Profile of a Jesuit Educator

A Teacher of Competence who:


  • is appropriately educated and qualified;
  • has competence in spiritual matters: prayer, reflection, discernment of spirits/moods; 
  • grasps the Ignatian ethos of the school and promotes this at every opportunity;
  • understands, values, and implements the characteristics of a Jesuit Education into the curriculum, classwork, and the everyday experiences of the students;
  • is well versed in an Ignatian Approach to the Ministry of Teaching and employs regularly the dynamic of experience, reflection, and action in teaching and elsewhere, and is able to share and instruct colleagues in its application;
  • is articulate about the teaching and learning techniques: curriculum design, programming, developing and acquiring resources;
  • has a capacity to engage students and facilitate learning enthusiastically;
  • understands how to motivate people to learn and delight in their success;
  • has a sense of partnership with others in the ministry of teaching;
  • knows and notices every student;
  • has an eye for detail;
  • makes realistic demands on learners and encourages improvement;
  • models the importance of culture;
  • has an ingrained respect for the child and his/her private space;
  • knows by experience the ingredients of sound discipline and has appropriate ground rules for a class;
  • understands the importance of teaching children not just content, who uncovers rather than covers the syllabus;
  • has qualities of consistency and justice;
  • is skilled in evaluation;
  • is loyal, punctual, participates in ongoing professional development, is well-prepared and always keen to introduce new teaching material;
  • is intellectually curious;
  • knows well the pastoral context of each student, and is ever alive to the pastoral moment without being intrusive;
  • is a good classroom manager;
  • encourages reflectiveness, wonder and a sense of the religious imagination in students


  • has a sense of humor, empathy, integrity; a sense of balance;
  • is very “real” to the students and can share something of himself/herself with them;
  • has a healthy self-image;
  • is generous with his/her time for the students;
  • is patient, has an attitude of caring, an attitude of service;
  • avoids sarcasm;
  • does not take him/herself too seriously; can laugh at him/herself;
  • has a pride in him/herself, in grooming

A Teacher of Conscience, who:

  • acts as one who accompanies, a companion in Mission;
  • is open to personal growth;
  • acts justly and humanely and with integrity towards others;
  • believes in the importance of the formation of conscience of each student;
  • recognizes that the learning environment is never value-free;
  • is a role model in word and deed;
  • has the ability to reflect and to challenge

A Teacher of Compassion, who:

  • is genuinely interested in the students and is committed to trying to understand them;
  • is concerned in the exercise of authority to respect the rights and sensibilities of the students;
  • is prepared to have a special care for the students, teaching colleagues and parents who are disadvantaged or marginalized in the school community;
  • is able to cultivate the disposition of looking to the good in every student/ is able to recognize and accept individual differences in students;
  • is committed to relate to students in a way that respects their dignity and is constructive and positive;
  • is alert to the opportunity to reach out to student with pastoral care;
  • challenges students to be considerate and caring of others;
  • is tolerant with and open to the points of view of others, and recognizes how much is learned from careful listening;
  • has learned and continues to learn through experience and failure, the need for healing and reconciliation with friends, family, Church, and God;
  • is capable of walking in another’s shoes;
  • is aware of selfish tendencies which lead to the treating of others unjustly;
  • regularly employs the process of Ignatian reflection with students to develop their empathy and compassion;
  • supports and is engaged in service programs as a means for students serving and learning from the poor and marginalized;
  • looks on others increasingly with the eyes, the mind, and the heart of Christ.