Spring is the season of teacher discernment—yet the work of building strong Catholic faculties happens long before intent forms arrive.
Each spring, as teachers across the country discern their intentions for the upcoming school year, Catholic schools find themselves navigating one of the most important moments in the life of a community: teacher recruitment. Yet this season should not catch us by surprise. Enrollment growth, instructional excellence, and a vibrant Catholic identity all depend on having the right people in the right roles. For that reason, recruitment cannot be a February-to-June event—it must be a year-round mindset woven into the culture of every school. The most successful schools engage prospective educators throughout the year, build relationships with Catholic universities and diocesan partners, highlight their mission on social media, and empower current teachers to invite others into the vocation.
“Recruitment is not a season—it’s a culture. Catholic schools should be identifying and nurturing future educators all year long.”
— Maria Del Amo
When recruitment becomes part of the school’s ongoing rhythm—not a shortterm scramble—leaders can better anticipate staffing needs, cultivate a more diverse pool, and find mission-aligned educators committed to Catholic formation. The current NCEA statistical report reflects ongoing challenges in teacher recruitment and retention in Catholic schools, reinforcing the need for proactive strategies
Photos courtesy of University of Notre Dame
As Catholic schools serve increasingly diverse families, representation remains a powerful expression of welcome. Hispanic and Latino students now make up a significant and growing portion of Catholic school enrollment nationwide, mirroring demographic trends across the U.S.
For many students, seeing educators who understand their language, culture, and lived experiences is transformative. A faculty that reflects the cultural diversity of its students strengthens belonging, enhances academic engagement, and communicates that the Church is truly universal.
“Students flourish when leaders reflect their culture and experience, helping them see both who they are and who they can become. Representation is the bridge from identity to potential.”
— Jocelyn Smith, Ed.D.
Schools should take an honest look at their current faculty makeup and ask:
Does our staff represent the cultural diversity of our student body?
Are we recruiting from Hispanic- Serving Institutions and Latino leadership networks?
Do our bilingual educators have a meaningful voice in school culture and decision-making?
This need is especially urgent in bilingual and dual-language contexts, where demand for Latino and bilingual educators continues to outpace supply.
Representation is not symbolic—it’s pastoral, relational, and deeply tied to evangelization.
Spring is not only a time for posting vacancies; it is a moment for leaders to discern the gifts already present within their buildings. Many Catholic school educators demonstrate natural leadership qualities but have simply never been asked to consider a formal role.
This is where mentorship and succession planning become essential. Affirming a teacher’s gifts, inviting them to shadow administrators, or offering opportunities to lead initiatives can spark genuine vocational growth. Research within Catholic education consistently notes the importance of identifying internal teacher-leaders to strengthen long-term school stability.
Encouraging educators—especially Hispanic and Latino teachers—to “climb the ladder” also builds leadership structures that better reflect the communities our schools serve.
When the Alliance for Catholic Education (ACE) at the University of Notre Dame launched the LEAD (Latino Educator and Administrator Development) program in partnership with NCEA in 2020, it responded to a clear need in Catholic education. Latino educators remain deeply underrepresented—roughly eight percent of Catholic school teachers, four percent of board members, and just two percent of senior leaders—despite the growing number of Latino students nationwide. This gap affects student experience, family engagement, and the long-term vitality of our mission.
Research consistently shows that students thrive when they see themselves reflected in the adults who guide them. LEAD emerged as a direct response, offering a pathway that cultivates leadership skills while affirming identity, strengthening cultural fluency, and elevating talent already present in our schools.
Since its launch, more than 150 educators across dozens of dioceses have completed the program, with many stepping into roles such as teacher leader, assistant principal, principal, or diocesan coordinator. Several have led initiatives in bilingual education, multicultural family engagement, and culturally responsive school transformation—often building on the improvement projects they developed during LEAD.
“Every school has the power to shape its future by recognizing and developing the leaders already within. Programs like LEAD ensure representation, nurture talent, and remind us that the strongest leadership pipeline comes from investing in the educators we uplift today.”
These trajectories underscore why programs like LEAD matter. Catholic schools have long offered measurable academic advantages for Latino students who are 42 percent more likely to graduate high school and 2.5 times more likely to graduate college than their peers in public schools. Sustaining these outcomes requires leaders who understand and honor the communities they serve. LEAD alumni embody this integration of cultural insight and Catholic mission, sending a powerful message to students and families: your culture and your faith belong here.
Connecting teachers with the LEAD program demonstrates a long-term commitment to professional development and ensures a strong, representative leadership pipeline for Catholic schools.
Teacher recruitment is not merely a staffing exercise. It is a ministry that shapes the culture, identity, and future of Catholic education. This spring—and every season—schools are invited to:
Prioritize year-round recruitment by adding a “Careers” button to your website that allows candidates to submit an application or résumé.
Build faculties that reflect the cultural richness of the communities you serve.
Identify and mentor emerging leaders by pairing new teachers with seasoned educators.
Connect educators to leadership pathways, such as LEAD.
Engage in intentional succession planning rooted in mission.
Our students deserve educators who see them, believe in them, and reflect the diversity of God’s people. And our teachers—especially those from Hispanic and Latino backgrounds—deserve mentors who will help them take their place as leaders in Catholic education.
By embracing year-round recruitment, representation, and leadership development, Catholic schools build not only their faculty but also the future of their mission.
Jocelyn Smith, Ed.D.is the Latino educator and administrator development program coordinator for the University of Notre Dame.jsmith89@nd.edu
Maria Del Amois the director of Hispanic/Latino engagement for NCEA.maria@ncea.org
