CACE CONVERSATIONS:

Slide 1:CACE CONVERSATIONS:Catholic Faith Formation for Adults

With Maureen Shaughnessy, SC & Dr. Michael Steier I. Foundational Documents for Catholic Adult Faith formation It is part of our human make up to seek to learn. We learn out of curiosity, we learn out of necessity, we learn in order to make prudent decisions, we learn to develop new insights and skills. We inquire about ourselves, we seek to know about our environments, we explore the ultimate questions about our origins, dignity, and ultimate destination, questions that have intrigued humanity from its inception. As Catholic School and Catechetical leaders, we are charged with assisting those we serve in this search for knowledge. We are not responsible for implanting the urge to learn. We are responsible to know those we serve well enough to anticipate and support their quest for knowledge, and to assist them in understanding and applying that knowledge to their daily lives and life-quests. As fellow learners, we too are challenged to take advantage of the wisdom available to us from the Church so that we can share from that well with those we serve. Our life experiences and human development, our encounters with Jesus, our embrace of Jesus’ call to discipleship community and sacramental life, our awareness of preferences for one learning style over another, our planning and presenting skills, our willingness to accompany others on their journey of faith all are made instrumental in God’s plan for the salvation of all. It is wonderful then, that we have this opportunity to reflect on how important adult faith formation is to each person and to the life of the Church, and to share ways diocesan and parish leadership might provide quality faithful and effective Adult Faith Formation (AFF). As you no doubt already know, the U.S. Bishops have already developed powerful and helpful documents to guide AFF in the United States. Because of the expansiveness of the Church’s vision, the wonderful array of resources and the diversity of the adult populations and settings it encompasses, it is rather important that parish and diocesan leadership like yourselves draw from the sources and construct a process that best responds to the set of catechetical needs that have been identified by your Diocesan Ordinary/Pastor in setting forth his Diocesan/Parish Pastoral Plan with its Catechetical Plan as a component. In our talk and sharing today, we will explore some key documents and some applications for our AFF ministry.I. Foundational Documents for Catholic Adult Faith formation It is part of our human make up to seek to learn. We learn out of curiosity, we learn out of necessity, we learn in order to make prudent decisions, we learn to develop new insights and skills. We inquire about ourselves, we seek to know about our environments, we explore the ultimate questions about our origins, dignity, and ultimate destination, questions that have intrigued humanity from its inception. As Catholic School and Catechetical leaders, we are charged with assisting those we serve in this search for knowledge. We are not responsible for implanting the urge to learn. We are responsible to know those we serve well enough to anticipate and support their quest for knowledge, and to assist them in understanding and applying that knowledge to their daily lives and life-quests. As fellow learners, we too are challenged to take advantage of the wisdom available to us from the Church so that we can share from that well with those we serve. Our life experiences and human development, our encounters with Jesus, our embrace of Jesus’ call to discipleship community and sacramental life, our awareness of preferences for one learning style over another, our planning and presenting skills, our willingness to accompany others on their journey of faith all are made instrumental in God’s plan for the salvation of all. It is wonderful then, that we have this opportunity to reflect on how important adult faith formation is to each person and to the life of the Church, and to share ways diocesan and parish leadership might provide quality faithful and effective Adult Faith Formation (AFF). As you no doubt already know, the U.S. Bishops have already developed powerful and helpful documents to guide AFF in the United States. Because of the expansiveness of the Church’s vision, the wonderful array of resources and the diversity of the adult populations and settings it encompasses, it is rather important that parish and diocesan leadership like yourselves draw from the sources and construct a process that best responds to the set of catechetical needs that have been identified by your Diocesan Ordinary/Pastor in setting forth his Diocesan/Parish Pastoral Plan with its Catechetical Plan as a component. In our talk and sharing today, we will explore some key documents and some applications for our AFF ministry.

Slide 2:I. Foundational Documents for Catholic Adult Faith Formation

Definition and relationship of Adult Faith Formation (AFF) to other forms of catechesis Catholic Schools & Parish Religious Education Programs enrich the faith lives of adults A Variety of Parish & Diocesan leaders 3 Goals 3 Qualities of a mature adult believer A. Some Supportive Quotations 1. AFF: definition & relationship to other forms of catechesis (GDC 59, OHWB 5) 2. Catholic Schools & Parish R.E. Programs enrich the faith lives of adults (OHWB 16, 17, NDC 17) [clarifying question to group: how many diocesan administrators of Catholic Schools /R.E. Programs? How many Parish School or Religious Education Leaders here? Narrow our comments appropriately] 3. Parish & Diocesan Leaders responsible for AFF (OHWB 21, 22) Diocesan administrators are crucial leaders for various aspects of AFF. 4. Goals of AFF (NDC 48 A 1; see also OHWB 50-63 for 3 Qualities)A. Some Supportive Quotations 1. AFF: definition & relationship to other forms of catechesis (GDC 59, OHWB 5) 2. Catholic Schools & Parish R.E. Programs enrich the faith lives of adults (OHWB 16, 17, NDC 17) [clarifying question to group: how many diocesan administrators of Catholic Schools /R.E. Programs? How many Parish School or Religious Education Leaders here? Narrow our comments appropriately] 3. Parish & Diocesan Leaders responsible for AFF (OHWB 21, 22) Diocesan administrators are crucial leaders for various aspects of AFF. 4. Goals of AFF (NDC 48 A 1; see also OHWB 50-63 for 3 Qualities)

Slide 3:Foundational Documents (cont)

Single source: Scripture & Tradition Other Normative Instruments of Catechesis The Catechism of the Catholic Church The Compendium of the Catechism The United States Catholic Catechism for Adults The General Directory for Catechesis Our Hearts Were Burning Within Us National Directory for Catechesis B. Taking a Closer Look at Key Documents Sacred Scripture and Sacred Tradition When it comes to the primary resources for faith content, Sacred Scripture and Sacred Tradition (particularly as reflected in the Catechism of the Catholic Church, The Compendium of the Catechism, and the United States Catholic Catechism for Adults) form the principle source of our faith (see NDC 18). Normative Instruments of Catechesis Besides Sacred Scripture, the Catechism, and the General Directory for Catechesis, Our Hearts Were Burning Within Us and the National Directory for Catechesis are named as normative instruments of catechesis for U.S. Roman Catholics. Let’s take a closer look at each of them.B. Taking a Closer Look at Key Documents Sacred Scripture and Sacred Tradition When it comes to the primary resources for faith content, Sacred Scripture and Sacred Tradition (particularly as reflected in the Catechism of the Catholic Church, The Compendium of the Catechism, and the United States Catholic Catechism for Adults) form the principle source of our faith (see NDC 18). Normative Instruments of Catechesis Besides Sacred Scripture, the Catechism, and the General Directory for Catechesis, Our Hearts Were Burning Within Us and the National Directory for Catechesis are named as normative instruments of catechesis for U.S. Roman Catholics. Let’s take a closer look at each of them.

Slide 4:Our Hearts Were Burning (OHWB)

Goals of AFF (68-73) Planning/Programming Principles (74-87) 6 Dimensions of Adult Catechesis (88-96) Concrete Approaches to AFF (97-112) Parish as Locus of AFF (113-123) Assessing Parish AFF Culture (122) Key AFF Personnel, Objectives & Indicators (124-153) Diocesan Support (154-167) Our Hearts Were Burning Within Us As expressed in Our Hearts Were Burning Within Us (OHWBWU) #s 68-73, the Church hopes that its AFF efforts will address 3 overarching goals: 1) to invite and enable ongoing conversion to Jesus in holiness of life, 2) to promote and support active membership in the Christian community in all of its forms (parish, diocese, family, church communities, personal relationships, etc.), and 3) to call and prepare adults to act as disciples in mission to the world. In OHWBWU #74-87 describe thirteen very comprehensive principles to be incorporated in all adult faith formation planning and programming efforts. OHWBWU #s88-96 describes the six dimensions of adult catechesis and their related content areas. Chart #5 in the Leader's Guide to OHWBWU is a very helpful summary of the information provided in OHWB #s 97-112 on five concrete approaches that may be used and adapted by any parish in providing faithful and effective AFF for its diverse adult population. OHWBWU # 113-123 describe how the parish is constantly teaching its people every time it gathers to pray and celebrate the sacraments, experience community, join in service, hear the word of God proclaimed, or listen to a homily, to name just a few activities. It is very important to emphasize the importance of the parish as the nurturer and encourager of AFF. As is indicated by the document, strong and vibrant parish life encourages parishioners to want to be involved and learn more about their faith, while parishes where parish life may be weak or lacking actually militate against the flourishing of effective AFF programming. For this reason, OHWBWU # 122 rightly provides ten questions to help assess and shape a parish faith community. Finally, OHWBWU #124-153 describe key parish AFF roles, objectives and indicators which are critical to the nurture and provision of faithful parish adult faith formation. To support parish AFF, OHWBWU #s 154-167 describe the responsibilities for oversight and nurture of AFF at the diocesan level. Our Hearts Were Burning Within Us As expressed in Our Hearts Were Burning Within Us (OHWBWU) #s 68-73, the Church hopes that its AFF efforts will address 3 overarching goals: 1) to invite and enable ongoing conversion to Jesus in holiness of life, 2) to promote and support active membership in the Christian community in all of its forms (parish, diocese, family, church communities, personal relationships, etc.), and 3) to call and prepare adults to act as disciples in mission to the world. In OHWBWU #74-87 describe thirteen very comprehensive principles to be incorporated in all adult faith formation planning and programming efforts. OHWBWU #s88-96 describes the six dimensions of adult catechesis and their related content areas. Chart #5 in the Leader's Guide to OHWBWU is a very helpful summary of the information provided in OHWB #s 97-112 on five concrete approaches that may be used and adapted by any parish in providing faithful and effective AFF for its diverse adult population. OHWBWU # 113-123 describe how the parish is constantly teaching its people every time it gathers to pray and celebrate the sacraments, experience community, join in service, hear the word of God proclaimed, or listen to a homily, to name just a few activities. It is very important to emphasize the importance of the parish as the nurturer and encourager of AFF. As is indicated by the document, strong and vibrant parish life encourages parishioners to want to be involved and learn more about their faith, while parishes where parish life may be weak or lacking actually militate against the flourishing of effective AFF programming. For this reason, OHWBWU # 122 rightly provides ten questions to help assess and shape a parish faith community. Finally, OHWBWU #124-153 describe key parish AFF roles, objectives and indicators which are critical to the nurture and provision of faithful parish adult faith formation. To support parish AFF, OHWBWU #s 154-167 describe the responsibilities for oversight and nurture of AFF at the diocesan level.

Slide 5:The National Directory for Catechesis

Entire Content is important to understanding the Church’s vision for AFF. 3 goals of AFF (48 A 1) Adult methodology (48 A 4) Tasks of adult catechesis (48 A 2) Those responsible for AFF (54 B) Baptismal Catechumenate as inspiration for all catechesis (35 D) Catechist Formation (55) Planning for Parish catechesis (60) Evaluation of resource materials (70) The National Directory for Catechesis The National Directory for Catechesis (NDC) provides additional guidance for adult catechesis in the United States. The first 6 chapters are foundational to all catechesis. Chapter one invites the reader to examine the soil into which the seed of the Gospel is to be planted to both recognize the obstacles and identify the opportunities for effective proclamation of the Gospel across the United States. Chapter 2 examines catechesis within the Church's mission of evangelization. Chapter 3 describes 9 criteria for the authentic presentation of the Christian message. Chapter 4 describes the Divine Pedagogy and 8 elements of human methodology. Chapters 5 & 6 provide detailed guidelines for sacramental, liturgical, and moral catechesis for all ages. Chapter 7 describes the continuum of stages and settings that is referred to when we speak of Lifelong Catechesis. Chapter 8 talks about those who catechize. Chapter 9 provides principles and guidelines for organizing catechetical ministry at the parish, diocesan and national level. Chapter 10 speaks about the resources that are critical to catechesis. Specific to adult catechesis the NDC #48 A-1 lists the 3 goals of AFF. The NDC #48 A-4 details the appropriate catechetical methodology for adults. # 48 A-2 describes the major tasks of Adult Catechesis. #54 B carefully describes the specific catechetical responsibilities of pastors, priests, deacons, consecrated religious, parish catechetical leaders, youth ministers, campus ministers, catechists, Catholic schools & Staff, and parents and families. On page 221, in reference to the responsibilities of the pastor, it states: "A total parish plan for catechesis is developed and implemented in consultation with the parish council and parish catechetical leadership"; "Catechesis for adults of all ages is a priority -- adult formation should be provided in such a way that parishioners would recognize it as the parish's primary catechetical mission"; The National Directory for Catechesis The National Directory for Catechesis (NDC) provides additional guidance for adult catechesis in the United States. The first 6 chapters are foundational to all catechesis. Chapter one invites the reader to examine the soil into which the seed of the Gospel is to be planted to both recognize the obstacles and identify the opportunities for effective proclamation of the Gospel across the United States. Chapter 2 examines catechesis within the Church's mission of evangelization. Chapter 3 describes 9 criteria for the authentic presentation of the Christian message. Chapter 4 describes the Divine Pedagogy and 8 elements of human methodology. Chapters 5 & 6 provide detailed guidelines for sacramental, liturgical, and moral catechesis for all ages. Chapter 7 describes the continuum of stages and settings that is referred to when we speak of Lifelong Catechesis. Chapter 8 talks about those who catechize. Chapter 9 provides principles and guidelines for organizing catechetical ministry at the parish, diocesan and national level. Chapter 10 speaks about the resources that are critical to catechesis. Specific to adult catechesis the NDC #48 A-1 lists the 3 goals of AFF. The NDC #48 A-4 details the appropriate catechetical methodology for adults. # 48 A-2 describes the major tasks of Adult Catechesis. #54 B carefully describes the specific catechetical responsibilities of pastors, priests, deacons, consecrated religious, parish catechetical leaders, youth ministers, campus ministers, catechists, Catholic schools & Staff, and parents and families. On page 221, in reference to the responsibilities of the pastor, it states: "A total parish plan for catechesis is developed and implemented in consultation with the parish council and parish catechetical leadership"; "Catechesis for adults of all ages is a priority -- adult formation should be provided in such a way that parishioners would recognize it as the parish's primary catechetical mission";

Slide 6:Table Discussion

N.B. Please appoint 1 person to record an “official table record of sharing” What gives you the most encouragement to serve as a leader of Adult Faith Formation? How are you concretely involved in Adult Faith Formation in your area of leadership? See slide for the first set of Table Discussion questions. Don’t forget to remind each table to appoint one person for their table recorder. A collation of table sharing will be done and posted on the CACE website after this year’s NCEA meeting is over.See slide for the first set of Table Discussion questions. Don’t forget to remind each table to appoint one person for their table recorder. A collation of table sharing will be done and posted on the CACE website after this year’s NCEA meeting is over.

Slide 7:II. Implementation of Adult Faith Formation in the United States

Hallmarks of Catholic AFF II. Implementation of AFF in the U.S. In a very real way, implementation of AFF in the U.S. cannot be fully accomplished until Jesus comes again at the end of time since it serves his great commission: “…go, therefore, and make disciples of all the nations. Baptize them in the name ‘of the Father, and of the Son, and of the Holy Spirit.’ Teach them to carry out everything I have commanded you (Mt 28:19-20).” On the other hand, there are some concrete benchmarks to allow us to assess how we are doing in providing AFF in the U.S. at this point in time. OHWB and the NDC list some key characteristics or hallmarks of AFF. In addition, OHWB identifies leadership roles that are key to effective AFF, along with a set of objectives and indicators to support AFF ministry. Hallmarks of Catholic AFF (see handout) Catholic AFF… Is a right and duty of each adult Catholic (NDC 58) Is person-centered (NDC 58) Is part of an overall pastoral plan in its organization (NDC 58) Facilitates initiation into a Catholic way of life (OHWB 65) Invites ongoing conversion to the Lord (OHWB 68; NDC 48 A 1) Nurtures deeper communion with the Lord and his Church (OHWB 70; NDC 48 A 2) Calls for committed discipleship (OHWB 72; NDC 48 A 3) Is inculturated (NDC 21) II. Implementation of AFF in the U.S. In a very real way, implementation of AFF in the U.S. cannot be fully accomplished until Jesus comes again at the end of time since it serves his great commission: “…go, therefore, and make disciples of all the nations. Baptize them in the name ‘of the Father, and of the Son, and of the Holy Spirit.’ Teach them to carry out everything I have commanded you (Mt 28:19-20).” On the other hand, there are some concrete benchmarks to allow us to assess how we are doing in providing AFF in the U.S. at this point in time. OHWB and the NDC list some key characteristics or hallmarks of AFF. In addition, OHWB identifies leadership roles that are key to effective AFF, along with a set of objectives and indicators to support AFF ministry. Hallmarks of Catholic AFF (see handout) Catholic AFF… Is a right and duty of each adult Catholic (NDC 58) Is person-centered (NDC 58) Is part of an overall pastoral plan in its organization (NDC 58) Facilitates initiation into a Catholic way of life (OHWB 65) Invites ongoing conversion to the Lord (OHWB 68; NDC 48 A 1) Nurtures deeper communion with the Lord and his Church (OHWB 70; NDC 48 A 2) Calls for committed discipleship (OHWB 72; NDC 48 A 3) Is inculturated (NDC 21)

Slide 8:Implementation (cont)

Key Leadership Personnel & Structures Pastor & Staff AFF Parish Leader & Team Catechists of Adults Diocesan Support Key Leadership Personnel & Structures (see OHWB 124-167) Pastor & Staff Vision & personal example Policies & procedures that witness & secure AFF as priority Infusion of AFF in all aspects of parish life Financial and physical resources Learning opportunities and resources provided AFF Leader Qualified AFF Leader is designated Advocates for comprehensive approach to AFF Recruitment and training of Parish AFF Team Coordination of all to provide “cohesive & effective” AFF AFF Team Team trained and functioning as regular part of parish structure AFF Vision and strategies developed & refined Factors that promote AFF in Parish life identified and enhanced (see OHWB Leader’s Guide, p. 38) Quality programming to address real parish AFF needs provided Ongoing team formation provided Catechists of Adults Recruitment of qualified catechists to meet parish AFF needs Catechist recognition and ongoing formation provided Key Leadership Personnel & Structures (see OHWB 124-167) Pastor & Staff Vision & personal example Policies & procedures that witness & secure AFF as priority Infusion of AFF in all aspects of parish life Financial and physical resources Learning opportunities and resources provided AFF Leader Qualified AFF Leader is designated Advocates for comprehensive approach to AFF Recruitment and training of Parish AFF Team Coordination of all to provide “cohesive & effective” AFF AFF Team Team trained and functioning as regular part of parish structure AFF Vision and strategies developed & refined Factors that promote AFF in Parish life identified and enhanced (see OHWB Leader’s Guide, p. 38) Quality programming to address real parish AFF needs provided Ongoing team formation provided Catechists of Adults Recruitment of qualified catechists to meet parish AFF needs Catechist recognition and ongoing formation provided

Slide 9:Implementation (cont)

Evidence from the Field National Assessment of Implementation of OHWB, Com. on Catechesis, 2005 Best Practices in Adult Faith Formation: A National Study, Riley & McBride, 2006 Best Practices in Catechist Formation, USCCB Dept. of Ed, 2002 Report of the National Study on the Implementation of the RCIA, Committees of USCCB, 2000 A Nationwide Response to Renewing Our Commitment to Catholic Elementary & Secondary Schools in the Third Millennium, CACE/NCEA, 2007 Evidence from the Field [See printed reports for this section.]Evidence from the Field [See printed reports for this section.]

Slide 10:Assessment of Implementation of Our Hearts Were Burning Within Us

Development of diocesan action plan for AFF as part of Diocesan Pastoral Plan Formation of Arch/Diocesan Advisory Councils or Commissions to coordinate and plan for AFF in Parishes and Catholic Schools Utilization of Arch/Diocesan Media Center, Catholic Newspaper, Retreat Centers “Infusion model” a little AFF within every regular parish/diocesan meeting Initial/ongoing AFF training for parish leaders Certification process for Catechists of adults “Question of the week” to connect Scripture readings at Mass with applications in daily life Diocesan-developed AFF resources for parish use Distribution of cds/tapes/recordings for play in cars and mp3 players of talks at Diocesan gatherings with permission of presenters Clustering of parishes to plan & present AFF offerings Use of distance learning opportunities by individuals & parish groups [Ad lib from slide][Ad lib from slide]

Slide 11:“Best Practices in AFF” (Riley & McBride)

Diocesan strategies to encourage parishes to form AFF Teams Reputation for quality content, faith sharing, building of relationships, variety of learning experiences and formats Planners with clear set of expectations and criteria for success including cognitive, affective, and behavioral outcomes Diverse means of participant feedback Evaluation of “learning” outcomes as well as “satisfaction” outcomes. Flexibility and responsiveness to needs and busy schedules of learners AFF focus on “spiritual growth” processes Effective publicity [Ad lib from slide][Ad lib from slide]

Slide 12:Evidence… (cont)

Best Practices in Catechist Formation, USCCB Dept. of Ed, 2002 Report of the National Study on the Implementation of the RCIA, Committees of USCCB, 2000

Slide 13:Evidence (cont)

Best Practices excerpted from A Nationwide Response to Renewing Our Commitment to Catholic Elementary & Secondary Schools in the Third Millennium, CACE, NCEA (2007), pp 6-8; & phone survey of selected Arch/Diocesan Catholic School Administrators. Catholic Identity and Mission Diocesan office met with each principal to review religion/Catholic identity goals (Baton Rouge) Used diocesan conferences, such as principals’ leadership gatherings, to highlight the topic of Catholic identity and strengthen faith leadership (Cleveland) Diocesan catechesis committee developed catechetical guidelines for Catholic schools and parish religious education programs (Duluth) Develop inter-diocesan teams to address Catholic identity with a focus on the vocation of teaching (Mid-Atlantic Catholic Schools Consortium Summit) [Show the booklet. Highlight that info is taken from there and from telephone interviews of Catholic School Administrators. Ask participants to read slide.][Show the booklet. Highlight that info is taken from there and from telephone interviews of Catholic School Administrators. Ask participants to read slide.]

Slide 14:Teacher/Catechist Programs Collaborated with a Catholic college in offering professional development programs for administrators and teachers (Cincinnati) Explored ways to provide more in-depth learning experiences in faith formation for academic subject teachers Teachers receive weekly faith formation by reading and discussing a column in their Diocesan Catholic paper dedicated to their own faith growth (Dubuque) Required catechetical training and certification for all teachers & administrators in four stages (Dubuque) All high school religion teachers required to hold a degree in theology or equivalent (Wichita) Ran periodic teacher/catechist in services on catechetical documents like the NDC, Doctrinal Elements of a Curriculum Framework (Indianapolis) Informal mentoring role: seasoned Catholic School Teachers serve as mentors of willing parish catechists. (Harrisburg)

[Ask participants to read from slide.][Ask participants to read from slide.]

Slide 15:Tools to Assess/Improve Catholic Identity All schools completed NCEA viability study, especially the component on mission effectiveness/Catholic identity; results were reviewed with pastors and principals and a plan developed for strengthening the Catholic identity of the schools (Camden) Developed a Catholic identity self-assessment tool for use in all parishes and schools on an annual basis to determine what is being accomplished with regard to worship, faith environment, religious instruction and religious education personnel (Brooklyn) Western Catholic Educational Association used an accreditation process which includes 14 Catholic identity factors to be addressed by each school (Phoenix) Introduced the hallmarks of Catholic education, and at each monthly faculty meeting, staff members studied, discussed and implemented one hallmark (Santa Fe) Evangelizing Program Developed a manual for an evangelizing Catholic school (St. Louis)

[Ask participants to read from slide.] [Ask participants to read from slide.][Ask participants to read from slide.] [Ask participants to read from slide.]

Slide 16:Principal/Administrator Programs Speakers participated at principals’ meetings three times per academic year addressing curriculum areas (Cincinnati) Consultants hired to visit all diocesan Catholic schools to work with principals and religion teachers (Mobile) Administrators & teachers required by contract to complete a specified set of ceu’s (Creed, History & Philosophy of Catholic Schools, Prayer, Sacraments, Moral Theology) offered at Marion College in addition to basic Catechist Certification (Indianapolis)

[Ask participants to read from slide.] [Ask participants to read from slide.][Ask participants to read from slide.] [Ask participants to read from slide.]

Slide 17:Teacher Programs All Catholic school teachers required by diocese to obtain a catechist certificate within four years of employment (Fresno) or within three years (Seattle) Elementary teachers required to complete Catechist Certification at first level plus continuing education programming (Harrisburg) High School faculties annually complete two 3-hour in services on religious topics selected by Diocesan administration (Harrisburg) Annual Education Conference features special emphasis themes (e.g. the Year of St. Paul, Theology of the Body,) and particular workshops for High School Religion faculties (e.g. Year of St. Paul, Theology of the Body, Catholic Social Teaching) (Harrisburg) Adult faith formation program developed for Catholic school teachers, such as theological update workshops held each fall with a focus topic or monthly faith formation meetings held in several locations each month (Seattle) Separate Formational days & retreats for staff (Dubuque)

[Ask participants to read from slide.][Ask participants to read from slide.]

Slide 18:Religion Teacher/Catechist Programs Certification of religion teachers required by the diocese (Cleveland) Used NCEA’s Information for Growth (IFG) program for all Catholic school administrators and teachers to determine individual faith levels and develop programs to strengthen them Developed a fund to assist parishes with catechist certification and formation (Knoxville) Parents & Boards Collaboration with Parish Religious Education Programs in parish sacramental preparation efforts (Dubuque) Resources of Diocesan Media Center (Dubuque) Monthly “Board-Grams” that include a faith formation piece (e.g. overview of NDC on ‘authentic catechesis’, year of awareness of what is Adolescent Catechesis (Dubuque)

[Ask participants to read from slide.][Ask participants to read from slide.]

Slide 19:Table Discussion

As you examine the Hallmarks, Personnel & Structures of Catholic AFF, name one way they are best incorporated and one way they are least incorporated in your AFF efforts? What 1 Hallmark do you most wish to incorporate in the coming year? As a Catholic School or Religious Education leader, what are some AFF successes or best practices that you can share? [Table Discussion questions are on slide and at people’s places.][Table Discussion questions are on slide and at people’s places.]

Slide 20:III. Some Future Directions for AFF

Collaboration (NDC pp. 253-4) Many individuals and gifts involved and needed Coordination of diverse initiatives (see also NDC 61) Common witness of unity in service to Church’s mission Some Collaboration Examples: Single coherent preparation process for Initiation Sacraments Teacher/Catechist formation School-Parish Religious Education facilities usage Partnerships with higher education to resource administrators, teachers & catechists. [Ad lib from slide, using following quotes from NDC.] “Since catechesis is an integral part of so many diocesan efforts to proclaim the Gospel, the diocesan catechetical office should collaborate with other diocesan offices and agents that have a catechetical dimension, most especially the Catholic school office…. The superintendent of Catholic schools is a diocesan catechetical leader who should have “an ability to articulate the role of the Catholic school and its programs so it functions effectively within the diocesan mission statement, planning, and decision making. The superintendent should provide leadership, advocacy, and support for the catechetical dimension of the overall mission of the diocesan office of Catholic schools. … The need for collaboration is not only a practical concern that ensures a well-coordinated catechesis, but also a profoundly theological one since catecesis intends to communicate the unity of the faith.” … A diocese should give special consideration to drawing its resources together to offer a single, coherent, process of Christian initiation for children, adolescents and young people that is closely linked to the sacraments of initiation. Collaboration among the catechetical, liturgical, youth, and young adult offices in this regard is indispensable. The diocese should also offer a process for adult Christians who need to deepen their faith in order to complete the Christian initiation begun at Baptism. These and all other collaborative efforts should not be organized as if they were separate watertight compartments without any communication between them. (NDC 59 D) [Ad lib from slide, using following quotes from NDC.] “Since catechesis is an integral part of so many diocesan efforts to proclaim the Gospel, the diocesan catechetical office should collaborate with other diocesan offices and agents that have a catechetical dimension, most especially the Catholic school office…. The superintendent of Catholic schools is a diocesan catechetical leader who should have “an ability to articulate the role of the Catholic school and its programs so it functions effectively within the diocesan mission statement, planning, and decision making. The superintendent should provide leadership, advocacy, and support for the catechetical dimension of the overall mission of the diocesan office of Catholic schools. … The need for collaboration is not only a practical concern that ensures a well-coordinated catechesis, but also a profoundly theological one since catecesis intends to communicate the unity of the faith.” … A diocese should give special consideration to drawing its resources together to offer a single, coherent, process of Christian initiation for children, adolescents and young people that is closely linked to the sacraments of initiation. Collaboration among the catechetical, liturgical, youth, and young adult offices in this regard is indispensable. The diocese should also offer a process for adult Christians who need to deepen their faith in order to complete the Christian initiation begun at Baptism. These and all other collaborative efforts should not be organized as if they were separate watertight compartments without any communication between them. (NDC 59 D)

Slide 21:Future Directions (cont) 2. Planning (see NDC 58)

AFF occurs throughout life of Parish & Diocese. Many providers contribute; all need coordination. This slide illustrates planning at the parish and diocesan level. The left side process begins with the processes leading to the development of a Parish Pastoral Plan. From this is developed a Parish Catechetical Plan for the School and for the other Parish Catechetical Programs. Specific Parish Adult Faith Formation Plans are developed for adults served by Catholic School & Parish Catechetical Programs. On the right we see the processes leading to the development of a Diocesan Pastoral Plan. This DPP is foundational to the development of a Diocesan Catechetical Plan for Catholic Schools and the other Diocesan Catechetical Programs. Specific Diocesan Adult Faith Formation Plans are developed for adults served by Catholic Schools & Parish Catechetical Programs. Because so many individuals and offices are engaged in planning and delivering AFF programming, careful coordination and collaboration is needed. This slide illustrates planning at the parish and diocesan level. The left side process begins with the processes leading to the development of a Parish Pastoral Plan. From this is developed a Parish Catechetical Plan for the School and for the other Parish Catechetical Programs. Specific Parish Adult Faith Formation Plans are developed for adults served by Catholic School & Parish Catechetical Programs. On the right we see the processes leading to the development of a Diocesan Pastoral Plan. This DPP is foundational to the development of a Diocesan Catechetical Plan for Catholic Schools and the other Diocesan Catechetical Programs. Specific Diocesan Adult Faith Formation Plans are developed for adults served by Catholic Schools & Parish Catechetical Programs. Because so many individuals and offices are engaged in planning and delivering AFF programming, careful coordination and collaboration is needed.

Slide 22:Planning (cont)

What partnerships or broader vista could be helpful? How does one provide AFF resources for poorer parishes/schools? Multiple-Diocesan (Ohio Catholic School Guidelines for Accreditation; California Catechist Certification Standards), Multiple-Parish Partnerships (Saginaw multiple parish AFF planning teams) to address shared needs. Link with plans for larger Church Worldwide – Synod on Word of God in Life & Mission of Church Nationwide –USCCB Marriage Initiative; Faithful Citizenship Diocesan –Harrisburg in services on Theology of Body & High School Curriculum Framework, Dubuque Board Grams Parish – (As diverse as are Parish Plans)

Slide 23:Future Directions (cont)

3. Evangelization Stages & Applications Pre-evangelization Missionary Preaching Initiatory Catechesis Mystagogical/ post-baptismal catechesis Continuing Catechesis Liturgical Catechesis Theological Catechesis On Feb. 25, 2008, the Pew Research Center published findings titled “The U.S. Religious Landscape Survey” which revealed that “there are significant shifts taking place in the U.S. religious landscape.” … “Based on interviews with more than 35,000 Americans age 18 and older, it found that more than one-quarter of American adults (28%) have left the faith in which they were raised in favor of another religion – or no religion at all. If change in affiliation from one type of Protestantism to another is included, roughly 44% of adults have either switched religious affiliation, moved from being unaffiliated with any religion to being affiliated with a particular faith, or dropped any connection to a specific religious tradition altogether. A. Need to develop or tie into the Diocesan Plan for Evangelization and catechesis that engages adults from across the spectrum of needs and stages. “Evangelization aims at both the interior change of individuals and the external change of societies. … to bring the Good News into all the strata of humanity, and through its influence transforming humanity from within and making it new. …The survey finds that the number of people who say they are unaffiliated with any particular faith today (16.1%) is more than double the number who say they were not affiliated with any particular religion as children. Among Americans ages 18-29, one-in-four say they are not currently affiliated with any particular religion… While those Americans who are unaffiliated with any particular religion have seen the greatest growth in numbers as a result of changes in affiliation, Catholicism has experienced the greatest net losses as a result of affiliation changes. While nearly one-in-three Americans (31%) were raised in the Catholic faith, today fewer than one-in-four (24%) describe themselves as Catholic.” This should provide plenty of encouragement for Catholic Educators and Catechists to act on recent Popes’ calls for a “new evangelization” going back to Pope Paul VI. On Feb. 25, 2008, the Pew Research Center published findings titled “The U.S. Religious Landscape Survey” which revealed that “there are significant shifts taking place in the U.S. religious landscape.” … “Based on interviews with more than 35,000 Americans age 18 and older, it found that more than one-quarter of American adults (28%) have left the faith in which they were raised in favor of another religion – or no religion at all. If change in affiliation from one type of Protestantism to another is included, roughly 44% of adults have either switched religious affiliation, moved from being unaffiliated with any religion to being affiliated with a particular faith, or dropped any connection to a specific religious tradition altogether. A. Need to develop or tie into the Diocesan Plan for Evangelization and catechesis that engages adults from across the spectrum of needs and stages. “Evangelization aims at both the interior change of individuals and the external change of societies. … to bring the Good News into all the strata of humanity, and through its influence transforming humanity from within and making it new. …The survey finds that the number of people who say they are unaffiliated with any particular faith today (16.1%) is more than double the number who say they were not affiliated with any particular religion as children. Among Americans ages 18-29, one-in-four say they are not currently affiliated with any particular religion… While those Americans who are unaffiliated with any particular religion have seen the greatest growth in numbers as a result of changes in affiliation, Catholicism has experienced the greatest net losses as a result of affiliation changes. While nearly one-in-three Americans (31%) were raised in the Catholic faith, today fewer than one-in-four (24%) describe themselves as Catholic.” This should provide plenty of encouragement for Catholic Educators and Catechists to act on recent Popes’ calls for a “new evangelization” going back to Pope Paul VI.

Slide 24:Future Directions (cont)

4. Formation Administrators (DREs/Principals) Teachers Catechists AFF Leaders & Teams Guidelines Co-Workers in the Vineyard of the Lord NDC #55 Other Resources Information for Growth (IFG) adult assessment tool For Listing of Catholic Distance Learning Programs, go to http://www.usccb.org/laity/laysurvey/schools.shtm/ Barbara Brock, Professor of Education at Creighton University reminds us in the March 2008 NCEA Notes (Vol. 41, No. 4) of how important formation is not only for veteran teachers but especially for those new to their role. I’m sure that this applies to parish catechists as well. Dr. Brock points out that “regardless of their preparation, new teachers require support and assistance in making the transition from Catholic person to Catholic teacher. She quotes U.S. stats that affirm that approximately 9.3 % of all beginning teachers do not make it through the first year, about one-third of all beginning teachers leave within the first three years of teaching, and after five years 50 % of beginning teachers will have left. Catholic and non-Catholic private schools have a turnover rate of 18.9 % vs. 12.4 % for public schools. And Catholic secondary schools experience about 25% teacher attrition during the first 2 years and 45 % turnover after 3 – 5 years of service. She urges that teachers be provided a comprehensive induction program that includes personal faith formation, infusion of Catholic values into academic content, skills for teaching religion, preparing children for sacraments, leading classroom prayer, and organizing and leading prayer services. The NDC #55 clearly lays out guidelines for discernment, initial and ongoing formation for teachers & parish catechists. Barbara Brock, Professor of Education at Creighton University reminds us in the March 2008 NCEA Notes (Vol. 41, No. 4) of how important formation is not only for veteran teachers but especially for those new to their role. I’m sure that this applies to parish catechists as well. Dr. Brock points out that “regardless of their preparation, new teachers require support and assistance in making the transition from Catholic person to Catholic teacher. She quotes U.S. stats that affirm that approximately 9.3 % of all beginning teachers do not make it through the first year, about one-third of all beginning teachers leave within the first three years of teaching, and after five years 50 % of beginning teachers will have left. Catholic and non-Catholic private schools have a turnover rate of 18.9 % vs. 12.4 % for public schools. And Catholic secondary schools experience about 25% teacher attrition during the first 2 years and 45 % turnover after 3 – 5 years of service. She urges that teachers be provided a comprehensive induction program that includes personal faith formation, infusion of Catholic values into academic content, skills for teaching religion, preparing children for sacraments, leading classroom prayer, and organizing and leading prayer services. The NDC #55 clearly lays out guidelines for discernment, initial and ongoing formation for teachers & parish catechists.

Slide 25:Formation for Lay Ecclesial Ministry (see CIC, canon 231) “Usually, a master’s degree, or at least a bachelor’s degree, in an appropriate field of study is preferable…at a reliable Catholic school… including theology and related disciplines…” INITIAL FORMATION 1. Human Formation Self understanding Understanding of family systems & dynamics Psychological health Ability to learn from praise and criticism Mature sexuality Appreciation and valuing of racial, ethnic and cultural diversity Physical health Knowledge of one’s gifts, charisms Genuine respect and concern for others Recognition of traits and abilities Virtues of Christian discipleship one lacks Formation Options: _ Participation in small faith communities _ Affirmation and critique _ Periodic feedback _ Counseling _ Fostering self-reflection / awareness

Every Diocese has some form of Teacher-Catechist certification program in place. Since the publication of the NDC, and Co-Workers in the Vineyard of the Lord, several dioceses have developed, or are developing a comprehensive formation program for Lay Ecclesial Ministers with attention to Catholic School & Parish Catechetical Administrators, Teachers & Catechists as part of that formation program (e.g. Harrisburg website illustrates such a Diocesan Lay Ecclesial Ministry formation program). [On this and the 3 following slides I have summarized the proposed LEM formation proposed by the document.] Increasingly, parishes and entire dioceses (e.g. Peoria Catholic Schools) have chosen to use the Information for Growth (IFG) Self-Assessment regarding religious knowledge and spirituality to establish a baseline for planning and ongoing Administrator-Teacher training. IFG may now be completed “on line” by participants. Ms. Christina Gergits has generously provided you with printed information on IFG. Many dioceses have also established partnerships with Catholic Colleges, Universities and Seminaries to provide certification and degree programs for its educational and catechetical leaders. The Resources section of this PowerPoint provides a USCCB address to access Distance Learning certification and degree-track coursework as well. Every Diocese has some form of Teacher-Catechist certification program in place. Since the publication of the NDC, and Co-Workers in the Vineyard of the Lord, several dioceses have developed, or are developing a comprehensive formation program for Lay Ecclesial Ministers with attention to Catholic School & Parish Catechetical Administrators, Teachers & Catechists as part of that formation program (e.g. Harrisburg website illustrates such a Diocesan Lay Ecclesial Ministry formation program). [On this and the 3 following slides I have summarized the proposed LEM formation proposed by the document.] Increasingly, parishes and entire dioceses (e.g. Peoria Catholic Schools) have chosen to use the Information for Growth (IFG) Self-Assessment regarding religious knowledge and spirituality to establish a baseline for planning and ongoing Administrator-Teacher training. IFG may now be completed “on line” by participants. Ms. Christina Gergits has generously provided you with printed information on IFG. Many dioceses have also established partnerships with Catholic Colleges, Universities and Seminaries to provide certification and degree programs for its educational and catechetical leaders. The Resources section of this PowerPoint provides a USCCB address to access Distance Learning certification and degree-track coursework as well.

Slide 26:2. Spiritual Formation Living union with Christ Study of and prayer with the Scripture Study & celebration of Liturgy and Incarnational spirituality of presence The Sacraments Paschal spirituality of loving service Awareness of sin Spirituality of suffering Marian spirituality Love for the Church Devotion to the Eucharist Ecumenical spirit Formation Options: _ Daily prayer & spiritual practices _ Spiritual direction _ Faith sharing/ theological reflection _ Practice of justice and charity _ Studying the lives of the saints

Slide 27:3. Intellectual Formation Scripture & its interpretation Dogmatic theology (Trinity, Christology, Church History, Ecclesiology, Christian anthropology, Eschatology) Liturgical/Sacramental theology Moral theology & Catholic Social Teaching Pastoral theology/ Spirituality Canon law Formation Options: _ Small groups _ Lectures _ Discussions _ Independent research _ Guided learning projects _ theological reflection on field experience _ Use of technology

Slide 28:Pastoral Formation Methods for providing formation for others Leading Community Prayer / Preaching Pastoral Ministry skills Family mission/ perspective Effective relationship & communication Collaboration skills Discernment of signs of the times Gift discernment/volunteer management Change/ Conflict Management skills Basic counseling skills Culture and language studies Administration skills Leadership/Organizational development Applicable civil law Ministerial code of ethics Formation Options _ Classroom/ seminar formats _ Practical experience in real situations _ Mentored reflection on experience _ Practice skills with feedback _ Demonstrations _ Projects and practica _ Role playing

Slide 29:Ongoing Formation Formation Options: _ Diocesan, regional, national conferences _ Participation in ministerial organizations _ Immersion experiences _ Further academic coursework & skills building _ Ongoing personal reading _ Reading of ministry periodicals/journals _ Theological reflection on practice of ministry _ Diocesan/parish staff workshops, Renewal days, short courses, study weeks, retreats _ Support groups, study groups, book clubs _ Relationship with mentor/ spiritual director _ Teaching, giving workshops, mentoring others _ Sabbaticals Taken from “Co-Workers in the Vineyard of the Lord: a Resource for Guiding the Development of Lay Ecclesial Ministry”, USCCB: Washington, DC; 2005.

Slide 30:Future Directions (cont)

5. Board/Committee Development Both Agents and Beneficiaries of AFF Provide initial orientation to their purpose and function Offer opportunities to deepen personal faith and contribute to work of organization Value their life experience and gifts Affirm their contributions regularly Examples: NCEA “Webinars”, Dubuque “Board-grams”, recognition/enrichment at conferences, Catholic reading, as regular part of meetings Among the factors that motivate and encourage participation on boards and other advisory groups is the desire to contribute to a worthwhile initiative, to make a lasting contribution to the community, and to grow from the experience. Initial and ongoing growth opportunities play an important right in addressing and clarifying those expectations. Membership on Boards and Committees have the right to expect that they will not only be oriented and provided initial in servicing to acquaint them with their roles and responsibilities, but also ongoing formation to reflect on and affirm their work and deal with new aspects of their roles. The slide shows a few examples of how Diocesan School Offices are already providing formation for their Boards and Committees. Retreat days, recognition for outstanding service or contributions, workshops and/or assigned readings on key issues or background knowledge needed for future deliberations, and farewells for membership whose terms are concluding are a few other ways they might be supported. Among the factors that motivate and encourage participation on boards and other advisory groups is the desire to contribute to a worthwhile initiative, to make a lasting contribution to the community, and to grow from the experience. Initial and ongoing growth opportunities play an important right in addressing and clarifying those expectations. Membership on Boards and Committees have the right to expect that they will not only be oriented and provided initial in servicing to acquaint them with their roles and responsibilities, but also ongoing formation to reflect on and affirm their work and deal with new aspects of their roles. The slide shows a few examples of how Diocesan School Offices are already providing formation for their Boards and Committees. Retreat days, recognition for outstanding service or contributions, workshops and/or assigned readings on key issues or background knowledge needed for future deliberations, and farewells for membership whose terms are concluding are a few other ways they might be supported.

Slide 31:Future Directions (cont)

6. Parent/Family Enrichment (see OHWB Charts 4-5) Examples Parent involvement in Children’s First Sacrament Preparations Ongoing Prayer & Liturgical formation Periodic invitation to special liturgies or devotionals. Parenting Catechesis at Critical times in life Catechesis & celebration of leisure time, holidays, travel, & pilgrimage Parents are called to be the “primary educators of their children”. This may be very challenging when the parents themselves are under catechized, have stepped away from the practice of their faith, or worship elsewhere in a church, mosque or synagogue and are not familiar with the Catholic faith. The Pew Report, referred to earlier, documents that the parents we serve in Catholic Schools and Parish Religious Education programs may be very diverse in their levels of understanding, faith commitment, and involvement in Church. It is important, therefore, for Catholic School and Parish Religious Education personnel to assume nothing and to reinforce or provide initial and ongoing faith formation for these adults who are so important in the lives of the children and youth you serve in your programs. Parish Directors of Religious Education may be helpful in organizing and/or presenting these programs along with school personnel. Some opportunities are mentioned on the slide. [ad lib]Parents are called to be the “primary educators of their children”. This may be very challenging when the parents themselves are under catechized, have stepped away from the practice of their faith, or worship elsewhere in a church, mosque or synagogue and are not familiar with the Catholic faith. The Pew Report, referred to earlier, documents that the parents we serve in Catholic Schools and Parish Religious Education programs may be very diverse in their levels of understanding, faith commitment, and involvement in Church. It is important, therefore, for Catholic School and Parish Religious Education personnel to assume nothing and to reinforce or provide initial and ongoing faith formation for these adults who are so important in the lives of the children and youth you serve in your programs. Parish Directors of Religious Education may be helpful in organizing and/or presenting these programs along with school personnel. Some opportunities are mentioned on the slide. [ad lib]

Slide 32:USCCA-Content & Model

Based on CCC Model for Adult Catechesis Story of faith Teaching Sidebars Relationship between Catholic Teaching & U.S. culture Questions for discussion Doctrinal statements Meditation & prayer The USCCA – Content and Model The USCCA is an adaptation of the CCC with sections on the Creed, the Sacraments, Moral Life,and Prayer. Besides being “an organic and systematic expression of the Apostolic Tradition” (USCCA xviii), its very structure provides a model for diocesan leaders to emulate in providing adult faith formation. Each chapter includes the same structure: A story of faith, 2) a teaching, 3) sidebars, 4) relationship between Catholic Teaching and the U.S. culture, 5) questions for discussion, 6) doctrinal statements, 7) and meditation and prayer. The next time you put together an adult program, try to tap the Adult Catechism both for the content you are studying as well as a model for how to approach it. The USCCA – Content and Model The USCCA is an adaptation of the CCC with sections on the Creed, the Sacraments, Moral Life,and Prayer. Besides being “an organic and systematic expression of the Apostolic Tradition” (USCCA xviii), its very structure provides a model for diocesan leaders to emulate in providing adult faith formation. Each chapter includes the same structure: A story of faith, 2) a teaching, 3) sidebars, 4) relationship between Catholic Teaching and the U.S. culture, 5) questions for discussion, 6) doctrinal statements, 7) and meditation and prayer. The next time you put together an adult program, try to tap the Adult Catechism both for the content you are studying as well as a model for how to approach it.

Slide 33:Future Directions (cont)

7. Technology Many examples of its use in Catholic Schools, Parishes & Arch/Dioceses websites, blogs, communications and networking, webinars & other formation opportunities, electronic newsletters, outreach to home-bound, distance learning certification and degree work How can it serve your constituency? Peter Feuerherd reminds us that “A variety of contemporary technologies can’t replace personal ministry but can multiply its impact” in the Spring 2008 issue of Church magazine (pp. 22+) Technology has many AFF applications for Catholic School and Parish Religious Education use. Examples include communicating in times of emergencies, access to administration or teachers by parents, customizing e-mails for various adult groups ongoing contact with young adults as they go off to college, outreach to diverse populations within and well beyond the parish or school boundaries, and distance learning opportunities to name a few. With time and distance often making participation in AFF offerings difficult or impossible, we do well not to ignore the many options technology opens up. Peter Feuerherd reminds us that “A variety of contemporary technologies can’t replace personal ministry but can multiply its impact” in the Spring 2008 issue of Church magazine (pp. 22+) Technology has many AFF applications for Catholic School and Parish Religious Education use. Examples include communicating in times of emergencies, access to administration or teachers by parents, customizing e-mails for various adult groups ongoing contact with young adults as they go off to college, outreach to diverse populations within and well beyond the parish or school boundaries, and distance learning opportunities to name a few. With time and distance often making participation in AFF offerings difficult or impossible, we do well not to ignore the many options technology opens up.

Slide 34:Some Future Directions for AFF

In parish and diocesan settings Collaboration Planning Evangelization Formation Board/Committee Development Parent Enrichment Technology What others might you suggest? [Read full list from the slide. Ask “what others participants might suggest?[Read full list from the slide. Ask “what others participants might suggest?

Slide 35:IV. Resources

Ecclesial Catechism of the Catholic Church, Libreria Editrice Vaticana, USCC, 1994. Compendium Catechism of the Catholic Church, Libreria Editrice Vaticana, USCCB, 2006. Co-Workers in the Vineyard of the Lord, USCCB, 2005. General Directory for Catechesis, Congregation for the Clergy, Libreria Editrice Vaticana, USCC, 1998. Our Hearts Were Burning Within Us-A Pastoral Plan for Adult Faith Formation in the U.S., USCC, 2000. National Directory for Catechesis, USCCB, 2005. United States Catholic Catechism for Adults, USCCB, 2006.

Slide 36:Resources (cont)

Studies Some remarks from “Assessment of Implementation of Our Hearts Were Burning Within Us”, Committee on Catechesis, USCCB, 2005 (unpublished). “Best Practices in Adult Faith Formation: A National Study, Riley & McBride, NCCL, 2006. “Best Practices in Catechist Formation”, Department of Education, USCCB, 2002. Selections from “A National Response to Renewing Our Commitment to Catholic Elementary & Secondary Schools in the Third Millennium”, CACE/NCEA, 2007.“Report of the National Study on the Implementation of the RCIA”, Joint Committees, USCC, 2000. Excerpts from the “Report of the National Study on the Implementation of the RCIA”, USCC, 2000.

Slide 37:Resources (cont)

Electronic Vatican http://www.vatican.va. USCCB http://www.usccb.org. “Catholic Distance Learning Programs Available for the Laity”, USCCB Department for Family, Laity, Women and Youth, http://www.usccb.org/laity/laysurvey/schools.shtml. NACARE “http://www.CNAFF.org” Includes list of AFF electronic links & USCCA implementation models. NCCL AFF Bibliography. http://www.nccl.org/mc/page.do?sitePageID=62005YorgId=nccl. NCEA “Information for Growth” (IFG) Contact Christina Gergits at cgergits@ncea.org, tel. 202-337-6232 X 231. NCEA/ CACE website. http://www.ncea.org.

Slide 38:Resources (cont)

Some Helpful Diocesan Web Sites Chicago: Catechesis-chicago.org/Adult_catechesis/adult_catechesis.htm. Detroit: Aodonline.org?AODOnline/Offices+and+Ministries+12009/Education+2161/Adult +Faith+Formation+12052/Faith+Formation++Information.htm. Galveston-Houston: Diogh.org/cce-new/ministries-adultfaithform-english (or spanish).htm. Harrisburg: http://www.hbgdiocese.org/Admin/Uploads/Adult%20Faith%20Formation/Documents/Diocese%20Institute Los Angeles: Archdiocese.la/learning/ore/formation/adult.html. New York: Nyfaithformation.org/newnews-events/index.cfm. Oakland: http://www.oakdiocese.org/pastoral/ San Francisco: http://sforeym.googlepages.com/adultfaithformation.

Slide 39:Resources (cont)

Research Center for Applied Research in the Apostolate (CARA) http://cara.georgetown.edu/ The Pew Research Center for the People and the Press http://people-press.org/ “The U.S. Religious Landscape Survey”

Slide 40:Table Discussion

Which area/s of AFF needs do you hope to address in the coming year in your setting? Can you name any other AFF resources you have found helpful?