Photo: iStock. Last week, I was delighted to join the National Association of Diocesan Advisors (Post Primary) at their annual Conference in Athlone. In my presentation, I invited the DAs to look to the future. I walked them along a familiar path, examining trends in secularisation, demographic shifts and the changing and growing demands and expectations placed on schools. But I also challenged the group to imagine what success might look like if we truly advanced Catholic education — the stated objective of every Catholic charity, patron body and educational organisation.
Imagine
What would it look like if we, for the next 5-10 years, invested heavily in our future and adequately resourced and supported school boards, school leaders and teachers facing mounting expectations and expanding demands? What if all current and future members of our BOMs were well-trained and could articulate a shared vision of the nature and purpose of Catholic education and schooling.
And what if matters related faith and ethos were the top priority at every school board meeting. What could our future look like if after 5-10 years of intensive in-service professional development and support for teachers, the quality of teaching in all RE classrooms was consistently excellent, and if all lessons were innovative and engaging. What if all Principals, Deputies and Staff were accessing regular training events focused on faith and formation.
What if all our student councils and student leaders were mission-focussed and trained in servant leadership to advance the mission statement, the charitable work and liturgical life of our schools? And what if every leadership and teaching vacancy advertised in our Catholic schools attracted a surplus of competent, compassionate, and confident Catholic teachers and leaders? Imagine all the people. And the world would live as one…
The role of the DA
Ireland has 26 dioceses, with 18 dedicated post-primary Diocesan Advisors, several of whom work across two or more dioceses. Each post-primary DA acts as the bishop’s representative for Religious Education and Catholic ethos in the post-primary schools of the diocese, with a similar position held by a DA with responsibility for primary schools in most of the dioceses. Their remit extends far beyond the ‘diocesan schools’ or those under the direct patronage of the bishop. It includes all Catholic post-primary schools — those within Catholic Trusts and those under joint patronage with the state through the Education and Training Boards.
A closer look at the expectations placed on DAs reveals a role that is both wide-ranging and substantial. They are expected to visit schools regularly, meet with RE teachers, chaplains and principals, support the teaching of Religious Education, and help schools nurture a living Catholic ethos. In many dioceses, they also play a governance role, advising Boards of Management on the appointment of chaplains and reporting annually to their bishop.
Depending on the diocese, the job description may also include producing resources for teachers, publishing newsletters, maintaining links with priests, religious and lay chaplains, and organising an annual Religious Education seminar. Ideally, the work of the DA is relational rather than administrative — grounded in presence, accompaniment and support, rather than compliance checks or report writing.
The GRACE report and systems of accountability
The landmark GRACE Report, which examined Catholic education at both primary and post-primary levels, took a particular interest in the role of the Diocesan Advisor. In one of its more strongly worded recommendations, the report stated that “the role of Diocesan Advisors needs to be reassessed” and called for DAs to be “proactive in ensuring that the Catholic ethos of schools is being upheld, that Religious Education and the statutory allocation of time is provided, and that faith formation is provided for all.”
To my ear, this sounds very much like a compliance function. I may be mistaken, but I am not aware of any other role within the wide ecosystem of Catholic education that carries such an explicit hint of accountability. The tone is unmistakable. The GRACE Report goes further, recommending that “proper systems of accountability with respect to the implementation and development of ethos in schools be put in place and proper oversight exercised by each responsible level.”
Although the creation of a framework for such ‘inspections’ is currently being undertaken by many school trusts, unlike our counterparts in the UK, we do not conduct inspections in Catholic schools. If we are serious about following the GRACE recommendations and developing a culture of accountability, then we must be equally serious about resourcing it. Accountability is expensive. It would be unfair — and unrealistic — to expect the already overstretched DAs to deliver an inspectionstyle regime on the cheap. Yet doing things ‘on the cheap’ is something of a national habit in Irish education.
Exploring the DA’s personal faith journey
The conference opened with a powerful contribution from Dr Sandra Cullen, Associate Professor of Religious Education at DCU’s Institute of Education. Dr Cullen invited participants to reflect on the sources of their own faith, the experiences that shape their ministry, and the practices that sustain them. With over 25 years’ experience in initial teacher education and a long career supporting RE teachers and chaplains, her insights set a reflective and deeply personal tone for the gathering.
Policy, advocacy and vision
In the afternoon, Alan Hynes, Chief Executive Officer of the Catholic Education Partnership (CEP), offered a wideranging overview of national developments, the evolving policy landscape, and the importance of coherent advocacy for Catholic education. His presentation highlighted the need for collaboration between dioceses, patrons, management bodies and national organisations and explored the latest draft of a new statement of vision for Catholic education. The Vision is an exciting new development being led by CEP. It is “anchored in Hope, rooted in Christ” and imagines education as a process focused on… “the development of the whole person in a community of love.”
Sharing wisdom, experience and practical resources
Day two opened with an innovative ‘sharing hub’ facilitated by Olivia Elliott and Patricia Sheridan. This collaborative session allowed Advisors to exchange practical resources, insights and experiences from their work in schools. As NAPPDA Chairperson Hilda Campbell noted, “peer to peer learning is one of the great strengths of NAPPDA, ensuring that good practice is shared and that Advisors feel supported in their ministry.”
Deepening faith with purpose and grace
The final speaker, Dr Orla Walsh, returned to the theme of personal faith, drawing on her own journey to explore how people of faith can deepen and energise their spiritual lives with intentional purpose and gifted grace. Her contribution brought the conference full circle, grounding the professional in the personal.