers and for life, not just college, Merrow said. He noted that Notre Dame ACE Academies speak of preparing students for college and heaven. "That's cool," he said. "It's not how I would phrase it, but it's a wonderful construct" because it reflects a deep, long-term purpose.

Merrow added that his audience shouldn't go away from the talk feeling too distressed. After his visit to Notre Dame, including meetings with University President-Emeritus Rev. Theodore Hesburgh, C.S.C, and leaders of IEI units such as CREO and the Alliance for Catholic Education (ACE) who are working to change things, "I'm going to go back feeling a lot better."

CREO director Mark Berends, a distinguished sociologist of education at Notre Dame and a Fellow of the Institute for Educational initiatives (IEI), called Merrow "the premier influential, thorough, thoughtful education reporter in the United States."

Christian Dallavis, director of the Notre Dame ACE Academies initiative, has been honored for best dissertation by the Catholic Education special interest group (SIG) of theAmerican Educational Research Association (AERA).

The SIG, which brings together scholars from around the world who conduct research in the field of Catholic education, bestowed the award on Dallavis as the group gathered at the AERA annual conference, held April 13-17, 2012, in Vancouver, Canada.

Dallavis's dissertation, titled "Extending theories of culturally responsive pedagogy: An ethnographic examination of Catholic schooling in an immigrant community in Chicago," explored the capacity for Catholic schools to be culturally responsive to their students as ethnicity in a community changed over time.

He studied a particular Chicago-area Catholic school during two time periods—its early days after its founding in 1903 to serve the local Polish immigrant community and its recent days serving a community that has become virtually all Hispanic.

His ethnographic and historical research showed that the key tenets of what scholars now call "culturally responsive pedagogy" were present in the school during its early days. "Polish culture, literature, language, and history were at the heart of the school, right alongside American history and literature, English, and religion," Dallavis commented in a recent interview. But contemporary teachers don't emphasize the home culture of their students in the classroom in the same ways today.

This shift is symptomatic of a broader trend in American classrooms in recent years, as the minority composition of student bodies has increased dramatically but the teaching force has not. Dallavis said his study "identifies missed opportunities" for teachers and principals in Catholic schools to enrich cultural connections with students, because a growing body of research suggests that culturally responsive teaching is an effective approach to improving minority student achievement. Dallavis contends that faith-based schools have a unique opportunity to be culturally responsive, because faith is a critical part of the home culture for families who choose Catholic schools.

"Many Catholic schools were extraordinarily culturally responsive to the immigrant communities from Europe that founded the schools a century ago. Today, Catholic schools ought to look to that legacy to prepare teachers and principals to be culturally responsive to today's children in similar ways," Dallavis said, summarizing the take-away points from the dissertation. The research was part of his graduate work at the University of Michigan, where he earned a joint Ph.D. in English and Education.

The study received the SIG's inaugural dissertation award; the SIG was authorized by the AERA only in 2010, an act affirming the validity of Catholic education as a field of scholarly research. The SIG is chaired by Shane Martin, professor and dean of the Loyola Marymount University School of Education.

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Plenty of fans came to Notre Dame on the weekend of April 20-22 for a preview of next fall's Fighting Irish football season, but the annual Blue-Gold Game was hardly the only campus event introducing a mix of friends to a future of opportunity and teamwork.

This was the weekend of the traditional April Retreat hosted by Service through Teaching, the signature teacher-formation initiative of Notre Dame's Alliance for Catholic Education (ACE). Some 87 members of the recently selected ACE 19 cohort came to taste what it will be like to be an ACE teacher for the next two years.

"It's really the start of the whole ACE experience," says Chuck Lamphier, director of ACE Advocates, who remembers his own attendance at an April Retreat when he was a new member of ACE 10. The schedule of events is traditionally a dynamic mix of the three pillars of ACE formation—professional service, spiritual growth, and community life.

A highlight of the retreat focused on the ACE community that each new teacher will join in the diocese where he or she has been assigned to serve in a local Catholic school. Fellow members of ACE 19 who have been assigned to the same community, soon to be sharing a house and offering each other moral support in their formation, are introduced to each other.

The bonds of fellowship established at the retreat will extend through the two years of the Service through Teaching experience—and often for the rest of the community members' lives.

Additional important relationships were initiated over the weekend because participants also included superintendents and other leaders from the dioceses where the new ACE teachers will serve. No fewer than 46 diocesan and school administrators came to campus from all around the country to meet the ACE teachers they will be hosting and overseeing.

Tom Doyle, senior director of the Service through Teaching M.Ed. degree program, gave the ACE 19 newcomers an overview of the academic rigors set to start this summer.

Many of these ACErs are poised to receive their undergraduate degrees from the University of Notre Dame or Saint Mary's College this spring, just before they start their first ACE summer. But the cohort consists of graduates from over 40 different colleges and universities, including Dartmouth, Duke, Fordham, Gonzaga, Harvard, Marquette, and the Congregation of Holy Cross institutions St. Edward's University and King's College.

"Some ACE 19 members are entering their two-year commitment to Service through Teaching after a year or more of post-graduate international service," adds Sarah Greene, associate director in the Service through Teaching pastoral team. "Two came to the April retreat shortly after returning from post-graduate service-teaching in Japan and Korea, respectively. One is finishing a year of service in a medical clinic in Costa Rica, and one served with the Peace Corps in Benin. We also welcome two new ACE 19s from Ireland."

The April Retreat, which also offered opportunities for Mass and other prayer, ended on Sunday in time for many of the participants to head back to their usual Monday workload in various dioceses and schools. Whether they resided far away or elsewhere on campus, they closed their weekends better connected to ACE's past, present, and future.

Catholic elementary school principals, speaking out in a major nationwide survey, report experiencing acute challenges and frustrations in the operation of their schools, and they identify financial management, marketing, Catholic identity, enrollment management, and long-range planning as their schools’ top five areas of need.

The study, just completed by the University of Notre Dame’s Alliance for Catholic Education (ACE) and its Mary Ann Remick Leadership Program, is a rare, comprehensive glimpse of these principals’ views on what they need to do their jobs better and how they describe the state of Catholic education today.

"It is difficult to read the responses of Catholic school principals in this study and not sense both their commitment to this ministry and the overwhelming responsibilities that are associated with it,” say the authors of “Leadership Speaks: A National Survey of Catholic Primary School Principals.” They paint a picture of principals as faith-filled individuals confronting unusually challenging expectations, worthy of new forms of support, such as their own national association.

The study has not yet been published, but the authors—Rev. Ronald Nuzzi, senior director of the Mary Ann Remick Leadership Program, along with two members of the Remick Leadership Program faculty, Anthony Holter and James Frabutt—presented an overview of their work during the National Catholic Educational Association annual convention held April 11-13 in Boston.

A total of 1,685 Catholic school principals representing all areas of the country and all types of school locations and organizational structures, participated in the survey during 2010, answering nearly three dozen questions.

When invited to give open-ended answers, the participants narrowed down the five top areas of need to the two they called most important—enrollment management and financial management—which together often capture the most basic goal of survival, keeping a school open.

Based on the data obtained, “the Church seems to have hired well, attracting mission-driven and loyal individuals to the overarching goals of Catholic education,” according to the study. But these principals live daily with what has been called “the tyranny of the urgent,” hungering for more support—“emotional as well as financial.”

“A Catholic school principal has job expectations that go beyond what can be found in secular educational literature,” the authors note, pointing out that the work of a chief executive officer and a chief operating officer is combined with the school’s overarching religious purpose: “the sanctification of all its stakeholders.”

The study provides enormous amounts of data describing today’s Catholic school principals and outlining their views, and the authors conclude with four recommendations:

· Develop “new models of governance for Catholic elementary schools” that shift the panoply of principal responsibilities “into a more manageable and realistic position description.”

· “Develop a program of ongoing professional development and renewal for principals” that address their needs, both professional and personal.

· Organize a national association of Catholic school principals as a means “to give voice to their leadership concerns at every level and to promote advocacy for Catholic schools at the national level.”

· “Convene multiple groups of national and international stakeholders to advance the understanding of Catholic schools as instruments of the new evangelization.”

You're invited to visit with Notre Dame's Alliance for Catholic Education (ACE) at the annual convention of the National Catholic Educational Association (NCEA) coming up in Boston on April 11-13. ACE is offering a number of speakers and will host a reception.

Stop by Booth 1027 to get information about ACE's many service and research initiatives, plus the distinguished sociological research housed within the Center for Research on Educational Opportunity (CREO). The Center, directed by noted scholar Mark Berends, is one of the units, along with ACE, in the Institute for Educational Initiatives (IEI) at Notre Dame.

Visit the booth to find out more about a cocktail reception scheduled for the afternoon of Wednesday, April 11.

You'll find several members of the ACE community listed among the speakers at the convention, and one of the event's keynote speakers is the author of an inspiring book published last year by ACE Press.

That author is Dr. Mary C. McDonald (pictured left), superintendent of Catholic schools for the Diocese of Memphis, whose latest book is A History with God. ACE is pleased to offer her collection of essays that resonate with universal experiences of education, family, and fun. McDonald's NCEA keynote speech, scheduled Thursday morning, is titled "A Call to Be God's Arms."

Students in Catholic schools across the country are not getting federally funded services to which they're entitled. By one estimate, the funds that Catholic educators leave on the table may total as much as $500 million annually.

Solving this problem is the purpose of the Equitable Services Institute, to which principals, diocesan superintendents, and other leaders are invited at the University of Notre Dame on July 8-12, 2012.

The institute is part of a series of professional development events offered this summer on campus through the Alliance for Catholic Education (ACE).

Registration for the Equitable Services Institute is open to "anybody who will need to represent their students in receiving all the services they have a right to receive," says Michelle Doyle, an expert on the process of obtaining and optimizing those services. Doyle, a consultant with Catapult Learning, will be a major presenter at the Institute. Catapult, a provider of varied services for K-12 schools and students, is co-sponsoring the event with ACE Consulting.

An article by Alliance for Catholic Education (ACE) faculty members in the latest issue of Catholic Education: A Journal of Inquiry and Practice makes the case for "action research" as crucial to formation in ACE's Mary Ann Remick Leadership Program and "at the center of a vocation in Catholic education."

The online journal's March 2012 edition, just posted this week, also includes three examples of action research completed by participants in the Remick Leadership Program (RLP) curriculum. They reflect the value of Catholic school leaders who are prepared to solve problems through insights from both sound data and the school's mission.

This exploration of action research in the journal's current issue is summed up by the article, "Mission Driven and Data Informed Leadership," written by Anthony Holter, Ph.D., and Jim Frabutt, Ph.D., who are members of the RLP faculty. They present three problem-solving research products generated through the RLP program—one on attracting Latino families to Catholic schools, one on addressing children's literacy needs in grades 4 through 8, and one on building a Catholic school's sense of community.

AT&T and the University of Notre Dame have teamed up to dramatically expand educational opportunities available to at-risk children in Tucson. By making an $800,000 contribution through Arizona's corporate tax credit scholarship program, AT&T has created hundreds of scholarships for children to attend the three Notre Dame ACE Academy (NDAA) schools on the south side of Tucson: St. Ambrose, St. John the Evangelist, and Santa Cruz.

Jerry Fuentes, President of AT&T Arizona/New Mexico, announced the partnership with Notre Dame on Friday, March 2 at an event at St. John the Evangelist School in Tucson. Fuentes was joined by Notre Dame ACE Academies director Christian Dallavis, president of the Arizona School Choice Trust Elizabeth Dreckman, and Arizona state senator Olivia Cajero-Bedford, as well as 200 children, teachers, parents, and school leaders from the three NDAA schools in Tucson, including Priscilla Bussari, the mother of scholarship recipients at St. John and a member of the ND ACE Academies Tucson School Board.

"AT&T is committed to driving innovation in education by investing locally, connecting people and seeking exponential change. By strengthening educational opportunities for the children of Tucson, we're investing in the future of our community, our state, and our nation," Fuentes said. "Programs like these seek to increase high school graduation rates which is a key indicator for success."

In a world where the call to teach and learn transcends national boundaries, the Alliance for Catholic Education (ACE) has found a powerful synergy in teaching English as a New Language (ENL), whether the learners reside in the United States or in Chile.

ACE at the University of Notre Dame has been offering an ENL licensure program since 2006, with the aim of increasing the expertise of Catholic school teachers who teach English-language learners. The ENL program is an integral part of ACE's mission to help Catholic schools become more inclusionary for immigrant children.

The ENL program arose, in part, because ACE started to send some of its teacher-formation graduates to Santiago, Chile, to teach English at St. George's College. These ACE graduates communicated their own need for further preparation in English language instruction. ‎Brian Green, Jennifer Hendrix, Michelle Cobb, and Joe Waln were the first ChACE cohort, arriving in August 2001. They were followed by Patrick Fennessy, Townsend Bailey, Erin Kent(Lillis), Erin Luby, Jeff Nichols, and Jennifer Mullins Podichetty in 2002.

The Chile ACE program, known as ChACE, began because the Congregation of Holy Cross, which administers Notre Dame, also operates schools in Chile, including a K-12 school in Santiago called St. George's College.

Alliance for Catholic Education (ACE) graduate Beth Burau is taking her passion for Catholic school teaching to the next level, along with her desire to give disadvantaged children excellent educational resources. Her efforts are taking her deeper into the world of digital information, with help from a new fellowship program.

An ACE program, now in its second year, is assisting her cyberspace explorations while reaffirming her enthusiasm to stay in the classroom. This pilot program, called the Melody Family ACE Teaching Fellowship, strives to enhance the leadership potential of ACE graduates. That's a goal particularly advanced by the international network called ACE Advocates for Catholic Schools, where the Fellowship program is housed and where Beth's entrepreneurship has found a helping hand.

Beth is one of the first ACE Teaching Fellows, receiving a range of support thanks to a generous gift from the Melody family of Houston. The Melody family has partnered with ACE to support highly talented Catholic school teachers in their commitment to teaching, learning, and leadership.

Ireland marked Catholic Schools Week recently with a national conference hosted by Cardinal Sean Brady, Archbishop of Armagh and Primate of All Ireland. Rev. Ronald Nuzzi, ACE’s senior director of the Mary Ann Remick Leadership Program, was invited to keynote the gathering with a talk titled “Catholic Schools as Eucharistic Communities.”

The participation by Father Nuzzi, who is an author and frequent speaker on the mission and meaning of Catholic schools in the United States, was the latest sign of the relationship that has grown between Notre Dame’s Alliance for Catholic Education and many of Ireland’s educators.

"I learned a lot from their experiences, and I shared a few of my own,” Father Nuzzi said of talks not only at the national conference but at additional events with religious orders and other patron groups, or trusts, who sponsor and support Catholic schools in the country.

The University of Notre Dame has named two Catholic schools in the Diocese of St. Petersburg as Notre Dame ACE Academy (NDAA) schools.

The NDAA partnership marks a significant deepening of the relationship between Notre Dame and K-12 schools in the Diocese of St. Petersburg, begun in 1997 when the university first provided teachers to local Catholic schools through Notre Dame’s Alliance for Catholic Education (ACE) Service through Teaching program. 

Bishop Robert Lynch invited ACE to consider St. Petersburg as an NDAA site, and St. Joseph (Tampa) and Sacred Heart (Pinellas Park) were selected after a comprehensive feasibility study showed strong local support for the partnership and affirmed the schools’ capacity to serve area students effectively, particularly through the opportunities created by Florida’s private school tax credit. “These schools make an important difference in the lives of hundreds of families,” said Bishop Lynch.  “We welcome Notre Dame’s support for our efforts to extend the advantages of Catholic schooling to as many children as possible in our diocese.”

By designating Saint Joseph and Sacred Heart as NDAA schools, ACE and the diocese seek to sustain long-term, comprehensive excellence in these schools by implementing a unique model of Catholic schooling.  The NDAA model is built on the three pillars of ACE: educational excellence, the experience of community, and faith formation in the Catholic tradition.

The mission of the NDAA initiative is to provide a Catholic education of the highest quality to as many children as possible by mobilizing the resources of the University, the diocese, parental choice programs, and local communities. ACE faculty and staff will work closely with the NDAA schools and diocesan leaders in Tampa Bay to boost enrollment and enhance school leadership, curriculum, instruction, professional development, financial management, marketing and Catholic identity.  According to NDAA director Dr. Christian Dallavis, “We share Bishop Lynch’s vision of creating opportunities for more families to choose a Catholic education of the highest quality for their children.  We are excited to work in these Tampa Bay communities with dynamic teachers and incredible school leaders to help put more kids on the path to college and heaven.”

“These schools bring hope for the future to families, communities, and the Church. We at Notre Dame are honored to work alongside many caring people to buttress that hope and to support the Catholic school mission that serves our children so well,” said Rev. Timothy R. Scully, C.S.C., founder of ACE and director of the Institute for Educational Initiatives at Notre Dame.

St. Joseph principal Brenda Henson Budd added, “As St. Joseph Catholic School approaches its 116th year, we are overjoyed with our new partnership with Notre Dame. This new alliance gives us confidence that we will inspire academic excellence and form young people in faith in West Tampa for another 100 years to come.” Andy Shannon, principal of Sacred Heart, endorsed the partnership as well, adding, “We are thrilled for Notre Dame to join Sacred Heart’s mission of preparing children for a life lived in service to Jesus, the Church, and the community.”

These schools represent the first expansion of the NDAA model, which began when a pilot cluster was established in Tucson, Arizona, in 2009.

The NDAA initiative is funded by a generous grant from the Walton Family Foundation, with support from the partner dioceses, the University of Notre Dame, and private benefactors.

This announcement takes place during Catholic Schools Week 2012, which is celebrated nationwide January 29-February 5.

For more information about the Notre Dame ACE Academies, visit http://ACEacademies.nd.edu.

Contact: Christian Dallavis, Dallavis.1@nd.edu 574-631-4962

This blessed time of year prompts us to look back upon cherished Christmas traditions and to look forward to a new year—often considering plans for the future that reflect our deepest values. If these values include education, community, faith, and service to the Church and society, this is a good time to consider the life-transforming experiences of Notre Dame’s Alliance for Catholic Education (ACE).

Applications are now being accepted for ACE’s Service through Teaching program, which helps to form Catholic school educators, ready to serve at-risk children in under-resourced K-12 schools. Those who already teach can apply for the Mary Ann Remick Leadership Program (RLP), which prepares the next generation of Catholic school leaders, ready to serve as principals for dynamic communities educating the mind and the heart.

These formation initiatives grant a master’s degree from one of the nation’s leading universities and offer an unrivaled combination of professional preparation, community solidarity, and spiritual growth. On-campus coursework at Notre Dame is integrated with online learning and the everyday life of serving in a Catholic school—the matchless opportunity to build skills as an educator while sustaining and strengthening the precious treasure of a Catholic education that gives children faith, hope, and love.

Consider sharing this unique experience and joining this supportive community.

Explore the “journey of an ACE teacher” in the Service through Teaching program. Meet a recent STT cohort of students and see some of their experiences in a video presentation. The deadline to apply for Service through Teaching is Jan. 24, 2012.

See the brochure that describes the Remick Leadership Program. Watch an introduction to the program from the director. The deadline to apply for the Remick Leadership Program is Feb. 1, 2012.