Hispanic Teachers and Leaders in Catholic Schools: Special Issue Introduction

Background: A Flood is the overflow of river discharge because the water exceeds the capacity of the river's capacity so that it inundates the lowlandareas.The intensity of rain that is high enough can result in flooding, causing material losses, casualties, and various diseases. Knowledge of flood disaster management can be increased with Health Education using the Tabletop Disaster Exercise media. Objective: To find out the effect of health education on the knowledge of PSIK students in the sixth Semester ofIKesT Muhammadiyah Palembang about flood disaster management. Methode: This research was a Pre-Experimentalresearch using One Group Pretest and Posttest with a quantitative research model. The sampling technique used was Simple Random Sampling, with a sample of 37 respondents. Data analysis using Wilcoxon test.. Results: The knowledge value obtained before the intervention was 9.00 and after the intervention was 11.00 with a p value of 0.001 <0.05. Conclusion: Health education using the Tabletop Disaster Exercise media was quite effective in increasing knowledge in flood disaster management because it can be presented in an easy-to-understand format.


Journal of Catholic Education
Fall 2022, Volume 25, Issue 2, 1-4 This work is licensed under CC BY 4.0.

His panic Teachers and Leaders in Cath o lic Schools: Special Issue Introduction
Melodie Wyttenbach 1 and Hosffman Ospino 1 W e 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 advance ment 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 Talent 1 ) (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. Cath o 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 major ity 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 ta tions 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.
The 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 inter ested 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 o lic 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 His panic 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 Edu cator 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 Frame work 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 Language 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 chal lenges they face as they adapt to a new sys tem of school ing from other countries. 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 Diversity 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 Translanguaging 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 ri ences 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 edu ca 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.