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The Smooth Transition from M.Ed. to M.D.

Written by Rebecca Devine on Thursday, 15 October 2015.

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On any given day, Kathryn Kinner Hufmeyer, MD, is wearing a memento of her years teaching around her neck. On Hufmeyer’s last day at Bishop Dunne Catholic High School over fifteen years ago, one of her honors science students gave her a parting gift—the stethoscope has been with Hufmeyer ever since.

“I will never forget my inspiration for teaching and patient care,” she said.

She uses the gift daily, a wonderful reminder of how her time in a Catholic school helps her thrive in a busy medical career.

Currently, Hufmeyer is a primary care physician with the Northwestern Medical Group, an instructor in the Feinberg School of Medicine, and the co-director of a curricular program for medical students focused on evidence-based methods and principles.

Not only does Hufmeyer teach and supervise doctors-in-training directly—a clear connection to her time in the classroom—she also develops and evaluates the program’s curricula. She said one of the projects on her table right now is intended to teach third-year students how to use new electronic documentation systems responsibly and effectively. Every teacher knows the perennial importance of well organized information, and medical instructors are no exception.

Hufmeyer said that, just as when she was an ACE Teacher, she wears many hats throughout the day. As a soccer coach, a medical resident, a professional teacher, a supervisor, a program director, and a physician, she has impacted thousands of lives.

“I love being a clinician, an educator, and a researcher. No day at work is ever exactly the same, and none of it would have been possible without my experience in ACE.”

Like Hufmeyer, Nicole Shirilla, MD, a member of ACE 7, has filled many roles since graduating from the program. After teaching theology in Louisiana, she filmed a documentary in Sri Lanka, conducted research at Padre Pio’s hospital in Italy, studied surgical robotics in Dublin, visited with Mother Teresa’s Missionaries of Charity in India, and traveled through Uganda and Rwanda. Shirilla recently traveled to Haiti to provide humanitarian aid with the St. Luke Foundation.

Reflecting on her wealth of experiences, Shirilla said that she has been constantly surprised by God’s plan for her life.

“I don’t see any of my journey as a side-track,” Shirilla said. “I constantly see each part as having a unifying mission.”

The desire to serve others is what first drew Shirilla to teaching and what ultimately led to her vocation as a physician.

“It’s always before me that I’m taking care of someone who is Christ in disguise, from my Baton Rouge students to my current patients.”

ACE’s mission to improve the quality and accessibility of Catholic education is informed by an underlying belief in the dignity of every human person. Like Shirilla and Hufmeyer, Sean Gaffney, a member of ACE 16, was also driven to the world of healthcare by this unifying mission.

“I discovered how much I love working one-on-one with people [in ACE], hearing their stories, and walking with them through both suffering and joy,” he said.

As a teacher, he was present with his students, parents, administrators, fellow teachers, and peers on the best of days and the worst of days, and everything in between. Now, in medical school at the University of Chicago, Gaffney said that compassionate presence is the heart of the mission for both educators and healthcare professionals.

Passionate and service-oriented people are often tempted to measure their impact by their observable results, but these three know that relationships are essential.

During the summer between Gaffney’s two years of teaching, he traveled to Texas for a student’s quinceañera. Sitting in the church, waiting for the service to begin, he had doubts.

“I felt like I was about to fall into a never-ending cycle of questioning my role and impact as a teacher,” he said. “Just then, the student walked into the church and shouted out, ‘Mr. Gaffney.’  

“As she ran up in her quinceañera dress to give me the biggest hug, it became abundantly clear that it mattered to her that I was her teacher. I never questioned the importance of my role as a teacher after that day.”

Gaffney, Shirilla, and Hufmeyer exhibit many traits typical of ACE Teachers: leadership, faith, reflection, a commitment to service, and a sense of mission. Their years as Catholic school teachers have informed their vocation to serve those entrusted to their care.

College Football Playoff Foundation Partners with Notre Dame, ACE

on Thursday, 08 October 2015.

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Throughout most of October and November, the College Football Playoff (CFP) Foundation is partnering with the University of Notre Dame's Alliance for Catholic Education (ACE) as part of the foundation’s Extra Yard for Teachers initiative to help children around the country to reach their goals: college and heaven.

Starting today and running through November 29, the CFP Foundation will match donations made to ACE. The matching of gifts will enable ACE to have a greater impact on communities across the country by equipping ACE Teachers and Remick Leaders in the most under-resourced schools with the materials and tools they need to help their students thrive.

Gifts over $10 made will make contributors eligible for a lottery to win the opportunity to purchase two tickets for the 2016 College Football Playoff National Championship.

Designed to honor, celebrate, inspire and empower great teachers, the Extra Yard for Teachers initiative is committed to making an impact through college football, which represents the most readily visible representation of students achieving their dreams of attending college. That road to higher education is often attributed to the support and commitment of gifted teachers.

The CFP Foundation has designated this week Extra Yard for Teachers Awareness Week, a promotion to increase exposure for this important initiative. While activities are taking place across the country, Notre Dame is one of several institutions playing host to a special activation during its football game this weekend.

For all those who have had the life-changing experience of having a great teacher or coach, the partnership between ACE and the CFP Foundation offers a chance to provide this same opportunity to thousands of children around the country, particularly those most in need of a high-quality Catholic education.

To learn more about the partnership and this exciting opportunity please visit Supporting.ND.edu/cfpf

MAKE A GIFT

Or text DISCOVER to 80077. Text gifts will be exactly $10, billed through your wireless carrier. Message and data rates may apply. Terms: Click here to read terms

 

About the College Football Playoff Foundation and Extra Yard for Teachers Extra Yard for Teachers is the College Football Playoff Foundation's primary philanthropic initiative to honor, celebrate, inspire and empower great teachers nationally and in the communities that host the College Football Playoff. Extra Yard for Teachers seeks to support teachers through the development and implementation of programs in four key focus areas: direct provision of resources, teacher recognition, professional development and leadership training, and by inspiring a college-going culture.

The Alliance for Catholic Education Honored with Seton Award for Serving Nation's Youth

Written by Eric Prister on Friday, 02 October 2015.

dsc 06451The University of Notre Dame’s Alliance for Catholic Education (ACE) will be recognized by the National Catholic Education Association (NCEA) with the Saint Elizabeth Ann Seton Award on October 5, 2015 at a gala celebrating the 25th anniversary of the award in Washington, DC. The award celebrates those individuals and organizations that have shown a lifelong devotion to serving our nation's youth through the apostolate of Catholic education.

“Catholic schools have for more than a century distinguished themselves as indispensable vessels of transformative grace in the lives of our students and families,” Rev. Timothy R. Scully, C.S.C., Hackett Family Director of the Institute for Educational Initiatives and founder of ACE, said. “It is truly a blessing to share in this important work of the Gospel.”

AboutUsInset5.5.15Fr. Scully and Rev. Louis A. DelFra, C.S.C., will accept the award on ACE’s behalf on October 5. ACE joins a number of other organizations and individuals receiving this year’s Seton Award, including the Archdiocese of Washington and Bishop Paul Loverde from the Diocese of Arlington, Virginia. The NCEA also awards scholarships to deserving Catholic school students in the honorees’ local communities.

Named after Saint Elizabeth Ann Seton, in recognition of her lifelong dedication to teaching and children, the Seton Award is presented annually to individuals and organizations whose support and service impact Catholic education and the well-being of our nation's youth. This the 25th anniversary of the Seton Award, a landmark event for the NCEA and its members.

ACE has, for more than twenty years, sought to strengthen and transform Catholic schools around the country and internationally in numerous ways: recruiting and forming the next generation of teachers and leaders; establishing networks to extend the Catholic school advantage to thousands of new families; and developing an array of other programs to give disadvantaged children the opportunities they need and deserve. ACE’s graduates and programs have reached 70 percent of US dioceses, 412 Catholic schools, and more than 180,000 children. 

Expanding Pre-K Options Serves Dual Purpose for Catholic Schools

Written by William Schmitt on Tuesday, 29 September 2015.

preschoolbig copyYou might say early-childhood teacher Courtney O’Grady, with help from her students aged three and four, as well as their parents, is writing the book on pre-kindergarten classes as a growing force in Catholic schools.

“One of my favorite annual projects is to make a book—with help from the children’s families—called Future Saints, Class of xxxx, whatever year they will graduate,” said O’Grady, who teaches pre-school at the Cathedral of St. Raymond Catholic School in Joliet, IL.

“We talk about how the kids can all be friends to Jesus and maybe become saints one day. Our book incorporates pictures of each child as a baby, with the story behind the name they were given and also a current picture.”

Each student gets a turn to take the book home. “I love involving families with projects like this because I also feel a responsibility to help parents feel included, welcomed, and valued,” O’Grady said in a recent interview. “I think we need to partner with families so they feel motivated to participate in their child’s faith formation.”

This is not your typical pre-K class or “day care” experience. But pre-K offerings have multiplied in Catholic schools around the country. One University of Notre Dame scholar’s report, completed in 2013, concluded that “early-childhood programming is already a key component of the Catholic educational enterprise,” with pre-school enrollment in 11 (arch)dioceses studied having risen 20 percent over five years.*

Data from the National Catholic Educational Association show that 11.3 percent of total enrollments in Catholic elementary schools (through grade 8) were in pre-school classes as of 2014-2015, up from 8.4 percent ten years earlier.

The trend is not gigantic, but noteworthy initiatives are helping to drive the numbers, according to educators. One is the faith-based element of “new evangelization” Catholic schools are extending to children of a younger age—and, importantly, to their parents—when they set up pre-school programs.

Another factor is the fit some Catholic schools have found as they pursue dual goals—pre-school growth and an increase in Latino enrollment—at the same time.  

“The best way to make sure you have robust enrollments is to create opportunities for more families to come,” said Patrick Patterson, principal of Roanoke Catholic School in Virginia, where a class for 4-year-olds was recently revived to complement the kindergarten-through-high school curriculum.

Patterson resumed pre-K4 this year, seeing an opportunity that earlier budgeting models had missed. Technically, pre-school classes for kids age 3 and 4 had failed to pay for themselves, although a small “pre-K3” class, formed earlier to meet parents’ needs, has continued.

A new factor has emerged. The Diocese of Richmond has ramped up its Segura Initiative, which promotes Latino enrollments in diocesan schools. English language learners are the fastest growing population in U.S. schools, creating both challenges and opportunities.

One key to the initiative in Richmond is grassroots recruitment conducted by members of the Latino community called Segura Advocates. The idea parallels the “madrinas” model of outreach from the Catholic School Advantage Campaign and the Latino Enrollment Initiative, both led by Notre Dame’s Alliance for Catholic Education (ACE).

As more Latino families have learned about the quality and affordability of Catholic schools, enrollments have increased. Roanoke Catholic recommitted to both “pre-K4” and “pre-K3” classes when the number of prospective students attracted by the Segura program jumped by 50 percent, Patterson said.

“What we’re finding, as parents start to look at moving their kids from a public school to a Catholic school, you’re not looking at a single student from each Latino family, but rather 3, 4, or 5 kids,” because the extended family doesn’t want to divide its children between different schools.

Roanoke wants to help keep the families together, and it can innovate—with tuition structures, the tapping of community resources available to kids in all schools, and versatile scheduling of its teachers, specialists and aides, for example—to ease the budgetary challenges for all concerned, too.

“It’s a really exciting time,” Patterson said. Besides meeting working families’ needs and building community engagement, more students in all the grades are benefiting from what sociologists have called the Catholic School advantage—a boon for disadvantaged students overcoming academic achievement gaps. More access to pre-kindergarten courses, taught by educators trained in early-childhood, special education, and English as a New Language skills, can spark cognitive growth earlier.

Joana Camacho, principal of Sacred Heart School in Oklahoma City, sees a big difference between students who enter in her school’s pre-K4 class and those who start in kindergarten. “It’s like night and day in their readiness for learning,” she said.

O’Grady, who studies English as a New Language teaching through ACE, added there’s a literacy advantage. “In early childhood, we are in a position to truly support English language learners, or dual language learners.” Early literacy gains in one language improve second-language literacy, broadening improvements in learning through future grades.

A school’s increases in both Latino enrollment and pre-K enrollment benefits everyone, Patterson said. Students with non-Latino backgrounds gain valuable exposure to global cultures, languages, and perspectives.

Camacho, the Oklahoma City principal who participates in Notre Dame’s Latino Enrollment Initiative, added that her school extends its teaching vocation to Latino families in its inner-city neighborhood. A “parent university,” held on Saturdays, offers instruction on such topics as Internet safety, how to enrich kids’ study skills, and nutrition and wellness. “Everybody is learning,” Camacho said.

Patterson added he has seen parents attracted to join the Catholic Church through their children’s experiences. “Your parents are more engaged when you get kids involved at a younger age.”

St. Raymond’s has drawn Joliet families closer to the Church simply because they “felt so welcomed and supported by our school and community,” O’Grady agreed.

The power of community is the ultimate differentiation from typical day care centers and public pre-schools. Non-Catholic alternatives have proliferated around Roanoke, according to Patterson, but only the school he leads can claim 126 years of engagement and experience. The attention to learning and growing that begins in pre-K3 and pre-K4 “is not a new recipe for us.”   

There’s also a taste of O’Grady’s Saints book in the Catholic school mix. “You’ve got God’s presence every day, and you’re able to talk about that,” Patterson said. “We’re able to weave in some of the morals and ethics pieces that cannot be discussed in the public sector, even in pre-K.” 

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*Prof. James Frabutt, on the faculty of ACE’s Mary Ann Remick Leadership Program, published a report in Catholic Education: A Journal of Inquiry and Practice in 2013. The study, “Reaching the Youngest Hearts and Minds: Interviews with Diocesan Leaders Regarding Catholic Early Childhood Education,” concluded that “early childhood programming must be considered a strategically significant component of the Catholic educational enterprise.” Dioceses see Catholic schools evangelizing whole families, Frabutt reported. “There was a sense that helping these young hearts and minds grow in the Catholic faith was a particularly life-giving ministry, but one that also reaches deeply into parental faith development and catechesis.”

Notre Dame ACE Academies Earn White House Honor for Service to Latino Students

Written by William Schmitt on Monday, 28 September 2015.

img 6965A White House initiative saluting educational excellence for Hispanics has announced its recognition of the innovative Notre Dame ACE Academies as a “Bright Spot in Hispanic Education.”

On December 12, 2008, the University of Notre Dame commissioned the Notre Dame Task Force on the Participation of Latino Children and Families in Catholic Schools. The purpose of this task force was to explore the issues surrounding the Latino achievement gap, the Catholic school advantage, and the demographic imperative to improve educational opportunities for Latinos. Seven years later, the University of Notre Dame and ACE are being recognized for closing the Latino achievement gap.

ACE’s widely respected model for strengthening and sustaining existing inner-city Catholic schools is listed in the White House’s just-published “Bright Spots in Hispanic Education National Online Catalog.” The catalog identifies enterprises “helping ensure the educational attainment for the country’s Hispanic community, from cradle to career.”

Notre Dame ACE Academies, an innovative model created by the University of Notre Dame’s Alliance for Catholic Education (ACE) has increased access to educational excellence for Latino students. Partnerships with eight Catholic elementary schools in the dioceses of Orlando, St. Petersburg, and Tucson are demonstrating academic gains; students have experienced significant growth in both math and reading achievement.

The White House Initiative on Educational Excellence for Hispanics published the online catalog listing more than 230 Bright Spots nationwide.

Rodney Pierre-Antoine, the Gary and Barbara Pasquinelli Family Director of the Notre Dame ACE Academies, said the Notre Dame ACE Academies initiative and all of ACE are honored to be recognized by the White House. “We’re blessed to be in partnerships with teachers, principals, and dioceses totally committed put Latino students—and students from every background—on the path to college and heaven,” he said.

Contact: Bill Schmitt  / 574.631.3893

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