Key Roles & Responsibilities

The Network Office provides overarching leadership, infrastructure, and mission alignment for all Network HEART Projects. It ensures consistency, facilitates communication, and offers varying supports to host schools, coordinators, and participants. As a partner in planning and execution, the Network Office sustains the integrity, visibility, and continuity of all projects across the models.

Additionally, the Network office serves as a clearinghouse for all project proposals and helps facilitate and promote final project applications for approved projects. The Network office is committed to expanding HEART projects and will provide ongoing support for project growth and sustainability. Various models will require different support from the Network. General Network support, as well as project-specific support, are detailed below.

GENERAL

• Proposal Review Board/Committee: Establish a committee to review the proposal process from past years to create a proposal that reflects the re-envisioned HEART projects. This same committee will work with the Network office to carefully review all final proposals and select projects that encompass the articulated key components, as well as expand options for school communities. 

• Participation Applications: Facilitate and collect applications from students and educators on behalf of all approved projects. The Network office will also collaborate with project coordinators on an application process for students and educators that requires applicants to apply specifically to a project, rather than applying to multiple projects at once. Additionally, the Network office will communicate all final decisions to the respective school administrators and applicants. 

  • Note: Applicants are allowed to apply to more than one project, but they must submit a separate application for each and indicate whether they are applying to more than one project in each application.

• Project Promotions: Announce all projects toward the end of the first semester and continue to promote projects to Network schools throughout the application process/deadline. Additionally, the Network office will establish a catalog of choices that clearly articulate the different models and appropriate lines of communication. 

• Connection and Continuity: Serves as a bridge between project leads, participating schools, families, and students.

• Financial Support for Schools: With the expansion of possible project models, the Network will remain committed to providing financial support to schools hosting projects open to the border community, as well as supporting those planning and leading the projects.

• Financial Assistance for Students: The Network is committed to and will continue offering financial assistance to student participants. With the expansion of project models, the Network hopes that this re-envisioning will allow for greater support in this area. 

• Annual Coordinators Meeting or Pre-Project Meeting: Continue to host an annual meeting for project coordinators and support pre-project meetings if needed.

• Planning Resources: Provide resources specific to the new project components to support planning for coordinators, as well as additional project planning materials with related due dates and requirements. All approved project coordinators will be granted access to a planning site containing this information. 

• Project/Model-Specific Support: In addition to the supports listed above, each of the three HEART Project models requires different support from the Network. 

PROJECT SPECIFIC

Model 1: Legacy Projects

• Support the Project Coordinators by hosting check-ins and meetings, as needed.

• Provide a platform for collecting necessary documentation (i.e., medical information, required student forms, etc.).

• Collaborate on communications to participants.

• Collect participation fees from participants through schools. 

• Manage reimbursement requests as submitted by project coordinators and chaperones. 

• Maintain an open line of communication with the project coordinators to support and ensure sustainability. 

Model 2: Collective Change Projects

• Connect the Lead Project Coordinator with the coordinators from the selected schools.

• Host an initial meeting between the coordinators from the participating schools. 

• Maintain ongoing communications with the coordinators to support project planning.

Model 3: Established Impact Projects

• Connect the Project Coordinator with a point person from the schools of the respective accepted participants. 

• Support communications on project requirements and expectations to the participants, their schools and families. 

• Facilitate securing additional chaperones as needed and communicate expectations to any additional chaperone selected to participate. 

• Maintain ongoing communication with the project coordinator to support this collaboration.

Coordinators and Lead Planners under all three models serve as the primary drivers of each project, providing vision, structure, and day-to-day leadership. They ensure the successful execution of the project in partnership with the Network Office and participating schools. Coordinators uphold the mission, create a safe and meaningful experience for all participants, and serve as the central point of communication throughout the process.

The Network Office is incredibly grateful to all project coordinators for their leadership, initiative, and service in support of students. 

As the project lead, the coordinator is responsible for:

• Project Leadership: Designs, manages, and implements the project from planning through completion. Articulates the project's purpose in relation to our shared mission, with a focus on the inherent dignity of all humans and the personal development of students. 

• Mission-Center Planning: Cultivates a student-centered environment that reflects the Goals and Criteria and the key HEART Project components by allowing time for prayer, personal reflection, discernment, laughter, and joy.

• Primary Point of Contact: Serves as the liaison among the Network Office, students, families, chaperones, and school leaders.

• Proposal Submission: Develops a comprehensive proposal articulating the project’s goals, structure, and logistics, with Head of School approval.

• Chaperone & Participant Selection: Selects or collaborates on the selection of chaperones and participants, ensuring all are supported throughout the experience. 

• Chaperone/Co-Coordinator Partnership: Communicates needs to additional coordinators and chaperones, delegates different responsibilities as needed.

• Program Implementation: Establishes a structure for the project and organizes it accordingly, allowing for reflection, learning, and on-the-ground logistics, thereby ensuring student safety and learning. Communicates all finalized project details with the Network Office, chaperones, participating schools, parent(s)/guardian(s), and student participants.

• Project Logistics: Secures housing, meals, and all necessary forms of transportation,​​ with support from the Head of School (different depending on the project model and specific needs).

• Coordinators' Meeting: Attend an in-person workshop in February 2026, and participate in additional virtual meetings as needed. 

  • 1. • Location and Dates TBD - Tentative possible dates - Feb. 4-6 or Feb. 18-20

       • We highly recommend that all coordinators attend the meeting in DC; however, virtual attendance is required if they cannot join the group. 

• Collaborative Planning (as needed): In collaboration models, works with fellow coordinators from other schools to implement a unified program.

• Stipend Eligible: Receives a stipend subsidized by the Network, paid through the school. 

  • 1. • Lead Coordinator's Stipend (Models 1 & 2): $625 + $70 a day for the length of the project. 

       • Model 3 Coordinator Stipend: TBD based on project needs.

• Budget: Provide the Network Office with the final budget and all project-related reimbursement requests - Model 1 only.

The host school, and by extension, the Head of School, plays a central and mission-aligned role in the planning and execution of Network projects, regardless of the model. As stewards of the Sacred Heart mission, host schools provide the foundation—logistically and spiritually—for impactful service-learning opportunities. Whether serving as the physical home base for a project, the collaborative lead on a multi-school initiative, or the provider of an existing, high-impact program, host schools ensure mission fidelity, provide strong leadership, and uphold the standards of the projects.

• Project Leadership: Approves projects and the project coordinator to lead and oversee all planning and communication efforts.

• Mission Alignment: Ensures the project reflects the Sacred Heart Goals and Criteria, with the approval and support of the Head of School.

• Logistical Support Structures: Provides housing, transportation, and other local logistics as needed, tailored to the specific model. The coordinator facilitates, while the host school provides support as needed. 

  • Communicate the project dates, details and expectations to all members of the school community.

  • Provide the spaces necessary for the project to run effectively. 

• Partnership with Network Office: Collaborates closely with the Network Office to ensure program standards and the selection processes for chaperones, additional coordinators and students. 

HEART Project Contacts, identified by the head of school, serve as the key liaisons between their school communities and the Network Office. Appointed by their school, these individuals play a vital role in promoting, supporting, and facilitating student and faculty engagement in Network projects. They ensure timely communication, assist with applications, and help uphold the integrity and accessibility of each project by connecting the right people, at the right time, with the right resources.

• Information Dissemination: Promotes all Network project opportunities within their school through emails, flyers, and announcements.

• Application Support: Assists students and faculty in navigating the application process and meeting deadlines.

• Community Engagement: Encourages interest by connecting potential applicants with past participants and school leaders.

• Faculty Engagement: Helps identify and confirm faculty interested in serving as chaperones and communicates relevant stipend and travel support information.

• School Approval Liaison: Works with the Head of School to confirm endorsement of accepted students and faculty participants.

• Network Communication: Supports ongoing communication between selected students/families and the Network Office.

• Financial Aid & Payment Facilitation: Submits financial aid requests to the Network Office by the designated deadline and assists in managing student payments.

Mission Advocacy: Serves as a champion for Network HEART Projects and ensures the school community understands the value, mission, and impact of these projects.

HEART Projects rely on the collaboration and leadership of Network educators from across the United States–Canada Province who accompany students in mission-based learning and service experiences. Each project is guided by a Lead Project Coordinator, with additional support provided by  Accompanying Coordinators, On-Site Chaperone, and Faculty Chaperones, depending on the project model.

Once all summer HEART Projects are finalized, the Network will release applications for both educators and students. Educators interested in participating are encouraged to apply to projects beyond their own school community to strengthen inter-school collaboration across the Network.

To support the growth and diversity of HEART Project models:

1. Accompanying Coordinators apply on behalf of their schools for Model 2 projects, leading preparation and accompaniment for their student groups and collaborating closely with the Lead Project Coordinator.

2. On-Site Coordinators serve as local, school-specific support to the Project Coordinator with host site logistics (Model 1 or 2).

3. Faculty chaperones provide essential support to the daily rhythm and reflective mission of each project. Faculty members from across the Network welcome to apply to chaperone any project with available space.

Regardless of role or model, all Network educators are expected to embody the Goals and Criteria of Sacred Heart education, serve as role models to students, and participate fully in every aspect of the HEART Project experience—before, during, and after the program.

Role of the Accompanying Coordinator (Model 2: School Collaboration Projects Only)

Model 2 HEART Projects are designed for schools that bring a group of students to participate in an existing HEART Project hosted by another Sacred Heart school. Each participating school identifies an Accompanying Coordinator to oversee preparation, logistics, and accompaniment for their school’s group. This role ensures that students are well-prepared for the experience and that coordination between the home school and the Lead Project Coordinator is consistent and mission-aligned.

The Accompanying Coordinator serves as a bridge between the Lead Project Coordinator and the home school community, ensuring that each group’s experience of the HEART Project is well-organized, mission-centered, and deeply formative for students.

Selection & Appointment

• The Accompanying Coordinator applies on behalf of their school for a Model 2 HEART Project.

• Any school interested in participating in a Model 2 project designates one Accompanying Coordinator.

Core Responsibilities

• Preparation and Formation:

  • Lead preparation meetings and reflection sessions with the school’s student group prior to travel.

  • Ensure students understand the purpose, expectations, and mission-centered goals of the HEART Project.

  • Support students in connecting the project experience to the Goals and Criteria of Sacred Heart education.

• Collaboration and Communication:

  • Meet regularly (virtually) with the Lead Project Coordinator to discuss logistics, student preparation, and project updates.

  • Communicate relevant information between the Lead Coordinator and the home school community.

  • Assist with the completion of required forms, travel arrangements, and other preparatory logistics.

• During the Project:

  • Travel with and accompany the school’s student group for the full duration of the project.

  • Actively participate in all aspects of the HEART Project—service, learning, reflection, and community life.

  • Support the Lead Project Coordinator and site team with on-site logistics, supervision, and student well-being.

• Post-Project Follow-Up:

  • Facilitate post-project reflection and integration activities at their school.

  • Encourage students to share their experiences within the broader school community and the Network.

• Stipend Eligible: Receives a stipend subsidized by the Network, paid through the school. 

  • Accompanying Coordinator: $400 + $70 a day for the length of the project. 

  • Travel costs for the project will be reimbursed up to $500.

Role of the On-Site Chaperone (Model 1: Legacy Projects & Model 2: School Collaboration Projects Only)

HEART Projects are complex, with many moving parts. The On-Site Coordinator partners with the Project Coordinator to ensure smooth program and site logistics.

Selection & Appointment

• This role is optional, but highly encouraged, particularly for Model 1: Legacy Projects.

• If used, the Lead Project Coordinator identifies and invites the On-Site Coordinator; no separate application is required.

Core Responsibilities

• Foster a student-centered environment that reflects the Goals and Criteria.

• Understand the project purpose, schedule, and logistics as articulated by the Lead Project Coordinator and HEART Project guidelines.

• Support pre-program communication and preparation for student participants.

• Meet regularly with the Project Coordinator to review logistics and contingencies.

• Attend virtual planning meetings with accompanying educators/chaperones.

• Assist with day-to-day operations during the project (housing, meals, transportation, site access, materials).

• Co-facilitate orientation for accompanying educators and students, including expectations, safety, reflection practices, and community norms.

• Stipend Eligible: Receives a stipend subsidized by the Network, paid through the educator’s school. 

  • On-Site Chaperone: $70 a day for the length of the project. 

Role of Faculty Chaperone 

Following project approval and confirmation, applications for chaperones and student participants will be released. All school faculty and staff are encouraged to apply to serve as a chaperone.

Core Responsibilities

• Maintain a student-centered environment that reflects the Goals and Criteria.

• Collaborate in daily program operations (arrivals/departures, orientation, logistics, community engagement, daily reflections) under the leadership of the Project Coordinator.

• Attend virtual planning meetings and complete any required preparation modules.

• Actively participate in all components of the project (prayer/reflection, service, learning, and community life).

• Arrive one day in advance (if required by the Project Coordinator) to review all program elements and become familiar with the host campus and partner sites.

• Stipend Eligible: Receives a stipend subsidized by the Network, paid through the educator’s school. 

  • Faculty Chaperone: $70 a day for the length of the project.