Tag Archives: Catholic Education

August 28, 2026 · 1:01 PM

Joy in the Partnership: The Pastor-Principal Relationship and the Culture We Create

Joy in the Work | Episode 4 | A Conversation with Father Pawel Sass, M.A., S.T.L.

What becomes possible in our Catholic schools when pastors and principals see their partnership not simply as a responsibility, but as a gift?

That is the question I have been carrying with me since my recent conversation with Father Pawel Sass, Pastor of the Shrine of Saint Jude in Rockville, Maryland, for Episode 4 of the Joy in the Work series.

When we talk about strengthening Catholic schools, we rightfully talk about teachers, principals, students, families, curriculum, instruction, faith formation, and school culture. However, there is another relationship that I believe deserves much more of our attention: The pastor-principal partnership.

The pastor and principal have distinct roles and responsibilities, but they share something extraordinary: responsibility for advancing the mission of a Catholic school community. When that partnership is healthy, collaborative, prayerful, and rooted in mutual respect, the effects can extend far beyond the two people involved.

Teachers and students notice and experience it, and the school families and parishioners take notice and experience it. This partnership has a huge impact on a Catholic school culture. 

Partnership Has Shaped My Own Leadership Lens

Throughout my years serving Catholic education, I have been blessed to work alongside wonderful priests and to learn from spiritual leaders who modeled a positive approach to Catholic schools. Msgr. Chuck Kosanke in the Archdiocese of Detroit and Father John Williamson in the Archdiocese of Baltimore are two priests whose mentorship and example helped shape my own understanding of partnership.

They helped me see that the relationship between pastor and principal does not need to be defined by hierarchy, territoriality, or uncertainty about who controls what.

At its best, it can be characterized by trust, communication, shared mission, respect for one another’s expertise, prayer, laughter, and a genuine belief that we are better when we serve together.

At one point in our conversation, Father Pawel offered a wonderfully simple reminder:

“We are too blessed to be stressed.” (Sass, 2026)

It made me smile. Of course, leadership can be stressful. Catholic school leaders and pastors carry real responsibilities, difficult decisions, competing priorities, and the needs of many people. Father Pawel was not suggesting otherwise. What I heard in his words was an invitation to remember the blessings while carrying the burdens.

Leadership can become so consumed by what needs fixing that we forget to notice what is flourishing:

The student who finally understands. The teacher who stayed a few extra minutes to help. The family who expresses gratitude. The colleague who makes us laugh or put up a bulletin board. The parishioner who quietly supports the school. The opportunity to celebrate Mass together. The privilege of accompanying children as they grow in faith and knowledge, and the people God has placed beside us.

There will always be another problem to solve, but there will also always be something for which to give thanks. Perhaps part of sustaining joy in the work is learning to hold both realities at once.

Another image Father Pawel shared has stayed with me.

“Clean the cup.”

His reflection was that we need to clean the cup so we can be filled by the Holy Spirit and then empty ourselves again in service to others (Sass, 2026).

What a beautiful image for leadership. Those of us who serve others spend much of our lives pouring out. We give attention. We give encouragement, time, we solve problems and we listen. We teach, lead and we accompany others on this journey of life. But we cannot continually pour from a cup we never allow God to refill.

Prayer, reflection, rest, gratitude, community, and time with God are not distractions from leadership. They help prepare us for it.

Perhaps the question is not simply, “How much more can I give?”

Perhaps sometimes the better question is:

“What do I need to release so there is room for the Spirit to fill me again?”…Clean the cup, be filled, be poured out in service, return, and allow God to fill it again! There is a rhythm of vocation in that image that I find beautiful.

One of the most practical parts of my conversation with Father Pawel centered on conflict. Healthy partnerships are not partnerships without disagreement. Pastors and principals will disagree. Teachers and administrators will disagree. Colleagues will misunderstand one another. We are human beings doing important work together, so conflict will happen.

The question is not whether disagreement will occur. The question is what we do when it does.

Father Pawel offered three practices that are beautifully simple and profoundly useful.

1. Begin With Quiet, Personal Prayer

Before responding, reacting, emailing, calling, or entering the difficult conversation: Pray.

Not necessarily publicly, not performatively, but quietly and personally. Bring the situation to God before bringing it back to the other person. Prayer creates space between the emotion we are experiencing and the response we choose to make.

It invites us to ask: Am I listening? Am I seeking understanding? Is pride influencing my response? What might I be missing? Holy Spirit, how are You asking me to enter this conversation?

For Catholic leaders, perhaps prayer should not simply open our meetings. Perhaps it should also precede our disagreements.

2. Practice “Table Fellowship”

Father Pawel’s second recommendation may be my favorite:

Enjoy table fellowship. (Sass, 2026)

Sit down together, share a meal, have coffee, break bread, and just talk.

Father Pawel reminds us that there is something deeply human, and deeply Christian, about gathering around a table. The person across from us can become very easy to misunderstand when our interaction is reduced to an email, a disagreement, a meeting agenda, or a problem that needs solving. The table changes the posture. At the table, we remember the person. We listen differently. We tell stories. We laugh. We learn about one another, and we discover what we have in common.

I think sometimes the disagreement that seemed enormous becomes easier to navigate once the relationship returns to the center. There is wisdom in table fellowship that extends far beyond the pastor-principal relationship. What might change in our leadership teams, faculties, departments, and school communities if we spent a little more time breaking bread together?

3. Assume the Good

Father Pawel’s third piece of wisdom may be the most challenging:

Assume the good.

When someone says something that frustrates us, assume the good. When a decision surprises us, assume the good. When communication is imperfect, assume the good. When we disagree about the path forward, begin with the belief that the other person also cares about the mission.

Assuming the good does not mean avoiding accountability or pretending harmful behavior is acceptable. It means resisting the temptation to assign negative motives before we have taken the time to understand.

Imagine beginning a difficult pastor-principal conversation from this posture:

“I know you care about our school and our mission. Help me understand how you are seeing this.”

That is very different from beginning with:

“Why would you do this?”

One posture opens a door and the other may close it before the conversation even begins.

I keep returning to Father Pawel’s three practices:

  • Pray
  • Table Fellowship
  • Assume the good

They require no new program, no strategic plan, no committee, or budget. They require intentionality. I think this is one of the lessons emerging throughout this entire Joy in the Work series. Positive culture is often built through seemingly small, repeated relational practices.

How we enter the room, how we listen, how we choose to respond to mistakes, how we welcome people, how we handle a disagreement is important to the partnership. 

How we recognize another person’s gifts, how we repair a relationship, and how we choose to begin again can build trust and a strong foundation for the partnership. 

As shared in earlier episodes, small moments, repeated consistently, have a way of becoming culture.

A healthy pastor-principal partnership does not require the pastor to become the principal or the principal to become the pastor. Their roles are distinct, their gifts are different, and areas of expertise vary. That is not a weakness in the partnership, and it may be one of its greatest strengths.

Partnership asks us to recognize: You bring something to this mission that I cannot bring alone. In Catholic education, that recognition carries particular significance. The pastor brings spiritual leadership, sacramental life, theological formation, and pastoral care. The principal brings educational leadership, instructional expertise, organizational leadership, and the daily stewardship of the school community. Together, they can help ensure that Catholic identity is not simply something written in a mission statement, but becomes something people experience.

As the Joy in the Work series continues, another piece of the larger picture is becoming clearer to me.

  • Dr. Christina Mendez-Hall invited us to Lead with Joy,
  • Dr. Nicci Dowd encouraged us to Make Room for Joy,
  • Dr. Joy Roberts helped us explore Joy, Belonging, and the Power of Community, and 
  • Father Pawel Sass reminds us that there can also be Joy in the Partnership.

We do not have to carry the mission alone, and that in itself is a source of joy. There is someone beside us. Someone with different gifts. Someone who sees things we may not see. Someone with whom we can pray, and can break bread together. Someone with whom we can disagree and begin again. Someone who can remind us, on the difficult days, why we said yes to this work in the first place.

I left my conversation with Father Pawel inspired and grateful.

The Shrine of Saint Jude and St. Jude Catholic School in Rockville, Maryland, are blessed to have a pastor who so clearly values Catholic education and recognizes the importance of collaboration.

Our conversation has me reflecting on…

What becomes possible in our Catholic schools when pastors and principals see their partnership not simply as a responsibility, but as a gift?

Perhaps we create stronger relationships, and we navigate conflict with greater grace. Perhaps our teachers feel more supported, and families experience greater unity. Perhaps students encounter a more authentic witness of Christian community, and perhaps we make a little more room for joy.

I am grateful to Father Pawel Sass for sharing his faith, wisdom, humor, and JOY in Episode 4 of the Joy in the Work series:

Joy in the Partnership: The Pastor-Principal Relationship and the Culture We Create

Join the conversation on YouTube: https://youtu.be/BqIdg4uuwCU or listen wherever you enjoy your favorite podcasts.

Maybe the next time conflict finds its way into our work, we can remember Father Pawel’s simple wisdom:

Pray, enjoy table fellowship, and assume the good! Maybe, every once in a while, remind ourselves: “We are too blessed to be stressed.” (Sass, 2026)

When we train our eyes to see the good, amazing things happen!

Reference

Ball, D. M. (2026). Joy in the partnership: The pastor-principal relationship and the culture we create [https://youtu.be/BqIdg4uuwCU]. Sharing the Good with Dr. Denise Ball.

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August 3, 2026 · 9:31 PM

Fellowship, Conversation, and the Joy of Serving Middle School Students & Families

The Middle School Culture Blueprint series-Episode 1

One of the unexpected gifts of this season has been the opportunity to gather Catholic educators and leaders from across the nation in meaningful conversation. As Dr. LaTonya White and I continue our work on The Middle School Culture Blueprint, I have been provided a good opportunity to reflect on and be reminded that some of the most powerful professional learning happens when educators come together in fellowship, share what they are seeing in the field, and reflect honestly on what students and teachers need most. There is something deeply hopeful about bringing people together who serve in different schools and dioceses, yet carry the same commitment to helping students feel seen, supported, and loved.

The middle school years are so unique. Students are navigating understanding themselves, belonging, friendship, independence, emotion, peer pressure, and academic growth, often all in the same day. Those who serve middle school students understand that this work requires patience, humor, flexibility, structure, compassion, and joy. It also requires intentionality. What we do at the school level is so important. How we welcome teachers back, how we build routines, how we create opportunities for student voice, how we communicate with families, and how we support one another as teams all help shape the culture students experience.

This is why I am so grateful for the educators and leaders who have said yes to engaging in this conversation. They are not coming together to offer perfect answers. They are coming together to share reflections from the field, practical strategies, lived experience, and wisdom rooted in service. These conversations are supported by the literature that school culture is not built only through programs or plans. It is built in the daily interactions, team meetings, hallway moments, classroom routines, and faithful decisions made by educators who care deeply about the students placed before them.

Pulling educators together to share ideas is, quite honestly, fun. It is also cultivating joy in my own life. To listen to teachers and leaders speak with such love for their students, their colleagues, and Catholic education is a reminder that good is happening every day in our schools.

https://youtu.be/uMM1O_6Ygq8

When we create space for fellowship and conversation, we strengthen one another.

Fellowship reminds us that we are not doing this work alone. It is also a wonderful way to see how much wisdom already exists within the people serving on our campuses and in our diocesan communities.

I hope this work encourages school leaders to create similar spaces on their own campuses. Before the year begins, make time not only for logistics, but also for fellowship and table talk.

Invite teachers to reflect on what students need most. Ask teams what they want students to experience consistently across classrooms. Create room for laughter, honest conversation, prayer, and planning. When educators are given time to connect as people before they plan as professionals, the culture of the school is already being strengthened.

I am grateful to host this important conversation in Episode 1 of Middle School Culture Blueprint: Reflections from the Field: Creating a Positive Start to the 2026–2027 School Year. It is a privilege to welcome Dr. Nancy Baker, Mary Peters, Lynsie Reavis, Karina Lepkowski, and Tricia Florance as we reflect together on practical ways to support middle school teachers, students, families, and leaders. May these conversations continue to help us notice, name, and share the good happening in Catholic education.

You can also listen to these conversations anywhere you enjoy your podcasts.

May we continue to seek knowledge in all things,

Denise

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April 18, 2026 · 12:24 PM

Strengthening Schools Through Partnership: The Role of Universities in Teacher Retention

Across the country, school leaders are navigating one of the most persistent challenges in education today: retaining talented, mission-driven educators. While much of the conversation centers on compensation, workload, and policy, one of the most underutilized and high-impact resources sits right beside our schools…our university partners.

I always enjoy hearing and sharing the good with Boston College Roche Center educational leaders.

Institutions like Marymount University, Boston College, and St. John’s University are not only preparing future educators, they are increasingly listening, adapting, and responding to the real-time needs of school leaders and teachers. When leveraged intentionally, these partnerships can become a cornerstone strategy in addressing the teacher retention challenge.

At their best, university-school partnerships move beyond transactional relationships and become transformational. They create shared responsibility for developing, supporting, and sustaining educators across the full arc of their careers.

St. John’s University edTech Summit—a think tank session!

What This Looks Like in Practice

Educational leaders can take intentional steps to deepen these partnerships in ways that directly impact teacher retention:

Enhancing School-Based Opportunities Through Strategic Partnership

Professional learning is most effective when it is grounded in the context of the school and led by those closest to the work. I find there is value in leaning on university partners as thought partners. These relationships bring research, frameworks, and support that strengthen intentionally designed opportunities (Desimone & Garet, 2015).

Marymount University Regional Catholic School Leadership Conference

Creating Leadership Pathways

Retention is closely tied to growth. Universities can partner with school systems to build leadership pipelines, offering graduate programs, certifications, and cohort models that empower teachers to see a future within the profession. When educators can envision their next step, they are more likely to stay (Ingersoll et al., 2018).

Embedding Research into Practice

Strong partnerships allow schools to serve as living laboratories where research informs practice and practice refines research. Whether through action research, dissertation collaboration, or pilot programs, teachers feel valued when their experiences contribute to broader learning and improvement (Coburn & Penuel, 2016).

Expanding the Teacher Pipeline with Purpose

Through intentional clinical experiences, residency models, and targeted recruitment efforts, universities can help schools attract candidates who are not only qualified but mission-aligned. This alignment is essential across all educational governance models, where purpose plays a central role in retention (Guha et al., 2016).

Supporting Educator Well-Being and Belonging

Teachers stay where they feel seen, supported, and connected. Universities can contribute by integrating social-emotional learning, reflective practice, and community-building strategies into both pre-service and in-service programming. Research consistently shows that school culture, trust, and collective efficacy are key drivers of teacher retention (Kraft et al., 2016). I am very passionate about this topic and my research highlights the central role of school climate, leadership, and relational trust in shaping teachers’ decisions to remain in the profession (Ball, 2023).

The most impactful university partnerships are grounded in a shared belief: that supporting teachers is not the responsibility of one institution, but a collective commitment.

When school systems and universities work together with intention, we begin to see action to impact. Professional learning becomes more meaningful, leadership becomes more distributed, and culture becomes more supportive. Most importantly, teachers begin to experience what so many are seeking: a sense of purpose, growth, and belonging within their schools.

For educational leaders, the invitation is clear: lean into these partnerships. Invite universities to the table not just as providers, but as collaborators. Share your challenges openly, co-create solutions, and build meaningful and impactful frameworks not one-time supports.

When we strengthen the bridge between universities and schools, we are not just preparing teachers, we are sustaining them.

At the heart of this work is a simple but powerful truth…we can do more for our teachers when we do it together. The challenges facing education today call us to think beyond traditional structures and lean into the strength of collective impact. By partnering with universities and trusted vendor partners, we open the door to innovative, responsive solutions that better meet the needs of our educators. More importantly, these partnerships allow us to visibly and authentically demonstrate our gratitude for teachers, thankful for their dedication, their resilience, and their daily commitment to shaping the lives of the students entrusted to their care.

When educators feel supported not just by their school, but by a broader community working on their behalf, we move closer to building the kind of sustainable, mission-driven environments where teachers choose to stay and thrive.

References 

Ball, D. M. (2023). Improving teacher retention within Archdiocese of Washington schools (Doctoral dissertation, Liberty University). https://digitalcommons.liberty.edu/doctoral/5006  

Coburn, C. E., & Penuel, W. R. (2016). Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48–54. https://doi.org/10.3102/0013189X16631750

Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society, & Education, 7(3), 252–263. https://doi.org/10.25115/psye.v7i3.515

Guha, R., Hyler, M. E., & Darling-Hammond, L. (2016). The teacher residency: An innovative model for preparing teachers. Learning Policy Institute.

Ingersoll, R. M., Merrill, L., Stuckey, D., & Collins, G. (2018). Seven trends: The transformation of the teaching force. Consortium for Policy Research in Education.

Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/003465431140

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February 17, 2026 · 8:07 PM

The Power of Traditions in a 30-Second World at Home & in the Classroom

We are raising children in a world of scroll, swipe, and sound bites. Information arrives in 30-second clips, fragmented headlines, and algorithm-driven content streams. Research suggests that rapid, high-frequency digital consumption can shorten attention spans and contribute to cognitive overload (Carr, 2010; Ophir et al., 2009). Attention is divided. Moments are rushed. Noise is constant.

In this environment, parents and teachers are called to be architects of pause.

Traditions and routines are not small things. They are anchors. They slow the train. They invite us to stop long enough to see, truly see, the children in our classrooms and the people in our homes.

These pauses do something powerful to the human spirit…

They create predictability in an unpredictable world. They foster emotional safety. They promote a grounded sense of reality, a reminder that life is more than reaction and response; it is relationship and presence. Research consistently links predictable routines with improved emotional regulation, reduced anxiety, and stronger mental and physical health outcomes in children and adolescents (Fiese et al., 2002; Spagnola & Fiese, 2007).

A Situation We Recognize

Imagine a middle school classroom on a Monday morning.

Students arrive buzzing from weekend activity and digital stimulation. Some are anxious about assignments. Others are carrying silent burdens from home. The energy is scattered.

Instead of diving immediately into content, the teacher begins with “Monday Morning Light.” A candle is turned on (battery operated for safety). Soft instrumental music plays for two minutes. Students are invited to write one gratitude and one intention for the week.

The room shifts…

Breathing slows. Shoulders drop. Eye contact increases. Students are no longer fragmented individuals entering from separate worlds, they are a community beginning together!

Over time, this simple ritual becomes a stabilizing force. It lowers stress responses and supports emotional regulation, outcomes that research connects to consistent family and classroom routines (Spagnola & Fiese, 2007).

That two-minute tradition communicates:

You are safe here. You belong here. We begin together.

Traditions do not waste time. They redeem it.

Why Traditions Matter

Traditions:

-Provide emotional security in uncertain times

-Strengthen identity and belonging

-Reinforce shared values

-Reduce stress through predictable rhythms

-Build intergenerational memory and meaning

-Cultivate hope

Traditions remind us of good memories of what was and give us hope for what is to come.

Let us never underestimate the power of hope. Hope strengthens resilience. Hope sustains effort. Hope fuels joy!

Simple Traditions to Begin Today

In the Classroom

1. Gratitude Friday

End every Friday with students naming one win from the week: academic, personal, or relational.

2. “Light the Week” Ritual

Begin Mondays with a short reflection, Scripture, quote, or moment of silence.

3. Celebration Wall

Create a space where students post small victories: kindnesses, perseverance, improvement.

4. Monthly Service Spotlight

Each month highlight a virtue or service theme and celebrate students who model it.

5. Seasonal Reset Days

At the start of each quarter, pause for goal-setting and community-building before diving into content.

At Home

1. Sunday Supper Tradition

Phones away. One question around the table that invites storytelling.

2. Birthday Blessings

Each family member speaks a word of affirmation over the birthday child, regardless of age.

3. First-Day-of-School (First-Day-of Quarter) Breakfast Ritual

Same meal. Same prayer. Same photo spot. Every year/every quarter.

4. Advent or Lent Reflection Nights

Short candle-lit gatherings with reflection and shared intention.

5. Monthly Memory Night

Pull out old photos and tell stories. Children anchor their identity in narrative memory. (Note: my kids are in their twenties and Michael and I still lean in on this tradition a few times a year.)

Intentional Pauses are Essential

Traditions are not elaborate productions. They are intentional pauses.

In a world that accelerates, traditions decelerate.

In a culture that fragments, traditions gather.

In a society that overwhelms, traditions ground.

Children, young and old, do not simply need information. They need formation.

They need rhythms that say:

You belong. You are known. You are part of something lasting.

As parents and teachers, we are not just managing days.

We are shaping memories.

We are cultivating hope.

We are building anchors that will steady our children long after they leave our classrooms and homes.

Let us be people who pause, let us be people who build traditions, and let us be people who carry hope forward.

Stay tuned for more information on making a difference for children and in service to others. When We Train Our Eyes to See the Good—Amazing Things Happen (Ball, 2026) is in one of the final draft phases 😉.

I would love to hear the classroom and home traditions and routines being used—please leave a comment and share with those who follow this blog. This blog has surpassed over 1 million views…thank you for sharing the good!

May we continue to seek knowledge in all things~

Denise

References

Carr, N. (2010). The shallows: What the Internet is doing to our brains. W. W. Norton & Company.

Fiese, B. H., Tomcho, T. J., Douglas, M., Josephs, K., Poltrock, S., & Baker, T. (2002). A review of 50 years of research on naturally occurring family routines and rituals: Cause for celebration? Journal of Family Psychology, 16(4), 381–390. https://doi.org/10.1037/0893-3200.16.4.381

Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583–15587. https://doi.org/10.1073/pnas.0903620106

Spagnola, M., & Fiese, B. H. (2007). Family routines and rituals: A context for development in the lives of young children. Infants & Young Children, 20(4), 284–299. https://doi.org/10.1097/01.IYC.0000290352.32170.5a

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December 12, 2023 · 5:36 PM

The Journey of Earning my Doctorate Degree in Education

The journey of earning my doctorate degree in education has been nothing short of an awe-inspiring experience. The countless hours of research, the rigorous academic challenges, and the camaraderie with fellow scholars have collectively shaped me into a more knowledgeable and resilient individual. The process of delving deep into the intricacies of educational theory and practice has not only expanded my intellectual horizons but has also instilled in me a profound passion for enhancing the educational landscape. I have served in education for the last 26 years, inspired by many teachers and school leaders. This has been a life-long goal and I am so grateful for all the support and words of encouragement along the way.

As I reflect on this transformative journey, I am filled with a sense of accomplishment and anticipation for the next phase of my academic endeavor. Armed with a wealth of knowledge and a heightened understanding of educational methodologies, I am excited to transition into the role of a contributor, researcher, and advocate for improved learning experiences. The prospect of engaging in meaningful research and writing to share innovative ways to enhance the educational journey for both students and teachers fuels my enthusiasm. This next phase represents an opportunity to bridge the gap between theory and practice, translating academic insights into actionable strategies that can positively impact classrooms and educational institutions.

My doctoral journey has equipped me not only with a scholarly mindset but also with a deep sense of responsibility to make a meaningful contribution to the field of education. I am eager to continue to collaborate with like-minded individuals, educators, and institutions to implement evidence-based practices that can foster a more enriching and effective learning environment. As I embark on this new chapter, I am motivated by the belief that education is a powerful catalyst for positive change, and I am committed to playing an active role in shaping a future where learning is an inspiring and transformative experience for all involved. If you are in that phase of discernment about whether to work towards earning a doctorate degree in education, be encouraged that you can make a difference and your voice is needed in education.

A special thank you to Liberty University for having a financially supportive program for veterans, allowing me to embark on this very fulfilling journey.

Improving Teacher Retention Within the Archdiocese of Washington Dissertation-https://digitalcommons.liberty.edu/doctoral/5006/

May we all continue to seek knowledge in all things,

Denise

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January 17, 2018 · 10:10 PM

Teachers Sharing the Good with One Another

I am so excited to share that Maria Chubb and Karina Lepkowski mastered educators teaching at Most Holy Trinity within the Archdiocese of Detroit Catholic Schools will be coming to share their best practices they have been sharing at Detroit area EdCamps and Archdiocese of Detroit professional development sessions on March 3rd for our Archdiocese of Baltimore and Loyola University “Harness the Power Within” Professional Development Day!

#SharingTheGood #WeAreAllOneBodyinChrist

May we continue to seek knowledge in all things-

Denise

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January 3, 2018 · 9:38 PM

Join #AOBEDCHAT Premiere January 8th with Guest Fr. Matt Foley

We would love to have educators join the conversation on Monday, January 8th at 7 PM for the Archdiocese of Baltimore Catholic Schools premiere Twitter edChat. We will be discussing student service learning with guest, Friar Matt Foley! #ShareTheGood #AOBCatholicSchools #RiseAbove

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