Educative and Religious Leadership

1. Secondary APRE Gathering - 7th February 2013 Educative and Religious Leadership

2. The way we were…

3. The success of Catholic Schools depends on acceptance by the Catholic community that lay staff and lay-administered schools can provide adequate spiritual support and education for Catholic children and acceptance by religious and clergy that their roles must change. The financial problems faced by our schools are severe but the real challenge is not financial. It amounts almost to a test of faith and confidence in the clergy, the religious and the laypeople, and in a special way of lay teachers and in the capacity of the lay teachers to assume their share of the burden of educating within Catholic schools, their children. Failure by the laity to meet today’s challenges would constitute a denial of the heritage of the past and the destruction of the opportunity of an education in Catholic schools for future generations. – Catholic Leader, 1974 The lay Catholic educator is a person who exercises a specific mission within the Church by living, in faith, a secular vocation in the communitarian structure of the school…. To this lay person, as a member of this community, the family and the Church entrust the school’s educational endeavour. Lay teachers must be profoundly convinced that they share in the sanctifying, and therefore educational mission of the Church; they cannot regard themselves as cut off from the ecclesial complex. – The Vatican, 1982 The Laity as religious leaders

4. The technical skills and knowledge of leadership

5. Insert the new Framework here

6. The BCE Leadership Capabilities • Delivering Outcomes: • Living out the Faith • Collaborating & Co-Creating • Achieving Outcomes • Thinking Clearly: • Inquiring Critically • Evaluating Analytically • Thinking Contextually • Leading & Inspiring: • Understanding Self • Clarifying & Engaging • Developing Capabilities • Engaging Others: • Communicating & Understanding • Relating & Influencing • Networking & Nurturing

7. Dimensions of Leadership • Religious Leadership • Educative Leadership • Staff and Community Leadership • Strategic Leadership • Organisational Leadership CORE DIMENSIONS The two core dimensions provide the focus for lifelong and life-giving learning by giving leadership to Learning and Teaching within the evangelising mission of the Church SUPPORTING DIMENSIONS The three supporting dimensions underpin the core Religious and Educative dimensions

8. Focus for Today • To revisit the dimensions of Educative and Religious Leadership • To present a brief overview of the new draft Leadership Capabilities • To explore the relevance of these to your Leadership role

9. Religious Leadership Religious leadership ensures that the gospel vision of Jesus and the Catholic Christian tradition permeate the life of the Office community. This is characterisedby an incarnational understanding of God, a sacramental view of the world, an engaging and collaborative missional perspective and the nurturing of the ecclesial identity of Brisbane Catholic Education. Religious leaders facilitate a dynamic process of growth in understanding and engagement with the gospel vision which opens staff to a way of living that is authentic, spirit-centredand transformative. This is expressed in organisational structures, specific programs, the physical environment and the culture and ethos of the community. Religious leaders provide opportunities to encounter the Catholic faith and tradition, to experience its gift in community and to promote a way of life in response to it. Committed to their own continuing spiritual formation, they support and animate a community of life and worship where staff are nurtured in their own faith journeys. As active members of a Eucharistic community, they support the life of the Church and have a deep appreciation of its beliefs and teachings.

10. Educative Leadership Educative leadership connects effective learning and teaching with contemporary curriculum to provide high quality student learning. Educative leaders engage teachers and other members of the school as a learning community, building capacity to bring about change in classroom practice to enhance student learning. Educative leadership involves an inspiring vision of a preferred future which links local practice with wider educational thinking, places teaching and learning at the centre of decision-making, continually seeks to improve the quality of teaching and heightens the level of professional dialogue about educational practices.

11. Staff and Community Leadership Staff and Community leadership promotes a culture which supports the work of staff and facilitates engagement with the broader community to support the school. Through distributive leadership, mutual accountability and effective partnerships, staff and community leaders facilitate the growth of right relationships within the school community and build commitment to the mission and vision of the school. Staff and community leaders: • Recruit, select and induct staff effectively. • Ensure effective staff developmental learning and performance management, including monitoring, review and appraisal. • Engage in staff succession planning and leadership development. • Establish and effectively manage employee relations. • Inspire and motivate staff to improve practice. • Give focus to pastoral care and behavioursupport programs. • Develop positive working relationships with the Parish, School Board and Parents and Friends Association. • Forge meaningful partnerships with people and groups in the community. • Communicate effectively and resolve issues in a positive way.

12. Strategic Leadership Strategic leadership is directed towards the development, alignment, attainment and review of the vision, mission and strategic goals of the organisation as set out in the Strategic Renewal Plan. Strategic leadership is shaped by and contributes to the wider religious and educational environment. Such leadership ensures that the beliefs, values and philosophy of Catholic education give direction to the work of staff. Strategic leaders offer participation and partnership with schools and members of the wider community, including Church and government authorities, to ensure the best possible outcomes for schools and students. Strategic leaders: • Engage in local planning and visioning aligned with the Archdiocesan Vision and the Vision Statement for Catholic Education to Teach Challenge Transform. • Align strategic renewal plans with the Strategic Renewal Framework and the mission of the Brisbane Catholic Education Office. • Ensure that resourcing is appropriate, equitable and supportive of renewal plans. • Manage the annual implementation of the Brisbane Catholic Education Office strategic renewal plan. • Maintain an Archdiocesan perspective in all deliberations and promote this when working with school communities. • Develop a culture of reflection, self-review and improvement. • Promote and facilitate change which delivers better outcomes for Catholic education, school communities and students. • Foster relationships that are strategically important to the organisation, including those with Church, QCEC, Government authorities, statutory bodies, schools, parishes and community groups. • Strengthen community relationships by promoting and positioning Brisbane Catholic Education and its broader community of schools.

13. Organisational Leadership Organisational leadership focuses on the development, support, monitoring and evaluation of operational processes. Organisational leaders develop policies and practices to manage and account for physical and financial resources, in order to ensure the best possible outcomes for students. It is an expression of the Christian ethic of stewardship and a commitment to the common good. It involves effective engagement with key stakeholders such as Church agencies, QCEC, Government authorities, statutory bodies, schools, parishes and community groups. OrganisationalLeaders: • Align policies, processes and activities with the strategic renewal plan. • Clarify roles within the organisation and the way those roles contribute to the mission of Brisbane Catholic Education. • Promote and ensure compliance with policy and legislative requirements. • Manage finances effectively, with appropriate accountability measures . • Facilitate the implementation and effective use of information technology. • Select and manage staff within policy and resources. • Provide appropriate risk management. • Establish efficient systems of data and records management and retention. • Maintain facilities and resources effectively. • Establish effective communication and decision-making processes within and across directorates and with school communities.

14. Educative Leaders • Articulate a contemporary Catholic educational vision with a focus on staff and students as learners and people. • Articulate a vision of how their work, their team, and the Office as a whole contribute to organisational effectiveness, school quality and student learning. • Ensure organisational processes support the diverse needs of schools and learners. • Provide timely and constructive feedback to facilitate the development of effective professional practice. • Prioritise the professional learning of themselves and others in both educational and discipline knowledge. • Utilise data and research to inform and enhance practice. • Set high expectations and standards and ensure systematic monitoring of outcomes. • Promote collective responsibility and accountability for student achievement and wellbeing.

15. Religious leaders: • • Articulate and promote the Archdiocesan vision of Jesus Communion Mission. • • Nurture partnerships with Parishes, Deaneries, the wider Archdiocesan community and Church • agencies. • • Articulate and promote the mission, vision and founding story of Catholic Education in the • Archdiocese of Brisbane. • • Foster the Catholic ethos and identity of Brisbane Catholic Education, integrating beliefs and • values into all facets of life and work. • • Articulate a contemporary understanding of theology and model attentiveness to their own • spiritual formation for leadership. • • Foster the theological development and spiritual formation of staff. • • Give active leadership to the ritual and liturgical life of the Office. • • Develop opportunities for Christian community service and Social justice. • Provide leadership in the Religious Education Curriculum and the professional development of • teaching staff.

16. The Leader’s Capacities incorporate the qualities, attitudes, dispositions and observed behaviours foundational to leadership for the mission of Brisbane Catholic Education. These capacities animate all core and supporting dimensions • Delivering Outcomes: • Living out the Faith • Collaborating & Co-Creating • Achieving Outcomes • Thinking Clearly: • Inquiring Critically • Evaluating Analytically • Thinking Contextually • Engaging Others: • Communicating & Understanding • Relating & Influencing • Networking & Nurturing • Leading & Inspiring: • Understanding Self • Clarifying & Engaging • Developing Capabilities

17. Thinking Clearly: • Inquiring Critically • Evaluating Analytically • Thinking Contextually • Delivering Outcomes: • Living out the Faith • Collaborating & Co-Creating • Achieving Outcomes • Leading & Inspiring: • Understanding Self • Clarifying & Engaging • Developing Capabilities • Engaging Others: • Communicating & Understanding • Relating & Influencing • Networking & Nurturing

18. Thinking Clearly Inquiring Critically is proactively and diligently seeking information, research, opinions and facts to underpin accurate, evidence-based decisions, rather than relying on assumptions. It involves searching and probing for new information and trends from a variety of sources and channels. • Gathers information: Proactively gathers facts and data by asking questions of colleagues and others who are well placed to provide useful information. Draws from routine sources of information, to gain an understanding of current and topical issues. Works to gain this information before decisions are made or action taken. • Searches for evidence: Searches diligently for information in order to find reliable evidence or to get to the bottom of a situation or problem. Proactively asks the right questions to discern the real picture. Is not distracted by common beliefs, unjustified assumptions, or general ‘opinion’. Continually looks for real evidence rather than relying on the stories we create about the evidence. • Reviews the broader environment: Consistently reviews and scans trends in the church, schools and parishes, the education sector and supporting professions to remain abreast of theological, spiritual, educational, professional, social, political, economic or environmental issues that arise. Gathers information from a wide variety of sources, including church documents, publications, the media and research papers. Situates their work within the community of the church. • Is well informed: Searches for and accesses information from a range of sources. Utilises professional networks to get the latest information and perspectives. Appears to be well informed with the latest information. Regularly consults others to source reliable information.

19. Thinking Clearly Evaluating Analytically involves objectively examining evidence and information in a logical and systematic way. As stewards for the future and building on the past it seeks to show a professional purpose, commitment and fidelity to Catholic education. It involves analysing problems from different angles, looking at the past, breaking down complex challenges into smaller parts, identifying core issues, synthetising relevant information, and determining consequences of different decisions and courses of action. • Breaks problems down: Breaks down problems or situations into smaller and more manageable parts to see a clear course of action or understand pros and cons of different options. • Sees causal relationships and implications: Separates important from unimportant aspects of an issue or problem. Establishes basic causal links between different parts of a problem or situation. Recognises obvious past causes or future implications. • Evaluates complex problems systematically: Systematically breaks complex problems or processes into multi-dimensional parts. Applies a number of analytical techniques to identify alternative solutions, then weighs the value of each to determine the best course of action. • Develops complex plans: Is able to develop workable plans with multiple stages to address complex problems and challenges. Is aware of the implications of each stage and potential obstacles to solving the problem at hand. Only proposes plans that are cognisant of contemporary directions and issues in Catholic and ecumenical schooling. Aims to solve the root cause of problems and minimise any negative future implications.

20. Thinking Clearly Thinking Contextually is contributing to the wider ministry of the Catholic education tradition, it involves stepping back from the detail to look at the ‘big picture’ and understanding the context within which schools operate. Sees situations coherently by spotting patterns, trends or connections across different situations, timeframes and through past experiences, in order to more fully comprehend current circumstances and to see things in perspective. • Understands the BCE Office context:Demonstrates an understanding of informal structures, protocols and decision making processes within BCEO. Considers the informal context or culture of BCEO when making decisions or implementing initiatives. Shows a fidelity to the mission of BCE. • Understands the broader community of schools:Is aware of the key stakeholders within the broader community of schools and church. Understands the impact of one’s actions upon other stakeholder groups (such as, students, schools, parents and families, church and community). Understands the importance and influence these groups have in developing BCE decisions. Operates ethically in this complex and value sensitive community. • Looks out and ahead: Looks beyond the routine to identify patterns or trends over time or across different situations and experiences. Uses this context to put current circumstances into a coherent perspective. • Develops plans and strategies: Draws upon a deep understanding of the church, schools, education sector and other relevant professional sectors to think ahead and articulate how BCE can prepare to capitalise on potential opportunities or mitigate potential risks. Develops appropriate strategies and contingency plans to best position BCE to be as effective as possible in achieving its mission.

21. Delivering Outcomes: • Living out the Faith • Collaborating & Co-Creating • Achieving Outcomes • Thinking Clearly: • Inquiring Critically • Evaluating Analytically • Thinking Contextually • Engaging Others: • Communicating & Understanding • Relating & Influencing • Networking & Nurturing • Leading & Inspiring: • Understanding Self • Clarifying & Engaging • Developing Capabilities

22. Engaging Others Communicating and Understanding is the ability to engage in effective dialogue with others in a way that communicates a deep respect and empathy for their circumstances, background, culture and intentions. At a deeper levels it includes insightfully understanding others’ unspoken thoughts or feelings and the underlying assumptions, causes or reasons for their behaviour. • Listens openly: Makes self available and provides undivided attention to otherswhere appropriate. Listens attentively and with an open mind, when others are speaking. Others feel that they are listened to more than they are spoken to. Shows genuine interest in what others have to say. • Speaks clearly: Communicates and presents messages in a clear, concise and constructive manner. Provides sufficient background to an issue and is clear on the next steps required. Communicates difficult messages with conviction, but in a diplomatic and respectful way. • Confirms understanding:Lets others know that their message is genuinely understood. This includes paraphrasing or reflecting back others’ words to confirm one’s own understanding. When unclear, asks clarifying questions to gain a better understanding of the situation or issue. Asks questions to confirm that others have understood one’s own message. • Seeks to understand others:Demonstrate empathy towards others and seeks to understand the underlying reasons for others’ feelings, actions or ways of working. Anticipates their actions based on a deep understanding of their underlying drives or motives. Understands the need to operate ethically in a complex and value-sensitive community.

23. Engaging Others Relating and Influencing is the ability to ethically and effectively negotiate, persuade, and influence others (directly or indirectly) to achieve desired objectives. It includes understanding one’s audience to engage others acceptance of an idea or decision. It involves the use of influencing strategies to build credibility for a proposed idea or initiative. • Uses logic and reasoning:Uses logic, reasoning or data to directly influence or persuade others. Uses factual information in a discussion or presentation as the means to influence others. Develop proposals based on open, transparent and reliable information. • Prepares thoroughly: Prepares thoroughly for presentations, meetings and discussions. Develops different presentations for particular audiences. Obtains support through open and inclusive explanation and discussion of an idea or initiative. Demonstrates a knowledge of effective learning and a capacity for the use of data. • Shapes own style:: Takes time to reflect on personal motivations, beliefs, values and behaviours. Is able to engage a diverse range of people including staff, external providers and contractors, parents, students and others. Understands others’ positions and prepares for their reactions. Uses specific language and approaches for particular audiences. • Uses planned influencing strategies: Demonstrates confidence in one’s ability to plan longer-term influencing strategies tailored to individual situations. Utilises the skills and wisdom of others appropriately. Successfully negotiate solutionswhich builds organisational capacity and responsiveness through others.

24. Engaging Others Networking and Nurturing involves identifying, building and nurturing professional relationships with key individuals or groups within and external to BCE. It also involves contributing to and utilising one’s network in a way that helps achieve BCE outcomes in faster or more effective ways. • Identifies key individuals and groups: Identifies and initiates contact with key individuals and groups in and outside BCE to provide support or assistance in achieving objectives. • Builds professional relationships:Purposely builds professional relationships, based upon mutual trust and respect. Makes an effort to contact one’s network on a regular basis. • Nurtures and utilises network:Contributes to and develops one’s existing network of contacts within and outside BCE in order to enhance outcomes. Assists in the operation of one’s network as appropriate. • Draws upon relationships:Develops deep, long-term and strategic relationships with key individuals and groups that are influential in assisting and supporting BCE and it’s direction and resources. Draws upon these relationships to help bring future opportunities to BCE.

25. Thinking Clearly: • Inquiring Critically • Evaluating Analytically • Thinking Contextually • Delivering Outcomes: • Living out the Faith • Collaborating & Co-Creating • Achieving Outcomes • Engaging Others: • Communicating & Understanding • Relating & Influencing • Networking & Nurturing • Leading & Inspiring: • Understanding Self • Clarifying & Engaging • Developing Capabilities

26. Leading and Inspiring Understanding Self Is being aware of inner strengths and limitations. This honest self- understanding enables individual celebration and honouring of strengths and talents while acknowledging and addressing limitations. It is the ability to understand self in making key decisions for those around us in our work and social community.  It influences our success in interaction with others, effectiveness in our work, the directions we take in our lives and our degree of fulfillment. It seeks to model a life based on the person of Jesus and the teachings of the Catholic Church. • Assessing and Knowing Self: Deliberately creating opportunity to be aware of our spiritual, behavioural and personality preferences and the inherent strengths and weaknesses in these. It allows for the articulation of a personal faithwhich seeks to situate our work within the community of the church. • Emotional Intelligence: Being aware of the impact of our own behaviours on others and then being able to adjust our own behaviours so as to maximise the connection with others. Knowing how you and others feel, recognising the value and significance of these feelings and then being able to apply knowledge of emotions wisely into your thinking, reasoning and decision-making processes. It is expressing emotions clearly, safely and productively and cultivating and managing own and others' emotions so they enhance work, relationships and life. • Formation and Journey:Is an interactive process of bringing depth to our spiritual journey and experience as a paradigm for spiritual growth and discovering God more intentionally in own ongoing Spiritual Formation. It is an opportunity for leaders to further develop their own inner journey so that they are better able to discern how to lead in their ministry. inspired by a deep spirituality, they empower and free others to impact the world. • Personal Theological Reflection: Is the task of integrating ministry and theology in the context of a leadership role within BCE. It is the practice of critically examining, evaluating, and drawing upon the wisdom of our religious heritage. It is the process of bringing to bear the richness of the Catholic faith. It exemplifies a life built on faith, hope and love.

27. Leading and Inspiring Clarifying and Engaging is the ability to convey and inspire a clear sense of purpose and direction for others, even through periods of change or uncertainty. This includes defining clear priorities and boundaries for actions, decisions and behaviour within the mission of BCE and the values of the Catholic Church. It includes meaningfully translating the broader mission and purpose of BCE into practical daily activities and actions. • Provides role clarity: Makes clear to staff members the contribution and service that each role is expected to make. Ensures that staff are clear about their role boundaries, expected behaviours, values and ways of working. Let’s people know the core purpose of their role, what they are required to deliver, and to what quality standards. • Translates the broader mission into daily activities: Clearly identifies and describes the specific links between daily activities and the mission of BCE. Reinforces the impact that individual contribution, behaviour and demonstrated values have on delivering BCE and team objectives. • Provides clarity in the face of change: Acts quickly to clearly identify and articulate a clear purpose and focus for staff in the face of uncertainty or during times of constant change. Provides regular updates to staff and others on potential changes to BCE and team goals, activities, objectives or circumstances. Ensures that a balanced perspective of any changes are realistically communicated so that others are aware of the reality and broader impacts beyond their own role. • Communicates an inspiring and positive future: Is positive and enthusiastic in communicating the mission and vision of BCE. Clearly articulates a compelling and positive future in a way that inspires others to action.

28. Leading and Inspiring Developing Capabilities involves a genuine desire to inspire and strengthen the capacity of others to perform to their potential. It includes creating a culture of ongoing professional growth and thoughtful reflection, where intellectual challenge and emotional and spiritual support is both valued and encouraged, and staff are energised and passionate about delivering the best outcomes possible for schools and students. • Guides others: Openly conveys own experiences, knowledge and wisdom with the intent of fostering growth and building the capacity of others. Draws from personal experience and expertise to guide others. • Provides new and different opportunities: Communicates confidence in the ability of staff to undertake challenging tasks. Encourages others to undertake different and challenging tasks that genuinely develops their current capabilities. Provides a range of developmental opportunities for the growth of staff. • Coaches others:Is attentive to the strengths and areas of development for individual staff members. Coaches others by • encouraging thoughtful reflection and intellectual challenge, whilst providing the safety of emotional and spiritual support. • Fosters a climate of learning and growth: Appropriately delegates authority and responsibility to others to undertake • projects, roles or initiatives that are closely aligned to organisational goals, professional career aspirations or areas of personal • interest. Encourages staff to openly learn from one another in a way that inspires one’s own passion for one’s work.

29. Thinking Clearly: • Inquiring Critically • Evaluating Analytically • Thinking Contextually • Delivering Outcomes: • Living out the Faith • Collaborating & Co-Creating • Achieving Outcomes • Leading & Inspiring: • Understanding Self • Clarifying & Engaging • Developing Capabilities • Engaging Others: • Communicating & Understanding • Relating & Influencing • Networking & Nurturing

30. Delivering Outcomes Living out the Faith is the ability to remain centred, positive and true to the Gospel values and Church social teachings. It includes sharing of personal faith experiences, demonstrating a prayerful and positive approach that reflects the life, work and teachings of Jesus Christ and the mission of the Catholic Church. It involves actively promoting and nurturing a climate of faith and compassion within BCE that enhances others’ commitment to the life and teachings of Jesus and the concerns for social justice. • Remains composed: Copes well under pressure. Shows resilience in times of challenge. Remains calm, well controlled and unflustered in stressful situations. Takes time to reflect on personal motivations, beliefs, values and behaviours. • Projects positively:Whilst mindful of day to day realities, chooses to operate in an optimistic and confidently positive attitude. Is hopeful and consistently maintains a balanced approach towards the future. • Demonstrates faithful resilience: Demonstrates compassion, faith and emotional strength. Regains composure after setbacks and perseveres during times of hardship. Is able to maintain a sense of humour. Acts with emotional intelligence in working with individuals and groups even during intensive and stressful work periods. • Models faith, love and compassion: Displays a positive and enthusiastic approach towards all members of the BCE community. Actively models and promotes a climate of faith, care and compassion that inspires others to do the same. Develops a sense of authentic welcome for all. Encourages others to actively share the commitment to social justice and a humble and compassionate service to the wider community.

31. Delivering Outcomes Collaborating and Co-creating involves working in a genuinely collaborative and highly effective way with others. It includes offering support, help and objective insight to one’s colleagues, and proactively involving others in an open and safe exchange of information and perspectives. It involves working closely with others to ensure that individual priorities do not supersede or compromise broader BCE goals. It seeks to improve whole-organisationeffectiveness and develop a more coherent, unified and integrated way of working. • Offers assistance:Willingly offers support, assistance and information to others. Shows interest in and concern for people. Deals openly with difference and negotiates for solutions. Recognises and affirms the work of others. • Elicits and values input: Genuinely seeks out, values and respects others’ opinions and expertise and is humble in learning from others. Elicits ideas and opinions from a range of people to help form specific decisions or plans. Ensures that a range of individuals are respectfully consulted and listened to. Builds an inclusive community by forging personal and professional bonds with others attentive to the concerns of schools and staff. • Works together: Actively communicates a shared purpose to encourage teamwork and collaboration. ‘Checks in’ with others at regular intervals. Places the goals of individual staff members within the context of the BCE’s objectives. Journeys together with the community which reflects a sacramental view of the world. • 4. Improves whole-organisation effectiveness: Works across office and school communities to develop a consistent, coherent and aligned way of working and operating within the Catholic identity of BCE. Actively collaborates with a full range of key stakeholders to co-create success and improvements within BCE that celebrate life and faith.

32. Delivering Outcomes Achieving Outcomes refers to a strong desire to meet commitments and involves consistent efforts to achieve. Effectively integrate work, faith and personal life. It focuses on the core dimensions of the Religious and Educative leadership which results in a measurable improvement to schools, students and BCE as a whole. • Proactively meets commitments: Works with dedicated effort and decisiveness to meet commitments. Understands the professional and moral obligations to provide timely and quality. Displays initiative at appropriate times. • Adapts to changes: Flexibly alters approaches or priorities in response to changes in expectations, deadlines, conditions or BCE’s direction. Readily alters work practices to ensure outcomes are delivered. Accepts change as providing an opportunity for clarification of purpose and strategy. • Continually improves performance: Continually strives for higher levels of performance and improvement. Accepts challenges or opportunities for growth whilst being conscious of the risks involved. Monitors progress towards improvements in one’s own professional growth. • Provides focus and contribution: Leads others to align and commit their skills abilities and passion towards BCE’s vision and mission. Adopts a strategic perspective in planning and prioritisation. Realises the need and power of community involvement in achieving outcomes.

33. giving witness to our personal faith in Jesus Christ and our commitment to the Church • taking very seriously our leadership role in recruiting a critical mass of faith filled and committed staff • providing formation opportunities for all our staff, particularly those in leadership and those who teach religious education • ensuring that those who teach religious education and those in leadership positions achieve the necessary formal accreditation attached to those positions as soon as possible if they do not already have them • leading the development and implementation of a religious education program in the school which accords with the Archdiocesan approved syllabus and which is well resourced at the local level • attending to the religious life of the school particularly as outlined in the Guidelines for the Religious Life of the School document, namely Religious Identity and Culture, Evangelisation and Faith Formation, Prayer and Worship, and Social Action and Justice • building links beyond the school particularly with the local parish or parishes connected with the students and their families in your school community. David hutton’s reflection on religious leadership - touchstones

34. We need look no further than the model of Christ as an authentic model of Religious and Christian leadership His was not long distance leadership He walked with those He was to serve He was not afraid to make demands on those He led His leadership wasn’t always soft, but it was compassionate He let people know He believed in them and their possibilities He set them free from themselves to pursue their visions He showed anger and disappointment at injustice It is this Christ’s centredness which should be a true indicator of the distinctiveness of Catholic school communities and their leaders. Seeking a model for effective religious leadership

35. The challenge as religious leaders is to see the human face of Christ in all those with whom we interact and meet in our leadership roles. This is not always easy to do but as Religious leaders we must be constantly aware of the need to aim for this. Micah’s words give us a simple formula in a complex world for being authentic and effective Religious leaders. To act justly To serve one another To love tenderly To walk humbly with God Personal reflection

36. Final thoughts on departing a community where I had been leader: Rightly or wrongly, I do leave with a sense of a job well done, and I ask that in judging me in the future, it is not merely in terms of what I said, or did, or built or didn’t say, or didn’t do or didn’t build. In judging myself I ask three simple questions about my leadership and so my heartfelt desire in your remembering me as a leader, would be that you ask the same Did she act justly Did she serve others Did she love tenderly Did she walk humbly with her God Personal reflection

37. In Conclusion “Religious leadership in our times remains a privilege and a challenge that calls for great imagination, faithfulness, resilience, faith, authenticity, relationality, knowledge and creativity.’RELIGIOUS LEADERSHIP IN A CATHOLIC SCHOOL by Paul Sharkey We are Evangelisers of Youth ‘We go out to meet them (the youth) with the heart of an educator born of love for the human person and a firm commitment to accompany “life” as a privileged place to come together. So, as Jesus did with Zacchaeus (Lk 19, 1-10), we place greater emphasis on the processes of life and faith than on results. We approach the young using words that affirm, unite and send forth. We accompany them on the road of love, the love we have for one another (Jn 13, 34-35), a love exemplified by Jesus, one that when put into practice shows the world that we are His disciples.’ {Evangelisers of Youth – Marist Youth Ministry}