In my many years of serving in Catholic education, one observation stands out: each school believes it is unique, that there is no other school like it, and that its experience is difficult to understand outside its walls. This belief is rooted in distinct histories, traditions, and stories. My reflexive response to this statement is to want to push back on it. There are hundreds, even thousands of schools doing what we are doing in any context. How different are we really? 

I have worked in four different Catholic high schools. I served a network of almost 100 schools. I have visited almost 50. The reality is that every school, with its own tapestry of experiences, contributes to Catholic education. Our uniqueness is our strength, but so is our shared commitment to nurturing and guiding the whole person.

As different as we are, what unites us is the unwavering commitment to caring for the entire person. The best Catholic schools are about this mission. Whether they are all boys, all girls, or co-ed (or co-divisional – see an upcoming post on this topic), they share a bond of desire to develop students in all ways, not just academically. In the Jesuit world, we call that cura personalis. It might be the most important concept I have ever embraced in my time in Catholic education.

This principle, rooted in Ignatian pedagogy, transcends the specifics of each school’s history. It is the thread that weaves through every classroom, hallway, and extracurricular activity.

Our schools might look different on the surface, with varying traditions, uniforms, rites of passage, personnel, graduation requirements, and the like, but we are all driven by a collective mission. This mission is to educate and form individuals who are not only knowledgeable but also compassionate, ethical, and ready to contribute positively to society. We are here to care for our students in a holistic manner. 

While each Catholic school is, in fact, unique, it is what makes us alike that defines who we are.

My passion for education is surpassed only by three other passions in my life. In order, these are 1) my family, 2) Star Trek, and 3) Superheroes.

I have consistently written about my family in the years I have maintained this blog (and its sister “publication” And There Came a Day). They are the biggest influence on my life and the most important part of it.

I wrote about Captain Kirk and Star Trek and education in an earlier post in this volume of Teach and Serve. You can track it down!

So how do superheroes factor into my educational life? 

Beyond the fact that I am sure that I love literature because I developed a love for comic books in the first grade, superheroes have played a significant role in my understanding of education. They continue to do so.

One of my favorite scenes from the 30 plus Marvel movies is actually in the maligned Iron Man 2. Tony Stark, genius, is working on devising a way to beat the virus infecting him. He has a three dimensional model of the problem before him. He is trying different permutations, struggling for an answer. That he will figure this all out is never in question. Watching him do it, however, is such fun. And, when he does, there is a euphoric release. 

I love watching smart people do smart things. The comic book stories and superhero narratives I truly enjoy are less about the fighting and battles and more about the use of wisdom and knowledge, the working through things, the figuring out of issues. 

There are hundreds of examples from comics. There are, perhaps, fewer from movies, but they are also there and are my favorite parts of the stories.

Beyond this, I have always been struck by superheroes who, in their civilian identities, are teachers and educators. 

• Black Lightning – Jefferson Pierce was an inner city high school teacher who eventually became the Secretary of Education
• Professor X – Charles Xavier founded a school, for crying out loud! Many of the X-Men were teachers there. Wolverine, in fact, was once the headmaster.
• Spider-Man – Peter Parker has been a high school teacher as well.
• Huntress – Helena Bertinelli taught elementary school – she’s the real hero!
• The Atom – Ray Palmer and Ryan Choi (who have both been the Atom) are university professors.
• Mr. Fantastic – Reed Richards is one of the most respected teachers in the Marvel Universe.

With these kinds of influences running around my mind and occupying my imagination, how could I not find my way into education? 

I can see February turning to March and the end of the year (maybe) coming into a little focus. I think the end of my weekly blog might be doing the same thing so it is time for real talk on some real subjects that are close to my heart.

Let us start here: social justice education is not optional.

Social justice is a cornerstone of Catholic education, deeply rooted in the teachings of the Church and the mission of our schools. As a Catholic school teacher and administrator, I firmly believe that our commitment to social justice is not just a component of our educational philosophy but its very foundation. Social justice is not an add-on or an extracurricular activity; it is integral to our identity and mission.

One of the key principles of Catholic social teaching is the preferential option for the poor and vulnerable. This means that our educational practices should prioritize the needs of those who are most marginalized and disadvantaged. In our schools, this can take many forms, from providing scholarships and financial aid to ensuring that our curricula reflect diverse perspectives and experiences. By doing so, we not only open doors of opportunity for those who might otherwise be left behind but also enrich the educational experience for all students.

We must prepare students to be agents of change in the world. This involves teaching them about the social and economic injustices that persist in our society and equipping them with the knowledge and skills to address these issues. We have to help students understand the real-world implications of their studies and inspire them to act in ways that promote justice and the common good. If we are not doing this, we are wasting their time. The world needs them. 

Let us be clear about one more thing: social justice and academic excellence are not mutually exclusive. A rigorous education should challenge students to think critically about the world around them, question injustices, and seek solutions. Integrating social justice into our teaching does just that. It encourages students to apply their learning to real-world problems, fostering both intellectual growth and moral development.

Catholic education’s commitment to social justice is not about promoting a particular political agenda but about living out the Gospel values. Jesus’ ministry was marked by a profound concern for the marginalized and oppressed. We are called to guide our students to understand that faith must inspire us to action. Our teachings on social justice are deeply rooted in Scripture and the traditions of the Church, providing a moral and ethical framework that transcends political boundaries.

And our commitment to social justice fosters a sense of community and solidarity within our schools. When students, teachers, and administrators work together on service projects or advocacy initiatives, they build stronger relationships and a shared sense of purpose. This sense of community is vital for creating a supportive and nurturing educational environment.

Catholic education’s focus on social justice is a powerful expression of our faith and our mission. It challenges us to look beyond ourselves and to see the face of Christ in those we serve. It calls us to act with compassion, seek justice, and work for the common good. 

We have the privilege and the responsibility to guide our students in their journey to becoming servants to one another and stewards of a world that desperately needs them. Let us not mess this up.

Social justice is not an optional aspect of Catholic education.

I honestly believe that my relationship with teaching was the “love at first sight” kind of story.

From my first days of actual teaching back in October of 1992, when I took up residence in the Room 108 at Bishop McNamara High School, I have loved the profession.

This is not to say that I have found joy in every moment or that I have never been frustrated by the work or that I have always cherished every student I have taught.

No. There have been challenges. There have been struggles. There have been times I did not enjoy.

But the reality is that I loved being a teacher from Day One. I loved it so much that I continue to want (need?) to be in the classroom.

• I love being with students.
• I love that it keeps me feeling young.
• I love reading aloud to students.
• I love learning students’ names.
• I love a lesson that goes just right.
• I love the sense of teamwork.
• I love putting together my slideshows for class (I really do!).
• I love taking students somewhere they have never been.
• I love sharing my love of literature with students.
• I love pushing students to become better writers. 
• I love joking with students.
• I love when students joke back.
• I love it. I simply love it.

I have been blessed to be in a profession that I love for over three decades. 

I love teaching.

We interrupt this blog that typically addresses issues of educational leadership and high school teaching for this true and personal story:

Within months of the birth of my first child, the high school principal I was working for informed me that I needed to get started on my master’s degree pronto. I left that conversation with the distinct feeling that my future at the school would be in jeopardy if I did not  immediately act on this directive. Whether that was the message my principal intended to convey or not, that was the message I received. So, very grudgingly, given the sleepless nights that come with a newborn, I enrolled in a master’s program at Regis University in Denver.

With lemons into lemonade glasses firmly in place, I can now reframe this moment in my life as a blessing. I got my master’s at a time when it made a difference. I studied. I learned. I had some truly enriching classes. I even had the opportunity to partially design my own degree path. This not only increased my earning potential when I truly needed it, but it also enriched my professional life in ways I did not anticipate at the time. I have had my master’s for the better part of 25 years.

Looking back, I realize that challenging conversation was significant. While it remains an experience that informs me to handle such situations far differently as a high school principal myself, I have since become close to that principal and consider him something of a mentor.

Oh. I also used that degree to help me write a novel. 

The novel was my thesis project. It was, in fact, my third novel, but it was the first that I wrote knowing someone not related to me was going to read. It was the first upon which I received editorial feedback. It was the first of which I felt proud.

There is an educational point to this post, beyond the one I learned about ways in which to speak with those you supervise. It is that teachers and administrators need to engage themselves outside the work of the school. They need to have passions unrelated to their careers. They need to have balance. 

The hundreds of hours I have spent writing and editing and rewriting and dreaming never feel wasted, nor do they seem like time I should have spent in work pursuits. They feel important in making me who I am as a person and as an educator. They are hours I need to have in my life. 

I needed Three Corner Glen in ways I could not understand at the time. 

The completion of this novel gave me the energy and confidence to write more fiction, which I do to this day.  I submitted samples of Three Corner Glen to agents and publishers and continue to do so from time-to-time. To date, none seem particularly enamored of the work. 

A few years back, I self published the novel on Amazon. You can get a copy HERE if you like. Perhaps the jacket blurb will entice you in a way it has never enticed an editor:

“While Craig Bauman was not entirely sure he wanted to be a father when his wife Stacy broke the happy news of her pregnancy, he was certain he did not want to leave his dream job as a sports columnist in Los Angeles, was sure he did not want to move to a suburb of Denver, Colorado ridiculously named Three Corner Glen and was sure he did not want to join a group of young parents forming a babysitting cooperative.

Craig wanted to be a person of importance. Now he was going to be a dad in a babysitting club in a Denver suburb.

As he drove from LA to Denver, Craig could not anticipate that joining the Three Corner Glen Babysitting Cooperative would lead to him becoming a fixture in the burgeoning community, especially after he and some other members of the group during one of their early meetings rescued worshippers from a burning church. That event would bind him to this group of parents in an unbreakable manner and forever link their lives.

Spanning over a decade, Three Corner Glen weaves the stories of the many people in the babysitting cooperative around that of Craig Bauman in a third person omniscient narrative voice that is clever, knowing and amused by the characters and their choices. It illustrates the joys of friendship and the consequences of choices. It reminds us that we are all bound together and that our life is a shared one.”

I think you could do worse than spend a few hours yourself in Three Corner Glen. Feel free to join me there.