THE DIOCESE OF SALFORD

Within the area of the Diocese of Salford are some 222 Roman Catholic primary and secondary schools. Thirteen maintaining Local Education Authorities cover these schools: Blackburn with Darwen, Bolton, Bury, Calderdale, Lancashire, Manchester, Oldham, Rochdale, Salford, Stockport, Tameside, Trafford and Wigan. There are also four Roman Catholic sixth form colleges, each of which is provided by a religious order.

It is the policy of the Diocese to provide a place in a credible Roman Catholic school for Roman Catholic children who seek such a place. The Salford Diocese is committed to the maintenance of a network of educational provision, which is based on the special and beneficial link between family, parish, primary school and associated secondary school.

This commitment has necessitated regular appraisal of the needs of the Roman Catholic community of the Diocese and the dedication of considerable funds to the rationalisation and extension of school provision.

The spirit of co-operation and selflessness which enabled the Roman Catholic community of the Diocese to establish such an extensive system of schools has been evident also throughout the difficult process of rationalisation which is designed to ensure that the highest standards of Roman Catholic education will be available for future generations of Roman Catholic families to enjoy.

There is also a commitment to support the schools within this network in appointing suitably qualified and enthusiastic teachers. Advice and support for teachers is provided in a variety of ways, for example during the current academic year the following services were provided:

• Induction course for newly qualified teachers, ongoing support and an end of year review meeting.
• Towards deputy headship course.
• Preparation courses for the role of curriculum co-ordinator and middle management.
• Inspection courses for teachers and governors.
• Preparing for inspection.
• Support and guidance as requested.
• Enabling a high level of provision for pupils with Special Educational Needs.
• Diocesan Schools Commission officers have provided training under the new NPQH scheme for those aspiring to headship.
• Salford Diocesan Schools Commission is also an accredited provider for the new HEADLAMP Scheme for newly appointed headteachers.

Much of the work of the Commission in 1999/2000 will focus on the implementation of the School Standards and Framework Act.

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WHAT CAN I EXPECT FROM SCHOOLS IN THE SALFORD DIOCESE?

The responsibility for teaching staff and their development lies with the school and the governing body supported by the Local Education Authority and the Diocese.

Before taking up the appointment the following should be made available to you:

• an opportunity to visit the school to meet the headteacher and staff and to see the school in action
• information relating to the school providing details about organisation, staffing etc.
• an outline of the post you may be accepting
• information about support available to you.

After taking up the appointment the headteacher should nominate a senior member of staff who will be responsible for:

• your general progress and welfare
• liaising with advisers concerning your progress and welfare
• arranging a programme of support and supervision within the school.

As part of your induction programme you should be able:

• as a teacher in a Roman Catholic school, to expect to be given guidance on how to teach the values and beliefs of our faith
• to seek help and guidance from a nominated member of staff
• to observe experienced colleagues teaching
• to visit other schools if this is possible
• to have discussions with other probationers, and
• to attend any meetings of newly qualified teachers organised by the Local Education Authority or Diocese.

All newly qualified teachers will be required to complete successfully an induction period from September 1999. The DfEE consultation document 'Induction for New Teachers' outlines these proposals and indicates the professional standards required.

It will be expected that such standards will include those attributes necessary to be an effective Catholic teacher.

ROMAN CATHOLIC SCHOOLS: ROMAN CATHOLIC TEACHERS

The Bishops of England and Wales have always emphasised the key role, which the Roman Catholic school has to play in the mission of the Church.

The goal of the Bishops has always been, wherever possible, to provide a place in a Roman Catholic school for every Roman Catholic child. Often when new parishes were established the building of a (primary) school was given a greater priority than the building of the parish church. This important role to be played by the Roman Catholic school is underlined in Canon Law:

'Among the means of advancing education, Christ's faithful are to consider schools as of great importance, since they are the principal means of helping parents to fulfil their role in education'. (Canon 796, paragraph 1).

The value of you as a teacher, as exemplar/role model to the pupil, cannot be over emphasised.

'The calibre of the teacher and the use made of each teacher's capabilities and skills will ultimately determine the quality of education offered to the children. Teaching is one of the most fundamental of all vocations'. (Cardinal Hume).

Your development as a teacher in the service of the Roman Catholic community as a whole, and in particular within your school, is part of that vocation. The use and development of your professional skills are central to this process and are the shared responsibility of yourself and the school. Whilst some competencies are generic requirements for good teaching, it must be recognised that the unique mission and purpose of the Roman Catholic school bring with them specific requirements and responsibilities that require the school's support.

In best practice, Roman Catholic schools have always been able to explain and demonstrate their distinctive nature. However, recent Education Acts have brought change to, for example, curriculum, funding, admission and exclusion of pupils, staff development and inspection. These changes challenge all our schools to make clear their nature and purpose to pupils, parents, governors and staff. In responding to this challenge, evidence of the school's mission statement in action has proved essential.

However, if staff are to be equipped to fulfil their 'prime responsibility for creating this unique Christian school ' (Sacred Congregation, 26), then it is necessary for those new to the school to receive help and guidance on the school, its particular circumstances, the values that it expects to see promoted and the policies and strategies it uses. The Diocesan Schools Commission is committed to assisting schools provide a full induction and support programme for their staffs.

HOW DO I RESPOND TO THE CHALLENGE OF WORKING IN A
ROMAN CATHOLIC SCHOOL?

All within the Roman Catholic school community should work towards fulfilling the mission statement. There are three key areas.

Worship

'Prayer, worship and liturgical celebration are central to our Catholic tradition. It is of prime importance, however, that sound educational and pastoral principles determine the ways in which these are experienced in the school community'. (Evaluating the Distinctive Nature of a Roman Catholic school; 3rd Edition 1994: CES).

As a teacher in a Roman Catholic school you can make its distinctiveness real by:

• praying with pupils
• helping children to reflect on their prayer
• encouraging children to create their own prayer
• enabling pupils to participate in liturgy
• fostering a quiet and prayerful environment
• celebrating prayer and learning through assemblies
• participating in staff prayer
• praying and reflecting on your work
• working with the parish priest/chaplain
• sharing with pupils in Eucharistic and other liturgical celebrations.

Relationships

'Love one another as I have loved you'. (John 13:34)

The distinctiveness of the Roman Catholic school is lived out through the care and respect we show for each other, both in the name of Jesus, and as people of God, sharing in His divinity.

As a teacher in a Roman Catholic school you can make its distinctiveness real by:

• enjoying a personal and professionally appropriate relationship with each pupil
• treating disruptive pupils fairly and allowing them to maintain their dignity
• respecting the diverse backgrounds of pupils
• being professional in your relationships with other staff
• being honest in your relationships with parent
• encouraging positive relationships between pupils
• providing opportunities for reconciliation and forgiveness
• reflecting on your relationships with other members of staff and with pupils
• reflecting on the relationships between pupils in your care.
  

Managing the Curriculum

'Teachers should remember that they are principally responsible for a Catholic school's ability to put into effect its aims and projects'.

The distinctiveness of the Roman Catholic school must be experienced by the pupils in the classroom.

As a teacher in this Roman Catholic school you can make its distinctiveness real by:

• effectively planning work for your class/teaching groups
• preparing lessons thoroughly
• differentiating work according to the ability of each pupil
• knowing and valuing pupils as individuals
• explaining work clearly to pupils
• including all pupils in discussion
• being patient with pupils who have difficulty understanding work
• taking time to listen to pupils and valuing their responses
• valuing pupils' work through your responses
• playing an active role in curriculum development
• providing pupils with a positive role model
• creating a purposeful atmosphere in the classroom
• celebrating pupils' achievements
• providing appropriate resources
• using the environment and resources well and demonstrating appropriate care for them
• relating Gospel values to everyday situations in class
• being consistent with the values expressed in the mission statement
• knowing and following guidelines in the staff handbook/curriculum policies
• keeping full and accurate records of progress made by pupils
• providing a safe environment in which pupils can learn
• creating an environment in which we listen to each other's point of view
• being fully aware of the school's policy in relation to sensitive issues
• reflecting on and discussing with other staff how to respond appropriately
• being fully involved in the school's professional development programme.
  

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