Guidelines for School Chaplaincy in Ontario

Guidelines


These guidelines were approved for distributions by the Education Committee of the Ontario Conference of Catholic Bishops. (May 30, 1996)

 

Foreword

 

Less than ten years ago, November 1987 to be exact, the first provincial gathering of Catholic Secondary School Chaplains was held in Waterdown, Ontario. The founding of the organization - Catholic School Chaplains of Ontario (CSCO) - followed in January of 1989. One of the issues that continually arose at the early CSCO conferences was the need to clarify the role of a secondary school chaplain.

In the fall of 1991, CSCO requested the assistance of Dr. Moira Carley, Institute of Catholic Education (ICE) and Richard Shields (a former chaplain) to deal with this significant issue. Each secondary chaplain had an opportunity to complete a fairly detailed survey. The results of this survey were presented at the annual CSCO Conference in January 1993. Much discussion ensued and CSCO eventually approved a preliminary statement on the "role description and qualifications" for secondary school chaplains.

During 1994, CSCO conducted two more province-wide surveys among chaplains. The collected data provided a firm basis upon which to discuss school chaplaincy with the other interested partners in Catholic Education. The executive of CSCO met with the Education Committee of Ontario Conference of Catholic Bishops (OCCB) as well as with representatives of Ontario Separate School Trustees Association (OSSTA) and Ontario Catholic Supervisory Officers Association (OCSOA). The Institute of Catholic Education (ICE) under the leadership of Sister Joan Cronin was helpful to CSCO in facilitating further interactions.

In the fall of 1995, the Education Committee of OCCB asked OCSOA to undertake the formation of a committee to address the issue of provincial guidelines for secondary school chaplains. This committee, under the leadership of Vincenza Travale met several times. We used the data compiled by CSCO in 1991 and 1994 as our principle source of information in preparing the first draft of the guidelines. Chaplains, as well as the members of OCCB, OSSTA, OCSOA, had several opportunities to critique the work of the committee.

In May of 1996, Tom Reilly, the General Secretary for OCCB presented the final draft to the Education Committee of the OCCB. The Bishops gave their approval for the distribution of the guidelines. These guidelines are the result of many hours of collaboration and consultation. CSCO would like to express their gratitude to the many individuals who were most helpful. We owe "special" thanks to:

Sr. Joan Cronin
Kevin Debnam
Sr. Pat Hogan
Noel Martin
Tom Reilly
Patrick Slack
Wilma Scherloski
Vincenza Travale
Bishop Matthew Ustrzycki


It is also important to note that Tom Reilly spent many hours collating several drafts before the final submission. Brian Halferty and Pat Finnigan represented CSCO.

These are truly challenging times for Catholic Education in Ontario. It is our hope that the guidelines may provide boards and chaplains with useful information so that the ministry of chaplaincy may continue to be supportive within this challenging framework of Catholic Education.

Vision Statement


School chaplaincy is a pastoral role carried out in an educational setting in a collaborative and cooperative manner in order to promote the spiritual and human development of the members of the Catholic school community.


      Ministry of Chaplaincy

Chaplaincy is a ministry of the Catholic Church, and, therefore, requires a mandate from the diocesan bishop. Since it is still developing, the role cannot be fully captured in a “role description” or by a statement of academic and professional qualifications. The vocational aspect of chaplaincy is found in its connection to the call of baptism and confirmation, in the dispositions and personal qualities manifest in this call, as well as in the recognition and affirmation by the church community.

Since school chaplaincy is a pastoral role carried out in an educational setting, it is understood that the person in the chaplaincy role contributes his/her expertise and talents, as do the other professionals involved, and that all co.operate in contributing to the continuation and enhancement of a Catholic educational community.
     

      Professional and Vocational Identity

A Chaplain /Chaplaincy Team Leader is a theologically educated and pastorally trained person, who helps develop, strengthen and nurture the faith of, and provide care for, the members of a school community.

A person aspiring to the role of chaplain/chaplaincy team leader must be a practicing Catholic who is adequately qualified in academic and theological credentials and, through study and training in pastoral care and youth ministry.


The Role of Chaplaincy


      Mandate from the Church

Since chaplaincy is a ministry of the Church, the local diocesan bishop is ultimately responsible for the quality and acceptability of the services and programs being offered by chaplains, although the daily conduct of the program is supervised by the school board. For these reasons, chaplains/chaplaincy team leaders must be approved by the local diocesan bishop and be mandated by him.

It follows that:

   1. The local diocesan bishop will be represented or consulted in the course of the selection process for chaplains/chaplaincy

        team leaders before positions are offered to candidates and before actual hiring takes place.

   2. The diocesan bishop should be involved in, or informed about, the ongoing process of the chaplaincy service in a board.

   3. The mandate from the Church should be clearly expressed and demonstrated, either through a commissioning service or

        by documentation.

   4. References should include one from a pastor.

Such a mandate is valid only within the diocese in which it is granted and it could be withdrawn.
     

      The Meaning of the Mandate

The focus of the mandate is on the spiritual care and nurturing of all of the people of God within the school community.

In fulfilling this mandate, chaplains/chaplaincy team leaders exercise a unique leadership role as they:

 


Relationships


      School Administration


As with all other personnel within the school, the chaplain/chaplaincy team leader is responsible to the principal for daily operational matters. These would include the types of services provided, the timing of events, relationships with the various groups within the school community, types of materials distributed, attendance, budget, and so on.

Under the leadership of the principal, the whole school community is responsible for spiritual growth and moral development. Whether or not chaplaincy is treated in the same manner as a department headship, it should not be viewed simply as another sublect department. Since the chaplain/chaplaincy team leader has an overall

responsibility to minister to all members of the school community, it is advisable that the chaplain/ chaplaincy team leader be consulted on, and involved in, many aspects of school life. This involvement is obvious in such matters as liturgies, ceremonies, and celebrations.

Chaplaincy witness and experience are valuable in formulating programs and processes to deal with student behaviour. The official teaching of the Church must be brought to bear as the school staff formulates policy on moral and ethical issues.

Conversely, the whole burden of dealing with such matters should not be left to the chaplaincy. All members of the school community must contribute.


      Central Board Office or  Senior Administrative Staff

It is important for a school board to develop an overall vision for chaplaincy within its schools rather than having a fragmented view from school to school. Therefore, chaplains/chaplaincy team leaders should be affiliated with central office Religion or supervisory officer staff on a consultative basis. Such an arrangement could also provide a link to the diocese and facilitate the obligation of the diocesan bishop to ensure the quality of the chaplaincy program.


      The Local Church

The Catholic school aspires to be a welcoming and hospitable environment for personnel from local parishes. In turn, chaplains/chaplaincy team leaders are encouraged to make themselves available to attend local Zone, Deanery and similar meetings. In many areas, they are automatically included in such gatherings.

Chaplains are expected to assist the principal in establishing strong links with local parishes, which are an essential part of the school communily. Chaplains/chaplaincy team leaders are also encouraged to collaborate with diocesan/parish youth ministries.

If the chaplain/chaplaincy team leader is not a priest, every effort must be made to ensure that students have access to the sacramental life of the Church, particularly to the sacraments of Eucharist and Reconciliation. Diocesan norms on liturgy must be adhered to.


      Other Professionals

The chaplain/chaplaincy team leader brings a pastoral expertise which complements the skills of other professionals, such as, social workers, health care personnel, psychologists, and counselors.

Professional Status of the Chaplaincy


      Recognition

Chaplaincy is a ministry, with a distinct knowledge base and recognizable skills, which makes a unique contribution to the life of a school and the school system.


      Qualifications

Boards are encouraged to establish qualifications for chaplains in their system which are acceptable both for their own needs and to the diocesan bishop. Experience suggests that some combination of the following is required:

 

 

Relevant personal life experience and formation are also important.

Whatever selection of qualifications is decided upon, it is important as a matter of justice that those individuals already in place and functioning well should not be retroactively affected.
     

      Professional Development

Social conditions, educational approaches and the life of the Church are all changing very rapidly. People working in chaplaincy, as with other professionals, need ongoing professional and spiritual renewal.

Chaplains should be encouraged to form a local association where numbers warrant, to participate in the provincial chaplaincy organization, and to seek experiences which will renew them and allow them to bring authentic and fresh witness to the community of the school.


      Accountability

The chaplain/chaplaincy team leader is, like everyone involved in Catholic education, accountable in the first place and in a very real sense to God. The ministry of chaplaincy is of the Spirit and, for some people in the community, perhaps the only link with religion, faith, and spirituality.

More immediately, the chaplain/chaplaincy team leader is accountable to the bishop, the principal, the chaplaincy team in the school, the students, the teachers, the parishes and the board.

In several of these areas, assessment for the purpose of accountability will be informal and observational. As well, chaplaincy personnel are advised to ask for feedback from their staffs and students on the efficacy of the service being provided.

As is customary for all professional personnel, it is the responsibility of the school board to develop a formal process of assessment for chaplains based on the role description and mandate provided. Personnel affected are normally involved in the formulation of such assessment documents.

Each September the chaplain/chaplaincy team leader should submit a pastoral plan to the principal. This plan may form the basis for a systematic annual assessment of chaplaincy services.

It is suggested that there be some formal link between the diocese and the chaplaincy service, perhaps through the Office of Religious Education. An annual meeting should take place between the chaplaincy personnel and the diocesan bishop or his designate, senior administration of the board and local pastors.


      Conditions of Employment

Boards are advised to establish, in consultation with chaplaincy personnel, conditions of employment that meet the demands of the provincial law and are also in accordance with Catholic social teaching. Such conditions of employment should cover:

 


Note: It is desirable that the allocation of chaplaincy staff to a school be outside of the teacher allocation.
     

      Remuneration

In a spirit of Iustice, chaplains/chaplaincy team leaders should be remunerated and provided with benefits in a manner comparable with other professionals in the school system.
     

      In the School:

For the effective functioning of chaplaincy within a school, the following conditions have been found to be desirable:

 

 


Appendix

 

Defining The Term Chaplain
A Statement by the Ontario Conference of Catholic Bishops

 

[Guidelines for Catholics Engaged in Pastoral Care in Institutions within the Province of Ontario. (OCCB, Fall, 1995), p. 8, and endnote, p. iv.]


The term Chaplain* is used in these Guidelines to describe those qualified and ecclesiastically endorsed persons who have responsibility for the provision of pastoral care in institutions. In the case of Catholics, chaplains may be lay people, women and men religious, deacons or priests. Chaplains may be full time, part time, salaried, fee for service, or volunteer. When the title chaplain is used in such a broad way, it is important that those receiving pastoral care know whether or not a particular chaplain is a priest, since by virtue of priestly ordination he has faculties unique to the priesthood (e.g. celebration of the sacraments of the Eucharist, Reconciliation and Anointing the Sick).

* The Guidelines use the term chaplain in a generic way to include priests, deacons, women and men religious, and lay people. It should be noted that the Church’s Code of Canon Law uses the term with reference only to priests: “A chaplain is a priest to whom is entrusted in a stable manner the pastoral care, at least in part, of some community or special group of Christ’s faithful, to be exercised in accordance with universal and particular law.” (Canon 564)