Quick Reference Vocation Guide

The Role of Teachers in Awakening the Vision

Teachers are called amidst already busy schedules to be more than knowledge transmitters. Students send out signals as they tackle academic and life issues. As a teacher, you have been gifted with the op- portunity to respond to your students and to touch their lives by example, by listening, and by providing meaningful feedback. The purpose of this Quick Reference Guide is to suggest ways that you can encourage vocations to priesthood, religious life, and other Church leadership without sacrificing DIOCESE OF BROOKLYN The in time needed to complete your curriculum. Brooklyn and Queens Definitions

Brother: Brothers live in religious com- are men and women, married or single. Secular Institute: Single lay men and munities. They take vows and promise to women, and also some , belong to use their talents to serve God wherever Ministry: Church service and ministry secular institutes. They make a commit- the community decides they are needed. mean the same thing. In the Catholic ment to live the “evangelical counsels” of Brothers do not get married and have Church, there are both ordained and lay poverty, chastity, and obedience. Members many different . They are not or- ministries, or ways of serving God and do not necessarily live together as a com- dained. His people. munity. Their goal is to be a transforming presence in society. Charism: Each religious community has Novice: A man or woman in the first a charism — a purpose or mission, and a formal state of joining a religious com- Sister: Sisters belong to religious commu- spirit defined by the community’s found- munity is call a novice. This state is the nities. They take vows and serve God er. For example, a religious order might novitiate and usually takes one to two according to the charisms of their commu- exist to serve the poor (purpose) in a years. nities. Sisters are not married and work in spirit of humility. Some communities many different jobs, according to the needs Ordained: enables a man to have an apostolic charism, meaning an of the religious community and/or the act on behalf of the Church through active ministry in the world. Other reli- needs of the local area. A sister in a clois- Word, Sacrament, and leadership. A bish- gious orders are contemplative, focusing tered religious community is a . op is ordained to present Christ. Priests mainly on a community life of prayer. share in the bishop’s role of representing Spouse: A man or a woman who live in a : Belonging to a secu- Christ the Shepherd. collaborate holy state of life called . They lar institute or a religious order are two with the bishop in his role as representa- take vows to love and serve God through forms of consecrated life. tive of Christ the Servant. each other for the whole of their lives. They live and work together in many dif- : A man ordained to priesthood is : Men at least 35 years old, mar- ferent places and ways, and their life to- called to serve the Church through Word, ried or single, may be ordained as dea- gether is marked by a permanent fidelity Sacrament, and leadership. An individual cons. Justice issues and advocacy for the and by an openness to children. poor are primary in a deacon’s ministry. and the Church both discern (discover) Deacons assist and preach at liturgical whether or not a man is called to become Vocation: One definition of vocation is celebrations. They may baptize, preside at a priest. Diocesan priests work mostly in God’s call to be the holy people we were and funerals, and minister in parishes. Religious order priests belong to created and baptized to be. Some people other ways. They may have jobs outside communities with particular charisms. All live out their call in priesthood, religious the Church in addition to serving as dea- priests celebrate Mass and the Sacra- life (sister/brother), family or single life. cons. ments. They may be ordained or lay ministers. The various ministries and ways of life Religious Life: Priests, brothers, or Discernment: When talking about enable people to extend God’s self-giving sisters in communities that embrace the Church vocations, discernment means the love to one another. process of discovering whether or not spirituality and teachings of the commu- God calls a person to priesthood, reli- nity’s founder call their way of life reli- Vows: Formal, public promises of pov- gious life, or other ministry. gious life. Members of these communities erty, celibate chastity, and obedience made take vows of poverty, celibate chastity, by members of religious orders are called Laity: People within the Church include and obedience. vows. The vow of poverty means that those who are ordained, those in religious members hold all things in common. The Religious Order: A community with a life, and all others, who are known as the community takes care of their needs. The particular charism, as expressed by its laity or lay people. vow of celibate chastity means that a per- founder, is called a religious order. There son promises to love all people without Lay Minster: Lay ministers may serve are religious orders of priests and broth- getting married or having sexual relations. in many volunteer or paid capacities, such ers, and religious orders of sisters. Reli- Obedience means searching for and seek- as parish administrator, youth minister, gious communities may also have lay ing to accomplish God’s will in the context human concerns committee member, associates. Some religious orders are of Scripture, the Church, and the commu- church musician, campus minister, Cath- dedicated primarily to prayer, while oth- nity. (Diocesan priests promise celibate olic school teacher, or missionary. They ers focus on apostolic (active) ministries. chastity and obedience to their bishop.) Awakening the Vision

Discernment people who are willing to answer your stu- To say “yes” to God means answering a dents’ questions about ministry. Make voca- call, rather than initiating it. The process tions a part of “ day” in your school or leading to that answer and later affirmation classroom by inviting one or more speakers to by the Church is discernment. In some talk about ministry. Have vocations resources ways, vocation discernment is similar to readily available. career planning. Both involve recognizing Support the process. Foster a classroom talents and personality traits suited to work environment in which the call to ministry is tasks. However, a vocation is more than a respected — where it is okay to consider a career. religious vocation. Integrate vocations into As a teacher, you can help your students your other lesson plans. For example, use develop openness to the possibility of priests or sisters in math story problems. In Qualities for middle school students. . . priesthood, religious or consecrated life, or language arts, use vocation questions as jour-  leadership other Church leadership. Their discern- nal topics. ment process might begin with you! openness to new ideas Eye-Openers interest in serving others How-To’s of Research reported by the United States Con- compassion Promoting Vocations ference of Catholic Bishops (USCCB) has ability to forgive Although how you promote vocations is as identified three stages of occupational decision individual as each teacher and student, the -making. Young children choose what they generosity SPARKS acronym and a list of personal might like to be when they grow up based on spirituality adult role models or idols. Around age 11, characteristics applicable to ministry may willingness to take a stand provide a starting point for developing children begin to associate occupational choic- enjoyment of challenge your own action plan. es with their developing interests, talents, and values. By the time they become juniors or Spot the signals, using the characteris- seniors in high school, young people engage in Qualities for high school students. . . tics listed in this guide. more realistic exploration of career and life liking people and relating well with them choices. Pray for the ability to see your stu- critical thinking Teachers are often role models. Reflect upon dents as God sees them. Pray in a spe- adaptability to change cial way for those students who have quali- your own call to holiness and your mission as energy/stamina ties of potential Church leaders. a Catholic educator. comfort in relationship with God As a teacher, be on the lookout for emerging Accent discovery. Encourage students to qualities that apply to Church vocations. Point care for others as well as self explore opportunities to help others at out these qualities to students, and encourage school, at home, and in the community — cooperativeness in teamwork your students to consider themselves as poten- either individually or through involvement happiness and sense of humor tial future leaders in the Church. in service projects such as working in a trustworthiness meal program or holding a clothing drive. Nurture Your Own Reach out. Even amidst the time con- Vocation straints of curriculum requirements and God invites each of us to take a lifelong of the picture. your outside the classroom, be journey. He gives everyone a unique per- open to conversation about vocations. If sonality and repertoire of talents to use in You do not have to be a priest or sister to you notice a student with gifts applicable service to God and each other. To be give students personal input on vocations. to ministry, ask if the student has ever The following questions may help you thought about priesthood or religious life. called and gifted as a teacher makes the With a student's permission, talk to his or journey one of unpredictable experiences find comfortable ways to help your stu- her parents about your observations. alongside young people. The knowledge dents discover and respond to God’s will that you share with students is only part in their lives: Keep communicating. Develop a list of Resources  Did God call you to marriage or single of a religious vocation is a pro- life? Everyone is called to a lifestyle cess involving academic, pastoral, in which he or she has the potential for and spiritual growth. the greatest possible fulfillment. Awakening  Have there been times of doubt in  How did you make the connection your teaching career? Think about the Vision between your talents and serving God what leads to doubt and what dis- as a teacher? Perhaps you tried other sipates it for you. first, or maybe you always saw  Do you see teaching as your voca- yourself as a natural-born teacher. tion? Did you always see it that  Who influenced or inspired you along way? Your students may not the way? You may have wanted to make the connection between emulate an influential teacher from their gifts and Church ministry your school days. without help.

 When you decided on a major, were  Is the call to serve as a teacher a you 100% sure? A person does not one-time thing or ongoing? The have to be positive when picking a discovery of a vocation usually major, enrolling in a seminary pro- comes about gradually and in- gram to prepare for Church ministry, cludes times of excitement, doubt, or beginning the formation program renewal, and exchange of ideas within a religious order. Discernment with others.

Resources Vision: The Annual Religious Voca- tion Discernment Guide. In a maga- Vocation Office, Diocese of Brooklyn. zine format, this annual publication con- The Vocation Office is available to arrange tains personal stories, information about speakers, talk one-to-one, and serve as an in- religious orders, and other guidance in the formation source. Contact the Diocesan process of discerning and accepting God’s Vocation Office. call to priesthood or religious life. Availa- A Future Full of Hope (1997). This voca- ble from the National Religious Vocation tion resource manual includes a video, lesson Conference, 5420 South Cornell Ave., plans, and catechetical resources for parish #105, Chicago, Illinois 60615, telephone: 1 leadership, families, elementary through high -800-328-6515 or on-line at www.visionguide.info. Vocation Office school students, and young adults. Available from the National Coalition for Church Voca- Diocese of Brooklyn Conversion, Discernment, Mission: tions, telephone: 1-8000-671-NCCV. 341 Highland Blvd Fostering a Vocation Culture in Brooklyn, NY 11207 I Can Find My Way (1991). This teacher- North America (2003). A reflection (718) 827-2454 friendly resource contains 70 laminated lesson and practical action guide for everybody e-mail: [email protected] plan cards for primary, intermediate, and jun- for whom vocations make a difference. www.dioceseofbrooklyn.org/vocations Available from the United States Confer- ior high school students; teachers’ handbook; ence of Catholic Bishops (USCCB). and video with three short presentations (one for each age group). Developed by the Ohio Conference of Diocesan Vocation Directors. Available from the National Coalition for Church Vocations, telephone: 1-800-671- NCCV.