Perhaps not everyone would connect the work of Catholic educators with activities such as swimming with sharks or rolling about the sand, Cashin said, but the school leaders who gathered at Fordham on May 28 have proven through their efforts that the two professions share some key philosophies.

Like Navy SEALs, educators embrace diversity, confront danger, persevere despite hardship, and demonstrate remarkable self-discipline, Cashin said in her keynote address at the 21st annual Catholic School Executive Leadership Dinner, hosted by the Graduate School of Education (GSE). This year, GSE recognized 13 principals whose schools have exemplary service programs.

A key navy philosophy is not to judge anyone by the size of her flippers, said Cashin, a clinical professor of educational leadership, administration, and policy. For educators, this means not allowing others’ gender, nationality, skin color, and other superficial elements hinder collaboration.

“We don’t choose many of the characteristics we have,” she said. “We have to remain open to diversity and not prejudge people. Working on that is essential to building community.”

She went on to describe an activity during SEAL training known as “the sugar cookie.” The SEALs put on their dress whites, perfecting every detail of their uniforms, and then are told to dive into the ocean and roll in the sand.

“The activity is not about having the perfect uniform—it’s about whether you can take it when you have done everything perfectly and then you’re made to run in the waves,” Cashin said. “The lesson is in humility and getting yourself up against all odds.”

For both Navy SEALs and educators, there will always be sharks to contend with. “They are taught that if the sharks start circling, never swim away. Stay your ground and face the danger head on,” she said.

Finally, Cashin said, at the heart of successful leadership is a very simple navy philosophy: Always make your bed.

“How could you be successful without self-control, or being disciplined?” she said. “And besides, even if you have a lousy day, you go home and your bed is made. You know you started out right.”

Outgoing GSE Dean James Hennessy, PhD was recognized for his longtime service to the school. Hennessy, who has served Fordham for 41 years, is stepping down after 10 years as dean to return to the GSE faculty.

“Service learning is very important, but it rests upon solid education,” said Hennessy, who received the Pro Universitate Medal at this year’s commencement ceremony.

“My great hope is that institutions like Fordham and Catholic universities across the country will continue to support K-8 Catholic education, because that is where our future leaders in ministry will come from.”

Presented March 30 in Douglaston, Queens, the event drew more than 200 teachers and administrators.

“There’s an increasing understanding of the importance of early childhood education as foundational to the growth and development of the student,” said Patricia Kelly-Stiles, Ed.D., associate director for the center and a co-organizer of the event. “The diocese was most grateful that members of the GSE community were wiling to share their insights and expertise with early childhood educators.”

Kathleen Cashin, Ed.D., a clinical professor at GSE and a member of the New York State Board of Regents, gave the keynote address, “Healthy Growth of the Young Child.” In it, she emphasized the importance of helping children develop key qualities that will equip them for healthy, productive lives. She also noted how early childhood educators can nurture these qualities in children early on.

Several members of the GSE faculty and staff also presented at the event. Workshops were offered by Vincent Alfonso, Ph.D., a professor and former associate dean for academic affairs; Marilyn Bisberg, adjunct professor in GSE; Joseph Porzio, a team associate for GSE’s Partnership Support Organization; and Chun Zhang, Ph.D., a professor in GSE’s division of Curriculum and Teaching.

“Part of our work here at the University is to support the educational activities in the non-public school community, whether it be in a leadership capacity or in other areas,” Kelly-Stiles said. “[Here] we were able to share research and information on topics that were of particular interest to the early childhood educators in the Brooklyn Diocese.”