Communication

Teachers expressed a willingness to discuss issues further with administration and the board. It’s clear that facilitating the transition will be costly and teachers had concerns about salaries and raises. Teachers are willing to participate in meetings where their voices will be heard. They are willing to consult on new hires and mentor new teachers. They are willing to discuss changes in practices (bell schedule, room use, gendered classes, class size) that will support an emergent vision of the new school community.

School Philosophy

A discussion of the use of facilities led to a lively exchange about the issue of increased “numbers.” While it’s clear that we will not know the answers to many questions until we know the numbers (enrollment, teachers, classroom, budget), we can be clear about how our school will be different from Ursuline. Their failure cannot be attributed merely to declining numbers, but to assumptions, attitudes and beliefs. We discussed some of the philosophical differences that contributed to the falling enrollment at Ursuline. Teachers felt that it was important to maintain and strengthen CN’s school identity so that the community will know us as co-ed, inclusive and friendly. People need to know the services, and programs (Bridge, Safe School Ambassadors, Sophomore planning etc.) we offer all students in order that they achieve success. Teachers expressed concern that new hires be people who support the vision and mission of our school. Of critical importance is the selection of new administrators who must be “on board” with our philosophy rather than cling to ideologies that limited what a school could become.

Facilities

Teachers discussed the challenges and opportunities that the need for more space and better use of our facilities will bring. Having learned of the current negotiations regarding the use of the Ursuline campus, teachers raised a number of issues. While the “Quad” might be needed for classes, there are reasons why teachers felt that sharing classrooms on our own campus might be preferable. Not only will it be expensive to outfit Quad classrooms with necessary technology, it will also feel remote to students and teachers. We might generate more unity and camaraderie among the new CN community by doubling up in classrooms. Teachers wondered about the possible use of the Retreat Center. Teachers also expressed flexibility and interest in scheduling a few classes to meet during an evening or a zero period—or of combining top students for lecture style classes in order to ease the burden on room use during the day. 


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Classes

Teachers expressed interest in further discussions of the nature and composition of classes. While realizing that programs (such as Latin or French) will necessarily be dependent upon enrollment, teachers also felt that numbers alone should not limit longer term planning. Teachers felt that it was important to discuss the issue of single-gender classes. Some speculated about whether incoming students would want single-gender classes, single-gender activities. Some teachers have provided the principal with research regarding this issue. Teachers would like to participate in further discussions of this topic. 


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Priorities

Before the announcement of our plan to become a co-educational institution, we, as a faculty, have been charged with working on the implementation of an online grade book (Aeries), as well as customizing evaluative tools (KSBP, Student Surveys). Teachers are concerned with the need to prioritize our responsibilities. While we want to learn more about using the Aeries program, provide input on evaluative tools and plan for a growing population, we feel we would like more direction with regard as to how to best use our time and energy. 


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Hiring

Teachers have met with the principal individually and as members of departments to discuss issues related to future hiring. They expressed the hope that they would continue to be involved when it came time to making decisions regarding new hires. Some department chairs felt that, in previous years, they have been left out of the loop with regard to hiring, and they hoped that WASC recommendations would assure that they had a significant role to play in the future. 

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Faculty Transition Meeting Minutes from December 13

Faculty Committee Meeting
Topic: Transition Discussion
13 December 2010


Like other groups with vested interests, the CN faculty wants to have a voice in the decision-making process that the transition to co-education necessarily involves. For our first meeting, we encouraged teachers to speak freely about the issues that concern them. Our aim was not to strategize or solve problems, but rather to surface hopes and concerns that will invite further discussion. We view the process as ongoing and encourage teachers who were unable to attend the meeting to comment on the notes below in order to join in the discussion.

Hiring: Teachers have met with the principal individually and as members of departments to discuss issues related to future hiring. They expressed the hope that they would continue to be involved when it came time to making decisions regarding new hires. Some department chairs felt that, in previous years, they have been left out of the loop with regard to hiring, and they hoped that WASC recommendations would assure that they had a significant role to play in the future.

Priorities: Before the announcement of our plan to become a co-educational institution, we, as a faculty, have been charged with working on the implementation of an online grade book (Aeries), as well as customizing evaluative tools (KPSP, Student Surveys). Teachers are concerned with the need to prioritize our responsibilities. While we want to learn more about using the Aeries program, provide input on evaluative tools and plan for a growing population, we feel we would like more direction with regard as to how to best use our time and energy.

Classes: Teachers expressed interest in further discussions of the nature and composition of classes. While realizing that programs (such as Latin or French) will necessarily be dependent upon enrollment, teachers also felt that numbers alone should not limit longer term planning. Teachers felt that it was important to discuss the issue of single-gender classes. Some speculated about whether incoming students would want single-gender classes, single-gender activities. Some teachers have provided the principal with research regarding this issue. Teachers would like to participate in further discussions of this topic.

Facilities: Teachers discussed the challenges and opportunities that the need for more space and better use of our facilities will bring. Having learned of the current negotiations regarding the use of the Ursuline campus, teachers raised a number of issues. While the “Quad” might be needed for classes, there are reasons why teachers felt that sharing classrooms on our own campus might be preferable. Not only will it be expensive to outfit Quad classrooms with necessary technology, it will also feel remote to students and teachers. We might generate more unity and camaraderie among the new CN community by doubling up in classrooms. Teachers wondered about the possible use of the Retreat Center. Teachers also expressed flexibility and interest in scheduling a few classes to meet during an evening or a zero period—or of combining top students for lecture style classes in order to ease the burden on room use during the day.

Philosophy: A discussion of the use of facilities led to a lively exchange about the issue of increased “numbers.” While it’s clear that we will not know the answers to many questions until we know the numbers (enrollment, teachers, classroom, budget), we can be clear about how our school will be different from Ursuline. Their failure cannot be attributed merely to declining numbers, but to assumptions, attitudes and beliefs. We discussed some of the philosophical differences that contributed to the falling enrollment at Ursuline. Teachers felt that it was important to maintain and strengthen CN’s school identity so that the community will know us as co-ed, inclusive and friendly. People need to know the services, and programs (Bridge, Safe School Ambassadors, Sophomore planning etc.) we offer all students in order that they achieve success. Teachers expressed concern that new hires be people who support the vision and mission of our school. Of critical importance is the selection of new administrators who must be “on board” with our philosophy rather than cling to ideologies that limited what a school could become.

Communication: Teachers expressed a willingness to discuss issues further with administration and the board. It’s clear that facilitating the transition will be costly and teachers had concerns about salaries and raises. Teachers are willing to participate in meetings where their voices will be heard. They are willing to consult on new hires and mentor new teachers. They are willing to discuss changes in practices (bell schedule, room use, gendered classes, class size) that will support an emergent vision of the new school community.

Opening Thoughts

Members of the Cardinal Newman faculty have created this blog in order to encourage an ongoing discussion of our future as we make the transition to a fully coeducational institution. Many good ideas have been informally expressed and rather than lose valuable insights, we have sought to create a format for their publication. All are invited to participate as we move forward to build a stronger community, a challenging academic institution, a professional workplace, and a collegial environment.