Tag: archdiocese (page 1 of 4)

Pope Francis Stands for Family and Education

The New York Times recently had an Op-Ed piece asking “Has Pope Francis Failed?”  There was enough response to the contrary of the Op-Ed that there was a follow-up piece asking “Has Pope Francis Helped Reform The Church?” Listing several reader’s responses  including this one:

“Re “Has Pope Francis Failed?” (Op-Ed, Sept. 28):

Matthew Schmitz feels that Pope Francis is a failure because he has failed to “speak of the way hard disciplines can lead to freedom.” He longs for another, different, better pope who would hew to the Catholic Church’s fundamental doctrines.

But Mr. Schmitz fails to see that mercy, the great theme of Francis’ papacy, is not only hard, but that it is also the most fundamental of Jesus’ teachings. Pope Francis’ greatest failure would be not to recognize that.


New York

The writer, a Jesuit priest, is editor at large for America magazine.”

While there are many ways to feel about Pope Francis and the stance that he has taken, there is nothing left to the imagination when it comes to the strength of His Holiness’ words on family and Catholic education, topics clearly close to my heart.

One of the greatest things about Pope Francis is that he addresses the issues of the world which the elite try to hide through their power. He turns to the world and tells how the few people, with the power of money, have been able to turn education into a business. It has become limited to a few “supermen” who gain access to it with the power of money.

The most beautiful thing which has been pointed out by him involves the lack of spirituality which is being promoted by the current curriculum. People are deviating from the path of empathy and compassion which forms the core of the religion. The dimension of transcendence is being eliminated with people driving their focus away from faith.

He said, “We must prepare hearts so the Lord can manifest himself.” This is the thing which the modern education misses: making people realize the power of faith, incorporating in them the love for humanity, and strengthening the bonds of love and friendship.

He points out the confusion which people have between teaching religion and teaching values which will help in restoring the lost affection between people. The basic purpose of education is to bring people more towards humanity and teach them how to live tolerantly in the society. Unfortunately, the modern educational standards are working in exactly the opposite direction.

Supposedly, education was supposed to eliminate hierarchy from the general public but in reality, it is dividing the society into classes. Pope has said that this education is creating distances between the rich and the poor and even between different cultures. This is alarming because it is leading the world towards extreme divisions.

Pope Francis talks about humanity more than he talks about religion which makes him stand out and likable by people belonging to a different race, cultures, and parts of the world. He attributes this inclination towards modern education a fault of parents as well who are reluctant to send their children to catholic schools. Actually, the catholic schools focus on not only imparting education but also on the character building of its students. The parents fail to miss this part and find that the contemporary education is better for their children because supposedly, a child from a catholic school will not be able to have a successful career.

All these notions are false. 99 percent of students of a catholic school graduate high school and 85 percent of them attend college and come out with degrees in their hands. The added quality in them is that they pray daily and hold love for the humanity and the people surrounding them.

With the world facing so much threat just because of the hatred of a few, it has become essential that the rest must work on loving each other a lot more than they did before. This will help in standing together against all the odds. The foremost thing to do in this regard is to promote the uniformity of education and incorporate spiritual, humane values in it as well.

Three New Principals Glad to Be Coming ‘Home’

This post is from Catholic New York, make sure to check them out for more excellent work like this!

Anna Ramirez-Adam is returning home, Kate McHugh is staying home and Lawrence Cooke feels at home after a 30-year detour.

Ms. Ramirez-Adam, Ms. McHugh and Cooke met with CNY as three of the 25 new principals at schools in the archdiocese for the 2016-17 school year.

Ms. Ramirez-Adam and Ms. McHugh will be principals in Manhattan at St. Elizabeth’s School and The Epiphany School, respectively. Cooke will be in the Bronx at Immaculate Conception.

“They all have the academic credentials to do well,’’ said Steven Virgadamo, associate superintendent for leadership. “We looked for highly credentialed individuals who not only have educational experiences but life experiences and have demonstrated leadership potential. They not only see themselves as educational leaders but as ministers of the Church.”

Ms. Ramirez-Adam is returning to the school and parish where she took religious education classes and made her first Holy Communion as well as began her teaching career. She earned bachelor’s and master’s degrees in education from the City College of New York and holds a doctorate in education from Nova Southeastern University in Florida.

Ms. Ramirez-Adam taught at St. Elizabeth’s for seven years and at SS. Philip and James School in the Bronx for seven years before serving as a teacher, assistant principal and principal in Florida for 27 years. She was principal at St. Joseph’s School in Palm Bay for 10 years and St. Catherine’s School in Sebring for five years.

“It’s very exciting for me to go back and continue to strengthen the education at St. Elizabeth, help these children grow into life-long learners and realize religion is not just a subject but is our faith,’’ Ms. Ramirez-Adam said.

Ms. McHugh, who has a bachelor’s in chemistry from the College of the Holy Cross, earned a master’s in chemistry and general science education from New York University and a master’s in education with a major in administration and supervision, Catholic leadership program, from Fordham University.

She started as a science teacher at The Epiphany School in 2001 before serving as dean of students, 2004-2007; guidance teacher, 2005-2008; and vice principal, 2007-2016.

“I went to Epiphany, and my husband went to Epiphany. We were in the same class,’’ Ms. McHugh said. “Our siblings all went there. Starting in September, both of our children will be attending Epiphany. It’s always been a part of our lives, and it’s really exciting to start another chapter of that relationship with the school.

Ms. McHugh is a founder of Epiphany’s Stars for Service community service program and alumni committee.

“One of the biggest pieces of school’s success is the family feeling,’’ she said. “I think everyone comes together to worship, to study and to socialize. It’s really a second home for so many people. For that, the children stay and the teachers stay.”

Cooke was in sales management, marketing, consulting and business management before becoming a teacher in 2007 at St. Joseph’s High School, a girls’ school in Brooklyn. He volunteered at St. Joan of Arc parish in Queens as a catechist, men’s prayer group facilitator and lector.

“I always wanted to be in education. I just took a 30-year detour in business,” Cooke said. “I’ve done volunteer work with my church and youth organization related to the Catholic church over the last 20 years.’’

Cooke believes his background in business, teaching and volunteering at his parish has prepared him for his new position.

“Now I’m a lead teacher and a lead spiritual adviser,” he said. “I’m very excited about it. This is not a job. This is a vocation and one I had worked very hard in my life to do. This is where I want to be and my placement at Immaculate Conception is a privilege and a calling. It’s where God has placed me.’’

14 Tips To Help Teachers Maintain The Beauty And Luster of  a Vocation as a Catholic School Teacher.

For the next month teachers and school leaders will be preparing to welcome young scholars and saints in formation at Catholic Schools throughout the country. Forming Saints and Scholars is hard work, I hope and pray that our Catholic school leaders and teachers will be rewarded greatly for the days and nights they spend toiling in the ministry I like to call Our Father’s Business.


Last week I had the opportunity to welcome new teachers to the to their ministry in a Catholic school  – many of them will be first time teachers. I spoke to them about the Trinitarian aspects of a Catholic School and how successful Catholic schools are about relationships – relationships – relationships.  By the time the day was done, the cohort of new teachers adopted a  mantra of “Not Under my Watch.” Imagine several hundred new Catholic school teachers being asked:


  • Will it be said that in your classroom children were denied an opportunity to encounter the Risen Christ?


  • Will it be said that the test scores of your children declined during the 2015-2016 school year?


  • Will students in your classroom withdraw from school because parents are dissatisfied with your willingness to partner with them on behalf of their child’s education?


And all responding with an unequivocal – “Not Under My Watch.”


Teaching is a noble profession! Nobility includes in its meaning the very notion of beautiful. Therefore, noble work is beautiful work. But what is beautiful can be sullied. While working at the University of Notre Dame’s Alliance for Catholic Education Program I was often presented with opportunities to talk to new Catholic school teachers. Below are some of the thoughts I would share with them in an attempt to help each new teacher maintain the beauty and luster of his/her own vocation as a Catholic school teacher. I share them here today so that Catholic school leaders across the country can use as appropriate and share with new teachers.  Some of the thoughts might be good for veteran teachers to hear again as well.


  1. Stay close to the Lord. Throughout your career, you will experience crises of confidence, exasperation, frustration, unreasonable parents, troubled students, bad classes, poor liturgies. You will be misquoted, misrepresented and for some periods of time, mistrusted. But you will also get the unparalleled gift to see the world with wonder again, through the eyes of young people. You will be made a confidante by a young person seeking advice, feel the joy of a weak student who does well on an assignment, cheer for your students in athletic contests, beam with a near parents’ pride as your students graduate. To keep yourself rooted, to keep your ideas fresh, to be the kind of faithful person our young people need to see firsthand, stay close to the Lord, both in your daily prayer and in the reception of the sacraments. If you do, the Lord will bless you in your work and you will go to bed each night exhausted, but with a smile on your face. 
  2. Be yourself. If you’re young, you’ve probably never been called Mister Jones or Miss Smith, and that will take some getting used to.  But you can be yourself within this role. I have never agreed with the maxim “Don’t let them see you smile until Thanksgiving.”  The fact is, students respond better to authenticity. It’s OK to laugh at something the students say which is amusing—in fact, it’s quite disarming to them. It’s OK to let the students see you having fun. 
  3. Admit your mistakes and learn from them. Zero in on your strengths, not your weaknesses. (Remember — nobody’s perfect!) Principals also suffer from human frailty and need time to learn. School leaders need to be supported not weakened by behavior which is destructive to the Catholic School community.
  4. Remember, it’s not about you; it’s about the students. So learn how to spell the word “concupiscence”. Concupiscence is a tendency to put yourself first. Only divine grace enables us to rise above it. But unless you declare war on it, you are bound to succumb to the illusion that teaching is all about you.
  5. Be professional. Model desired attitudes and behavior. Make sure you dress in professional attire. Remember that you teach students first, and then you teach whatever academic discipline you learned. You are a role model for the children and partner with the parents in the formation of each child.  
  6. Empower your students and engage them in the teaching/learning process.  Listen — both to what the kids are saying and to what they’re not saying. Make sure  that assessments are frequent and fair, that work is graded in a timely fashion, and that classes are well prepared and taught from beginning to end  – every minute matters!
  7. Don’t “go it alone.” Get to know all the teachers in your school and make friends with the cooks, custodians, aides, and secretaries. We are all formators of children, just each with a different role to play. Volunteer to share projects and ideas, and don’t be afraid to ask others to share their ideas with you. Understand that the learning process involves everyone — teachers, students, colleagues, and parents — and get everyone involved. Seek the advice of your colleagues, share your frustrations with them, and ask questions. Remember we are promised that whenever two or more are gathered in His name that he will be with us to enlighten and guide us.
  8. Dive in! Don’t be a person who clocks in at 7:30 and clocks out at 4 each day. Come to afterschool activities. Nothing connects you with your students faster than to be able to say “Nice hit,” or “great singing,” or “I was impressed with your artwork at the show.” You can’t be at everything; but make a point some days to just stop in at after school care to say hello.  You’ll see kids in a whole new light, and I think you’ll enjoy it, too.
  9. Consider your roll book a prayer book – Pray for your students and their families. Your most important work is to bring a piece of heaven into the classroom with you.
  10. Think before you speak; if you do, you won’t speak very often, for there is a great deal to think about in education. Have the courage to try something else if what you’re doing isn’t working.
  11. Thirty plus years from now, your students will not remember all that you taught them, but they will remember who you were and how you treated them You have a choice to become a minister of justice or an angel of peace. Be an angel of peace.
  12. All the knowledge we give our students is in vain if they receive it without knowing they are good and loved by God. Each day is an opportunity to channel the divine love. Don’t waste an opportunity to do so. Every minute counts!
  13. Keep a journal and take pictures. Some highly regarded Catholic school teachers share excerpts from their journal and images from the week with parents in a weekly email blast.
  14. Remember that a good day is not necessarily smooth, painless and hassle free.


Picking a Catholic College

The Newman Guide to Choosing a Catholic College started in 2007. It is a guide published once a year by the Cardinal Newman Society to aid students and parents in choosing the right Catholic college or university based on several different categories. It seeks to include only schools which comport to the principles set forth in Ex Corde Ecclesiae.


They break down everything from on-campus housing rules to curriculum to tuition. In fact, they found in 2009 that the colleges and universities most faithful to the Catholic teaching were often the most affordable in tuition. The selected schools also provided more financial aid (39%) than the average private institution (29%).


This year shows two new universities recommended for the first time ever: The University of Navarra in Pamplona, Spain, and the Holy Angel University in Angeles City, Philippines. These two universities offer courses to students who only speak English, and are faithfully Catholic in their teachings and curriculum, as well a being a fantastic opportunity for students who want an international college experience.


The University of Navarra is founded by a Saint, Josemaría Escrivá de Balaguer (also the founder of Opus Dei), and places huge emphasis on providing a personalised education. In 2008 is had a ratio of one teach for every five students. With 42 undergraduate programs and 25 master’s programs, it allows for non-native speakers to take classes entirely in English for the first two years of study. After the first two years you can continue but will need to have learned the language. That is actually one of the perks of the school. Not only can you graduate from the Higher Institute of Business Studies, one of the most respected programs, but you can come out with fluency in a second language as well. In Spring of 2016 they only had 25 American students, but are looking to expand that number in the coming years.


The Holy Angel University teaches entirely in English, and has been in operation since 1933 in the old convent of the Holy Rosary Parish Church. Aside from the major and professional subjects of study, all students are required to take 12 units of Catholic Theology classes, and are required to attend 8 units of PE, with a choice afterward between ROTC and civil service training.  Considered one of the most beautiful campuses in the country, HAU is “a universe within a university” where thousands of students, faculty, staff and visitors from diverse backgrounds converge every single day for intellectual, creative and social interaction.

If you are a student looking for a great Catholic education, or a parent looking to provide a larger world-view in addition to a quality faith-based education, these colleges make great options!

His Holiness Pope Francis on Family, Education, and the Catholic Faith

His Holiness Pope Francis has finally finished his Apostolic Post-Synod Exhortation, after a year and a half of work. The document was requested by Synod fathers, is expected to be published on April 8th, and is greatly anticipated by many. It’s an educational address regarding the family’s role in the Catholic faith.

There is a lot of discussion about what the tone of the writings will be, as he has been recognized for some of his unconventional practices and been dubbed “the modern-day pontiff”, so some of what we may read in this forthcoming document may make some waves in the faith, although he has also been very outspoken on the role of the family in non-secular education, amongst other beliefs, so we may not read anything new, it may be an official word on things he has said and written before. There is a great expectancy surrounding this document, and a fair share of speculation as well.

According to quotes from Catholic Online: “This the most important test for this pope to show us how he deals with dissent in the Church, how he deals with divided issues,” said Massimo Faggioli, a Church historian who directs the Institute for Catholicism and Citizenship at the University of St. Thomas, a Catholic school in St. Paul. According to the National Catholic Reporter, “That document notably recommended a significant softening of the church’s practice toward those who have divorced and remarried.”

At the end of the Synod on the Family in the fall of 2015, the attending bishops wrote a summary document with the intention of advising him, and this document will be based on the synod’s final report, as in past synods. “We humbly ask the Holy Father to evaluate the opportunity of offering a document on the family, so that in it, the domestic church may ever more shine Christ, the light of the world,” the Oct. 24 report stated.

This document may just be a restating of the ideas and thoughts of the Bishops in his own words, or it may turn out to be a completely new document of his own writing. “The document will identify the current stresses on family life from poverty, migration, and war, as well as the hostile legal and cultural framework of contemporary Western society, which Francis calls ‘ideological colonization,'” stated Francis’ biographer Austen Ivereigh to ‘Our Sunday Visitor.’ “The exhortation will be an uplifting tribute to the enduring power and beauty of family life, offering support and consolation to those struggling against fierce contemporary headwinds to hold families together.”

In Pope Francis’ three years since having been elected to the papacy, he has been very outspoken on the role of Catholic education in the world and in the Church, and has particularly emphasised parent’s proper role as the primary educators of their children. He has been outspoken in the fact that non-secular schooling alone is not enough for children, that parents need to educate the children in the ways of the Catholic faith at home, as well. “It is your right to request an appropriate education for your children, an integral education open to the most authentic human and Christian values. As parents, you are the depositories of the duty and the primary and inalienable right to educate your children, thus helping in a positive and constant way the task of the school.” Said Pope Francis.

“Taken as a whole, his statements centered on rebuilding a more ‘human’ education — relax the ‘rigidity’ of schools, reach out to the margins of society, decrease the emphasis on intellectual ‘selectivity’ that tends to exclude rather than invite participation, and open young hearts and minds to God,” wrote Cardinal Newman Society President Patrick Reilly. He added that the comments by Pope Francis to the Vatican Congress “should not be construed as pulling the reins on evangelization in schools. Instead, we should celebrate Catholic education as the Church’s key means of evangelization, in human formation that invites the student to know, love and serve God.”

“The message you bring will take root all the more firmly in people’s hearts if you are not only a teacher but also a witness,” the Holy Father said when speaking to catechists and teachers in Uganda last December. “You teach what Jesus taught, you instruct adults and help parents to raise their children in the faith.” He also does not limit this role to teachers, but also faculty and coaches who are in the lives of the children as well. “How important it is that a coach be an example of integrity, of coherence, of good judgment, of impartiality, but also of joy of living, of patience, of capacity to esteem and of benevolence to all, especially the most disadvantaged!” Said Pope Francis in May. “And how important it is that he be an example of faith! All of us, in life, are in need of educators; mature, wise and balanced persons that help us grow in the family, in study, in work, in the faith,” he added.

Questions about the leniency of divorced and remarried families receiving Holy Communion is expected to be addressed, as well as how the LGBT should be addressed, and during the Synods there had been a clear division of opinions in that regard. There was, however, a unified idea that families need to have an increased and renewed focus on the church from all involved at the Synods.

“I expect the papal document to be a typical Bergoglio combination of challenge and encouragement,” said Archbishop Mark Coleridge of Brisbane, Australia, using Francis’ family name, according to National Catholic Reporter. “This pope has a strange ability to say things which can be quite searing but end up being heartening.”

“If the pope can get the mix of encouragement and challenge right, he’ll be the unifier that Peter is meant to be, leading us beyond ideological dogfights and confirming us in the faith.”

Pope Francis’ addressing of the topics of divorced and remarried Catholics has become “the most important moment in the Church in the last 50 years. This was the biggest sign of hope that in the Catholic Church there are ideas, and we can talk about it. No one before Francis ever had the courage to think about that,” according to Faggioli.

Blessed Cardinal John Henry Newman

This month would have been the 215th birthday Of Blessed Cardinal John Henry Newman. One of the first teachers to tackle the modern and utilitarian problems facing Catholic Education, Cardinal Newman was originally an evangelical Oxford University academic and priest in the Church of England. He became later drawn to the high-church of Anglicanism. “Newman provides a much-needed educational vision today as an attractive alternative to the shapeless, relativistic and uninspiring alternatives of so many contemporary universities,” said Paul Shrimpton, who teaches at Magdalen College School, Oxford, and specializes in the history of education. “His practice and example will appeal to those who value the idea of a liberal [arts] education, those interested in the education of the whole person and those with an interest in the idea of a faith-based college or university.”


While it may be hyperbole to say that he foresaw most of the problems that are facing Catholic colleges and universities today, there is a reason and insight in Newman’s writing that is still applicable to this day. While there are many who are aware of his writings, not as many know about the true devotion he had to the vision of an authentic Catholic education.  He was instrumental in the founding of the Catholic University of Ireland, which has evolved into the University College of Dublin, the largest university in Ireland.


Anti-Catholicism was central to British culture at the time, ever since the Protestant Reformation. In order to educated the public, Newman took the initiative and booked the Birmingham Corn Exchange for a series of public lectures. He decided to make their tone popular and provide cheap off-prints to those who attended. These lectures were his Lectures on the Present Position of Catholics in England and they were delivered weekly, beginning on 30 June and finishing on 1 September 1851.


In total there were nine lectures:


  • Protestant view of the Catholic Church
  • Tradition the sustaining power of the Protestant view
  • Fable the basis of the Protestant view
  • True testimony insufficient for the Protestant view
  • Logical inconsistency of the Protestant view
  • Prejudice the life of the Protestant view
  • Assumed principles of the intellectual ground of the Protestant view
  • Ignorance concerning Catholics the protection of the Protestant view
  • Duties of Catholics towards the Protestant view


-which form the nine chapters of the published book.


Andrew Nash describes the Lectures as: “an analysis of this [anti-Catholic] ideology, satirising it, demonstrating the false traditions on which it was based and advising Catholics how they should respond to it. They were the first of their kind in English literature.”


John Wolffe assesses the Lectures as: “an interesting treatment of the problem of anti-Catholicism from an observer whose partisan commitment did not cause him to slide into mere polemic and who had the advantage of viewing the religious battlefield from both sides of the tortured no man’s land of Littlemore.”


The poet Aubrey de Vere was, at the time, another lecturer appointed by Newman. De Vere stated, “I was pained by the very humble labours to which Newman seemed so willingly to subject himself. It appeared strange that he should carve for thirty hungry youths, or sit listening to the eloquent visitors. Such work should have fallen on subordinates, but their salaries it was impossible to provide.”


Much of his work focused on the importance of Catholic education and the importance it plays on the health of the Church itself. Many Catholic institutions today owe their practices to Newman, as do the Popes, and how they guide education throughout the years.


Will Next Generation of Catholic Teachers Last?

Will the next generation of Catholic education staff member last? Ian Hughes is concerned that they won’t, under the current workload and wages that exist in the Catholic education sector. Ian Hughes is a full time audiovisual technician for Lourdes Hill College in Queensland, and is one of thousands of teachers who took a day of protest against work conditions in Catholic schools last week.


We know that there has been concern about enrollment in Catholic schools causing cutbacks which add to the workload for the remaining teachers. And while there is data to say that trend may be turning back in favor of higher enrollment, which would loosen some tension in the budgets of Catholic institutions, the low wages and extra workload in some Catholic schools is taking a toll on teachers and other faculty.


Hughes represented hundreds of Catholic teachers and support staff at meetings between the Queensland Catholic Education Commission and the state’s union for teachers for a year. But the problem isn’t specific to Australia or Queensland, this debate may be relevant and reach worldwide. They are scared about what the future will look like for religious education faculty worldwide. The workload is large, and with pay increases fewer and further between, the fear is that this work environment discourages young educators from seeking a lifetime career before they are even five years into their teaching pursuits. “If we stop now and don’t do what I’m doing, it will be worse for teachers in the future. Most support officers are not full-time, and work in school term times at 40 weeks a year,” Mr Hughes said. “They are on a lower-tier pay scale, with reduced holiday pay. Why are they penalised for not having a full-time job?” He said teachers and support staff were working weekends, stayed back late in schools, and during lunches “abandoning staff rooms”. “Time expectancy hasn’t changed but teachers are doing their jobs outside of time,” he said.


While this day off in protest happened In Australia, and Queensland, this is a concern for many local institutions as well. For those who are called to teaching, and to educating children and young adults in a holy, reverent way of living, we have to also nurture our faculty, and care for them as we do the children. While there is no debate that the faculty is providing a great service and are valued, Catholic educators and service staff all over the country are also feeling the pinch. Careful thought must be given to how much we are reducing wages/preventing increase, and when cutbacks are adding more workload onto those who already have a difficult job to do.


Those who care for and teach children in Catholic education are just as precious as the children and young adults they shape. Let’s make sure that we are doing everything in our power to develop and care for them, as well.


Pope Francis at World Congress on Catholic Education

Steven Virgadamo shares some of Pope Francis words from an address to the delegates  at the World Congress on Catholic Education held in Rome on November 18-22, 2015.

At the World Congress on Catholic Education, Pope Francis suggested that education cannot be reduced to just the transmission of ideas and that we must find new ways to help young people develop their capacity to think, to make, and to love.

He went on to say……

“A good educator risks teaching his students how to walk on their own.” And…

“You cannot speak of Catholic education without speaking about humanity, because the Catholic identity is precisely that God became man. Educating people in the faith isn’t just about giving catechesis but instead about helping young people to understand reality and discover transcendence. For me, the biggest crisis in education from the Christian perspective is this closing off transcendence. We have closed ourselves to transcendence.

With regard to whom Catholic schools must serve, he said….


“The most needy have to experience a rigorous value based education as these children have experienced something better off kids haven’t: suffering. They have something that youths in more rich neighborhoods don’t have. It isn’t their fault. It’s a sociological reality. They have the experience of survival, and also of cruelty, and also of hunger, and also of injustice. Their humanity is wounded. The reality is you understand better from the peripheries than from the center, because in the center you are always covered, you’re always defended.”

Thank you for reading!

Steve Virgadamo

School Choice is a both Civil Rights and a Human Rights Issue

new-york-rightsFor decades, the Friedman Foundation and other advocates of school choice programs have made their case to city and state officials. They have rightly argued that allowing parents to use public funds to send their children to private schools helps minority students overcome the challenges to learning that exist in many urban public schools.

Steven Virgadamo has long advocated that School Choice in the United States is a fundamental civil rights issue and in some cases could be argued to be a fundamental human rights issue.

In the United States those who can afford to reside in a particular zip code or pay the private school tuition have a very real choice. But what about the urban poor or reside in a poor performing school district and cannot afford to relocate to a zip code with a high performing school district and cannot afford the cost of a private school. Education is an opportunity to break the cycle of poverty. Education reform is needed in the United States and throughout the poor countries in the world.

Later this month this argument may be taken to the United Nations as a United Nations expert committee meets to discuss the International Convention on the Elimination of All Forms of Racial Discrimination, an international treaty adopted in 1965. This group — the Committee on the Elimination of Racial Discrimination (CERD) — could use the occasion to consider how countries can protect education rights, combat prejudice and promote tolerance by providing public funds for school choice.


Thank you for reading!

Steve Virgadamo

Forming Saints and Scholars


Steve Virgadamo

A School Leader in the 21st century is one of the most exciting and significant roles undertaken by any person in society. Principals are responsible and accountable for the development of children.

Catholic school principals answer to a higher authority in that they are executive level managers in “Our Father’s Business.”  Each Catholic School executive is accountable for the formation of the child and are called to focus on the following in considering the formation of each saintly scholar:

Intellectual Formation

  • Acquire critical thinking skills
  • Learn to communicate clearly, logically and creatively

 Human Character Formation

  • Grow in core values that enable positive leadership
  • Develop essential character strengths including discipline, responsibility, and a sense of personal dignity

Spiritual Formation

  • Strengthen a personal relationship with Christ
  • Learn the fundamentals of Catholic traditions and teachings
  • Discover a meaning in life that inspires the pursuit of excellence

Apostolic Formation

  • Develop a generosity through acts of self giving and sacrifice
  • Form a sense of social responsibility and learn to share talents as a member of a global team
  • Exercise leadership by serving as mentors and role models

By focusing on these important student outcomes, a successful Catholic School leader will provide a school with a culture of academic rigor and an environment in which each student can encounter and grow in a relationship with the Risen Christ!

Thank you for reading!

Steve Virgadamo