SPIRITUS International
Diocesan Implementation
Phase One
School Leader Formation for Mission
SPIRITUS International Diocesan Implementation encourages principals to consider themselves as the chief evangelists in their school. This means they are charged with, “… bringing the Good News into all the strata of humanity, and through its influence transforming humanity from within and making it new" (On Evangelization in the Modern World, n. 18).
SPIRITUS International Diocesan Implementation is designed to equip school leaders as leaders of formation for mission seeking to evangelise, to transform their Catholic school’s community, culture and curriculum. School leaders are considered to include executive leaders, middle leaders and emerging leaders.
i. Project Planning and
Briefing of Leaders.
Over a three-year period a critical mass of leaders in each school should have completed these initial professional learning and formation experiences. It is recommended that no fewer than three primary and six secondary school leaders from each school participate in all aspects of the Program. These should include, at a minimum, the Principal, Assistant Principal and Leader of Identity/Mission/REC. Once initial leadership formation for leaders has occurred, SPIRITUS International Programs Parts 1 and 2 (EDNE600 and EDNE601) can be rolled out for any staff member to complete. Completion of SPIRITUS International Programs may contribute to initial accreditation and the maintenance of arch/diocesan accreditation.
SPIRITUS International Diocesan Implementation involves embedding its vision, programs and resources within initial and ongoing leadership induction, staff formation, and school renewal and improvement programs. Ideally, the staff and resources allocated to formation for mission should be comparable to those allocated to professional learning.
SPIRITUS International Diocesan Implementation involves planning for the renewal and development of the various and inter-related aspects of a Catholic education or what Church documents call ‘integral education’. Christian formation occurs within a Catholic school’s community, culture and curriculum. This is multifaceted as the diagram below seeks to portray.
The outer ring of activities, in the diagram above, seeks to capture something of the diversity of expressions and forms the leadership, teaching and service in a Catholic school can take. In primary schools all staff are formed for the work of pastoral care, teaching and education in the faith across the curriculum. In secondary schools, all teachers should be provided with the professional learning and formation required to integrate faith and life, religion and culture across the curriculum.
Teachers of Religious Education and other teachers ensure the provision of a range of other mission related experiences such as liturgy, retreats, service and outreach, and youth ministry.
In providing for the integral education of all students, it should also seek to ensure a lively catechetical dimension that forms students to participate more fully in the life and mission of the Church. The formation of students for peer-to-peer ministry, enriches every aspect of the school’s community, culture and curriculum.
ii. Initial Formation
SPIRITUS Part 1 (EDNE600) Faith Formation and the New Evangelisation (EDNE600). A retreat experience is included (Porta Fidei or Called or Essentials for Faith Leadership).
SPIRITUS Part 2 (EDNE601) Creating Centres of Evangelisation: Catholic Schools, Parishes and Church Ministries (EDNE601).
The initial formation can also be completed as units of study towards a Graduate Certificate in Religious Education or a Master of Educational Leadership or Religious Education.
This initial formation will also be available as an international formation program in England and Italy. It is recommended that key school and system leaders be funded to attend this program. It is also recommended that an emerging leaders group be provided with the opportunity to participate in this international formation program.
Religious Education teachers
In most arch/dioceses, there is a particular focus on the professional learning and formation of teachers of Religious Education. Hackett (2007) argues that good teachers of Religious Education need three things: Pedagogical Content Knowledge, Content Knowledge and Vocation and Faith Witness. Participation in the initial formation associated with the completion of SPIRITUS Parts 1 and 2 could become part of the arch/diocesan strategy to develop and renew a sense of vocation and faith witness amongst teachers of Religious Education. It can also assist them in contextualising their teaching and implementation of CSYMI within the broader context of evangelisation in a Catholic school. An appreciation of Religious Education as complementary to, but distinct from catechesis is critical to the successful implementation of Catholic Schools Youth Ministry International (CSYMI) and the quality of Religious Education. Teachers may apply to be certified as CSYMI Educators upon completing Youth Ministry Equipping Schools, SPIRITUS Parts 1 and 2 or online CSYMI courses.
iii. Ongoing Formation
SPIRITUS Part 3: Leading Evangelisation
Membership of the SPIRITUS International Leaders Network
Following SPIRITUS Parts 1 and 2, participants can complete SPIRITUS Part 3 – Leading Evangelisation, which focuses on leading staff and student formation strategies.
Participation in the SPIRITUS International Leaders Network (SILN) will provide the ongoing networking, formation, programs and resources necessary for leaders to fulfil their role. The SILN has developed an online professional networking and program delivery platform for the ongoing formation of Catholic school leaders and staff. The platform supports in-person and remote professional learning and formation for leaders, including the Called and Essentials for Faith Leadership Programs, and several formation seminars each year. In these seminars SILN members from across Australia and internationally meet together once per term for an hour for prayer, input and sharing in small groups. SILN Members are also encouraged to participate in the annual Oceania Evangelisation Program held in Canberra with hubs throughout Oceania. This provides an opportunity for formation as a Spirit-filled leader and cross-cultural ministry experiences.
iv. Evaluation and Planning
The development and review of school-based and system wide plans for the formation for mission of school leaders, staff and students will be an important outcome of SPIRITUS Diocesan Implementation. These plans will be linked with existing arch/diocesan and school leader, staff and student formation for mission initiatives. This will take place in an extended meeting or series of meetings with school leaders following the completion of initial formation in SPIRITUS International Programs. Project Team members and relevant system leaders should be available to support such planning and review. School-based evangelisation teams could be developed from across a school’s staff to assist the school leadership team in the implementation of the school evangelisation or mission plan.
School Evangelisation Evaluation and Roadmap
La Salle Academy at Australian Catholic University (ACU), in collaboration with Catholic Schools Youth Ministry International (CSYMI), has developed the School Evangelisation Evaluation instrument (SEE) and the School Evangelisation Roadmap (SER). Both are managed by the Spiritus International Leaders Network which is an initiative of ACU in partnership with CSYMI.
Used together, they are designed to assist in planning to enhance evangelisation initiatives critical to a Catholic school’s development as a vibrant centre of evangelisation. The data gathered from the SEE and the decisions informed by the SER can play a valuable role in system-wide planning.
The SEE and SER are based on the ‘Interrelated Components of Evangelisation Framework' presented in the ACU International Spiritus Programs. This practical Framework has been informed by a comprehensive study of Church documents related to evangelisation and the role of Catholic schools as centres for evangelisation. It focuses on two high-impact strategies that significantly impact evangelisation in Catholic schools: Peer to Peer Youth Ministry and School Leader and Staff Formation.