Quality for All

• 1 •Quality for All

C O N T E N T S

• 3 •Introduction

• 5 •Part 1: What is quality education?

• 6 •Part 2: How can your school achieve these core values?

A set of quality indicators for Catholic schools in South Africa

• 10 •Part 3: How do you develop a plan to improve your school?

What are the advantages of a school development plan?

What processes are involved in school development planning?

How do you prepare a school development plan?

How do you construct a plan?

How do you implement and evaluate your school development

programme?

• 15 •Part 4: Appendixes to further explain quality indicators

and to assist in the school development process

• 23 •Bibliography

• 24 •Recommended reading


A C K N O W L E D G E M E N T S

I would like to thank Stephen Cole, John McCormick, br Michael Burke, Lionel

Samuels, Andrew Schofield, Marion McKay, Chris Jones, and especially Joanne

Potterton for their valuable critical comments on the text. Thank you to Carrol

Clarkson for extensive editorial support. Thank you to Marisa Van Zyl for assist-

ance in the preparation of the manuscript. I am grateful to the staff of the

KwaZulu-Natal and the Northern Cape Catholic Institute of Education regional

Offices, as well as teachers interested in quality issues, for their testing of ideas

contained in this booklet. Thank you also to the Management Team and all of the

Coordinators for their comments on the quality indicators.

Design and production by C J Graphics and Desktop Impressions

Photographs by Tracey Derrick and Mark Potterton

Published by the Catholic Institute of Education

P O Box 2083 • Southdale 2135 • Johannesburg • South Africa

Website: www.cie.org.za

© Catholic Institute of Education, 1999, second imprint 2000

ISBN 0-9584272-1-6


he Catholic Church in South Africa has a proud history in education:

Steve Biko, Trevor Manuel, Sr Bernard and Archbishop Dennis Hurley all attended

Catholic schools. Catholic schools have maintained high standards of education

against all odds. Throughout the apartheid years, and within the ever-present con-

text of a shortage of funds, the schools have provided an holistic environment,

preparing learners for life within our multi-faceted society.

Yet even in the light of its impressive track record, Catholic education in

South Africa has consistently shown its willingness to evaluate the quality of its

schools, and to seek ways of improving them. With a view to self-assessment and

development, we have produced this booklet, which contains a set of ‘quality

indicators’ to help schools improve pupil performance. The indicators will provide

answers to some of the following questions:

Introduction

T

How well are learners doing?

How well is the school led?

What role does the school play in the community?

What are the school’s strengths?

What are the areas for improvement?


D E D I C A T I O N

This booklet is dedicated to all the men and women

who have developed a quality Catholic education system

in this country.


here is much talk about ‘improving the quality of our schools’, and indeed,‘quality’ is a key concept in current educational thinking. However, there is littleagreement about what ‘quality’ means, and about how we can achieve it in ourschools.

Judith Chapman and David Aspin (1994) have grappled with some of thethorny issues in the quality debate: they have adopted a pragmatic approach, usefulfor our purposes here. Chapman and Aspin have not limited ‘quality’ to any onespecific meaning, despite extensive research, but they have identified a set of ‘corevalues’ which may be said to be typical of quality schools. Listed below are some ofthese core values, which we would like to promote in our schools:

❍ schools should be capable, democratic and just;

❍ learners should have the opportunity to acquire, apply andpractise the different kinds of knowledge, skills and attitudesthat will prepare them for life;

❍ schools should actively demonstrate concern for, and promotehigh standards of excellence in all aspects of school life, bothat an individual and an institutional level;

❍ schools should expose learners to a humane outlook on lifeand instil crucial values as an integral part of each individual’spersonal and social development;

❍ schools should develop in learners a sense ofindependence and self-worth as humanbeings, giving them confidence in theirability to contribute to society in differentways;

❍ schools should prepare learners to have aconcern for the cultural as well as theeconomic enrichment of the community inwhich they will play a part.

T

In the Catholic

school’s educational

project there is no

separation between

time for learning and

time for formation,

between acquiring

notions and growing

in wisdom

CONGREGATION FOR CATHOLIC

EDUCATION, 1998

Part OneW H A T I S Q U A L I T Y E D U C A T I O N ?


I

H O W C A N Y O U R S C H O O L A C H I E V E T H E S E

C O R E V A L U E S ?

t is the aim of this booklet to help you to promote these values in yourschool, thus enhancing the quality of education offered to learners. Following acurrently successful trend in several countries around the world, we begin by offer-ing a set of ‘quality indicators’. These indicators are intended to assist you in apractical way to evaluate the quality of the education you provide, and to highlightaspects of your school that could be improved. The indicators are the first step onthe road to self-evaluation and improvement in that they provide useful informationabout the present state of your school. In themselves, the indicators do not prescribea remedy, but they act as an early warning signal for something which may be goingwrong: they usefully identify the need for action in specific areas.

A S E T O F Q U A L I T Y I N D I C A T O R S

We have developed a set of quality indicators especially suitedto Catholic schools in South Africa. These indicators arebased on a range of international indicators, but are deeplyinfluenced by the work of the International Commission onthe Apostolate of Jesuit Education (1994) Ignation Pedagogy: APractical Approach. The indicators provide information neces-sary to answer a difficult question: how well is your schooldoing its job? You will then be in a position to draw up aschool development plan. These quality indicators should notbe seen as an end in themselves, as they can never capture orreflect the complex culture of the Catholic school. Theseindicators are just one of many approaches that can be used toreflect on the mission and purpose of Catholic schools.

Part Two

Q U A L I T Y I N D I C A T O R S

These quality indicators can be used in avariety of settings, for example in:

• the whole school;

• an individual class or grade group;

• the foundation, intermediate or otherphases of the school;

• a learning area or subject grouping.

It is important that groups discuss one or

more of the key aspects of the life of theschool and reach consensus.

Key areas

The quality indicators are grouped around nine key aspects of the life of the school:

❍ School environment

❍ Classroom environment and procedures

❍ Teaching and learning


Each of the nine key areas contains several specific quality indicatorswhich are listed in the table overleaf. You can begin to assess the quality of yourschool by grading each indicator on pages 8 and 9 as follows:

‘We’re about as good as we can get.’

‘We’re good, but we can still improve.’

‘There are a number of things that still need to be put right.’

‘We really are not getting it right yet.’

Interpreting the

quality indicators is

not always easy.

The important thing

is that the group

using the indicators

reach agreement on

the meaning

L E V E L 4 – very good

L E V E L 3 – good

L E V E L 2 – fair

L E V E L 1 – unsatisfactory

• Part Two •

Q U A L I T Y I N D I C A T O R S

The quality indicators are just one sourceof collecting information on the state of a

school. Other sources include:

• discussions with learners, staff andparents;

• questionnaires/surveys;

• reviewing school policies;

• classroom observation;

• learner achievement records.

Look at the quality indicator 2.6 ‘Classes start on time’ as an example.After some discussion teachers might feel that all of their classes do start on time andwant to rate it at level 4. However, one or two of the teachers may feel that thereare classes that begin late. The group of teachers would thenneed to agree of rating the indicator as level 3 – good butthere is room for improvement. They would complete thechart as follows:

L E V E L

1 2 3 4

2.6 Classes start on time. ✔

❍ Assessment and monitoring of progress

❍ Parental involvement

❍ Ethos (the overall tone or ‘feel’ of the school)

❍ Resources

❍ Governance and leadership

❍ Finance.

Appendix 1 offers comprehensive examples of level four goodpractice.


1

2

3

4

L E V E LQ U A L I T Y I N D I C A T O R S 1 2 3 4

School environment

1.1 The school grounds are well maintained.

1.2 The buildings, particularly the toilets, are clean and in good repair.

1.3 Classrooms comfortably accommodate the number of learners.

1.4 The school creates a safe environment for both learners and teachers (e.g. fencing and gates; security guards).

1.5 Teaching and learning takes place for the established number of days and hours per day.

1.6 Attendance and punctuality of teachers and learners is encouraged and monitored.

1.7 There is evidence that all children at the school eat at least one balanced meal per day.

Classroom environment and procedures

2.1 The time-table is drawn up well in advance.

2.2 There is enough time provided in the time-table to cover the learning programme.

2.3 Religious education is time-tabled and taught across all grades at the school.

2.4 Teachers prepare their work in advance, in line with departmental and school plans.

2.5 Teachers work collaboratively and share materials.

2.6 Classes start on time.

2.7 Class rules and procedures are clear and are followed.

2.8 Consistent discipline is applied and positive behaviour is reinforced.

Teaching and learning

3.1 Learners are encouraged to bring their own ideas and experiences into the classroom.

3.2 Learners are given the skills to collect, analyse, organise and evaluate information.

3.3 Learners are encouraged to identify and solve problems.

3.4 The school encourages effective communication in a variety of forms (e.g. linguistic, visual, oral, written).

3.5 The school promotes science and technology.

3.6 Teachers set meaningful homework tasks.

3.7 Learners are encouraged to organise and manage themselves in a responsible way.

3.8 Extra-mural activities are well-planned and well-attended.

Assessment and monitoring of progress

4.1 Teachers monitor the learners’ work.

4.2 Teachers use a variety of approaches to assess the learners’ work.

4.3 Parents are kept informed about their children’s progress.

4.4 Learners are made aware of their own progress.

4.5 The percentage of learners who drop out of school (males and females respectively) is monitored annually.

4.6 The percentage of learners (males and females respectively) who repeat each grade is monitored annually.

4.7 Teachers reflect on, and evaluate , their own practice.


L E V E L

9

8

7

6

5 Parental involvement

5.1 Parents are encouraged to participate in the life of the school.

5.2 Teachers are receptive to ideas put forward by parents.

5.3 Parents support and monitor learners’ homework tasks.

5.4 Parents are involved in fund-raising activities at the school.

5.5 Parents (both mothers and fathers) are represented, and contribute towards decision-making, on the governing body.

Ethos

6.1 There is a sense of equality and fairness in the school.

6.2 There is a sense of identity and pride in the school.

6.3 Positive relationships are established between learners, both in the classroom and on the playground.

6.4 Learners report that the teachers care about them.

6.5 Staff and learner contributions to the life of the school are recognised and praised.

6.6 Learners are encouraged to work on their own or in groups, with a motivated responsibility to do their best.

6.7 The school celebrates its religious character.

6.8 The spiritual awareness of learners in developed.

6.9 The school is involved in community projects (e.g. visiting the aged or collecting money for the poor).

Resources

7.1 School management is able to locate and obtain resources.

7.2 Textbooks and other prescribed books are available and are effectively used.

7.3 Library books, science equipment, and media centre equipment are available, well utilised, and listed in an inventory.

7.4 Teachers make their own teaching resources.

Governance and leadership

8.1 The school vision/mission is communicated to the school community.

8.2 There are policies, which are adhered to, on admission, discipline, gender, language, religious education and staff conduct.

8.3 Frequent productive staff meetings are held.

8.4 Teachers contribute to decision-making at the school.

8.5 Changes and improvements at the school are effectively managed.

8.6 The principal and leadership demonstrate professional competence.

8.7 The governing body contributes to the smooth functioning of the school.

Finance

9.1 The school has a budget which is approved at an annual general meeting of the governing body.

9.2 The school has a cheque book and receipt book, and keeps financial records.

9.3 The school’s development plan is used in allocating financial resources.

9.4 The school accounts are audited every year.

Q U A L I T Y I N D I C A T O R S 1 2 3 4


ith a responsible commitment on your partto grade each quality indicator in an honest andinformed way, you should, at this stage, begin to havea clearer perception of your school’s strengths andweaknesses in terms of the core values which wewish to promote in our schools. With this informa-tion in hand, you are better placed to address theperceived areas of weakness in your school, and inorder to do so, you need to map out a school devel-opment plan. School development planning doesnot just happen on its own: a principal, together witha small group of teachers must initiate, promote andkeep the process going. Development planningdefinitely requires the full support of the principal and governing body to legitimisethe undertaking.

Before embarking on a school development process, a school needs to askthe following questions:

❍ What are our aims?

❍ How much commitment is there to developmentplanning?

❍ Who should be involved?

❍ How long will the process take?

❍ Is there a budget for school development?

Once these questions have been dealt with in an effectivemanner, a school development process can begin.

W

Part ThreeH O W D O Y O U D E V E L O P A P L A N T O I M P R O V E Y O U R S C H O O L ?

From a Christian standpoint, the model for

human life – and therefore the ideal of ahumanely educated individual – is theperson of Jesus. Jesus teaches us by word

and example that the realisation of ourfullest human potential is achievedultimately in our own union with God, a

union that is sought and reached througha loving, just and compassionate relation-ship with our brothers and sisters.

INTERNATIONAL COMMISSION ON THE

APOSTOLATE OF JESUIT EDUCATION,1994


W H A T A R E T H E A D V A N T A G E S O F A S C H O O L D E V E L O P M E N T P L A N ?

❍ School development plans encourage the school to reflect, to be self-critical andto plan ways to improve teaching and learning.

❍ School development plans are based upon the aims and values of the school andcan help to focus attention on the children’s learning and achievement.

❍ School development planning allows the school itself to direct its own progress.

❍ Long-term visions can be achieved by means of a sequence of practical, short-term action plans which are easily understood.

❍ Development plans already in place at your school (e.g. those relating to cur-riculum and assessment, management, organisation or staff development) can besuccessfully integrated into one cohesive programme.

❍ School development plans can form the basis for constructive working relation-ships with education departments and other service providers.

W H A T P R O C E S S E S A R E I N V O L V E D ?

There are four processes in school development planning:

• Part Three •

3: I M P L E M E N T A T I O N

The school reviews its strengths and weaknesses.

The school selects priorities for development andidentifies specific targets. An action plan is

compiled to accomplish each objective

2 : P L A N N I N G

1 : R E V I E W

The school implements the action plan.

The school evaluates the success of theimplemented plan.

4 : E V A L U A T I O N

This four-part process should be understood tobe part of an ongoing cycle, so that development planningbecomes an integral part of the school programme. Thecycle is represented in the diagram opposite. ➤

FOCUS ON:

Action

Experience

External and internal contexts

Values and vision

EvaluationReflection

ActionLEARNER

Teachingand

Learning


H O W D O Y O U P R E P A R E A S C H O O L D E V E L O P M E N T P L A N ?

A crucial stage in the preparation of a school development plan is to select, throughagreement, priorities for development. Objectives need to be specified and here, too,consensus should be reached. An action plan can then be drawn up to meet theseobjectives.

In some countries, education departments suggest that the school develop-ment plan should include:

❍ the aims of the school;

❍ the proposed priorities and the time-scale;

❍ the justification of the priorities in the context of the school;

❍ the methods of reporting outcomes;

❍ the financial implications of the plan.

H O W D O Y O U C O N S T R U C T A P L A N ?

A plan for school development is best constructed the term before it is due to beimplemented. To demonstrate the procedure effectively in this booklet, we will befollowing the concrete example of a development plan which was compiled by theteachers and management of a school in the Northern Province. In the early stagesof development planning, the school used its graded quality indicators to identifyseveral areas for concern:

❍ concern about the role of Catholic schools in the province;

❍ overcrowding of the boarding school resulting in unhygienic conditions;

❍ fire risk in the boarding houses (only one exit);

❍ too few members of staff to supervise the boarders in dormitories and tosupervise homework;

❍ inadequate dining room facilities and organisation.

• Part Three •

For a development

plan to have meaning

in a school it is

important that the

prinicpal, staff, learners

and governing body

members feel that it is

their own plan.

A large proportion

of time should

therefore be allocated

to consultation and

decision-making

Some teachers felt that the school needed to:

❍ offer technical subjects;

❍ improve library resources;

❍ aim to obtain matric exemption for all students;

❍ improve information and guidance on career-choices forlearners;

❍ balance the emphasis on student achievement with that ofpersonal development;

❍ offer sexuality and HIV/AIDS education;


❍ increase student participation in sport and other extramural activities;

❍ improve punctuality and reduce student lingering between periods;

❍ encourage students to show respect for property.

With regard to organisational issues, teachers felt that the following were important:

❍ increase the parental role in their children’s education;

❍ involve parents in meetings;

❍ improve security in staff quarters in general;

❍ re-evaluate having mid-term breaks during long terms;

❍ improve the flow of information in the school.

The next step in the development programme was to establish where thepriorities lay. The team agreed upon the following priorities:

❍ establish a balance between the academic achievement and thepersonal development of each learner;

❍ improve punctuality and reduce student lingering between periods;

❍ improve the flow of information in the school;

❍ offer sexuality and HIV/AIDS education in the school.

Other issues were identified as priorities by some groups, but it wasdecided that immediate action would not be taken in these areas:

❍ overcrowding of the boarding school resulting in unhygienic conditions and firerisk;

❍ shortage of staff to supervise the boarders in dormitories and to supervisehomework;

❍ poor dining room facilities and inadequate organisation in the dining room;

❍ poor library resources;

❍ lack of parental involvement in their childrens’ education;

❍ inadequate security in staff quarters and in the school during the holidays.

Now that they had identified their priorities, the school had to map out an actionplan to realize each objective. David Hopkins, a British school improvement re-searcher, says that once the development plan is agreed, the chosen priorities have tobe turned into more detailed action plans. These plans become the working docu-ments for teachers. Priorities are subdivided into targets, which specify the tasksinvolved and who will be responsible for them. The targets and tasks establish whatis to be done. The success criteria establish the basis for judging whether the targetshave been met (see Appendix 2).

• Part Three •


Each action plan describes, preferably on one side of an A4 sheet of paper, the pro-gramme of work to be carried out, and contains:

❍ the priority contained in the development plan;

❍ the targets, that is to say, the more specific objectives for the priority;

❍ the tasks, in other words, the work to be carried out to reach each target (thesecan be in an appendix) - tasks can be specified for implementation and evalua-tion;

❍ the allocation of responsibility for targets, with time-lines, and tasks;

❍ resource implications (materials and equipment, money, INSET);

❍ the success criteria against which progress and success in reaching targets can bejudged;

❍ the dates for meetings to assess progress made.

An example of an action plan from a school development plan is to be found inAppendix 2.

H O W D O Y O U I M P L E M E N T A P L A N ?

Implementation requires support from staff and from the governing body. Monitor-ing is essential, and appointed staff should be responsible for ensuring that this occursregularly. This monitoring might show, for example, that a time frame requiresmodification.

At the conclusion of development work on a particular target area, thesuccess of implementation should be reviewed. The following questions will beuseful:

❍ Has the school development team discussed and analysed the extent of theplan’s success?

❍ What changes in practice have resulted from the plan?

❍ Has a report been prepared?

❍ What are the implications for further work?

❍ What are the implications for the school as a whole?

By this stage of the development programme, the school will again have reached the‘reviewing’ part of the planning cycle, and will need to begin the process again.

• Part Three •


The prinicipal and leadership

demonstrate professional

competence.

8.6S P E C I F I C Q U A L I T Y I N D I C A T O R

Professional principals and leaders are able to:

❍ Define the aims and objectives of the school;

❍ Give a clear sense of direction and purpose toachieve the school’s mission and inspire both stu-dents and staff;

❍ Develop, implement, monitor and review policies forall aspects of the school;

❍ Assess and review student performance;

❍ Select, manage and appraise staff;

❍ Liaise with parents, the local community and otherorganisations;

❍ Anticipate problems, make judgements and takedecisions;

❍ Plan and manage resource provision;

❍ Communicate effectively with staff, students, thegoverning body and parents;

❍ Keep up-to-date with current educational issues;

❍ Adapt to changing circumstances.


A P P E N D I X E S T O A S S I S T I N T H E S C H O O L

D E V E L O P M E N T P R O C E S S

Part Four

A P P E N D I X 1 Examples of good practice


Teachers use a variety

of approaches to assess

the learners’ work.


Teachers should:

❍ Deal with the learner’s achievement relative tohimself/herself rather than to others;

❍ Test for competence rather than for ‘intellegence’;

❍ Look for the ‘best’ rather than ‘typical’ performances;

❍ Aim to help learners to improve their performance.


The school celebrates

its religious

character.


The school develops a love for, and commitment to:

❍ Jesus Christ; the Gospel message of love; peace andjustice; and the Catholic Church;

❍ Promotes the spiritual growth of all members of theschool community through prayer, retreats, thecelebration of the Mass, and the work of the Chap-laincy;

❍ Establishes a community based on love and care forthe individual in which the Faith of the Churchgives ultimate meaning to all the community’sactivities;

❍ Understands its religious history and uses it tocultivate a distinct identity; in other words it recog-nises, sustains and evaluates its founder’s or diocesanvision;

❍ Celebrates its religious diversity through activitiesimportant to its community.


• Part Four •


he following guidelines will assist schools to develop their own missionstatement:

The formulation of a mission statement is often recommended as one ofthe stages in strategic planning. A school mission statement needs to describe thosevalues that the school community has decided are important. Developing a schoolmission statement is one way of getting the school community together to clarify acommon vision. It is a declaration of an ideal to work towards.

❍ The whole school community should be involved in drawing up the missionstatement.

❍ The whole school community needs to be familiar with the school’s missionstatement if it is to be effective.

❍ The mission statement should be evident in the school’s daily practices.

❍ The mission statement should guide policy decisions at the school.

❍ The mission statement should be displayed in public places and reproduced inschool documents.

❍ The mission statement needs to be revised occasionally.

T

P R I O R I T Y : Improve sports facilities

Targets Tasks Allocation ofresponsibility(Dates)

Resources needed Success criteria Date formeetings toassess progress

A P P E N D I X 2 Example of a page from a school development plan

A P P E N D I X 3 Mission statement development – moving in the same direction

1. Get a quotation tolevel the soccerfields and to grassthem

Contact contractors forquotes

Mrs Mona(01.06.99)

Access to telephone, stamps Funds are brought in 01.01.00

2. Plan a fundraisingstrategy

Convene a meeting of thefundraising committee

Mr Khosa(01.07.99)

R70 000

3. Co-ordinatefundraising activities

Monitor progress Mr Khosa(ongoing)

4. Level the fields Monitor the work of thecontractors

SGBChairperson

01.01.01

Refer to Appendix 4 for a blank template, which can be photocopied.


P R

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:

Targ

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Task

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A P

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4

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A mission statement should be inspiring. The mission statement can be generatedfrom a discussion of the following six questions:

❍ Who are we – what is our identity?

❍ What are the basic social and political needs we fulfill?

❍ What should we do to recognize and respond to these needs?

❍ How should we respond to our key stakeholders?

❍ What is our philosophy and what are our core values?

❍ What makes us distinctive or unique?

• Part Four •

A development plan should include:

❍ the school name;

❍ a description of the school;

❍ the school vision and mission statements;

❍ a list of priorities identified with implementation dates and costing;

❍ action plans for each priority.

A S U G G E S T E D P R O C E S S

Work in grade groups. Study the sheet of quality indicators on pages 8 and 9.

The quality indicators are grouped around nine key aspects of the life of theschool:

❍ School environment

❍ Classroom environment and procedures

❍ Teaching and learning

❍ Assessment and monitoring of progress

❍ Parental involvement

❍ Ethos (the overall tone or ‘feel’ of the school)

❍ Resources

❍ Governance and leadership

❍ Finance.

1

A P P E N D I X 5 Additional resources for creating a development plan


• Part Four •

Think of things that come to mind when you think of a broad overviewof your school.

Rate the each key area using the quality indicators using four levels.

A reporter from each group should record the outcomes of its discussion.

Rank the things or priorities you want to change at your school from themost important to least important. Try and get agreement in your group.

Come together as a workshop. Share your groups priority lists. Now, asa school group, try and get agreement on the things you would like tochange as a school.

Identify the two most important priorities you want to tackle as a schoolin the next year. Develop an action plan for these priorities.

THINK BIG

START SMALL

Big ideas are very good,

but it’s important to

tackle manageable

tasks first to get the

process of change

going

3

4

2


• Part Four •

Today we gather.Meeting together to considerWhere we standand who we are.

We come to order ourselvesinto a new sense of order according toour progress from the last gathering tothis one.

Be with us, O God,in this space and timeas we affirm and shape the changesin our understanding of the Way.

We desire not to fly apartin garish fantasy of visionbut rather to move the boundariesthat we have set beforein order to encompass and embracethe living and breathing growthof each and all.

We work in prayer and dialogue.In going back to see where we havebeen, we steady ourselvesfor the journey forward today.

We are hereto reconcile all that we were,our trust ... our hopelessnessour joy ... our despairour confirming ... our betrayalto offer a farewell to thosedeparted

A P P E N D I X 6 Two meditations

and to welcome those who are newlycome.

To confess, absolve, reconcile, renew.To be all that we can be.

To set a firm pathway that is possible.Possible for us to walk until we meetagain to reassess the journeyand again set firm a pathway.

Each step along the way we clear thestones and obstacles,healing and refreshing each other.We listen openly to each tale of traveland hear each one’s proposal for thetime ahead.

Knowing you are here, God,We are freer in our interaction,more daring in the sharing of ourpersonal visions,loving in our confrontation,deeply silent in consideration andaccepting in the choices that for a littlewhile will help us to define our ac-tions until broader definitions draw uson.

In this your presence,we meet to order ourselves anew,to consider where we stand and whowe are.

Today we gather.

1

SOURCE UNKNOWN


Above all, trust in the slow work ofGod.We are quite naturally,impatient in everything to reach theend without delay.We should like to skip the intermedi-ate stages.We are impatient of being on the wayto something unknown,something new.And yet it is the law of all progressthat it is made by passingthrough some stages of instability...and that it may take a very long time.

And so I think it is with you.Your ideas mature gradually;let them grow, let them shape them-selves,

without undue haste.Don’t try to force them on, as thoughyou could be todaywhat time (that is to say, grace andcircumstances acting on your owngoodwill)will make tomorrow.

Only God could say what this newspirit graduallyforming within you will beGive our Lord the benefit of yourbelievingthat His hand is leading you,and of your accepting anxiety of feelingyourselfin suspense and incomplete.

PIERRE TEILHARD DE CHARDIN, SJ

2

• Part Four •


B I B L I O G R A P H Y

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Quality for All

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