Worksheet for Preliminary Self-Review Under WCEA Catholic Identity Standards

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1 Worksheet for Preliminary Self- Under WCEA Catholic Identity Standards Purpose of the Worksheet This worksheet is designed to assist Catholic schools in the Archdiocese of San Francisco in doing the WCEA Catholic Identity review. It should facilitate a preliminary, systematic institutional self-analysis under the WCEA Standards and with a sole focus on the Catholic mission, identity, character and culture of the institution. The worksheet leads those involved in review preparation to identify strengths and areas of good practice as well as areas that need attention under each Standard and Criteria for. The process may also surface themes or topics for further exploration in the assessment review. The WCEA Catholic Identity Standards The WCEA Standards are designed to guide institutions in self-review, to provide a framework for institutional presentations to the WCEA and visit teams, and to serve as the basis for WCEA assessment. Each standard is set forth in broad holistic terms that are applicable to all institutions. Under each of the eight Standards are major categories under which the standard is more specifically defined. Within each sub-section are Criteria for which are intended to identify and define key elements of the standard. Guidelines identify expected forms or methods for demonstrating performance related to certain Criteria for. Strategies for Using this Worksheet The worksheet is a heuristic tool for stimulating discussion and exploration rather than a definitive grading scheme or a mechanical checklist for compliance. Through its use, key areas may be identified where more evidence is needed or more development is required. Summary questions are provided in the worksheet as a means of assisting institutions in determining areas of greatest concern or areas of good practice to be addressed or highlighted in WCEA reports. Suggested Rating for Columns in the Worksheet: Self Rating 1= We do this well; area of strength for us A= High priority 2= Aspects of this need our attention B= Lower priority 3= This item needs significant development C= Does not need to be addressed at 0= Does not apply or not enough evidence to address

2 Worksheet for Preliminary Self- Under WCEA Catholic Identity Standards Standard 1. Catholic Purpose The school has a mission statement and a philosophy statement that indicate the integration of the Roman Catholic faith into all aspects of school life. Criteria for Guidelines Self- Rating Mission Statement The institution s formally approved mission statement is explicitly Catholic and clearly defines its essential and distinctive purpose. The mission statement is published in official documents, prominently available on the school s website, and easily accessible to all interested parties. The school has a published mission statement that clearly describes its distinctively Catholic purposes. It is widely known and faithfully lived-out in all aspects of school life and community. Student outcomes are closely aligned with the mission statement which is reviewed regularly. There are effective indicators of student achievement of these outcomes. Vision/Philosophy Statement The institution s formally approved philosophy statement articulates the Catholic beliefs, values, principles, and anthropology that guide its explicitly Catholic mission. The philosophy statement is published in official documents, prominently available on the school s website, and easily accessible to all interested parties. The institution s Catholic character, identity, mission and culture are clearly identifiable in the school s Integral Student Outcomes (ISOs) The school has a published philosophy statement that clearly articulates distinctively Catholic beliefs, values, principles and anthropology. The philosophy statement guides the mission of the school. It is widely known and faithfully lived-out in all aspects of school life and community. Student outcomes are closely aligned with the philosophy statement which is reviewed regularly. There are effective indicators of student achievement of these outcomes. 2

3 Criteria for Guidelines Self- Rating Integrity Consistent with its religious purposes and character, the school recognizes its role in the Church s mission in its policies, its educational and cocurricular programs, and its administrative and organizational practices. The school has demonstrated institutional commitment to the WCEA Catholic Identity Standards review process and to working collaboratively with the archdiocesan Department of Catholic Schools (DCS). The school abides by archdiocesan and WCEA policies and procedures. The school promptly informs the WCEA Commission and the archdiocesan DCS of any matter that could materially affect the accreditation status of the institution. 3

4 Synthesis/Reflections on Standard One After completing this analysis, what are the 2 or 3 most important issues that should be emphasized under this Standard? Based on data in your data library, what are institutional strengths and areas to be addressed or improved? What additional data would provide a more accurate picture of the school s performance under this standard? 4

5 Standard 2. Worship The school ensures regular opportunities for the students to experience prayer, retreats, and the Sacraments. Criteria for Opportunities for Prayer The school offers regular opportunities for both personal and communal prayer. Guidelines Students pray and participate in experiences of prayer that are sufficient both in number and diversity of type and form to develop students capacity to have an encounter with God through Jesus Christ and to gain greater self-knowledge as creatures made in the image and likeness of God. Students become adept at leading prayer in a Catholic mode. Retreat and Recollection Opportunities The school offers regular opportunities Students participate in retreats that to participate in retreats and days of develop students capacities for reflection. extended God-centered silent reflection as well as faith-sharing amongst their peers. Self- to address at this time) Evidence: What is there? (Or needed?) Sacrament of Reconciliation Opportunities The school offers regular opportunities Students participate in formation and for receiving the Sacrament of education opportunities in sufficient Reconciliation. number and quality that students develop the capacity to participate more fully in the sacrament. This would include opportunities that enable students to do a developmentally appropriate examination of conscience based on the Ten Commandments and the Beatitudes. 5

6 Criteria for Eucharistic Liturgy Opportunities The school offers students regular opportunities to join in the celebration of the Mass and to foster a sacramental life. Guidelines All students participate in formation and education opportunities that develop their capacity for full and active participation in the liturgy as well as their capacity for reverence which allows for a personal encounter with God. Self- to address at this time) Evidence: What is there? (Or needed?) 6

7 Synthesis/Reflections on Standard Two After completing this analysis, what are the 2 or 3 most important issues that should be emphasized under this Standard? Based on data in your data library, what are institutional strengths and areas to be addressed or improved? What additional data would provide a more accurate picture of the school s performance under this standard? 7

8 Standard 3. Religion Curriculum The School uses a Religion curriculum and instruction that is faithful to what the Roman Catholic Church teaches, subject to the authorization of the Local Ordinary, and otherwise meets the requirements set forth by the USCCB. Criteria for Guidelines Self- Fidelity of Curriculum The school s religion curriculum is appropriate in content, fidelity, instruction, standards, and nomenclature for a Catholic secondary school. It develops students capacity to be faithfilled, morally aware, knowledgeable, of service to the Church and society, and to be better able to discover in Jesus the eternal life offered by God to us. Fidelity of Instruction Religion faculty are well-formed in the Church s teaching and passionate about bringing the joy of the Gospel to their students. The school has safeguards in place to ensure that religion teachers are fully committed to the Catholic faith as handed on by the Church s tradition and enunciated by the magisterium. The religion program is designed at all grade levels so that students can encounter the person of Jesus Christ. The program of study clearly defines levels of student achievement necessary for graduation and they represent more than simply an accumulation of courses and credits. Christological centrality is a hallmark of the religion program which is designed not only to convey knowledge of the Catholic faith but also to serve as a vehicle for students growth in a relationship with Jesus Christ. The program engages the students in an integrated course of study of sufficient breadth and depth to prepare them to know the Catholic faith and what it teaches, to relate the Catholic faith to their particular culture, and to live the Catholic faith in practice. The religion faculty provide students with an encounter with Christ and formation and instruction in a foundational understanding of doctrine, moral decision-making, discernment of vocation, forms of worship and service, and involvement in the Christian community of faith. Faculty also bear transparent witness to the way of Christ as found in the Scriptures and Catholic Church teaching. 8

9 Criteria for Guidelines Self- Responsiveness to Oversight of the Local Ordinary The school recognizes that the local ordinary has the canonical responsibility to authorize and to oversee the formation and education in the Catholic religion provided in any Catholic school. Alignment with USCCB Doctrinal Framework for high school religion The religion department s written curriculum is Christo-centric and aligned in letter and spirit with the USCCB s Doctrinal Framework. The school respects the appropriate involvement of the local ordinary and both participates in and facilitates opportunities that allow for greater dialogue between the school and the local ordinary. Religion texts are in compliance with the Catechism of the Catholic Church and approved for use within the archdiocese by the local ordinary. The curriculum introduces students to the mystery of Jesus Christ, the living Word of God, the Second Person of the Blessed Trinity, and to what God has done for them through his Son, Jesus Christ. The curriculum introduces students to what it means to be a disciple of Christ and what that means for how they live their own lives. The curriculum pays particular attention to the Bible and the Gospels whereby students encounter Jesus Christ. The curriculum is structured to cultivate students capacity to develop a personal relationship with Christ. The school offers instruction in authentic Catholic doctrine and practice as handed on authoritatively by the Church. 9

10 Synthesis/Reflections on Standard Three After completing this analysis, what are the 2 or 3 most important issues that should be emphasized under this Standard? Based on data in your data library, what are institutional strengths and areas to be addressed or improved? What additional data would provide a more accurate picture of the school s performance under this standard? 10

11 Standard 4. Religion Teachers The formation of religion teachers for catechetical and instructional competence is ongoing. Criteria for Guidelines Self- Existing Formation Program The school employs religion faculty and campus ministry staff sufficient in number and professional theological qualification to support its Catholic educational mission and exercise its catechetical responsibility. Religion faculty and campus ministry staff recruitment, orientation, and evaluation practices are aligned with the school s Catholic purposes and educational objectives. There is a well-defined, on-going program of spiritual and theological formation for religion faculty that is in alignment with archdiocesan goals and standards and approved by the Department of Catholic Schools. Aware that religion teachers and campus ministry staff play a key role that is central to its evangelizing mission, the school provides for or supports them in obtaining on an ongoing basic formation in the areas of Catholic theology, philosophy, and spirituality. Religion faculty and campus ministry staff participate in regular meetings with the Department of Catholic Schools which facilitate greater cooperation between religious educators and the Archbishop. 11

12 Synthesis/Reflections on Standard Four After completing this analysis, what are the 2 or 3 most important issues that should be emphasized under this Standard? Based on data in your data library, what are institutional strengths and areas to be addressed or improved? What additional data would provide a more accurate picture of the school s performance under this standard? 12

13 Standard 5. Partnership with Parents The school maintains an active partnership with parents whose fundamental concern is the spiritual and academic education of their children. Criteria for Guidelines Self- Structure of Parent/School Partnership Parents are identified as the primary educators in appropriate published school documents (e.g. mission statement, philosophy statement, and the handbook). The school provides formal opportunities for parents to learn about their role as primary religious educators and supports them in that role. The school demonstrates a culture of collaboration with parents when it comes to the religious and moral development of their children. Channels of communication are well-established, publicized, and easy to access. The school encourages parents to avail themselves of these channels. The school collaborates with other Catholic institutions and the archdiocese to provide opportunities for parents to grow in knowledge and practice of their faith. The school provides parents with formal opportunities to meet and talk about the faith formation of their children with faculty and administrators. The school offers opportunities and encourages parents to participate in the liturgical program of the school. 13

14 Synthesis/Reflections on Standard Five After completing this analysis, what are the 2 or 3 most important issues that should be emphasized under this Standard? Based on data in your data library, what are institutional strengths and areas to be addressed or improved? What additional data would provide a more accurate picture of the school s performance under this standard? 14

15 Standard 6. Service Orientation Grounded in Catholic Social Teaching The school helps students develop a service-oriented outreach to the Church ad civic community after the example of Jesus who said, I have given you an example so that you may copy what I have done. (John 13:15) Criteria for Guidelines Self- Programmatic Outreach to the Church and Civic Community The theory and practice of Catholic social teaching are essential elements of the curriculum and are foundational to any and all outreach programs to the Church. The school provides a Catholic/Christian service program for all students which embodies the universal themes of Catholic social teaching through personal action. The curriculum highlights the USCCB s seven themes of Catholic Social Teaching: [1] Life and Dignity of the Human Person, [2] Call to Family, Community, and Participation, [3] Rights and Responsibilities, [4] Option for the Poor and Vulnerable, [5] The Dignity of Work and the Rights of Workers, [6] Solidarity, [7] Care for God's Creation The service opportunities are designed to develop students capacity to build community by serving others as Jesus did and to demonstrate the Gospel in action. Theological reflection that is, reflection in the light of the Gospel and the Church s that is, reflection in the light of the Gospel and the Church s teaching which is essential to the formative mission of Christian service in Catholic schools is a key element of all of the school s service experience. The corporal and spiritual works of mercy are essential highlighted elements of the curriculum The school s community service program is clearly identified as Catholic/Christian service. The program is widely understood to be a vehicle for accomplishing the Church s mission The program consistently reflects the Christian faith The program is directed toward the needs of the Church as well as the civic community with a special regard for the preferential option for the poor. The program s distinctive character is based in its grounding in Scripture and the Church s theological, moral, and social teaching. Formal evaluation is a key component of the program. A designated person evaluates each student s performance and verifies the completion of the service commitment Service program sites are non-profit & engaged in activities that are not contrary to Catholic teaching. All service opportunities are combined with substantial elements of theological reflection as a critical component of the experience 15

16 Synthesis/Reflections on Standard Six After completing this analysis, what are the 2 or 3 most important issues that should be emphasized under this Standard? Based on data in your data library, what are institutional strengths and areas to be addressed or improved? What additional data would provide a more accurate picture of the school s performance under this standard? 16

17 Standard 7. Signs and Symbols There is widespread use of signs, symbols, sacramentals, traditions and rituals of the Roman Catholic Church throughout the school. Criteria for Guidelines Self- Roman Catholic Signs and Symbols, Sacramentals, Traditions, and Rituals Consistent with its purposes, the schools recognizes and pervasively elevates signs, symbols, sacramentals, traditions, and rituals which are crucial and enduring elements of Catholic culture. The Catholic signs, symbols, sacramentals, traditions and rituals are present throughout the school. Students can identify their meaning and significance for the Church and for the school. Their quality and beauty are such as to point students beyond themselves to the deepest and enduring mysteries and beliefs at the heart of the Catholic faith. The symbols and rituals in the school evoke the Triune God, the life, death, and resurrection of Jesus Christ, the Blessed Virgin Mary, and the saints and also engender an understanding of students own destiny in salvation The symbols and rituals attend to the liturgical seasons, and introduce students to a wide range of prayers and devotions. Religious traditions specific to the school are observed on an annual basis and have significance for the whole school community, including alumnae/i. The school has a particular patron or patroness whose significance is understood throughout the wider school and regularly celebrated. The school appropriates Catholic liturgical and seasonal disciplines and practices. 17

18 Synthesis/Reflections on Standard Seven After completing this analysis, what are the 2 or 3 most important issues that should be emphasized under this Standard? Based on data in your data library, what are institutional strengths and areas to be addressed or improved? What additional data would provide a more accurate picture of the school s performance under this standard? 18

19 Standard 8. Religious Engagement of All All school personnel are actively engaged in bringing the Good News of Jesus Christ into the total educational experience. Criteria for Guidelines Self- Formation of the Community for Engagement There are well-defined and on-going formation and professional development programs that assure all board members, administrators, faculty, staff and parents better understand the unique Catholic mission, identity, character, and culture of the school. All board members, administrators, faculty and staff attend formation programs that convey the theological and philosophical foundations that define the nature and purpose of Catholic education. These programs assist stakeholders in their efforts to understand Catholicism as an all-embracing vision of reality which has a bearing on what and how they execute their responsibilities. The school provides retreats and other spiritual experiences for the board, the administration, the faculty, the staff and the parents on a regular and liturgically timely basis. All adults in the school community are encouraged to participate in Catholic/Christian service programs that demonstrate an understanding of and commitment to the social teaching of the Church in action. 19

20 Criteria for Guidelines Self- Engagement of Advisory Board Members of the Advisory Board understand their responsibilities as they pertain to the Catholic mission, identity, character and culture of the school and execute them faithfully. Members of the Advisory Board demonstrate that the mission and philosophy statements, with their institutional commitment to Catholic identity, are the foundation and fundamental reference point for all their efforts. Members of the Advisory Board regularly lead processes that clarify, review and renew the school s mission and philosophy statements. They also engage in formation and self-evaluation to ensure they faithfully execute their responsibilities in relation to the school s Catholic mission. Members of the Advisory Board, in collaboration with or through the school s leadership, maintain a close relationship with the Archbishop marked by mutual trust, close cooperation, continuing dialogue, and respect for the Archbishop s legitimate authority. Members of the Advisory Board maintain a constructive and mutually beneficial relationship with the Department of Catholic Schools that is consistent with archdiocesan policy. 20

21 Criteria for Guidelines Self- Engagement of Administrators The school employs a president and/or principal who understand their responsibilities as leaders entrusted with nurturing the Catholic mission, identity, culture of the school. In the execution of their duties, administrators demonstrate that the school s mission and philosophy statements, with their institutional commitment to Catholic identity, are the foundation and fundamental reference point for the school s strategic, planning, and evaluative efforts. Administrators demonstrate substantial and continuing commitment to the Catholic character of the school and both provide spiritual leadership and give personal witness to the Catholic faith. Administrators establish and support hiring policies, orientation programs, incentive and evaluation practices that are aligned with Catholic institutional purposes and educational objectives. Administrators maintain and support faculty and staff development activities designed to improve teaching and learning consistent with the school s Catholic goals and objectives. Administrators demonstrate an ongoing commitment to nurturing the spiritual, intellectual, and moral development of the whole school community. 21

22 Criteria for Guidelines Self- Engagement of Faculty and Staff The school employs personnel sufficient in number and professional qualifications to maintain its operations as a Catholic school and to support the specifically Catholic character of the academic and co-curricular program. The schools demonstrates that it employs a faculty, staff, and co-curricular directors and coaches with substantial and continuing commitment to its Catholic mission and character sufficient in number and professional qualifications to achieve educational objectives related to its Catholic identity. Faculty understand their responsibilities as they pertain to the Catholic mission, identity, character and culture of the school and execute them faithfully. Across all disciplines, written curriculum integrates the Catholic intellectual tradition and teachers make an effort to help students integrate faith and culture. Teachers attempt to relate moral, ethical, and religious implications to their own curricular area. In all areas of responsibility faculty contribute to developing their students capacity to be faithfilled, morally aware, knowledgeable, virtuous, and of service to the Church and society and to be better able to reach eternal life with God in Heaven. The religion faculty are fully prepared to provide students with an encounter with Christ and formation and instruction in a foundational understanding of doctrine, moral decision-making, discernment of vocation, forms of worship and service, and involvement in the Christian community of faith. 22

23 Criteria for Guidelines Self- Employment of Faculty and Staff (cont d.) Faculty also are prepared to bear transparent witness to the way of Christ as found in the Scriptures and Catholic Church teaching. Coaches, staff, and co-curricular directors understand their responsibilities as they pertain to the Catholic mission, identity, character and culture of the school and execute them faithfully. In all areas of responsibility they contribute to developing their students capacity to be faith-filled, morally aware, virtuous, knowledgeable about, and of service to the Church and society and to be better able to reach eternal life with God in Heaven. 23

24 Synthesis/Reflections on Standard Eight After completing this analysis, what are the 2 or 3 most important issues that should be emphasized under this Standard? Based on data in your data library, what are institutional strengths and areas to be addressed or improved? What additional data would provide a more accurate picture of the school s performance under this standard? 24

25 Summative Questions Who participated in preparing this self-inventory? What approach was used in completing the worksheet? What areas were identified as issues or concerns to be addressed? What are the next steps for the school in terms of the Catholic identity standards? 25

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