| Elementary Schools Information Guide
Over the summer, the 1937 classrooms of the School of the Madeleine in Berkeley transformed into 21st-Century learning environments, with design input from students, teachers and experts in the field. This achievement, Principal Kenneth Willers said, "can serve as a blueprint of how Catholic schools must transform if we are going to serve the needs of the next generation of Catholic families."
Leaders share a commitment
to Catholic education
Commitment to mission, intelligence and insight, willingness to learn and develop and collegiality.
These are the strengths of the Advisory Board of the School of the Madeleine, praised by Steven Neiheisel, professor at Dayton University and executive director of Marianist Universities in the United States, after conducting, for the second year in a row, a board advisory workshop for the Berkeley school.
"I am pleased to write that the School of the Madeleine has one of the strongest school advisory boards I have had the pleasure to engage," Neiheisel said in a letter to Principal Kenneth Willers.
"I found uniform commitment to the Catholic and Dominican mission across advisory board members, both Catholic and non-Catholic. They seem to have an intuitive grasp of the importance of mission to both the quality of the educational services delivered as well as the definition it gives to the school brand for marketing purposes. Equally impressive is their thirst for more learning about the Dominican charism and educational core values and a desire to operationalize them throughout curricular, co-curricular and extra-curricular planning," he wrote.
He called the board "a very intelligent and insightful group of people."
"I was able to engage them more deeply and broadly in the material at hand than is common with most school advisory boards. Such intelligence and insight I am sure serves you well in developing strategic initiatives," Neiheisel wrote.
"Your board members both individually and collectively are interested in continual learning. They continually ask questions about them as a board and the school-at-large can perform better. That is a very impressive trait," he wrote.
The board's collegiality did not go unnoticed. "I have been impressed with the level of personal engagement, civility and care that members extend to one another," he wrote. "Yours is a school board that will not get derailed due to personal agendas, positioning, ego or other personal constraints which can often sabotage board performance. That is not a board characteristic to be taken for granted but is to be celebrated."
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