Catholic Identity

Foundation of Catholic Education

*Catholic Identity

Why Catholic Identity?

St. Anne Educating the Blessed Virgin Mary

USCCB* Young people of the third

millennium must be a source of energy and leadership in our Church and our nation. Therefore, we must provide young people with an academically rigorous and doctrinally sound program of education and faith formation designed to strengthen their union with Christ and his Church

Catholic Schools on the Threshold, no.9

USCCB*Catholic schools

collaborate with parents and guardians in raising and forming their children as families struggle with the changing and challenging cultural and moral contexts in which they find themselves.


USCCB*Catholic schools provide

young people with sound Church teaching through a broad-based curriculum, where faith and culture are intertwined in all areas of a school's life.


USCCB* By equipping our young people

with a sound education, rooted in the Gospel message, the Person of Jesus Christ, and rich in the cherished traditions and liturgical practices of our faith, we ensure that they have the foundation to live morally and uprightly in our complex modern world.


USCCB*This unique Catholic

identity makes our Catholic elementary and secondary schools "Schools for the human person" and allows them to fill a critical role in the future life of our Church, our country, and our world


*How conscious are we that our school is an educational ministry of the Church?

*Does SMA help parents/guardians fulfill their role as the primary teachers of the Faith to their children?

*Are we aware that parents, teachers and administrators have an important role in assuring a Catholic education at St. Mary Academy?

Questions for Reflection

Fides Quaerens Intellectum ~ St. Anselm

Faith Seeking Understanding ~ St.

Anselm

A Short History of Catholic Education

Christ, the Divine Wisdom and Incarnate Word Jn. 1:49


*"Rabbi, you are the Son of God; you are the King of Israel."

Christ, the Divine Wisdom and Incarnate Word


Jesus, the Teacher, gave us the final revelation of God through His actions, life, teaching, sacrifice, resurrection and ascension

The Apostle Peter Preaching and Healing


The experience of the Apostles and other disciples, the things they learned directly from Jesus, became the basis of Church teaching and practice

The ApostlePaul


The life of Jesus and the Apostles’ preaching were preserved first in the Letters of St. Paul and the other Apostles

Matthew, Mark, Luke and John


The Evangelists then set down the life of Christ in the Gospels


St. Luke set down the history of the early Church in the Acts of the Apostles

Scripture


These writings became the first pillar of Church preaching, teaching, action and belief: The Scriptures

The Blessed Virgin receives Communion


The preaching, practice, and Way of Prayer established by Jesus was passed on to His Apostles and disciples through their teaching and action

St. Peter, First Pope


These elements became the basis of Sacred Tradition, the second pillar of Catholic life and teaching

Scripture and Tradition Dei Verbum #9


Hence there exists a close connection and communication between sacred tradition and Sacred Scripture. For both of them, flowing from the same divine wellspring, in a certain way merge into a unity and tend toward the same end. For Sacred Scripture is the word of God inasmuch as it is consigned to writing under the inspiration of the divine Spirit, while sacred tradition takes the word of God entrusted by Christ the Lord and the Holy Spirit to the Apostles, and hands it on to their successors in its full purity,

Scripture and Tradition Dei Verbum #9


so that led by the light of the Spirit of truth, they may in proclaiming it preserve this word of God faithfully, explain it, and make it more widely known. Consequently it is not from Sacred Scripture alone that the Church draws her certainty about everything which has been revealed. Therefore both sacred tradition and Sacred Scripture are to be accepted and venerated with the same sense of loyalty and reverence.

Baptism of the Catechumens


The teaching of the Apostles and their successors was first and foremost the instruction of Catechumens, those entering the Church

St. Augustine as a Student


The truths of the faith were explored by many schools of philosophy and by the slowly emerging ecclesiastical schools throughout Christendom

The Barbarian Invasion: Collapse of Rome and The

Destruction of Culture


At the time of the Barbarian invasions and collapse of the Roman Empire in the West, it fell to the Church to preserve culture, knowledge and learning

Monastic and Parish Schools Preserve Culture and Educate the People


The Church was the last institution in the West that could stand firm, preserve learning and pass it on to future generations

Medieval school


Local parish schools and monastic schools passed on basic reading, writing, arithmetic, catechesis and practical knowledge for those who had the time to attend them

Medieval school


The Benedictine monks and nuns and Dominican and Franciscan friars and sisters were the main educators in the Middle Ages

Church Schools and Universities at the height of the Middle Ages

Protestant destruction of monasteries and Catholic

Schools


In many places in Europe, the Reformation forced the closing of many Catholic parish, monastic and university schools

The Council of Trent(1545-47, 1551-52, and 1562-

63)


The Council of Trent re-enforced the idea of a specifically Catholic education at all levels and promulgated the creation and printing of a universal catechism to assist in educating the faithful

St. Angela Merici, Foundress of the Ursuline School Sisters


One effect of the Council was an explosion of educational orders and schools in the Church:The UrsulinesThe JesuitsBrothers of the Christian SchoolsThe Filippini SistersSisters of LoretoPiarist Brothers...

St. Francis Xavier, S.J.


The educational and catechetical mission of the Church continued as missionaries spread throughout the world. Education and catechesis in native languages were a priority of missionary activity

Ursuline Convent in New Orleans (1733)


Along with the world-wide movement and settlement of Catholics, the Faith came to North America. The first permanent Catholic educational institution was the Ursuline Academy in New Orleans

Leonard Calvert, Founder of Maryland and brother of Lord

Baltimore


In 1632, Cecelius Calvert, known as Lord Baltimore, was granted possession of all land lying between the Potomac River and the Chesapeake Bay. Lord Baltimore saw this as an opportunity to grant religious freedom to the Catholics who remained in Anglican England.

Leonard Calvert, Founder of Maryland and brother of Lord

Baltimore


Although outright violence was more a part of the 1500s than the 1600s, Catholics were still a persecuted minority in the seventeenth century. Baltimore thought that his New World possession could serve as a refuge. From: http://www.ushistory.org/us/5a.asp

Bishop John Carroll of Baltimore

(1735-1815)


Local Catholic Schools were established in the Colony of Maryland to educate Catholic children. Most of the schools were run by the Jesuits. Bishop John Carroll wished to expand Catholic education and so invited a convert from New York to travel to his diocese to establish schools there.

St. Elizabeth Ann Seton(1774-1821)


St. Elizabeth Ann Seton was a convert to the Catholic faith from Anglicanism, a move that caused her to become an outcast among her family and friends. After beginning a Catholic day school in New York, which failed due to rampant anti-Catholic sentiment, she travelled to Baltimore to establish what was to be the first of many Catholic parochial schools throughout the United States.

Anti-Catholic Cartoon by Thomas Nast


Throughout the 19th century, the influx of immigrants from Catholic countries elicited vicious anti-Catholic action in the United States. The public schools were run by Protestants, most Catholics could not find decent jobs and there was a fear that the faith would be lost by the children who would be influenced by anti-Catholic educators

Acts of the First Plenary Council of Baltimore


The First Plenary Council of Baltimore stressed the need for parochial schools and their role in preserving and passing on the faith to future generations

Acts of the First Plenary Council of Baltimore


“Wherever parochial schools are possible, they are ordered to be opened, and Sunday- schools are insisted upon as an absolute necessity ; when a school is found in which Catholic doctrines or moral principles are attacked, it is the duty of the pastor in its neighborhood to prohibit attendance at it by the children of his flock. In the beginning of the following year these decrees were returned as approved by the Propaganda Congregation and the Pope. A most favorable impression was made upon the Church at large.”

By the early 20th century Catholic schools were well established in the United

States


The number of Catholic schools and students grew apace...In 1900, the Church supported 3,500 parochial schools, usually under the control of the local parish. By 1920, the number of elementary schools had reached 6,551, enrolling 1.8 million pupils taught by 42,000 teachers, the great majority of whom were nuns.

By the early 20th century Catholic schools were well established in the United

States


Secondary education likewise boomed. In 1900, there were only about 100 Catholic high schools, but by 1920 more than 1,500 were in operation.David P. Baker, "Schooling All the Masses: Reconsidering the Origins of American Schooling in the Postbellum Era," Sociology of Education (1999) 72#4 pp. 197-215

1950-1970


For more than two generations, enrollment climbed steadily. By the mid-1960s, enrollment in Catholic parochial schools had reached an all-time high of 4.5 million elementary school pupils, with about 1 million students in Catholic high schools. The enrollments steadily declined as Catholics moved to the suburbs, where the children attended public schools.

1970-Today


A major transition took place in the 1970s as most of the teaching nuns left their orders. Many schools closed, others replaced the nuns with a majority of lay teachers

* From: Michael P. Caruso, When the Sisters Said Farewell: The Transition of Leadership in Catholic Elementary Schools (R&L Education, 2012) United States Catholic Elementary and Secondary Schools, 2009-2010: The Annual Statistical Report on Schools, Enrollment and Staffing (National Catholic Educational Association, 2010).

* Jesus says, “But seek first the kingdom (of God) and his righteousness, and all these things will be given you besides.” (Matt. 6:33) Are we giving the students of SMA the chance to respond in faith and intellect to the teaching of Jesus and His Church?

* Have we lost the knowledge and practice of our Catholic story?

* The Church has been at times countercultural in society throughout history: is the counterculturalism of the Gospel apparent at SMA?

* Is the community of SMA aware of it’s role in carrying on the great tradition of Catholic education which we have inherited and are called upon to pass on?

*Questions for Reflection

Why A Catholic School?

Why Now?

Second Vatican Council

Gravissimum educationis

"The Catholic school pursues cultural goals and the natural development of youth to the same degree as any other school. What makes the Catholic school distinctive is its attempt to generate a community climate in the school that is permeated by the Gospel spirit of freedom and love. It tries to guide the adolescents in such a way that personality development goes hand in hand with the development of the "new creature" that each one has become through baptism.


Why Now?


Gravissimum educationis

It tries to relate all of human culture to the good news of salvation so that the light of faith will illumine everything that the students will gradually come to learn about the world, about life, and about the human person".


Why Now?


CONGREGATION FOR CATHOLIC EDUCATION

The Council…declared that what makes the Catholic school distinctive is its religious dimension, and that this is to be found in…


Why Now?

The Educational Climate


a) the educational climate


Why Now?

Personal Development


a) the educational climateb) the personal development of each student


Why Now?

The Gospel and Culture


a) the educational climateb) the personal development of each studentc) the relationship established between culture and the Gospel


Why Now?

Faith and Knowledge


a) the educational climateb) the personal development of each studentc) the relationship established between culture and the Gospeld) the illumination of all knowledge with the light of faith


Why Now?

Characteristics of today’s youth


Many young people find themselves in a condition of radical instability.


Why Now?



Many young people find themselves in a condition of radical instability

Others live in an environment devoid of truly human relationships; as a result, they suffer from loneliness and a lack of affection


Why Now?



Many young people find themselves in a condition of radical instability

Others live in an environment devoid of truly human relationships; as a result, they suffer from loneliness and a lack of affection

Large numbers of today's youth are very worried about an uncertain future


Why Now?



Not a few young people, unable to find any meaning in life or trying to find an escape from loneliness, turn to alcohol, drugs, the erotic, the exotic etc.


Why Now?



Not a few young people, unable to find any meaning in life or trying to find an escape from loneliness, turn to alcohol drugs, the erotic, the exotic etc. The normal instability of youth is accentuated by the times they are living in. Their decisions are not solidly based: today's "yes" easily becomes tomorrow's "no"


Why Now?



Finally, a vague sort of generosity is characteristic of many young people. Filled with enthusiasm, they are eager to join in popular causes. Too often, however, these movements are without any specific orientation or inner coherence. It is important to channel this potential for good and, when possible, give it the orientation that comes from the light of faith.


Why Now?



There are also a number of positive signs, which give grounds for encouragement. In a Catholic school, as in any school, one can find young people who are outstanding in every way - in religious attitude, moral behavior, and academic achievement. When we look for the cause, we often discover an excellent family background reinforced by both Church and school. There is always a combination of factors, open to the interior workings of grace.


Why Now?



Catholic schools are spread throughout the world and enroll literally millions of students. These students are children of their own race, nationality, traditions, and family. They are also the children of our age. Each student has a distinct origin and is a unique individual. A Catholic school is not simply a place where lessons are taught; it is a center that has an operative educational philosophy, attentive to the needs of today's youth and illumined by the Gospel message. A thorough and exact knowledge of the real situation will suggest the best educational methods.


Why Now?

* Do SMA students, faculty and school communities reflect on the values involved in the issues of the day in the light of Jesus’ teaching and the teaching authority of the Church?

* Does SMA provide a stable, safe environment based on the principles of the Gospel in order to assist those students suffering from the uncertainties of modern life?

* The influence of social media and the internet is pervasive in our society. What are the potentially good influences of this situation on our students? What are the bad?

* A foundation in the Faith is necessary to our future: how can we strengthen this foundation?


Catholic Identity

Five Essential Marks of Catholic Schools By Archbishop J. Michael Miller, C.S.B

Like the marks of the Church proclaimed in the Creed – one, holy, catholic, and apostolic – so, too, does the Holy See identify the principal features of a school as Catholic: a Catholic school should be inspired by a supernatural vision, founded on Christian anthropology, animated by communion and community, imbued with a Catholic worldview throughout its curriculum, and sustained by Gospel witness. These benchmarks help to answer the critical question: Is this a Catholic school according to the mind of the Church?

Catholic Identity


It is precisely because of its Catholic identity, which is anything but sectarian, that a school derives the originality that enables it to be a genuine instrument of the Church's evangelizing mission. Michael Guerra, former president of the National Catholic Educational Association put the challenge succinctly: "The first and most important task for Catholic schools is to maintain and continually strengthen their Catholic identity."

Catholic Identity

1. Inspired by a supernatural vision


The Church sees education as a process that, in light of man's transcendent destiny, forms the whole child and seeks to fix his or her eyes on heaven. The specific purpose of a Catholic education is the formation of boys and girls who will be good citizens of this world, loving God and neighbor and enriching society with the leaven of the gospel, and who will also be citizens of the world to come, thus fulfilling their destiny to become saints.

Catholic Identity

2. Founded on a Christian Anthropology


Emphasis on the supernatural destiny of students brings with it a profound appreciation of the need to perfect children in all their dimensions as images of God (cf. Gen. 1:26-27). Catholic theology teaches that grace builds on nature. Because of this complementarity of the natural and the supernatural, Catholic educators should have a sound understanding of the human person that addresses the requirements of both the natural and the supernatural perfection of the children entrusted to their care.

Catholic Identity

3. Animated by Communion and Community


A third mark of catholicity is the emphasis on the school as a community – a community of persons and, even more to the point, "a genuine community of faith." Such an emphasis proposes an alternative model for Catholic schools to that of an individualistic society. This communal dimension is rooted both in the social nature of the human person and in the reality of the Church as "the home and the school of communion." That the Catholic school is an educational community "is one of the most enriching developments for the contemporary school."

Catholic Identity

4. Imbued with a Catholic Worldview throughout its Curriculum


The integral formation of the human person, which is the purpose of education, includes the development of all the human faculties of the students, together with preparation for professional life, formation of ethical and social awareness, becoming aware of the transcendental, and religious education. Every school, and every educator in the school, ought to be striving "to form strong and responsible individuals, who are capable of making free and correct choices," thus preparing young people "to open themselves more and more to reality, and to form in themselves a clear idea of the meaning of life" [The Catholic School, 31].

Catholic Identity

4. Imbued with a Catholic Worldview throughout its Curriculum


To be integral or complete, Catholic schooling must be constantly inspired and guided by the gospel. As we have seen, the Catholic school would betray its purpose if it failed to found itself on the person of Christ and his teaching: "It derives all the energy necessary for its educational work from him."

Catholic Identity

5. Sustained by Gospel Witness


A final indicator of a school's authentic catholicity is the vital witness of its teachers and administrators. With them lies the primary responsibility for creating a Christian school climate, as individuals and as a community. Indeed, "it depends chiefly on them whether the Catholic school achieves its purpose."

Catholic Identity

*Are the ties between home, school and church made stronger for students through their attendance at SMA?

*Are we assisting parents in deepening their understanding of Catholic Identity at SMA?

* Is the curriculum at SMA enhancing the formation of the whole person, intellectually, spiritually and socially?

* Is the Gospel central to the academic and social experience of students at SMA?


National Standards and

Benchmarks

IntroductionThe bishops of the United States, particularly in the seminal document, To Teach as Jesus Did (1971), continuously underscore the three-fold mission of our Catholic schools—to proclaim the Gospel, to build community, and to serve our brothers and sisters.

Standards and Benchmarks

Introduction

In their most recent document, Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium (2005), the United States Catholic Bishops emphasized that the entire Catholic community is called to evangelize our culture, and stressed that Catholic elementary and secondary schools play a critical and irreplaceable role in this endeavor.


Introduction

“Education is integral to the mission of the Church to proclaim the good news. First and foremost, every Catholic institution is a place to encounter the Living God, who in Jesus Christ, reveals his transforming love and truth” (Pope Benedict XVI, Address to Catholic Educators, April 17, 2008, Washington DC, par. 2)


Introduction

“our vision is clear: our Catholic schools are a vital part of the teaching mission of the Church. . . . We must respond to challenging times with faith, vision and the will to succeed because the Catholic school’s mission is vital to the future of our young people, our nation, and most especially our Church.” (United States Conference of Catholic Bishops, Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium #15)


Introduction

The National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools is intended to describe how the most mission-driven, program effective, well managed, and responsibly governed Catholic schools operate. They are offered as school effectiveness standards rather than curriculum content standards, although they support curriculum development consistent with national standards and the Common Core State Standards.


IntroductionThis document contains three types of statements grounded in Church teachings, best practice, and proven success of those committed to the future of Catholic elementary and secondary education in the United States.


Archbishop J. Michael Miller, C.S.B. Introduction

The Defining Characteristics flow directly from the holy See’s teaching on Catholic schools as compiled by Archbishop J. Michael Miller, CSB (The Holy See’s Teaching on Catholic Schools, 2006), and from statements by Pope Benedict XVI and the American bishops. The characteristics define the deep Catholic identity of Catholic schools and serve as the platform on which the standards and benchmarks rest. The defining characteristics authenticate the standards and benchmarks, justifying their existence and providing their meaning.


IntroductionThe Standards describe policies, programs, structures, and processes that should be present in mission-driven, program effective, well-managed, and responsibly governed Catholic schools that operate in concert with the defining characteristics. The standards address four domains: Mission and Catholic Identity, Governance and Leadership, Academic Excellence, and Operational Vitality.


IntroductionThe Benchmarks provide observable, measurable descriptors for each standard. Benchmarks provide a solid basis for future development of more detailed self-assessment and diagnostic instruments, data collection and reporting structures, and accreditation tools, as appropriate at the local, diocesan, regional, and national levels.


IntroductionNational Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools was drafted by a national task force of Catholic school educators and supporters, in communication with the National Catholic Educational Association (NCEA).


Mission and Catholic Identity

Standard 1An excellent Catholic school is guided and driven by a clearly communicated mission that embraces a Catholic identity rooted in gospel values, centered on the Eucharist, and committed to faith formation, academic excellence and service


Standard 1Benchmarks

1.1 The governing body and the leader/leadership team ensure that the mission statement includes the commitment to Catholic identity.


Guided by our Blessed Mother, Saint Mary Academy is a Catholic faith community that educates children in mind, body and spirit. We strive to inspire our students to honor God, love learning and serve others.


1.2 The governing body and the leader/leadership team use the mission statement as the foundation and normative reference for all planning




1.3 The school leader/leadership team regularly calls together the school’s various constituencies (including but not limited to faculty and staff, parents, students, alumni(ae) to clarify, review and renew the school’s mission statement.




1.4 The mission statement is visible in public places and contained in official documents



Standard 2An excellent Catholic school adhering to mission provides a rigorous academic program for religious studies and catechesis in the Catholic faith, set within a total academic curriculum that integrates faith, culture, and life.


Standard 2 Benchmarks

2.1 Religious education curriculum and instruction meets the religious education requirements and standards of the diocese



2.2 Religion classes are an integral part of the academic program in the assignment of teachers, amount of class time and the selection of texts and other curricular materials



2.3 Faculty who teach religion meet diocesan requirements for academic and catechetical preparation and certification to provide effective religion curriculum and instruction



2.4 The school’s Catholic identity requires excellence in academic and intellectual formation in all subjects including religious education



2.5 Faculty use the lenses of Scripture and the Catholic intellectual tradition in all subjects to help students think critically and ethically about the world around them



2.6 Catholic culture and faith are expressed in the school through multiple and diverse forms of visual and performing arts, music and architecture



2.7 The theory and practice of the Church’s social teachings are essential elements of the curriculum


Standard 3An excellent Catholic school adhering to mission provides opportunities outside the classroom for student faith formation, participation in liturgical and communal prayer, and action in service of social justice



3.1 Every student is offered timely and regular opportunities to learn about and experience the nature and importance of prayer, the Eucharist, and liturgy



3.2 Every student is offered timely, regular, and age-appropriate opportunities to reflect on their life experiences and faith through retreats and other spiritual experiences



3.3 Every student participates in Christian service programs to promote the lived reality of action in service of social justice



3.4 Every student experiences role models of faith and service for social justice among the administrators, faculty and staff.


Standard 4An excellent Catholic school adhering to mission provides opportunities for adult faith formation and action in service of social justice.



4.1 The leader/leadership team provides retreats and other spiritual experiences for the faculty and staff on a regular and timely basis



4.2 The leader/leadership team and faculty assist parents/guardians in their role as the primary educators of their children in faith



4.3 The leader/leadership team collaborates with other institutions (for example, Catholic Charities, Catholic higher education, religious congregation-sponsored programs) to provide opportunities for parents/guardians to grow in the knowledge and practice of the faith



4.4 All adults in the school community are invited to participate in Christian service programs to promote the lived reality of action in service of social justice



4.5 Every administrator, faculty, and staff member visibly supports the faith life of the school community


*Are the contributions and wisdom of all members of the SMA community considered respectfully as we move forward to improve SMA?

*What are the Standards for Catholic Identity that SMA excels in?

*What are the Standards of Catholic Identity at SMA that need to be implemented or improved?

*How can all stakeholders at SMA (Faculty, Staff, Parents, Advisory Board) work together in adopting and implementing the benchmarks for Catholic identity?


The Ad Hoc Catholic Identity

Committee

Purpose


Committee

Purpose*To inform


Committee

Purpose*To inform*To consult


Committee

Purpose*To inform*To consult*To assist St Mary

community in moving forward with Catholic identity


Committee

*QUESTIONS?

Catholic Identity

Education

Transcript of Catholic Identity