Report on RE Cluster Meetings
A series of afternoon cluster meetings for RE Teachers in Le Chéile Schools took place at six venues around the country between April 20th and May 5th. The meetings were very well attended and in total 86 teachers were present at these very informative gatherings. The Sessions, which began with a short prayerful reflection, were divided into two parts. The first half, led by Sean Goan, was given over to a presentation followed by group discussion on the Le Chéile Trust and its implications for the schools, especially in relation to the teaching of RE. The second part was led by Lorraine Gillespie of the RE Support Service who offered advice and resources to teachers on ways of using project and journal work that would enhance the faith formation aspect of the RE programme. The feedback was very positive and the participants especially enjoyed the opportunity to share their experiences with their peers and to get to know a little more of what the Le Chéile Trust is all about.
This report is an attempt to synthesize the feedback that emerged from the discussion groups which were asked to reflect on issues regarding Ethos, RE in the schools and the role of the le Chéile Trust in the future. Pages 6-7 of the Le Chéile Charter formed the basis for the discussion.
Ethos
Across all the groups there was an awareness of the need to clarify the understanding of ethos or characteristic spirit. The Schools in the Trust are, for the most part, aware of the tremendous heritage that they have received from the Founders of the Congregations and are happy to be part of trying to ensure that the dynamic vision of the Congregations be passed on. However there is a widespread concern that the whole question of ethos might be left to the RE teachers. The fear is that ethos, instead of being central to the identity of the school, informing policy and planning , could be regarded as rather peripheral. There is a need for Boards of Management, principals and indeed the whole staff to reflect on how the ethos is lived and promoted in the day to day life of the school.
RE in the Schools
Most of the discussion was focussed on this topic and there were shared concerns throughout all of the meetings. There was an awareness of the need to review and evaluate RE policies and some expressed a desire to let the whole school know what the programme entails so that it might be more widely appreciated in the school. Many schools are following the Junior Cert Syllabus even if they are not taking the exam and a range of views were expressed on the merits or otherwise of students sitting the exam. Many teachers feel that it has made a positive contribution to the RE in the school while others fear that it has led to a diminution of the faith formation and pastoral dimensions of RE.
Great work is being done in many schools by very dedicated teachers but issues around timetabling and the employment of qualified staff still arise. While the positive contribution of many unqualified RE teachers is recognised it is not helpful if teachers are still being “gently” coerced into teaching RE.
While the enthusiasm of the teachers for their subject was obvious and even infectious there was an honest appraisal of the difficulties of teaching RE especially in the senior cycle. The rapidly changing context of Irish society and the crisis in the Church present very real challenges to teachers in offering a programme that is relevant and affords opportunities for an authentic faith development. A desire for help in this area was expressed by many of the participants. It was recognised that the Le Chéile website could furnish valuable opportunities for the sharing of resources and best practice in relation to teaching RE. Commenting favourably on the reflection at the beginning of the meeting some felt that it would be of benefit to teachers if retreat days could be organised that would address the spiritual needs of all the teachers in our schools.
An area of concern was chaplaincy. Those schools with a chaplain saw the role as vital in enhancing the pastoral and faith formation elements of the school plan. They felt a need to define the role more clearly and to ensure a shared understanding of this role among all the staff. There was also an urgent appeal from the schools without a chaplain for this situation to be addressed. It was explained that at this time the Le Chéile Trust was not in a position to fund chaplaincy but the issue would remain a priority in our advocacy work.
The Role of Le Chéile Trust
Many participants commented on the benefit of learning more about Le Chéile and what it means for the school. It was suggested that a similar presentation to the whole staff would be helpful in trying to create a sense of ownership of the process and also in allaying people’s fears in relation to it. There was widespread agreement that cluster meetings with support for teachers should continue. Others remarked on the need to involve both students and parents in the Trust and in promoting its aims. The Le Chéile Charter is seen as a very worthwhile document but if it remains unexplored by the relevant partners then it is in danger of becoming a dead letter. It is for this reason that good lines communication between the schools and the Trust must be developed and maintained. Cluster meetings for Principals, Chairpersons and Teachers should form an important part of the process, along with workshops for students on relevant topics. Once again the website can assist in the area of communication as can the Newsletter from the Le Chéile Office.
The overall feeling from the participants was positive with everyone being very appreciative of the opportunity to discuss issues of concern with their peers from other schools, while at the same time receiving practical help and encouragement in relation to their work in the classroom.
We are the very early stages of building the Le Chéile identity but the spirit of good will present at these gathering suggests that we can do much to help and encourage each other on the way to ensuring that the Le Chéile can grow and prosper.
Thanks to everyone who took part and special mention to Lorraine Gillespie whose expertise and input was greatly appreciated.
