Taste and See:
Catechesis as Food for the Journey

The Parish Church

INTRODUCTION

27. In presenting their children for Baptism, parents seek membership for them in the life and faith of a community "united in Christ and guided by the holy Spirit in their pilgrimage towards [God’s reign], bearing a message of salvation for all of humanity. The joys and hopes, the grief and anguish of the people of our time, especially of those who are poor or afflicted, are the joys and hopes, the grief and anguish of the followers of Christ as well" (GS 1).
    

ROLE OF PARISH COMMUNITY

28. Through the sacraments of initiation, each Christian is called and empowered to live full, conscious and active faith. It is a sacred responsibility of each parishioner to grow in faith throughout the journey of a lifetime. In this way, catechesis is the responsibility of the whole community (CIC 774). In their midst and guided by the Spirit, children absorb the beliefs, the traditions and the values of the faithful. Through their daily adherence to their baptismal vocation, in assembling for Sunday Eucharist and celebrating the sacraments, practicing social justice and working for peace, the entire parish community fulfills its mission of evangelization of whole persons and cultures, thus nurturing the faith of the parish. Faith communities with an active and a vibrant faith find it easy to pass along the tradition to new members and the next generation. Parish communities, whose faith is stale or stagnant, struggle to catechize even the youngest in their midst.
29. The whole community also exercises their catechetical responsibility by providing vision, direction and support for catechesis in the parish. Members of the parish community who possess special charisms and gifts for catechesis, furthermore, are called to serve the parish through catechetical ministries. Specific parish catechetical ministries include:

	Pastor, parochial vicars and other clergy
	Catechetical leaders and principals
	Catechists, teachers, adult leaders of youth ministry and sacramental coordinators
	Aides, volunteers, group leaders, peer ministers, etc.

SPECIFIC CATECHETICAL ROLES WITHIN THE PARISH

Pastors

30. Every pastor is obliged "to provide for the catechesis of" the people of the parish "so that the faith of the faithful becomes living, explicit and productive" (CIC 773).
31. To fulfill this duty, pastors call forth and help develop the gifts of members of the parish with charisms for catechesis. Pastors can empower parishioners to provide dynamic and exciting programs of catechesis for the entire parish when they collaborate with parents, parochial vicars and other clerics, members of religious orders, catechists and other laity adept in catechesis.
32. Through the charisms of Holy Orders, pastors share in the teaching ministry of the bishop, the chief teacher of the local church. In exercising visionary leadership and faithful service to the parish community, the pastor becomes the principal teacher in the parish. He ensures catechesis of adults, youth and children in the parish through:

1. collaboration with catechetical leaders, principals and parish pastoral council to articulate and promote a shared vision for catechesis in the parish and designing systems and structures that embody this vision;
2. stewarding appropriate parish resources (personal, spiritual, financial and material) in support of the catechetical mission to:

1. empower all members of the parish to live fully their baptismal vocation;
2. identify the catechetical gifts needed and call forth members of the parish with these gifts to serve the community in catechetical ministries;
3. develop and facilitate the catechetical ministries in the parish and regional cluster of parishes;
4. support faith formation in the domestic church.

3. teaching, through word and example, the authentic message of Christ:
4. being prayerful, faithfully studying Scripture and the teachings of the Church,

5. vibrantly proclaiming God’s Word through dynamic preaching of the Gospel and presiding at liturgies;
6. fulfilling the duties of pastoral leadership with dignity and charity;
7. engaging in the work of justice and peace.

33. Pastors within regions must collaborate in advancing catechesis and catechetical ministries among their parishes. Creative and dynamic possibilities exist for catechesis that can be realized only through parishes joining together—sharing responsibility and experiencing communion among us.

Parish Pastoral Council

34. As the leadership body for the parish, the pastoral council is charged with envisioning and setting goals for the broad spectrum of parish life. They are expected to understand and live the mission of the parish. In this way, the parish pastoral council is a touchstone for setting the catechetical mission of the parish. In appropriate ways (keeping to the spirit of NWNW), parish pastoral council members may be part of catechetical needs assessment and planning processes.
    

Catechetical Leaders

Parishes are expected to have competent catechetical leadership available to the parish community. The following description of their ministry serves as a model toward which all parishes should strive.

Role

35. Catechetical leaders live out their baptismal vocation serving the parish through ministry in catechesis. Deep in their hearts, catechetical leaders have heard God’s Word and responded in charity and humility to be an ecclesial minister to God’s Church. This call to minister to God’s Word and prepare disciples for the Church is a sacred trust and holy mission. Each catechetical leader fulfills a much needed ecclesial ministry for our diocese.
36. As ecclesial ministers, catechetical leaders need certain knowledge and skills in church ministry, theology, catechesis and administration. These competencies typically are developed through a combination of education, practice, charism and experience.
    

Competencies

37. Parish catechetical leaders succeed with the right combination of personal charisms and professional skills. While each parish presents its own unique personality, with both opportunities and challenges, each catechetical leader must possess certain basic characteristics in order to minister properly.
38. Charisms expected of catechetical leaders are based on their profound sense of being called by God to the ministry of the Word. They should be people of prayer, faithfulness, compassion, justice, self-reflection, physical and emotional health, interpersonal skills and engage in lifelong faith formation and professional development.
39. Catechetical leadership also demands specific skills and abilities. Theological education, training in catechesis and specific administrative skills enable catechetical leaders to perform their duties and advance catechesis in the parish.
40. Theologically, catechetical leaders need a thorough knowledge and appreciation of Scripture and revelation, trinitarian theology, Christology, ecclesiology, church history, moral theology and Catholic social teaching, liturgy and sacraments, prayer and spirituality, ecumenism and ministry. The catechetical leader is to be grounded and well versed in Catholic doctrine expressed in the documents of Vatican Council II, the NCCB/USCC, the Catechism of the Catholic Church and other relevant Church documents.
41. Catechetical leaders also need a thorough understanding of catechesis and the abilities to apply this understanding appropriately. They must know the meaning and aims of catechesis. They must be able to meet the catechetical needs of the parish through dynamic catechetical programs and imaginative planning. Concurrently, catechetical leaders need to cultivate interpersonal relationships and lead personnel (catechists, aides, volunteers, etc.) to be part of these programs. They should be able to train catechists, catechize parishioners and foster collaboration among the pastoral staff and other ministers. By applying their theological insight and catechetical training, they can select and recommend resources that enrich the faith life of the entire parish.
42. Administratively, catechetical leaders must possess management and supervision skills, be adept at planning and organizing, and attend to legal issues involved with parish catechesis (e.g. employment concerns, supervising minors, permission slips, etc.). They also need to be able to work within various ecclesial structures (parishes, regions, deaneries, and diocese) in a collaborative and collegial spirit. Catechetical leaders must be able to steward resources (human, material, financial) to attain the catechetical goals of the parish.
43. While no catechetical leader can be expected to possess all the knowledge and every skill possible, catechetical leaders are expected to complete a professional development plan for improving and honing their skills in the areas necessary for success in their position. Pastors are encouraged to conduct annual performance reviews with their catechetical leaders, taking time to establish annual goals for professional and personal development. The parish budget also should reflect this as a priority.
44. The Diocese of Greensburg has adopted the National Certification Standards for Professional Parish Directors of Religious Education (Washington, DC: NCCL, 1996) as the competencies expected of professional catechetical leaders working in the diocese. They articulate specific competencies in the areas enumerated above.
45. For catechetical leaders specializing in youth ministry (i.e. youth ministers), the Diocese of Greensburg has adopted the competencies of the National Federation of Catholic Youth Ministry (NFCYM).
    

PERSONNEL MATTERS FOR CATECHETICAL LEADERS

46. Defining the Position: Job Titles, Position Descriptions and Compensation

Job titles and position descriptions are important to every catechetical leader. Parish catechetical leaders traditionally have held different job titles to emphasize the parish’s approach to catechesis (i.e. Director of Religious Education, Director of Faith Formation, etc.) and level of competency (i.e. director, coordinator, administrator).

Catechetical leaders must have position descriptions that accurately reflect their responsibilities and duties in the parish. Ideally, these are written in a collaborative effort between the catechetical leader and supervisor (pastor). Assistance in fashioning appropriate position descriptions is available through the diocesan Office of Personnel and Benefits and the Department of Education and Spiritual Formation.

Catechetical leaders have the right to expect just compensation for their work and parishes have a duty to provide appropriate wages, benefits and time off. Parishes not compensating catechetical leaders justly are expected to devise a compensation plan that will bring salary levels into appropriate limits.

Benefits provided by the parish or parishes include: social security, insurance (medical, dental, vision, life, etc., subject to premium co-payments), pension, time off (i.e. for illness, family leave, holidays, paid vacation, retreat time, continuing education and conferences), professional development and employee reimbursement allowances (i.e. travel).

47. Recruiting catechetical leaders

Individual parishes or a group of parishes working together may hire catechetical leaders. Parishes seeking candidates to fill vacant catechetical leadership positions are encouraged to advertise in:

1. regional diocesan newspapers (i.e. The Catholic Accent, The Pittsburgh Catholic, The Catholic Spirit);
2. national Catholic press (i.e. The National Catholic Reporter, America);
3. job banks at national organizations (i.e. NCCL, NCEA, NCPL);
4. diocesan catechetical offices in Pennsylvania, Ohio, West Virginia, Maryland;
5. Catholic colleges and universities in the region (i.e. Seton Hill, Saint Vincent, Duquesne, Wheeling Jesuit, Carlow, LaRoche, Gannon, etc.).

48. Interviewing and Orientation for Catechetical Leaders

Catechetical leaders are to be interviewed prior to hiring. Upon hire and acceptance of a job description and compensation package, the catechetical leader should receive an orientation to the parish, pastoral staff, pastoral plan, catechetical expectations and diocesan structures. Other applicants should be informed in writing that the position is filled.

49. Performance appraisal process

Catechetical leaders are expected to complete an annual performance appraisal with their pastor (or supervisor). This process occurs during the spring of each year and should be the culmination of regular supervisory and collaborative meetings through the year. The review also should include an updating of the position description and establishing a professional development plan.

VOLUNTEERS IN CATECHETICAL MINISTRIES

50. Who is a volunteer?

A volunteer is any person who shares in church ministry typically with little or no remuneration. Typically, volunteers possess a deep desire to share in the mission of the Church by helping others. Secondarily, volunteers seek the blessings of being involved. In other words, volunteers need both to help others and to feel enriched in the process.

Volunteers are a rich source of blessing for our Church. Each brings unique charisms and gifts to share with the community. Each responds in a unique way to their baptismal call, integrating life and faith in partnership with parish, schools and other ways. With volunteers well integrated in our ministerial systems, catechesis in a parish may thrive. Without them, Church ministries wither. In order to see parish catechesis flourish, attention must be paid to the manner in which volunteers share the mission and ministry of the Church. Collaboration in ministry necessitates that catechetical leadership is attentive to:

	helping people discern their gifts and charisms;
	designing ways for these gifts to serve the community at large;
	inviting, recruiting and matching gifts with need;
	forming, supporting and evaluating volunteers in the various areas of ministry.

51. Roles for volunteers

Volunteers accept many catechetical ministries, namely: catechists, chaperons, teacher aides, small group leaders, adult advisors for youth ministry, youth ministers, youth ministry coordinators, vacation Bible school aides and some catechetical leaders. Other opportunities for sharing ministry with volunteers abound:

	advisors and consultants
	administration
	clerical assistance
	transportation
	instruction-related (catechists, aides, media specialists, etc.)
	support service (drivers, childcare, custodial, food preparation, etc.)
	specialists in art, counseling, planning, research, public relations, computing
	mentoring

52. Position descriptions

An effective planning, recruiting and supervising tool for volunteers in ministry is the position description. Catechetical leaders are encouraged to work with their ministry teams to write descriptions for each volunteer ministry. These descriptions should include:

1. name of position
2. responsibilities
3. qualifications needed
4. time commitment

1. Length of commitment
2. Amount of time necessary
3. When ministry is performed

5. training available
6. responsible to
7. support systems
8. supervision process
9. evaluative instrument

53. Supervising volunteer ministers

Each volunteer is to have a supervisor responsible for orientation, securing training, ongoing support and evaluation. In ongoing supervision, it is helpful to talk about the several questions typical of volunteer ministers:

	Why am I here? What is the purpose and mission of the parish/ministry and how does it relate to me?
	Where am I going? What are the goals of this ministry and how will they help my personal growth?
	How am I doing? (seeking accurate, direct and timely feedback)
	Where can I go for help?
	What’s in this for me? How does this ministry contribute to my personal and spiritual growth?

THE PRINCIPLE AS CATECHETICAL LEADER

Role

54. The Catholic school, as an extension of parish ministry, endeavors to be a "new environment, one illumined by the light of faith" (RDE 25) where one meets Jesus Christ as a living presence. The Catholic school principal is challenged to ensure that the school becomes that place where everyone who enters its doors may feel the presence of Christ.
55. In order for the leader of the school to cultivate a dynamic faith community, that leader must have a genuinely personal relationship with God. This relationship is nurtured and supported through prayer, and expressed in a vibrant liturgical and sacramental life. This relationship transforms the individual, resulting in a strong desire to share one's faith with others. This intimate harmony enables the principal to see God in every person and to encourage, support and challenge others to be who God calls them to be. Not only does this principal challenge others to be Christ-like, but this individual also strives to grow in faith by continually seeking ways to deepen their faith, their knowledge and their relationship with God.
56. The principal, as one charged to shape the Catholic identity of the school, must ensure the school as a "community of faith in which the Christian message, the experience of community, worship, and social concern are integrated in the total experience of students, their parents and members of the faculty" (NCD 9). To do this, spiritual leadership must be seen as central to the Catholic school. The administrator of the Catholic school community continuously strives to ensure that a sense of spirituality is integrated throughout the program. "Knowledge set in the context of faith becomes wisdom and a life vision" (CST 14).
    

Competencies

57. Principals through their actions show that they are responding to a call to ministry, to be a catalyst and a nurturer of the spiritual growth of all the members of the school community. Although all Catholic school principals share in the same ministry of the Word, each has a distinctive manner and style of ministering. Yet, common elements are needed to be effective in this role. Principals are called to build community, to inspire others, to be compassionate. They possess or strive to develop inner qualities that mark them as disciples in the Lord: prayerful, respectful of the dignity of all, genuine (demonstrate personal integrity), affectively engaged (ability to express emotions in appropriate manner and at appropriate times), self-aware, truthful, centered (keep things in perspective), conscious of boundaries and committed to justice.
58. In addition, these individuals continue development of important interpersonal skills:

	listening, speaking with clarity and attending to non-verbal signals;
	managing conflict in a healthy manner;
	working in an inclusive, collaborative team style;
	motivating others;
	remaining focused;
	empowering all towards a common goal.

59. Cognizant of the Gospel values and Christian ethics that are to govern the behavior of this community, the principal will strive to maintain the moral vision before all in this Catholic school. The principal promotes inclusive as well as supportive actions to ensure that each of God's people is shown dignity. The leader promotes a spirit in the school that conveys the message that each person has a contribution to make to further the goals of the Catholic school community, and that each person is accorded hospitality and reconciliation.
60. The Catholic school principal leads the school family to understand that they are part of a larger community, both religious and secular. They collaborate with parents, parish, area and diocesan personnel to coordinate programs, implement policy, strategically plan for the present and future of the local Church. The principal fosters a cooperative and supportive partnership between the school community and the parish community.
61. The principal is called to recognize, respect and facilitate the role of parents as primary educators of their children. The principal must strive to partner with parents in creating home-school experiences that are formative for faith, such as: cross-curricular integration of Catholic values, prayerful school liturgies, dynamic retreats, etc.
62. Faith formation is broader than the instructional component it relies on. As a spiritual leader, the principal leads the school community in prayer and coordinates opportunities for the school to celebrate who they are as a faith community. The faculty, staff, students, parents and parish come together in a reflective, prayerful and meaningful way to celebrate as a community. Students and faculty join in planning and carrying out liturgies and prayer services.
63. Equally important, the spiritual leader, through words and actions, leads the school family to an awareness of our call to Christian service. The Catholic school community expresses their faith in action by reaching out to those in need—in the school, parish and local community: We are our brother's and sister's keeper. The principal compels others in the school community to realize that this concern and response to the issue of social justice for all is integral to our baptismal call—a call to share "Christ's way of life with all those we meet."
64. The principal ensures that the faith formation within the Catholic school occupies a prominent position across the school's curriculum. The principal is attentive to the religious instruction of the students: that the content is age-appropriate; the presentation engaging; and a student's personal response to the lesson is present. The principal ensures that religious instruction is up-to-date, organized, thorough and suitably conveyed. The administration shares with the faculty, parents, and larger parish community a responsibility to assess, plan and evaluate the viability of the catechesis in the school.
    

Personnel Matters

65. The principal recognizes that all staff share in the Catholic school ministry, but in a special way, the teachers are charged to integrate throughout the day the seven-fold mission of Catholic education in our diocese: word, community, worship, service, leadership, stewardship and evangelization. To this end, the administrator must recruit teachers with appropriate qualifications in view of the philosophy of and character of the Catholic school. The administrator in selecting, supervising, evaluating and compensating faculty strives to challenge that same faculty to grow in faith and to further the Catholic school's goals. The principal must support the staff in this growth through ongoing catechesis by scheduling appropriate formational experiences for the faculty.
    

CATECHISTS IN PARISHES AND TEACHERS IN SCHOOLS

66. Roles common for both catechists and teachers

Anyone who is formally or informally involved in catechetical ministries in parishes, Catholic schools or regions may be considered a catechist (NCD 204). Catechists ideally possess key qualities essential for success in catechetical ministry—whether in a parish, a Catholic school or regional programs. Catechists and teachers share much in common, having many overlapping roles and concerns. In integrating the seven elements of Church life (see NWNW) in their lives and ministry, both teachers and catechists:

	respond to the call of God to share in the ministry of the Word through catechesis. They are invited by the community of faith to fulfill this role and accepted by the community for their charism and gifts.
	exemplify a deep relationship with God in Christ, through the Holy Spirit. They are prayerful and enthusiastic, knowledgeable and skilled in catechesis. They engage in ongoing personal development in faith and work to gain skills in catechesis.
	commit to the Church community, our mission and message. They participate in Sunday Eucharist and invite others to share this commitment in the way they live their faith. Catechists are approachable and adept at relating to a variety of children and adults.
	evidence a commitment to the Gospel through service to the needs of the community, both parish and civic, through outreach and social justice.
	demonstrate Christian leadership proper to their role and responsibilities.
	exercise stewardship of their gifts, marshalling them for the good of the faith community and ordering them to realize our mission.
	readily spread the Word of God by creatively blending Scripture, liturgy, tradition, magisterial teachings and our own culture.

67. Competencies for catechists and teachers

To adequately fulfill their calling, catechists and teachers need to possess and continue growth in developing:

1. appropriate qualifications to fulfill the mission and the role they accept (i.e. Catholic school teacher or parish catechist)
2. awareness, knowledge and understanding of:

	sacred Scripture and Catholic interpretive methods;
	liturgy, sacraments and spirituality;
	the history of the Church;
	Catholic Tradition, doctrine, morality and social teaching.

3. Developmentally appropriate pedagogy, including:

	capabilities to organize an educational activity, develop a plan and evaluate critically.
	knowledge of textbooks, catechetical guides and audiovisual aids that connect to the real life of the learner and provide better knowledge of the message of salvation.
	skills necessary to communicate the message clearly.
	understanding of how individuals grow and mature.
	sensitivity to how people of different ages and circumstances learn.

4. spirituality attuned to their lives and calling, steeped in:

	a belief that they are called to catechize, educate and nurture conversion.
	a deep faith that is aware of Gospel values as we face the challenges and disappointments of today.
	an understanding of faith and the ability to apply faith in daily life.
	a knowledge of and commitment to the catechetical mission of their parish (including the school).

For catechists in parishes

68. Catechist Teams

In every situation, parishes and regions should establish teams of catechists collaborating together to achieve the parish catechetical goals. These teams must be formed thoroughly for catechetical ministry. Such formation includes theological and catechetical knowledge, proper catechetical methodology and an integrated spirituality for ministry (formation for teachers and catechists is treated below, #72-75). Such ministerial development must take into account the catechetical model(s) used in the parish or region.

69. Finding the right people

Catechists and catechist teams are mission-oriented people who serve the needs of the parish and the Church at large. People with the qualities mentioned above are found in the parish community, often waiting to be asked to share their skills and commitment. Catechetical leaders are encouraged to assist people in discerning their gifts for catechetical ministry and match them with needs in the parish (or regional) programs. The catechist’s roles and competencies described above provide both a starting point for inviting people to share catechetical ministry and a template for their ongoing support and training.

Not everyone desiring to be a catechist necessarily is capable, but everyone can share in the ministry of the Word in some capacity. Everyone may contribute to the parish mission, no matter how small a task performed.

70. Orientation

Catechetical leaders must orient catechist teams to the parish, pastoral plan and catechetical goals, models and priorities. Catechists need to understand the people in their programs, the expectations of the program, be adept at using fully the resources available and all else they need to succeed in this ministry. At the very least, catechists need an orientation program that addresses at least the following questions:

1. Who and what are involved?

Catechist teams must have expectations clearly and expressly stated in a catechist’s position description or similar document.

2. With whom will we be working?

They need to establish a ministry working relationship with other catechists and have the full support and backing of the pastoral staff. Catechists also should meet with those involved in their programs (families, children and parents) to learn their needs and establish clear expectations.

3. How long will it take?

Describe the length of commitment required and the schedule for the program. Program goals and objectives may require a specific timeline for implementation and must be clearly indicated.

4. How do I/we do it?

Information on the catechetical model, preparation requirements and administrative requirements (budget available for their program, etc.) must accompany a catechist formation plan.

5. When and where do I work?

Catechist teams should have accessible, accommodating space and time to do this ministry. Formation time, preparation time and meeting time are necessary when inviting people to this ministry and are to be considered in recruitment, evaluation and retention of catechists.

6. Why do we do this?

As stakeholders in the mission of the parish, catechists need to understand and accept their role in the big picture. Parish leaders need to help catechist teams see what they are doing and its relationship to the parish mission and goals.

71. Evaluation

Catechists and teachers have the right to expect regular performance evaluations to assist in their growth and development as ministers of the Word. Catechists should complete periodic self-evaluations in collaboration with their catechetical leader, team leader or other supervisor. These performance appraisals are opportunities for growth in ministerial effectiveness. They should be conducted on a regular basis (e.g. quarterly reviews), but not less than annually.

The final evaluation meeting of the year is the time to create a ministry development plan for the catechist. This plan includes goals for ministry development over the next year and forms the basis for regular supervisory conferences between the catechist or catechist team and catechetical leader. Performance goals, mutually developed by the catechist and catechetical leader, are designed to assist the individual grow in the roles and competencies listed above. These goals should specify an area or competency to be developed, the means for learning or development (e.g. a workshop, retreat, class, etc.) and the timeframe for its completion.

Support and resources for evaluation of Catholic school teachers are available through the Office of Catholic Schools. Catholic school teachers should evidence growth in spiritual leadership, behavior management, educational growth and their own professional development.

FORMATION FOR CATECHISTS AND TEACHERS

72. A right and responsibility

Parish catechists and Catholic school teachers have the right and responsibility to ongoing development of their catechetical skills and understanding, including:

a. Initial orientation and formation in catechetical role (see # 70 above):

	role, function and relationship to Church,
	minimal competencies expected.

b. Ongoing assessment and formation as a catechist/teacher through:

	performance appraisal and assessment,
	establishing a catechist’s development plan,
	evaluation of progress toward goals.

73. Basic formation for ecclesial ministry

Catechists and teachers are expected to complete ALPHA as the basic formation for ecclesial ministry in the Diocese of Greensburg.

74. Ongoing formation and skill development

Catechists and teachers must seek every opportunity to improve their skills in fulfillment of their ministry. A variety of means are available for catechist enrichment and skill development:

1. Parish opportunities

Pastors, principals and catechetical leaders are to provide regular in-service events for catechists and teachers in their parish or school according to the catechetical model(s) selected for the parish.

2. Regional opportunities

Parish catechetical leaders and principals within a region can join together to conduct catechist and teacher enrichment for a cluster of parishes and schools. Support in planning and program design is available through the chancery’s Department of Education and Spiritual Formation.

3. Diocesan resources for catechetical skill development:

	DESF, OPSM, ALPHA,
	various video-assisted catechist formation programs,
	ALPHA workshops and intensives,
	catechetical and liturgical workshops and other educational events,
	formation program for Catechesis of the Good Shepherd.

d. Academic resources

	Training in religious education is available at Duquesne University, Wheeling Jesuit University and other colleges in the area.
	Training in theology is available through Saint Vincent Seminary, Seton Hill College, Wheeling Jesuit University and Duquesne University.
	The University of Dayton Catechism Formation Program in association with Catechist magazine is available.
	A helpful two-part program for local use is: Ries, Peter. Catechists in Formation. Mission Hills, CA: Benzinger Publishing Company, 1994.
	The NCEA two-year teacher formation program, Sharing the Faith (1993) is available.

75. Areas for catechist/teacher formation

Comprehensive catechist and teacher formation must include three integrated areas of ministerial development:

	theological understanding of each of the identified faith themes;
	appropriate methodological skills (pedagogy, stages of faith, learning styles, psycho-social development, moral development, etc.);
	spiritual integration in faith as a person, a catechist, an ecclesial minister and a member of the Catholic community.

PARISH SUPPORT FOR CATECHESIS IN THE DOMESTIC CHURCH

76. To assist parents as primary educators of their children, parishes are expected to be attentive and hospitable to the special needs, circumstances and composition of family life today. For catechesis to succeed, parish leadership must support faith formation in each home. The following recommendations provide direction for pastors, catechetical leaders and principals in assisting families with their responsibilities. Each parish can encourage, support and foster faith in the domestic church by:

1. providing for marriage enrichment for couples throughout the marital years;
2. granting parents opportunities for growth in Christian parenting;
3. preparing parents, godparents, sponsors and the liturgical assembly to assume their proper roles for infant Baptism, Confirmation and Eucharist;
4. planning and hosting regular family catechetical events, inclusive of the various types of families in the parish community and attentive to the demands placed on families today. These events should:

	be seasonally appropriate, according to the liturgical year;
	assist parents in sacramental preparation of their children;
	offer concrete ways for families to do faith formation at home.

e. Providing ways for each household in the parish to participate in:

	daily prayer and spiritual development;
	Sunday Eucharist with the parish community;
	celebration of the sacraments with the parish community;
	social justice and works of charity in the parish and civic community.

f. Encouraging family-based catechesis through:

	bulletin inserts, informational flyers, seasonal blessings and prayers and other occasional materials;
	programs for home-based family catechesis;
	maintaining a parish library, reading rack and subscriptions to appropriate material for families;
	support, resources and information for parents choosing home schooling for catechesis.

7. incorporating family and adult catechesis with child-oriented programs (e.g. poligenerational models of catechesis, family times, concurrent programs, etc.)
8. Providing initial catechesis for families who are uncatechized or re-catechizing those returning to active faith. (Please refer to the appropriate diocesan guidelines for initiation of adults or children of catechetical age. Initiatory catechesis of adults and children must precede their involvement in other parish catechetical programs.)

CATECHESIS FOR YOUTH AND CHILDREN IN THE PARISH

77. Each parish is to provide for the catechesis of their youth and children. Catechesis of youth occurs in the context of a total youth ministry approach to adolescents. Catechesis of children occurs before, during and after the completion of sacraments of initiation (i.e. Confirmation and Eucharist at the age of discretion).
78. Effective catechesis is planned, systematic and organized, taking into account the needs of those being catechized and concentrating on the core essentials of the faith. Each parish is charged with providing dynamic and exciting programs of catechesis for youth and children in their parish. Such catechesis must address specific needs and concerns of the faith community and may occur in partnership with neighboring parishes in the regional cluster.
79. In catechizing children and youth, parish communities are charged specifically with a family orientation in all priorities and programming. Catechesis in the parish is designed to enable all members of the parish to live their baptismal vocation to the fullest in the home, the marketplace, the workplace and school.


Total Youth Ministry

80. The Diocese of Greensburg has adopted Total Youth Ministry as the preferred method of catechesis and ministry to both young adolescents (ages 11 to 14) and older adolescents (ages 14-18). It is a comprehensive approach flowing from the needs of adolescents and the mission and ministry of the Church. Renewing the Vision: A Framework for Catholic Youth Ministry presents eight components of Total Youth Ministry in an integrated structure for our ministry with youth:

1. Advocacy—"engages the Church to examine its priorities and practices to determine how well young people are integrated into the life, mission and work of the Catholic community" (RTV p. 27). "How are the voices of young people heard and honored in the Church? How are the gifts, talents, and energy of young people utilized" (RTV p. 28)?
2. Catechesis—"helps adolescents develop a deeper relationship with Jesus Christ and the Christian community, and increase their knowledge of the core content of the Catholic faith. . . . catechesis also helps enrich and expand their understanding of the Scriptures and the sacred tradition and their application to life today, and live more faithfully as disciples . . . especially through a life of prayer, justice, and loving service" (RTV p. 29).
3. Community Life—"builds an environment of love, support, appreciation of diversity . . . develops meaningful relationships; and nurtures Catholic faith" (RTV p.34). This component is critical for adolescents in affirming their sense of membership and belonging in the faith community.
4. Evangelization—"incorporates . . . elements of witness, outreach, proclamation, invitation, conversion, and discipleship" (RTV p. 37). It is the heart of all ministry with adolescents. When youth are evangelized, they also share in the mission of the Church as evangelizers.
5. Justice and Service—"nurtures in young people a social consciousness and a commitment to a life of justice and service that is rooted in their faith in Jesus Christ, in the Scriptures, and in Catholic social teaching and empowers [them] to work for justice" (RTV p. 38).
6. Leadership Development—"calls forth, affirms and empowers the diverse gifts, talents and abilities of adults and young people in our faith community for comprehensive ministry with adolescents. . . . Leaders [adult and youth] must be trained and encouraged" (RTV p. 40).
7. Pastoral Care—"a compassionate presence in imitation of Jesus’ care of people, especially those who were hurting and in need. [This] ministry involves promoting positive adolescent and family development; . . . caring for adolescents and families in crisis; . . . providing guidance; . . . and challenging systems that are obstacles to positive development" (RTV p. 42).
8. Prayer and Worship—"celebrates and deepens young people’s relationship with Jesus Christ through . . . communal prayer and liturgical experiences; . . . it incorporates young people more fully into the sacramental life of the Church" (RTV p. 44).

81. These components of Total Youth Ministry appear in various settings in parish life:

	gatherings oriented to teens
	family ministry events
	in the life of the Church
	in collaboration with the civic community (neighborhood/regional setting).

82. Total Youth Ministry should be organized in intentional and non-intentional, gathered and non-gathered ways. Gathered programs often take familiar formats, such as religious formation opportunities, service projects, youth group meetings or retreats. They focus on group participation in an organized assembled manner. Parish events, civic gatherings, intergenerational programs, socials and trips fall into this category.
83. Non-gathered programs (small group or individual activities) provide maximum flexibility in addressing the specific needs of youth and their families. Home-based activities, community service, spiritual direction, mentoring, independent learning and small group faith sharing or Bible studies are non-gathered approaches in Total Youth Ministry.
84. Given the comprehensive nature of Total Youth Ministry, these components may materialize fully only in collaboration with other parishes. It is recommended that catechetical leaders and others working in youth ministry areas combine efforts at developing Total Youth Ministry within their regional cluster of parishes.
85. Adolescent catechesis responds to the developmental, social and cultural needs of adolescence. Related to that, the curriculum respects the changing developmental and social characteristics of the various stages of adolescence, providing a significantly different content and approach for younger and older adolescents" (CAC 24 §6). To these ends, Total Youth Ministry serves two specific age groups:

	Older adolescents, ages 14/15 through ages 18/19;
	Younger adolescents, ages 11/12 through ages 14/15.

86. In catechizing adolescents in the Total Youth Ministry approach, leaders must employ age appropriate methods, offer a variety of learning formats, techniques and environments, and address content particular to the needs of young people (CAC 24 §6). "Understanding Christian faith as a lifelong journey means that catechesis first discerns a young person’s developmental journey and social/cultural situation and then designs catechetical experiences that respond to the young person’s particular faith needs. Patience with the gradual process of youth is a necessity in the ministry of adolescent catechesis" (CAC 24 §6).


Catechizing children

87. Before, during and after completion of sacramental initiation, children are to be catechized in parish or regional programs that take into account the needs of each family and child relative to catechesis and faith development. In all circumstances, catechesis for children must attend to the domestic reality of their lives, drawing on and including their family as much as possible. Catechesis must be suited to the catechetical needs of the parish, be accessible to the participants and prepare the participants for their mission to the world.
88. Catechetic models

The following list of catechetical models provides a basis for selecting and adapting approaches to catechesis in your parish. The models selected by a parish are to correspond to the particular needs of the faith community and be planned, implemented and evaluated in accordance with these guidelines.

1. Family and Intergenerational Models

1. Family Catechesis
2. Family Home-Based
3. Intergenerational
4. Poligenerational
5. Small Faith Community
6. Family Bible Study

2. Liturgical Models

1. Lectionary-Based Catechesis
2. Liturgical Catechesis
3. Sacramental Preparation
4. Seasonal and Event Oriented

3. Homogenous Age Group Models
1. Small Group Meetings in Homes
2. Intensives
3. Retreats
4. Vacation Bible School
5. Summer Program
6. Classroom
7. Video-Based

4. Contiguous Age Groups Models
   4. CHURCH
   5. After-School Parish Clubs
   6. Catechesis of the Good Shepherd
   7. Christian Service
   8. Social Action

5. Regional Model

89. The Relationship between Catechesis and Catholic Schooling

The Catholic school provides a unique setting attuned to the formation of the whole child. By intentionally integrating Catholic faith and teaching into the education of children, Catholic schools successfully catechize and form disciples for mission in the local and universal church. Through both religious instruction in Catholic teaching and faith formation in the life of discipleship and spirituality, Catholic schools can provide a comprehensive and systematic expression of catechesis for children.

In parish programs for catechesis of youth and children, no distinction is made between children attending Catholic schools and children attending other elementary or secondary schools. Parish and regional programs of youth ministry and catechesis of children are open and available to all youth and children in the parish. Catechetical leaders must make every effort to create a climate of hospitality for every child and teenager in the parish, seeking ways to be inviting and inclusive in programming.

Parish identity, mission and ministry are paramount in importance to both Catholic schools and parish catechetical programs. In fulfilling their respective missions, Catholic schools and catechetical programs aim for unity in the parish and local church as they form people for the service of evangelization to the world.

90. Catechetical Programs in the Home

Home-based catechesis is a formalization of faith formation involving the domestic church. As such, catechetical programs in the home (either "home schooling" or a catechetical model listed in #88 above) fall under the catechetical ministry of the parish and are subject to these guidelines. Parents choosing or needing to catechize their children primarily or exclusively at home are catechists of the parish. For successful catechesis at home, collaboration between the domestic and parish churches is paramount. Pastors, catechetical leaders and/or principals need to provide formation (according to these guidelines) for parents involved in home catechetical programs so they may fulfill their role as parish catechists in the home. They need to work with parents in planning and designing home-based catechetical models that work and are informed by these guidelines. Catechetical leaders also need to provide information on appropriate catechetical resources, implementation strategies and evaluation tools. Catechetical leaders need to monitor progress families make and work to coordinate efforts between parish and home. Regular opportunities for gathering families for prayer, social justice and developing communal identity are necessary in all home-based programs. Diocesan policy for sacramental catechesis also remains in effect.

IMPLEMENTING CATECHETICAL MODELS

91. Contact hours and frequency of catechetical sessions

Contact hours with children, youth and families will vary depending on the type of catechetical model, the resources used and desired outcomes. The time required is connected closely with the catechetical format chosen. No predetermined number of clock hours can substitute for planned regular, systematic and organized catechesis with children, youth and families. Catechetical programs may occur:

	weekly, biweekly or monthly
	seasonally, following the liturgical year
	event-oriented (i.e. sacramental preparation or field trip)
	extended days and certain annual events (i.e. parish missions and summer Bible school)

92. Release time

Section 1546 of the Public School Code of the Commonwealth of Pennsylvania as amended by Act 175 of 1982 allows parents to request their children be excused and released from public school in order to attend a religious instruction program. Thirty-six hours per school year are allowed under this law.

Parents must send a letter in advance addressed to the school district superintendent, referencing this Act in requesting release of their child to attend a religious instruction program, day of retreat or Catholic conference. The parish is responsible for taking attendance at the religious event and later verifying the child’s presence at the event with a letter to the school district superintendent.

93. Children with disabilities

Everyone has a right to hear the good news proclaimed in a manner and method appropriate to their understanding and ability to hear. When a person with a disability is included in the larger community for catechesis, everyone concerned benefits. To these ends, catechetical leaders are to consult with parents and family in determining the best catechetical approach possible, keeping in mind that inclusivity in catechetical programs and Total Youth Ministry is recommended whenever possible. Regional catechetical gatherings with children of special needs have proven to be successful.

94. Recommendations for catechetical sessions

To insure quality catechesis, it is recommended that every catechetical session include the following components (as appropriate, each present to a greater or lesser degree in each model):

	Spirituality and prayer (i.e. a deeper awareness and appreciation of God and one’s baptismal vocation along with an integration of faith and life)
	Doctrine (i.e. authentic Catholic teaching—Scripture and Tradition—presented in age appropriate ways)
	Discipleship (i.e. an application to Christian living, moral decision-making, and social justice)
	Community (i.e. a heightened sense of solidarity and calling to be church)

ORGANIZATIONAL GUIDELINES

95. Catechetical planning and budgeting process

Effective catechesis requires careful and thorough planning. Each parish is expected to conduct an annual catechetical planning process consisting of a needs assessment, program planning and design, implementation and program evaluation.

The pastor and parish catechetical leader coordinates catechetical planning with the priorities and goals of the Parish Pastoral Council as represented in the parish’s pastoral plan (see NWNW).

The annual catechetical plan is to include an annual financial plan (budget) to be prepared in conjunction with the planning process and reflective of the catechetical priorities and goals. The parish catechetical leader is responsible for developing a budget for submission to the pastor.

96. Recordkeeping
1. Registration for ongoing programs and regular events is recommended.
2. Attendance records must be kept for catechetical events and programs that gather children and/or youth outside the presence of their parents/guardians.
3. All absences of minor children are to be reported to the parent/guardian.
4. Registration forms need to indicate who has permission to transport or escort the child to/from the premises.
5. Registration records should be retained for one year after a person leaves the program.
   
97. Fees for programs

Fees may be charged for programs to cover costs of materials or to cover the cost of an individual catechetical event. Families who are unable to pay a fee cannot be denied access to any catechetical program or event.

98. Legal and safety issues

1. Fire safety:

Catechetical leaders are expected to have a fire-safety plan that includes fire drills and a procedure to evacuate the building in case of fire or other emergency.

2. Documentation:

In any occurrence that includes discipline or harassment, the catechetical leader must document the event and people involved in a written form and retain this report for their records.

3. Referral:

All volunteers must refer potential problems involving behavior, possession of drugs, alcohol, tobacco, weapons, child abuse or harassment to the catechetical leader. Catechetical leaders must inform parents and pastors of any serious problem (something that would harm the child or someone else).

4. Safety

It is important to maintain a safe and peaceful atmosphere. Safe environments are based on developing conflict management skills, setting and enforcing a code of conduct that lists rules, acceptable behaviors and consequences for disregarding the rules.

SACRAMENTAL GUIDELINES FOR CHILDREN, YOUTH AND FAMILIES

99. Initiation of Children of Catechetical Age

Parishes are required to implement the policies established by the Diocese of Greensburg for the initiation of children of catechetical age in the Rite of Christian Initiation of Adults Guidelines, Diocese of Greensburg, November 1994. Copies of these guidelines are available through the Department of Education and Spiritual Formation (724-837-0901).

100.   Sacrament of Baptism (for infants)

Parishes are expected to provide catechetical preparation for parents, the candidate’s siblings, godparents and liturgical assemblies for infant Baptism. This sacramental catechesis flows from the liturgical rite and draws on the signs and symbols used in the Rite of Baptism. Preparation for infant Baptism also should include catechesis on the role of the Christian family and the rights and responsibilities parents accept in presenting their child for Baptism.

101.   Sacraments of Confirmation and Eucharist

Parishes are required to implement the policies, guidelines, and catechetical approaches established by the Diocese of Greensburg in Journey of a Lifetime: Celebrating Confirmation, First Eucharist and Reconciliation, 1996 for reception of the Sacrament of Confirmation and first reception of Holy Communion. Copies of these guidelines are available through the Department of Education and Spiritual Formation (724-837-0901).

102.   Sacrament of Reconciliation

Parishes must implement the policies, guidelines and catechetical approaches established by the Diocese of Greensburg in Journey of a Lifetime: Celebrating Confirmation, First Eucharist and Reconciliation, 1996 for reception of the sacrament of Reconciliation.

Parishes are expected to provide ongoing catechesis on the sacrament of Reconciliation for adults, youth and children on a regular basis. Such sacramental catechesis on the Rite of Penance occurs at various times in the liturgical life of the parish (i.e. sacramental preparation sessions, Lent, parish missions, etc.) and suited to the maturation and needs of the participants (i.e. middle childhood, younger and older adolescence, young adulthood, etc.). Catechesis for Reconciliation is to include catechesis on the liturgical rite, sin (personal and social) and contrition, conversion and forgiveness.