Introduction to the Special Issue (no abstract needed

Ospino, Hosffman

Wyttenbach, Melodie

English

Loyola Marymount University

Journal of Catholic Education Volume 25 Issue 2 Hispanic Teachers and Leaders in Catholic Schools Article 1 2022 Hispanic Teachers and Leaders in Catholic Schools: Special Issue Introduction Melodie Wyttenbach Boston College Hosffman Ospino Bosteon Colleg Follow this and additional works at: https://digitalcommons.lmu.edu/ce  Part of the Catholic Studies Commons, Other Education Commons, and the Religious Education Commons Recommended Citation Wyttenbach, M., & Ospino, H. (2022). Hispanic Teachers and Leaders in Catholic Schools: Special Issue Introduction. Journal of Catholic Education. Retrieved from https://digitalcommons.lmu.edu/ce/vol25/iss2/1 This Article is brought to you for free with open access by the School of Education at Digital Commons at Loyola Marymount University and Loyola Law School. It has been accepted for publication in Journal of Catholic Education by the journal's editorial board and has been published on the web by an authorized administrator of Digital Commons at Loyola Marymount University and Loyola Law School. For more information about Digital Commons, please contact digitalcommons@lmu.edu. To contact the editorial board of Journal of Catholic Education, please email JCE@nd.edu. 1Journal of Catholic EducationFall 2022, Volume 25, Issue 2, 1–4This work is licensed under CC BY 4.0.His panic Teachers and Leaders in Cath o lic Schools: Special Issue IntroductionMelodie Wyttenbach 1and Hosffman Ospino 1We release this spe cial issue on the heels of a National Summit on His panic Teachers and Leaders in Cath o lic Schools held at Bos ton College on Octo ber 2–4, 2022. The sum mit brought together var i ous stake hold ers from across the United States ded i cated to the advance­ment of Cath o lic edu ca tion to dis cuss the results of the report Cultivating Talent: National Study Examining Pathways to Increase the Presence of His panic Teachers and Leaders in Cath o lic Schools (a.k.a. Cultivating Talent1) (Ospino & Wyttenbach, 2022). These var i ous voices gath ered at the sum mit explored ways to expand the con ver sa tion about what Cath o lic schools are doing and could do bet ter to sup port His panic teach ers and lead ers, high light ing related research and sig nal ing fur ther areas of research as presented here in this spe cial issue.Within the rich tap es try of cul tural, racial and lin guis tic fam i lies that con sti tute the U.S. Cath­o lic expe ri ence in the twenty­first cen tury, His pan ics con sti tute one of the larg est groups, defin ing and redefining the Cath o lic expe ri ence in this coun try at all lev els (Zech et al., 2017). We can not ignore that about half of all Cath o lics in the United States are His panic, and rep re sent the major­ity of Cath o lics under the age of 18 (Gray, 2014). One can only antic i pate that more His panic chil dren and youth will enroll in Cath o lic schools, and more His panic teach ers and lead ers will com mit their wis dom and energy to serv ing in these insti tu tions, just like Cath o lics from pre vi ous eras did. Efforts such as Cultivating Talent, the national sum mit, and this spe cial issue are invi ta­tions to develop strat e gies to sup port the pres ence, work and con tri bu tions of His panic teach ers and lead ers more inten tion ally in our Cath o lic schools.1 The edi tors have cho sen to use ital ics when ref er enc ing this report through out the issue for sty lis tic pref er ence and con sis tency.1 Bos ton College2 His panic Teachers and Leaders in Cath o lic SchoolsThe Cultivating Talent report, whose find ings we sum ma rized in the lead paper in this issue, reveals clearly that Cath o lic schools in the U.S. are, and will be, fur ther enriched by the pres ence and con tri bu tions of His panic teach ers and lead ers. Recognizing the need to expand the research in sev eral areas that the report addresses, we invited sev eral con trib ut ing authors known for their high­qual ity work to con trib ute to this spe cial issue. We also made an open call to schol ars inter­ested in sub mit ting papers aligned with the cen tral theme being exam ined: How can Cath o lic schools renew their com mit ment to invest in and cul ti vate tal ent within the His panic com mu nity? As the face of Cathol i cism in the United States con tin ues to change rap idly, this spe cial issue chal lenges stake hold ers com mit ted to Cath o lic edu ca tion to exam ine more deeply the for ma tion, recruit ment, reten tion, and pro mo tion of His panic edu ca tors, par tic u larly in the con text of Cath o­lic schools.As co­edi tors, we invited a diverse set of aca demic papers, research­prac ti tioner arti cles, and book reviews. After pro vid ing an over view of the Cultivating Talent report, you will find the aca demic paper con tri bu tions orga nized around three essen tial ques tions: What pipe lines and path ways exist for His panic Cath o lic teach ers and lead ers; what is the voca tional call of His panic edu ca tors and how does this voca tion recon sti tute one’s iden tity; and finally, how are schools reshaped by the pres ence and gifts of His panic edu ca tors? To make the con nec tion between research and praxis more explicit, we pro vide read ers with three arti cles that exam ine prac ti cal  ways of bring ing research into prac tice in the “Education in Practice” sec tion, and two book reviews which encour age read ers to con tinue learn ing more about rel e vant top ics related to His­panic edu ca tors. Let us say more about these con tri bu tions.Addressing the ques tion of His panic edu ca tor pipe lines and path ways into lead er ship, Drs. John Reyes, Melodie Wyttenbach, and Veronica Alonzo, draw ing on the voices of the less than two per cent of His panic super in ten dents at this time in his tory, exam ine the need for greater His panic lead er ship at the super in ten dency level in their paper “Practices, Perceptions, and Perspectives of His panic Cath o lic School Diocesan Leaders”. In light of their expe ri ence advanc ing a pro fes sional devel op ment pro gram to sup port both Latinx teach ers and lead ers, Dr. Katy Lichon, Ms. Angela Maria Villamizar, Ms. Itzul Moreno, and Ms. Kenna Arana con trib ute a paper on the Latino Edu­cator and Administrator Development Program (LEAD) titled “Fortalecer Raíces y Formar Alas: Evaluating the Impact of a Formation Program Designed to Empower, Advance, and Retain Latinx Educators and Leaders in Cath o lic Schools.”Examining the ques tion of voca tional call ing and iden ti ties of His panic edu ca tors in Cath o lic schools, Drs. Antonio Felix and John Beltramo define essen tial ele ments for equi ta ble prep a ra tion of edu ca tors for the Cath o lic sec tor in their paper “Critical Transformation: A Conceptual Frame­work for Examining the Impact of UCCE Programs on Latinx Cath o lic School Teachers.” Dr. Elena Sada and Ms. Katie Ward in their arti cle “Rethinking the His panic Teacher Shortage: Dual 3 His panic Teachers and Leaders in Cath o lic SchoolsLanguage Schools as Identity­Affirming Organizations,” con tinue the reflec tion on the grow ing aware ness among His panic edu ca tors, many of them bilin gual, regard ing the value they bring to Cath o lic schools. Finally, Dr. Melodie Wyttenbach, Ms. Anne­Marie Funk, and Ms. Marissa Browne’s paper “Immigrant Cath o lic School Teachers: Working Across Cultures, Opportunities and Perspectives” fol lows in which they ana lyze the impact that the grow ing num ber of immi grant teach ers have upon the Cath o lic school sys tem, high light ing the assets they bring and the chal­lenges they face as they adapt to a new sys tem of school ing from other countries.Two arti cles address the third and last ques tion: How are schools reshaped by the pres ence and gifts of His panic edu ca tors? Drs. Jorge Pena, John Reyes, and Michael O’Connor pro vide an over view of the Cath o lic School domain, iden ti fy ing key issues of equity for His panic stu dents in the arti cle “Cath o lic Theological and Equity Framework to Champion His panic Representation in Cath o lic Schools.” In their paper “Strengthening and Sustaining Dual Language Education in Cath o lic Schools” Dr. Laura Hamman­Ortiz, Katy Lichon, Ms. Clare Roche, and Ms. Paty Hardy reflect on the value and prom ise of dual lan guage Cath o lic schools and the lead er ship within these schools.Three “Education in Practice” con tri bu tions pro vide read ers with a prac ti cal appli ca tion of the research: “Decolonization of Education: How Educators Can Aid Transcultural Acculturation to Advance Communities Committed to Social Justice” by Drs. Aradhana Mudambi and Elena Sada; “Cultivating the Talent of Educators for Learning and Belonging” by Dr. Molly McMahon and  Ms. Theresa Pigelli­Proud; and “Dual Language Cath o lic Schools: Innovation and Equity– Considerations for Making the Transition to Dual Language” by Drs. Carrie Fuller and Elena Sada.To con clude, two book reviews invite read ers to fur ther expand their under stand ing of the cen tral themes addressed in this spe cial issue. Dr. Aubrey Scheopner Torres reviews Teacher Diver-sity and Student Success: Why Racial Representation Matters in the Classroom by Seth Gershenson, Michael J. Hansen and Constance A. Lindsay (2021). Scheopner high lights the impor tance of this work to inform con ver sa tions about teacher diver sity, par tic u larly in edu ca tional con texts with large pres ence of Black and Latino stu dents. Ms. Katie Ward reviews Transformative Translanguag-ing Espacios: Latinx Students and their Teachers Rompiendo Fronteras sin Miedo edited by Maite T. Sánchez and Ofelia García (2022). This book is an explo ra tion of the “trans for ma tive power of incor po rat ing translanguaging, the dynamic lan guage prac tices of bi/mul ti lin gual com mu ni ties, in the school ing of US Latinx chil dren and youth,” as Ward (in this issue) writes, cen ter ing the expe ri­ences of Latinx stu dents, espe cially in mul ti lin gual spaces.Our research reported in Cultivating Talent and the arti cles in this spe cial issue clearly con firm that Cath o lic schools in the United States are and will be fur ther enriched by the pres ence and con tri bu tions of His panic teach ers and lead ers. As we plan for a stron ger future for Cath o lic edu­ca tion in the United States, we must make a renewed com mit ment to invest and cul ti vate His panic edu ca tional tal ent. Now is the time.4 His panic Teachers and Leaders in Cath o lic SchoolsReferencesGray, M. M. (2014). Cath o lic schools in the United States in the 21st cen tury: Importance in church life, chal lenges, and oppor tu ni ties. Center for Applied Research in the Apostolate. https:/ / www. usccb. org/  beliefs­ and­ teachings/ how­ we­ teach/ catholic­ education/ upload/ CARA­ Catholic­ Schools­ Data­  Points­ white­ graphs­ 2014. pdfGershenson, S., Hanson, M., & Lindsay, C. A. (2021). Teacher diver sity and stu dent suc cess: Why racial rep re sen ta tion mat ters in the class room. Harvard Educational Publishing Group.Ospino, H., & Wyttenbach, M. (2022). Cultivating tal ent: A sum mary report of find ings from the national study exam in ing path ways to increase the pres ence of His panic teach ers and lead ers in Cath o lic schools. Bos ton College, Lynch School of Education and Human Development, Roche Center for Cath o lic Education, and School of Theology and Ministry. https:/ / www. bc. edu/ content/ dam/ bc1/ schools/  lsoe/ sites/ roche/ cultivating­ talent­ report/ Cultivating%20Talent%20Report%20­ %201. 27. 22. pdfSánchez, M. T., & García, O. (2022). Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo. Multilingual Matters.Zech, C. E., Gautier, M. L., Gray, M. M., Wiggins, J. L., & Gaunt, T. P. (2017). Cath o lic parishes of the 21st cen tury. Oxford University Press.

Hispanic Teachers and Leaders in Catholic Schools: Special Issue Introduction

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Hispanic Teachers and Leaders in Catholic Schools: Special Issue Introduction

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