While research on faculty meetings is limited, existing literature suggests that meetings could be an arena where schools can address their most pressing challenges (Brandenburg, 2008; Michel, 2011; Riehl, 1998). Building on Macey and Schnei-der's (2008) Model of Employee Engagement and McGrath's Model of Group Ef-fectiveness (1964), this case study examined the perceptions of teachers in a high-performing Catholic school regarding their own faculty meetings and how those meetings engaged them in the work of promoting Catholic identity and school im-provement. Findings revealed signs of Catholic culture were visible within the physical environment of the faculty meeting, which provided opportunities for prayer, catechesis, and strategies for sharing faith with students. Teachers reported the faculty meetings served as a catalyst in developing, discussing, and reviewing school improvement plans, and provided opportunities for professional develop-ment. Faculty meetings assisted in creating a participant-centered learning envi-ronment and creating a sense of community among the faculty.
Hagan, D., & Houchens, G. (2017). Catholic School Faculty Meetings: A Case Study Linking Catholic Identity, School Improvement, and Teacher Engagement. Journal of Catholic Education, 20(1), 86–113. https://doi.org/10.15365/joce.2001042016