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The Courage to Serve
Spiritual Formation Program
for all those serving Catholic Education
in the TCDSB
2008-2009
This package contains:
ADescription of the Program
A Description of the Retreats and anApplication Form
Retreat experiences are offered for all staff members:
beginning teachers, experienced teachers, support staff,
leaders and Courage alumni!
For more information after reading this package
contact:
Angie Fonseca, Staff Development
The Courage to Serve - Canada
Spiritual Formation Program
What is Courage to Serve all about?
In 1998, Parker J. Palmerpublished his influential book The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life.This book, along with Palmer’s subsequent writings, emerged during a time of clear crisis in education. The rapid rate of structural, economic and curricular change that has affected educational institutions internationally has challenged vocational clarity for many serving in education. Palmer’s writings emphasized the need for spiritual support and renewal for educators in order to meet the challenges of the times.
To this end, in concert with the Center for Courage and Renewal in WashingtonState, Parker Palmerdeveloped a retreat process for educators in publicly funded schools. This retreat process uses a ‘formation approach’ to personal and professional development as a means to invite educators to reflect about their vocation. Mike Saver (previously with TCDSB) and Karen Connolly (Simcoe-Muskoka CDB) were the first Canadians, and the first educators from a Catholic school context, to be trained as facilitators in this process, and to carry on this work in Canada.
As this spiritual formation program has grown in Ontario, it was recognized that it isn’t just teachers or those in leadership who need “Courage”.Everyone called to service is invited to vocational clarity. Hence, the name “Courage to Serve – Canada”, offering retreat experiences for all staff in education. Courage to Serve Canada has the most active Courage retreat program in education. The success of the program has enabled the preparation of additional Courage to Serve Canada Facilitators.
What is meant by a ‘formation approach’ to personal and professional development for educators?
A formation approach to personal and professional development begins not with the task, but with the person doing the work.
The foundational premise of Courage is that good education (indeed, any good work) cannot be reduced to technique or curriculum, as important as those things are; it flows from the identity and integrity of the person doing the work.
Often, in educational reform, the focus is on the “what” (curriculum), the “how” (methodology/systems), and the “why” (expectations/accountability). But, as Palmer observes, to effect a genuine reform of education, we must begin by asking the "who” question – who is the self that teaches/leads/serves? The soul of the educator, the inner life and spirituality of those who serve students and colleagues in education, affects everything they do in a classroom/school/school board for better (or worse).
The first stage of educational reform must be for educational institutions to determine how they will sustain and deepen the selfhood and spirituality from which comes good teaching/leadership/service.
The Courage to Serve Spiritual Formation Program offers all educational employees structured and engaging opportunities to reflect on who they are (as well as addressing what they do).
This is done through opportunities for a genuine retreat experience.
“As important as methods may be, the most practical thing we can achieve in any kind of work is insight into what is happening inside us as we do it.”
Parker J. Palmer, The Courage to Teach
What is meant by ‘a genuine retreat approach’?
A retreat is different from a workshop. It involves a gift of time to break with the routines and demands of daily life in a school/school board, and to engage at a deeper level with questions of meaning, vocation, leadership, service and spirituality. A retreat creates the space for listening within ourselves and to each other. Time is given for silence and solitude, as well as for opportunities to reflect and share with other workers in education in a non-judgmental atmosphere that respects and honours difference.
Courage Retreats focus on nurturing aperson’s identity and integrity, on identifying and honouring gifts, on recognizing and attending to the ongoing presence of the Spirit of God, and on discerning the difference between our own authentic responses to life’s challenges and the pressures and projections of others.
So, what happens on a typical Introductory Retreat?
Introductory Retreats take place over two days in a setting away from the workplace. They are residential, with the participants staying at the facility for the entire time. The group of participants (rarely larger than 30) engage in a combination of large and smaller group sessions, as well as having the opportunity for focused personal time though times of silent reflection. Group sessions often employ ‘third things’ (readings, poems, stories, scripture passages) as a means to explore vocation and practice. All activities are invitational (i.e., no forced participation), and are characterized by a trustworthy and confidential atmosphere in which to do honest reflection and sharing. (Parker Palmer uses the term ‘Circle of Trust’ to describe the atmosphere on a Courage retreat.)
Who should attend an IntroductoryRetreat?
Any educational employee who is desiring a genuine retreat experience.
Any educational employee who is looking to explore their own spirituality.
Any educational employee who is searching for an opportunity to explore issues of identity and integrity.
Any educational employee who is looking to reconnect with their vocation.
Any educational employee who is looking for an opportunity to discern their future course.
Administrators may encourage a member of staff to apply if they feel the experience would be beneficial for them. However, no one should ever feel forced or manipulated into making a retreat.
An application form is attached to this package.
Who should not attend an Introductory Retreat?
Application for ‘Courage’ retreats is always by choice. As stated above, no one should ever be assigned the program by an administrator, or compelled to attend. Courage retreats are not therapeutic in nature, although retreat experiences frequently result in clarification, healing, and renewal. Courage retreats are not designed to ‘fix’ anyone’s problems. Rather, they help each participant to deepen their own awareness.
How does someone apply to attend?
Applicants should fill out the attached application form, and submit it as soon as possible (deadline for applications is Friday October 3, 2008).
Please ensure that all parts of the form are completed.
All information will be communicated to you byTCDSB e-mail.
(Eg. Confirmations, instructions to facility and SEMS absence code)
How are participants chosen?
While early submission of the application gains priority,responses to the two questions on the application form are carefully considered. Spaces are limited.
General Information:
All Retreats take place at the St.FrancisCenter near Orangeville. Specific directions will be provided.
All accommodations will be private (single room with bathroom).
All Retreats begin at 9 a.m. on the first day, and conclude by 3 p.m. on the second day.
All expenses (meals, accommodations, retreat supplies, etc.), except for transportation, are included.
Supply coverage is provided for each participant(details of how to arrange this will be provided as well).
Participants may attend one retreat each year.
TCDSB Opportunities for
Two Day Courage to Serve Retreats
2008-2009
There are 22 spaces available on each retreat.
First “Introductory” Retreat Experiences
If you are considering retreat for the first time, choose from the following:
Courage to Serve – Introductory Retreat for Teaching Staff
This retreat experience is open to all teaching staff, support staff, non union staff and administrators.
Dates: Oct 27-28
Nov 10-11
Mar 30-31
May 14-15
Courage to Serve - Introductory Retreat for Support Staff
This retreat is designed specifically for those whose vocation in education is in support of the classroom: secretarial and custodial staff, as well as EAs and CYWs.
Date:Mar 9-10
Subsequent ‘ALUMNI’ Experiences
Alumni retreats are for anyone who has already attended anintroductory retreat and who is not participating in a two-year cohort program.
Courage to Serve - Alumni Retreat for Teaching & Support Staff
This retreat is designed specifically for teaching staff, support staff and administrators who have already attended an Introductory (Sampler) Courage Retreat. If you have previously attended a 2 Day Alumni Retreat, you may apply for this retreat.
Date:Nov 17-18
May 4-5
May 21-22
APPLICATION FORM 2008-2009
Please complete ALL areas of the following:
Attached to this application, please include a one paragraph response to each of the following questions:
The answers to these questions must accompany your application
or it will be returned to you.
- Having read this information package, why would you like to attend this retreat?
- What do you hope to gain from this retreat experience (personally and/or professionally)?
Name: First Name you go by:
School/Department:
Grade/Position:
Employee Group:
Administrator: Teacher: NU Management
EA/CYW: Secretarial/Clerk Custodial
Courage Alumni: YesNo
If yes, date of last Courage retreat attended:
Years of service:
Mailing Address:
(Home)
Work phone:
Home phone:
Board email:
Do you have transportation to the facility? Yes No
PLEASE NOTE:
- All information will be communicated to you via Board e-mail.
(Eg. Confirmations, instructions to facility and SEMS absence code)
- It is understood that all participants have made arrangements with their administrative team for their absence.
Retreat date that you are applying for (please consult previous page):
First Choice:Second Choice (if applicable):
Send completed applications via email to:
Angie Fonseca, Staff Development