Catholic Education as a Component of the Diocese of Wilcannia-Forbes - Essay Example

? EDLE 639 - Assignment 2 - Take 2 EDLE 639 - Assignment 2 - Take 2 Context Catholic education is a significant component of the primary mission of the Diocese of Wilcannia-Forbes, which consists of 18 Catholic primary schools (CEO Wilcannia-Forbes, 2013). St. Mary’s Catholic Primary School is one of the key schools within the diocese and caters for children from diverse backgrounds. The school is located in Warren, a relatively rural and remote region in the county of New South Wales in Australia. The organization falls under the direct control of the Wilcannia-Forbes Diocesan Schools Board, which is mandated with ensuring that St. Mary’s and other schools in the diocese adhere to the guiding principles, as well as terms of reference that govern Catholic schools (Duncan & Duncan, 1997). The primary aim behind the examination of the governance model of the school and diocese is to appreciate the inherent difficulties that encounter the organization. Some of the most marked issues, in the diocese, with regard to governance include diminishing numbers of priests; concerns concerning the growing legal obligations of priests, boards and other administrators of Catholic primary schools; and the need for increased accountability on the part of school administrators (Cheney, 2013). This examination also aims at meeting the need for a sound knowledge base regarding the governance model of Catholic primary schools in the Diocese of Wilcannia-Forbes so as to inform further research and debate concerning the nature of primary school governance in the county of New South Wales and in the entire nation. As a consequence, this examination aims at describing, as well as analysing, the present practices and issues concerning governance of St. Mary’s Primary School and the larger Diocese of Wilcannia-Forbes (CEO Wilcannia-Forbes, 2013). This assessment also targets the description of the forms, nature and scope of delegation of authority from the topmost authoritative level to school principals to facilitate the conduct of routine management of the school. Furthermore, the assessment of the model of governance will supply sufficient data to inform the realization of comprehensive recommendations to help improve governance in the organization by informing improved policy development and decision making (Jordan, 2008). Schools under the Diocese of Wilcannia-Forbes are united in their reverence for tradition. The schools, including St. Mary’s Primary School endeavour to provide excellent education opportunities for children under their care (Cheney, 2013). This is guaranteed by working collaboratively with all stakeholders, including parents, boards, priests and principals, thereby enabling the education of the entire individual (Duncan & Duncan, 1997). It is through this collaboration that the organization engages with the challenges of modern day, particularly the ethical and moral contradictions of today (Jordan, 2008). Since they are linked in both purpose and mission, Catholic primary schools in the Diocese of Wilcannia-Forbes form authentic communities of faith, which source their inspiration and justification from Jesus Christ. At the centre of the mission of the Catholic Church is the functionality of school education. The successfulness of this mission is largely contingent on key components of effective governance that offer a sense of direction, leadership and authority, which in turn guarantees effective school operations (Hofman, Hofman & Guldemond, 2002) sch. Governance and leadership of Catholic schools can be considered in the context of a mission whose function is to protect and promote the rights and duties of the entire school community. Leadership and governance centred on the practices and principles of excellence play a significant role in advancing the Catholic identity, the school’s operational vitality and overall academic excellence (ACPP, 2005a). While governance models are variable depending on the sponsorship of a school, individuals who serve on the leadership team or governing body in any Catholic school are tasked with providing an atmosphere for the teaching of sacred scripture and Catholic doctrine (Curran, 2002). Those tasked with governance are also vital in the construction and experiencing of the community, providing an opportunity for worship and serving others. Criteria of evaluation In order to realize a comprehensive overview of the governance model of the organization and the greater Diocese of Wilcannia-Forbes, an evaluation of the existing principles of good governance, as well as the Catholic system of social teaching, is essential. This will involve comprehensive assessment of the present situation within Catholic primary schools and an analysis of the practical issues tackled by the best practices of good governance (Muth, 1984). Across Catholic primary schools in the diocese, the board, priests and principals demonstrate an immeasurable level of commitment and good will coupled with a robust willingness to engage with the difficult issues that face the schools, for instance, St. Mary’s Primary School in Warren (Jordan, 2008). An analysis of available literature on the Diocesan Schools Board, the Diocese of Wilcannia-Forbes and the guiding principle and terms of reference that govern the conduct of administrative functions in the schools will provide a clear picture of the governance model of the school as an organization (CEO Wilcannia-Forbes, 2013). School administrators within the diocese have consensus on diverse pertinent issues, but share diverse views regarding other aspects. Convergence in views on various aspects calls for the re-configuration of the present relationships that encompass the diocesan governance model (ACPP, 2005b). Therefore, the criteria of the examination will involve a review of pertinent literature, as well as the collection of contextual information available in appropriate resources where issues regarding governance are discussed. Recent reports regarding governance in Catholic primary schools in Warren and the Diocese of Wilcannia-Forbes will also be assessed to as to discover deep-seated governance issues. The Diocesan Schools Board in the Diocese of Wilcannia-Forbes typifies a consultative board assisting the Bishop to develop policy by advising him on matters related to diocesan schools. The board endeavours to achieve the best for all Catholic schools in the diocese by working in line with prominent principles such as co-responsibility, subsidiarity, and supporting and motivating local policy maker (Duncan & Duncan, 1997). The board consists of a chairman and deputy chairman, school directors, members of the Catholic Education Office (CEO) leadership team and individuals with specific expertise obtained from the clergy who have knowledge of the religious aspects of Catholic education (Curran, 2002). Under the principles that govern the diocese, these individuals are appointed by the Bishop of Wilcannia-Forbes. The CEO services the Wilcannia-Forbes Diocesan Schools Board, which under the Bishop’s leadership is tasked with the promotion and support of quality Catholic education and promotion of ongoing Catholic commitment for all stakeholders involved in Catholic education (CEO Wilcannia-Forbes, 2013). The board is also in charge of promoting and supporting education as the greater mission of the Catholic Church and responding to the diocese’s educational needs, particularly through the endorsement of policies to fulfil these needs (Duncan & Duncan, 1997). Moreover, the terms of practice also mandate the diocesan board with the promotion and development of both parish and diocesan groups that deal with diocesan education issues. Overall, it is the explicit role of the diocesan board to encourage a positive reflection towards Catholic education in the region while also maintaining the financial wellbeing of the diocesan school system (Muth, 1984). The education system of the Diocese of Wilcannia-Forbes is guided by the key principles of Catholic Church social teaching, which encompass a rich wealth of wisdom regarding the construction of a just society in which lives are led in holiness despite modern day challenges. Social teaching in schools under the Diocese of Wilcannia-Forbes is exemplified by the richness and depth in the way key principles are integrated into the education system. These principles include subsidiarity, which implies the inflexible social philosophy that deters burdening the community with what one can accomplish alone (Australian Catholic University, 2011). The principle of human dignity requires all individuals under the Diocese of Wilcannia-Forbes’ education system to have the Godly view of all persons. The principle of charity preaches responsibility and commitment to charity in truth while that of social justice and distributism deters the event of social injustice, for instance, widespread ownership by corporations (Curran, 2002). The last key most principle that informs educational matters in the Diocese of Wilcannia-Forbes is that of solidarity and seeking the common good. This principle implies that solidarity rooted in faith informs pursuit of compassion and deterrence of distress to others in the community (Curran, 2002). Key political concepts In the context of the Catholic Church, governance denotes the power of the organs and instruments of the Church as prescribed under cannon law (Howlett & Ramesh, 1995). In recent times, a growing number of organisations, including not-for-profit organisations, school systems and educational bodies, have come to appreciate the significance of governance, particularly following increased emphasis on accountability and the need for best practices in various areas (Cheney, 2013). Although there is no single established definition of the term governance in the secular world, it is widely accepted that the issue regards how organizations make decisions (Australian Catholic University, 2011). Governance differs from management by concerning the day-to-day running of an organisation, including setting policies and determining strategic direction, thereby raising varied questions regarding the organisation’s mission and purpose (Arthur, 1995). Canon laws signify that Catholic schools function under the guidance of an ecclesiastical public juridical body, for instance a parish, diocese or religious institute. The fundamental link between the juridical body and the school concerns the basic governance of the school. Such control, however, implies issues such as stating the school’s purpose, name, origin, ownership, recognition and operating authority (Curran, 2002). Parish priests are responsible for their respective parish schools, including the sacraments, administrative and civil aspects and doctrinal and liturgy formation of the schools (Cheney, 2013). They are responsible for managing parish goods, according to canon law, but they can delegate responsibilities to other individuals, for instance, school principals, whether clergy or lay. In addition to Catholic education principles and standards, schools in the Diocese of Wilcannia-Forbes are also required to operate according to Australian and state governance requirements for accountability, particularly for receipt of government funding, education legislation and regulation regarding safety, occupational health and employment (Curran, 2002). Parish priests oversee school principals responsible for the school’ religious integrity and work with the CEO to ensure the professional progress of Religious Education coordinators (Howlett & Ramesh, 1995). The relationship between parish priests and principals centres on mutual appreciation and support as principals manage school administration and all curriculum matters while priests promote the school’s ethos and Catholic identity (Tuohy, 2004). Most parish priests are disconnected from everyday financial decisions, but oversee both budgetary and financial matters in collaboration with the school’s director and board (ACPP, 2005b). The board, director, and parish priest are actively involved in discussions regarding resource allocation at the board level (Dunn, 1981). The board also plays a momentous role in promoting positive relations in the school community, for instance, quelling conflicts between priests and principals or directors and priests (Jordan, 2008). Collaboration also occurs between priests and principals during student enrolment and selection of teaching staff. For principals, roles relating to governance are improved by the existence of a functioning relationship with the priests and when they have backing from sources such as the school community, staff and the CEO (Australian Catholic University, 2011). Conversely, for parish priests, the primary factors that assist them execute their governance roles effectively include trust in and backing of the principal, a strong association between the school and parish, immense support from the CEO and a working relationship with the entire school (Muth, 1984). Heavy administrative demands on time, negative attitudes from high-ranking members, undue interference from other stakeholders in the educational system and inefficiencies within the system, hamper the execution of principals’ governance functions (Dunn, 1981). Furthermore, insufficient knowledge concerning local issues, especially on the part of the CEO also interferes with principals’ capacities to execute their governance functions. These inefficiencies can greatly impede the existence of working relationships between principals and other members of the education system (Curran, 2002). Conversely, for priests, their relationships with other individuals involved in the Catholic education system can be impacted by pressures of work and time, which have a harmful consequence on the performance of their responsibilities. Priests’ limited knowledge of and preparation for tackling legal matters can also hamper the functioning of their relationships with other members of the education system, including the CEO, especially when there is a lack of consultation (Duncan & Duncan, 1997). According to the standards of the Catholic Church, an exemplary Catholic school is one with a governing body that appreciates and reveres the responsibilities of legitimate authorities and executes responsible decision making in coordination with the available leadership team (Australian Catholic University, 2011). The term responsible, in this sense, refers to the capacity to be consultative, advisory and authoritative in all aspects of the decision making process (Tuohy, 2004). In the case of St. Mary’s Primary School, the governing body, including the board, priest and principal are in charge of systemizing the school’s policies, which influence operations to guarantee adherence to sustainability, continuity and mission via leadership successions (Ainley & McKenzie, 2000). This means it is the responsibility of all members of the governing body to work in collaboration as an established leadership unit, thereby maintaining a relationship built on mutual trust, continuing dialogue, respect for legitimate authority and close cooperation. A strong and working relationship between the board, director, priest, and principal serves as a basis for the formation of on-going training, as well as self-evaluation for the entire governing team; hence ensuring effective execution of the governing team’s responsibilities (Dunn, 1981). Recommendations As a Trinitarian institution, the Catholic Church identifies its fundamental mission as actively participating in the spreading of the Gospel of Jesus Christ. In addition, the Catholic Church also seeks to exercise charity while also administering the sacraments (Dunn, 1981). At the hub of the task of the Catholic Church is the emphasis for religious and social teaching, which encompasses offering support to the poor and afflicted via the corporal works of mercy, for instance, through schools. In keeping with the overall mission of the Catholic Church, the Diocese of Wilcannia-Forbes is an established and suffragan Latin rite diocese under the Archdiocese of Sydney. The diocese, which covers the Far West area of New South Wales, pursues the achievement of the missions of the Catholic Church. The diocese’s statement encourages all education stakeholders to strengthen their desire to buttress the unique nature of Catholic schools within the diocese (Hofman, Hofman & Guldemond, 2002). In pursuit of the mission of the founding authority, the school seeks to be a centre of learning, evangelisation and culture in its parish community where people’s dignity is respected, and the Gospel is put into practice in keeping with the tradition of the Catholic Church (Curran, 2002). In order to ensure the achievement of working relationships within the organisation’s governance team while also adhering to the missions of the founding authority, the organisation should ensure that its governance team is highly qualified. A specialised leadership team is highly capable of effective governance and living up to the desires and visions of founding authorities (ACPP, 2005a). It is, therefore, critical that the governance team fulfils state, national and diocesan requirements for school leadership thus serve as the school’s instructional and faith leaders (Arthur, 1995). Additionally, the governance team should clearly articulate a concise vision and mission for the school in line with the finest practices and values of Catholic schools. This can also involve engaging the school community so as to guarantee that the school’s culture embodies the vision and mission of the founding authority (Cheney, 2013). Furthermore, the entire governance team should be responsible for the training and oversight of school personnel, for instance, recruitment, faith formation, professional development and formal assessment, in line with diocesan policies and the overall mission of the Catholic Church (Howlett & Ramesh, 1995). It is also crucial that the governing body works collaboratively with day to day leaders such as principals to develop a program and service infrastructure capable of guaranteeing the school’s operational vitality (Curran, 2002). This means that the governance team should assume direct responsibility for sharing new changes and initiatives to relevant school programs and administrators. In conclusion, in order to become an excellent Catholic school, St. Mary Primary School should be driven and guided by clearly defined aims and mission that pursue Catholic identity, Gospel values, commitment to faith formation based on the Eucharist in order to achieve academic service and excellence in line with the mission of the Catholic Church. References ACPPA. (2005b). Catholic principals say ‘let’s talk’. The Journal of the Australian Catholic Primary Principals’ Association, 15(23). Retrieved from www.acppa.catholic.edu.au Ainley, J., & McKenzie, P. (2000). School governance: Research on educational and management issues. International Education Journal, 1(3), 139. Arthur, J. (1995). Government policy and Catholic voluntary-aided schools 1979-1994. Oxford Review of Education, 21(4) 447-455. Retrieved from http://web.ebscohost.com.ezproxy2.acu.edu.au/ehost/detail?sid=432d3b89-51e2-4d7b-92526cab3500c96f%40sessionmgr12&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d Australian Catholic Primary Principals’ Association. (ACPP). (2005a). Principals in parishes: A research project. New South Wales: Australian Catholic Primary Principals’ Association. Australian Catholic University. (2011). Policy and procedures for religious education in the systemic schools of the Wilcannia-Forbes Diocese (Excerpt from chapter 11 religious education in schools in CEO handbook). Retrieved from http://203.10.46.30/mre/cdrom/RE%20in%20Schools%20Ch%2011%20Wilcannia%20Forbes.htm#REC Policies and Practices Catholic Education Office (CEO) Wilcannia-Forbes. (2013). Diocesan schools board diocese of Wilcannia-Forbes guiding principles and terms of reference March 2013. Retrieved from http://intranet.wf.catholic.edu.au/c/document_library/get_file?uuid=cc9588ba-6449-491f-a81b-1a0c5eea14ad&groupId=21954 Cheney, D. M. (2013). Diocese of Wilcannia-Forbes. Retrieved from http://www.catholic-hierarchy.org/diocese/dwilc.html Curran, C. E. (2002). Catholic Social Teaching: 1891-Present. Washington, DC: Georgetown University Press. Retrieved from http://books.google.co.uk/books?id=Xb6uGCcNlU8C&printsec=frontcover&dq=catholic+social+teaching&cd=2#v=onepage&q&f=false Duncan, D. J., & Duncan, J. W. (1997). Rights and duties of school boards. Australian schools and the law. Sydney: LBC. Retrieved from http://ezproxy.acu.edu.au/login?url=http://dlibrary.acu.edu.au/ereserve/copyright/documents/Edwards7832.pdf Dunn, W. N. (1981). A framework for policy analysis. In public policy analysis: An introduction. New Jersey: Prentice-Hall. Retrieved from http://ezproxy.acu.edu.au/login?url=http://dlibrary.acu.edu.au/ereserve/copyright/documents/Dunn7820.pdf Hofman, R. H., Hofman, W. H., & Guldemond, H. (2002). School governance, culture and student achievement. International Journal of Leadership in Education, 5(3), 249-272. Retrieved from http://web.ebscohost.com.ezproxy2.acu.edu.au/ehost/detail?sid=3bd866e5-b335-4ef0-bdc1ba624a945e7c%40sessionmgr15&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=7195556 Howlett, M., & Ramesh, M. (1995). Agenda setting: Policy determinants and policy windows. In Studying public policy: Policy cycles and subsystems. Ontario: Oxford University Press. Retrieved from http://ezproxy.acu.edu.au/login?url=http://dlibrary.acu.edu.au/ereserve/copyright/documents/Howlett7823.pdf Jordan, R. (2008). Governing a faith-based organization: Addressing unique challenges in the boardroom. Board Leadership (Jan-Feb), 5 - 7. http://web.ebscohost.com.ezproxy2.acu.edu.au/ehost/detail?sid=99733ee2-87b4-40ad-a175-0f102fd64007%40sessionmgr13&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=bth&AN=31662392 Muth, R. (1984). Toward an integrative theory of power and education organization. Educational Administration Quarterly, 20(2), 25-42. Retrieved from http://ezproxy.acu.edu.au/login?url=http://dx.doi.org/10.1177/0013161X84020002003 Tuohy, D. (2004). Leading life to the full: Models of governance in Catholic education. Keynote address. Sydney: Australian Catholic University Leadership in Catholic Education Conference. Retrieved from http://ezproxy.acu.edu.au/login?url=http://dlibrary.acu.edu.au/ereserve/copyright/documents/Tuohy7838.pdf Read More