Saying yes to inclusion: an evaluation of a Catholic teacher preparation programme

Abstract

A Catholic university and local diocese partnered to address the shortage of teachers in Catholic schools and to train educators with skills to meet the needs of all learners. The Academy of Catholic Teaching (ACT) programme is based on the three pillars of the University Consortium of Catholic Education: education, community, and spirituality. Based on a two-phase evaluation of the pilot programme, partners reported increased faith-based integration, coaching and mentoring support, and research-based, inclusive practices. This article is an analysis of the ACT End-of-Program Evaluation which identified six emergent themes: coaching, collaboration, community engagement, coursework, spiritual opportunities, and programme improvements.