ACE Leadership Conference

A member of the United States East Province of the Society of Jesus, Fr. Steve Katsouros, S.J., is the president and CEO of the Come to Believe Network in New York City. From 2014 until August 2020, Fr. Katsouros served as the founding dean and executive director of Arrupe College at Loyola University Chicago. 

Prior to his assignment at Arrupe, Fr. Katsouros served as the director of the Institute for Catholic Educational Leadership (ICEL) and associate dean of the School of Education at the University of San Francisco. From 2002-2011, Fr. Katsouros was president of Loyola, a coed Jesuit high school on Manhattan’s Upper East Side.

His doctorate, from Columbia University Teachers College, is in organizational leadership; his research interests are leadership; governance; and institutional performance. He was ordained in 1998. 

Currently, Fr. Katsouros is a trustee at Cristo Rey Jesuit High School, Chicago; Josephinum Academy of the Sacred Heart, Chicago; Regis High School, New York; Regis University, Denver; and Saint Mary’s College, South Bend, Indiana and Saint Peter’s University in Jersey City, New Jersey; 

His book about the launch of Arrupe College, COME TO BELIEVE: HOW THE JESUITS ARE REINVENTING EDUCATION (AGAIN), was published by Orbis in 2017 and received an award from the Christophers in 2018. 

Because of the success of Arrupe College and its students, Fr. Katsouros moved to New York in August 2020 to design and create Come to Believe, a foundation and network that will replicate and scale the Arrupe model nationally.

Engineering Schools Where Educators Stay: Systems for Culture, Capacity, and Retention

Nancy Barkan, Education Consultant, Diocese of Raleigh

Teacher retention is not driven by isolated initiatives. It is shaped by how a school is intentionally designed. In Catholic schools, this work is not only organizational, it is rooted in a deeper commitment to honoring the dignity, gifts, and vocation of each educator. When systems fail to reflect that commitment, misalignment, disengagement, and turnover follow.

This interactive workshop introduces the STAY Framework (See Your People, Tie to Purpose, Activate Their Contribution, Your Systems Sustain It), a practical leadership model for designing schools where educators stay. Participants will examine how their current structures either support or hinder educators as contributors to the mission of forming young people, and will use tools such as educator mapping and mission alignment to identify opportunities for change.

Leaders will leave with a clear, actionable plan to strengthen retention by building systems that consistently recognize educators, connect their work to purpose, and sustain a culture of shared responsibility and growth. This session is designed for leaders who want to move beyond one-time efforts and intentionally build communities where educators are known, valued, and supported over time.

Campus Facilities and Fundraising in Catholic Schools: Connecting Campus Maintenance, Mission, Culture and Philanthropy

Kevin J. Calkins, PhD, President, Cathedral Catholic High School, Diocese of San Diego; Adjunct Assistant Teaching Professor, University of Notre Dame

This session explores the powerful connection between campus facilities, Catholic mission, school culture, and fundraising success in Catholic schools. Grounded in Henri Nouwen’s vision of fundraising as ministry, it reframes campus maintenance not as a cost center, but as a visible expression of stewardship, dignity, and institutional care.
The session highlights how well-maintained environments foster student belonging, pride, and engagement, while also strengthening employee morale, commitment, and alignment with mission. Through the lens of Catholic faith, participants will consider how physical spaces communicate belief, shape culture, and support holistic formation.
Ultimately, the presentation offers both a practical and theological framework for understanding how mission-driven investment in facilities builds a positive school climate, deepens donor alignment, and supports sustainable fundraising success.

Architects of Communication: Creating a State of the School Report Rooted in Mission and Hope

Rachel Gemo, Head of School, St. Benedict Preparatory School, Archdiocese of Chicago; Rachel Metz, Head of Lower School, St. Benedict Preparatory School

Effective Catholic school leadership requires clear, mission‑centered communication that builds trust, transparency, and shared purpose. This interactive workshop supports principals and leadership teams in developing a high‑quality State of the School report that communicates academic progress, financial stewardship, enrollment trends, and strategic priorities while remaining grounded in Catholic identity and hope.

Participants will engage with practical examples and reflect on how the State of the School publication can function as a systems‑level leadership tool supporting governance, advancement, family engagement, and organizational effectiveness. Using a November‑to‑spring planning framework, leaders will begin organizing the data, stories, and contributions needed to produce a polished annual report without adding unnecessary burden to already full workloads. The session will also introduce responsible and strategic uses of AI tools to support drafting, editing, visualization, and design—enhancing efficiency and professionalism while preserving the leader’s authentic voice.

Designed as a hands‑on workshop, this session is well suited for individual leaders as well as leadership teams responsible for communication, enrollment, development, or operations. Participants will leave with concrete resources they can immediately adapt for their own context.

Session Outcomes – Participants Will Take Away:
A mission‑aligned checklist of core components for an effective State of the School report
A practical planning and organizing tool for yearlong content development
Sample AI prompts to support efficient, professional communication

Leadership Coherence

Camille Naughton, President, Cristo Rey Atlanta Jesuit High School, Archdiocese of Atlanta; Evan E. Phillips, Principal, Cristo Rey Atlanta Jesuit High School, Archdiocese of Atlanta

This session invites educators to explore “Leadership Coherence” through the critical partnership that exists between a school’s president and principal. At its core, coherence at the highest level of leadership sets the tone for the entire organization. When these two roles function in alignment, the result is stronger decision-making, greater trust, and a unified direction that sets the tone for all aspects of school life.

Central to this partnership is respect and a deep appreciation for the distinct responsibilities that each leader holds, paired with a shared commitment to the mission. Effective communication becomes the foundation of their collaboration, ensuring that priorities, challenges, and decisions are consistently understood and reinforced. This is strengthened by transparency, as open and honest dialogue builds credibility and trust.

Equally important is the intentional creation of protected time for the president and principal to meet regularly, reflect, and plan strategically. Without this dedicated space, coherence is often replaced by reactionism. Together, school leadership must establish clear expectations for one another and for the broader school community, providing clarity around roles, goals, and outcomes.

This alignment enables shared accountability, where both leaders own successes and challenges collectively, modeling unity for faculty and staff. Finally, value alignment ensures that their leadership consistently reflects the mission and core beliefs of the school, guiding every decision and interaction.

By strengthening this essential partnership, schools create a cohesive, focused, and mission-driven environment that benefits the entire school community.

Sharing Your Story: Utilizing Paid Social Media Advertising to Reach Prospective Families

Tom Whittle, Deputy Chief, Operations & Enrollment at Independence Mission Schools, Archdiocese of Philadelphia

At IMS, we faced several years of flat or declining enrollment while attempting numerous tactics to reach new prospective families. This past year, we achieved our goal, growing our enrollment by 2% led in part by acquiring more than 2000 prospective family needs from Facebook and Instagram marketing. 

This was a significant investment using paid social media advertising to tell our 13 schools’ stories and engage new prospective families. We’ve analyzed messaging, ensured a coherent story, and created strategies to connect with leads. Following the gathering of leads, we’ve developed metrics on conversion rates, cost per lead, and follow-through by enrollment staffers. We will share lessons learned and ways for other schools to adopt a similar strategy to support growing enrollment at a reasonable cost. 

During this session, we will aim to:
-Understand strategy to target specific demographics and utilize paid social media
-Understand ways to analyze ROI and establish pipeline of prospective families
-Analyze your current situation and customize established templates for specific school context 

Designing Structures That Last: Case Studies in the Architecture and Artistry Behind Impactful Catholic School Teams, Programs, and Culture

Erin C. Luby, Ed.D., President, Saint Monica Preparatory, Archdiocese of Los Angeles; Anne Kramer, Associate Provincial Assistant for Secondary and Pre-Secondary Education, Jesuits West Province

In this session, a team of two Catholic school leaders will invite participants to envision how strategic, cross-departmental team, culture, and program building can lead to lasting excellence in Catholic schools. Participants will reflect on relevant research and case studies to conceptualize the most impactful avenues to engineer excellence at their own sites. They will consider the architecture and artistry needed to engineer improvement in response to the needs at their own schools. Case studies from a variety of school domains will be offered to prompt reflection and discussion. Presenters will share reflections about how they engineered impact across a range of topics including: technology integration, adult faith formation, administrative organizational structures, and instructional leadership teams. Participants will be encouraged to envision how they can build and enculturate lasting systems for mission effectiveness at their own schools. 

Towards a Framework for Catholic Leadership in the World of AI

Dr. Elizabeth Berkes, Director of Advancement, Moreau Catholic High School, Diocese of Oakland; Dr. Elizabeth Guneratne, President, Moreau Catholic High School, Diocese of Oakland

Inspired by the groundbreaking work of the University of Notre Dame Institute for Ethics and the Common Good, The Catholic Companion Framework for Technology and Innovation, and the NSBECS, the authors invite Catholic school leaders into a lively and practical conversation about leading schools faithfully and boldly in the age of AI.

From Board members and Presidents to Principals, Advancement leaders, CFOs, Site Services Directors, and emerging administrators, every school leader is navigating a rapidly changing world where artificial intelligence is reshaping how we work, communicate, and educate. This session offers real-world tools, encouraging support, and practical strategies to help leaders embrace the efficiencies of AI while deepening — not diminishing — the deeply human, faith-filled mission of Catholic education.

Blending an emerging systems leadership framework with candid storytelling from decades of combined experience in Catholic schools, the authors will share lessons learned, creative ideas, and actionable guidance for facing both the challenges and exciting opportunities AI presents. Participants will leave energized, equipped, and inspired to lead communities where innovation and Catholic identity thrive together.

When Leaders Can Build: Closing the Gap Between Idea and Execution in Schools

Matt Stepnowsky, Founder, Lighthouse Education Partners, Diocese of Cleveland

Building digital tools typically required specialized technical teams, significant budgets, and long development timelines, but recent advances in AI-assisted development are changing that reality.

In this session, participants will explore how leaders can move from idea to working prototype in hours or days by directing AI tools rather than writing code themselves. Drawing on the presenter’s experience building a collaborative reading platform in approximately sixteen hours without prior coding knowledge (www.readtheseus.com), the session will demystify the process of AI assisted product development, explain why it represents a meaningful shift in organizational capability, and hopefully show how it can be a fun and joyful experience.

The session will connect this emerging capability to the broader responsibilities of school leadership. Participants will consider how rapid prototyping can support innovation across governance, faculty leadership, enrollment management, family engagement, advancement, and operational systems. 

Rather than focusing on technical skills, the session emphasizes leadership practices such as clear problem definition, user centered thinking, and iterative experimentation, that enable educators to direct AI tools effectively.

Participants will leave with a clearer understanding of how AI enabled building can expand their school’s capacity to test ideas, develop solutions, and respond more quickly to emerging challenges.

Practical AI Tips at Every Level: Boards, Leaders, Teachers, Students, Parents

Sam Procopio, Principal, Bishop Blanchet High School, Archdiocese of Seattle 

This session explores how Catholic schools can thoughtfully and strategically respond to the rapid rise of artificial intelligence through governance, leadership, instruction, and student formation. Using practical examples, current research, and real school implementation experiences, the session examines four key areas: 1) AI considerations for board governance and mission alignment, 2) emerging AI tools that support school administrators, 3) AI tools that improve teacher productivity and instructional planning, 4) core AI literacy competencies students need to thrive in an AI-enabled world, and 5) parent engagement best practices. Participants will explore practical frameworks, ethical considerations, classroom applications, and bleeding-edge AI systems currently being used in schools, including tools that automate workflows, analyze student work, and provide personalized feedback. Designed for Catholic school leaders and educators as well as District leaders, this session emphasizes mission-centered innovation, human dignity, and practical strategies schools can implement immediately.

Unlocking Classroom Potential: AI/LLM Strategies That Work

Daniel Humphrey, Director of Information Technology, St. Edward High School, Diocese of Cleveland; Dan Corcoran, Academic Dean, St. Edward High School, Diocese of Cleveland

The purpose of this professional development session is to demystify artificial intelligence for educators by providing hands-on, actionable strategies for integrating AI/LLMs into daily classroom practice. 

Participants will see how AI/LLMs can be leveraged to streamline lesson planning, personalize instruction, and efficiently assess student learning, making the teaching process more dynamic and responsive to individual student needs. The session will also address vital ethical considerations—including data privacy, academic integrity, and bias awareness—to ensure responsible and equitable use of AI tools. 

By exploring real-life classroom examples and offering opportunities for peer collaboration, the session aims to foster excitement and confidence, empowering educators to experiment with AI/LLMs and share best practices within their own professional communities.

Building a System for Excellent Instruction: Ora et Labora at Cleveland Benedictine High School

Dominic B. Fanelli, Principal Benedictine High School, Diocese of Cleveland; Elizabeth Salem, Academic Dean, Benedictine High School, Diocese of Cleveland

Improving instruction rarely happens through isolated initiatives. Sustainable improvement requires a coherent system of leadership structures, professional learning, feedback, and collaboration. Through our participation in the Lynch Leadership Academy at Boston College, Benedictine High School adopted the Vision of Excellent Instruction framework, a systems-based approach to strengthening teaching and learning.

Rather than attempting large-scale change all at once, our leadership team intentionally focused on one component of the instructional leadership system each year—including building an instructional leadership team, strengthening observation and feedback structures, expanding professional development, and developing collaborative teacher leadership.

This session will provide a practical overview of how this framework was implemented over multiple years to build a culture of instructional leadership and coaching among faculty. Participants will then engage in a working session to explore one component of the system and begin planning how it could be implemented in their own schools. Attendees will leave with concrete ideas and next steps for strengthening instructional leadership in their context.

Belonging as a Catalyst for Instructional Excellence

Dan Quesnell, Principal, Divine Savior Holy Angels High School, Archdiocese of Milwaukee; Erin Housiaux, Academic Dean Divine Savior Holy Angels, Archdiocese of Milwaukee

At Divine Savior Holy Angels High School, instructional leadership is grounded in the belief that belonging is not an outcome of great schools—it is a condition that makes great learning possible. This session will explore how our faculty development model integrates systems of belonging and holistic student support to drive instructional excellence.

Through a continuous improvement framework, teachers engage in collaborative reflection, professional learning, and student-centered instructional design that intentionally elevates student voice, identity, and engagement. We will share practical structures used at DSHA, including faculty learning cycles, cross-functional collaboration between counseling and academic teams, and classroom practices that create inclusive learning environments while maintaining rigorous expectations.

Participants will examine how belonging-centered instructional leadership strengthens both academic outcomes and student well-being, particularly in an all-girls Catholic context. Attendees will leave with actionable strategies to align faculty development, inclusive practices, and instructional decision-making so that every student experiences both challenge and care.

This session invites school leaders to see belonging not as an initiative, but as a system that fuels continuous improvement and transformative teaching.

Leading with Creativity: Arts Integration as a School-Wide Strategy

Geri McAllister, Principal at Alphonsus Academy and Center for the Arts, Archdiocese of Chicago; Becky Manuel, Director of Arts Integration, Alphonsus Academy and Center for the Arts, Archdiocese of Chicago; Emily Morrell, Teaching Artist, Alphonsus Academy and Center for the Arts, Archdiocese of Chicago

Arts integration combines music, drama, dance, and visual arts with core subjects to deepen understanding, engage all learners, and provide equitable opportunities for students to master both academic and artistic standards. In this session, school leaders will explore practical strategies to embed arts integration school-wide, support teachers in blending creativity with academic rigor, foster collaboration, and measure impact on student learning and engagement. Participants will leave with actionable tools and approaches to build a thriving, arts-infused school culture that drives innovation and academic growth.

Joy by Design: Revitalizing Literacy at St. Anthony School

Carissa Maddox, Ed.D., Coordinator of Adult Formation, ACE Academies, University of Notre Dame; Kathy Wolf, Principal, Saint Anthony Catholic School, Diocese of Cleveland; William Kennedy, Director of Academic Achievement, Saint Anthony Catholic School, Diocese of Cleveland; Frankie Jones, Faculty, Mary Ann Remick Leadership Program, Faculty Liaison for Notre Dame ACE Academies, University of Notre Dame

Saint Anthony Catholic School, a Notre Dame ACE Academy, believes that academic excellence and a culture of joy are inextricably linked. This session explores how the leadership team acted as “Architects of Impact,” engineering a robust framework to elevate literacy and achieve measurable growth. The school has built the instructional runway to meet its target of 70% proficiency on the NWEA MAP assessment, according to Ohio proficiency standards. 

In collaboration with university and diocesan partners, leadership designed a comprehensive adult learning progression rooted in high leverage practices. To ensure sustainability, the team engineered a plan to ensure every teacher had a dedicated coach so that professional development sessions were coupled with targeted observations and more individualized support.  

Explore how the team prioritized: 
A culture of joy in literacy: Emphasizing environment, choice, representation, and collaboration
Values-based and Instructional Read Alouds: Utilizing literature to promote PBIS-aligned behaviors and knowledge building 
Vocabulary: Employing “flood, fast, and focus” strategies

Participants will learn how Saint Anthony transformed their school environment, moving from scattered initiatives to a coherent strategy. Discover how intentional engineering of teacher support can build both instructional capacity and a vibrant, joy-filled school environment. 

Reclaiming Time for Learning: How Reimagining the School Day Strengthens Teaching, Learning, and Student Well Being

Theresa Schuhmann, Assistant Principal & Dean of Studies, Assumption High School, Archdiocese of Louisville; Martha Tedesco, Principal, Assumption High School, Archdiocese of Louisville; Judy M. Fieldhouse, Assistant Principal, Assumption High School, Archdiocese of Louisville

Across Catholic schools, educators often name time as their most limited resource—time to collaborate meaningfully, to respond to student learning, and to support the whole child without extending the school day or adding to staff burnout. At Assumption High School, this reality prompted a deep reconsideration of how time is used within the school day, guided by our mission, PLC commitments, and the lived experience of students and teachers. This session explores how revisiting the structure of the school day—without increasing total instructional minutes—can significantly enhance teacher practice and student learning. Participants will learn how Assumption redesigned its schedule to intentionally protect time for collaborative teacher work, targeted student support, enrichment, and community building, while preserving the depth of learning afforded by a rotating block schedule. Grounded in research, faculty and student feedback, and early implementation evidence, the session will highlight how a more predictable rhythm to the day has increased instructional consistency, reduced fragmentation, and improved access to academic support during the school day. Rather than focusing on logistics alone, this session emphasizes the why behind schedule decisions and the tangible benefits educators and students experience when time is aligned with values. Participants will also examine early indicators of impact, including increased team collaboration, more responsive intervention practices, and improved student ownership of learning and time management. 

Guiding Greatness: Strengthening New Teachers Through Mentorship

Erin Vu, Principal at Holy Family Catholic School, Diocese of Austin

Teaching is challenging work, but when educators are supported by a strong community, they thrive. This presentation guides building leaders and teacher leaders through the process of designing and implementing an effective mentor program that strengthens support for teachers who are new to teaching or new to the school. Leaders will explore the critical need for structured mentorship by examining common challenges faced by novice educators and identifying gaps within their own buildings. The session introduces a clear framework for selecting mentors, defining mentor and mentee roles, and establishing expectations that promote meaningful and consistent support. Participants will learn how to build practical systems that include meeting structures, communication routines, and progress checkpoints to ensure ongoing monitoring and overall program effectiveness. By the end of the session, leaders will leave with the tools and clarity needed to create a customized mentor program that aligns with their mission and strengthens teacher confidence, instructional quality, and retention.

From Data to Discernment: Building a Culture of Growth in Catholic Schools

Dr. Amy Jefferis, Senior Director Assessment Implementation, Curriculum Associates; Kim Shields, Associate Superintendent, Archdiocese of Atlanta

How can Catholic school leaders and educators use data not just to measure outcomes, but to guide meaningful, mission-driven improvement? Too often, data conversations feel disconnected from daily instruction or fail to build the shared understanding needed to support every learner.

This interactive session invites participants to reimagine data use as a collaborative process of discernment where evidence informs clear, mission-aligned instructional decisions that strengthen both classroom practice and schoolwide coherence. Grounded in instructional leadership and co-facilitated with a diocesan leader, the session highlights real-world examples of how schools have implemented data practices to support student growth.

Participants will engage in authentic scenarios and collaborative protocols to:
•        Analyze multiple sources of student and instructional data to identify key priorities
•        Engage in data conversations that promote trust, transparency, and shared ownership
•        Identify common barriers, including initiative overload and lack of coherence
•        Apply insights to their own school context

Through these experiences, participants will develop a clear, actionable plan to strengthen instructional practices and schoolwide systems. This session models practical, team-based routines that leaders and teachers can implement immediately.

Participants will leave with concrete strategies to deepen data literacy, improve instructional decision-making, and foster a culture of continuous improvement rooted in the mission of Catholic education.

Leading with Clarity: Discipline Rubrics and Procedures That Shape School Culture

Dr. Mary C. Maloney, School Principal, Pope John XXIII School, Archdiocese of Chicago

This session offers a clear, compassionate, practical framework for implementing consistent and developmentally appropriate discipline practices across K–8 settings that are grounded in the understanding that strong discipline systems are essential to a positive and thriving school culture. When expectations are clear, consistent, and fair, students feel safe, teachers feel supported, and the entire community benefits.

Participants will receive four customizable, ready-to-use discipline rubrics designed specifically for primary, intermediate, middle school non-aggressive, and middle school aggressive behavior infractions. In addition, attendees will gain access to supportive tools such as a Memo of Incident form and a Time to Think reflection sheet.

The presentation will walk through step-by-step processes for training both students and staff, along with strategies for effectively communicating expectations and partnering with parents. By aligning discipline practices school-wide, leaders and educators can strengthen accountability, build trust, and intentionally cultivate a culture rooted in respect, responsibility, and student growth.

Leading with Clarity: Discipline Rubrics and Procedures That Shape School Culture

Jamie Brummer, Principal, Christian Brothers High School, Diocese of Memphis

This session offers a clear, compassionate, practical framework for implementing consistent and developmentally appropriate discipline practices across K–8 settings that are grounded in the understanding that strong discipline systems are essential to a positive and thriving school culture. When expectations are clear, consistent, and fair, students feel safe, teachers feel supported, and the entire community benefits.

Participants will receive four customizable, ready-to-use discipline rubrics designed specifically for primary, intermediate, middle school non-aggressive, and middle school aggressive behavior infractions. In addition, attendees will gain access to supportive tools such as a Memo of Incident form and a Time to Think reflection sheet.

The presentation will walk through step-by-step processes for training both students and staff, along with strategies for effectively communicating expectations and partnering with parents. By aligning discipline practices school-wide, leaders and educators can strengthen accountability, build trust, and intentionally cultivate a culture rooted in respect, responsibility, and student growth.

From Access to Belonging: Building a Culture of Meaningful Inclusion

Emily Hoffman, Director of Academic Support Services, West Catholic High School, Diocese of Grand Rapids; Tony Fischer, Principal, West Catholic High School, Diocese of Grand Rapids

At West Catholic High School in Grand Rapids, MI, inclusion has become more than an academic support program— it is a culture intentionally built around human dignity, peer relationships, and shared experiences. This session will explore how our school has expanded meaningful inclusion opportunities for students both with and without disabilities. Participants will gain insight into how intentional social programming, in addition to robust academic support, transforms school culture, strengthens leadership among students, and fosters authentic belonging for students with disabilities. The presentation will highlight the pivotal turning points that expanded both our capacity and our culture. Attendees will learn how community partnerships, faculty formation, and intentional program design helped shift our school from access to authentic belonging. Through practical strategies and a “day in the life” lens, attendees will leave with actionable ideas for building inclusive systems rooted in Catholic identity — where every student is known, valued, and given opportunities to thrive. Participants will gain an understanding of the key structures and cultural shifts needed to move from access-based support to meaningful inclusion in a Catholic high school. They will explore practical, adaptable strategies—such as peer mentoring, Life Skills coursework, and Unified Sports—that foster authentic relationships and a culture of belonging. Attendees will also leave with clear, actionable next steps to strengthen inclusive practices within their own school communities.

Enhancing School Culture through Ignatian Spirituality 

Kaitlin Reichart, Ed.D., Endowed Chair & Clinical Assistant Professor, Loyola University Chicago

School culture is a critical and fragile component of Catholic education. This session will begin with an exploration of how Ignatian spirituality, grounded in reflection, discernment, and care for the whole person, can be intentionally leveraged to enhance and strengthen school culture. Participants will discuss the current state of their own school culture, through the lens of Ignatian principles to identify strengths and challenges. The session will then introduce practical, mission-aligned methods for creating a strong Catholic school environment. Finally, participants will have dedicated time to brainstorm concrete next steps for their local schools setting and leave with a sense of how to make cultural improvement. 

Beyond Translation: Understanding Latino Family Diversity in Catholic Schools

Ruth Villaneda, Principal, Santa Teresita School, Archdiocese of Los Angeles

As the Latino population grows, Catholic schools are strengthening efforts to welcome and enroll more Latino families. While translation and Spanish-language communication are important, connecting with families is not a one-size fits all approach. This session examines the diversity among Latino families in their immigration experience, cultural identity, and economic mobility. Develop culturally responsive strategies for building stronger partnerships with Latino families. This session is presented by a first-generation Catholic school leader who has served in schools in the Archdiocese of Los Angeles. 

Creating a Culture of Courageous Conversations: Building a Mission-Driven Workplace Rooted in Dignity and Accountability

Terrence Tyrrell, President, Xavier Catholic School System,Diocese of Green Bay; Marygrace Tyrrell, Ph.D., Assistant Principal, Cristo Rey Jesuit High School Milwaukee, Diocese of Milwaukee

A joyful, vibrant, and innovative Catholic school staff culture does not happen by accident. It requires intentional leadership that clearly defines both the “Big C” culture (mission) and the “small C” (daily lived culture) and aligns faculty and staff behaviors with both.
Many schools struggle to sustain a healthy workplace culture because expectations remain undefined, accountability is inconsistent, or staff buy-in is underdeveloped. Without clarity and shared ownership, even strong missions fail to come alive in daily practice.
This session will present a practical framework for building a workplace culture rooted in dignity, shared values, and mutual accountability. Presenters will share how they collaboratively established cultural norms and behavioral standards within their respective schools, built faculty and staff ownership, and implemented structures that support courageous conversations in service of mission.
In small groups, participants will practice responding to different challenging scenarios using this framework.
Participants will leave with concrete tools, replicable strategies, and practice fostering a culture where dignity is lived, accountability is embraced, and mission becomes tangible in everyday interactions.

The Paseo in Catholic Schools: A Walk Towards Building School Culture

Charles Hoying, Principal, Saint Patrick-White Lake, Archdiocese of Detroit

Utilizing the Paseo protocol, attendees will take a short walk towards building culture, leading through vulnerability, and resolving conflict through a Catholic lens. This session provides school administrators, staff meeting facilitators, and/or teachers and counselors with a group protocol to ensure every voice in a meeting is respected and heard. Participants reflect, speak, and listen to their peers to build connections, examine issues, and walk together towards building positive relationships and culture in Catholic schools. 

Able to Lead and Willing to Serve: How the Mercy Creed Fosters a School Culture of Lifelong Learning

Dr. Cynthia Smith-Ough, Ed.D., Principal, Mercy Academy, Archdiocese of Louisville; Pat Burton, Science Teacher, STEM Coordinator, Science Department Chair, House Dean, Mercy Academy, Archdiocese of Louisville; Victoria Hawkins, Science Teacher, STEM Assistant Coordinator, House Dean, Mercy Academy, Archdiocese of Louisville

With the Mercy Creed and core values as our guide, the team at Mercy Academy in Louisville, Kentucky fosters a school culture where students are “Able to Lead and Willing to Serve.” This session explores our multidimensional strategy for whole-student development, moving beyond theory to demonstrate how a shared charism can drive systemic excellence. Attendees will engage in guided reflection to audit their own institution’s values and identity to ensure that every student is uniquely prepared for the real world that awaits her.  

Participants will go behind the scenes of our rigorous performance-based curriculum, which prioritizes real-world readiness over traditional testing. We will also dissect our distinctive House System, designed to foster leadership and sisterhood, and our four-year Service Learning program that integrates community engagement into the academic experience. By examining how these three pillars—academics, community, and service—interlock, attendees will discover a blueprint for building a cohesive, values-driven school culture. Join us for an interactive session to gain practical tools and strategies for empowering students to become lifelong learners who lead with compassion and purpose.

Forming the Formators: A Study of Diocesan Professional Learning Systems and Student Religious Knowledge Outcomes in Catholic Schools

Kyle Kubik, Ed.D., Senior Director of Catholic Education, Diocese of Toledo; Matt Daniels, Ed.D., Superintendent, Archdiocese of Cincinnati; Dr. Bobbie J. Madura, Student Services Director at Father McGivney Catholic High School, Diocese of Springfield

Catholic schools are entrusted with the Church’s mission of forming young people in faith while maintaining strong academic standards. Yet across the United States, dioceses often lack system-level evidence about which educator formation practices most effectively support student faith formation outcomes. Our study examines diocesan professional development, pedagogy, and programming in Catholic school systems whose students consistently perform in the top national percentiles on the Assessment of Religious Knowledge (ARK). Using data from our study, which includes survey responses and interviews from diocesan leaders responsible for curriculum, catechesis, and educator formation, who have consistently performed in the top 20% of the ARK Assessment. Findings identify common characteristics of high-performing dioceses, including theology-centered professional learning, coherent curriculum expectations, instructional alignment across schools, and sustained formation opportunities for teachers and principals. Implications will be discussed for superintendents, diocesan education offices, and Catholic school leaders seeking to design professional learning systems that strengthen Catholic identity while improving measurable faith formation outcomes. 

The Walk To Chateau-Gontier: How Stories Build Personal and Communal Formation

Peter Smith-Shelley, Director of Holy Cross Mission, Moreau Catholic High School, Diocese of Oakland

This session will present a practical model for fostering Catholic identity and strengthening school community through a regularly scheduled, school-wide Liturgy of the Word centered on prayerful reading and reflection on the Gospel. Inspired by the experience at John Carroll High School, this initiative brings students, faculty, and staff together to encounter Christ in Sacred Scripture in a format that is accessible, reverent, and sustainable within the rhythm of the school week.

Gathered Around the Word: Building School Community Through a School-Wide Liturgy of the Word

Corey Heroux, President, John Carroll High School, Diocese of Palm Beach; Michael Bryk, Principal, John Carroll High School, Diocese of Palm Beach

This session will present a practical model for fostering Catholic identity and strengthening school community through a regularly scheduled, school-wide Liturgy of the Word centered on prayerful reading and reflection on the Gospel. Inspired by the experience at John Carroll High School, this initiative brings students, faculty, and staff together to encounter Christ in Sacred Scripture in a format that is accessible, reverent, and sustainable within the rhythm of the school week.

Participants will learn how a consistent communal reflection on the Sunday Gospel can deepen faith formation, create a shared spiritual culture, and provide a unifying moment of prayer for the entire school. The presentation will outline the structure of the weekly school-wide prayer service, planning logistics, student involvement, and strategies for gaining faculty support, as well as the pastoral benefits observed in student engagement and school climate.

Attendees will leave with a clear framework for implementing a school-wide Liturgy of the Word in their own Catholic schools, along with adaptable resources and practical guidance for beginning this tradition in a way that is both meaningful and manageable. Come and see why we say that this is one of the most impactful things we do as a Catholic school!

Ignite a Culture of Living Faith 

Dr. Alice Prince, Director of Evangelization, St. Josephine Bakhita Parish, Archdiocese of St. Louis

Participants will learn how to move beyond routine religion and create a dynamic, Spirit filled school culture where faith is experienced, embodied, and lived every day. Design Formation That Engages the Whole Person Participants will develop innovative, multisensory and multimodal approaches to spiritual formation that awaken the mind, stir the heart, and create authentic encounters with God. Lead with Purpose, Build with Vision Participants will strengthen their capacity to form and empower spiritual leaders among students, staff, and families who carry the charism forward through service, vocation, and bold evangelization.

Measuring What Matters: Using the myFAITH Survey to Engineer Spiritual Growth and School Culture

Stephanie Kane, Director of Curriculum, Instruction and Assessment / Cedar Valley Catholic Schools, Archdiocese of Dubuque

Catholic schools regularly administer social-emotional and behavioral screeners to monitor student wellness and guide intervention. But how often do we apply the same intentional, data-informed approach to faith formation?

This interactive session introduces the myFAITH Survey, a locally developed, faith-centered screening tool modeled after a social-emotional mental health screener administered three times annually. Designed to “take the pulse” of our school’s spiritual health, the myFAITH Survey provides actionable data that informs pastoral programming, instructional decisions, student support, and school culture initiatives.

Participants will walk through our design process, implementation structure, communication strategy, and data analysis framework. Attendees will leave with a clear roadmap for creating or refining a faith-based climate tool within their own Catholic school context.

Welcome All as Christ: Reimagining Hospitality in Catholic Schools

John T. Kyler, Director of Mission and Ministry, Mother McAuley Liberal Arts High School, Archdiocese of Chicago

St. Benedict implores us to “Welcome all as Christ,” but what does this mean for a 21st century Catholic school? Hospitality must be more than saying “All are welcome” and offering kind, but inadequate platitudes. In this session we will examine the essence of hospitality in Christ and provide practical and concrete ways to live this hospitality in our school communities through language, representation and fostering an understanding of lex orandi, credendi, that is, the relationship between our communal prayer and how we live what we believe as Catholic school stakeholders.  

The Encounter-A Faith Immersion Program 

Jim Schultz, Director of Mission and Catholic Identity, Seton Catholic Schools, Archdiocese of Milwaukee; Dr. Kristen Foster, Chief Education Officer, Seton Catholic Schools, Archdiocese of Milwaukee

Authentic, human encounters have historically been the hallmark of the Christian experience. Yet these encounters have been challenged in the modern age of the technological encounter. The Seton Faith Immersion Program (funded by Lilly, Inc) reclaims the Christian encounter by immersing participants in the sacramental and liturgical life of the Church through differing modalities. Involving parent, educational and community partners, the Seton FIP provides school and parish communities with the means to experience Christ and the Church within art, music and retreats as well as develop skills to assist them in bringing the Christian encounter to their families, students and community members. Through higher educational partnerships and parish partnerships, participants have the opportunity to immerse themselves in faith experiences that foster a Catholic and Eucharistic culture within an imaginative context of artistic, academic, experiential and liturgical milieus. The faith immersion program seeks to reclaim the Christian encounter not by denouncing the modern age, but by embracing it through the imaginative grace of God.

A Faith That Reasons: Leveraging the Intersection of Religion and Science

Paul Fisko, Science and Religious Studies Faculty, Brophy College Preparatory, Diocese of Phoenix

Catholicism has always been a "both/and" Tradition, embracing complementary truths rather than choosing between them. Working and/or studying in a Catholic school should require intentional, creative academic and personal formation to combat any "either/or" approach to science and religion. After all, "there's reason to believe." Many of the curriculum standards of science and catechetical teachings of Catholicism deserve dialogue and course interaction that can convey to the school community the beauty of a faith that knows and does science. Topics such as Creation, Incarnation, Human Dignity, Suffering, Purpose, and Love can all be approached with this mindset of complementarity. This session offers activities and strategies to encourage Catholic education that lifts up faith and reason together. Let's explore what a scientifically informational and faith formational session for faculty would look like.