National Directory



on their achievements as well as further development needed. d. Submit a written assessment of the student’s level of achievement in the course, as well as any area that may require further growth. e. Participate whenever possible in the formation community’s life and prayer, discussions, and in-service programming. f. Be familiar with and experienced in adult learning processes and a family perspective in class preparation, presentation, and assignment. 292. Professors should expect assistance from the director of formation in the following areas: a. An orientation to the following: i. The dimensions in diaconal formation: the formation process, including philosophy, mission, formation goals, and doctrinal understanding of the identity and mission of deacons ii. The personal, ministerial, and academic background of current aspirants, candidates, and deacons b. In-service programming that includes the following: i. Vatican documents on deacon formation, such as Basic Norms for the Formation of Permanent Deacons and Directory for the Ministry and Life of Permanent Deacons ; the Instruction on Certain Questions Regarding the Collaboration of the Non-Ordained Faithful in the Sacred Ministry of Priest ii. The National Directory for the Formation, Ministry, and Life of Permanent Deacons in the United States iii. The role of pastoral assignments in the academic curriculum and assessment c. Equitable compensation/stipend based on travel to and from the formation site, course preparation and grading, and participation in evaluation sessions and meetings, student conferences, and in-ser vice programming—the basic criteria in determining a just stipend are the level of a professor’s academic credentials and experience, together with the time commitment in preparing, teaching, and counseling participants d. An educational environment that includes proper equipment, classroom space, and materials

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