February 14, 2017, Issue #15
Upcoming Workshops!
March 14
Location: Polytechnic School
Facilitators: Leslie Powell and Rachel Concannon
July 31-Aug 3
Location: Westridge School
Facilitator: TBA
July 31-Aug 3
Location: Westridge School
Facilitator: Earl Hunter II
What is the CATDC?


The California Teacher Development Collaborative (CATDC), is a non-profit organization dedicated to providing professional growth opportunities for teachers and administrators from independent schools. Its member schools represent the diverse range of small and large elementary, middle, and high schools from all over the greater San Francisco Bay and Los Angeles areas.

What is the mission of the organization?

The aim of the CATDC is to: 1) Promote enriching professional development opportunities.

2) Support collegiality and cooperation among teachers and schools.

3) Inspire teachers to become educational leaders.

I thought you were called the BATDC?

The BATDC started in the San Francisco Bay Area in the year 2000, and has since grown to include a network of over sixty independent schools in the region. In 2012, a group of LA area heads of school asked if the BATDC could replicate its proven model by launching a branch of its operations in Southern California. Now, following the completion of the two-year pilot program, and with a thriving group of over thirty member schools in Southern California, we have changed our name to the "California Teacher Development Collaborative."

How can I take part in the CATDC's offerings?

1) If your school isn't already a member, encourage them to join here

2) Register for our upcoming events, and keep an eye out for our spring schedule of workshops.

3) Get in touch and let us know what kind of professional development opportunities you're looking for.

4) Let us help you leverage the power of the network by connecting you with colleagues from other schools. 

5) Join our mailing list to stay up to date on all our future workshops and events.

A Message from the Executive Director,
Janet McGarvey
The annual CATDC Women in Leadership conferences have recently taken place in both San Francisco and Los Angeles, and as ever, I am inspired by the many leaders we have in our midst who bring remarkable talents and skills to their work as educators. With this in mind, I am delighted that Lisa Haney will be succeeding me as the new Executive Director of this organization. Many of you know Lisa through her active participation in Collaborative programs over the years; her experiences and connection with so many of you will help ensure the CATDC's continued growth and success. On a related note, we feature here a story from the field by Tekakwitha Pernambuco-Wise, who speaks to how a leader can model mindfulness and reflection even within the parameters of a demanding  professional life. And Stella Beale contributes her voice about the joys of leading. She reminds us that leadership is about becoming one's own true self in the service of students, their families, and learning. This year we have been fortunate to welcome and support Stella as the co-facilitator of our Department Chairs program in Los Angeles. The four books she recommends are some of my very favorites.

In the coming weeks we will be announcing our summer institute offerings, so please stay tuned for what you can look forward to from the CATDC. We also have some great spring workshops coming up. I hope to see you!
Letter from Lisa Haney, Incoming Executive Director 
By Lisa Haney, CATDC
I want to take this opportunity to wish you all a Happy New Year, and to express my great excitement about taking over as the next Executive Director of the California Teacher Development Collaborative come July 1, 2017. I look forward to leading and growing the organization, building upon the great work that Janet McGarvey has done. I am deeply passionate about the potential of the CATDC. My hope is to create a statewide community of learners and leaders, administrators and teachers collaborating to spark innovation and foster excellent education for California students.
For the last decade, the CATDC has been central to my own professional development. I remember vividly the first workshop I attended -Mastering Group Facilitation  with David Barkan. It was early August and I had just been appointed Dean of Faculty at the Athenian School; the new faculty orientation was days away, and there were meeting agendas to set and classes to plan. As I drove over the Bay Bridge on my way to the workshop, I thought to myself, this had better be good .  In fact, this three-day experience was excellent - engaging, dynamic, empowering and motivating; well worth my time. These have been qualities central to every CATDC experience I have participated in since.
Just about as soon as I truly found my feet as an educator, I became involved in teacher education: teaching cross-cultural communication at UC Berkeley Extension and later developing trainings for elementary school teachers in East Africa, as well as coaching faculty and leading reflective inquiry groups at Athenian. I think I took this path partly because I understood intuitively what research has borne out: providing well-designed professional development opportunities for educators leads to a higher quality of experience for students. I also appreciated how busy teachers and school leaders themselves need dedicated time to connect and collaborate, to learn and to grow. It is no wonder I am so passionate about the CATDC, as it provides just these kinds of opportunities, and does it so well!
I believe in the power of education to transform young people, to help them become more thoughtful, skillful and creative, and better able to build a more just and harmonious world. Independent school teachers and administrators are uniquely positioned to provide this kind of transformative education; their work is more important than ever, and thus so is the charge to support their own development. Having experienced firsthand the power of the CATDC's programs, I am eager to deepen and extend its reach.
I look forward to meeting many of you in the coming months at workshops and other events. Feel free to reach out to me to introduce yourself and offer your own ideas about the CATDC's future.
Read more...  
Permission to Pause
By Dr. Pernambuco-Wise, Sea Crest School 

There is a fine balance between the traditions that we wish to keep in our independent schools and the push of innovation that encourages us to seek new heights. New technologies, methodologies of teaching, and fierce competition from other educational establishments urge us to ever more rapid pacing to accomplish our goal-to do more with less, and do it faster. Very few within our institutions are unaffected by these changes and as a result, we see increased signs of stress from our constituents, which must be addressed at all levels.
Entering Sea Crest School as its new Head four years ago, with the vision of moving our school from good to great, we set five major strategic initiatives, which included new curricula in mathematics, character education, health & wellness, innovation lab and technology. Additionally, we introduced an employee professional development and performance evaluation system and underwent our re-accreditation. The faculty, staff, administration and trustees rose to the challenge and the school thrived. There was an important thing to note, however. For all the goodwill, professionalism and sheer joy that was present within the school, the pace was unsustainable.
My personal realization came one summer morning when my husband said to me that whilst he would continue to support me fully, we could not go through another year of my being all consumed with my job. From the time I rose in the pre-dawn mornings to the time I went to bed, school had become the only topic of conversation and thought. He called me an 
iDrone, permanently welded to e-mail. The board expressed concern about my burnout and I became aware that if this was happening to me, it was most likely occurring with the administrators, faculty and staff. Ironic though it was, Sea Crest needed another initiative.
The Sea Crest Faculty/Staff Health & Wellness Program grew from conversations and discussions with faculty/staff regarding ways that we could mitigate the stress of the fast pace without losing the momentum and quality we had gained. We changed our 7-day pre-service schedule from being packed with workshops and meetings to incorporate time for mindfulness moments (e.g. yoga class, mindfulness through art, beach walking, playing a pick-up game) and extended periods of classroom preparation time that were free of administrator-scheduled meetings.
Mindfulness moments have been woven into the fabric of our school-whether in the invocations that open each of our faculty/staff and board meetings or the centering breathing of our pupils at the start of all-school assemblies. Teachers begin various portions of their day-first thing in the morning, following recess, after lunch, etc.-with these moments such as mindful breathing, yoga, reflection and meditation. These activities can be as short as two minutes long and rarely take more than 15. The teachers spearheaded their own initiative and instituted monthly faculty/staff lunch potlucks. We also agreed that during the school year, whilst we endeavor to respond to e-mails within 24 hours of receipt, we are not compelled to answer them after 5pm on a weekday or during the weekends. My holiday e-mail responses begin with a statement that Sea Crest is encouraging our faculty/staff to enjoy time with our loved ones. This gives the expectation that messages may not be responded to as quickly as when school is in session.

Q&A with CATDC Facilitator Stella Beale

When did you first get involved with the CATDC?

I am pretty sure my first experience with the CATDC (then BATDC) was back in 2007; I had just moved out to San Francisco from Ann Arbor, Michigan, and I was teaching English full time at San Francisco University High School. After receiving an e-blast from Janet McGarvey, a couple of colleagues and I signed up for a one-day workshop on facilitating discussion with Kate Moore. That workshop was all it took. I have been something of a CATDC junkie since then. I thoroughly enjoyed the workshop, but-more than that-I was energized by the opportunity to confer with colleagues from a host of different area schools about some of the challenges I was facing as a teacher. This, I think, is the magic of CATDC. The programs are tremendous and the facilitators high skilled, but it is the opportunity to learn from my peers and to network in truly meaningful ways that keeps me coming back.

How have your views changed on what it means to be a leader?

My philosophies of education and leadership are evolving entities.  My understandings and beliefs have been and will continue to be formed and re-formed by my experiences, readings, and by my ongoing efforts to ask and answer a set of critical questions including, but not limited to, the following: How might we best put learning and students at the center of all that we do? How might we more effectively communicate with one another? How might we best approach the tension between the individual and the community that is so prominent in independent schools? And how can we best honor the past while positioning our students and ourselves for the future? These questions and questioning in general are essential. My experience and mentors have taught me that leadership is a lot less about having the answers than, perhaps, I thought it was in the early days of my career.
Even as my understandings of what it means to be a leader evolve, I do find myself returning to a few fundamental truths. One such was offered by John Dewey when he exhorted schools and their leaders "to make ceaseless and intelligently organized effort[s] to develop above all else the will for co-operation and the spirit which sees in every other individual one who has an equal right to share in the cultural and material fruits of collective human invention, industry, skill and knowledge" (Dewey, 1974, p. 13). The question of how to make his vision a reality is one that I hope never to cease asking, and one that has drawn me inexorably toward leadership. Leadership is becoming. Becoming a model, a mentor, a servant, a follower, an inspirer, a storyteller, a manager, a course-charter, a vision-setter, and, ultimately, one's own true self. "To keep at it" is my aim (Dewey, 1914, p. 428).