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T HE CATHOLICITY OF LEADERSHIP

T HE CATHOLICITY OF LEADERSHIP. WUCT/UMEC COUNCIL OF PRESIDENTS MEETING AULA MAGNA, ORADEA SEMINARY. Dr John Lydon KCHS SFHEA. Programme Director Teaching Fellow MA in Catholic School Leadership St Mary’s University Twickenham, London UK john.lydon@stmarys.ac.uk. Dr John Lydon KCHS SFHEA.

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T HE CATHOLICITY OF LEADERSHIP

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  1. THE CATHOLICITY OF LEADERSHIP WUCT/UMEC COUNCIL OF PRESIDENTS MEETING AULA MAGNA, ORADEA SEMINARY

  2. Dr John Lydon KCHS SFHEA Programme Director Teaching FellowMA in Catholic School LeadershipSt Mary’s University Twickenham, London UK john.lydon@stmarys.ac.uk THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  3. Dr John Lydon KCHS SFHEA Adjunct ProfessorUniversity of Notre Dame Indiana jlydon@nd.edu THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  4. THE CATHOLICITY OF LEADERSHIPCONTEXT AND CHALLENGES THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  5. OUTLINE OF THE PRESENTATION • Introduction – Setting the Context • The Key Principles of Catholic Distinctiveness • The distinctive nature of the Catholic teacher, leader and support colleague • Modelling Christ and promoting Academic Standards • Maintaining a Balance between School Improvement and Catholic Distinctiveness – Mission Integrity • Contemporary Challenges THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  6. INTRODUCTION – WUCT/UMEC THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  7. THE PURPOSES OF WUCT • The World Union of Catholic Teachers was founded in Rome in 1951. • It is an association of organisations of Catholic teachers, Professional Associations and Trade Unions. • It has its seat in the Vatican, and acts a means of communication between the relevant Dicasteries, and its members. • It is committed to the support of Catholic teachers throughout the world, promoting Catholic Education, and defending the right of parents to choose a confessional education for their child. THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  8. THE PURPOSES OF WUCT • WUCT (UMEC) has consultative status with UNESCO, and ECOSOC, and is active in the Forum of Catholic Inspired NGOs, in the Holy See. • It is the only world organisation representing Catholic Teachers and acts as necessary on behalf of its members to make representations when issues affecting Catholic Teachers are concerned. THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  9. THE PURPOSES OF WUCT • It is primarily an organisation which encourages interchange and discussion of wide issues affecting Catholic teachers in different parts of the world. • The President of WUCT was invited to address the World Congress in November 2015 alongside Prof. John Lydon whose presentation has now been published by the Congregation in The Formation of Formators THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  10. THE KEY PRINCIPLES OF CATHOLIC DISTINCTIVENESS THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  11. DISTINCTIVE NATURE OF A CATHOLIC SCHOOL Catholic Bishops Conference of England & Wales (1996) Principles Practices and Concerns Five characteristics of Catholic Distinctiveness THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  12. THE SEARCH FOR EXCELLENCE The search for excellence is seen as an integral part of the spiritual quest. Christians are called to seek perfection in all aspects of their lives. In Catholic education, pupils and students are therefore, given every opportunity to develop their talents to the full. Grace G 1995:55 THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  13. UNIQUENESS OF THE INDIVIDUAL • Within Catholic schools and colleges, each individual is seen as made in God's image and loved by Him. All students are, therefore, valued and respected as individuals so that they may be helped to fulfil their unique role in creation • . • Bryk et al 1993:299 THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  14. EDUCATION OF THE WHOLE PERSON Catholic education is based on the belief that the human and the divine are inseparable. In Catholic schools and colleges, management, organisation, academic and pastoral work, prayer and worship, all aim to prepare young people for their life as Christians in the community. THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  15. THE EDUCATION OF ALL • Their belief in the value of each individual leads Catholic schools and colleges to have the duty to care for the poor and to educate those who are socially, academically, physically or emotionally disadvantaged. THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  16. MORAL PRINCIPLES • Catholic Education aims to offer young people the experience of life in a community founded on Gospel values. In Religious Education in particular the Church aims to transmit to them the Catholic faith. Both through religious education and in the general life of the school young people are prepared to serve as witnesses to moral and spiritual values in the wider world. THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  17. THE DISTINCTIVE NATURE OF THE CHRISTIAN TEACHER, LEADER AND MEMBER OF SUPPORT STAFF THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  18. Cardinal Nichols, Chancellor of St Mary’s University, emphasises the centrality of Christ in all aspects of leadership: Therefore we say that at the centre of true human ecology is the person of Christ. He then must be at the centre of our school. He then must be at the centre of the task of school leadership. He then must be at the centre of the life of the leader. Faith in Jesus and faith in the outflow of that presence of Christ into the Church is the key component to effective leadership in a Catholic school. Visions for Leadership, (2009) :8 THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  19. Bishop Stock in answer to the question Why does the Catholic Church provide schools: The first key reason why Catholic schools are established, then, is to be part of the Church’s mission in education, to place Christ and the teaching of the Catholic Church at the centre of people’s lives. Christ at the Centre, (2012) :7 THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  20. The Catholic School (1977) n. 34 “Christ is the foundation of the whole educational enterprise in a Catholic school. His revelation gives new meaning to life and helps man to direct his thought, action and will according to the Gospel, making the beatitudes his norm of life. The fact that in their own individual ways all members of the school community share this Christian vision, makes the school "Catholic"; principles of the Gospel in this manner become the educational norms since the school then has them as its internal motivation and final goal. ” THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  21. EDUCATING TODAY & TOMORROW - PREPARATORY DOCUMENT At the heart of Catholic education there is always Jesus Christ: everything that happens in Catholic schools and universities should lead to an encounter with the living Christ. If we look at the great educational challenges that we will face soon, we must keep the memory of God made flesh in the history of mankind – in our history – alive. (III : 1) THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  22. EDUCATING TODAY & TOMORROW - PREPARATORY DOCUMENT Schools and universities are also living environments, where an integral education is provided, that includes religious formation. The challenge will be to make young people realize the beauty of faith in Jesus Christ and of religious freedom in a multi-religious universe. In every environment, whether it is favourable or not, Catholic educators will have to be credible witnesses. (III : 4)  THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  23. THE CENTRALITY OF WITNESS IN LEADERSHIP FORMATION • This is a perennial theme in the seminars and in the online forum • The iconic statement of Pope Paul VI • “modern man listens more willingly to witnesses than to teachers, and if he does listen to teachers, it is because they are witnesses” is quoted consistently and its implications for practice reflected upon THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  24. THE CENTRALITY OF WITNESS IN LEADERSHIP FORMATION - POPE FRANCIS “we need to remember that all ….teaching ultimately has to be reflected in the teacher’s way of life, which awakens the assent of the heart by its nearness, love and witness.” Pope Francis (Evangelii Gaudium:42) THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  25. THE CENTRALITY OF WITNESS IN LEADERSHIP FORMATION - RESEARCH EVDIENCE • Several teachers, in a more general context of teaching as a vocation, insisted that they had been inspired by the witness of teachers while at school. • There is a particular emphasis on inclusion and concern for the individual, reflecting key characteristics of Catholic distinctiveness THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  26. THE CENTRALITY OF WITNESS IN LEADERSHIP FORMATION - RESEARCH EVDIENCE • The perception of passion and enthusiasm for teaching in general is evidenced and constructive engagement in the form of extra-curricular activities permeates the accounts. • The fact that teachers made sacrifices, particularly in terms of time, is recognised explicitly • Lydon, J. (2011). The Contemporary Catholic Teacher: A Reappraisal of the Concept of Teaching as a Vocation in the Catholic Christian Context, Saarbrucken, Germany: Lambert Academic Publishing THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  27. THE CENTRALITY OF WITNESS IN LEADERSHIP FORMATION - RESEARCH EVIDENCE • My earlier research on the Salesian charism demonstrates the value of the witness of school leaders in the context of maintaining distinctive religious charisms. • The majority of the Headteachers surveyed suggested that modelling what it meant to be “Salesian” was far more effective than the range of Conferences and meetings they had engaged in as the first lay headteachersof Salesian Schools in the UK.   • Lydon, J., (2001), The Maintenance of the Salesian Educational Vision, Berkeley CA, Institute of Salesian Studies THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  28. EMPHASIS ON LEADERSHIP PERMEATES THE INSPECTION PROCESS • THE QUALITY OF RELIGIOUS EDUCATION • The leadership of Religious Education inspires confidence and whole-hearted commitment from pupils and colleagues. As a consequence, Religious Education has a very high profile in the life of the school and is actively involved in initiatives within the school, having a profound impact on the moral and spiritual development of pupils and on their ability to discern their own unique vocations. • Leaders and managers demonstrate a public commitment to the mission of the Church, particularly in the context of Religious Education. They are well regarded as models of Catholic leadership by both staff and pupils. THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  29. THE CENTRALITY OF WITNESS – INSPECTION EVIDENCE – GRADUATE OF THE MA • “The headteacher is an outstanding leader who has an affirmative presence around the school, and the leadership team have a clear vision for the development of the school as a Catholic learning community created and supported by students, parents, staff and governors.”   THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  30. THE SACRAMENTAL PERSPECTIVE IN PRACTICE THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  31. INVITATION AND INITIATIVE • Jesus called the first disciples (Mark 1:16-20) • Unlike the Jewish rabbis around whom disciples gathered, Jesus makes the first move • The action of the father in the parable of the Prodigal Son constitutes the classical example • Myriads of examples where all members of staff can take the initiative in building relationships THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  32. INCLUSION • Jesus’ ministry is not addressed to an elite group. In fact in Chapter 2 of St Mark’s Gospel, following the call of Levi, Jesus emphasizes that he has come “not to call the virtuous but sinners”. (Mk: 2:19 • The parable of The Good Samaritan is a characteristic example of the nature of inclusion – the basic message is that everyone should be a neighbour to everyone else THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  33. PRESENCE • Jesus was present with his disciples in a distinctive way. • This is, perhaps, encapsulated in the story of the Good Shepherd (John 10), in which Jesus models his relationship with his disciples on the Covenant relationship between God and his people spoken of in the Old Testament. • Two elements of this account are particularly significant in the context of the ministry of teaching – the care of the shepherd and the interrelation between the shepherd and the sheep. THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  34. BUILDING COMMUNITY • This is encapsulated in the call of the Twelve. Jesus asserts that he has called the apostles “to be with him”, connoting a call to form a community, demanding a commitment that goes beyond the relationship between Rabbi and disciple. • Jesus is, in essence, demanding solidarity around a common mission or a shared vision. • Throughout the Gospels Peter, James and John form part of an inner group, present with Jesus at key moments in his ministry, e.g. the healing of Jairus’ daughter (Mark 5: 21-24 & 35-43)), the Transfiguration, (Mark 9:2-8) and Gethsemane (Mark 14:32-42). THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  35. CHALLENGE • From the beginning of the Gospel Jesus makes it clear that discipleship will be challenging. This is, perhaps, summed up in the response of the first four disciples. (Mark1:16-20). • Mark tells us that the disciples “left their nets immediately”. The word ‘left’ translates the Greek word APHENTES which means ‘a radical break with the past, a new beginning’, reflecting the fact that there could be no greater challenge. • The disciples were, in essence, deserting a secure lifestyle for an uncharted future, demonstrating the commitment of these first disciples. THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  36. MODELLING CHRIST AND PROMOTING ACADEMIC STANDARDS THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  37. STANDARDS AND CATHOLIC DISTINCTIVENESS • It could be argued that if students do not achieve their potential at least two of the characteristics of Catholic distinctiveness are not being achieved: • Search for excellence • Uniqueness (Dignity) of the individual THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  38. DIGNITY • “In this setting [the Catholic school] the pupil experiences his dignity as a person before he knows its definition.” • The Catholic School 1977:55 THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  39. EXCELLENCE Code of Canon Law 806 para 2 Those who are in charge of Catholic schools are to ensure, under the supervision of the local Ordinary [Bishop], that the formation given in them is, in its academic standards, at least as outstanding as that in other schools in the area THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  40. EXCELLENCE • The Catholic Church in England and Wales is rightly proud of the high academic standards achieved in so many Catholic schools. However it is aware that some schools fall short of the standard expected by both Government and Church (cf. Can. 806 §2). • Therefore the Bishops' Conference mandates the CES to develop strategies alongside Diocesan authorities and within the wider Catholic sector to ensure that Catholic Schools in difficulty can be helped to improve rapidly so as to offer an excellent Catholic education to our children • Plenary Meeting of Bishops Conference 2011 THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  41. THE WORK OF ANDREW MORRIS • The Catholic Church in England and Wales is rightly proud of the high academic standards achieved in so many Catholic schools. However it is aware that some schools fall short of the standard expected by both Government and Church (cf. Can. 806 §2). • Therefore the Bishops' Conference mandates the CES to develop strategies alongside Diocesan authorities and within the wider Catholic sector to ensure that Catholic Schools in difficulty can be helped to improve rapidly so as to offer an excellent Catholic education to our children • Plenary Meeting of Bishops Conference 2011 THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  42. EXCELLENCE “The available evidence suggests that, on the evidence of Government preferred measures, Catholic schools compare favourably with other schools in respect of their pupils’ academic attainment across both the primary and secondary phases. These findings are consistent with OFSTED inspection data indicating that, on average, Catholic schools achieve higher academic standards than those in other state maintained primary and secondary schools” Morris, A., (2008), Fifty Years On: The case for Catholic Schools, Chelmsford, Matthew James: 141 THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  43. MAINTAINING A BALANCE BETWEEN SCHOOL IMPROVEMENT AND CATHOLIC DISTINCTIVENESS – MISSION INTEGRITY THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  44. MISSION INTEGRITY fidelity in practice and not just in public rhetoric to the distinctive and authentic principles of a Catholic education. Grace, G., (2002), Mission Integrity, Contemporary Challenges for Catholic School Leaders inLeithwood, K and Hallinger, P, (Eds.) Second International Handbook of Educational Leadership and Administration (2002): Part 1 Chapter 13, Dordrecht, Kluwer Academic Press THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  45. MISSION INTEGRITY AND WITNESS • Bishop Stock’s statement and other similar statements can only be realised in practice if members of staff MODEL their ministry on that of Christ: • Invitation • Inclusion • Presence • Building community • Challenge THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  46. WITNESS WITIN A COMMUNITY Prime responsibility for creating this unique Christian school climate rests with the teachers, as individuals and as a community. The religious dimension of the school climate is expressed through the celebration of Christian values in Word and Sacrament, in individual behaviour, in friendly and harmonious interpersonal relationships, and in a ready availability. Congregation for Catholic Education (1988), The Religious Dimension of Education in a Catholic School: 26 THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  47. LITURGY AND WITNESS • Leadership of liturgy and, in particular, the celebration of the Eucharist, is central in keeping Christ at the Centre • Regular liturgical celebrations and daily prayers “… in accordance with the rites, practices, discipline and liturgical norms of the Catholic Church” should be at the heart of school life. Opportunities for spiritual retreats should be provided for pupils and staff. • Stock, M (2012), Christ at the Centre :20 THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  48. THE IMPACT OF LITURGY AND EXTRA-CURRICULAR ACTIVITIES Anthony Bryk, (1993), in crystallising the collective impact of the community paradigm on Catholic schools, suggest that engagement in liturgy and in extra-curricular activities constitute key constituents of the contribution of teachers to the building of community Ann Casson, in a study of Secondary Schools in England, suggests that the celebration of Mass in school may function as a means of maintaining the memory of the Catholic faith tradition. THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  49. THE IMPACT OF LITURGY AND EXTRA-CURRICULAR ACTIVITIES “The belief system of the Catholic High school infuses life into the basic organisation of the school and is regularly acted out in its daily life. Beyond the core curriculum, such shared activities as liturgies, retreats and community service programmes further contribute to this common foundation, as does the extensive engagement of both students and faculty in the extracurricular life of the school” Bryk , A., et al (1993), Catholic Schools and the Common Good, Cambridge MA, Harvard University Press THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

  50. COMTEMPORARY CHALLENGES THE TEACHER AND THE CHALLENGES OF THE WORLD OF TODAY - WUCT 2017

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