Dear Catholic School Presidents & Principals of the Archdiocese of Indianapolis,

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1 January 31, 2014 Dear Catholic School Presidents & Principals of the Archdiocese of Indianapolis, Thank you for all of the important work that you and your colleagues do for Catholic education and faith formation in the Archdiocese! Since 2005, the University of Notre Dame s Institute for Church Life has been pleased to partner with the Archdiocese of Indianapolis for the Echo parish catechetical leadership program. Together, we have helped develop more than 20 successful young leaders through apprenticeships in parish ministry, university parish ministry, and most recently in hybrid placements bridging parish and high school campus ministry. We have been inspired by the Archdiocese s commitment to respond to the Church s need for well formed and informed young leaders in a variety of apostolates and invite you to consider participation in Notre Dame s new initiative called Echo Teaching Theology. This program, created by the University s Institute for Church Life and Department of Theology, is intended to develop strong young teachers of theology at the high school and/or middle school levels by adapting the successful Echo parish apprenticeship model. As in the Echo parish program, the three or four Echo theology teachers assigned to a given diocese engage in a comprehensive two-year formation program that features an M.A. in Theology through the University s Department of Theology, including courses specially designed for teaching middle and high school theology. The program also features other dimensions as well, such as living in common as an intentional faith community, and serious commitments to prayer, spiritual direction, and professional development within the school community. While the Echo parish model requires the creation of new temporary apprentice positions, Echo theology teachers fill open existing theology/religion teaching positions at diocesan high schools or middle schools. We are committed to the same high level of quality in our students that has made the Echo parish program successful. For more information about this initiative, we have included a brochure and a document explaining in more detail how this program works. Thanks very much for considering this invitation. We are very excited about the possibilities this initiative presents for the future of theological education and faith formation in Catholic schools, and we would be delighted to partner in this new way with you and your colleagues in the Archdiocese of Indianapolis. Sincerely, John C. Cavadini, Ph.D. Professor, Dept. of Theology Director, Institute for Church Life Colleen Moore, M.Div. Director, Echo

2 I. Context Proposal for Echo Teaching Theology Echo was established in 2004 by the University of Notre Dame s Institute for Church Life, as an effort to respond to the Church s need for a new generation of wellformed and informed lay catechetical leaders in parish ministry. This service, learning, and formation program invites qualified recent college graduates into a two-year apprenticeship engaging four equally essential and mutually informative areas of formation: Intellectual, Human & Communal, Professional-Ministerial, and Spiritual. During the program, each apprentice lives in an intentional faith community with three other apprentices while working full-time in catechetical ministry with adults, families, young adults, youth, and children, in a carefully selected parish and alongside a qualified parish mentor in one of Echo s partner dioceses. The apprentice then spends summers on Notre Dame s campus earning a master s degree in theology and engaging in comprehensive formation retreats and activities. Many graduates of Echo have been hired to teach theology in both high school and middle school settings. These graduates have attested to the significance of their comprehensive Echo formation, including their reception of the M.A. in Theology, in establishing them as mature and authentic witnesses of the faith and successful theological educators who exhibit theological competency and sound pedagogical methodology. The Department of Theology at Notre Dame has had a long history of educating theology teachers through both the M.A. in Theology and the Masters of Theological Studies (M.T.S.). Echo Teaching Theology seeks to formally capitalize on the Department of Theology s long commitment to educating teachers of theology and the holistic and integrated formation offered by Echo to prepare teachers of theology for placements in middle schools and high schools. We believe that Echo Teaching Theology is ultimately a natural outgrowth of the strengths of Echo and the Department of Theology alike, as well as a deepening of the existing decade long partnership between them and with dioceses around the country. As beneficiaries of this particular collaboration for the explicit preparation of teachers of theology, participants will engage in their theological education and professional formation, not in isolation from their lives of faith in the world, but rather within the larger context of their ongoing spiritual, human, and communal lives and formation. The explicit integration of these four areas of formation is essential for preparing teachers who educate in faith. For if it is the whole person who teaches, then the whole person is the proper subject of formation. This comprehensive approach to formation strengthens the participants ability to offer their students not only sound theological instruction but also an inspiring witness to a sincere, informed, and integrated life of faith.

3 II. Proposal Talented Young Adults Placed in Partner High Schools & Middle Schools: This proposal explores the possibility of a diocese or cluster of middle and/or high schools hiring four recent college graduates as theology teachers for a two-year period. Recent graduates considered for this program are those who have majored in theology (or religious studies) or whose undergraduate curriculum demonstrates strong competency in theology as assessed by Echo and the Director of the M.A. in the University s Department of Theology. These Echo theology teachers would participate fully in Echo s holistic formation program (intellectual, professional-ministerial, human, communal, and spiritual formation), including pursuing a master s degree in theology. Focus on Teaching Theology: Because the focus of the program is forming the student to master the art of teaching theology, the Echo theology teacher would teach theology/religion exclusively. The teacher would engage in extracurricular activities within the school as time and attention to other integral Echo formation requirements allow. Formalized Mentor for Echo Theology Teacher & Mentor Formation Wknd: The teacher would receive mentorship from a mentor identified by the school and diocese in consultation with Echo staff. The ideal mentor would be a master educator as well as a witness to faith at the teacher s school, interested in and capable of accompanying the Echo theology teacher and of reflecting theologically with him/her on his/her professional experience. If such a mentor cannot be found among the theology faculty, a teacher or administrator with teaching experience in another discipline may be named. Designated mentors will attend a Mentor Formation Weekend at Notre Dame (July 10-13, 2014) to prepare for the two-year experience. Beginning in August 2014, the Echo theology teacher would meet regularly and in an ongoing way with his or her mentor to discuss professional development and engage in theological reflection related to the Echo teacher s experiences within the classroom. The process of theological reflection would be introduced at the Mentor Formation Weekend in July. Education: The Echo theology teacher would work toward a master s degree in theology from the University of Notre Dame over the course of three summers. The first two summers would involve coursework, while the third is dedicated toward comprehensive exams. The theology degree would include extensive emphasis on theological content and pedagogy, including classroom management, pre-adolescent and adolescent development, procedures for assessment, and curriculum and instruction. Likewise, the degree from the Department of Theology would capitalize on a particular specialization of the M.A. program in the intellectual formation of theological educators at Catholic schools throughout the United States. Professional Development: After the first month in the classroom, the Echo theology teacher would develop a Teaching/Learning Covenant, in consultation with his or her mentor, outlining the theological needs of the Department, as well as his or her own intellectual, spiritual, and professional goals. The Echo theology teacher and mentor would engage in an ongoing assessment process of the teacher facilitated by Echo and introduced at the Mentor Formation Weekend mentioned above.

4 III. Rationale for Proposal 1) Discipline Competency in Theology: Sociologists of religion have documented the religious illiteracy, including among adolescents, prevalent in the United States. To respond to this reality, teachers of theology must receive a robust intellectual formation in the various sub-disciplines of theology including systematics, history of Christianity, biblical studies, spirituality, and ethics. The best way to achieve this degree of discipline competency is through a master s level education from a department dedicated to the formation of high school teachers and ecclesial leaders on a national level. 2) Cultivating a Theological Pedagogy: The astute theological educator does not simply purvey information without awareness of one s audience. Rather, the educator knows the developmental capacities of his or her students; the teacher is able to draw analogies faithful to the theological tradition that promote learning; the teacher has mastered certain classroom competencies and assessment practices. A program that facilitates this level of pedagogical formation, while providing a mastery of the discipline of theology, would offer something distinctive in the United States. 3) The Teacher as Witness: Theological educators are not simply fulfilling cognitive objectives in the act of teaching. Rather, the theology teacher is a witness to the truth, goodness, and beauty of faith in the Catholic theological tradition in every action both within and outside of the classroom. In this way, the theology teacher is a kind of witness to the faith, incarnating what is learned in the classroom into a way of life. Insofar as the educator receives a holistic formation into the Christian life, then he or she will become a more effective theological pedagogue. 4) Parish Culture and School Culture: As Echo has learned throughout its ten-year history, there is often a significant gap between the catechetical life of the parish and the school. By training some Echo participants as theology teachers in Catholic schools and other Echo participants as parish catechetical leaders and/or campus ministers, we believe it is possible to heal a rift that has become detrimental to the catechetical and faith culture of the United States. When the parish flourishes with opportunities for faith formation across the generations, the school receives students who are immersed in the images, doctrines, and narrative of faith lived out and shared through the generations. When the school educates students in the richness of a theology and life of faith emerging from the depths of the Tradition, then the students themselves become catechists in their homes and the parish, enriching the quality of catechesis in the parish.

5 IV. Benefits to the School, the Church, and the University Participating schools will receive high-quality help from young, eager, energetic, well-educated graduate students with backgrounds in theology and engagement in comprehensive intellectual, human & communal, professional, and spiritual formation through the Echo program. It is Echo s experience that teachers and ministers alike, who undergo such holistic formation, are better able to serve as mentors to young people, perform at the highest level of professional expectations, develop collegial relationships with colleagues across generations, and draw upon the intellectual, affective, and volitional aspects of theology in the classroom. Their work will have a positive impact on the schools they serve. Students in the schools will encounter Echo theology teachers as inspiring witnesses to the intellectual, spiritual, and moral wisdom of Catholic faith. Mentors frequently report that their own teaching and/or ministry is reinvigorated through their participation as a mentor in the Echo program. Students and Echo teachers alike will contribute to the renewal of theological pedagogy, offering novel approaches for educating in faith that would benefit other theological educators in the United States. The diocese will benefit from an Echo theology teacher who not only is formed in the summer alongside those preparing to serve in parish catechetical ministry but also is trained to value and bridge these two essential apostolates dedicated to educating in faith. While theology and parish catechesis are distinct, Echo believes they can be mutually enriching for those preparing to teach or minister, since the parish and the school are two essential streams that feed into a larger vision of catechesis, necessary for the flourishing of faith and the Church in the United States. The University of Notre Dame s Department of Theology, particularly the faculty, will discover that both their research and their teaching contribute to and benefit from the insights of well-formed theology teachers. Schools may choose to continue to employ the Echo teacher at the end of the two-year period, if the school wishes and the Echo theology teacher is interested in remaining at the school. Thus, the school will receive a wellformed faculty member who can contribute deeply to the life of the school beyond the two years in Echo.

6 V. Financial Considerations Annual Cost to Echo Tuition benefit and annual Education Allowance to Echo theology teachers Room & board for annual eight-week summer stay on campus, and for two weeks during comprehensive exam preparation and completion, & graduation events Transportation, room, & board for annual Winter Workshop & Retreat each January Formation materials for program Orientation, Mentor Weekend, & five annual program retreats Written materials & interactive workshops with highly regarded professionals in the areas of community living, human development, education, professional formation, and spiritual growth Annual Cost to Partner School Having an Echo theology teacher costs the school 90% of a first-year teacher s salary, based on the scale for that year. The Echo teacher s basic stipend is $12,000/year before taxes. Health insurance for Echo theology teachers is provided by the school. Required employee contributions for single coverage are added to the Echo theology teachers basic stipend. Note: If eligible Echo theology teachers under the age of 26 choose to remain on their parents insurance during the program, there will be no cost of health insurance to the school. If, however, the teacher s parents lose their insurance during the program, the school will begin coverage for the teacher, since graduate students are required to have health insurance. Echo theology teachers are paid over twelve months. Payment for the school year begins mid-august 2014 & ends late July (Participants do not earn income during summers on-campus and benefit from receiving their first payment upon arrival in August 2014 to offset moving costs.) Payment for the school year begins in August 2015 & ends late July The middle or high school contributes to the diocese to cover the costs of housing and utilities for the Echo theology teachers. Costs vary depending on the number of Echo theology teachers living and serving in the diocese (typically four) and the cost of housing and utilities. Dioceses secure housing within reasonable commuting distance from partner schools, oversee maintenance, and determine the schools amount and time of payment toward housing and utility costs.

7 The balance goes to the Echo program at the University of Notre Dame to offset administrative costs. Invoices will be sent by the program the first of October and the first of February. Sample Annual Cost Breakdown for Partner School *Please note that the below indicates a subtraction sign $30,000 (sample first-year teacher s salary for 2014) x.90 = $27,000 (total cost to school) $27,000 (total cost to school) $12,000 (annual Echo theology teacher stipend) = $15,000 $15,000 $1000 (estimated annual cost of health insurance added to stipend amount sent to theology teacher) = $14,000 $14,000 $4,000 (approximate annual housing & utilities contribution sent from each school to diocese based on the diocesan secured housing for four Echo theology teachers. $4,000 from each school x 4 participating schools = $16,000 total to diocese for housing and utility costs. If for some reason there are fewer than four Echo theology teachers, the amount of the individual school contributions would be adjusted accordingly.) = $10,000 $10,000 (the amount to be remitted to the Echo program. $5,000 is sent to Echo in the fall and again in the spring of the school year.) VI. Partnership Details & Timeline Commitment to Partner with Echo January/February 2014 The commitment to partner with Echo for the Echo Teaching Theology initiative is a good faith agreement between the partnering diocese and the University of Notre Dame. This agreement, laid out in a formal document, includes the partner diocese s commitment to provide a primary diocesan contact to Echo and the partner schools, four potential placements for participants, qualified on-site mentors, and suitable housing at a reasonable distance from the placements. The University s Echo program, for its part, commits to providing the necessary academic, pedagogical, human and spiritual formation for participants, including a local Echo Formation Assistant to support the Echo community, and up to four qualified participants for service in the partner diocese. The number of qualified students secured by Echo depends upon the strength and depth of the applicant pool for the given year. Dioceses hoping to partner in 2014 are asked to express their intention to do so by late January or early February 2014.

8 Subsequent Confirmation of Details for Partnership with Echo Spring 2014 While partners are welcome to confirm the specific placement, mentor, and housing details when they make the commitment to partnering in 2013, these details need not accompany the January/February decision to partner. It is common practice, in fact, for partners to commit to the partnership without having determined all of the final details related to placements, mentors, and/or housing. In Echo s experience, this flexibility has allowed dioceses who are eager to partner, the ability to make a commitment to receive Echo theology teachers for the coming year while also having the additional time necessary to finalize the details needed by Echo during the spring admissions process. As a quick reference: specific participating school information is preferred by February/March, designated mentor information is requested by late March, and housing details, in particular, can be confirmed any time during the spring, and as late as June If this timeline needs to be adjusted to accommodate the schools ability to identify openings in theology, every effort will be made by Echo to do so. Timeline While Echo recognizes that the development of each partnership is unique taking into account the particular needs, timeline, infrastructure, and protocol of each partner diocese and collection of partner schools a general timeline is provided to help guide the partnership process. Again, some of the dates below can become flexible as needed. Dates in bold and italics relate directly to diocesan/school partners. Exploratory Conversations with Potential Diocesan Partners Fall 2013 Proposed Date for Diocesan Commitment to Partner with Echo January-Early February 2014 Dioceses Identify Participating Schools &, if Possible, On-Site Mentors January-February 2014 Student Applications Due to Echo January 10, 2014 Echo Staff Review Student Applications & Extend Invitations to Interview January 10-24, 2014 Echo & M.A. Theology Staff Conduct Interviews February 5-14, 2014

9 Student Admissions Decisions Announced by Echo Staff Late February 2014 Admitted Students Commitment Deadline Mid-March 2014 General Diocesan Placements Made & Announced by Echo Staff Late March/Early April Dioceses Identify Designated Mentors for Echo Theology Teachers March 2014 Specific Teacher/School & Mentor Assignments Determined by Echo Staff & Diocesan Partners, with Input from Partner Schools April-May 2014 Schools & Mentors Provide Teacher Welcome Letter to Echo Staff by June 1 Diocesan Partners Share Final Housing Details June 2014 Echo Theology Teacher & Parish Catechetical Apprentice Orientation June 8-13, 2014 Specific School Assignments & Mentors Announced by Echo Staff Echo Staff Distributes Welcome Letters from Schools & Mentors June 13, 2014 (During Echo Theology Teacher Orientation Dinner) Echo Formation Programming & M.A. Coursework June 16-August 2, 2014 Echo Mentor Formation Weekend at the University of Notre Dame Diocesan Partners & School Mentors Attend July 10-13, 2014 Echo Theology Teachers Report to Dioceses and School Placements August 2014 (Specific Dates Determined by Echo, Partner Diocese, & Schools)

10 VII. Frequently Asked Questions 1. What is the profile of an Echo theology teacher? Interest in Echo Teaching Theology has been very high, making admission into the program highly competitive. Candidates include both recent college graduates (in the last 5 years or so) with strong theology, ministry, and/or teaching experience, as well as upcoming college graduates (May 2014) with strong undergraduate backgrounds in theology and a high aptitude for teaching. The majority of applicants come from the University of Notre Dame, while a number of applicants come from a variety of undergraduate institutions, including: Christian Brothers University, Catholic University of America, Franciscan University, Loyola University Chicago, Marquette University, Seton Hall University, St. Louis University, St. Mary s College in South Bend, IN, and the University of Portland in Oregon, among others. Because Echo theology teachers will need to have immediate command of a classroom and theological curriculum in August of the first year, Echo will admit only those applicants whose history demonstrates the kind of faith, maturity, theological fluency, intellectual curiosity, adaptability, personality, pastoral sensibility, and pedagogical skill that will enable them to work effectively with and learn from middle/high school students and faculty. 2. Which open teaching positions are considered for Echo Teaching Theology? Any full-time high school or middle school theology/religion teaching positions within the diocese can be filled by Echo theology teachers. Since intentional communal living is an essential dimension of the formation program, is it preferable that all teaching placements be within the same general region of the diocese. This geographical focus allows for manageable commutes to work, easier attendance at and involvement in extracurricular activities at the schools, and adequate time at home to fulfill expectation for intentional communal living. While Echo is eager to fill open positions with faithful and passionate Echo theology teachers, the program of course respects the diocese s and each school leaders decision to fill open positions in theology as they determine is best for the school community. 3. What is the process for placing Echo theology teachers in partner schools and what opportunities for input do partner dioceses and schools have in the selection and placement process? Over the last ten years, Echo has developed a thorough recruitment, application, interview, and placement process that has proven to be very successful for its parish ministry model. Recognizing the differences involved in interviewing, selecting, placing, and preparing theology teachers, Echo has engaged in an extensive monthslong consultation with colleagues with strong experience teaching middle and high school theology, other successful teaching placement programs, with Echo alumni who

11 are successful theology teachers and theology department chairs, as well as with diocesan and school professionals with long-term experience in hiring and developing high school theology teachers. This consultation has helped Echo design an interview and placement process specifically to assess the motivations, dispositions, skills, and abilities of those interested in teaching middle and high school theology. Echo is completely committed to admitting and successfully matching teachers with partner schools to the diocese s and school s satisfaction. To this end, diocesan and school leaders are asked to complete a thorough profile of the partner school (its culture, mission, vision, demographics, leadership, faculty, theology department, student body, etc.) and of the designated mentor (his or her background, personality, teaching and mentor style, etc.). Mentors and Echo theology teachers also complete a Discernment Tool designed to assist in the matching process. The program welcomes any additional input that partner dioceses and schools would like to contribute to this process. Once admitted applicants accept their offers into the program, Echo staff and the diocesan leader overseeing the program will thoroughly review the application, school and mentor profiles, Discernment Tools, and other input shared by partner schools, before determining the best school placement of the three or four theology teachers assigned to the diocese. Our goal is to ensure that each theology teacher and partner school is well matched for a successful experience. This process has been very successful over the years and we are confident that it will serve Echo Teaching Theology as well. 4. In what kind of ongoing assessment is the Echo theology teacher engaged throughout the year? Echo theology teachers are assessed in a variety of ways during the summer at Notre Dame, including in theological coursework, personal and communal formation, and in pastoral and pedagogical training exercises. During the school year, Echo theology teachers will develop a Learning Covenant, in conversation with the designated mentor, outlining their professional goals, responsibilities, and annual development plan as a theology teacher. Echo staff and any other necessary school leaders review the Learning Covenant, offering feedback and follow-up as needed. A member of the Echo staff will visit each partner school in September and May of each year for on-site observation, a mentor and teacher meeting and assessment. The teachers and designated mentors also engage in a mid-year evaluation in January. Mentors meet regularly with Echo theology teachers and the Echo staff is always available to Echo teachers, mentors, or other school personnel to discuss the teachers progress. School leaders may also choose to engage Echo theology teachers in other standard diocesan, school, or department-based assessment processes as needed. 5. The Echo staff is happy to discuss any additional questions that arise as you and your colleagues explore this possibility within your diocesan and school community.

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