3.2 The Evolving Role of a Catholic Educator

The Ontario Catholic Secondary Religious Education Policy Document (2016) presents a vision of education that goes beyond academic achievement. It emphasizes holistic development with deep teachings focused on Christ. What stood out to me most in the introduction and curriculum strands was how deeply the goals of religious education are embedded in forming not only well-rounded students but disciplined students who live with purpose, love, and faith. We are shown the five big ideas of religious education: Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, and Family and Community. These ideas serve as a foundation for integrating Catholic values across all subject areas, not just religion classes.

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As an art teacher, I find this integration both challenging and exciting. The goals of the curriculum enable educators to grow with students in their faith development. This means helping students connect their creativity to deeper questions of identity, purpose, and social responsibility. It’s about creating safe environments where faith can be expressed in diverse and meaningful ways, through storytelling, symbolism, or reflections on social justice, community, and the environment.

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The section on the “new evangelization” (pages 9-10) particularly resonated with me. The Church asks us to respond to a shifting cultural landscape, where many young people no longer experience faith through regular church attendance. The teacher's role is now filled with more advocacy than before. We are not just Teachers of our profession, we are called to be witnesses, modelling Christ-like compassion and creating relationships grounded in dignity and care.

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Since the inception of the first Catholic schools, the teacher's role has shifted dramatically. In the past, religious instruction may have focused more on rules and catechism. Today, the emphasis is on personal encounter, dialogue, and accompaniment. Even compared to when I was in school, I’ve seen how the approach has softened. Teachers today must bridge the gap between the Church and students by embodying what it means to be part of a living, breathing faith community. For many students, school may be the only place where they experience the values of the Gospel in action. The commitment to faith right now in students is significantly low and different from when I was in high school. Our jobs as catholic educators are to help guide our students in faith.

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This new evangelization also aligns with Pope Francis’ call for a “culture of encounter.” As Catholic educators, we must engage with students in a faith-based environment to impact them culturally, emotionally, and spiritually. That could mean exploring social justice through the arts, offering a space for lament and healing, or opening dialogue about faith and doubt. Our role is not to force belief, but to plant seeds of love, curiosity, and hope.

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Overall, I recognize the responsibility I hold, not only to deliver curriculum but to create a classroom where faith is alive and relevant. This is a commitment that must be approached with humility, intention, and deep care for our faith embodied within us.