Catholic Schools Chaplains of Ontario

Pastoral Ministry in the Catholic Secondary Schools

Prepared as a guideline document by the Catholic School Chaplains of Ontario, September, 1999.

   1. Introduction

   2. Chaplaincy and the Catholic School Culture

   3. What is Chaplaincy?

   4. Who carries out this ministry?

   5. Pastoral role of the Chaplain

       A.  General Statement

       B.  Responsibilities of the Chaplain

   6. Facilities and Supports provided for the Chaplain

   7. Reporting and Accountability

   8. Qualifications and Experience

   9. Salary and Benefits

 10. Hiring Policy

 11. Evaluation

1. Introduction

This document has been prepared in response to a perceived need for greater clarity regarding the role of high school Chaplains. The Executive of the Catholic School Chaplains of Ontario (CSCO) has received requests from Chaplains, but also from schools and school boards, for a set of guidelines on writing a role description for Chaplains, on the kinds of qualifications needed, and on such things as working conditions and hiring policies. What follows is based in part on policy statements received from various school boards and on the collective experience and wisdom of a number of high school Chaplains.

This document is a guideline. We are not proposing that it be adopted by school boards in its entirety. However, it is our hope that it will be given serious consideration by schools and school boards as they develop and implement their own policies on school Chaplaincy.

It is our conviction that Chaplaincy programs are not an optional but rather an ESSENTIAL element in our Catholic high schools. The Catholic community should remain committed to providing these programs through their elected Catholic school boards. This commitment to providing pastoral care for the school community is given expression through the types of decisions and actions which are spelled out in this guideline document.

CSCO is not a Chaplains' union. It is not our place to be involved in negotiations or bargaining to do with local working conditions, etc. However, we do see it as our role to advocate for the support and enhancement of Chaplaincy programs in Ontario's Catholic secondary schools.

The provision of a good program of pastoral care or Chaplaincy must begin with prayerful preparation and discernment. It requires people who are faith-filled, theologically educated, and pastorally skilled. It requires just wages and benefits, and a sufficient financial commitment to the program as a whole. It requires space, time, flexibility, freedom, the support of a community, and ample room for the Spirit to move and to inspire. A good Chaplaincy program does not come about by accident nor simply as the fulfillment of a wish. It demands clear decisions and deliberate action.

We offer what follows as a guideline and framework which school boards and their secondary schools can make use of as they develop or update their own Chaplaincy policies. We hope that these suggestions and recommendations will help to enable and nurture a truly creative Christian ministry to the students and staff of our Catholic secondary schools.

2. Chaplaincy and the Catholic School Culture

"One of the questions asked as we move to the completion of our Catholic school system is how to preserve and improve 'Catholicity' in the secondary schools."[1]  So wrote the Ontario Catholic Bishops in 1985, when the Ontario Government brought in full funding for the separate schools. The Bishops continue: "One of the most promising needs is certainly the upgrading of chaplaincy work into a full ministry of pastoral service or care that will take the "what" of religious classes and translate it into the "how" of Christian Catholic living within the whole regime of the school and the life of the faculty and students."[2]

Nearly fifteen years later, as we near the end of the twentieth century, the question raised by the Bishops is more pressing than ever. We are facing radical changes in the Ontario educational environment which "strike at the very soul of Catholic secondary schools", says the Catholic curriculum planning document Educating the Soul.[3] These changes are so serious, writes the author, Larry Trafford, that "they threaten the distinctive character and mandate of Catholic education itself."

If teaching and living out Gospel values is central to the special nature of Catholic schools, then there must be "a learning environment and school culture that is visibly religious."[4] Trafford identifies a number of the "visible signs of a Catholic school culture." These include space and time to celebrate the liturgical year, especially the great seasons and feasts; prayer each morning, and at other times; celebration of the Eucharist; religious symbols, decorations, banners, etc.; and "the community's response to life's tragedies such as illness and death."[5] The "moral and spiritual formation" promoted by Catholic education also includes a view of human life in which we are transformed into the persons God intends us to be through our actions of reaching out to others and working to actualize the reign of God. This leads us to involvement in charitable works, volunteering our time to help others, and various works of peace and justice aimed at renewing our social and political structures. Trafford does not speak specifically of "Chaplaincy", but certainly all these aspects of the Catholic school culture would normally be part of a good school Chaplaincy program.

It remains a matter of central importance in our Catholic secondary schools that there be a strong and visible pastoral program of Chaplaincy which "gives special witness of the caring Church in its humaneness, and of the presence and action of God celebrated in the community."[6]

3. What is chaplaincy?

School Chaplaincy is a work of pastoral ministry carried out primarily within the school community. It is not simply "youth ministry", since it is directed towards both the staff and the students. This ministry may also extend at times beyond the immediate school community towards family members and friends of those in the school.

Chaplaincy is a ministry of the Catholic Church, and as such it requires a mandate from the diocesan bishop. School Chaplaincy personnel are hired by the school board, and are employees of the board. In the school, they work with the Principal and are accountable to the Bishop. In their work, they are guided by the policies and decisions of the board and the school Administration. However, their fundamental mandate comes from the Church and they are ministers of the Church.

All Christians, through their Baptism, are called to be witnesses to their faith and to minister to others. All members of the Church share in "the saving mission of the Church itself," says the Second Vatican Council. "Through their baptism and confirmation, all are commissioned to that apostolate by the Lord Himself." (Lumen Gentium)[8] They are consecrated into a royal priesthood and a holy people." (Apostolicam Actuositatem.)[9] All Catholic school staff, all teachers and Administrators, have this same call.

But Vatican II also states that beyond the apostolate "which pertains to absolutely every Christian," members of the Church can also be called in various ways to a more direct form of cooperation in the apostolate of the hierarchy. This was the case with certain men and women who assisted Paul the Apostle in the gospel, laboring much in the Lord (cf. Phil. 4:3; Rom. 16:3 ff.). Further, [the laity] have the capacity to be deputed by the hierarchy to exercise certain church functions for a spiritual purpose. (Lumen Gentium)[10]

The Council acknowledges that some lay (non-ordained) members of the church "do all they can to provide sacred services" as necessary in local circumstances, and "many devote themselves entirely to apostolic work." (Lumen Gentium)"[11]

School Chaplains, like all Christians, minister in virtue of their call in baptism and confirmation, but their appointment and mandate as Chaplains represents the assignment to them of a special call to ministry and service, a fuller participation in the apostolate of the Church.

In The Code of Canon Law, Canon 564 describes a Chaplain as "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." This would appear to restrict the title of "Chaplain" to one who is ordained. However, in practice, the pastoral care of school communities has been largely entrusted to people other than priests. This is in keeping with the vision of the Ontario Bishops, quoted in Section I, when they spoke of "the upgrading of chaplaincy work into a full ministry of pastoral service or care."

Bishop Frederick B. Hemy wrote about this expanded form of Chaplaincy:

Today the role of the chaplain is not reserved exclusively for priests, and 'chaplain' no longer carries the limited meaning of the one who fulfills the duties attached specifically to the chapel, that is, the celebration of the sacraments and presiding at church services. Our school communities are being served by persons, be they clergy, religious, laity, women or men, who have been recognized as having a specific ministry with the faith community of the school to facilitate opportunities to grow in Christ.[12]
 

Bishop Henry encouraged the general use of the title "Chaplain" by those ministering in this way to school communities, and in most parts of Ontario, that is the title used whether the Chaplain is a priest or not. Indeed, the Ontario Conference of Catholic Bishops, in their published guidelines for those doing pastoral ministry in institutions other than schools, have chosen to use the title "Chaplain" in what they call a "generic way". Under the title "Chaplain" the Bishops include:

     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. 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 of the Sick.)[13]

CSCO is strongly of the opinion that a similar generic use of the title "Chaplain" should continue to be the practice in Ontario's Catholic secondary schools. The task of raising awareness about the complexities of high school Chaplaincy has taken many years and is still ongoing. Lack of understanding of the role and lack of organizational commitment to it has led, in some places, to the serious diminishment of school Chaplaincy programs and to unjust wages and working conditions for school Chaplains. Our concern is that a proliferation of titles might further contribute to this lack of understanding and diminution of the role.

In point of fact, the title "Chaplain" has long been in widespread use to refer to anyone assigned to high school ministry in Ontario, and was included in the name of our organization, the Catholic School Chaplains of Ontario, when it was founded in 1987. In a few places, Catholic school boards chose titles such as "Chaplaincy Team Leader" or "Chaplaincy Team Member" to designate those in pastoral service who are not ordained. However, in practice, these longer titles are inevitably shortened simply to "Chaplain". Other titles have been used in some places, like "Pastoral Care Worker" or "Campus Minister". However, the name "Chaplain" is the one most commonly used and recognized.

Chaplaincy personnel in Ontario Catholic secondary schools are lay women or men, women or men religious, deacons, or priests. While the ordained priest has "faculties unique to the priesthood", as noted earlier, the title "Chaplain" is used throughout this document to refer to all who are appointed to this special form of Church ministry which is school Chaplaincy.

    A) General Statement:

The central role of school chaplaincy is to serve the staff and students of the Catholic secondary school. Thus the secondary school lives and grows as a unique Catholic Christian community to which staff and students belong. The Chaplain provides evangelization for the school community and support for the faith life of its members.

By being present and visible, the Chaplain shares in the life of the school and in the joys and the sorrows of its members, providing witness of the caring Church. The Chaplain is available to help those who suffer or who need support in times of crisis in their lives.

Because of the importance of pastoral ministry in the school and the comprehensive range of responsibilities of the Chaplain in
working to carry out that ministry, we strongly RECOMMEND:

1. That each secondary school be provided with a full-time Chaplaincy position, regardless of the size of the school population;

2. That this full-time position be assigned to ONE person as the school Chaplain, rather than having two or more part-time Chaplains;

3. That Catholic secondary schools which have a student population in excess of 1,000 be assigned additional Chaplaincy personnel on a full- or part-time basis to assist the regular full-time Chaplain;

4. That the full-time Chaplain (or one of the full-time Chaplains, if there is more than one) should be designated as Chaplaincy Team Leader to coordinate the school's Chaplaincy Program.

    B) Responsibilities of the Chaplain:

1. Coordination and Leadership:

The Chaplain is responsible for coordinating the school's entire Chaplaincy program. This includes the preparation of an annual
Pastoral Plan and calendar of Chaplaincy events and activities, and seeing that this is correlated with the school events calendar. The Chaplain also coordinates the contributions of others in the school who will be involved in the preparation and presentation of the many Chaplaincy events and activities. For example:

• As Chaplaincy Team Leader, the Chaplain should draw together a school Chaplaincy/Pastoral Team which will assist the Chaplain with the overall work of pastoral ministry to the school community. The Chaplaincy Team might include:
  

      a) some staff members, whether volunteers or those with assigned Chaplaincy time, including a member of the school 

           Administration
      b) some students, chosen for their interest in and their ability to contribute to the work of the Chaplaincy Team
      c) a priest who comes to the school to assist the Chaplain, e.g., in providing the sacraments.

• The Chaplain may hold, or share, responsibility for coordinating the student Peer Ministry Program. Even if the Chaplain is not the coordinator of the Peer Ministry (or Peer Helper) program, he or she should have some part in the training of the Peer Ministers, and should facilitate their leadership involvement in student retreats and other Chaplaincy events.
  

• The Chaplain coordinates the involvement of school staff members in leading student retreats and assisting with other Chaplaincy events. The Chaplain may involve others from outside the school, as appropriate, in retreats, liturgies, etc.

2. Bridge Building:

"[The] notion of interlocutor is invaluable in understanding the unique role of the chaplain within the school. An interlocutor is one who speaks across different realities, so in a sense the chaplain is a facilitator of conversation within the school. The chaplain builds bridges of communication wherever they are needed."[14]

Our Catholic high schools, especially in urban areas, bring together a diverse group of people from different ethnic, cultural and
linguistic backgrounds, from varying social classes, and varied physical, intellectual and emotional abilities. Bridging and building community within the school is an essential part of providing a truly catholic education.

The Chaplain has a central role as "interlocutor" between the various segments of the school community, facilitating the recognition and celebration of the diversity that is present. This extends to building bridges between the various organizational parts of the school (e.g., between departments, Administration and staff, etc.), and may also include interpreting the school to those outside it.

"It is critical to the success of the school that individuals and groups learn to converse across these differences. The extent to which this happens, is the extent to which the school will thrive. The goal is not to eliminate diversity in the school but to make the differences an opportunity for growth."[15]

3. Prayer:

The Chaplain has an overall responsibility for the prayer life of the school community. Everyone is called to pray, but the Chaplain has a particular role of leadership and animation in prayer and in assisting other members of the school community to exercise their own call to prayer and to the leading of prayer. This can include:

• Providing for the offering of daily prayer in the school
• Preparing and leading prayer for gatherings of the school community or particular segments of it, or arranging for this to be done
• Modeling good forms of prayer, giving instruction on how to pray, and being a resource to students and staff on the subject of prayer, both individual and communal.

4. Worship:

The Chaplain is responsible for preparing and coordinating liturgy services for the school. This includes:

• Providing for the celebration of the Eucharist through the school year both with the whole school community and with smaller groupings, e.g. classes, the staff
• Providing for the celebration of non-Eucharistic liturgies with the school community or parts of it, as appropriate to specific occasions
• Providing for the observance and celebration in the school of the special seasons and feasts of the Church's liturgical year
• Initiating liturgies in response to special needs in the school community
• Ensuring that all the school's liturgical celebrations are carefully prepared in a manner appropriate for a worshipping community of young people and their teachers, and that members of the community -- students and staff -- are closely involved in both the preparation and the presentation of the liturgies.

5. The Sacraments:

The Chaplain has certain responsibilities in the school with regard to the celebration of the Sacraments.

• In addition to providing for the celebration of the Eucharist, the Chaplain is responsible for seeing that the Blessed Sacrament is reserved in the school chapel, and will see to the appropriate care and use of the chapel according to canonical norms and diocesan regulations
• In situations where students lack full sacramental preparation, the Chaplain can either provide that preparation or assist the student in finding it.
• The Chaplain will arrange for the Sacrament of Reconciliation to be available to students and staff in an appropriate manner: e.g., monthly, seasonally, etc.

• For students, the provision of days of retreat at all grade levels. The Chaplain may need to coordinate the involvement of other staff members in the organizing and animation of student retreats, especially in larger high schools.
• For staff, the provision of a staff retreat day each year. School boards should ensure that an annual retreat day is included in the schedule.
• Also for staff, the Chaplain, if possible, should plan other times during the year for the staff to gather together for prayer and reflection.

• Inviting the local priest(s) to take part in liturgical celebrations with the school;
• Inviting the local priest(s) to assist with reconciliation services in the school, or to visit classes or speak to groups;
• Providing the parish(es) with information about school events through the year, and extending invitations to attend special events;
• Being aware of liturgical celebrations and other events in the parish(es), and encouraging the participation of students and staff;
• Arranging for meetings or social times when members of parish staffs can get together with the school Chaplaincy Team, the Administration, or other staff to share ideas;
• Communicating and consulting with those doing social ministry in the parish, and possibly linking school and parish efforts in certain social projects;
• Attendance at deanery meetings, or perhaps even deanery membership.
  

• The Chaplain should have direct access to the Principal and the Administration, and be able to give advice on decisions and policies relating to the Catholic Christian nature of the school.
• The Chaplain should attend Department Heads' meetings, and be able to speak on any issues, but particularly those which have moral, spiritual and pastoral implications.
• The Chaplain should attend staff meetings, and should have the opportunity to speak, as needed, on issues relating to the Chaplaincy program, the spiritual life of the school, etc.
• The Chaplain should be available to act as advisor in any academic subject area where there are issues of spiritual and moral significance and where the Catholic Christian perspective is needed.
• The Chaplain should, in particular, be in close liaison with the teachers of the Religion Department. The Chaplain, however, is not a member of the Religion Department nor of any other department.
• The Chaplain should prepare and make use of opportunities to assist the faith development of both the students and the staff.
• The Chaplain should bring Scripture and theological reflection to bear on issues facing the school community or the world around it.

• Encouraging the creation of a volunteer service program in the school;
• Organizing groups to help in food banks, soup kitchens, and the like;
• Coordinating food drives, clothing collections, and other charitable works;
• Helping to raise consciousness about the needs of the poor and the rejected ones, both at home and around the world;
• Raising awareness of methods for bringing about real change in social structures.

11. Crisis Response:

The Chaplain will be ex officio a member of the school Crisis Response Team. The Chaplaincy Team should also be called upon as a resource in a time of crisis.

The Chaplain should always be one of the first people informed about a serious illness or the death of anyone connected with the school community. The Chaplain can then be personally involved, and/or assist the school, the staff, or individual members of the school community, in making an appropriate Christian response.

Example

• A certificate in an area related to the work of school chaplaincy: e.g., Youth Ministry, Thanatology, etc.
• A diploma, e.g., Diploma in Theological Studies.
• A postgraduate degree (Master, Doctorate) in an area such as: Divinity, Theological Studies, Religious Education, etc.

ENDNOTES

[1] New Directions – II: Pastoral Care Ministry in a Catholic Secondary School, The Ontario Conference of Catholic Bishops, 1985.
 

[2] Ibid.

 
[3] Educating the soul: Writing Curriculum for Catholic secondary Schools, by Larry Trafford, in consultation with the Institute for Catholic Education and the Catholic Curriculum Cooperative, Central Ontario Region, (Toronto, 1998), p. 3.

 
[4] Ibid., p. 10.

 
[5] Ibid., p. 10.

 
[6] Guidelines for Secondary School Chaplaincy Teams, Catholic High School Commission, Archdiocese of Toronto, (Toronto, 1983; revisions 1987, 1990) p. 4.

 
[7] Guidelines for School chaplaincy in Ontario, Catholic School chaplains of Ontario, (Hamilton, 1996), p. 4

 
[8] Dogmatic Constitution on the Church: Lumen Gentium, 33; in The Documents of Vatican II, Walter M. Abbott, S.J., Gen. Ed.; Very Rev. Msgr. Joseph Gallagher, Translation Ed.; (New York, Guild Press, 1966), p. 59.
 

[9] Decree on the apostolate of the Laity: Apostolicam Actuositatem, 3;  The Documents of Vatican II, p. 492

 
[10] Lumen Gentium, 33;  The Documents of Vatican II, p. 60.

 
[11] Lumen Gentium, 35; The Documents of Vatican II, p. 62.

 
[12] Foreword, by Bishop Frederick B. Henry, in Bridges to Faith: The Why and How of High SchoolChaplaincy, Catherine M. Pead, Ed., (Ottawa, Novalis, 1991),  p. 10.
 

[13] Guidelines for Catholics Engaged in Pastoral Care in Institutions within the Province of Ontario, Ontario Conference of Catholic Bishops, (Toronto, 1995), p. 8; endnote, p. iv.
 

[14] “the Role of the Chaplain,” by Catherine M. Pead, in Bridges to Faith: The How and Why of High School Chaplaincy, p. 34.

 
[15] Ibid., p. 35.

 
[16] Guidelines for School Chaplaincy in Ontario, p. 4.

 
[17] New Directions – II; The wording regarding personal qualities is taken almost entirely from this 1985 document by the Ontario Conference of Catholic Bishops.
 

[18] The salary ranges suggested here are based on average teachers’ salaries at the time of writing in 1999.

© 2012 Catholic School Chaplains of Ontario

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