AUTHOR: Earl, Patricia Helene

TITLE: How to Glimpse spirituality During Teacher Interviews

SOURCE: Momentum (Washington, D.C.) 35 no4 30-3 N/D 2004
The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further
reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://www.ncea.org/
Patricia Helene Earl
Each year when faced with the need to add new teachers to our schools, we recognize the need to find teachers
who are well prepared academically, who demonstrate success in the classroom and who will be committed to their
students and their role as teachers. In a Catholic school, we also strive to find teachers who are committed to their
Catholic faith or who give evidence, whether Catholic or not, of being committed to faith in God and to a serious
interest in developing their spirituality.
The Sacred Congregation for Catholic Education (1982) in "Lay Catholics in Schools: Witnesses to Faith"
reminds us of the awesome task of those who teach in a Catholic school:
The lay Catholic educator is a person who exercises a specific mission within the church by living, in faith, in a
secular vocation in the communitarian structure of the school: with the best possible professional qualifications, with
an apostolic intention inspired by faith, for the integral formation of the human person, in a communication of
culture, in an exercise of that pedagogy which will give emphasis to direct and personal contact with students,
giving spiritual inspiration to the educational community of which he or she is a member, as well as to all the
different persons related to the educational community. (#24, pp. 15-16)
As administrators, whether on the diocesan or local level, we want to create schools where children not only will
learn about their faith but also will come to know and love Christ. The U.S. bishops in "Our Hearts Were Burning
Within Us" (1999) remind us: "Adult faith formation benefits children and youth. An adult faith community whose
faith is well-formed and lively will more effectively pass that faith on to the next generation" (#40, p. 13). We
cannot give what we do not have, and we depend on our teachers to integrate the Gospel message into all aspects of
the curriculum and daily events.
When I was an assistant superintendent of schools, I was responsible for interviewing all teachers who were being
hired in the diocese. I discovered how difficult it can be to engage an applicant in matters related to the practice of
faith and spirituality. I also learned that this was an area that many principals were reluctant or shy about probing,
partly from respect for this personal aspect of the applicant and partly conditioned by a secular society that makes
questions about religion taboo. I was convinced of the importance of trying to glimpse a potential teacher's
spirituality because I wanted to be sure that we were making an effort to hire teachers who were able, willing and
proud to share their faith with their students.
As part of a principals' meeting, I developed a PowerPoint presentation titled, "Interviewing Techniques Related
to our Faith: What Can I Ask about Spirituality?" The presentation was further refined for the 2004 NCEA
convention, when I presented an overview of how to approach the delicate subject of the practice of one's religion
and development of spirituality. Essentially, the topics were: When, Where, How, What and Why.
WHAT MAY I ASK?

"When and where should I ask these questions in the interview?" Although there is no standard format, first try to
get to know the person and create a welcoming atmosphere; even the offer of coffee or a cold drink can help to
establish initial rapport. You learn, over time, to judge whether to ask about religion first or last. If applicants are
nervous and shy or, in contrast, anxious to tell you all that they have done, it probably is better to ask about
spirituality later in the interview. However, it is often easy, after the preliminary sharing of basic information, to
raise the question: "So why do you to want to teach in a Catholic school?"
As the interview turns to more personal questions, it is good to think about "How" you will inquire. Four major
areas must be considered: tone, manner, response/reaction and observation.
* Tone of voice and manner are key at this point. An interview is not the Inquisition! However, it is the
administrator's opportunity to begin to know this person who might be interacting and modeling behaviors to the
students. Thus, gentle and pleasant bears more fruit than stern and dictatorial.
* Response and reaction are essential to keep the interview going. When the teacher shows a deep faith
commitment or a developing one, the interview can become a faith-sharing experience. However, when the
administrator perceives areas of conflict, lack of commitment or hesitancy, it is extremely important to pay attention

to your own response and reaction. You may decide in your mind that you cannot possibly hire this applicant.
However, this is an opportunity to be pastoral and sensitive. You may not be able to hire, but you are not there to
criticize or condemn. You may heart things you don't want to hear. Better for you to hear them than for a student or
parent.
* Observation can be helpful. Observe signs of ease and sincerity or signs of anxiety and looking to give "the
right answers." Learn as much as you can in this interview time. It may be the only meeting you have with the
candidate and it may determine whether or not you continue with them in the hiring process.
The questions of "What?" and "Why?" were considered together. We return to some key questions: "What brings
you to want to teach in Catholic School?" or "Why would you like to teach in Catholic School?" Answers will vary,
with no one answer being right or wrong. However, these answers provide insight into the person's goals and
motives.
You may be delighted with a response of total commitment to Catholic education. You hope that every teacher
believes in this. Yet, human nature and life also will elicit other responses related to discipline, order, academics-none of which are wrong. This may be an opportunity for the administrator to share the vision and mission of the
Catholic school and to observe the applicant's verbal and nonverbal reaction. This is particularly true for teachers
who come with no previous experience with Catholic education, either as student or teacher.
ASK EVERYONE

This same question needs to be asked of those who are not Catholic. Approach this from two perspectives-sensitivity to the faith and beliefs of the person, and commitment to the faith and beliefs in a Catholic school. This
question often reveals a deep spirituality within the person. Perhaps the applicant has taught in a Catholic school and
has grown to appreciate the climate and the culture that the Catholic school offers. Other times, a person is looking
to teach in a nonpublic setting and is exploring options.
Whichever background the non-Catholic brings, it is important to share expectations. Granted, Catholic schools
respect religious difference, but will the applicant feel comfortable going to Mass, leading children in morning
prayer or praying before a class? Although diocesan policy may require that those teaching religion be practicing
Catholics, how will the non-Catholic try to integrate the faith into the other aspects of the curriculum? This may
require the principal to explain expectations and then ask if the person thinks he or she would be comfortable doing
these things.
Explaining and then taking time to ask about their comfort level speaks volumes about acceptance and tolerance.
It allows the non-Catholic to see that there is room. It also allows applicants to see that while the principal has a
mission to uphold in all aspects of the school, there is concern about the applicant's comfort zone as well.
This usually opens the doors to more dialogue during the interview and, afterwards, during the school routine if
the person is hired. The important thing is not to expect non-Catholics to know all that is expected and attempt to be
an integral member of the faith community if we have not told them what this means and determined if they want to
be a part of this Catholic school community.
Once I have determined why an individual wants to join the school community, I enter into more specific
questions pertaining to the practice of the faith for those who are Catholic. Many dioceses actually require that
Catholic teachers practice their faith and not be Catholic in name only. Since it is part of the principal's role to
surround students with good examples of what it means to practice one's Catholic faith, it is important that Catholic
educators are solid role models of their faith.
However, the interview should not be a time of judgment, ridicule or condemnation. Approach the topic by asking
an open-ended question such as, "Tell me how you practice your Catholic faith." Another approach might be to ask
"HOw is your Catholic faith important to you?" Either way, the door is open for the applicant to share little or much.
If the latter, this becomes a wonderful sharing and opportunity to get to know the inner person whom you might be
considering for hire.
QUESTIONS TO ASK

One might ask:

* How you would incorporate prayer into your classroom and into your interaction with students?
* In what ways would you try to integrate our Catholic faith into other aspects of your day and in classes other
than religion?
* In what ways can you make the Mass more meaningful for your students, especially when they are the
participating congregation?
If the question about how you practice your faith produces hesitation or if the applicant begins to tell a story that
you wish you weren't hearing, this may become an opportunity to exercise more of the pastoral role that a principal
assumes. Two of the key issues that might emerge are:
* What do I do if I discover the teacher does not attend Sunday Mass or see any personal obligation to attend

Sunday Mass?
* What do I do if I discover the teacher is married, but not in a valid marriage in the Catholic Church?
You might end up offering counsel or advice about the annulment process, the importance of Mass or other
sensitive issues. The bottom line is always to try to refer the person to a priest who is able to offer the spiritual
counsel they may need.
Ultimately, while you might in one moment need to tell them that you cannot hire them, try to leave an open door,
concluding, "If at a future time you feel that you have reconciled this issue, I will be happy to meet with you and
reconsider your application." From this perspective, you acknowledge the gifts and talents of the person, you offer a
way to resolve issues and, yet, you show how important the faith, values and role modeling are for a teacher in the
Catholic school.
It is vitally important to show great gentleness and compassion in this difficult situation, while holding fast to the
principles of our faith. I have had teachers go away sad. However, many of these people have taken our discussion
seriously, reconciled differences and returned with renewed job in the practice of their own Catholic faith.
It is important to remember that the time for interviewing is an opportunity to know your teacher and for your
teacher to have some understanding of you and what is important for your Catholic school. We want to provide for
the intellectual, physical emotional and social development of our students. Thus, we ask questions to help us
determine the professional qualifications of applicants so that they can contribute to the academic excellence of our
Catholic school.
We also ask questions to help us determine the style and manner of applicants so that we can be nurturing and
caring communities that are able to meet our students' needs through a variety of teaching styles. However, we also
must ask questions about the spirituality and faith dimension of our applicants so that our schools maintain their
unique Catholic identity, which builds a school community with Christ as its center, where all members of the
school community contribute in some way to make this a reality.
ADDED MATERIAL
Sister Patricia Helen Earl, IHM, Ph.D., a member of the Sisters, Servants of the Immaculate Heart of Mary, is
assistant professor of education and director of the Catholic School Leadership Program at Marymount University,
Arlington, Virginia. She has 34 years of experience in Catholic education as an elementary and secondary teacher
and as a school principal. She served as assistant superintendent of schools for the Diocese of Arlington, Virginia
(patricia.earl@marymount.edu).
REFERENCES

Sacred Congregation for Catholic Education (1982). Lay Catholics in schools: Witnesses to faith: Boston:
Daughters of St. Paul.
United States Catholic Bishops. (1999). Our hearts were burning within us. Washington, DC: United States
Catholic Conference, Inc.
Vatican Council II. (1964). Dogmatic constitution of the church. # 39-40. In A. Flannery (Ed.) (1981) Vatican
Council II The Conciliar and Postconciliar Documents. (pp. 396-97). Northport, NY: Costello Publishing.