However hard I try to give a true picture of my personality, I meet brick walls.
I, therefore, can only but talk about myself as a priest, educator and
administrator. This mix of vocation and professions, balance out in my
judgment, through the dynamics of personal aspirations, organizational goals
and common good. It is difficult to brand myself an expert without giving off
overtones of intellectual pride.This is however, without prejudice to the fact
that a number of my professional colleagues and other distinguished people
of reputable standing have directly or indirectly shared the delight of their
encounters with me. These incredible experiences I will expand on herein.
Some have resulted from my daily and regular teachings from the pulpit,
some from classroom interactions, where I ultimately derive joy in sharing my
knowledge with students of my assigned classes in a given semester.
While others who have consulted me on administrative and other life burning
issues have never walked away disappointed or unsatisfied. Could I claim
not be spiritually resourceful and academically logical and sound to attend to issues in their varied natures.
In my life as a priest, I have known the intense nature of the commitment to the ideals of that vocation which
has to do with the conscience on the inside and with the canonical obligations on the outside. Other external
demands like duties arising from belonging to an organization or institution, come in like manner. This is exactly
how it applies to me. I come face to face with communities and people of diverse backgrounds in the course of
my ministerial duties and administrative involvement in the parish. My experience at the Office of the
Institutional Advancement, St. John's University, and my five years of teaching experience at the same
university have been avenues through which I utilize and practice the theoretical part of the four major areas
(Organizational Leadership, Policy & Politics, Management Science and Research Methodology) of study in the
Educational Leadership and Accountability program.
Proclamation from the pulpit is a difficult task. Even the fifteen years I spent training for the priesthood is greatly
challenged by the realities, which the ministry entails. But much as preaching is related to teaching, there are
obvious differences existing between that and teaching in education. Whereas preaching involves most of the
elements of teaching, it is much more. In the classroom situation, the teacher interacts with a more or less
homogeneous group unlike the congregation, in terms of age, experience, faith, education, extent of religious
commitment, socio-economic status among other elements. These elements make preaching a highly sensitive
exercise. Thus the choice of language, gesture, and in fact the culture and nature of the place, all come into the
picture. Teaching itself is a profession requiring all the training and skill, knowledge and carriage that enable for
successful classroom interaction.
The aim of this portion of the folio is for each student to demonstrate his/ her own individual expertise. The
following are the outstanding areas from which every member of the Cohort is expected to write and
demonstrate on any three, showing extended knowledge of the chosen topics:
- Areas of Expertise/ Special Interests
- In-service / Consultation / Special Teaching
- Public Information Writing
- Professional / Community Participation
- Issue Background and Briefing Materials
- Legislative Products
- Funding Proposal or Application Proposal
- Political Interest Map
|In order to justify this assignment,
I have chosen to write on the following:
|What we need most is what good teachers give students:
goals that stretch you, but that you can reach;
and real inspiration---
encouragement to keep trying no matter what.