To Strive, To Seek, To Find: A Profile on Michael A. O'Toole '68

ARTICLES

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BY JOHN P. YOUNG ’83

o Strive To Seek To Find

WITH MATTHEW DEL RIO

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Michael O’Toole entered La Salle in September,1964, from Saint Martin of Tours ParochialSchool in Northeast Philadelphia, three monthsafter his brother, Jack ’64, graduated. Hetraveled via the PTC (pre-SEPTA) three hoursround trip each day, including a final halfmilewalk from Willow Grove Avenue. Theexperience proved worth the time and the walk.His Class of 1968 encountered an experience that

“introduced us to a larger world, transforming my life.”

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His first year at Penn, Mike taught honors algebra at Saint Martin’s on Monday nights. Six years later he joined the faculty at La Salle, embracing the traditions of the Christian Brothers over a five-decade career culminating in his return to La Salle as Principal in 2012. Four months into his first term, Hurricane Sandy disrupted school operations. During his last two years, COVID 19 shattered expectations of normality. As the Class of 2021 graduates, Mike will complete his final term and return to teaching and advising it. In many ways, his La Salle career has both paralleled and impacted the evolution of the school which nourished his drive for excellence and leadership.

President Brother James Butler, FSC, who has worked with Mike since 2012, recalled his own work as a La Salle student-teacher in the early 1980s: “I have great memories of those days and those kids as my first introduction to teaching under Brothers David Rogers and Tom Speakman.” While the Brothers maintained a dominant presence, a growing number of lay faculty began impacting the school. Mike recalled the Brothers’ charism and methods from his student days, “The Brothers taught us how to think critically and introduced us to a world of service. Brothers Paul, Joseph (Jim Roche) and Jerome Taylor challenged us to open our minds, at the same time fostering a friendly, supportive communal spirit.”

Brother James explained the philosophy of the La Salle Brothers in the 1960s, noting they were teachers who “wanted to move past rote learning toward more critical thinking.” Mike’s early teaching years in the English Department brought him under the influence of Gerry Tremblay, Bernie and Eddie McCabe and he developed a reputation as a challenging teacher. To long-time colleague Joe Ciccimaro ’57 “He was a tough teacher, but he embraced the Lasallian tradition of making sure that all kids, no matter their skill level, have the opportunity to learn. This rang true whether Mike developed a special arrangement for two top trumpet players to fit AP English into their schedules or worked with John Grace ’73 to develop a cross-curricular course for kids with minor learning challenges.”

Mike was elected English Department Chair at the age of 30 and ten years later, became Director of the Summer Program. His 11-year tenure as Director coincided with the first decade of Saint Michael Hall, where a new library, computer center and airconditioned classrooms offered room to expand the program sixfold. He also initiated an outreach program to Northwest Philadelphia neighborhoods. Current Summer Session Director Barbara Chesnik touched on Principal O’Toole’s ability to share his insights: “I was extremely fortunate to rely on Mike’s prior experience which offered me several ideas for expansion. He always understands the importance of establishing a strong foundation for incoming freshmen.”

FACULTY CREED We, the teachers of La Salle College High School, are challenged by the mandate of Saint John Baptist de La Salle to be actively involved in the ministry of touching hearts. Continually striving to embody the Lasallian Twelve Virtues of a Good Teacher, we embrace our mission to provide a quality education to the young men in our care. Giving life to the legacy of La Salle, we support education which realizes the excellence, dignity, and connectedness of each and every person in the La Salle College High School community.

We believe and affirm that through the practice of…

RESERVEWe remain respectful of the student-teacherrelationship, as we create an openness in ourclassrooms which is both professional andinclusive.

GENTLENESSWe discipline with consistency andcompassion, striving to develop each student’smind, heart, and judgment.

HUMILITYWe acknowledge our own gifts, the gifts ofour students, and our colleagues as we worktowards a success shared in community.

PRUDENCE

We strive to attain a balance between theexpertise of our subject areas and thecommitment we have made to the totaldevelopment of each student.

ZEALWe bring a devotion and passion to theeveryday responsibilities of our ministry,believing that our efforts for the students, bothin and out of the classroom, are continuingGod’s love in their lives.

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WISDOM We communicate the knowledge of our subject areas with a Lasallian dimension, presenting content in a way that best suits the individual student.

PATIENCE We accept the things that occur throughout the school day as part of God’s greater plan, trusting that through the continuing nature of imparting knowledge to our students His plan for their salvation will unfold.

VIGILANCE We demonstrate a singularity of purpose, always remaining mindful of our commitment to Lasallian education as we face the sometimes-difficult tasks of opening hearts and minds to God’s Love.

PIETY We share with our student’s love, hope, and an excitement for “living” out the “Good News” of the gospel, as we model how to be a person for others.

GENEROSITY We grace our colleagues and students with the gift of ourselves, available to share the spirituality of our life experience with them in the struggles they may be encountering on their life journey.

GRAVITY We instill in our students the sense of the seriousness of purpose in studying their subjects, and the importance of reflecting in their lives both a love of God’s creation and their responsibility for keeping it sacred.

SILENCE We center ourselves in order to hear the Spirit leading us to know what is best for our students, and also to be receptive to the spoken and unspoken language of their hearts.

Leadership skills evolve with new learning and new challenges. During the 1990s, La Salle named Mike Curriculum Associate and simultaneously Director of Academic Technology. He relocated to an office in the new computer center. “Bob Russell taught programming classes on one side.” he recalls, “The other side became a place for interdisciplinary learning. La Salle was thinking bigger.”

Mid-career, Mike O’Toole also thought bigger. In 1994, he earned a year-long fellowship to attend the Klingenstein Center for Independent School Leadership at Columbia University. The program attracted teachers from schools such as Collegiate (NYC), St. Mary’s (OR), Oxbow (CA) and Hong Kong International School. His graduate cohort collaborated on educational issues in leadership, curriculum, mission, and equity. President Brother Rene Sterner, FSC and Principal Dave Diehl not only supported Mike’s application but also tasked him with developing the school’s first technology plan as his sabbatical project. Concurrent with La Salle’s first web site, the plan debuted in 1995.

Another important 1990s program responded to decreases in the number of Christian Brothers: the La Salle Graduate Volunteer Program. The Brothers recognized the importance of carrying on the spirit and traditions of Saint La Salle through the formation of lay faculty. Jim Tate ’94 and Chris Holwick ’94 joined the program’s inaugural group and then the faculty in 1999, two of many current teachers who re-entered La Salle through this program. Brother James emphasizes,

“The La Salle Volunteer Program is important with respect to the legacy of the Brothers. There is a distinct La Salle culture, one that people need to understand and have enthusiasm for. Culture needs to evolve since teaching is a vocation where the teacher/ student relationship is at the center.”

In 2000, Mike was appointed Vice Presidentat La Salle, having declined a leadership offerfrom another independent school, and assumedresponsibility for a portfolio of projects, fromeditorship of the Explorer to school liaisonduring the construction of Sterner Hall tooversight of admissions for which he was askedto build upon his previous community outreachprograms. With seminal funding from the FSCFoundation, he created the Northwest ScholarsProgram, a program that continues todayas the Drexel Program. He also reached outto African American Alumni to assist theprogram and enhance their roles inthe school. Vice President for EnrollmentManagement Kevin Dougherty ’00 notes,

“The future of La Salle needsto be diverse. The Brothersvalue diversity and students willencounter a more diverse worldin college and their professional

endeavours.” Diversity, Equity andInclusion (DEI) Council member Nary Smithnotes that “Mike has been an amazing advocateand supporter for the DEI program, a visionarywho promotes the appropriate professionaldevelopment to ensure that we gain theknowledge and are prepared for the job we do!”

Mike enjoyed these varied leadership tasks,but desired a return to the daily schoolenvironment, and accepted an offer in 2005to become Principal at Holy Ghost Prep.

“It was tough to leave La Salle after 31 years, but, like Odysseus, I wanted ’to strive, to seek, to find….’”

He embraced the Spiritan school mission,working to accentuate it within bothacademic and service programs,led a technology upgrade, and expandedcore academic offerings, diversity andservice programs.

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In 2012, a new La Salle opportunity beckonedand Mr. O’Toole became the School’s fourthlay Principal and Brother James Butler, FSCthe new President. The two were a formidableteam. Joe Ciccimaro notes, “I was very excitedthat they would be here together; they are bothacademically and administratively experienced.”Kevin Dougherty knew Mike from his ownstudent days and was eager to work with him:“Mike was a La Salle guy through and through.”Like many other independent schools since2012, La Salle has faced demographic hurdlesand has risen to the challenge. Brother Jamesexplains, “The previous administration leftLa Salle in a good place but there were stillplaces to go. Technology, while strong, neededto be placed in the hands of all students.Teachers needed to use it as a resource.Lasallian formation was key. The number ofBrothers was decreasing and growing theendowment was vital to the future ofthe school.”

eFundamentals of La Salle’s master schoolschedule had changed little since 1967.Mike and his administrative team initiated aprocess of schedule revision that continuestoday, facilitating cycles of instruction, studentparticipation, feedback, and follow-up teachingwithin longer but less frequent class periods.In 2017, the Glaser Center opened, facilitatingboth schedule change and student opportunity.Brother James recalls initial conversations aboutthe new center. “Mike advocated for a newfacility since it would give us greater flexibilityin scheduling by reducing the number of lunchperiods.” He also led an inclusive facultyeffort to refine another Strategic Plan goal:defining “excellence in teaching,” a multi-yearundertaking inspired by the Twelve Virtues of aGood Lasallian Teacher. Extensive professionaldevelopment in assessment, technology andfeedback design accompanied schedulechanges, which served La Salle exceptionallywell during the challenges of COVID 19. Mikereflects, “Changes in school life due to both

Emerging school priorities prompted a pandemic and generational shift have caused us rethinking of teaching and learning toward to focus more sharply on what is essential and increased student-centered instruction, starting what is not.” with the one-to-one laptop program in 2013. As a new accreditation cycle approached, Mike Kevin Dougherty describes curricular articulated this rethinking, leading La Salle’s changes during the past decade, such as the transition to the more challenging protocol of introduction of AP Human Geography (Grade the Pennsylvania Association of Independent 9), as “fantastic strategic moves soon copied Schools (PAIS). The accreditation committee by other schools as testaments to creativity recommended a revised master schedule, a and effectiveness.” The School Administration task fleshed out by the school’s subsequent further accented the Lasallian philosophy of Strategic Plan for the Third Decade of the New “meeting students where they are,” expanding

Millennium. Brother James remarks, “Change opportunities while continuing to be a place was a major factor with respect to schedule. for both rigor and innovation. Increased access We needed one to meet the needs of teachers to AP classes soon followed: enrollment and students.” in those classes more than doubled over the past decade while high levels of test scores continue. The number of technology courses has doubled, and the robotics program, originated in 2013, reached an important milestone in 2021: the District Chairman’s Award.

Mr. O’Toole’s senior English class resembled a college-level writing course as he guided us daily in developing our critical reading and analytical and persuasivewriting skills. Clichés were unacceptable and the red notations on student writing papers early in that school year demonstrated that Mr. O’Toole recognized thelife-long importance of these essential skills and challenged us in class to be active readers and precise writers.

SCOTT H. WOLPERT, ESQ. ’84 MANAGING PARTNER, TIMONEY KNOX, LLP

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TEACHING AND LEARNING IN ACTION Affirmed by La Salle Academic Council, April 14, 2021

Through planning and execution of professional assignments and responsibilities, the La Salle Teacher:

• demonstrates active engagement with thefull life of the school, both supporting andparticipating in Mission and Ministry andextra-curricular programs.

• endeavors to understand and supportstudents through dedicated awarenessof their backgrounds, interests, talents,abilities, and participation in school life.

• understands and promotes student-centeredlearning, prompting students to articulatetheir own feedback, understanding, andlearning processes, constructing knowledgetogether with teacher and classmates.

• empowers students to think critically, toanalyze and synthesize content, and justifypersonal positions and opinions withreasoned arguments.

• demonstrates and implements effective usesof multiple digital technologies in teaching

• demonstrates the ability to pivot and changedirection as needed based on studentunderstanding and response.

• facilitates multiple forms of feedback: instantand general concept feedback, meaningfulformative assessment, and ongoingfeedback on learning progress, providinga pathway for students to learn from theirmistakes and take ownership of their ownlearning.

• demonstrates the ability to model real lifeapplications for topics and lessons andallows the opportunity for students to reflectand apply their own learning processes.

• collaborates with teachers of varyinginstructional styles to learn and adapt newteaching methods on a continuing basis.

• demonstrates engagement with her or hisongoing professional growth through carefulplanning of lessons as well as life-longlearning and professional development.

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I remember the journals that we were required to keep one semester. Initially I looked at them as just another academic task. Over time though the exercise beganto impact me the way I think Mike probably intended. I looked forward to writing about things that were on my mind (girls, college, the competition for grades, howthe sky looked one day, contemplation about a new haircut) knowing that someone would read them. Mike wrote encouraging and sometimes funny notes that I thinkcoaxed me to think and write more clearly. It also led me to write longer pieces based on a germ of an idea that Mike identified in his comments.

RICHARD CATRAMBONE, PHD ’78 PROFESSOR OF PSYCHOLOGY GEORGIA INSTITUTE OF TECHNOLOGY (GEORGIA TECH)

Maintaining its Philadelphia area dominanceduring this time, La Salle’s athletic programspawned three new teams: rugby, volleyball,and squash. Director of Student ActivitiesMarie Stott adds, “Mike has always advocatedfor new clubs to respond to student interestand has been open to innovative ideas. Duringthe lockdown, he pushed for clubs to moveonline so that students could stay engagedin their extracurricular activities.” Serviceprograms at La Salle also maintain high levelsof participation, from the long-running fathersonwork at Face to Face Germantown tonew projects in Puerto Rico and the ChristianBrothers school in Scampia, Italy.

Mike also observed Saint La Salle’s injunction to “touch hearts.” “He was at his best in times of distress and turmoil,” offers thirty-year veteran and Guidance Chair Marty Jackson, noting close consultations between Principal and Counselors for students in serious emotional or psychological trouble. “His calm and thoughtful insights in dealing with several serious student mental health issues during his nine years as Principal were admirable. His experience and wisdom aided students during their duress.”

Focus on future Explorers is crucial. Building each new freshman class, Kevin Dougherty encounters many grade school communities, “We currently have the strongest enrollment in school history,” he observes. “Mike’s dedication to La Salle and the Brothers is evident in his leadership of the school, in his tireless commitment to developing 21st century skills in our student body, and in fostering and cultivating music, service, athletics, and the IT program. Brother James and Mike work very well together. “Families are aware of Mr. O’Toole and the variety of options and opportunities made available because of his work.” Brother James adds, “His strength lies in his willingness to accept and perhaps seek change, professionally or culturally. The people he has brought into the school focus on academic excellence and school mission. La Salle compares favorably with the best schools in the state. We have worked well together with great respect for one another. Parents also have a great deal of respect for him.”

When asked about his accomplishments over the past nine years, Mike points to “mission and people:” dedicated transmission of the Lasallian charism support and guidance for the teachers who impact the lives of students. Roughly forty percent of current faculty have joined La Salle during his tenure, representing arguably the most diverse set of backgrounds in school history. Central to their professional orientation, a recently enacted three-year formation program highlights Lasallian history, pedagogy, and spirituality, modelled on the Buttimer Institute for Lasallian Education, a program Mike completed at Saint Mary’s College of California. Longtime Religion teacher, Mark Collins, comments, “When Mike became Principal, I began to appreciate and respect his embrace of Lasallian education. A person of great faith and intellect, he is highly professional yet practical and deeply committed to the well-being and success of our students.”

As he now transitions to a six-month break and a return to teaching and advising at La Salle, Mike is grateful for opportunities to serve La Salle over many years. Always eager for new challenges, he recalls joining La Salle’s emerging championship swim team mid-season in 1986 as moderator, responding to an unexpected need. “I never imagined this long path, but in retrospect, it all seems to make sense. With grace and faith, many things are possible.”

After departing the Principal’s Chair, Mike will continue his work on the Advisory Board for De Paul Catholic School and as a member of the PAIS Commission on Accreditation. He is especially eager, however, to be able to spend more time with son Daniel ’05 in Washington, DC, and daughter Lara and grandchildren Lucy (age 5) and Julian (age 2) in Austin, TX. Most importantly, he hopes to be able to “repay forward” his constant companion, supporter, and, at times, necessary loving critic, his wife of 44 years, Mary Louise Castaldi. There will be more time for dinner on time and household projects to be finished. “Without Mary Lou’s love, advice, and support, none of my school adventures would have been possible,” observes Mike.

“Mike’s leadership, especially during this pandemic, helped La Salle flourish when other schools stumbled. His mandate to ’maintain speed in the tunnel’ never was more prophetic. He led by example,” notes Marty Jackson. Mike himself also credits frequent conversations with his sister, Maureen, director of a retirement community in Massachusetts, during the pandemic. Another La Salle veteran, Joe Ciccimaro, concludes, “Whatever he attempts he puts his best into it. He is always at games, concerts, and activities. He has positioned La Salle to be a preeminent leader in all aspects of secondary education.”

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