Aashna Khurana is a doctoral candidate at Boston College’s Lynch School of Education. Her research centers Universal Design for Learning (UDL) and the evaluation of system-level reforms that build inclusive capacity for students with disabilities. Using realist and equity-centered approaches, she examines how policy, leadership, resources, culture, and organizational learning interact to make inclusion sustainable across schools and networks. She brings practitioner experience from Pratham, supporting large-scale improvement initiatives, and from CAST, contributing to UDL-aligned design and accessibility work. Aashna’s scholarship bridges special education, implementation and improvement science, and organizational theory to generate actionable guidance for educators, leaders, and policymakers.
First Speaker: Adam Taylor
Adam Taylor is Lecturer in Educational Leadership at the University of Melbourne. Prior to joining the Academy, he led in Catholic secondary school and school system contexts for over 25 years, as a deputy principal and principal, and as a national director with a network of more than 50 schools, working across every Australian state and territory. His current research interests include the governance of Catholic schools in Australia.
Second Speaker: Richard Rymarz:
Richard is Professor of Education at the University of Notre Dame Australia. He has had a long career as a teacher, writer and researcher with a particular focus on Catholic education. His most recent work seeks to better understand educational institutions in contemporary cultural contexts as well as abiding interests in teachers and religious education in Catholic schools.
Dr. Áine Moran is a school principal, educational leader, and co-founder of Folláine Catholic Education Leadership Services. She is the founding principal of Le Chéile Secondary School, Tyrrelstown, and currently serves as principal of Sancta Maria College, Louisburgh, where her leadership has focused on culture, inclusion, creativity, and digital transformation. Áine holds a doctorate in education with a particular interest in Catholic leadership formation, Christian anthropology, and whole-person flourishing. Her work bridges theory and practice, drawing on Gospel-inspired leadership, contemporary research, and the lived realities of school leaders. Through Folláine, she supports leaders and boards across Ireland through formation programmes, coaching, retreats, and ethos development rooted in faith, hope, and love.
Alex Alatriste is an ACE Teaching Fellow and M.Ed. candidate at the University of Notre Dame. For the past two years, Alex has served as a fourth-grade teacher at St. Ann School in Chicago, IL. She holds an MA in Criminal Justice from Arizona State University and a BA in International Studies and Communications from the University of Central Florida. By looking at education through a multidimensional lens, Alex seeks to uncover how social institutions can best support underprivileged youth.
Amalee Meehan (PhD, Boston College) is Assistant Professor of Religious Education at Dublin City University (DCU) and Associate Researcher at both the National Anti-Bullying Research and Resource Centre (ABC) and Mater Dei Centre for Catholic Education, both at DCU. Amalee currently leads the European Cooperation in Science and Technology (COST) project Religious Identity, Bullying and Wellbeing at School: A Transnational Collaboration (ORBIT), and serves as a director of the All-Ireland Catholic Education Partnership.
Thi An Hoa Nguyen (known as Sr. An-Hoa) has a Ph.D. in Theology and Education at Boston College and is a perpetual member of the Congregation of the Lovers of the Holy Cross of Đà Lạt, the first women’s religious order established in Vietnam in 1671. She also certifies as a spiritual director. Sr. An-Hoa holds an M.A. and certification in Educational Leadership and Ministry from Yale University. Her research focuses on the role of religious education in fostering family ministry, pastoral care, and spiritual intelligence in the context of identity and faith formation. An-Hoa aims to refine her pedagogical methodologies and pastoral skills in practical theology to empower families in immigrant communities and enhance the roles of women in ministry and society.
Dr Anne-Marie Irwin is the Founder of The SALT Approach. Having taught in Catholic and independent schools for over 35 years, she is currently an adjunct lecturer at the University of Notre Dame and a religious education consultant.
Anne-Marie spends much of her time producing a rich Learning Hub for educators, demonstrating how SALT materials can be effectively implemented and providing professional development for educators using the SALT Approach in schools, parishes and universities.
Dr. Chris Haug serves the Congregation of Holy Cross as Provincial Assistant and Director of Apostolic Mission & Charism, supporting lay and religious collaborators in advancing Holy Cross’ mission and charism. His work focuses on mission integration as a spiritual and pedagogical task, with particular attention to theological reflection, formation processes, and organizational culture. Dr. Haug has contributed to the development of formation resources across higher education and K–12 contexts and regularly presents on charism, spirituality, and collaborative leadership within Catholic institutions.
Rev. Ricky Bevington, CSC, is a priest of the Congregation of Holy Cross and serves at King’s College in Wilkes-Barre, Pennsylvania as Assistant Director of Campus Ministry. Committed to the Holy Cross mission of educating hearts and minds, he is actively engaged in campus ministry, formation, and student accompaniment. His work focuses on integrating faith, justice, and intellectual inquiry within Catholic higher education. Rev. Bevington brings a pastoral and mission-centered perspective to his ministry, fostering communities rooted in hope, service, and the transformative power of the Gospel.
Chris -
Chris Martin is a Catholic education leader with nearly 15 years of experience supporting schools through leadership formation, governance development, and strategic planning. Working at Boston College’s Roche Center for Catholic Education, Chris co-designed and leads executive formation and board development programs for Catholic schools. Previously, Chris worked with the Healey Education Foundation, coaching more than 80 school and board leaders across the US through board governance transitions and strategic growth. He has also served as a senior school administrator and as vice chair of a Catholic high school board. Chris holds graduate degrees in Education Administration and Pastoral Ministry from Boston College.
Gregg -
Gregg Chambers is the Principal of Saint Agatha School in Milton, MA and was an educator and administrator at Saint Catherine of Siena School in Norwood, MA. Gregg was also a professional fundraiser for Catholic schools and non-profit organizations in the Boston area for twenty-three years. He holds a BS in Finance from Boston College, an MBA from Babson College. Gregg has been a cohort member of Board Development Institute and the Executive Leadership Academy of the Roche Center for Catholic Education at Boston College as well as a Fellow of the Lynch Leadership Academy at Boston College.
Dr. Christian Gilde is a Professor in the Business and Technology Department at the University of Montana Western. He received his Ph.D. in the United Kingdom and his M.A. from Boston College. He conducts research in the areas of management, teaching, and the sociology of organizations. His previous research translated into books on higher education and consumerism. His teaching interests include management, marketing, and leadership in a formative education context. Dr. Gilde is the editor of an intensive-mode teaching journal and a business education journal.
Christine Trinter serves as Professor of the Practice specializing in Mathematics Education at the University of Notre Dame Institute for Educational Initiatives and is the Director of the ACE Ascent Program. She teaches mathematics, leadership, and data visualization courses and studies factors associated with teacher development. After earning her B.A. from Fordham University, Christine served in the Jesuit Volunteer Corps then taught in both Catholic and public middle and high schools in Massachusetts and New York. She earned an M.A. and a Ph.D. in mathematics education from Columbia University and the University of Virginia, respectively
Chris Rakovec has been an instructor at Boston College High School since 2010 with appointments in the Modern Language and Fine & Performing Arts Departments. He has taught all levels of Spanish in grades 9-12 and serves as the Director of the Liturgical Musicians Ensemble. In addition to coordinating liturgical music for school liturgies at BC High, Chris works as a freelance organist, pianist, and choral conductor at several churches and cathedrals throughout New England. He holds a M.Ed. in Curriculum & Instruction from Boston College and a Master of Sacred Music from Boston University.
Christopher P. Millett currently serves as the student engagement coordinator and head girls varsity soccer coach at Bishop Guertin High School in Nashua, New Hampshire. He is an Ed.D. candidate in Creighton University’s Interdisciplinary Leadership program. His research focuses on discipline, student formation, leadership development, and whole-person education.
Dr. Ronald D. Fussell has built a distinguished career as an educator and leader in public and Catholic schools. Before joining Creighton University, he served as Associate Superintendent for the Diocese of Manchester, New Hampshire leading initiatives in curriculum, leadership development, evaluation, and Catholic school identity across 26 schools. At Creighton, Dr. Fussell is Associate Professor of Education and Director of Catholic School Leadership. Nationally, he serves in leadership roles supporting Catholic education and standards. A passionate advocate for Catholic education, he frequently presents and provides professional development on Catholic school identity and leadership.
Clare Kilbane, Ph.D., is a Professor of the Practice with the McGrath Institute for Church Life at the University of Notre Dame, USA. Clare has worked in the field of education for over 30 years, including at 4 different institutions of higher education and a Catholic elementary school.
Clare is a versatile scholar, having authored eight books and over 30 articles, as well as websites, podcasts, and multimedia objects. Her work focuses on professional education, Catholic education, and 21st-century skills through the lens of faith. She leads professional development for educators through McGrath nationwide, developing and administering online courses.
Christopher J. Anthony is an Associate Professor of School Psychology at the University of Florida. A prolific researcher with over 40 publications and 2,000 citations, he co-authored widely used assessments like the SSIS Rating Scales. His work focuses on child development, social skills, and psychometric fairness.
A recognized global leader, Chris is a Fulbright U.S. Scholar and recipient of the Early Career Scholar Award. His assessments impact children in over 30 countries. He remains dedicated to enhancing the well-being of youth through advanced assessment and international collaboration.
Comfort Ayavga is a PhD candidate in Curriculum & Instruction (Mathematics Education) in the Lynch School of Education and Human Development at Boston College. She serves as a graduate research assistant and teaching assistant at the Lynch School. She is the past President of the Graduate International Students Association (GISA). Comfort earned a bachelor’s degree in education/mathematics from the Catholic University College of Ghana (CUCG) and a master’s degree in Secondary Education/Mathematics from Boston College. Her research focuses on equitable mathematics learning, with particular attention to school-based interventions that strengthen girls’ engagement, identity, and persistence in STEM in Northern Nigeria.
Cora is the Director of the Mater Dei Centre for Catholic Education (MDCCE) at Dublin City University (DCU). She manages the Centre's operations and is responsible for coordinating its activities in teaching and learning, research and engagement. Cora is a member of the School of Human Development in DCU. She teaches Religious Education at undergraduate and postgraduate levels. Her research interests include Children’s and Family Spirituality, Religious Education and Contemplative Pedagogies. She has a passion for Montessori inspired forms of Religious Education. She is a Godly Play Trainer and a founding member of Godly Play Ireland.
Cristóbal Madero SJ is a Chilean academic, recognized in teacher and education studies in Latin America. A sociologist by training, he earned his PhD in education at the University of California, Berkeley, complementing his perspective with studies at Boston College. He is currently an Associate Professor and Vice-President for University Identity, and Community and Global Engagement at Alberto Hurtado University (Santiago, Chile). He has led multiple research projects on teacher professional identity, vocation, attraction and retention of teachers, both in Chile and internationally. Her extensive academic production, which includes books, chapters and articles in specialized journals, as well as her participation in projects with UNESCO, OECD, JRS and other organizations, reflects a critical and innovative look at teaching work, confessional education and educational inclusion. This solid combination of training, research and public commitment positions him as an influential expert in the development of educational policies and in the reflection on the meaning and future of the teaching profession in Chile and the region.
Dan Roy
Dan has served as Superintendent of Catholic Schools in the Diocese of Fall River since 2020. Previously, Dan was an associate superintendent at the Catholic Schools Office in the Archdiocese of Boston. His focus was on mission effectiveness and leadership, developing and supervising a principal evaluation system, and providing ongoing support to principals and pastors on human resources, legal issues, and other school policy matters. Prior to that, Dan was the principal at Nativity Prep, where he directed a rigorous, faith-based academic middle school program for boys from low-income families residing in Boston. A Catholic school teacher for 11 years, Dan was on the faculty at Nativity and at Bishop Feehan High School in Attleboro. Dan holds two Masters of education degrees from Boston College, in educational leadership and in secondary education. He earned his bachelor’s degree in religious studies from Macalester College in St. Paul, Minnesota. He is married and the father of twin girls. His wife is a Catholic head of school outside the Fall River Diocese, and his daughters attend Catholic high school.
Patty Lansink
Patty Lansink started her education career as a science teacher, coach, and high school guidance counselor almost 30 years ago. She served as principal at St. Rose of Lima Catholic School in Denison, Iowa from 2011-2018, while also serving the Diocese of Sioux City as assistant superintendent for 3 of those years. She took over as interim superintendent in 2017 and has been serving in the superintendent role since 2018. Patty earned a B.S. degree in Zoology from Iowa State University, and completed her teaching endorsement in science education. She earned a M.S. in Education from Buena Vista University, and completed the Ed.S program at Wayne State University. She attended and served as a coach for Notre Dame University’s Latino Enrollment Institute, and was a School Leader Fellow with the American Federation for Children in 2023-24. In Iowa, Patty served on the Iowa Alliance for Choice in Education Board for over 10 years, and currently serves on the Iowa Department of Education Nonpublic School Advisory Committee. Patty lives in Ida Grove, Iowa with her husband, Jayson, and they have 2 grown daughters, and a son in high school.
Kristen Donahue
Kristen Donohue serves as the Secretary of Catholic Education and Superintendent of Catholic Schools in the Diocese of Scranton, Pennsylvania. Throughout her career in education spanning over 20 years, she has fostered an educational environment that promotes academic excellence and individual growth. She has dedicated her career to enhancing the educational landscape for all students and school families she serves. Prior to her current role, Kristen held administrative positions in the Pennsylvania public school system, as well as teaching positions in the Pennsylvania and New Jersey public school systems. Kristen holds advanced degrees in education and leadership from the University of Scranton, PA and Wilkes University, PA. Under her leadership in her current role, she worked to develop and implement a strategic growth plan that promotes sustainable approaches to funding and maintaining Catholic education, as well innovative programs that support both students and educators, while emphasizing the importance of the Catholic faith. Kristen resides in Clarks Summit, PA with her husband, Patrick, and three children, who all attend the Catholic schools in the Diocese of Scranton.
Daniel O'Connell (PhD Boston College) is an Assistant Professor of Religious Education at Mary Immaculate College, Limerick, Ireland. His research interests are religious education and Catholic primary schools; the public significance of Christian faith and the place of Catholic education in a pluralist society. He was the Principal Investigator (PI) on the recent GRACE Ireland research project into the lived reality of Catholic ethos in Irish primary and secondary schools, for reports see: www.mic.ul.ie/GRACE
Darryl De Marzio is the Executive Director of the Portsmouth Institute, a leading Benedictine center for the Catholic intellectual, contemplative, and liturgical life, located in Portsmouth, Rhode Island. Prior to this role, he was Professor of Foundations of Education at the University of Scranton where he taught courses in philosophy of education and educational psychology. Earning his PhD in philosophy and education from Teachers College, Columbia University, Dr. De Marzio has published articles in leading journals such as Educational Theory, Studies in Philosophy and Education, Educational Philosophy and Theory, Childhood and Philosophy, and Teachers College Record.
David Fincham is Honorary Professor of Catholic Education Research, HEA Senior Fellow at St Mary’s University in Twickenham and a former Programme Director of the MA in Catholic School Leadership programme. He has been involved in Catholic education for over fifty years and during that time he has had practical experience of a range of roles in Catholic secondary schools in England, including Head of Year, Head of House, First Deputy Headteacher and Acting Headteacher. His most recent book Christian Educational Leadership: Models of Practice was published in 2024 by Don Bosco Publications.
David has worked in Sydney Catholic Schools for more than twenty years, as a Primary Educator, and in various roles within the Mission and Identity Directorate. He is currently the Specialist: Innovation and Partnerships, working to enrich Faith Formation and Religious Education through the use of innovative technologies, strategies and resources. He holds a Bachelor of Education, Master of Religious Education and a Graduate Certificate in Educational Leadership. David is passionate about using data to inform practice.
David Palmieri is a husband, father, and Catholic educator who has served as a high school theology teacher for more than 25 years. He is the founder of Without Exception, an international network of educators committed to the art of accompaniment for sexual and gender minority students in Catholic schools. David works with schools, parishes, and dioceses to provide formation and guidance in pastoral care for young people and their families. He holds degrees from Colby College, Harvard Divinity School, Boston College, and The Catholic University of America. In 2022, he received the Lead. Learn. Proclaim. award from the National Catholic Educational Association.
Deoksoon Kim
Deoksoon Kim is a Professor and Director of the Transformative Education Lab at Boston College. Her research focuses on second language literacy, instructional technologies in teacher education, and language learning through social media. She has published widely in leading peer-reviewed journals, including AERA Open, Computers & Education, International Journal of Educational Research, and the Journal of Second Language Writing, and has edited three volumes. Her current work includes collaborations with the Lemelson-MIT Program, research on CityConnects, and design-based studies using digital storytelling with middle school students. She has received multiple research awards, including the AERA Online SIG Best Paper Award (2024) and the KAERA Best Research Paper Award (2025).
Susan Martinelli Shea
Susan Martinelli Shea is a member of the Board of Trustees of Boston College and the Founder and President of Dancing with the Students. For more than twenty years, her nonprofit organization has brought ballroom dance education to students in underserved communities, fostering self-esteem, confidence, and respect for others. The program currently operates in schools in and around Camden, New Jersey; Philadelphia, Pennsylvania; and Los Angeles, California. Shea spent fifteen years as a special education teacher across five states and also serves on the Board of Trustees of the Gesu School in Philadelphia. Her honors include the James F. Cleary Masters Award, the Great Friends to Kids Award, and the Gesu Spirit Medal. She holds degrees from Boston College and Johns Hopkins University.
Katrina Borowiec
Katrina Borowiec recently defended her PhD dissertation in Measurement, Evaluation, Statistics, and Assessment at the Boston College Lynch School of Education and Human Development. Her research interests center on evaluating and assessing student learning, sense of belonging, community, and well-being of the whole person using quantitative, qualitative, and mixed methodologies. Her research has been published in a variety of peer-reviewed journals including AERA Open, Teachers College Record, and Quality of Life Research. Before her doctoral studies, Katrina worked in institutional research and completed a master’s degree in higher education and survey research methodology.
Dr. Adam J. Dufault serves as Superintendent of Catholic Schools for the Diocese of Columbus, overseeing 50 schools that educate nearly 18,000 students. Since his appointment in 2018, he has focused on strengthening Catholic culture, advancing academic excellence, and ensuring long-term sustainability. He speaks and writes frequently on the mission of Catholic education, emphasizing formation rooted in faith, truth, and service. Previously, he served as Interim and Associate Superintendent in the Archdiocese of Denver and spent 14 years as a teacher and principal in the Archdiocese of Chicago. Dr. Dufault holds degrees from Georgetown University, Dominican University, and Seton Hall University.
Anthony has worked in education for the last four decades, as a teacher, school administrator and system director. Currently, he is employed as the Director of Mission and Identity for Sydney Catholic Schools (147 schools, 75,000 students and 10,000 staff), a position that he has held for the last twenty years. Anthony holds a Bachelor of Education, Master of Religious Education, Master of Educational Leadership and Master of Theological Studies. In 2018 Anthony completed a Doctor of Philosophy, his thesis examining Australian involvement in World Youth Day. Anthony writes regularly for academic journals and Catholic newspapers.
Richard is currently a Professor of Education at the University of Notre Dame, Australia. He has had a long and distinguished career as a teacher, writer and researcher, with a particular focus on Catholic education. He has an abiding interest in Religious Education, a discipline in which he has written and reviewed RE curricula, trained teachers and developed teaching and learning resources for children and young people. Richard's most recent work seeks to better understand educational institutions in contemporary cultural contexts.
Formerly an engineer and retraining to be a primary school sports specialist teacher in inner City Liverpool, UK John was headhunted to write educational projects to connect community with innovation using European Objective One funds and as a Senior Lecturer in teacher training at Liverpool Hope University writing inclusion and entrepreneurial learning projects . He has an Msc and PhD focussing on citizenship education and service-learning linked to creativity and new venture creation. More recently John was Principal at St Vincent's school for the blind connecting best practice innovation to over 20 countries . He has secured a Pearson's Education Lifetime Achievement award and recognition including Freedom of the City of Liverpool . He now is funded by the Albert Gubay Charitable Foundation seeking to connect Catholic Social Action for the marginalised.
Professor John Topliss is a prominent Australian Catholic educator, academic, and administrator, currently the Managing Director of the Catholic Institute of Western Australia (CIWA) and Program Coordinator of Religious Education at The Notre Dame University. With decades of experience as a teacher and leader, his work focuses on religious education, leadership formation, and mentoring teachers, integrating faith with modern pedagogy in Catholic schools.
Dr Lily Barry is a Chaplain and Lecturer in Religious Education at Marino Institute of Education, Dublin, within the Department of Inclusion, Religious Education and Wellbeing. Her research focuses on school Chaplaincy, ethos, liminality, and holistic formation. She is the author of Call to Courage: The Art of School Chaplaincy (2025) and has published and presented internationally on chaplaincy, inclusive pedagogy, and wellbeing. Lily is a Director and Chair of the Ethos Committee of the Spiritan Education Trust, a member of Crói and a newly qualified Ignatian-trained spiritual director.
Dr. Elizabeth Loehr is the Upper School Principal of Sacred Hearts Academy in Honolulu, Hawai‘i, where she leads grades 7–12 with a focus on inclusive instructional leadership and systems-level school improvement. Her doctoral research examines how K–8 Catholic school leaders in school-choice states advocate for and support students with specific learning disabilities amid policy, funding, and structural constraints. Grounded in dialectical and systems thinking, her work explores enrollment practices, instructional strategies, and public–private collaboration. Dr. Loehr’s scholarship bridges Catholic social teaching, educational equity, and leadership practice in faith-based schools.
Eric Roland is a doctoral student in the Formative Education program and a fellow in the Roche Center for Catholic Education in the Lynch School of Education and Human Development at Boston College. In addition, he serves as the interim director and director of partnerships at the Tang Institute, a teaching and learning ideas lab at Phillips Academy Andover. Eric earned a bachelor’s degree in international studies from Fairfield University and a master’s degree in international relations from The Fletcher School at Tufts University. His interests revolve around whole person formation for social impact, global citizenship, and meaningful community engagement.
A Catholic priest from Nigeria and a research fellow with Roche Center for Catholic Education, Boston College. He is on the steering committee for Global Researcher Advancing Catholic Education (GRACE) and the planning team of PACTPAN online University, Kenya, Africa. Gilbert held a teaching fellowship at the Lynch School of Education and Human Development at Boston College and served as a principal, administrator, and teacher in Nsukka Catholic schools in Nigeria. His research interests include Catholic school leadership, educational foundations and policy development, teacher education, learning models, holistic education, and indigenous studies. He holds a PhD in Curriculum and Instruction, and two master's degrees in Educational Leadership and Administration and in Curriculum and Instruction.
Juan García-Huidobro S.J. is an engineer and Jesuit priest, with eight years of teaching and pastoral experience with youth in Chilean Jesuit primary and secondary schools. This experience includes working in Fe y Alegria, the largest public-private educational network in Latin America. He studied a Ph.D. in Education at Boston College, with a focus on curriculum innovation in secondary schools. He has published several books and articles in Pensamiento Educativo, the Journal of Educational Change, the Journal of Catholic Education, the Curriculum Journal, and the International Catholic Journal of Education. Since September 2019, he serves as the Provincial Delegate for Primary and Secondary Educatio, and President of the Chilean Network of Ignatian Schools (REI, for its Spanish initials).
Fr. Simon Zachary, SJ currently teaches in the social studies department and serves as a school chaplain at Brophy College Preparatory in Phoenix, AZ; he has also taught and helped with chaplaincy work recently at Seattle Preparatory School. Simon is passionate about Ignatian education and is particularly interested in measuring student impact. While studying at the University of San Francisco, Simon wrote his master's thesis on the Profile of the Graduate at Graduation as lived out at Brophy; two years ago, he designed a modified version of the SPS II survey and administered it to graduating Brophy seniors. Simon also holds a master's in divinity degree from Santa Clara University's Jesuit School of Theology and a master's in international political economy from Fordham University. When not at school, Simon can be found baking, cooking, drinking coffee, praying, or wishing he were on the shores of the Mediterranean Sea with his extended family in Egypt!
Comfort Ayavga is a PhD candidate in Curriculum & Instruction (Mathematics Education) in the Lynch School of Education and Human Development at Boston College. She serves as a graduate research assistant and teaching assistant at the Lynch School. She is the past President of the Graduate International Students Association (GISA). Comfort earned a bachelor’s degree in education/mathematics from the Catholic University College of Ghana (CUCG) and a master’s degree in Secondary Education/Mathematics from Boston College. Her research focuses on equitable mathematics learning, with particular attention to school-based interventions that strengthen girls’ engagement, identity, and persistence in STEM in Northern Nigeria.
Holly Hoffmann (MAT and CAS, Educational Leadership) is a PhD student in Formative Education at Boston College. Following a twenty-year career in secondary school teaching and academic leadership, she earned her MDiv at Yale Divinity School and served in parish ministry. She earned a MA in Christian Spirituality at Creighton University. She serves a spiritual director within the tradition of Ignatian Spirituality in a variety of retreat contexts. Her scholarly interests include the formation of teachers, school and church leaders, and spiritual directors and the fields of Jesuit Pedagogy, Ignatian Spirituality, and Catholic Education.
Eric Roland is a doctoral student in the Formative Education program and a fellow in the Roche Center for Catholic Education in the Lynch School of Education and Human Development at Boston College. In addition, he serves as the interim director and director of partnerships at the Tang Institute, a teaching and learning ideas lab at Phillips Academy Andover. Eric earned a bachelor’s degree in international studies from Fairfield University and a master’s degree in international relations from The Fletcher School at Tufts University. His interests revolve around whole person formation for social impact, global citizenship, and meaningful community engagement.
Ionell Jay R. Terogo is a teacher education instructor and academic administrator in a Catholic higher education institution in the Philippines. A Fulbright scholar, he is currently completing his Ph.D. in Higher Education and Student Affairs at The Ohio State University. His dissertation examines critical and postcolonial organizational identity change in a Philippine Catholic teacher education institution, focusing on how faith-based schools navigate sociopolitical and cultural shifts. His ongoing research explores tensions and marginalizations in Catholic education and higher education internationalization, with emphasis on governance, professional autonomy, and equity. His work seeks to illuminate intersections of religion, policy, and social justice globally.
Jarrod Stadnyk, Ph.D. has been a high school religion and humanities educator for twenty years at a Catholic and Jesuit high school in Winnipeg, Canada. Jarrod has a Master of Education and a Ph.D. both from the University of Manitoba. His graduate work focused on aspects of Jesuit education. Jarrod’s M.Ed. thesis concentrated on the Profile of the Graduate at Graduation, which is a set of values that Jesuit schools in Canada and the USA try to instill in students. Jarrod’s doctoral dissertation was on cura personalis within the Jesuit Refugee Service’s education programs for Syrian refugees in Lebanon.
Jeremy Alexander works for the Roche Center for Catholic Education at Boston College, where he focuses primarily on teacher leadership programs and coaching teachers in Catholic schools. He also teaches undergraduate students in the Department of Formative Education. Jeremy’s teaching and research focus primarily on the formative nature of education and the kinds of people schools are working to develop. Along with this, he has a particular interest in understanding the civic formation of students and communities and the impact of Christian nationalism on religious and public schooling.
Jo has significant background in education as a teacher, a school leader, system team leader and now as Director- Catholic Life, Education and Mission, forming part of the leadership team for the system of schools.
Since 2015 Jo’s work has involved leading a more contemporary understanding of mission in everyday life and particularly in Catholic education through the influence of the “Educating with a Mission Lens” programme in schools and system teams.
During 2018 and 2019 Jo worked for Catholic Mission in the role of Adult Mission Formation Educator and she has facilitated retreat and formation opportunities for system and school leadership, RECs and school staff in Wollongong diocese, Wagga diocese and Parramatta diocese as well as with clergy groups and other Catholic community groups in Brisbane and Sydney.
In 2020 Jo returned to a leadership role in Catholic Education, Diocese of Wollongong and in 2021 began in the role of Director, Catholic Life, Education and Mission. Jo has degrees in Social Welfare and Primary Education, a Masters degree in Theology and Religious Education and a Graduate Certificate in Leading a Catholic Culture. Her passion is helping young people and staff develop a faith that helps them navigate life successfully and enables them to flourish and make contributions to the flourishing of others.
John Reyes serves as the Director of Research and Program Evaluation at the Roche Center for Catholic Education within the Lynch School of Education and Human Development at Boston College. His research focuses on considerations of equity and excellence in Catholic schools, including leadership and governance in Catholic schools, teacher recruitment and retention, holistic formation, and social and emotional learning in Catholic schools. Prior to joining the Roche Center in 2021, he served as the Executive Director of Operational Vitality at the National Catholic Educational Association, Assistant Superintendent for Academic Excellence and Budget Supervision for the Diocese of Charleston, and Director of Educational Technology for the Archdiocese of Los Angeles. He holds a doctorate in Organizational Change and Leadership from the Rossier School of Education at the University of Southern California.
Dr. John-Paul Sheridan is a priest of the Diocese of Ferns and was ordained in 1990. Undergraduate degrees from NUI Maynooth (BA) and the Pontifical Gregorian University (STB). Post-graduate degrees from Boston College (MEd) and University of Dublin at Trinity College (PhD) and the King’s Inn (Diploma in Education and Law).
He joined the staff at Maynooth in 2014 as Education Programmes Coordinator. As well as specialising in Religious Education and Catechesis, he also teaches courses in both Systematic Theology and Liturgy. He has written on the subject of Religious Education and Catechesis and on Children and Liturgy.
Julia DeVoy, PhD, MTS (Harvard), MBA (Oxford), MLS (BC Law ‘26) serves as Dean of Undergraduate Programs at Boston College, LSEHD. She co-founded the “Design for Impact” initiative, leading several international competition award-winning design-thinking teams and launching several entrepreneurial ventures. With expertise in cyber-strategy and ethics, she serves on the Harvard Business Review Advisory Council, Harvard Dean’s Council, and Harvard Divinity School Ai Advisory Board. The 2017 Oxford International GOTO Award recipient for ethical business innovation, her work bridges ethics, cyber, Ai, and human development. A winner of BC’s faculty mentor Trzaska and Illumination Awards, she fosters mission-aligned ethical leadership.
Julie Dallavis is the O'Shaughnessy Associate Professor of Educational Studies in the Institute for Educational Initiatives at the University of Notre Dame. Her work examines school organization and culture, school sector differences, and choice policies using mixed methods. A former Catholic school teacher, her research connects the sociology of education and religion, focusing on Catholic schools.
Mary Frances (Frankie) Jones is faculty in the Mary Ann Remick Leadership Program and the Faculty Liaison for School Revitalization for the Notre Dame ACE Academies. Her research focuses on efficacious approaches to improving teaching and learning in schools, and the ways in which teachers and school leaders facing accountability pressures successfully enact improvement strategies and cultivate productive school properties for improvement.
Julie-Anne Tallon is a Catholic education leader from England, serving as Director of the Catholic Primary Partnership, providing continuous professional development and formation for leaders, teachers, and governors across 150 Catholic primary schools in England. A former headteacher with 26 years in primary education, she is a lead Catholic Schools inspector for the Archdiocese of Birmingham and an experienced school governor. Currently completing her PhD at St. Mary's University, Twickenham, Julie-Anne researches opportunities for encountering Christ in Catholic primary schools. A keen marathon runner, she has completed over 20 international marathons, including Boston, holds the Abbott World Marathon Majors 6-star medal, and is training for Sydney 2026.
Kaitlin Reichart, EdD, is the Greeley Endowed Chair at the Andrew M. Greeley Center for Catholic Education and a Clinical Assistant Professor at Loyola University Chicago. In this role, Kaitlin supports professional learning through teaching, presentations, and research that focuses on school leadership, MTSS, AI, and social-emotional development. Prior to this role, Kaitlin was an elementary school principal and teacher.
Michelle Lia, EdD, is a Co-Director of the Andrew M. Greeley Center for Catholic Education and a Clinical Associate Professor in the School of Education at Loyola University Chicago. She plans and leads professional learning and provides instructional coaching for teachers in and around Chicago and across the country. She also teaches School of Education courses in the areas of curriculum and instruction, instructional coaching, and literacy.
Katie Ward is a Ph.D. student in Curriculum, Instruction, and Teacher Education at Michigan State University and a Research Fellow with the Roche Center for Catholic Education at Boston College. Her research focuses on religion and education in the US, examining teachers’ religious and spiritual identities, culturally sustaining pedagogy in Catholic schools, and movements of ethnoreligious nationalisms impacting education. She has served as a Catholic school educator and holds a Master of Theological Studies degree from the Boston College Clough School of Theology and Ministry and Bachelor of Arts and Master of Education degrees from the University of Notre Dame.
Dr. Katy Lichon serves as Associate Teaching Professor in the Alliance for Catholic Education (ACE) at the University of Notre Dame, where her research and teaching focuses on dual-language learners and the formation and accompaniment of educators for mission-driven Catholic schools. A scholar-practitioner, she brings expertise in theology, spirituality, and mission integration, with particular attention to how Catholic identity is lived and sustained in educational communities. Dr. Lichon’s work seeks to bridge academic insight with practical application in service of the Church’s educational mission.
Dr. Chris Haug serves the Congregation of Holy Cross as Provincial Assistant and Director of Apostolic Mission & Charism, supporting lay and religious collaborators in advancing Holy Cross’ mission and charism. His work focuses on mission integration as a spiritual and pedagogical task, with particular attention to theological reflection, formation processes, and organizational culture. Dr. Haug has contributed to the development of formation resources across higher education and K–12 contexts and regularly presents on charism, spirituality, and collaborative leadership within Catholic institutions.
Dr. Kristen Foster is a mission-driven educational leader whose 32-year career has focused on expanding access and opportunity for all students while empowering families with strong school choices. As Chief Education Officer at Seton Catholic Schools, she partners with network and regional teams to ensure every child receives a high-quality, faith-based education that supports academic growth and social-emotional well-being. Her work centers on building strong relationships and removing barriers so all students can succeed.
Prior to Seton, Kristen served as principal and Middle School Director at Milwaukee College Prep, where she advanced student outcomes by integrating character development with rigorous instruction. She began her career teaching middle school across Missouri, Kansas, and Wisconsin, designing targeted supports for diverse learners.
Kristen holds a Doctorate in Educational Leadership from the University of Southern California and is a member of The Honor Society of Phi Kappa Phi.
Courtney Albright is an educational leader dedicated to urban Catholic education, with 23 years of service in the Archdiocese of Milwaukee. She serves as Senior Director of Curriculum and Instructional Effectiveness at Seton Catholic Schools; a network of 15 elementary schools focused on expanding access to high quality Catholic education in Milwaukee. She believes that strengthening schools creates meaningful opportunities for students and families and supports the long-term success of the communities they serve.
Courtney holds a Bachelor’s degree in Elementary Education from Cardinal Stritch University and graduate degrees from both Cardinal Stritch and Marquette University. She is currently pursuing a doctorate in Educational Policy and Leadership at Marquette University. Her experience includes teaching graduate courses in early childhood and reading, serving on Archdiocesan task forces, and presenting at conferences such as the National Catholic Education Conference.
Laura Avery has been in education for more than 20 years and is the inaugural Director of the Global Centre for Catholic Leaders. Prior to this she worked as the Mission and Policy Advisor for the National Catholic Education Commission in Australia.
Laura’s work has taken her to the Northern Territory, Victoria, NSW and the United Kingdom. She has a passion for bringing leaders together in to enliven mission in their vocations.
Liam Beatty
Liam Beatty, is a passionate and energetic Catholic school leader. He is currently Principal of St Thomas’ Catholic Primary School in Brisbane Australia.Passionate about creating environments where staff and students are supported and challenged to reach their full potential, Liam leads with a focus on formation, wellbeing, and evidence‑informed practice. A lifelong learner, he has engaged in a variety of professional learning with Boston College and collaborates widely to ensure toe best for the learners in his community. Liam’s work centres on building intentional cultures of belonging, high expectations, and vocation to Catholic education.
Liam serves as a Professional Officer / Psychologist in the Wellbeing and Student Support team at the Catholic Education Office, Diocese of Wollongong, Australia. Liam brings 16 years of experience in driving strategic growth and innovation. With a background in Psychology, Liam spent 10 years as a school psychologist-guidance counsellor in Catholic Schools - the basis for becoming a strategic-system wide leader and implementing best-practice for growing student faith, learning and wellbeing. Liam’s passions include the impact of Mission-oriented leadership on school flourishing and ensuring the safety and safeguarding of the most marginalized and at-risk students.
Madeleine Flanigan:
Madeleine is a fourth-year student teacher at the University of Glasgow. Through formative pilgrimages to the Holy Land, Rome, and Salamanca, she has developed a strong interest in how pilgrimage shapes emerging Catholic teachers. She has presented this theme at the Scottish Catholic Education Service’s Catholic Schools Festival and on teaching Religious Education at the World Union of Catholic Teachers Conference in Rome. As a student representative on the Board of Catholic Education and a member of the University’s Spiritual and Pastoral Planning Team, she is committed to ensuring student voices shape education. She also serves as a catechist in her parish.
Katie Fagan
Katie Fagan is a student teacher at the University of Glasgow, with a strong commitment to Catholic education and professional formation. She has previously participated in the World Union of Catholic Teachers conference in Rome this Jubilee Year, engaging in professional dialogue and presented on faith-informed educational practice. She is also a member of the of the St Andrew’s Foundation, in Glasgow which has supported her development as a reflective and values-led practitioner. Her particular academic and personal interest lies in pilgrimage and its role in formation, especially in shaping identity, vocation, and bearing witness as a Catholic teacher within contemporary educational contexts.
Marco Emanuele is a freelance trainer and consultant for educational institutions, specializing in Catholic Education, leadership, pedagogy, and educational management. He currently serves as Assistant for Special Projects at the International Secretariat for Education (Secondary and Pre-Secondary) of the Society of Jesus, where he supports the Secretary for Education in the development of the Jesuit Global Network of Schools.
He is an alumnus of Gonzaga Campus in Palermo and holds a Bachelor’s degree in Mathematics from the University of Padua, as well as a diploma in Leadership and Management from the Pontifical Gregorian University. He is currently pursuing a Master’s degree in Educational Management at the University of Padua.
Margaret Felice is a doctoral student at the Clough School of Theology and Ministry at Boston College, where her dissertation research is on Moral Imagination and the Ignatian Tradition. She returned to studies after years in Jesuit education, during which she taught religion, directed liturgical music, and developed a spirituality-themed experiential learning program for 7th and 8th grade boys. She has taught and presented on liturgy in Catholic schools, and will be a presenter and panelist at the 2026 Jungmann Society International Congress, focused on liturgical formation in Jesuit apostolates.
Marsha Van Cuylenburg is a Religious Education Curriculum Writer for Melbourne Archdiocese Catholic Schools and a doctoral candidate at the University of Notre Dame Australia. Her research investigates teachers’ perspectives on effective pedagogy in Religious Education in Years 5 and 6, exploring how these practices support students at the beginning of the Middle Years of schooling. Marsha’s professional work focuses on designing a knowledge‑rich curriculum that adopts a coherent curriculum model aimed at inviting students to meaningfully engage with learning in Religious Education. Her scholarship seeks to strengthen teacher practice and enhance student engagement.
Martin Scanlan is a professor in the Department of Educational Leadership and Higher Education in the Lynch School of Education at Boston College. Before joining the academy, Scanlan spent over ten years as a teacher and administrator. He primarily worked in urban settings in schools serving traditionally marginalized students in Washington, D.C., Berkeley, CA, and Madison, WI. This laid a foundation for his teaching and scholarship interests, which focus on how schools can be organized to more effectively welcome all. Scanlan’s research primarily focuses on the organizational routines and practices of adults in schools, including the policies and procedures that shape these. While attending to multiple dimensions of diversity, his work has looked most carefully at how schools across sectors - including Catholic schools and public schools – can better serve students who have diverse cultural and linguistic heritages, as well as students with special needs. Scanlan has an extensive record of scholarship in academic journals reporting this work.
Dr. Matt Hoven is Professor and Kule Chair in Catholic Religious Education at St. Joseph’s College, University of Alberta, in Edmonton, Canada. Matt engages sport as a way to show the relevance of faith in society today and to fashion an imaginative place for religious educators. His recent publications include, Hockey Priest: Father David Bauer and the Spirit of the Canadian Game (CUA Press) and the co-authored book, On the Eighth Day: A Catholic Theology of Sport (Cascade). Matt is married to Crystal and they stay active with the sporting involvement of their teenaged children.
Dr. Matt Hoven is Professor and Kule Chair in Catholic Religious Education at St. Joseph’s College, University of Alberta, in Edmonton, Canada. Matt earned his PhD in Religious Education at the Catholic University of America (Washington, DC) and has taught courses in religious education and catholic education for two decades. His most recent study in catholic education produced three academic articles, while he has published books in the area of sport, religion, and education. Matt is married to Crystal and together they have three teenaged children.
Dr. Dean Sarnecki is Visiting Professor of Catholic Education at St. Joseph’s College, University of Alberta, and Visiting Professor of Catholic Religious Education at Newman Theological College, both in Edmonton, Canada. Dean worked his entire career in Catholic schools as a teacher, chaplain, administrator, and as the executive director of the Alberta Catholic Schools Trustees’ Association. He is also currently an elected school board trustee for Elk Island Catholic Schools in Sherwood Park, Alberta. Dean has been a provincial and national leader in Catholic education and has taught in religious education throughout much of his career.
Merylann “Mimi” J. Schuttloffel, Ph.D. is Professor Emerita at The Catholic University of America, Washington, DC. She directed the Catholic leadership programs: the doctoral program in Educational Leadership and Policy Studies (CELPS) for diocesan superintendents, an MA program for school principals, and a teacher education program (1996-2018). She served as Chair of the Department of Education from 2006-2016. She is also Founding Director of the Institute for Catholic School Leadership at The Saint Paul Seminary School of Divinity/University of St. Thomas (Minnesota)(2019-2022). She is currently a Senior Fellow at the Rumi Forum’s Center for Faith, Identity and Globalization.
Dr. Michael J. Boyle is a nationally recognized leader in Catholic education whose work focuses on inclusion, school leadership, and building capacity in faith-based schools. He serves as Executive Director of the Herrmann Center for Innovative Catholic Education at the School of Education at Saint Louis University, leading research, professional development, and systemic planning initiatives for Catholic schools. With more than three decades of experience as a superintendent, principal, special education coordinator, and school psychologist, Dr. Boyle is a prolific author, award-winning scholar, and keynote speaker committed to ensuring Catholic schools are places of belonging for all learners.
Dr. Michael Nicholson, Ed.D., is Principal of Xaverian Brothers High School in Westwood, Massachusetts, and an adjunct instructor in the Roche Center for Catholic Education at Boston College. He previously served in leadership and ministry roles at Saint John’s High School in Shrewsbury and holds degrees from Saint Anselm College, Boston College, and Creighton University. Dr. Nicholson has presented nationally and internationally, including at the International Boys’ Schools Coalition, the Catholic Schools Support Network Summit, the Worcester Men’s Conference, and the XBSS National Student Retreat. His work focuses on Catholic leadership, brain-based learning, wellness, and the call to ordinary holiness.
Michael O'Connor: Michael T. O'Connor, Ph.D. is the Program Director for Outreach and Professional Development at the Roche Center for Catholic Education at Boston College. In this role, he coordinates the Center’s professional development efforts, leads the Center’s Teacher Leadership Academies, and provides professional development and leadership coaching to school and system leaders. A former middle school English Language Arts (ELA) teacher and instructional coach, he has prior experience in Catholic teacher formation with multiple programs in the University Consortium for Catholic Education (UCCE), including as the Director of the Providence Alliance for Catholic Teachers (PACT) at Providence College. Michael earned his doctorate in Curriculum and Instruction with a specialization in Language, Literacy, and Culture from the Lynch School at Boston College and is a Coyle Research Fellow with the University of Notre Dame's Center for Literacy Education.
Michael Heidkamp: Michael Heidkamp is the Senior Director of Leadership Development and Support at the Cristo Rey Network, where he partners with school leaders to advance the Cristo Rey Network's mission of delivering a career focused, college preparatory education in the Catholic tradition for students with limited economic resources. He also works to create sustainable leadership pipelines, including the Cristo Rey Network Teacher Leader Academy developed in collaboration with the Roche Center for Catholic Education. Previously, Michael served as a private and public school administrator, classroom teacher, and athletic coach.
Matthew Flowers: Matthew Flowers is an Instructional Coach and English Teacher at Cristo Rey New York High School. He recently completed the Teacher Leadership Academy through the Roche Center for Catholic Education at Boston College. He has just finished his tenth year as an educator and loves coaching the boys varsity soccer team. He holds a BA in Philosophy and MEd, both from Boston College.
Mike Gardner, Head of House and School Counselor, has worked in Catholic education for 20 years. As the inaugural head of BC High's Day House, he established the Individualized Formation Protocol, a framework intended to create a long-term, collaborative, and relational space between students and their mentors (Head of House, counselor, advisor, etc.) that cultivates self-awareness, a shared sense of purpose, and ongoing support.
Katie McKiernan is a veteran educator nearly twenty years of experience teaching and mentoring students in grades PK4–12. She has taught both French and mathematics, giving her a rare cross-disciplinary perspective on learning, language, and problem-solving. At Boston College High School, Katie is a founding member of the Head of House team, helping to design and lead innovative structures that center student formation and long-term accompaniment. She has also contributed meaningfully to the school’s justice and belonging initiatives, shaping communities where students are known, challenged, and supported. Katie’s work reflects a deep commitment to relational education, equity, and purposeful adolescent formation.
Miquel Àngel Pulido is an associate professor at Blanquerna – Universitat Ramon Llull (Barcelona), where he coordinates the pastoral mission across its three faculties: Health Sciences, Communication and International Relations, and Psychology, Education and Sport Sciences. He is Principal Investigator of EDU&EVA on Evangelizing Education and curricular identity in Catholic schools. His research focuses on inclusive spirituality, dialogical education, and faith in higher education. He belongs to the General Council for the Church in Education (Spanish Episcopal Conference) and the national working group developing Spain’s first pastoral framework for sport, coordinating the line on sport and pastoral care focused on inclusion.
Molly McMahon joined the Roche Center in 2021 as the Director of Leadership Programs, drawing upon her work as an elementary school teacher, middle school teacher, teacher-leader, clinical supervisor, assistant principal, and principal. She directs the Catholic Leadership Cohort Masters degree program, and supports all leadership programs at the Center. Molly completed her Ph.D. in Educational Leadership at Boston College in 2010. Her passions include the impact of leadership on school communities and the importance of holistic education. Her published work includes The Playbook for Whole-Child Education in US Catholic Schools (2024) and various articles related to holistic education.
Nicholas Kovacs is Head of School at Northmount School, an independent Catholic elementary school for boys in Toronto. He is committed to a formative approach to education: one that, in the case of Northmount School, seeks to integrate a classical liberal arts curriculum, character development, and spiritual formation. Nicholas holds degrees from McGill University, The University of Western Ontario, and the University of Toronto.
Nick Miles is a recent graduate of the ThM degree at the Clough School of Theology and Ministry. Following the Master's in Education afforded by the Alliance for Catholic Education program, Nick taught for three years before pursuing further research. His interests involve personal meaning-making and development within story-telling, the role of fantasy and the imagination in the Catholic classroom, and creative pedagogy.
Nick Fagnant is a PhD candidate in Theology and Education at Boston College and a Catholic educator with 20+ years of experience across secondary, university, and graduate levels. His scholarship bridges Ignatian spirituality, queer theology, and critical pedagogy to move beyond deficit-based approaches toward frameworks that celebrate LGBTQ+ students. He teaches theology at Regis University and facilitates workshops for LGBTQ+ students at Ignatian gatherings. Nick’s writing has appeared in Outreach, New Ways Ministry, and Commonweal, where he was a Synod on Synodality writing fellow. Beyond academia, he loves reading sci-fi, playing with his dog, and cheering on his nephew’s baseball games.
Patrick Farmer is the Program Coordinator for the Eileen P. Roche Teaching Fellowship at Nativity Preparatory School of Boston. He is also the 6th Grade Lead Teacher. Patrick has taught 6th, 7th, and 8th grades for over a decade in a variety of independent schools and experiential education programs, including Shady Hill School in Cambridge, Massachusetts, The Farm School in Athol, Massachusetts, and the Green School at the New York Botanical Garden. Patrick completed his undergraduate degree at Fordham University and his graduate degree at Boston College. He lives in the Boston area with his family.
Dr. Tiernan currently serves as President of Saint Mark’s High School in Wilmington, DE and holds graduate degrees in education, theology, and philosophy with over twenty years of experience in Catholic education as a teacher, department chair, assistant principal, and principal. As a Certified Fund Raising Executive, he has also presented on various topics in philanthropy and advancement.
Phillip Alcon Ganir, S.J., born in Seattle and raised in Honolulu, is a priest of the Jesuits West Province, and serves as Assistant Professor at Boston College’s Clough School of Theology and Ministry where he teaches graduate courses in liturgy, sacred music, and religious education. Fr. Ganir earned degrees in music at the Manhattan School of Music and the University of Notre Dame and completed a PhD in Catechetics at the Catholic University of America. His current research investigates the formative nature of music in both liturgical and non-liturgical settings, and works to produce performances and develop educational resources.
Professor John Lydon
Professor Lydon holds degrees in education and theology from the Universities of Durham, Liverpool and Surrey. As well as teaching at the University of Notre Dame, London Global Gateway, he is Professor of Catholic Education, and Editor of the leading journal International Studies in Catholic Education, St Mary’s University, London.
Significant areas of Lydon’s scholarship and research focus on spiritual capital, Catholic school leadership and the maintenance of distinctive religious charisms. Lydon is a sought-after speaker and regularly delivers lectures in the United States, especially at NCEA, but also Europe, Africa, Asia and Australia.
Lydon was recently recognised as Multidisciplinary Expert and appointed Leader of the thematic group for education of the Catholic-Inspired NGO Forum, working in partnership with the Vatican Secretariat of State. Most recently he was appointed International Visiting Professor of the Pontifical University of Santo Tomas, The Philippines. He is a member of the Executives of the World Union of Catholic Teachers, the Catholic Association of Teachers, Schools and Colleges of England & Wales and the Catholic Union of Great Britain. He is also a Senior Fellow of the Higher Education Academy.
Dr Caroline Healy
Dr Healy is an academic and leader of the renowned and long-running MA in Catholic School Leadership formation programme at St Mary’s University, London. Prior to this, she held higher education roles in the United States and Ireland. Caroline is a member of the World Union of Catholic Teachers Executive Committee since 2022 and General Secretary of the Catholic Association of Teachers, Schools and Colleges (CATSC) for England & Wales since 2015. Caroline supervises doctoral students who focus their research on wide-ranging aspects of Catholic education and leadership and is an Executive Editor of the International Studies in Catholic Education journal.
Professor Kath Engebretson has had a long career in teaching religious education and as an academic involved in pre-service and post graduate education of teachers for religious education. She is the author of many academic papers and books in religious education, as well as student textbooks.
In her role as lead curriculum writer of the forthcoming religious education curriculum for the archdiocese of Melbourne, Australia, Professor Engebretson brings deep knowledge and wide experience, and a commitment to excellence in religious education.
Professor Roisín Coll is Professor of Catholic Education at the University of Glasgow and former Director of the St Andrew’s Foundation for Catholic Teacher Education, the national centre responsible for the formation of Catholic teachers in Scotland. She serves as Special Academic Advisor to the World Union of Catholic Teachers (WUCT) and is a columnist with The Irish Catholic.
Her research and scholarship focus on Catholic education, teacher formation, school leadership, religious education and Church–state relations in education. She has published widely on the professional, spiritual and faith development of teachers, Catholic school leadership, Catholic school inclusion and the distinctive mission of Catholic schools. Her recent work includes the co-edited Springer volume Teaching Charisms in the Catholic Church: Influence, Impact and Opportunity (with Christine Robinson), which explores the enduring contribution of religious congregations and movements to Catholic education internationally.
Working with Catholic educational organisations, universities, bishops' conferences and policymakers, Professor Coll contributes to international dialogue and collaboration on teacher formation, educational leadership and the mission of Catholic education in contemporary society.
Father Ron Nuzzi is a priest of the Diocese of Youngstown, Ohio USA and currently serves as Executive Director at Catapult Learning, a US-based provider of educational intervention services for private and religious schools. He is the author and editor of several reference works in Catholic education and has established leadership programs for aspiring Catholic school leaders at the University of Dayton, Saint Louis University, and the University of Notre Dame.
Richard is Professor of Education at the University of Notre Dame Australia. He has had a long career as a teacher, writer and researcher with a particular focus on Catholic education. His most recent work seeks to better understand educational institutions in contemporary cultural contexts as well as abiding interests in teachers and religious education in Catholic schools.
Rosalie Connors is the Manager, Special Character, at the New Zealand Catholic Education Office. She is a qualified teacher and has led as Director of Religious Studies in the Catholic primary and secondary education sectors. Prior her appointment to the New Zealand Catholic Education Office, Rosalie worked at diocesan level as a Catholic Special Character Review and Development Advisor to schools. She has a Master of Religious Education and has recently completed an education doctoral thesis on faith leadership in Aotearoa New Zealand Catholic primary schools.
Seán Barry is a doctoral researcher in Education at Mary Immaculate College, Limerick, and a post-primary teacher of English and Religious Education in Ireland. His research focuses on governance and mission in Catholic post-primary education, with particular attention to how Boards of Management interpret and enact mission in contemporary contexts. He holds an M.Phil. from Trinity College Dublin and a Licentiate in Leadership and Management from the Pontifical Gregorian University, Rome. His academic and professional experience has shaped a sustained interest in Catholic educational governance, formation, and leadership.
Sharon Law-Davis
Sharon Law-Davis is a Senior Lecturer at the University of Notre Dame, Australia. She has coordinated the courses for Accreditation to Teach Religious Education in Catholic schools for Early Childhood Education and Primary school teachers. Sharon coordinates the Primary Program for the Bachelor of Education at the University. Sharon’s latest research paper with her research colleagues, John Topless and Lawrence Pang titled “Confidently teaching Religious Education through a pilgrimage experience” was published in International Studies in Religious Education journal in 2025. Their most recent research is titled, "Investigating the ongoing impact of exceptional human experience of Pilgrimage and its impact of professional growth and formation for teachers of Religious Education". This will be the topic for the forth coming GRACE colloquium in Boston in 2026. The researcher has led several research projects in the School of Education. Sharon has been a teacher in the Catholic education system in Western Australia for 34 years, where she was a teacher and led in the RE role as Assistant Principal and Acting Principal.
Dr John Topliss
Dr John Topliss is the director of the Catholic Institute and has completed several research projects in the field of Religious Education. John’s research has been the subject of many published papers. He is co-authoring a book on Pilgrimage at present. John has a PhD and has conducted research in mentoring both teachers and leaders. The former involved a major part of his thesis completed at the University of Notre Dame, Australia. John has also assisted Catholic Education Western Australia with the re-introduction of the Early Career Teacher program. He has been a teacher in Catholic schools for 28 years and has been an Assistant Principal Religious Education and Acting Principal. His role in the school was to support early career teachers in teaching Religious Education and to support all teachers to develop the skill, knowledge and understandings to successfully teach Religious Education in schools. John’s research paper with his research colleagues, Sharon Law-Davis and Lawrence Pang titled “Confidently teaching Religious Education through a pilgrimage experience” was published in International Studies in Religious Education journal in 2025. Their most recent research is titled, "Investigating the ongoing impact of exceptional human experience of Pilgrimage and its impact of professional growth and formation for teachers of Religious Education". This will be the topic for the forth coming GRACE colloquium in Boston in 2026.
Sister Elena Marie is a Dominican Sister of St. Cecilia, Nashville Tennessee and holds a Ph.D in Psychology from the University of Adelaide, Australia. Prior to entering the Dominican Sisters in 2011, she worked on research projects specifically examining the effects of diet and sleep on mental health, cognitive, social, and emotional development in children. Since entering the religious community, Sister has continued her studies in Education by earning an MAT at Aquinas College in Nashville Tennessee. Sister Elena Marie has taught in High Schools and universities in the United States and in Australia. Sister is currently serving as an Assistant Professor of Psychology in the School of Education at Aquinas College Nashville Tennessee. Her current research focuses on supporting educators in child and adolescent mental health, social and emotional development within a Catholic Christian framework.
Theresa A. O’Keefe, PhD is a Professor of the Practice in Religious Education at the Boston College School of Theology and Ministry. Her areas of research and writing focus on adolescent and young adult religious belief and belonging, meaning and purpose, and meaning-making. Her 2018 award-winning book, Navigating toward Adulthood (Paulist), is a theology of ministry with adolescents. She co-edited the 2021 book, Together along the Way: Conversations inspired by the Directory for Catechesis (Crossroad).
William R. Driscoll, Ed.D., serves as an educational practitioner and researcher specializing in Catholic school leadership and educator formation. His scholarship examines how Catholic educational institutions can embody their theological anthropology through strategic investment in whole-person educator development. With extensive leadership experience in Augustinian education and as an adjunct professor in the Lynch School of Education and Human Development at Boston College, Dr. Driscoll brings both scholarly rigor and practical wisdom to conversations about sustaining vocational vitality across generations of Catholic educators. His work bridges theological reflection with actionable implementation strategies for diverse school contexts.
Katie Clark brings her professional acting background to her role as Drama Teacher at an Augustinian school. Drawing on her theatrical expertise, Clark creates learning experiences that develop students' creative expression, collaborative skills, and confidence. Her transition from the professional stage to the classroom reflects a commitment to forming young people through the transformative power of dramatic arts within a Catholic educational setting.
Eric Smith is a theology teacher at an Augustinian school where he integrates his profound personal faith with his educational practice. His teaching approach reflects a commitment to helping students encounter theological concepts not merely as abstract ideas but as lived realities that shape identity and purpose. Smith's work exemplifies the intersection of authentic religious conviction and pedagogical excellence in Catholic education.
Professor Br David Hall FMS is the foundation Dean of the La Salle Academy at the Australian Catholic University. La Salle has responsibility for programs that the university offers in the areas of Educational Leadership, Faith Formation and Religious Education and works across the faculties of education and theology. David came to this position after thirty years in Catholic education where he held positions as teacher, head of mission and religious education, principal and systems administrator. In addition to his duties as Dean of La Salle he teaches in the Master's of Educational Leadership, and is Chair of Marist Schools Australia. Among his range of international engagements David designed and led a Catholic school leaders program across 22 countries in Africa.
Associate Professor Janeen Lamb, Ph.D. is a researcher in La Salle Academy. She has expertise in Educational Leadership, Curriculum and Pedagogy, Statistical Applications, and Research Methods. Professional experience and expertise have been evidenced in positions as Director, Higher Degree Research in Education, and in instructional leadership in teaching doctoral courses. Her work on leadership and the development of leaders within faith-based cultures has been across several national projects as well as provincial research in support of specific Arch/Dioceses. In all cases, the significance of leadership and its integration within the changing landscape in which the faith-based school operates has identified the significance of mission and the foundational role of formation.
Professor William (Bill) Sultmann is a teacher, psychologist, theologian and administrator with executive and governance roles in education, health and welfare sectors across 40 years. Qualifications span arts, education, psychology, and leadership with research doctorates in educational psychology and pastoral theology. Fellowships exist within education and management professional bodies. His current position is Professor and Director of Catholic School Identity and Mission within ACU with responsibilities as Deputy Dean within the La Salle Academy. Continuing interests are with professional writing and governance participation in not-for-profit boards in support of mission, nationally and internationally.
Lisa Heffernan
Lisa is the school and parish engagement manager of the Catholic Mission and Identity Team of Melbourne Archdiocese Catholic Schools.
Drawing from over 25 years of professional experience as a teacher and leader, Lisa has commenced the work of a Doctorate with the University of Notre Dame, exploring evangelisation in contemporary Catholic Schools.