Spiritual Formation Frameworks in Catholic Schools Greg Sunter Mission & Formation Services

Spiritual Formation Frameworks in Catholic Schools

Greg Sunter Mission & Formation Services

Key Components

• Grounded in research– contemporary spirituality and spiritual formation, adult

learning, theology, ecclesiology, evangelisation, change facilitation.

• Theological underpinning– Jesus, Communion, Mission

• Narrative phases of spiritual formation– My Story, Our Story, The Story

Mission & Formation Services | [email protected] | 3033 7620

Key Components

• Holistic engagement approach– Head, Heart, Hands

• Reflective praxis• Capacities of Christian Communities– Presence, Prayer, Principle, Welcome, Ritual, Journey,

Purpose, Commitment, Fidelity


Application to student formation

• With a differently articulated purpose, the basic elements of the model are equally relevant for student formation and staff formation.

• The narrative phases (My Story, Our Story, The Story) are essential for student formation.

• The holistic engagement approach (Head, Heart, Hands) is relevant and appropriate.

• Neither of these elements prescribe a specific methodology, but provide underlying principles and approaches.


Design Principles

• Design Principles underpinning BCE Approach to Spiritual Formation

• Design Principles underpinning Catching Fire Staff Formation programs

• Principles of Practice for facilitators


School-based Formation Framework

• Identify purpose • Audit current student offerings • Identify the gaps/overlaps• Reconfigure or realign activities • Formation or inservice for staff



Identify purpose • Identify a clear purpose • State the values & characteristics that will be

developed by the school formation program• Purpose will be informed by school charism,

mission, values, existing statements/metaphors, BCE Spiritual Formation Framework



Audit current student offerings – e.g. camps, retreats, reflection days, social justice

programs, activity days, charity fundraising, newsletter communications, cultural activities, leadership programs

• In what ways do these activities contribute to the articulated purpose?

• How might they better contribute?• Are they sequential, logical, strategic?



Identify the gaps/overlaps• Do the current offerings provide a clear

developmental pathway towards the purpose?• What’s missing?• What’s redundant or unnecessary?



Reconfigure or realign activities • How might some of these activities be

reconfigured or realigned so that they are seen by those responsible for them as contributing to the overall formation of students?

• Not just a stand-alone or subject-specific activity.• Requires buy-in across all staff and clear direction

from leadership.



Formation or inservice for staff• Simple awareness-raising• Common understanding about the school

approach to formation of students• Collective formation around the purpose / values /

characteristics that underpin student formation• Skill-specific and role-specific professional learning


Ongoing Support

Mission & Formation Services:• Jill Gowdie • Steve Dunne• Catherine Foley• Greg Sunter


Spiritual Formation Frameworks in Catholic Schools Greg Sunter Mission & Formation Services

Documents

Transcript of Spiritual Formation Frameworks in Catholic Schools Greg Sunter Mission & Formation Services