NATIONAL BASED COMPETENCY BASED TEACHER STANDARDS
(NCBTS)
8th Key Area: SPIRITUAL GROWTH

I. INTRODUCTION
This paper discusses the Spiritual Growth as the seventh key area of National Based Competency Based Teacher Standards (NCBTS). It also shows a paradigm structure how the other key areas of NCBTS are related with each other and how they must be structured based on the understanding of the reporter. The Primitive Ego Theory of Human Social and Spiritual Development© of Stonyhill University in August 2007 is used as the theoretical based of this report to explain how Spiritual Growth is necessary as one of the key areas of NCBTS.

II. THEORETICAL BASIS
OUR HUMAN SPIRITUAL JOURNEY:
THE PRIMITIVE EGO THEORY OF HUMAN SOCIAL AND SPIRITUAL DEVELOPMENT©
STONYHILL INSTITUTE
August 2007

The Primitive Ego Theory of Human Social and Spiritual Development© (or PETHSSD©) is a post-modern theory of human social and spiritual development; a relational developmental theory, not a psychodynamic psychological theory. It assumes that without authentic spiritual growth, our human species will be unable to create a sustainable compassionate, non-violent global culture. Only when we make the commitment to intentionally grow in self-awareness will we achieve the level of self-awareness required to create sustainable, healthy and compassionate relationships with others. PETHSSD© describes in detail the evolution of human consciousness from the primitive ego of our inner-child to the enlightenment of a middlepath evolutionary spirituality. The term middlepath which is used in the Primitive Ego Theory of Human Social and Spiritual Development© is essentially the Buddhist “middle way” practice of ego emptiness and the skill of not knowing, integrated with modern psychological knowledge and insights. The middle way was a concept developed by the Buddha prior to his own enlightenment. A basic premise of PETHSSD© is that authentic spiritual growth and growth in self-awareness are synonymous. You can’t have one without the other.
Parker Palmer once said, "What transforms education, is a transformed being in the world." Every action we do inside the classroom for the benefit of our students can be considered a small act but if every educator try to do this simple act, it is a sure off that we will achieve a transformative education.
IV. SPIRITUAL GROWTH
A more 'soulful' education seeks to open the mind, warm the heart and awaken the spirit of each student. It would provide opportunities for students to be creative, contemplative, and imaginative. It allows time to tell old and new stories of heroes, ideals and transformation. A more 'soulful' education seeks to open the mind, warm the heart and awaken the spirit of each student. It would provide opportunities for students to be creative, contemplative, and imaginative. It allows time to tell old and new stories of heroes, ideals and transformation. It encourages students to go deep into themselves, into nature, and into human affairs. It values service to others and the planet. A spiritualized curriculum values physical, mental and spiritual knowledge and skills. It presents knowledge within cultural and temporal contexts, rather than as facts to be memorized or dogma to be followed. It is integrative across all disciplines emphasizing inter-relationship and inter-connectedness. It challenges students to find their own place in space and time, and to reach for the highest aspirations of the human spirit.
SCHOOL: INDICATORS
1. Provide to the community a detailed description of the Catholic character/identity of the school and its mission, including student outcome expectations.
• Publish the Mission, Values, and Student Outcome
• Indicators in publications and in poster form to be exhibited throughout the school.
• Prepare and deliver regular talks on the Catholic identity of school and the hallmarks of Catholic education to parents and alumni.
• Develop a faculty-parent committee to recommend catechetical standards and practices in the school.
• Collaborate with the diocease in implementing the diocesan standards for Catholic education.
• Prepare and implement an annual evaluation of the implementation of our mission through questionnaire and other evaluative processes.
2. Identify and preserve clear written descriptions of the school tradition of education, its major themes and standards of quality.
• Participate in the yearly orientation.
• Encourage all school’s religious people to preach a contemporary devotion to school’s patron.
• Encourage the bringing of rosary as a sign of devotion and dedication.
• Encourage vocations to priesthood and religious life.
3. Continue to provide and improve opportunities for students to express their faith in action.
• Include diocesan agencies and programs into our volunteer service program.
• Encourage more students to participate in religious programs.
• Expand the planning and opportunities for our religious activities.
• Evaluate and improve the class retreat days.
• Expand the support for the church and adapted community.
• Promote a policy of prayer at the beginning of each class.
4. Promote better identity and participation between students and their local parish communities.
• Invite local pastors to celebrate the Eucharist and reconciliation with the Carmelites.
• Provide opportunities for pastors and associates to meet with students from their parishes if they so desire.
• Encourage students to join youth groups, find ministerial opportunities and receive the sacraments in their own parishes.
5. Promote the acceptance and appreciation of diversity within the student/parent community through education and interaction.
• Continue to celebrate cultural days of remembrance with events and symbols proper to that culture.
• Sponsor speakers and educational programs dealing with issues of minority and diversity.
TEACHERS: INDICATORS
In planning the professional development program for a Christian school, special attention must go to continually promoting the spiritual growth of the staff. If there is spiritual depth and maturity in the teaching staff, there will most likely be a corresponding development of maturity evident in the lives of the students. To ignore this relationship is to ignore one of the most compelling aspects of Christian leadership.
“A student is not above his teacher, but everyone who is fully trained will be like his teacher”
(Luke 6:40, NIV).

Paul urged the Christians in Corinth, “Follow my example, as I follow the example of Christ”
(1 Corinthians 11:1).

And to the Philippians he said,
“Whatever you have learned or received or heard from me, or seen in me—put it into practice”
(Philippians 4:9).

Teachers cannot take their students to a level of spiritual development that they themselves have not experienced. Therefore, there must be a strong focus on the ongoing spiritual development of the administrative and teaching staff. The best integration of biblical values and a biblical worldview into the curriculum results from the teacher having a biblically integrated worldview and lifestyle.
The following are the indicators for teachers in practicing spiritual growth in the school for the students:
 respects the Catholic and Christian spiritual values of the students
 aids in the students’ Catholic and Christian formation
 exemplifies in his/her own actions the characteristics of Christian living
 conducts him/herself and lives in accordance with Catholic principles and doctrines and is outstanding for his/her correct doctrine and integrity of life;
 complies with the applicable Canon Law of the Roman Catholic Church

Professional and spiritual development of the teaching staff must be a continual and integral part of a vibrant Christian school.

STUDENTS: INDICATORS
 Participates in spiritual development activities with students, faculty, and staff
 retreat program,
 sacraments,
 liturgies,
 clubs,
 Mission trips and community service

 Understands, respects, and encourages awareness of various traditions of culture, race, gender, religion, and ethnicity as well as humankind’s shared heritage and environment
 Searches and shapes one’s destiny
 Tries to establish a closer relationship with God and humanity as a top priority in Life
 Strives to be a caring and responsible individual
 Supports and nurtures the needs of people in the community, nationally, and internationally using mathematical and scientific models of research
 Strives to define one’s spirituality and mission in life
 Stays connected with one’s source of energy
 Shares time, heart, and treasures with God and the world God created
 Utilizes God-given resources and gifts
 Contributes to a shared vision of creating a better world which promotes peace and harmony among societies, cultures, and nations
 Promotes living life with truth, loyalty, service, and ethical decision making in an atmosphere of academic freedom, open inquiry, and freedom of expression for all









Reflection
Spiritual Growth as defined in the discussed theory is, only when we make the commitment to intentionally grow in self-awareness will we achieve the level of self-awareness required to create sustainable, healthy and compassionate relationships with others. This definition is far from what I have known about Spiritual Growth which is something religious and towards to holiness. I learned that everything that we are hoping and wishing for the world outside can only happen if we alone will start within. A change in personal feelings, thinking and perception is a big help to change the way we see the world we live in.
Once I started Spiritual Growth inside of me, then it is the only time I can ask other people to start doing it especially with the teachers in my area. If only each of them experience self-awareness within, there will be a positive effect to the teachers within the area and these teachers will bring the influence to the students that will also experience positive changes once they see that their teachers possess the good quality of a person.
What a perfect place it to be when each teacher within an area starts self-realization through self-awareness and spiritual growth. It will be very easy for our students to adopt changes and bring all their learning at home.