For the

Love of Teaching
Preparing Teacher Candidates
for Ministry in Catholic Schools
 .For the .
Love of Teaching
Preparing Teacher Candidates
for Afinistry in Catholic Schools

This document was developed under

the auspices of The Board of Directors for
the pre-service courses in Religious Education
at the University of Toronto and York University.
 For the Love of Tearhing:
Preparing Teacher Candidates for Ministry in Catholic Schools
,

01995,
The Board of Directors for the pre-service courses in Religious
Education offered at the Faculties of Education at the University
of Toronto and York University, Toronto.

Contact:
Dr. Caroline Altpeter, mVM,
Chair of the Board of Directors,
The Archdiocese of Toronto
355 Church St.
Toronto, ON, Canada
M5B 1Z8

ii
This document, For the Love of Teaching, was accepted by the Board of Directors in
October, 1995, and is hereby endorsed by the undersigned:

Grant Andrews
Director of Education
The Durham Region Roman Catholic Separate School Board

Michael G. Bator
Director of Education
The Dufferin-Peel Roman Catholic Separate School Board

Frank S. Bobesich
Director of Education
The York Region Raman Catholic Separate School Board

erendJohn S.
Bishop of Toronto
Christian Education
Contents

Acknowledgements oii

Introduction: A Statement of Vision 1

The Culture of a Catholic School 3

Teacher Candidates:
Expectations of the Catholic Community 7
An Invitation to Discernment 7

Partners in Teacher Education 11

Associate Schools: Best Practices 13

1. Why Get Involved? 13
2. Selection of Associate Teachers 13
3. Secondary School Settings 15
4. Full Staff Cooperation 15

Teacher Candidates: A Web of Relationships 16

A Song of Gratitude 19

Summary of Recommendations 21

Appendices
1. Teacher Candidate Reactions to Helpful Associate Teachers 23
II.Teacher Candidate Reactions to Helpful Practice-Teaching
Situations 26

Bibliography 25

v
Acknowledgements
This document was prepared by a task force established by the Board
of Directors for the pre-service courses in Religious Education offered
at the Faculties of Education at the University of Toronto and York
University.
Members of the committee (positions and affiliations given are those in effict
when the task force was in session.):
Dr. Caroline Altpeter, IBVM
Director, The Catholic Office of
Religious Education, Archdiocese
of Toronto
Chair, The Board of Directors for
the pre-service courses in Religious
Eduouion offord at the Faculties of
Edumtion at the University of Toronto
and York University
Rosanna Caporusso, Teacher, D'Arcy
McGee Catholic School, Metropolitan
Separate School Board
Joanne Carroll, Superintendent of
Schools, Durham Region Roman
Catholic Separate School Board
Noel Cooper, Co-ordinator of
Religious Education, York Region
Roman Catholic Separate Schooi Board
Susanne DeCrane, Religious
Education Instructor, Faculty of
Education, University of Toronto
Delio Di Giovanni, Principal, Holy
Trinity Catholic High School, Simcoe
County Roman Catholic Separate
School Board
Barbara Easton, Executive Assistant to •
the Superintendent of Human
Resources, Dufforin-Peel Roman
Catholic Separate School Board
Colleen French, Superintendent of
Schools, Metropolitan Separate
SchoolBoard
Barry Hayward, Principal, Stella
Maris Catholic School, Metropolitan
Separate School Board
Sister Patricia Hogan, Religious
Education Instructor, Faculty of
Education, University of Toronto
Dr. Gary Hunt, Chair, Elementary
Education, Faculty of Education,
University of Toronto
Rose Labate, Teacher, Holy Name
Catholic School, Metropolitan Separate
School Board
Jack Quigley, York University Faculty
of Education/Staff Development,
Metropolitan Separate School Board
Sharon Smith, Principal, St. Matthew
School, Dufferin-Pee! Roman Catholic
Separate School Board
Johanne Stewart, Superintendent of
Staff Development, Metropolitan
Separate School Board
Dr. Larry Trafford, Co-ordinator of
Religious Education, Metropolitan
Separate School Board
Rev. William Russell, Principal,
Religious Education Program, Faculty
of Education, University of Toronto;
Chair of the Committee
vii
Introduction:
A Statement of Vision

Although the primary responsibility for helping our children value our Let these words of mine
faith story as their story belongs to parents, the teachers in our schools remain ,n your heart and
likewise bear significant responsibility for passing on the good news of in your soul. Teach them to
Jesus to the young people in our age. your children and talk about
them whether at rest in
This mandate, fundamental to a teacher in a Catholic school, depends your house, or walking
on all teachers, young and old, inexperienced and experienced, them- abroad.
selves being firmly cognizant of and rooted in our Catholic tradition. Deuteronomy 17: 18-19
Such formation is accomplished, in part, by the teacher's own educa-
tional background and, in part, by the varying teacher preparation How are we to reueal fesus
progmms throughout the province, whose specific aim is to prepare Christ, God made man, to this
and incorporate men and women as excellent teachers in the Catholic multitude of children and young
school system and to inspire in them a genuine love of teaching. people, reveal him not just in the
fascination of a first fleeung
This process of incorporation occurs chiefly in the associate schools in encounter, but through an
which teacher candidates are placed during their time at Faculties of acquaintance, growing deeper
Education. It is to the critical impact of such placements that we here and clearer daily, with him, his
address ourselves, and chiefly to our expectations of all the partners in message, the plan of God that he
teacher education, including the candidates themselves, in ensuring has revealed, the call he addresses
that our future teachers are exposed to the finest possible, though to each person, and the Kingdom
acknowledgedly always imperfect, Catholic school atmosphere and that he wishes to establish in this
experience. world with the 'little flock' of
those who believe in him, a
In all communities, the continuity of the culture is preserved, in part, Kingdom that will be complete
through its distinctive stories. Always, the role of the storyteller is only in eternity? How are we
revered for its function in exposing new members to the living tradition to enable them to know the
of the community. meaning, the import, the
fundamental requirements, the
The Catholic faith community understands well this experience of law of love, the promises and
incorporating new members by engaging them in the community's the hopes of this Kingdom?
story. For centuries, Christians have shared their stories ofJesus, the
CaUchui T,tulnulu §J5
Word made Flesh, who orients them to God, to one another and to the
world in a radically new way. Today we continue to proclaim that the
quintessence of the Christian life is to follow Jesus Christ - that is, to
know, love, and obey. Listeners of all ages are inspired to realize that

1

Teaks are our MOts.
We belieoe they should be
everyone's heroes. Just about
all of us remember with love
and gratitude those special
teachers we encountered along
the way who influenced our
lioes so greatly. Transforming
schools, we insistently repeat,
depends on teachers.
Ftn' tJu Lo'H of LeaJ'Jliaf:
1M RIJIorl of tJu ROJd
Co"lInwin nuarrU"I'
A S1un1 VnriDII, p. 13-14
2 For the Love of Teaching
Jesus calls all of us to live in keeping with his gospel - give our energy
to help poor people, to set free victims of discrimination, to overcome
society's blindness to the evils among us, and to release each other
from the various prisons in which we are entrapped.
In this document, we will address what ideally happens when teacher
candidates are placed in the unique culture of a Catholic school.
Since today's teacher candidates will soon be entrusted with passing
on the Christian - and specifically Catholic - faith and tradition to
future generations, we envisage them in associate schools with an
unswerving commitment to academic excellence; schools marked by
a spirit of hospitality, collaboration, mutuality; schools where the
Religious Education and Family Life programs are taught consistently
in each class; schools where all staff members model in their personal
and professional lives faith in God and gospel values, especially for-
giveness, tolerance, justice and commitment to one's brothers and
sisters in need. Above all, we envision them supported by mentors
who are convinced that every human encounter is a meeting with the
living Christ.
We recognize that we are still a pilgrim people, and that our educa-
tional milieus, like ourselves, will ever be in need of healing and
refinement Yet, as educators involved in varying ways in teacher
education, we wish to share the ideals we proclaim and which, in
many instances, we have seen lived in Catholic schools in Ontario.
The Culture of
a Catholic School

Catholic teacher candidates will be placed in a variety of school A Catholic school, in short, is a
settings in the course of their time in Faculties of Education. It is our community enliomed by tlu gospel
sincere hope that all of those schools will be recognizable as communi- spirit of freedom and charity.
ties that are visibly Christian and Catholic. The amcept of community is at
the hean of Christianity; it is
Our vision of a truly Catholic school culture includes the following not part of tIu curriculum;
components: rather, it is a reality to be lived.
Community must be experienced
• a Spirit of mutual caring, love and forgiveness in the Spirit ofJesus to be learned.

Catholic EdutaJiora:From
Such a visionary phrase could easily be dismissed as a platitude, but
Princi/Jl4 to Pradiet ill
self-giving love must be the foundation of the life of every Christian
CQJho& Sthooll, p. 8
community. Christian love will be discernible in the attitudes of staff
members toward students - and particularly toward students who
are most difficult to love, and who are thus most in need oflove; in By this, roeryone willlmow that
the interactions among the students themselves; in the mutual re- you are my disciples, if you have
spect and collaborative effort of the staff; and in the welcoming and love for one another.
hospitable spirit which is expressed toward newcomers, such as John 73:35
teacher candidates.
As educators, we must offer
Conflict is not unknown, nor is it inappropriate in communities of Christ's faithful not the image of
Christians; the friends of Jesus who formed the earliest Christian people divided and separated by
community were people of strong conviction who often engaged in unedifjing quarrels, but tlu image
heated disagreements. As a result, they soon realized, asJesus had of people who are mature in faith
taught, that forgiveness is the indispensable glue that holds every and capable of finding a meeting-
community together. Everyone needs to forgive; everyone needs to point beyond real tensions, thanks
be forgiven. to shared, sincere, and disinter-
ested search for truth.
• a sense of the powerful saving presence of God in our lives Apostolit &/wrtatWn
&angt/ii N,tflJiaTllii

Our religious tradition is based on the centuries-old story of God §77

who reaches into our lives and leads us from brokenness to whole-
ness, calls us by name and offers us an everlasting bond of love,
teaches us how to live as faithful disciples, forgives us when we do
wrong, stays with us forever, and even overcomes our death.

3

I haue come that they may haue lift,
and haue it abundantly.
John 70:70
NtW inuiatiues must build an
existing strengths and must be
consistent with the values tha: are
fimdammtal to our education system.
In keeping with these ialues, the
Common Curriculum is based an
a commitment to exallena and equity,
and a recognuion of the need for
partnership and aa:ountability in
education.
The Common Curriculum, 7995, p. 8
Large numbers of today's youth
are very worried about an uncertain
future. They haoe been influenced by
a world in which. human values are
in chaos because these ualues are TUJ
longer rooted in God; the result is
that these young people are very much.
afraid when they think about the
appalling problems in the world .
Christian education is foced with
the huge challenge of helping these
young people discover something of
value in their lives.
"The Religious Dimension of
Education in a Catholic School"
4 For the Love of Teaching
Such a sense of God is at the basis of the spiritual development of
both students and staff - a fundamental goal of Catholic education.
The Good News of the advancing Reign of God should be explicit
in the curriculum of a Catholic school, and implicit in all the
experiences that constitute its particular culture.
• commitment to excellence in education
Catholic schools provide education of the lr ~hest quality for all our
students, utilizing sound, up-to-date pedagogical techniques. Pro-
grams in language, the arts, the social sciences, and mathematics,
science, and technology are considered equally as important as
religious education. Catholic schools are confident in our strengths
and willing to improve with the help of constructive criticism. We
declare ourselves open to new kinds of school-community alli-
ances, aware of the potential of information technology, dedicated
to educational equity regardless of gender or racial and ethno-
cultural background, and fully accountable to our constituency. As
a result of these efforts, our students will be well-prepared to take
their places in adult society, and have a genuine life-long love of
learning.
• moral values across the curriculum
Catholic schools try to portray gospel values in both word and
example at all times. In addition to the primary importance of faith,
love and forgiveness, they have a role in bringing justice to the
oppressed, and in challenging the negative aspects of our society -
the wave of secularism that has so little time for God and human
depth, the aggressive pursuit of wealth whichJesus feared so much,
the almost irresistible urge to 'get even' rather than to forgive, the
reduction of sexuality to impersonal amusement, the despoiling of
our environment in the name of convenience.
We are conscious that many of our students are truly children of
the marketplace. At the same time, many young people hold the
highest ideals of concern for persons in need, compassion, hon-
esty and fairness, mutual support, open communication,
prayerfulness, and self-giving love. Many students, under teach-
ers' guidance, give their time and energy to help refugees, poor
people, the sick, food banks, and projects in under-developed
regions. Our efforts to confront our materialistic culture with a
 Christian counter-culture are destined to fall short - but must
continue in the spirit ofJesus who maintained his integrity though
he was attacked by his enemies and misunderstood by even his
closest friends.

• participation in the life of the Catholic Church Just as the body is one and has
many members, and all the
Catholic schools are expressions of the community life of a magnifi- members of the body, though many,
ce.it tradition which is world-wide and twenty centuries old. The are one body, so it is with Christ.
Catholic Church has preserved the Good News of Jesus, and has ... Now you are the body of Christ,
brought the gospel to life in a host of cultures, in a uniquely resilient and individually members of it.
manner. The Church after the Second Vatican Council (1962-1965) And God has appointed In the
is significantly different from the Church of previous decades and at church apostles, prophets, teachers,
the same time it is in faithful continuity with the Church of the past. workers of miracles, healers,
In our time, the community prepares for a new millenium whose helpers, administrators.
greatest challenge will be the human search for meaning and whole-
First Letter of Paul
ness in the face of unimaginable change. The Catholic Church will
to ths Corinthians 72: 72-30
briDg the gospel to people of the 21st century with a continuing
sense of the value of tradition and the immense importance of God's
faithful love. The people of the 21st century are in our classrooms
now.
I charge you in the presence of God
and of Christ Jesus: preach the
• Religious Education and Family Life Education. word, be urgent in season and out
of season, convince, rebuke and
Catholic educators strive for a religious component in all aspects of exhort, be unfailing in patience
curriculum and community life. But we also consider it essential to and in teaching.
offer students a complete and extensive education in matters that
2 Timothy 4: 7-5
are specifically religious: what we believe, what the gospel and our
tradition teach us about how to live, how we pray alone, and how
we celebrate together. To promote the religious knowledge and
commitment of new generations, highly-developed programs of
Religious Education and Family Life education are mandated for
each grade level of elementary and secondary school. Ideally,
teachers and students pray together daily, and experience special
celebrations as part of religious education units and in keeping
with liturgical seasons. Schools cooperate with parishes and fami-
lies in preparing students for the reception of sacraments and
generally in helping students to grow as believers. Secondary
schools have chaplaincy teams to assist student faith development.
Even the hallways and foyers of our schools indicate the all-
pervading importance of the religious component of Catholic
education.

The Culture of a Catholic School 5

 The committee recommends:

• that directors of education act consistently to support Catholic

schools' positive contribution to the faith life of all people involved
in the educational community.

• that directors of education and supervisory officers responsible for

associate schools accept the responsibility of working with princi-
pals to identify and enhance the culture of Catholic schools which
serve as associate schools for teacher candidates.

• that principals of associate schools work collaboratively with their

staffs to develop a distinctly Catholic school culture as described
above.

6 For the Love of Teaching

Teacher Candidates:
Expectations of the Catholic
Community

Catholic school boards consider it essential that all teachers support the
religious goals of our system, both explicitly and by example. Funda- The most basic, the most
mentally, teacher candidates are expected to help children grow as important, the distinctive
believers, develop a personal relationship with God, learn about and unifjing agent is the teacher
accept Catholic teaching, and follow a Christian way of life. of mature, living faith. Together
with the faith community of
It is our conviction that such a professional responsibility implies also teachers, he or she is a visible
personal responsibilities. Teacher candidates are expected to be disci- sign and expression that Christ
ples ofJesus Christ, and faithful members of the Catholic Church, They is alive and operative today. The
are called to become increasingly better informed about Catholic Catholic teacher is the starting
theology and methods of teaching Religious Education. They should point in the multi-faceted process
recognize that, while Catholic adults have a right to form their own of Christian Education.
opinions and make responsible decisions, teachers' personal conduct
Towards a MaJurt, Liuing
has a Significant effect on the children in their care. Thus teacher
Faith Community, §5
candidates, like more experienced teachers, are expected to model
love and respect for children and colleagues, to participate regularly in
the sacramental life of the Church, to respect the behavioural standards
of the communities in which they work and live, and not to impose
personal opinions or problems of faith upon the students.

In a spirit of sincere concern for the best interests of both teacher

candidates and students in Catholic schools, we offer the following
invitation to self-awareness to potential teachers in Catholic school
systems.

An Invitation To Discernment

In addition to a broad and total education of excellent quality, Catholic

schools offer students the opportunity to enter a personal relationship
with God, to learn about Catholic teaching, and to build a religiously-
based set of values.

As a result, Catholic School boards consider it important to ask teach-

ers to support the religious goals of our system, both explicitly and by

7

Remember those who take part
in this offering ... and all who
seek you with a sincere heart.
Eucharistic Prayer IV
Y 011 never cease to call us to a
new and mote abundant lift.
God of love and mercy, you are
always ready to forgive.
Eucharistic Prayer for Ma.ues of
Reconciliation I
8 For the Love of Teaching
exam ple. We recognize that a significant proportion of Catholic teacher
candidates enter faculties of education with very limited background
in theology and religious education, and often with limited practice of
their faith, such as regular attendance at Sunday Eucharist. Still, all
who teach in our schools are expected to accept significant responsi-
bilities for the religious education of their students.
Teacher candidates are urged to ask themselves the following ques-
tions as a means of personal evaluation regarding their suitability for
teaching in a Catholic school:
1. Are you willing to help the children in your care to grow as
believers in God and injesus, as followers of the Christian way of
life, and as active members of the Catholic Church?
2. Do you consider yourself to be a Christian?
3. Do you consider yourself to be loyal to the Catholic Church?
We understand the Catholic Church to be a structured community
which is undergoing dynamic growth. We recognize that indi-
vidual believers, too, are in journey towards wholeness; some,
while sincerely seeking a deeper understanding of the divine will,
may be struggling in their efforts to be faithful to the life of the
Church. "It is not necessary to be free of faults and failures to be
faithful to the integrity of the process of Catholic education. Other-
wise, none of us would dare to be involved." (This Moment of
Promise, p. 26)
Loyalty to the Catholic tradition involves respect for the Church
and its teaching and discipline, as well as a positive attitude toward
participation in its continuing life and development.
4. Are you willing to become better informed about current Catholic
theology and religious teaching methods, by extensive reading,
consultation, discussion, and participation in courses or workshops
in Religious Education?
5. Do you agree that you should not present your personal opinions or
problems of belief in the classroom? (This is not to forbid a reason-
able expression, suited to the age level of the students, of the fact that
a variety of opinion does exist within the Catholic tradition.)
6. Do you accept the view that a teacher's conduct, both in the school
and in public, has an important effect upon his/her students?
We consider the following aspects of your personal behaviour to be
of importance in so far as they have an effect upon the children:
a. a genuine concern and love for the students in your care;
b. a visible effort to live in Cluistian love with family and associates;
c. respect for the behavioural standards of the communities in
which you work and live;
d. regular participation in the sacrarnentallife of the Church.

It is a policy of many separate school boards in Ontario that a Catholic

applicant must supply a letter of recommendation from the pastor of
the parish in which the applicant is living, or some other suitable
source, stating the fact that he or she is a practising Catholic. We
consider this letter to be valuable testimony, but less revealing of your
suitability than the series of questions above.

In presenting these questions for your consideration, we are inviting

you to assess your suitability for a career in a Catholic school system.
Boards have little defence against any person who would wish to
deceive them in regard to these matters. We trust that this presentation
of our requirements will help you to decide honestly about your
suitability to be a teacher in Catholic schools.

Teacher Candidates: Expectations of the Catholic Community 9

Partners in Teacher Education

Faculties of education act in partnership with boards and associate

schools to plan and deliver programs which are intended to educate That facuUies of education
teacher candidates in the latest teaching strategies, development and establish partnership arrange-
learning theories, and curricula. ments with selected school
boards and schools ... that
In the best situations, faculty administrators understand and respect agree to work with faculties
the distinctive needs of the Catholic educational community. Catholic in preparing student teachers.
teacher candidates need to be prepared for the specific role of teacher In such designated "professional
in a Catholic school. To that end, guidelines have been developed and development schools, " staff from
approved under the aegis of the Institute for Catholic Education for faculties and from the schools
use across the province of Ontario, with regard to pre-service religious would be jointly responsible
education programs, Catholic Foundations courses, and Religious for planning the program and
Education as a teachable subject. The Royal Commission on Learning for guiding student teachers
(1995) recommends that all faculties of education implement these through their learning.
programs.
For the Lone of Learning:
For both consecutive and concurrent teacher education programmes, The Report of 1M Royal
it is imperative that Faculties of Education consider the requirements Commission on Learning
of the Catholic school system in admission policies and procedures .. Recommendation §63

It is equally important that all the partners in teacher education con-

sider Catholic needs in the selection of the best of Catholic associate
schools, as well as in the supervision, mentoring and eventual certifica-
tion of teachers who will serve in Catholic schools.

The committee recommends:

• that staff responsible for Religious Education at faculties of educa-

tion work to be significantly involved in the admission of students
who intend to serve in Catholic schools;

• that staff responsible for Religious Education at Faculties of Educa-

tion take the initiative to co-ordinate with appropriate school board
personnel to provide inservice for principals, associate teachers,

11
 supervisory officers, and directors of education with the purpose of
actualizing the recommendations found in this document;

• that those responsible for Religious Education at faculties of educa-

tion implement the guidelines of the Institute for Catholic Education
for Religious Education and Catholic Foundations courses.

• that those responsible for the selection of associate schools at facul-

ties of education and in local school boards work collaboratively to
select as associate schools in Catholic systems only those which
provide a significant measure of the teaching excellence and unique
Catholic atmosphere and conduct described in this document;

• that all concerned achieve more effective partnership in program

planning and delivery, and improved communication among facul-
ties of education, teacher candidates and associate schools.

12 For the Love of Teaching

Associate Schools:
Best Practices

Here we describe what we consider to be the "best practices" associ-

ated with teacher education in Catholic associate schools, and propose
them as opportunities for self-evaluation and growth for both aca-
demic and support staffs in such schools.

1. Why Get Involved?

Collaborative models of teacher training are of benefit to all concerned.

Students benefit from a variety in teaching styles and interests, com-
bined with their own enthusiasm and willingness to learn. Associate
teachers have an opportunity to learn about current developments in
faculties of education, to further their own professional skills as mentor/
coach, to appreciate the different approaches and talents of teacher
candidates, and to get to know their students better as they interact with
a different adult Principals and other staff members benefit from work-
ing as a community to welcome and support the candidates. Teacher
candidates benefit from the wisdom and experience of their associates as
they test their skills in a classroom situation. Faculties of education
benefit from the services of the host schools in accomplishing their goal
- the education of new members of the teaching profession.

2. Selection of Associate Teachers

Critical indeed are the associate teachers. Usually, they are appropri-
ately chosen by principals on the basis of their willingness to accept the
role. In approving the applications of staff members to be associate
teachers, principals also consider:

•. the teacher's professional excellence, rapport with students, flexibil-

ity and openness to innovation; -
• the teacher's ability to serve as a role model for a Christian educator
working as part of a team where faith must receive due attention in
the context of the entire curriculum;

13
 The Christian community, the
essential climate and atmosphere
of a Catholic school; is as strong
as tlu individual foith of its
teachers.
Towards a MaJurti Liuing
Faith Community, .§9
That school staff with
responsibility for student
teachers be selected jointly by
the foculty of education and the
school principal, and that they
participate in a significant
and well-designed preparation
program themselves, to ensure
that they have a fully-developed
understanding of the process of
learning to teach, and a shared
understanding of the skills,
knowledge, competencies and
values that beginning teachers
should have.
For tIu Love of Learning:
The &port oftlu Royal
Commusion 011 Learning
Recommendation §64
14 For the Love of Teaching
• the teacher's ability to communicate well and work collaboratively
with colleagues;
• the teacher's dedication to the religious goals of our school system,
coupled with up-to-date theology;
• the teacher's capability to provide constructive, consistent, and
honest feedback and evaluation to the teacher candidate;
• the teacher's ability to inspire in others a love of the art of teaching.
In "best practice" situations, an associate teacher's collaborative style is
entirely compatible with high standards of excellence and honest
evaluation of the work of the teacher candidate. Gospel values of self-
giving love, mutual respect, integrity, and forgiveness imbue the best
coach! apprentice partnerships.
At the same time, it is recognized that the relationship of associate to
teacher candidate is unequal. As a 'teacher of teachers', the associate
has a professional responsibility to plan collaboratively with the candi-
date, assign appropriate responsibilities, provide continuous constructive
feedback during the weeks of the practicum, and ultimately assess the
candidate's competence and apparent potential for success in the
teaching profession.
Further, in the best settings, associate teachers exemplify the religious
character of our schools, in the Christian spirit which characterizes
their classrooms, in the gospel values which are present across the
entire curriculum, and in the complete implementation of the pre-
scribed programs for Religious Education and Family life Education.
Experienced teachers who serve as associate teachers deserve the
profound thanks of the whole Catholic community for accepting the
call to assist teacher candidates to grow as professionals and as the new
generation of 'storytellers' who proclaim the gospel in the Catholic
tradition. In Appendix I, we have reported a number of laudatory
comments from teacher candidates about their mentors.
TM committee recommends:
• that principals exercise appropriate supervisory judgement in the
selection of associate teachers on the basis of professional excel-
lence, communication 'and evaluation skill, collaborative style, a
current, up-to-date understanding of our faith, and conscientious
implementation of Religious Education and Family life Education
curricula.
3. Secondary School Settings
Practice teaching in a Catholic secondary school has distinctive charac- A Catholic school is not a
teristics. Departments with which students are affiliated assume the puhlic school which offm a
primary role of mentor, but, in the best situations, principals welcome religious education COUTse.It is
teacher candidates into the school community, and urge all staff mem- a school which incorporates tM
bers to participate in helping them. In particular, secondary schools can gospel values and Catholic
welcome aspiring teachers into the spiritual life of the school by intro- traditions and practices in all
ducing them to the chaplaincy and Religious Education departments, of its curriculum and school lift.
and by inviting them to participate in community events and liturgies. This thrust is the responsiblity
of the whole staff. It must find
While Religious Education can not yet be selected as a teachable
expression in the whole
subject, teacher candidates in other subject areas may wish to partici-
school community.
pate in Religious Education classes. Administration and department
staff can find ways to accommodate such requests for the benefit of Catholicity in tiu Curriculum:
both teacher candidate and Catholic education. Ontario Catholic SupmJisory Offiars
Association, p. 2
The committee recommends:
• that principals of Catholic secondary schools welcome teacher can-
didates into the entire school community, and facilitate participation
by teacher candidates in Religious Education as desired.

4. Full-staff co-operation in host schools

The enterprise of mentoring aspiring teachers, at its best, involves
every member of a school staff. The practice-teaching setting will be The educational community of a
most beneficial to teacher candidates when all staff members welcome Catholic school should be trying
the apprentices in a spirit of Christian sharing and helpfulness. Hospi- to become a Christian community:
tality has been one of the greatest Biblical values since the earliest a genuine community of foith.
days of Hebrew society, and that welcoming spirit characterizes the
best of practice-teaching experiences for students. Lay Catholics in Schools:
Witnesses to Faith
Ideally, principals of associate schools make a conscious effort to meet
Sacred CongregaJionfor
teacher candidates, welcome the candidates to the school, introduce
Catholic Education; 1982, §42
them to the entire staff, and provide appropriate orientation to the
building and the community.
In Appendix II, we provide a number of testimonies from teacher
candidates about the ways that they have been welcomed into the
community in Catholic schools.
The committee recommends:
• that principals of associate schools by word and example encourage
all staffmembers to welcome and co-operate with teacher candidates.

Associate Schools: Best Practices 15

 Teacher Candidates:
A Web of Relationships

Teacher candidates are supported by a broad spectrum of relation-

ships during their years of preparation for the ministry of teaching.

Candidates' personal relationships, such as those with their immediate

family, friends, and peer group are indispensable and valued compo-
nents of teacher training. Priests encourage and support candidates as
they develop into mature and faithful Catholic teachers.

Major professional influences already discussed in this document in-

clude faculties of education and the entire community of the associate
schools - principals, vice-principals, associate teachers, and other staff
members including school-level support staff. Even the students and
their parents can be said to be participants in the preparation of
beginning teachers.

Trustees are charged with the responsibility of setting policy in our

Catholic schools. It is important that they support our schools and
faculties of education as they prepare the next generation of Catholic
educators. As the elected public officials who represent Catholic tax-
payers, it is vital that trustees offer encouragement, support, and
leadership to tomorrow's Catholic teachers and those who pass the
Catholic education story on to them.

OECT A: Upon acceptance into a faculty of education, Catholic teacher

candidates become associate members of the Ontario English Catholic
Teachers' Association. The federation offers its support to the candi-
dates and safeguards their rights as apprentice teachers. The candidates
accept the responsibilities associated with OECTA's.professional code .
of conduct.

16 For the Love of Teaching

 ASSOCIATE
TEACHER

PRINCIPALI
VICE-PRINCIPAL

TEACHER
PEERS CANDIDATE

FAMILY

Teacher Candidates: A Web of Relationships 17

A Song of Gratitude

Catholic schools have continued to exist and to thrive ill Ontario

through more than 125 years of struggle and sacrifice, because of the I thank my God rotry time I
faith and dedication of the entire community. Parents, wanting the best remember you, because of your
for their children, have trusted the Catholic schools to actualize stu- sharing in the gospel from the first
dents' full potential and to help them grow to maturity as believers. day until now. I am confident of
Many corporations and taxpayers who do not have children in the this: that the One who began a
schools have maintained their financial support of our system and good work among you will bring
have thus contributed to the well-being of the Body of Christ. it to completion .... And this is my
prayer, that your love lnay
Our bishops have spoken strongly and consistently in favour of the overflow more and more with
Catholic schools, have guided us in matters of curriculum and policy, knowledge and full insight
and have encouraged educators with their recognition of the impor- to help you to determine
tance and challenge of the ministry of teaching. Our priests have what is truly best.
participated in the life of the schools, particularly in visiting schools
and in celebrating the sacraments with students and teachers. Letter of Paul
to ttu Phillipians,
Faculties of education across the province have co-operated in provid- 1:3,5,9-10
ing programs appropriate for teacher candidates who are preparing to
serve in Catholic school systems.

Trustees have brought the voice of their. communities to the over-

whelming task. of combining faithfulness in policy-making with
responsible financial management Educational administrators have
provided conscientious leadership in enabling staffs to achieve the best
possible outcomes for all students.

Teachers have dedicated their lives to the well-being of their students,

working long hours and investing tremendous emotional energy in Those who instruct others
their concern for the children in their care. And associate teachers, unto justice shall shine as the
whose role is at the heart of this document, devote additional energy stars for all eternity.
arid expertise to supporting teacher candidates and inspiring them DanW12:J
with a life-long love of teaching.

The Catholics of Ontario owe a great debt of gratitude to the number-

less educators who have striven and continue to strive, often at great

19
 cost to themselves, to provide academic excellence and exemplary
teaching and to model the behaviour and values described in this
document for the young people in the province's Catholic school
system. Their professionalism and dedication to education in a Catho-
lic context attest to the viability of our vision for our Catholic schools
and particularly for the associate schools involved in guiding our next
generation of Catholic story tellers.

We always give thanks

to God for all ofyou, and
mention you in our prayers
constantly, remembering before
our God and Father your work
of fouh and labour of love and
steadfastness of hope in our .
Lord fesus Christ.

The First letter of Paul

to the Thessalonians 1: 2-3

20 For the Love of Teaching

Summary of Recommendations

The committee recommends:

1. that directors of education act consistently to support Catholic

schools' positive contribution to the faith life of all people involved
in the educational community.

2. that directors of education and supervisory officers responsible for

associate schools accept the responsibility of working with princi-
pals to identify and enhance the culture of Catholic schools which
serve as associate schools for teacher candidates.

3. that principals of associate schools work collaboratively with their

staffs to develop a distinctly Catholic school culture as described on
pages 4-7 above.

4. that principals exercise appropriate supervisory judgement in the

selection of associate teachers on the basis of professional excel-
lence, collaborative style, an up-to-date understanding of our faith,
and conscientious implementation of Religious Education and Family
Life Education curricula.

5. that principals of Catholic secondary schools welcome student

teachers into the entire school community, and facilitate participa-
tion by student teachers in Religious Education as desired.

6. that principals of associate schools by word and example encourage

all staff members to welcome and co-operate with student teachers.

7. that staff responsible for Religious Education at faculties of educa-

tion work to be significantly involved in the admission of students
who intend to serve in Catholic schools;

8. that staff responsible for Religious Education at faculties of educa-

tion take the initiative to co-ordinate with appropriate Board
personnel to provide inservice for principals, associate teachers,

21
 supervisory officers, and directors of education with the purpose
of actualizing the recommendations fOW1din this document;

9. that those responsible for Religious Education at faculties of educa-

tion implement the guidelines of the Institute for Catholic Education
for Religious Education and Catholic Foundations courses.

to. that those responsible for the selection of associate schools at

faculties of education and in local school boards work collabora-
tively to select as associate schools in Catholic systems only.those
which provide a significant measure of the teaching excellence and
unique Catholic atmosphere and conduct described in this docu-
ment;

11. that all concerned achieve more effective partnership in program

planning and delivery, and improved communication among fac-
ulties of education, teacher candidates and associate schools.

22 For the Love of Teaching

APPENDIX I

Teacher Candidate Reactions to

Helpful Associate Teachers

"The associate teacher wants you there and is generous and helpful in
sharing not only ideas, but teaching resources as well."

"1 felt comfortable trying new activities as 1 knew the teacher wasn't
judging and looking for all the mistakes 1 might make."

"Feedback after every lesson with suggestions is so important."

"What makes a good practice-teaching experience? An associate teacher

who takes time to give you useful and critical feedback on your
lessons!"

"Teachers using the techniques that are current helped me grasp the
difference between reality and theory in co-operative learning."

"A good placement for me was having teachers who were demanding
but at the same time helpful, who gave me lots of resources, construc-
tive criticism and feedback on lesson plans and content delivered."

"1want to feel like a team member where associate and student teacher
work together to help the children learn,"

"The placement was outstanding for 1 was allowed to learn from my

mistakes." .

"The associate teacher makes or breaks the practicwn experience.

They allow student teachers to try new techniques and allow them to
make mistakes to learn from."

"The best associate teachers are the ones who are constantly setting
their own personal teaching goals, and encouraging student teachers
to set their own." .

23
 APPENDIX II

Teacher Candidate Reactions to

Helpful Practice-Teaching
Situations

"I think the best thing I saw was how the principal maintained the
school as a faith community: He maintained contact with us and
invited us to participate in all school events. This made me feel
welcomed and showed me how a faith community is nurtured."

"My one placement in a Catholic school had a most welcoming

principal. He actually took half an hour to introduce us to the school
and its policies. This automatically set up a sense of inclusion, of
'family'."

"We were invited to attend Thanksgiving Mass."

"As a student teacher, I felt totally welcomed because the staff saw me
as a part of the next generation of Catholic teachers, and not as a
student and an outsider. I was welcomed immediately and instantly
became part of the community of the school."

"An environment was created in which teachers felt a bond as Catho-

lic educators working in a Christ-centred school. In my classroom,
regular prayer-time was not a ritualistic event, but a time for thanks
and reflection. Each Monday the school gathered in celebration as a
faith community."

24 For the Love of Teaching

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.Living Faith Community. Toronto, 1972.

__ 0Catholic Education. From Principle to Practice in Catholic Schools.

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National Liturgical Office (ed.). Sacramentary. Ottawa: Canadian Con- .

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__ . The Religious Dimension of Education in a Catholic School. Ottawa:

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25