A ‘Catholic worldview’ of academic excellence

By Angela Johnson, Ed.D.

“Catholic schools are built on hope because they are built on faith and trust in Christ.” This message from Archbishop Salvatore J. Cordileone inspires and calls the faithful to the mission and purpose of Catholic education that serves students and the school community in attaining the salvation of souls. Across the nation, Catholic schools are celebrating national Catholic Schools Week with various events, including liturgies, prayer services, open houses and academic showcases.

In a fast-paced, ever-evolving world, where students and school communities are challenged with discovering a sense of calm and peace, the Catholic school remains a beacon of light and a beacon of truth, beauty and goodness for the next generation of disciples and leaders, as it always has. The faith-filled community of the Catholic school is blessed and supported by the Archbishop, the many priests, parents, administrators, teachers and the countless staff members and volunteers who support the integral formation of students.

In “The Holy See’s Teaching on Catholic Schools,” Archbishop J. Michael Miller of Vancouver provides the five marks of a Catholic school as follows:

1. Inspired by a supernatural vision.

2. Founded on Christian anthropology.

3. Animated by communion and community.

4. Imbued with a Catholic worldview throughout its curriculum.

5. Sustained by Gospel witness.

When these five marks are applied to all aspects of Catholic education, including the accreditation process, assessment practices and measures and observations of achievement, the culture of the Catholic school naturally draws students, families and the community to the Lord. Within Catholic schools, there are various roles and responsibilities described in the teachings of the Catholic Church, to ensure that students receive the appropriate spiritual and intellectual formation of the person. Each of the roles are distinct and contribute meaningful value in the Catholic education of the whole person.

The Code of Canon Law addresses the role of parents and guardians, the bishop, the pastor, the directors of schools, such as principals and presidents, and the teachers. Here in the Archdiocese of San Francisco, there is tremendous support from these dedicated ministers of Catholic education, not solely in parochial schools, but in all Catholic schools. Priests celebrate the holy sacrifice of the Mass and the sacrament of penance at Catholic schools, including those that may not have a pastor or priest on site. Recently, St. Brigid Academy, a Catholic school that serves students with and without learning differences, attended Mass on the solemnity of the Immaculate Conception at St. Dominic Catholic Church in community with the parish.

In the papal proclamation, “Gravissimum Educationis,” Pope St. Paul VI instructed, “Beautiful indeed and of great importance is the vocation of all those who aid parents in fulfilling their duties and who, as representatives of the human community, undertake the task of education in schools.” The privileged responsibility that parents have to raise their children is accompanied by the choice for the appropriate school on how to provide an excellent Catholic education. Canon law teaches that central to Catholic teaching on Catholic schools is the principle that parents are the primary educators of their children and that schools serve as the principal assistance to parents in this essential responsibility.

The teachings of the Catholic Church are well described for the role of parents in Catholic education. In addition, there are explicit guidelines for those who oversee and provide support to Catholic schools, which includes the roles of the bishop, pastor, principal and teachers. Each of these roles is included in the accreditation process, conducted by the Western Catholic Educational Association (WCEA) in partnership with the Western Association of Schools and Colleges (WASC). The process includes a review of the operations of the Catholic school and an analysis of assessment practices and achievement for all students through the Catholic worldview.Within the accreditation process, a thorough review of the operations of the Catholic school is conducted, which includes an analysis of assessment practices and achievement for all students, all in light of the Catholic worldview. This academic year, numerous Catholic schools are preparing to host a site visit, including St. Raymond School in Menlo Park. In a recent accreditation visit, the pastor, Rev. Jerome Cudden, O.P., joined the principal, Roderick Harrison, and expressed gratitude for their collaboration, strong enrollment, community engagement, as well as their vision for continuous growth.

Accreditation in Catholic schools provides an external evaluation of the essential operational components, including, but not limited to, the Catholic identity and spiritual formation offered, the academic program and extracurricular activities, and the school leadership and financial resources. Moreover, the accreditation process promotes a level of accountability that seeks to exhibit that a Catholic school meets specific standards of Catholic identity and academic excellence. Thus, the bishop’s authority and oversight are essential to the accreditation process of the Catholic school to ensure adherence to canon law for Catholic schools.

Catholic teachings offer clear guidance on the various roles of stakeholders in Catholic schools, in addition to guidelines for preparation and formation of Catholic school teachers and spiritual formation of students, parents, school leaders and school employees. Hence, when the accreditation process is overseen by the bishops and conducted by Catholic school leaders, mission-driven alignment is clearer and can be calibrated on an ongoing basis, as opposed to the general cycle typically used by accreditation providers.

Accreditation also reviews the assessment processes of a Catholic school for both students and professionals. In general, assessments of students and professionals in education are commonly understood as measurements and descriptors of achievement and/or performance in the learning and/or working environment. In the classroom, the practice of “measuring” a student’s performance may not consistently encapsulate the student’s knowledge and skills, especially if they are not formally tested or observed. Thus, it is critical to ensure that multiple forms of data collectors are used to assess not only literacy and numeracy, but additionally to understand the spiritual formation, the physical ability, the social development, the emotional stamina and the applicability of these various facets in the natural growth and development of the individual student.

With a mission-driven perspective, assessment in Catholic education embodies an elevated sense of achievement that utilizes a holistic approach to a student’s performance, and therefore has the potential to provide insight into the future life of the learner, including his or her vocation, whether to the priesthood, religious life, married life or single life, and the implications of that formation on career, college and seminary readiness.

Children thrive when Catholic schools utilize a holistic approach to assessment using a combination of qualitative descriptors and quantitative measures of performance. A deeper sense of the student’s formation and ability levels is more accurately ascertained, which can permeate a more compassionate and positive sense of accomplishment. By using various sources of data, educators add value to the Catholic education offered through the use of an individualized approach. In a recent visit to Our Lady of Mount Carmel School in Redwood City, student assessment was observed in various forms. Teachers engaged students in peer-led conversations, virtual responses and individualized approaches to support unique learning needs.

Nonetheless, to uphold the dignity of the human person beyond classroom performance, students are not defined by assessment practices, regardless of the type or format of assessment. Furthermore, since parents are the primary educators of the child, parental input and feedback throughout the educational process is essential. Moreover, to heed the Lord’s message in the Gospel of Matthew to “Go therefore and make disciples of all nations,” Catholic schools maintain cognizance of the beautiful, multicultural school populations, especially in the Archdiocese of San Francisco.

The cultural schema and background each student possesses and offers to the Catholic school community, locally and universally, create an indelible contribution as members of the mystical body of Christ. When carried out efficaciously with unwavering alignment to the mission of salvation of souls, the fruits of the formation of the whole person do not simply yield successful young men and women. Rather, formation of the human person in a Catholic school should transcend the academic program and enlighten the human person with his or her purpose – the vocation that the Lord has instilled within that person, whether to the priesthood, religious life, consecrated life, married life or single life. 

Dr. Angela Johnson is the associate superintendent for elementary schools for the Archdiocese of San Francisco.