Professional Documents
Culture Documents
For The Love of Teaching
For The Love of Teaching
Love of Teaching
Preparing Teacher Candidates
for Ministry in Catholic Schools
.For the .
Love of Teaching
Preparing Teacher Candidates
for Afinistry in Catholic Schools
01995,
The Board of Directors for the pre-service courses in Religious
Education offered at the Faculties of Education at the University
of Toronto and York University, Toronto.
Contact:
Dr. Caroline Altpeter, mVM,
Chair of the Board of Directors,
The Archdiocese of Toronto
355 Church St.
Toronto, ON, Canada
M5B 1Z8
ii
This document, For the Love of Teaching, was accepted by the Board of Directors in
October, 1995, and is hereby endorsed by the undersigned:
Grant Andrews
Director of Education
The Durham Region Roman Catholic Separate School Board
Michael G. Bator
Director of Education
The Dufferin-Peel Roman Catholic Separate School Board
Frank S. Bobesich
Director of Education
The York Region Raman Catholic Separate School Board
erendJohn S.
Bishop of Toronto
Christian Education
Contents
Acknowledgements oii
Teacher Candidates:
Expectations of the Catholic Community 7
An Invitation to Discernment 7
A Song of Gratitude 19
Summary of Recommendations 21
Appendices
1. Teacher Candidate Reactions to Helpful Associate Teachers 23
II.Teacher Candidate Reactions to Helpful Practice-Teaching
Situations 26
Bibliography 25
v
Acknowledgements
This document was prepared by a task force established by the Board
of Directors for the pre-service courses in Religious Education offered
at the Faculties of Education at the University of Toronto and York
University.
Members of the committee (positions and affiliations given are those in effict
when the task force was in session.):
Dr. Caroline Altpeter, IBVM Barry Hayward, Principal, Stella
Director, The Catholic Office of Maris Catholic School, Metropolitan
Religious Education, Archdiocese Separate School Board
of Toronto
Chair, The Board of Directors for Sister Patricia Hogan, Religious
the pre-service courses in Religious Education Instructor, Faculty of
Eduouion offord at the Faculties of Education, University of Toronto
Edumtion at the University of Toronto
and York University Dr. Gary Hunt, Chair, Elementary
Education, Faculty of Education,
Rosanna Caporusso, Teacher, D'Arcy University of Toronto
McGee Catholic School, Metropolitan
Separate School Board Rose Labate, Teacher, Holy Name
Catholic School, Metropolitan Separate
Joanne Carroll, Superintendent of School Board
Schools, Durham Region Roman
Catholic Separate School Board Jack Quigley, York University Faculty
of Education/Staff Development,
Noel Cooper, Co-ordinator of Metropolitan Separate School Board
Religious Education, York Region
Roman Catholic Separate Schooi Board Sharon Smith, Principal, St. Matthew
School, Dufferin-Pee! Roman Catholic
Susanne DeCrane, Religious Separate School Board
Education Instructor, Faculty of
Education, University of Toronto Johanne Stewart, Superintendent of
Staff Development, Metropolitan
Delio Di Giovanni, Principal, Holy Separate School Board
Trinity Catholic High School, Simcoe
County Roman Catholic Separate Dr. Larry Trafford, Co-ordinator of
School Board Religious Education, Metropolitan
Separate School Board
Barbara Easton, Executive Assistant to •
the Superintendent of Human Rev. William Russell, Principal,
Resources, Dufforin-Peel Roman Religious Education Program, Faculty
Catholic Separate School Board of Education, University of Toronto;
Chair of the Committee
Colleen French, Superintendent of
Schools, Metropolitan Separate
SchoolBoard
vii
Introduction:
A Statement of Vision
Although the primary responsibility for helping our children value our Let these words of mine
faith story as their story belongs to parents, the teachers in our schools remain ,n your heart and
likewise bear significant responsibility for passing on the good news of in your soul. Teach them to
Jesus to the young people in our age. your children and talk about
them whether at rest in
This mandate, fundamental to a teacher in a Catholic school, depends your house, or walking
on all teachers, young and old, inexperienced and experienced, them- abroad.
selves being firmly cognizant of and rooted in our Catholic tradition. Deuteronomy 17: 18-19
Such formation is accomplished, in part, by the teacher's own educa-
tional background and, in part, by the varying teacher preparation How are we to reueal fesus
progmms throughout the province, whose specific aim is to prepare Christ, God made man, to this
and incorporate men and women as excellent teachers in the Catholic multitude of children and young
school system and to inspire in them a genuine love of teaching. people, reveal him not just in the
fascination of a first fleeung
This process of incorporation occurs chiefly in the associate schools in encounter, but through an
which teacher candidates are placed during their time at Faculties of acquaintance, growing deeper
Education. It is to the critical impact of such placements that we here and clearer daily, with him, his
address ourselves, and chiefly to our expectations of all the partners in message, the plan of God that he
teacher education, including the candidates themselves, in ensuring has revealed, the call he addresses
that our future teachers are exposed to the finest possible, though to each person, and the Kingdom
acknowledgedly always imperfect, Catholic school atmosphere and that he wishes to establish in this
experience. world with the 'little flock' of
those who believe in him, a
In all communities, the continuity of the culture is preserved, in part, Kingdom that will be complete
through its distinctive stories. Always, the role of the storyteller is only in eternity? How are we
revered for its function in exposing new members to the living tradition to enable them to know the
of the community. meaning, the import, the
fundamental requirements, the
The Catholic faith community understands well this experience of law of love, the promises and
incorporating new members by engaging them in the community's the hopes of this Kingdom?
story. For centuries, Christians have shared their stories ofJesus, the
CaUchui T,tulnulu §J5
Word made Flesh, who orients them to God, to one another and to the
world in a radically new way. Today we continue to proclaim that the
quintessence of the Christian life is to follow Jesus Christ - that is, to
know, love, and obey. Listeners of all ages are inspired to realize that
1
Jesus calls all of us to live in keeping with his gospel - give our energy
to help poor people, to set free victims of discrimination, to overcome
society's blindness to the evils among us, and to release each other
from the various prisons in which we are entrapped.
We recognize that we are still a pilgrim people, and that our educa-
tional milieus, like ourselves, will ever be in need of healing and
refinement Yet, as educators involved in varying ways in teacher
education, we wish to share the ideals we proclaim and which, in
many instances, we have seen lived in Catholic schools in Ontario.
Catholic teacher candidates will be placed in a variety of school A Catholic school, in short, is a
settings in the course of their time in Faculties of Education. It is our community enliomed by tlu gospel
sincere hope that all of those schools will be recognizable as communi- spirit of freedom and charity.
ties that are visibly Christian and Catholic. The amcept of community is at
the hean of Christianity; it is
Our vision of a truly Catholic school culture includes the following not part of tIu curriculum;
components: rather, it is a reality to be lived.
Community must be experienced
• a Spirit of mutual caring, love and forgiveness in the Spirit ofJesus to be learned.
Catholic EdutaJiora:From
Such a visionary phrase could easily be dismissed as a platitude, but
Princi/Jl4 to Pradiet ill
self-giving love must be the foundation of the life of every Christian
CQJho& Sthooll, p. 8
community. Christian love will be discernible in the attitudes of staff
members toward students - and particularly toward students who
are most difficult to love, and who are thus most in need oflove; in By this, roeryone willlmow that
the interactions among the students themselves; in the mutual re- you are my disciples, if you have
spect and collaborative effort of the staff; and in the welcoming and love for one another.
hospitable spirit which is expressed toward newcomers, such as John 73:35
teacher candidates.
As educators, we must offer
Conflict is not unknown, nor is it inappropriate in communities of Christ's faithful not the image of
Christians; the friends of Jesus who formed the earliest Christian people divided and separated by
community were people of strong conviction who often engaged in unedifjing quarrels, but tlu image
heated disagreements. As a result, they soon realized, asJesus had of people who are mature in faith
taught, that forgiveness is the indispensable glue that holds every and capable of finding a meeting-
community together. Everyone needs to forgive; everyone needs to point beyond real tensions, thanks
be forgiven. to shared, sincere, and disinter-
ested search for truth.
• a sense of the powerful saving presence of God in our lives Apostolit &/wrtatWn
&angt/ii N,tflJiaTllii
3
Such a sense of God is at the basis of the spiritual development of
both students and staff - a fundamental goal of Catholic education.
I haue come that they may haue lift, The Good News of the advancing Reign of God should be explicit
and haue it abundantly. in the curriculum of a Catholic school, and implicit in all the
John 70:70 experiences that constitute its particular culture.
• participation in the life of the Catholic Church Just as the body is one and has
many members, and all the
Catholic schools are expressions of the community life of a magnifi- members of the body, though many,
ce.it tradition which is world-wide and twenty centuries old. The are one body, so it is with Christ.
Catholic Church has preserved the Good News of Jesus, and has ... Now you are the body of Christ,
brought the gospel to life in a host of cultures, in a uniquely resilient and individually members of it.
manner. The Church after the Second Vatican Council (1962-1965) And God has appointed In the
is significantly different from the Church of previous decades and at church apostles, prophets, teachers,
the same time it is in faithful continuity with the Church of the past. workers of miracles, healers,
In our time, the community prepares for a new millenium whose helpers, administrators.
greatest challenge will be the human search for meaning and whole-
First Letter of Paul
ness in the face of unimaginable change. The Catholic Church will
to ths Corinthians 72: 72-30
briDg the gospel to people of the 21st century with a continuing
sense of the value of tradition and the immense importance of God's
faithful love. The people of the 21st century are in our classrooms
now.
I charge you in the presence of God
and of Christ Jesus: preach the
• Religious Education and Family Life Education. word, be urgent in season and out
of season, convince, rebuke and
Catholic educators strive for a religious component in all aspects of exhort, be unfailing in patience
curriculum and community life. But we also consider it essential to and in teaching.
offer students a complete and extensive education in matters that
2 Timothy 4: 7-5
are specifically religious: what we believe, what the gospel and our
tradition teach us about how to live, how we pray alone, and how
we celebrate together. To promote the religious knowledge and
commitment of new generations, highly-developed programs of
Religious Education and Family Life education are mandated for
each grade level of elementary and secondary school. Ideally,
teachers and students pray together daily, and experience special
celebrations as part of religious education units and in keeping
with liturgical seasons. Schools cooperate with parishes and fami-
lies in preparing students for the reception of sacraments and
generally in helping students to grow as believers. Secondary
schools have chaplaincy teams to assist student faith development.
Even the hallways and foyers of our schools indicate the all-
pervading importance of the religious component of Catholic
education.
Catholic school boards consider it essential that all teachers support the
religious goals of our system, both explicitly and by example. Funda- The most basic, the most
mentally, teacher candidates are expected to help children grow as important, the distinctive
believers, develop a personal relationship with God, learn about and unifjing agent is the teacher
accept Catholic teaching, and follow a Christian way of life. of mature, living faith. Together
with the faith community of
It is our conviction that such a professional responsibility implies also teachers, he or she is a visible
personal responsibilities. Teacher candidates are expected to be disci- sign and expression that Christ
ples ofJesus Christ, and faithful members of the Catholic Church, They is alive and operative today. The
are called to become increasingly better informed about Catholic Catholic teacher is the starting
theology and methods of teaching Religious Education. They should point in the multi-faceted process
recognize that, while Catholic adults have a right to form their own of Christian Education.
opinions and make responsible decisions, teachers' personal conduct
Towards a MaJurt, Liuing
has a Significant effect on the children in their care. Thus teacher
Faith Community, §5
candidates, like more experienced teachers, are expected to model
love and respect for children and colleagues, to participate regularly in
the sacramental life of the Church, to respect the behavioural standards
of the communities in which they work and live, and not to impose
personal opinions or problems of faith upon the students.
An Invitation To Discernment
7
exam ple. We recognize that a significant proportion of Catholic teacher
candidates enter faculties of education with very limited background
in theology and religious education, and often with limited practice of
their faith, such as regular attendance at Sunday Eucharist. Still, all
who teach in our schools are expected to accept significant responsi-
bilities for the religious education of their students.
5. Do you agree that you should not present your personal opinions or
problems of belief in the classroom? (This is not to forbid a reason-
able expression, suited to the age level of the students, of the fact that
a variety of opinion does exist within the Catholic tradition.)
11
supervisory officers, and directors of education with the purpose of
actualizing the recommendations found in this document;
Critical indeed are the associate teachers. Usually, they are appropri-
ately chosen by principals on the basis of their willingness to accept the
role. In approving the applications of staff members to be associate
teachers, principals also consider:
13
The Christian community, the • the teacher's ability to communicate well and work collaboratively
essential climate and atmosphere with colleagues;
of a Catholic school; is as strong • the teacher's dedication to the religious goals of our school system,
as tlu individual foith of its coupled with up-to-date theology;
teachers. • the teacher's capability to provide constructive, consistent, and
honest feedback and evaluation to the teacher candidate;
Towards a MaJurti Liuing • the teacher's ability to inspire in others a love of the art of teaching.
Faith Community, .§9
In "best practice" situations, an associate teacher's collaborative style is
entirely compatible with high standards of excellence and honest
evaluation of the work of the teacher candidate. Gospel values of self-
giving love, mutual respect, integrity, and forgiveness imbue the best
That school staff with coach! apprentice partnerships.
responsibility for student
teachers be selected jointly by At the same time, it is recognized that the relationship of associate to
the foculty of education and the teacher candidate is unequal. As a 'teacher of teachers', the associate
school principal, and that they has a professional responsibility to plan collaboratively with the candi-
participate in a significant date, assign appropriate responsibilities, provide continuous constructive
and well-designed preparation feedback during the weeks of the practicum, and ultimately assess the
program themselves, to ensure candidate's competence and apparent potential for success in the
that they have a fully-developed teaching profession.
understanding of the process of
learning to teach, and a shared Further, in the best settings, associate teachers exemplify the religious
understanding of the skills, character of our schools, in the Christian spirit which characterizes
knowledge, competencies and their classrooms, in the gospel values which are present across the
values that beginning teachers entire curriculum, and in the complete implementation of the pre-
should have. scribed programs for Religious Education and Family life Education.
For tIu Love of Learning: Experienced teachers who serve as associate teachers deserve the
The &port oftlu Royal profound thanks of the whole Catholic community for accepting the
Commusion 011 Learning call to assist teacher candidates to grow as professionals and as the new
Recommendation §64 generation of 'storytellers' who proclaim the gospel in the Catholic
tradition. In Appendix I, we have reported a number of laudatory
comments from teacher candidates about their mentors.
TM committee recommends:
PRINCIPALI
VICE-PRINCIPAL
TEACHER
PEERS CANDIDATE
FAMILY
19
cost to themselves, to provide academic excellence and exemplary
teaching and to model the behaviour and values described in this
document for the young people in the province's Catholic school
system. Their professionalism and dedication to education in a Catho-
lic context attest to the viability of our vision for our Catholic schools
and particularly for the associate schools involved in guiding our next
generation of Catholic story tellers.
21
supervisory officers, and directors of education with the purpose
of actualizing the recommendations fOW1din this document;
"The associate teacher wants you there and is generous and helpful in
sharing not only ideas, but teaching resources as well."
"1 felt comfortable trying new activities as 1 knew the teacher wasn't
judging and looking for all the mistakes 1 might make."
"Teachers using the techniques that are current helped me grasp the
difference between reality and theory in co-operative learning."
"A good placement for me was having teachers who were demanding
but at the same time helpful, who gave me lots of resources, construc-
tive criticism and feedback on lesson plans and content delivered."
"1want to feel like a team member where associate and student teacher
work together to help the children learn,"
"The best associate teachers are the ones who are constantly setting
their own personal teaching goals, and encouraging student teachers
to set their own." .
23
APPENDIX II
"I think the best thing I saw was how the principal maintained the
school as a faith community: He maintained contact with us and
invited us to participate in all school events. This made me feel
welcomed and showed me how a faith community is nurtured."
"As a student teacher, I felt totally welcomed because the staff saw me
as a part of the next generation of Catholic teachers, and not as a
student and an outsider. I was welcomed immediately and instantly
became part of the community of the school."
25