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Employment Opportunities Adjunct Teacher description To apply to be a SOLT Missionary Volunteer Instructor, click here ! Dean job description

The Classics concentration at John Paul the Great College is a deepening of the student's natural desire for the truth. OUR CLASSICS CONCENTRATION Download as PDF “A cultivated intellect, because it is good in itself, brings with it a power and a grace to every work and occupation which it undertakes.” (St. John Henry Newman ) Classical education seeks to form the whole person, to dive deep into the best of what humanity has offered us throughout the ages. Our Classics program is for the students who are interested in what it means to be human. From Latin, philosophy, and history to biology, mathematics, and fine arts, our students will have gained a well-rounded view of the world in which they live. An expansion of our liberal arts core, this concentration develops free persons passionate about seeking truth. This empowers them to have great influence in any field they decide to pursue. Course Sequence August Program: ENED101 PCE Outdoor Leadership Adventure Pre-College English Intensive Semester 1: HUM101 TRIV101 THEO101 PHIL101 LATIN101 SCI101 Greco-Roma n Roots of Western Civilization Grammar The Word of God Introduction to Philosophy Latin: Elementary I Biology I Semester 2: HUM102 TRIV102 THEO102 MATH101 LATIN102 SCI201 Middle Ages to Enlightenment Logic Theology of Christ and the Sacraments Euclidean Geometry Latin: Elementary II Biology II Summer Internship Semester 3: HIST101 ART/MUS201 THEO201 PHIL102 LATIN201 MATH201 World History and Geography Art or Music Appreciation The Life of Grace Philosophy of Nature and Man Latin: Intermediate I Euclidean Geometry II Semester 4: HUM202 THEO202 PHIL201 TRIV201 SCI102 ENG260 Belizean Studies Theology of the Body Ethics Rhetoric Astronomy Modern Literature Total Credits: 73

Workshop 4 Final Causality Fr. James Brent, O.P. – The Thomistic Institute CLICK TO PLAY VIDEO WEEK 7 1. Final Causality Objective: Educators will interpret natural events as directed toward an end. • All things of nature act for the sake of an end • The four ways something is said to be a cause - material, formal, efficient, final • Three senses of the term “end” – intention (only rational things), terminus of action, the perfection of the thing WORKSHEET WORKSHOP 4 OUTPUT Workshop to be completed by participants outside of the formation setting within two weeks of completion of the workshop. Have you ever seen wasps building a nest or a bird calling for a mate? Take a few minutes to study something in nature, ie., a bird, gecko, or plant. Is it acting in accord with its nature? Is it acting toward its final end, to live long and reproduce itself? Describe what you see it doing and whether its actions seem random or directed toward its specific final end. OUTPUT ASSIGNMENT

All students at John Paul the Great College receive a liberal arts education from the Core curriculum. Hierarchically structured, students build on their knowledge each semester. THE CORE CURRICULUM John Paul the Great College’s liberal arts core comes from a distinguished tradition and is reflected in a carefully designed, chronologically and disciplinarily integrated curriculum that is required of all students. This curriculum challenges students to think far beyond what seems easy, to stretch themselves in new areas of learning to discover their human potential, and to become fully educated. Robert Hutchins once wrote: The liberal arts are not merely indispensable; they are unavoidable. Nobody can decide for himself whether he is going to be a human being. The only question open to him is whether he will be an ignorant, undeveloped one, or one who has sought to reach the highest point he is capable of attaining. The question, in short, is whether he will be a poor liberal artist or a good one. Liberal education addresses the whole of life enabling one to live well in the midst of family, church, and society. By attaining it, students gain an appreciation of all that life offers and develop their physical, intellectual, and spiritual capacities. 49 CREDITS: HIST101 World History & Geography HUM101 Greco-Roman Roots of Civilization HUM102 Middle Ages to Enlightenment HUM202 Belizean Studies TRIV101 College English I (Grammar) TRIV102 Logic TRIV201 Rhetoric THEO101 Word of God I THEO102 Christ & the Sacraments THEO201 Life of Grace THEO202 Theology of the Body MATH101 Euclidean Geometry ART/MUS201 Art or Music Appreciation PHIL101 Introduction to Philosophy PHIL102 Philosophy of Nature & Man PHIL201 Ethics ENED101 Outdoor Leadership Adventure

Workshop 9 The Mission of the Family The Knights of Columbus CLICK TO PLAY VIDEO WEEK 19 1. The Catholic Family in the Post-Christian World Objective: School staff will be reinvigorated to live out the Christian life in their schools and families. • The post-Christian world • The beginning of the apostolic age • What the Catholic family should expect in today's world WORKSHEET WORKSHOP 9 OUTPUT Workshop to be completed by participants outside of the formation setting. 80% of all worksheets and outputs are necessary for completion of program. Explain in a couple sentences what you believe to be the specific role of a Catholic family in today's world. Illustrate with specific differences between Catholic and non-Catholic families. OUTPUT ASSIGNMENT The library Want to learn more? Check out these resources for this week's workshop! Catechism of the Catholic Church: II. The Family and Society 2207 The family is the original cell of social life. It is the natural society in which husband and wife are called to give themselves in love and in the gift of life. Authority, stability, and a life of relationships within the family constitute the foundations for freedom, security, and fraternity within society. the family is the community in which, from childhood, one can learn moral values, begin to honor God, and make good use of freedom. Family life is an initiation into life in society. 2208 The family should live in such a way that its members learn to care and take responsibility for the young, the old, the sick, the handicapped, and the poor. There are many families who are at times incapable of providing this help. It devolves then on other persons, other families, and, in a subsidiary way, society to provide for their needs: "Religion that is pure and undefiled before God and the Father is this: to visit orphans and widows in their affliction and to keep oneself unstained from the world."12 2209 The family must be helped and defended by appropriate social measures. Where families cannot fulfill their responsibilities, other social bodies have the duty of helping them and of supporting the institution of the family. Following the principle of subsidiarity, larger communities should take care not to usurp the family's prerogatives or interfere in its life. 2210 The importance of the family for the life and well-being of society13 entails a particular responsibility for society to support and strengthen marriage and the family. Civil authority should consider it a grave duty "to acknowledge the true nature of marriage and the family, to protect and foster them, to safeguard public morality, and promote domestic prosperity."14 2211 The political community has a duty to honor the family, to assist it, and to ensure especially: - the freedom to establish a family, have children, and bring them up in keeping with the family's own moral and religious convictions; - the protection of the stability of the marriage bond and the institution of the family; - the freedom to profess one's faith, to hand it on, and raise one's children in it, with the necessary means and institutions; - the right to private property, to free enterprise, to obtain work and housing, and the right to emigrate; - in keeping with the country's institutions, the right to medical care, assistance for the aged, and family benefits; - the protection of security and health, especially with respect to dangers like drugs, pornography, alcoholism, etc.; - the freedom to form associations with other families and so to have representation before civil authority.15 2212 The fourth commandment illuminates other relationships in society. In our brothers and sisters we see the children of our parents; in our cousins, the descendants of our ancestors; in our fellow citizens, the children of our country; in the baptized, the children of our mother the Church; in every human person, a son or daughter of the One who wants to be called "our Father." In this way our relationships with our neighbors are recognized as personal in character. the neighbor is not a "unit" in the human collective; he is "someone" who by his known origins deserves particular attention and respect. 2213 Human communities are made up of persons. Governing them well is not limited to guaranteeing rights and fulfilling duties such as honoring contracts. Right relations between employers and employees, between those who govern and citizens, presuppose a natural good will in keeping with the dignity of human persons concerned for justice and fraternity.

If you would like to donate online to John Paul the Great College, use this online form through the Society of Our Lady of the Most Holy Trinity (SOLT), of whom JP is a mission. Local Bank Transfers Local Donations can be processed through Heritage Bank: John Paul the Great College - Account Number: 7141138 Please email notice to admin@jpii.edu.bz . DONATE THROUGH SOLT When you donate from the USA, please use the Society of Our Lady of the Most Holy Trinity's (SOLT) donation form shown below to ensure your donations are tax-deductible. If you experience issues, have questions, or would like to process your donation by phone, please call Mauricio Romero, Director of Development, at +1 (361) 654-0054

CATECHETICAL INSTITUTE CATECHETICAL INSTITUTE CATECHETICAL INSTITUTE Workshop 7 A Foundational Vision: Theology of the Body David Hajduk, PhD – Adjunct Professor of Moral Theology CATECHETICAL INSTITUTE WEEK 18 1. Back to the Beginning Objective: Teachers will distinguish divine intentionality in the order of creation, especially relating to sexuality. • The meaning behind human life, love, marriage, and sex • The intentionality behind God’s creating WORKSHEET CATECHETICAL INSTITUTE WEEK 19 2. The Universal Vocation to Love Objective: Teachers will recognize their freedom to choose to love well. • We are set apart from other creatures in that we have freedom to choose what to do with our lives, with our bodies - we are responsible for how we act • Humans are set apart by our capacity to love, because love requires the freedom to choose to love WORKSHEET CATECHETICAL INSTITUTE WEEK 20 3. Understanding the Gift of Ourselves Objective: Educators will evaluate the importance of self-mastery in order to love fully. • “Man is person precisely because he possesses himself and has dominion over himself. Indeed, inasmuch as he is master over himself, he can ‘give himself’ to another.” • We cannot give of ourselves to another if we are not in control of ourselves, and seeing both ourselves and the other as worthy of being a gift • Self-mastery is essential to be able to love and be loved WORKSHEET CATECHETICAL INSTITUTE WEEK 21 4. Love versus Lust Objective: Teachers will judge every person as valuable, with both a body and soul worth self-sacrificing love. • We are called to be loving, to be in communion with others and with God, and to give of ourselves in a self-sacrificial love that seeks the good of the beloved • Every person is a composite of body and soul, but lust is seeing the other only through their body WORKSHEET CATECHETICAL INSTITUTE WEEK 22 5. Speaking the Language of God’s Love Objective: Educators will discuss the importance of using our bodies to reflect our values. • Our bodies are meant to communicate God’s love to others • Sexual union must be an act of pure, self-giving love • The unitive and generative aspects of the sexual act are both necessary in signifying the truth of God’s love • Without either the generative or unitive aspects, the sexual act becomes one of use and not pure love WORKSHEET CATECHETICAL INSTITUTE WEEK 23 6. Salvation Awaits Us Objective: Teachers will employ practical ways of giving of themselves, rather than taking. • Threefold concupiscence, love of the world, lust of the flesh, and the pride of life, all incline us to take rather than give away • Practical tips on how to become pure of heart and practice giving rather than taking • The call to love through the goodness of our bodies as a total sacrifice for the other WORKSHEET CATECHETICAL INSTITUTE WEEK 24 7. Our Bodies are the Lord’s Objective: Teachers will identify the harm of pornography and masturbation, devising how to best love and help those who struggle with an addiction. • Chastity is not merely saying “no” to a long list of things, it is saying “yes” to the plan of God, in which sex and our sexuality are sacred • The epidemic of pornography especially among the young • Pornography, masturbation, and other sexual sins make us slaves to our passions and don’t give us true happiness • How to minister to students struggling with sexual temptations WORKSHEET CATECHETICAL INSTITUTE WEEK 25 8. Our Identity as Children of God Objective: Teachers will strategize how best to assist students experiencing same-sex attractions in living chaste lives through recognition of the beauty of the natural law. • Same-sex attraction is a normal stage of adolescence • All sexual perversions should be recognized as sins • How to explain the truths of our human nature in a loving way to those struggling with same-sex attractions WORKSHEET

Workshop 2 On Morality, Character, and Relationships Bishop Robert Barron – Doctor of Sacred Theology CLICK TO PLAY VIDEO WEEK 7: 1. On Morality, Character, and Relationships Objective: Teachers will act, and expect others to act, in a manner consistent with their beliefs. • The call of all to act out our beliefs. • How to recognize the holistic nature of the moral person. • Understanding the human person as both body and soul. WORKSHEET WORKSHOP 2 OUTPUT Workshop to be completed by participants outside of the formation setting. 80% of all worksheets and outputs are necessary for completion of program. How did you previously value someone's actions versus their belief? Did one seem more important than the other? Has this workshop helped you understand better the actions of gnostics who attempt to justify themselves through a division of body and soul? Write a short essay on the above questions. OUTPUT ASSIGNMENT

Workshop 10 The Preventive System of John Bosco: Teaching Values and Virtues Fr. Lou Molinelli, S.D.B., M.A. in Education CATECHETICAL INSTITUTE WEEK 28 1. The Life of Don Bosco Objective: Teachers will illustrate Don Bosco’s powerful and successful witness of love through his four-pillar system of education. • “Train up a child in the way he should go, and when he is old he will not depart from it.” – Proverbs 22:6 • Helping children grow through discovering and utilizing their talents • Don Bosco always placed his students’ needs above his own WORKSHEET CATECHETICAL INSTITUTE WEEK 29 2. The First Pillar: Reason Objective: Teachers will assess the benefits of leading students to knowledge through reason rather than fear of punishment. • Repressive system versus the preventive system of education for children • The preventive system of reason, religion, and loving kindness • Becoming a loving school leader by making rules clear, manageable, and always leading by example WORKSHEET CATECHETICAL INSTITUTE WEEK 30 3. The Second Pillar: Religion Objective: Teachers will compare their role as that of a servant in fulfilling the needs of the student. • Educators must be ready to sacrifice all for the students • “The young are our masters, we are not theirs” – Don Bosco • We cannot give to the young what we don’t have, if we don’t live out our vocation in every aspect of our lives we will undermine all our efforts WORKSHEET CATECHETICAL INSTITUTE WEEK 31 4. The Third Pillar: Loving-Kindness Objective: Teachers will formulate how to choose to love even the most difficult students. • “Loving-kindness” is love that is willed, a free choice to love • Educators must be the center of loving-kindness for all students • How to handle students with troubled home lives or behavioral issues WORKSHEET CATECHETICAL INSTITUTE WEEK 32 5. Loving-Kindness Through Active Presence and Accompaniment Objective: Teachers will discuss how students learn best when known and accompanied by their teacher. • “There is no way of giving the truth without giving oneself.” • Getting to know the students despite difficulties will open students to a greater ability to learn • Encountering and engaging with our students in a personal way means getting to know their struggles, concerns, and anxieties, as well as what brings them joy and excitement. • “Love what they love, and they will love what you love.” WORKSHEET CATECHETICAL INSTITUTE WEEK 33 6. Discipline Objective: Teachers will distinguish between Don Bosco’s methods for disciplining and punishing students for misbehavior. • Punishment versus discipline • How to make discipline most effective • Ensuring a good relationship with all students from the beginning before discipline is necessary • “Discipline” (which connotes an element of training or forming a person to behave in a certain way, as opposed to simply making him/her feel guilty for acting wrongly) expresses this way of helping children see that because we love them and want the best for them, we must help them take steps to reform their ways. WORKSHEET

Program In order to provide a cohesive and comprehensive education to the youth of Belize, the VALUES program is essential for ensuring all teachers are working together to instill the values and integrity for our future leaders. The VALUES program is designed to introduce key principles and teachings of Christianity to educators at Catholic schools over the course of five academic years. Each formation consist of an opening prayer, an introduction to the day’s topic by a mentor, a ten to twenty-minute video on the week's subject, thirty minutes of small group discussion of the topic led by the mentors, and completion of key questions relating to the video and topic. Educators are encouraged to question and discuss the materials in order that they may come to fuller understanding of the topic and practice their critical-thinking and debate skills. MENTORS Values classes rely on school mentors to introduce the videos, facilitate group discussions and discovery, and walk with educators during their VALUES journey. Mentors are chosen because of their proven integrity and leadership skills, as well as because of their willingness to sacrifice for the sake of others in the school community. Check out our mentor guide!

JOB DESCRIPTION OF THE DEAN The Dean of John Paul the Great College, by serving as the lead executive, is necessarily the school’s lead missionary disciple and teacher. While cultivating a vibrant and transformative Catholic culture on campus and in the larger community, the Dean guides the overall operation of the school in fidelity to the Catholic Church and ensures the delivery of a classical Catholic liberal arts education. Qualifications: Master’s degree or Extensive administrative or educational experience. Fluency or familiarity with Spanish is preferred. Experience with or openness to the Liberal Arts. The practice of the Christian Faith. Emotional maturity and a deep openness to Communion with staff and students. Prudent radicality. LEAD MISSIONARY DISCIPLE The chief role of the Dean is to instantiate the school’s distinctive mission rooted in the Catholic faith. The school leader acts, in conjunction with the Chancellor, as a spiritual leader for the school, seeking to live a life of Christian discipleship as a model for teachers and students, while providing opportunities for the entire community to grow more deeply in faith and prayer. THE DEAN ● Promotes the mission of the school by leading all members of the community to “an authentic encounter with the Way, the Truth, and the Life;” ● Demonstrates an ongoing effort and plan to form self, teachers and support staff, and students as disciples of Jesus Christ; ● Ensures that everything taught and done at John Paul the Great College is in conformity with Catholic beliefs and supportive of Catholic mission; ● Cooperates with the Chancellor and Pastor to communicate the Catholic vision of education to parents and form them in this vision; ● Encourages formative experiences for students and members of staff; ● Collaborates with partners in mission, especially Church entities at the parish and diocesan level; ● Communicates with others with prudence, transparency and respect. LEAD TEACHER AND LEARNER Through engaging students in a profound dialogue with the greatest thinkers in the history of Western civilization and by promoting an authentic Catholic culture on campus, John Paul the Great College forms the person intellectually, spiritually, and morally. By encouraging and partaking in this dialogue, the Dean brings teachers and students to a deeper knowledge and love of reality, building a community oriented toward the One who is Truth, ultimately leading to the beatific vision. THE DEAN ● Stewards the vision for Catholic liberal arts education and confirms it is aligned with the Church’s understanding for the holistic formation of the human person in the Catholic intellectual tradition; ● Assesses course outlines and supervises the selection of curricular materials; ● Provides or coordinates professional development for teachers and support staff; ● Supervises the implementation of Board-approved curriculum; ● Assists in the process of providing accommodations for the needs of students; ● Works with others to develop, implement and celebrate a distinctly Catholic culture through the primacy of the Eucharist, prayer, devotions, music, artwork and celebrations of feasts; ● Engages government and external partners; ● Promotes student life, community service, and social outreach. EXECUTIVE LEADERSHIP It is the responsibility of the Dean to collaborate with the entire school community in close dialogue with the Chancellor and parish team/local board to effectively manage and align the school’s systems, operations, and resources to fulfill the mission of transformation through education. The Dean: ● Reports to the Chancellor (the Board Chair) who ensures mission fidelity. The Chancellor, in turn, reports to the Pastor of Our Lady of Mount Carmel Parish; ● Serves as a voting member of the Board of Directors; ● Screens for mission-alignment while coordinating the hiring process; ● Assigns the teaching of classes and other duties to well-suited members of staff; ● Suspends and dismisses teachers and staff, when necessary; ● Informs the Chancellor and Board of key issues and events, especially those that pose challenges and opportunities for the school’s distinctive Catholic liberal arts identity; ● Oversees school systems and operations including: ○ Daily operations ○ Student discipline ○ Student and staff recruitment ○ Scheduling ○ Chair faculty and staff meetings ○ Maintenance of records ○ Implementation of college handbook ○ Monitor student and staff conduct and performance ○ Communications ○ External relations ○ Commencement ○ Alumni relations ○ Development work ○ Program assessment ○ Propose to Board new programs or significant program modifications ○ Safety and security ○ Care of physical plant and resources ○ Long-term planning and institutional memory ○ Prepare annual budget for Board approval ○ Delegation of roles and responsibilities, (while financial management is always to remain the responsibility of the Dean). CONTACT US Interested parties can contact Fr. Beau Schweitzer, SOLT. chancellor@jpii.edu.bz

Workshop 4 Virtue and Happiness Fr. Dominic Legge, O.P. – Director of the Thomistic Institute WEEK 9 1. Virtue and Happiness Objective: Educators will understand the importance of true values and virtues. • Virtues are strengths. • Where lasting happiness is found. • Morality is a type of virtue. CLICK TO PLAY VIDEO WORKSHEET WORKSHOP 4 OUTPUT Workshop to be completed by participants outside of the formation setting. 80% of all worksheets and outputs are necessary for completion of program. “It is Jesus that you seek when you dream of happiness; He is waiting for you when nothing else you find satisfies you; He is the beauty to which you are so attracted; it is He who provoked you with that thirst for fullness that will not let you settle for compromise; it is He who urges you to shed the masks of a false life; it is He who reads in your heart your most genuine choices, the choices that others try to stifle. It is Jesus who stirs in you the desire to do something great with your lives, the will to follow an ideal, the refusal to allow yourselves to be ground down by mediocrity, the courage to commit yourselves humbly and patiently to improving yourselves and society, making the world more human and more fraternal.” ― Pope John Paul II Write a short reflection on how you have looked for happiness in the past and how you plan to live in the future in order to find lasting happiness. OUTPUT ASSIGNMENT