Discusses St. John Baptist de La Salle and his belief that teachers were called by God, through baptism, to view their role in the life of the school as a ministry, not just as a job. Suggests "Lasallian schools" as a model for preparing teachers to touch the minds and hearts of children entrusted to them. (VWC)

The author suggests three elements of personal preparation to all Catholic educators, so that they will be comfortable in the catholicity of the school and reflective of Christ in their living and teaching: clear communication with God through prayer, sacrifice, and sharing. (Author/SJL)

Introduces Information for Growth (IFG), a self-assessment survey for catechists, accommodating not only religion teachers and catechists but also any adult desiring spiritual growth. Puts forth the experiences with IFG of several leaders in the field of religious education, providing a unique perspective on the benefits of the IFG survey. (VWC)

Describes a study conducted on third-year teachers in Catholic elementary schools. Identifies problems with satisfaction, including poor salaries and benefits, and the lack of autonomy and decision-making power within the school system. Urges schools to build a sense of community among teachers and administrators to help increase teacher retention…

Reviews studies of the characteristics of Catholic high school teachers; differences between religious' and layteachers' perceptions of the role of Catholic school teachers; and instructors' concerns with the purpose and staffing of Catholic high schools. Discusses the schools' dual purposes of academic development and faith formation. (DMM)

Discusses a survey of 48 Catholic school teachers regarding religion and spirituality. Finds that: (1) "god" was described most frequently as caring and compassionate; (2) 38 teachers prayed daily; (3) the media was an influential moral force for seven teachers; and (4) 78 percent did not find the Roman Catholic Church to be fair or welcoming. (NB)

Proposes that teaching children values through faith is the true incentive for working in a Catholic school, along with the rewarding experience of making a difference in the life of a child. Reports that dedication is one of the most highly listed reasons for teaching at Catholic schools. Concludes, however, that teacher retention is still an…

Describes the integral role of social teaching in Catholic education. In addition to reviewing past teachings, educators must train students to work toward achieving social justice. (YKH)

Stresses the importance for Catholic school educators to reveal the Christian message through every gesture of behavior and foster an experiential faith in students' lives. States that this demands a great deal of skill, knowledge, and self-awareness on the teacher's part, and requires self-esteem, authentic caring, humility, and communication…