6121 GENERAL PROVISIONS

The educational mission of the Church and the reasonable expectations of our client parents both require that the Catholic school be distinguished by an atmosphere and a formal program which relate religious belief and practice, constructively and integrally, with the normal development and education of children. The religious character and goals of the school should be clearly reflected in the statement of school philosophy (See 6111, 6112), with specific reference to authoritative documents such as the Pastoral Letter “To Teach as Jesus Did,” “The Religious Dimension of Education in a Catholic School,” “The General Directory for Catechesis,” “The National Directory for Catechesis,” and “The Catechism of the Catholic Church.”

.1 Catholic Identity. The Catholic identity of a school is characterized by at least four essential and observable elements:

a) An educational community of students, faculty, staff and parents inspired by the Christian message and life;

b) A continuing dedication to growth in human knowledge in light of Catholic faith;

c) Fidelity to the Christian Message, the Tradition and the magisterium of the Church;

and

d) A commitment to the service of the People of God and the human family.

.2 Religious Symbols and Daily Prayer. “From the first moment that a student sets foot in a Catholic school, he or she ought to have the impression of entering a new environment, one illuminated by the light of faith…an environment permeated with the Gospel spirit of love and freedom.” (“The Religious Dimension of Education in a Catholic School”)

The Holy Scripture should be enthroned and open in each classroom. A crucifix or icon of Christ should be displayed. Catholic belief in the communion of saints and of Mary as Mother of God and Mother of the Church should be expressed in pictures or statues.

These images should be clean, located where they can be seen and should change according to the liturgical seasons of the year.

During each school day some time shall be given to prayer. The school day should begin and end with group prayer, and a variety of prayer forms shall be used.

Pupils shall learn and be able to recite the formula of familiar prayers commonly used by Catholics and at the age level identified in the Archdiocesan Curriculum and found in the religion textbooks.

.3 The celebration of the Eucharist and other liturgies. Celebration of holy days, significant feast days or holidays (e.g., parish/school patronal feast, Thanksgiving, Ash Wednesday, Lenten and Advent celebrations) through a variety of liturgical experiences is encouraged (See 5145, 5145.2, 5145.3). These liturgies should be planned according to the vision of the “Directory for Masses with Children.”

Student attendance at funerals is permitted only according to regulations in this Handbook (See 5145.1, 5145.2).

.4 Student Retreats. Schools are encouraged to provide a retreat for students prior to the reception of First Communion, Confirmation, or graduation.

High schools are encouraged to provide a retreat program according to the needs and capacities of the students at varying grade levels and stages of religious development.

Planning of, and participation in, overnight or off-campus retreats are subject to the same regulations as field trips (See all of 6226).

.5(E) Parent collaboration. The paramount rights and obligations of the parents should be clearly reflected in the faith formation processes of the school, which should make some formal provision for each of the following elements:

f) educational program for the parents, particularly in such areas as preparation for sacraments and family life education;

g) direct involvement of the parents in the instruction of their children, especially in liturgical, sacramental and family life.

6122 INSTRUCTIONAL PROGRAM

Religion is the most important subject in the Catholic school curriculum. Therefore, the primary professional responsibility of the school staff is to implement the provisions that follows.

.1 General policy. Regular religious instruction shall be an integral part of the educational program for all students at all grade levels and given priority in the day.

.2(E) Textbooks. Only the programs approved by the Archbishop and the Department of Catholic Schools may be used as basic in the elementary schools of the Archdiocese.

Other materials and textbooks may be used as supplementary resources in accordance with the general curriculum policy of the school and the Archdiocese. Because of variations among series in grade-placement of subject matter, methodology, and other important factors, schools are required to use the same series in Grades K through 6. It is highly recommended that the same series be used in Grades K through 8 if the textbook company has a sequential series.

.3(E) Curriculum development. The textbook series shall be selected in accordance with a school policy developed by the principal in close consultation with the faculty and parish clergy. To assure the achievement of the basic objectives, it is important that there be a unified, articulated program and a consistent methodology clearly agreed upon by all members of the school staff. It is assumed that there will be appropriate and regular consultation with the parish clergy, parents, and Catechetical Ministry staff. The total religion program will be evaluated according to the Department of Catholic Schools accreditation cycle.

.4(E) Time allotment. The total weekly time allotment indicated in the Guidelines for Time Allotments is to be strictly observed, but the time may be blocked in three, four, or five weekly periods, as dictated by the adopted text or the established school curriculum.

Appropriately planned liturgical experiences, formally integrated into the total program, may be reckoned as part of the time allotment (See 5145.3, 6234 and ARG, Guidelines for Official School Calendars and Time Allotments).

.5 Grading and reporting. Pupil progress in acquiring an intellectual grasp of the religion course material is to be tested, evaluated, graded, and reported according to the same procedures established by the school for other subjects in the curriculum. Reporting procedures in elementary schools must be in accordance with the Archdiocesan guidelines (See Appendix 2).

.6(E) Assessment of Catechesis-Religious Education. Evaluating the status of faith formation and religious instruction requires educators to be attuned to the mission, goals, and strategies inherent in the delivery of sound catechesis. The National Catholic Educational Association developed the Assessment of Catechesis-Religious Education (ACRE) to assist with this evaluation of program effectiveness.

Schools shall assess their efforts on a systematic basis. Minimally this should take place two years before the WCEA/WASC accrediting visit so that the data can be utilized in the Religion in-depth study.

6123 TEACHERS, TEACHERS OF RELIGION AND CATECHISTS

The principal shall lead the staff in developing and implementing the Faith Formation opportunities within guidelines published by the Department of Catholic Schools, and shall maintain appropriate liaison and cooperation with other parish religious education programs.

It is the teacher’s responsibility to implement the formal religious instruction program (See 6121.1, 6122.2-6122.5).

In every elementary and Archdiocesan school, one person must be designated as Religion Coordinator responsible for the planning, continuing consultation and evaluation implicit in the foregoing regulations. The principal should designate a qualified member of the staff to be the Religion Coordinator. The religion program will be a regular topic for faculty review, with leadership and assistance from the Religion Coordinator.

.1 Teachers. All teachers in the school, even those not responsible for classroom instruction in religion, have a common responsibility:

a) to be fully informed on the rationale and provisions of the program (through attendance at faculty meetings, orientation sessions, etc.);

b) to support the program by word and action, especially in interpreting it to parents;

c) to evidence sensitivity and competence where religious values and issues cross over to other subjects;

h) to cooperate actively in correlating religion and other subjects in appropriate ways;

e) to express awareness of the liturgical seasons of the year;

e) to participate, as teachers of the parish school, at parish celebrations and functions where the mutual interests of school and parish are affected;

f) to take advantage of in-service and adult religious education opportunities offered by the parish, the Archdiocese, or other competent agencies.

In-service in religious education may be required by the school or the Department of Catholic Schools as a condition for hiring or Employment Agreement renewal.

.2 Basic Certification. Newly hired teachers will attain Basic Certification during their first two years of teaching. Credit for recertification is not granted until Basic Certification is completed.

.3 Recertification. Teachers must have their Religion status “re-certified” every three years (See ARG, Personnel Policies and Records).

.4 Parish clergy. The parish clergy should be invited to participate fully in the school religious education program in ways suggested by, but not limited to, the following list:

a) to work with principal and religion coordinator of the school in establishing procedures and criteria for program and textbook selection (See 6122.2, 6122.3);

b) to participate in faculty meetings related to the religious program and faith formation;

d) to participate in parent orientation and parent education programs;

e) to undertake classroom instruction on terms and time schedules cooperatively developed by the priest, principal (or religion coordinator) and classroom teacher;

f) to assist with spiritual counseling and guidance, especially in upper elementary grades (See 6414).