Representing Private Schools |
 Thomas J. SedorInfant Jesus of Prague School National Catholic Educational Association Flossmoor, Illinois elem.infantjesus@archchicago.org Thomas Sedor has steered his school community to earn a reputation as a premier Catholic elementary school as principal of Infant Jesus of Prague School since 1981. With his leadership, the pre-K-8 school serving 591 students has earned the national distinction of being named a “Blue Ribbon School” twice, in 1999 and 2004. Sedor initially had to convince his staff that the school deserved the award: “So many of the things we did on a daily basis, such as set high standards, provide instruction that ensures student achievement, create a culture of learning, and use data as a diagnostic tool, were taken for granted that my staff didn’t realize how special we were.” Sedor participated on a team that merged separate religious education programs of the Infant Jesus of Prague parish and school into a unified curriculum. He used his leadership skills to unite educators of different backgrounds and expectations for the initiative, which has created a more cohesive community of learners and a religion curriculum of higher standards. Sedor is also a founding member of the Safe School/Healthy Child Foundation, which established a program to prepare school staff to respond to and prevent emotional traumas such as suicides in the school community. He has a B.A. from Lewis University in Illinois and an M.S. from Chicago State University.
Sandy Kalin’s school became the first in the country to achieve national accreditation through the Evangelical Lutheran Education Association under a new process of outcomes-based education. The school self-study process focused on learning results rather than teaching inputs. Bethel Lutheran School’s board and faculty members together set a goal of accomplishing the task in less than one year. Their success enabled all to develop “a greater understanding of the significant role each member of the staff plays in the daily operation of the school and the students whom we teach,” says Kalin. She became principal of the suburban school, which serves an urban population of 60 pre-K-8 students, in 1993. To upgrade her school’s technology, Kalin developed her knowledge of requirements through a yearlong technology course for Missouri school administrators. She then led her building to become outfitted for wireless computers and to gain classroom equipment such as laser printers, projectors, digital camcorders, and laptop computers at mimimal costs. She also found related resources for staff training, which has been one of her ongoing priorities. Kalin’s involvement in the Lutheran Elementary School Association has given her school access to scholarship funds and matching grants and has provided her school with valuable community resources. She received her B.S. from Slippery Rock University in Pennsylvania.
Spencer Peregoy has successfully guided two schools through national accreditation processes that positively impacted school staff members, students, and families. In each case, the process “has established the school as a reflection of quality as well as provided an honest appraisal of the strengths, weaknesses, opportunities, and threats to the excellence we desire,” says Peregoy. In more than 20 years as a principal, he has led three Lutheran schools, having come to St. John Lutheran School in 2000. At the suburban site of 386 students, Peregoy has created an environment that provides for ongoing assessment, review, and strategic planning in order for the school to achieve its vision to be the “best Christian day school in the state of Missouri.” Peregoy’s accomplishments include developing standards that undergird his school’s continuous improvement efforts. The standards direct school growth in the areas of leadership development, a quality learning environment, academic excellence, and spiritual growth. He also helped establish his school’s process for collecting data on student learning and benchmarking and evaluating students’ academic progress. He has built trust and promoted consensus with members of the school’s staff, ministry, and other stakeholders to affirm his school’s program. He has a B.S. from Concordia University in Nebraska and an M.Ed. from Arizona State University.
The innovations that Lynn Domenico has brought to St. Lawrence Regional School as the principal since 1999 include a one-of-a-kind math and science learning program in cooperation with NASA. In Domenico’s second year as an administrator, she sought a way to boost science and mathematics instruction at her suburban K-8 school of 210 students. After successfully launching a hands-on gardening project for middle-level students that tied to a science curriculum, her school eventually developed a schoolwide program called the NASA Specialized Center of Research and Training. This initiative has significantly increased student performance on standardized assessments in math and science. Domenico promoted the use of distance learning technology at her school, which has expanded teachers’ professional development and strengthened the curriculum. Domenico also has established a resource room at her school to better support students with special needs. The new classroom “has not only helped increase the confidence level among our special students, but has allowed them to remain in St. Lawrence and enjoy the benefits of Catholic education,” she says. Prior to her principalship at St. Lawrence Regional School, Domenico served the school for 27 years as a middle-grades language arts teacher. Her B.A. is from Rutgers University in New Jersey, and her M.Ed. is from Chestnut Hill College in Pennsylvania.
In 25 years as a principal, Rabbi Baruch Hilsenrath has led three Jewish schools. As the first principal of the Akiva Academy in Calgary, Canada, he established a private school of 120 students by working with a small group of preschool parents. Hilsenrath next served for 15 years as principal of Bess & Paul Sigel Hebrew Academy in Hartford, Connecticut. The school was honored as a Blue Ribbon School of Excellence in 1999. “This recognition confirmed our innovative programming and yearning for the highest standards based on each student’s ability,” says Hilsenrath. Today he leads one of the largest Jewish schools in the United States. He assumed the principalship of Magen David Yeshivah in Brooklyn, New York, in 2001. Although the urban K-8 school was established more than 60 years ago, four years ago Hilsenrath helped his school community relocate into a seven-floor, 180,000 square-foot, state-of-the-art building designed to meet the programming needs of the current student population of 1,795. Hilsenrath was deeply involved in planning the new space to ensure that the learning environment could accommodate students with special needs as well as provide for enrichment program classes in math and language arts. Hilsenrath holds a B.S. from Brooklyn College, an M.Ed. from Fordham University, and an Ed.D. from Yeshivah University, all located in New York.
In 24 years as a principal, Elena Hines has led two Catholic schools to earn national recognition for excellence. St. Rita School, a suburban K-8 school serving 677 students, was named a Blue Ribbon School of Excellence in 1998. The school Hines previously led for eight years was named a Blue Ribbon School of Excellence in 1989. What’s more, St. Rita School’s success has continued despite its conversion under Hines into a more inclusive school that serves at-risk students and children with disabilities. Before Hines arrived in 1991, St. Rita School accepted only top-performing students. “Effective leaders take risks, have high expectations of all, and meet the needs of their students without sacrificing high standards,” says Hines. “Providing a parish school that welcomes [special needs] students and gives them the opportunity to succeed is a legacy that I hope will endure long after I am gone.” Another challenge Hines has met in both her principalships has been her position as the schools’ first lay leader. While high achievement levels have demonstrated her strength as an educational leader, both schools’ images as viable ministries in their respective parishes have affirmed her skills as a faith leader. Hines has a B.A. from Louisiana State University, an M.A. from Indiana University, and an Ed.D. from the University of San Francisco. |
Sandra L. Kalin
Spencer R. Peregoy
Lynn Domenico
Baruch M. Hilsenrath
Elena C. Hines