Catholic School educators and administrators think that going out of their way to help people is just another part of their job; they do it without thinking of themselves or counting the cost. Principal Monica Bausom at Seton Catholic Middle School in Menasha, WI, a member of the Twin City Catholic Education System, is certainly no exception. She is committed to living her life according to Mother Teresa’s challenge to “…do small things with great love,” and it shows. She is a witness to how God uses those with open hearts to reach out to his children.
If you start asking around the Catholic school families in Neenah-Menasha, a picture of a true Christian servant begins to take shape. There are numerous accounts of Ms. Bausom’s guidance and assistance that demonstrate her selfless dedication to bettering the education and lives of her students and their families.
A basic tenet of Ms. Bausom’s 18-year tenure as principal at the middle school is an open door policy for all students, their families and her faculty and staff. Ms. Bausom’s commitment to availability leads her to do whatever is needed, from visiting a school family’s home, to attending every school performance and many sporting events, to organizing and inspiring the Seton community to come to the aid of a school family devastated by the concurrent loss of income and a devastating illness.
The parents from that family remember being “scared beyond words,” but reluctant to accept help. Ultimately recognizing that God was truly working through Monica and the school community, the family received financial, moral, spiritual and physical support. The family’s Mom reflects, “Monica wears a bracelet with the quote ‘We can do no great things, only small things with great love.’ Our family is a great testimonial as to how she lives this each day!”
Ms. Bausom has great sensitivity to her students’ family dynamics, is sympathetic to the challenges of parenting middle school students, and is willing to go out of her way to address a troublesome situation. Ms. Bausom’s willingness to become personally invested has changed lives.
Consider, for example, the experience of a sixth grade student who desperately wanted to play basketball for the Seton team. Due to financial challenges and his mother’s unfamiliarity with the English language, he did not have the shoes and medical release forms that he needed to start the season. Ms. Bausom alerted her staff and a local agency to the need for shoes, and within the day there was enough money to purchase the equipment the student needed. She then personally drove the student and his mother to a clinic for a physical exam and saw to it that the bill was paid. The boy played ball, was an asset to the team and grew from the experience of being valued.
Students who struggle socially or academically in school (and their parents) find a strong advocate in Ms. Bausom. She takes a personal interest in these students, educating herself about any unfamiliar situations or diagnoses and keeping abreast of daily challenges and victories. Ms. Bausom is known throughout the community for being firm, but fair, with students and for always giving every child another chance. Shepherding families through the sometimes-difficult middle school years is truly part of her calling.
Ms. Monica Bausom truly exemplifies the qualities that make our Catholic school educators and administrators Christian leaders in our community. By consistently going beyond expectations and treating each student as a beloved creation of God, they personify the apostle Paul’s admonition to “in humility, count others better than yourselves” (Philippians 2:3).
In recognition of her ministry to the Seton community and long-term commitment to excellence, Ms. Bausom has been selected by the Diocese of Green Bay as its nominee for the National Catholic Educational Association’s Robert J. Kealy Distinguished Principal Award. Her application is currently being reviewed by NCEA’s regional selection committee in Chicago. The nominee from each regional group will be honored at the NCEA’s annual convention, and one or more principals will move on to the competition for the U.S. Department of Education’s National Distinguished Principal Award.
Friday, November 7, 2008
Pastors/Parish Directors: Keys to a Strong Faith Formation Program
Rosie Bartel, religious education director, takes a look at Catholic education's true cheerleaders:
Most pastors/parish directors rely on the catechetical leaders to organize the program, recruit catechists, train them and set a vision for the many ways they educate members of the parish from childhood through adulthood. Pastors/parish directors need to support the catechetical leaders personally and the faith formation programs in general.
No priests/parish directors can spend as much time in faith formation as parents, children, parishioners and catechetical leaders would like. They need to devote time to other important needs in the parish as well as to their own renewal through prayer and relaxation. They need to balance their time.
Priests/parish directors can set some goals during the course of the year so they can promote and support faith formation programs. Here is list of some ways a priests/parish directors can stay actively involved in faith formation in a parish community.
Catechist Meeting
The pastors/parish directors can pop in at the beginning of a catechist meeting. They should be there for prayer. If food is offered, they can fill up a plate and visit a few minutes. They should use this time to express their thanks and help to share the vision of the parish for faith formation.
Greeting the Children
Pastors/parish directors are not always available when religious education for children is happening, but occasionally they should be on hand when the children arrive. It gives them a chance to greet them and their parents. Sometimes they can have spontaneous conversation with the parents that can lead to some valuable information, allowing them to follow up with special care for a particular family.
Parent Sacramental Preparation Sessions
Catechetical leaders should invite the pastors/parish directors to at least one session with the parents who are preparing for First Reconciliation and First Eucharist. That way, they can interact with the parents; thank them for handing on the faith to their children. The pastors/parish directors can help parents deepen their appreciation of the sacraments.
Confirmation Preparation Sessions
Pastors/parish directors could lead one session with the youth or attend their retreat and/or sponsor sessions. It is a great time to invite them to fuller participate in parish life.
Catechist Appreciation
Catechetical leaders need to remember to check the schedule of the pastors/parish directors when planning a catechists’ appreciation get together. Pastors/parish directors like a party and this is a great time to let the catechist know how important they are to the parish community. Another time to thank catechist is on Catechetical Sunday. It is great to thank them with a small gift that they can use in their ministry.
In most parishes, it is important that the catechetical leaders and the pastors/parish directors plan the dates for these events in advance. This makes everyone’s calendaring for the year go much smoother.
Faith formation will not happen without strong catechetical leaders that are supported in their ministry by their pastors/parish directors. This reminds all of us not to take Catholic education for granted.
Parents, children and parishioners, this is a great time of the year to thank both your catechetical leaders and your pastors/parish directors for helping pass on the faith to all parishioners. When you are giving thanks on Thanksgiving Day, you might say an extra prayer for pastors/parish directors, catechetical leaders and catechist.
Most pastors/parish directors rely on the catechetical leaders to organize the program, recruit catechists, train them and set a vision for the many ways they educate members of the parish from childhood through adulthood. Pastors/parish directors need to support the catechetical leaders personally and the faith formation programs in general.
No priests/parish directors can spend as much time in faith formation as parents, children, parishioners and catechetical leaders would like. They need to devote time to other important needs in the parish as well as to their own renewal through prayer and relaxation. They need to balance their time.
Priests/parish directors can set some goals during the course of the year so they can promote and support faith formation programs. Here is list of some ways a priests/parish directors can stay actively involved in faith formation in a parish community.
Catechist Meeting
The pastors/parish directors can pop in at the beginning of a catechist meeting. They should be there for prayer. If food is offered, they can fill up a plate and visit a few minutes. They should use this time to express their thanks and help to share the vision of the parish for faith formation.
Greeting the Children
Pastors/parish directors are not always available when religious education for children is happening, but occasionally they should be on hand when the children arrive. It gives them a chance to greet them and their parents. Sometimes they can have spontaneous conversation with the parents that can lead to some valuable information, allowing them to follow up with special care for a particular family.
Parent Sacramental Preparation Sessions
Catechetical leaders should invite the pastors/parish directors to at least one session with the parents who are preparing for First Reconciliation and First Eucharist. That way, they can interact with the parents; thank them for handing on the faith to their children. The pastors/parish directors can help parents deepen their appreciation of the sacraments.
Confirmation Preparation Sessions
Pastors/parish directors could lead one session with the youth or attend their retreat and/or sponsor sessions. It is a great time to invite them to fuller participate in parish life.
Catechist Appreciation
Catechetical leaders need to remember to check the schedule of the pastors/parish directors when planning a catechists’ appreciation get together. Pastors/parish directors like a party and this is a great time to let the catechist know how important they are to the parish community. Another time to thank catechist is on Catechetical Sunday. It is great to thank them with a small gift that they can use in their ministry.
In most parishes, it is important that the catechetical leaders and the pastors/parish directors plan the dates for these events in advance. This makes everyone’s calendaring for the year go much smoother.
Faith formation will not happen without strong catechetical leaders that are supported in their ministry by their pastors/parish directors. This reminds all of us not to take Catholic education for granted.
Parents, children and parishioners, this is a great time of the year to thank both your catechetical leaders and your pastors/parish directors for helping pass on the faith to all parishioners. When you are giving thanks on Thanksgiving Day, you might say an extra prayer for pastors/parish directors, catechetical leaders and catechist.
The Importance Boards
Dr. Joe Bound, diocesan director of education, offers some insight into the invaluable benefits that boards of education bring to lifelong Catholic learning.
Whether we are talking about a Catholic school system, a parish’s program of total Catholic education involving adult faith formation, religious education and parish school, or a stand alone parish religion education program, all of these forms of Catholic education should be supported by an education committee, commission, or board.
In the newly revised Handbook for Education Committees, Commissions or Boards for the Diocese of Green Bay it states in the foreword, “Catholic education is the source of knowledge of the Gospel message, revealed in Jesus Christ and communicated through the Church. This mission is fulfilled through educational programs designed to teach the message, to nurture spiritual life, to bring about full human development, to build a faith community and to foster a just society. The education committee, commission or board is integral to the mission of the parish and its educational mission. One key principle permeates this handbook. Every parish and school (both parish and system schools) should have an education committee, commission or board.”
These committees, commissions or boards of education (shortened to boards for this article) have six basic functions. The effectiveness of a board will depend on its competence in performing these functions. All of these functions are essential for effective board operations.
The primary function of the board is to ensure the Catholic identity of the parish’s or system’s educational programs and services. The board should work with the educational administrators to ensure that the parish or system educational programs operate in conformance with the dogmas, teachings/doctrines, and laws of the Catholic faith. It should be committed to upholding the teaching of faith and to integrating these core teachings and values into all facets of the learner’s life.
The second function of the board is to plan. To do this effectively the board will need to know the direction of the Church and the Diocese of Green Bay as well as the educational needs of the local community. From these directions and needs, the board can recommend priorities and set goals. From here they should develop a three year financial and strategic plan which set the course for the parish’s or system’s education programs and services.
Policy making is one of the most important functions of a board. A policy is a discretionary guide to action. The board makes the policy and the parish and/or school educational administrators are responsible to implement it. However, the board does not tell the educational administrators how to carry out the policy; the administrators have the professional expertise to make regulations as appropriate.
The next function of a board is the hiring of competent educational administrators to oversee educational programs and activities. In the parish setting the hiring process is done under the direction of the pastor/parish director. This requires advertising, interviewing, checking references and discerning. There should be a job description so the board and applicant know precisely the duties to be performed. It should be pointed out that in a parish educational program the administrators are hired by the pastor/parish director but in a system the chief administrator is hired by the board of trusts with the approval of the system’s board of directors. The other administrators are hired by the chief system administrator. Subsequently, the evaluation of the educational administrators is the responsibility of the pastor/parish director in a parish setting. In a system the board of trustees evaluates the chief administrator who in turn evaluates the other system administrators.
Financing and budgeting are the fifth function of the board. The budget is a decision‑making instrument. Decisions should be based on needs, priorities and goals as outlined in the strategic plan. Since education is only one of the parish or community missions, the finance council and pastoral council will have to decide the amount of its resources it can allocate to the educational mission of the parish or system schools it supports. The board of education should approve a recommended budget prepared with the educational administrators, before it is presented to the finance council or the board of directors who support a school system. The board should guide the budget’s passage through the parish or system governing network. Once the budget is approved, the board working with the finance council monitors its implementation and makes periodic reports to the finance council and other appropriate authorities.
The final function of the board creates confidence in the community regarding the educational programs and services provided by the parish or system. In order to create and sustain this confidence the board needs to recognize that the community has the right to know: (1) local educational goals, (2) programs used to meet those goals and (3) evaluation of the programs. Good public relations create confidence in the board, administration and educational programs. It also involves listening to the various publics involved. Directly related to this function, the board should be actively involved in developing and implementing marketing plans. Concerted year round efforts must be made in advertising, marketing, and public relations.
In short, the education committees, commissions, or boards in the Diocese of Green Bay are responsible for ensuring Catholic identity, developing and implementing financial and strategic plans, setting policy, participating in the hiring and evaluating of chief educational administrators, developing the budget needed to support the educational programs and services of the parish or system, and to advertise, market and promote the educational offerings of the parish or system. By diligently doing all of this work, the board ensures the fulfillment of the parish’s or system’s catechetical and educational mission and vision.
Whether we are talking about a Catholic school system, a parish’s program of total Catholic education involving adult faith formation, religious education and parish school, or a stand alone parish religion education program, all of these forms of Catholic education should be supported by an education committee, commission, or board.
In the newly revised Handbook for Education Committees, Commissions or Boards for the Diocese of Green Bay it states in the foreword, “Catholic education is the source of knowledge of the Gospel message, revealed in Jesus Christ and communicated through the Church. This mission is fulfilled through educational programs designed to teach the message, to nurture spiritual life, to bring about full human development, to build a faith community and to foster a just society. The education committee, commission or board is integral to the mission of the parish and its educational mission. One key principle permeates this handbook. Every parish and school (both parish and system schools) should have an education committee, commission or board.”
These committees, commissions or boards of education (shortened to boards for this article) have six basic functions. The effectiveness of a board will depend on its competence in performing these functions. All of these functions are essential for effective board operations.
The primary function of the board is to ensure the Catholic identity of the parish’s or system’s educational programs and services. The board should work with the educational administrators to ensure that the parish or system educational programs operate in conformance with the dogmas, teachings/doctrines, and laws of the Catholic faith. It should be committed to upholding the teaching of faith and to integrating these core teachings and values into all facets of the learner’s life.
The second function of the board is to plan. To do this effectively the board will need to know the direction of the Church and the Diocese of Green Bay as well as the educational needs of the local community. From these directions and needs, the board can recommend priorities and set goals. From here they should develop a three year financial and strategic plan which set the course for the parish’s or system’s education programs and services.
Policy making is one of the most important functions of a board. A policy is a discretionary guide to action. The board makes the policy and the parish and/or school educational administrators are responsible to implement it. However, the board does not tell the educational administrators how to carry out the policy; the administrators have the professional expertise to make regulations as appropriate.
The next function of a board is the hiring of competent educational administrators to oversee educational programs and activities. In the parish setting the hiring process is done under the direction of the pastor/parish director. This requires advertising, interviewing, checking references and discerning. There should be a job description so the board and applicant know precisely the duties to be performed. It should be pointed out that in a parish educational program the administrators are hired by the pastor/parish director but in a system the chief administrator is hired by the board of trusts with the approval of the system’s board of directors. The other administrators are hired by the chief system administrator. Subsequently, the evaluation of the educational administrators is the responsibility of the pastor/parish director in a parish setting. In a system the board of trustees evaluates the chief administrator who in turn evaluates the other system administrators.
Financing and budgeting are the fifth function of the board. The budget is a decision‑making instrument. Decisions should be based on needs, priorities and goals as outlined in the strategic plan. Since education is only one of the parish or community missions, the finance council and pastoral council will have to decide the amount of its resources it can allocate to the educational mission of the parish or system schools it supports. The board of education should approve a recommended budget prepared with the educational administrators, before it is presented to the finance council or the board of directors who support a school system. The board should guide the budget’s passage through the parish or system governing network. Once the budget is approved, the board working with the finance council monitors its implementation and makes periodic reports to the finance council and other appropriate authorities.
The final function of the board creates confidence in the community regarding the educational programs and services provided by the parish or system. In order to create and sustain this confidence the board needs to recognize that the community has the right to know: (1) local educational goals, (2) programs used to meet those goals and (3) evaluation of the programs. Good public relations create confidence in the board, administration and educational programs. It also involves listening to the various publics involved. Directly related to this function, the board should be actively involved in developing and implementing marketing plans. Concerted year round efforts must be made in advertising, marketing, and public relations.
In short, the education committees, commissions, or boards in the Diocese of Green Bay are responsible for ensuring Catholic identity, developing and implementing financial and strategic plans, setting policy, participating in the hiring and evaluating of chief educational administrators, developing the budget needed to support the educational programs and services of the parish or system, and to advertise, market and promote the educational offerings of the parish or system. By diligently doing all of this work, the board ensures the fulfillment of the parish’s or system’s catechetical and educational mission and vision.
Defining Our Terms: Catholic Identity in Our Catholic Schools
We hear the term "Catholic identity" often. Mark Salisbury, diocesan superintendent of schools, sheds some light on the term in the context of our mission as educators:
All of us have taken classes where our teacher made sure that we defined our terms. The thinking being that if we define our terms we can have an intelligent discussion about how that term is to be used given the subject matter we are engaged in. Certainly, we see in an election year it is extremely important that terms be well defined so that we can compare apples to apples on the candidates viewpoints.
In our Catholic schools one of the important terms to define is Catholic identity. Catholic school leaders across our diocese spent last year coming to a common definition of what Catholic identity means in our schools. Below, I’ll share some highlights from our definition of Catholic Identity in our Catholic Schools in The Diocese of Green Bay.
The first point is that our Catholic Identity is at the foundation of a Catholic school. It is our reason for existence. The Gospel of Christ and his very person are therefore to inspire and guide the Catholic school in its every dimension, its philosophy of education, curriculum, community life, the selection and ongoing formation of its teachers and staff, and its physical environment.
Also, our Catholic schools find their true justification in the mission of the Church; therefore our schools foundations are based on an educational philosophy in which faith, culture, and life are brought into harmony. And further, the schools governing body, policies and documents and its management practices reflect the Catholic mission and philosophy of the school. Our schools leadership teams, faculty and staff know, support and model the teachings of the Church.
During childhood and adolescence a student in our schools experiences personal relations with outstanding Catholic educators. What is taught has greater influence on the student’s formation when placed in the context of personal involvement on the part of the teacher and when there is coherence of the teacher’s attitudes and lifestyle in day-to-day behavior to what is being taught. Therefore, we expect our teachers to be true witnesses to Christ.
In our Catholic Schools intellectual development and growth as a Christian go forward hand-in-hand. As students move up from one class into the next we help our students become aware that a relationship exists between faith and human culture. The world of human culture and the world of religion are not like two parallel lines that never meet; points of contact are established within the human person. Therefore, in writing and delivering the curriculum in all disciplines, our teachers constantly search for contact points between faith and human culture.
Our schools actively promote faith to action service and social justice experiences as integral elements within the life of the school. We are confident our graduates will be prepared to enrich society with the leaven of the Gospel.
Because of their identity and ecclesial roots, our Catholic schools are Christian communities, that is, communities of faith. We work to nourish a living relationship with Christ and with the local Church. Therefore the school community is a faith community that nurtures the spiritual lives of their students, families, faculty and all that come in contact with the school and bonds them to the ecclesial community. A variety of opportunities are available for the entire school community to worship and pray together.
Catholic schools are welcoming, inclusive and safe for all who enter the facilities.
As you can see from the above definition of what Catholic identity means in our Catholic Schools, we are very proud of our principals, teachers, staff, parents, parishioners and pastors for sustaining schools where our Catholic Identity is a strong lived reality.
All of us have taken classes where our teacher made sure that we defined our terms. The thinking being that if we define our terms we can have an intelligent discussion about how that term is to be used given the subject matter we are engaged in. Certainly, we see in an election year it is extremely important that terms be well defined so that we can compare apples to apples on the candidates viewpoints.
In our Catholic schools one of the important terms to define is Catholic identity. Catholic school leaders across our diocese spent last year coming to a common definition of what Catholic identity means in our schools. Below, I’ll share some highlights from our definition of Catholic Identity in our Catholic Schools in The Diocese of Green Bay.
The first point is that our Catholic Identity is at the foundation of a Catholic school. It is our reason for existence. The Gospel of Christ and his very person are therefore to inspire and guide the Catholic school in its every dimension, its philosophy of education, curriculum, community life, the selection and ongoing formation of its teachers and staff, and its physical environment.
Also, our Catholic schools find their true justification in the mission of the Church; therefore our schools foundations are based on an educational philosophy in which faith, culture, and life are brought into harmony. And further, the schools governing body, policies and documents and its management practices reflect the Catholic mission and philosophy of the school. Our schools leadership teams, faculty and staff know, support and model the teachings of the Church.
During childhood and adolescence a student in our schools experiences personal relations with outstanding Catholic educators. What is taught has greater influence on the student’s formation when placed in the context of personal involvement on the part of the teacher and when there is coherence of the teacher’s attitudes and lifestyle in day-to-day behavior to what is being taught. Therefore, we expect our teachers to be true witnesses to Christ.
In our Catholic Schools intellectual development and growth as a Christian go forward hand-in-hand. As students move up from one class into the next we help our students become aware that a relationship exists between faith and human culture. The world of human culture and the world of religion are not like two parallel lines that never meet; points of contact are established within the human person. Therefore, in writing and delivering the curriculum in all disciplines, our teachers constantly search for contact points between faith and human culture.
Our schools actively promote faith to action service and social justice experiences as integral elements within the life of the school. We are confident our graduates will be prepared to enrich society with the leaven of the Gospel.
Because of their identity and ecclesial roots, our Catholic schools are Christian communities, that is, communities of faith. We work to nourish a living relationship with Christ and with the local Church. Therefore the school community is a faith community that nurtures the spiritual lives of their students, families, faculty and all that come in contact with the school and bonds them to the ecclesial community. A variety of opportunities are available for the entire school community to worship and pray together.
Catholic schools are welcoming, inclusive and safe for all who enter the facilities.
As you can see from the above definition of what Catholic identity means in our Catholic Schools, we are very proud of our principals, teachers, staff, parents, parishioners and pastors for sustaining schools where our Catholic Identity is a strong lived reality.
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