Christian Educators Journal: February 2022

Christian Educators Journal February 2022 Vol. 61 No. 3

School Staff: A Precious Resource Professional Development “Let Us Go Together” Fostering the Teaching We Espouse Nurturing Cultures of Collegiality A Growth Mindset for Educators Letter to a Young Teacher

Future Issues April 2022—Resource Review Each year we highlight the best books, films, websites, teaching tools, and other resources for Christian school teachers. We publish reviews of student-facing material (like which books to stock in your classroom library) as well as materials relevant to school staff (like curriculums or books about teaching).

The April 2022 issue will also include a description of each of our 2022–2023 issues— be sure to stay tuned to this space for the reveal.

Contents

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Editorial STEVE TUIT AND ABBY ZWART

Professional Development for Christian School Educators and Leaders LYNN SWANER

“Let Us Go Together”: School Staff and the Power of an “Us-­Together” Culture KELLY HAYES

Fostering the Christian Teaching We Espouse CHRIS PRIOR

Nurturing Cultures of Authentic Collegiality DAVID LOEWEN

A Growth Mindset for Christian Educators THOMAS LAMBERT

Letter to a Young Teacher PENNY CLAWSON

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Christian Educators Journal Vol. 61 No. 3, February 2022 cejonline.com Co-­­­­­editors Steve Tuit and Abby Zwart cejeditor@gmail.com The Christian Educators Journal (CEJ) encourages letters to the editor in response to articles presented in the CEJ. Letters must be accompanied by the author’s name and email address. The CEJ reserves the right to edit letters for length and clarity. Where a letter addresses issues raised by the author of an article, the CEJ reserves the right to invite the article author to respond to the letter.

Subscriptions Bill Vriesema 3075 Kissing Rock Lane Lowell, MI 49331 616-­­­­­460-­­­­­2926 business@cejonline.com Subscription Price (US dollars) US: $25.00 (one year, print) Canada: $30.00 (one year, print) Digital: $25.00 (one year) Beginning September 2021, all subscriptions outside the US and Canada will be digital only. Please visit www.cejonline for subscription information.

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Scripture All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version®, NIV®. Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc.™ Used by permission of Zondervan. All rights reserved worldwide. www.zondervan.com

Statement of Purpose The Christian Educators Journal Association publishes the Journal as a channel of communication for all educators committed to the idea of Christian day school at the elementary, secondary, and college levels. The views expressed are those of the writers and not necessarily those of the association.

Reprint Policy We allow free reprinting or photocopying of individual articles that have appeared in our journal, as long as the copied articles are used within the context of schooling and the source is acknowledged.

Co-­­­­­editors Steve Tuit and Abby Zwart Copyeditor Bethany Murphy Design Editor Klaas Wolterstorff Business Manager Bill Vriesema Web Shepherd Heather Altena Board of Trustees Dr. Henry Algera Heather Birch Justin Cook Dan Diephouse (Secretary) Albert Kok (Chair) Gayle Monsma Ed Noot Jim Rooks Sean Schat Christine Scholma Tricia Stobbe Edith Van Der Boom Heather VanDyke Christine Webb Supporting Institutions Calvin University Edvance Christian Schools Association Institute for Christian Studies The King’s University Redeemer University Trinity Christian College Tyndale University Subscribing Organizations Christian Educators Association Christian Educators of British Columbia Prairie Centre for Christian Education Printed back issues (if available) can be purchased for $7.50 per copy (cost of shipping to be added to total).

Some back issues may be available in digital format.

Editorial “PD Day”

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hose words on the school calendar may create a pretty broad range of feelings. Scheduled professional development can be a welcome break from the classroom, a chance to catch our breath in the middle of a busy school year. It can give us a chance to develop practical skills or focus on important big-­picture work. But it can also feel like an interruption to meaningful work in the classroom—or just more work being heaped on our already full plates.

Looking around the room by the early afternoon of even a good professional development day may reinforce how varied our attitudes about them are. Some of us are still leaning forward in our seats, following every word.

At the same table, someone else is slyly glancing at their phone. Someone in the back may actually be grading papers.

Despite the range of attitudes we sometimes feel about professional development, there’s no question that it’s important. Studies consistently show that high-­quality teachers matter more to student achievement than any other aspect of schooling, and professional development expands our understanding of effective practices; allows us to respond to the changing landscape of issues and needs that we need to address in working with students, families, and communities; and assures that we’re aware of changes in standards or graduation requirements. In Christian schools, professional development also plays an important role in the development of the Christian community that we share with our colleagues, as well as the one that we’re trying to build for our students.

How can we make sure that the time we spend working to grow as Christian professionals is meaningful and engaging? This issue examines some answers to that question. After a broad look at trends in professional development as they impact Christian schools, we’ll consider how to build a culture of unity, growth, and collegiality from a variety of perspectives.

We’ll end with a note of encouragement for new teachers—and anyone who feels like a new teacher once in a while.

This issue, we’ll each share one of our best PD takeaways. At one of the first “PD” days I went to in my first year of teaching, the presenter began by projecting this image on the screen: Which of these is your school?

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The fact that I can remember that illustration probably means that it worked. But it also reminds me of the deeper goal of PD days: to remind us what it looks like to work together, pulling in the same direction, so that we can serve our students and fulfill our mission faithfully.

—Steve Tuit In developing the theme and soliciting articles for this issue, I had hoped we would hear from some teachers or administrators about what they’re doing to develop and care for their staff not just as educators, but as humans. I imagined schools were finding creative ways to make teachers feel appreciated and healthy and rejuvenated—especially in the midst of these three extra-­difficult school years. We didn’t get any bites for articles about that. I’m not sure if it’s just because no one thought to write about it, or if it’s because it’s not happening. I hope it is. I hope schools are providing lunch for their staff, asking students to write notes of thanks, and planning social time for teachers to remember that they like each other, not just that they work together. On that note, I’ll share my school’s best “PD” day this year. We started off together doing the usual PD business—this time it was some great diversity, equity, and inclusion training—but we broke at 11:30 and went bowling. The school had reserved lanes and gotten us all the right size shoes set aside and ordered pizza and pop. We just got to laugh and let off some steam and commune with coworkers we perhaps hadn’t caught up with for a while. It was a good day.

—Abby Zwart

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Professional Development for Christian School Educators and Leaders LYNN SWANER

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rofessional development opportunities are nearly universal in the experiences of US educators, both in public school settings and in Christian schools (Darling-­Hammond et al., “Trends and Challenges”; Finn et al.).

Nationwide spending on professional development (PD) totals billions of dollars, which makes PD for educators “big business” (Hill). Yet despite the sizable investment of time and resources, teachers generally report dissatisfaction with PD experiences, particularly with short-­term workshops, which comprise the majority of PD offerings (Darling-­Hammond et al., “Status Report”). Moreover, both practitioners and researchers are uncertain as to what constitutes effective PD. According to the Editorial Projects in Education Research Center (1), even after nearly five decades of research, “Parsing the strengths and weaknesses of the vast array of programs that purport to invest in teachers’ knowledge and skills continues to be a challenge.”

A number of issues in practice and research have contributed to this challenge, such as a lack of a shared definition for most PD practices; use of varying metrics to determine PD effectiveness (e.g., increased teacher knowledge, changed instructional practice, and student achievement gains); a myriad of program and study designs, which renders comparison of findings across the research difficult; and the complexity of PD programs and settings, which makes PD effectiveness an equally complex phenomenon to study. In an effort to address these problems systematically, I conducted a literature synthesis—involving extensive searches of the academic litera­ ture and analysis of over five hundred studies and documents, with the following guiding question: “What are the best frameworks and practices in professional development for Christian school teachers and leaders?”

In answering this question, findings from the literature are organized into four distinct lines of investigation: first, mapping the landscape of PD in the United States (including history, models, conceptual frameworks, and PD in Christian schools); second, examining the evidence for program components (such as content focus, active learning, and duration) that may contribute to PD effectiveness; third, reviewing the research base for a number of specific PD practices; and fourth, encapsulating the research on PD for school leaders.

The Professional Development Landscape When one surveys the landscape of PD programs and related research, three broad time periods over the last five decades can be identified. In the first, the school restructuring era, from the 1960s to the mid-­1990s, federal Christian Educators Journal

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Less-­expensive, short-­ term workshops still seem to predominate the PD landscape.

legislation provided funding for PD as a means of improving schools to produce better student outcomes. Schools imported PD methods directly from the business world during this period, which resulted in a prevalence of training workshops, conferences, and train-­the-­trainer approaches, all of which are categorized in the literature as “standardized PD” (Hooker).

PD effectiveness was typically evaluated by measuring teacher satisfaction with PD experiences, with little attention paid to the outcomes of PD for teacher practice or student achievement.

In the “reform” era (Stewart; Desimone), from the mid-­1990s until approximately 2010, legislation continued to shape the PD terrain by calling for more job-­embedded PD forms like coaching and mentoring, along with evaluation of programs based on gains in student achievement. The growth of adult learning theory during this time also bolstered and provided a conceptual base for these “site-­based” forms of PD (Hooker; Gable and Burns), by suggesting that teachers learn best by integrating experience, reflection, and action in an iterative cycle (Kolb; Hutchings and Wutzdorff ); focusing on authentic problems of practice through reflection-­in-­action (Schön; Garvin); engaging in learning that not only impacts practice but also transforms professional identity (Mezirow); and learning from and alongside colleagues in the social context of schools (Wenger). Online PD formats became more prevalent as Internet use expanded, which offered new opportunities for “self-­directed PD” (Hooker; Gaible and Burns). Educators participated in webinars, online discussion groups, and virtual learning communities.

During this time period the role of school leaders began to shift as well, away from managerial and operational functions toward instructional leadership.

Finally, research methodologies focused on specific components or features of PD experiences that might contribute to their effectiveness, along with evaluating program impact on student achievement (particularly in urban and low-­performing schools).

The most recent period, from 2010 until the present, may be termed the accountability era. Since the inception of the Common Core State Standards (CCSS) in 2010, PD across the country has moved toward training teachers in CCSS implementation and related assessment (Hill et al.). Additionally, in the wake of the 2008 recession and reduced PD funding, the demand for cost-­efficient approaches to staff development has grown stronger. Taken together, CCSS implementation and budgetary constraints may be contributing factors as to why less-­expensive, short-­term workshops still seem to predominate the PD landscape (Darling-­Hammond et al., “Status Report”), even though job-­embedded forms of PD were widely heralded during the preceding era. Overall, the present period is marked by increased pressure on schools by states, the federal government, and the public to be accountable for both student outcomes and instructional expenditures. Thus while the search for effective PD has characterized each of the preceding eras, the pressure to identify PD opportunities with high return on investment (ROI)—now almost exclusively measured by student achievement gains—is more urgent than ever.

While not operating under the same constraints as public schools, private schools have been affected by these developments over time. Though there are very few empirical studies of PD in Christian schools specifically, what exists suggests that such PD mirrors the larger landscape in American education. Survey research from different parts of the United States 6

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confirms that in-­service workshops still predominate in Christian school PD efforts, and that more collaborative and reflective forms of PD are least available to teachers (Headley; Finn et al.; Neuzil and Vaughn). Recent research found that PD in a sample of Christian schools did not fully meet the standards of the National Staff Development Council and that progress is needed in providing more active, collaborative, and content-­specific PD (Montoro). Finally, leaders in Christian education have reported that most teachers and administrators in Christian schools remain skeptical of educational research, and are not as engaged in reform efforts as their counterparts in other educational settings (Boerema). Taken together, the research suggests there is room for improvement in PD experiences in Christian school settings.

Research on Professional Development Components From the mid-­1990s until approximately 2010, during the “reform” era of PD, substantial research was conducted to identify “a core set of features of effective professional development” (Desimone 181) that could be built into any PD practice (whether workshops, coaching, mentoring, and so forth) and thereby bolster its effectiveness. Five such components, all proposed and supported by adult learning theory, figure prominently in the literature: • content focus, or a PD focus on the specific academic subject matter taught by teachers • active learning, which is the opposite of teachers passively listening to or watching a presentation of information • coherence, which most frequently is described as PD alignment with school, district, and state reform initiatives • duration, or longer time span as well as greater total number of hours spent in PD • collective participation, which entails grouping teachers who work together within the school for PD activities Utilizing teacher self-­report data, analyses of several large-­scale teacher surveys provided substantial evidence that these components were linked with PD effectiveness (Garet et al.; Desimone et al.). The findings of these studies were correlational in nature, however, and did not provide causal data. Additionally, research that examined outcomes like student achievement resulted in mixed findings, as did evaluations of PD programs that were designed using the five components (Hill et al.). Other concerns with this line of research involve questions of whether other components might be equally if not more important for PD effectiveness (e.g., facilitators’ skills, teacher identity), or whether a tipping point exists where enough of one component or the addition of other components creates an effective PD experience (Desimone). While component-­based research is therefore not conclusive, nor does it provide “sufficient specificity” from which to design PD programs (Wayne et al. 470), it does offer some “basic principles for designing professional learning that school and district leaders and policymakers would be well advised to consider” (Darling-­Hammond et al., “Status Report” 9). In addition to their substantial face validity and endorsements Christian Educators Journal

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Taken together, the research suggests there is room for improvement in PD experiences in Christian school settings.

from teacher self-­report data, these components are sufficiently correlated with PD effectiveness to warrant their consideration as guidelines for designing PD programs.

Specific Professional Development Formats and Practices This literature synthesis also involved extensive and iterative searches of the literature for specific PD practices addressed most frequently in research. This process identified seven broad categories of PD practices: • direct-­delivery approaches, which are short-­term experiences like workshops, seminars, and conferences, and are often held off-­site and facili­ tated by outside experts • intensive institutes, or PD experiences with longer duration (e.g., a summer institute or yearlong seminar course) that are frequently offered through a university–school partnership and are most common in science and mathematics • professional learning communities (PLCs), which are a collaborative approach to structuring teaching and learning at a school (e.g., through teacher groups, team meetings, group study) and often include a combination of other site-­based approaches • coaching and mentoring, which involve the pairing of two teachers (typically of unequal experience), with the purpose of supporting the teacher in need of improvement and/or helping to implement new instructional methods • new-­teacher induction, or systematic programs for orienting new teachers in a school, which commonly feature mentoring by a more experienced teacher • inquiry-­based PD, including the specific practices of action research, problem-­based learning (PBL), lesson study, and video-­based PD, each of which engages teachers in collaborative inquiry on instruction • online formats, which include synchronous courses and workshops, asynchronous webinars, online mentoring and coaching, virtual professional learning communities (VPLCs), and PD for instructional technology integration A tremendous diversity in both program formulation and study metho­ dologies exists for each of these practices. This is particularly the case for online formats, which can be considered more of a “delivery format” than a specific PD approach (Fishman et al.) since each of the other six PD practices has been translated into online settings. Further, schools often combine two or more practices to formulate a PD program (for example, workshops plus coaching), making it difficult to disaggregate the impact of a single practice that is part of a larger PD “package.”

For these reasons, it is not feasible to draw comparisons between approaches in terms of effectiveness. However, the literature provides some supportive evidence of impact for each specific practice. Though there was variance in the strength of evidence from study to study, across the research for all seven approaches, substantial evidence was found that PD participation led to positive gains in teachers’ content knowledge. This was particularly 8

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true in the fields of science and mathematics, which were the most frequently studied in the literature. Additionally, all seven practices have been shown to elicit changes in teachers’ instructional practice, though evidence for this outcome is not as consistent or strong as for teacher knowledge.

However, far less is known about the impact of these practices on student achievement, for a number of reasons. First, fewer studies explicitly examined student outcomes as a result of PD participation. Second, for those studies that did measure student achievement and identified a positive impact of PD, the effect size of that impact was often weak or not sufficiently isolated from other possible contributing variables to be conclusive. Finally, some studies that examined student achievement found mixed results from teachers’ participation, or found no relationship at all. Taken together, the literature does not provide enough information on which “program models . . . are most effective in promoting student achievement . . . the need for further research on the subject is apparent” (Hanover Research 13).

Professional Development for School Leadership Drago-­Severson describes the challenging educational context in which school leaders currently work, and asks a key question: “Educators are expected to lead in ways in which they were never taught to lead and they themselves have never experienced. How can we help each other to develop the capacities needed to lead through the complex demands of teaching and learning?” (11).

While there is substantial evidence in the literature that school leaders have a significant impact on teachers’ experiences and student achievement (Marzano et al.), there is a pronounced lack of research on effective PD for these four groups. As Spanneut et al. assert, “Compared to the literature and research about the professional development of teachers, less information existed about school leaders’ professional development” (3). The literature on heads of school, principals, teacher leaders, and school boards reveals that systematic PD opportunities appear to be few and far between for each, and what research exists on PD programs is primarily descriptive in nature with little to no evaluation (Teitel). Although calls for training and recommendations for PD formulations are issued in the literature, these tend to come in the form of advice from seasoned practitioners as opposed to empirical research (Land 2002).

While research on effective PD for school leaders is largely absent from the literature, there are a number of needs assessment studies that provide data regarding school leaders’ PD needs. School leaders consistently rank instructional leadership as their primary developmental concern; this was found to be the case for heads of school (Spanneut et al.), principals (Spanneut et al.; Wahlstrom et al.), and school boards (Seiler et al.). Further, while published studies on effective PD for Christian school leaders are virtually nonexistent, the literature suggests that spiritual leadership is an important additional responsibility beyond the typical duties of school leaders in other settings (Banke et al.; Lowrie and Lowrie). More PD opportunities for school leaders that address these needs, as well as systematic evaluation of those experiences, are required for clarity on what constitutes effective, on-­the-­ job learning for school leaders.

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While there is substantial evidence in the literature that school leaders have a significant impact on teachers’ experiences and student achievement, there is a pronounced lack of research on effective PD for these four groups.

Conclusions

Some research suggests that the success of PD efforts is not dependent on the specific formulation of PD, but rather is directly linked to the presence of a schoolwide orientation toward continuous improvement.

Having researched components of effective PD, as well as specific PD practices for teachers and school leaders, an important question arises from the literature regarding the school cultures in which these practices are situated. Some research suggests that the success of PD efforts is not dependent on the specific formulation of PD, but rather is directly linked to the presence of a schoolwide orientation toward continuous improvement. This view does not limit PD to a single practice or even a collection of practices, but rather views PD as part of a larger approach to reshape the underlying values of the school community (The New Teacher Project; Deal and Peterson).

In order for schools to conduct PD within a cultural context of continuous improvement, this synthesis proposes the concept of a professional development system. Such a system has the following five key elements or process steps: 1. An instructional culture audit, which entails a cross-­constituency review of current processes, practices, and outcomes relative to instruction, and that identifies instructional strengths, weaknesses, opportunities, and threats (SWOT) 2. Strategic planning for instruction, which is based on results of the instructional culture audit and includes goal setting, targeted outcomes, and metrics for success, with the aim of developing a multi-­year plan that is tied to overall institutional strategic planning and incorporates resource allocation (time, personnel, funding) 3. PD alignment, in which PD is matched with the goals of instructional strategic planning to develop a web of PD practices (reflecting sufficient content focus, active learning, coherence, duration, and collective participation) and involving all members of the school community 4. Mechanisms for monitoring, feedback, and evaluation that are consistent, involve multiple school stakeholders, and use diverse measures to assess impact on targeted outcomes 5. Supporting instructional leadership, which includes orienting school leadership around envisioning, coordinating, managing, and leading the instructional culture Regarding this fifth element of a PD system, formal PD opportunities for instructional leaders are rare (Teitel). To successfully support these leaders, schools and professional organizations must develop PD for instructional leaders, to lead instructional PD. In other words, school leaders are in need of specific development opportunities in which they can learn how to better lead PD efforts at their own schools. Research suggests that school leaders’ capacities for leading such PD is positively linked with better instructional outcomes (Moore and Kochan; Moore et al.).

While many Christian schools face financial challenges in funding PD, they also have the flexibility and freedom to set the priorities of staff development according to their unique goals and needs. In this sense, Christian schools, like many charter schools, are more nimble than public school districts when it comes to making decisions regarding PD. While a smaller budget may prevent some schools from inviting costly presenters or sending 10

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teachers and leaders to intensive institutes, it does not preclude schools from developing a coherent professional development system as outlined above. (Many of the proposed elements and process steps of such a system have little to no cost, beyond allocation of time.) Such a system will help schools to strategically invest PD resources in ways that will have the most ROI for teacher and student outcomes.

Finally, professional associations for Christian school educators and leaders can support schools in some or all of the elements and processes inherent in creating professional development systems—whether assisting in instructional culture audits or strategic planning, offering PD opportunities that could be aligned with schools’ strategic plans, or providing PD to instructional leaders so that they can successfully lead their schools’ instructional PD. This requires that associations shift their role from PD provider to influencing the development of instructional cultures that engage in continuous improvement. In Christian education and beyond, this approach holds promise for fully leveraging PD to impact teaching and learning.

Works Cited Banke, S., N. Maldonado, and C. H. Lacey. “Christian School Leaders and Spirituality.” Journal of Research on Christian Education, vol. 21, 2012, pp.

235–64.

Boerema, A. J. “A Research Agenda for Christian Schools.” Journal of Research on Christian Education, vol. 20, 2011, pp. 28–45.

Darling-­Hammond, L., R. C. Wei, and F. Adamson. “Professional Learning in the United States: Trends and Challenges.” Oxford, OH, National Staff Development Council, 2010.

Darling-­Hammond, L., R. C. Wei, A. Andree, N. Richardson, and S. Orphanos. “Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad.” Oxford, OH, National Staff Development Council, 2009.

Deal, T. E., and K. D. Peterson. Shaping School Culture: Pitfalls, Paradoxes, and Promises, 2nd ed., Jossey-­Bass, 2010.

Desimone, L. M. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualization and Measures.” Educational Researcher, vol. 38, no. 3, 2009, pp. 181–99.

Desimone, L. M., A. C. Porter, M. Garet, K. S. Yoon, and B. Birman. “Does Professional Development Change Teachers’ Instruction? Results from a Three-­Year Study.” Educational Evaluation and Policy Analysis, vol. 24, no. 2, 2002, pp. 81–112.

Drago-­Severson, Ellie, and Jessica Blum-­DeStefano. “Leadership for Transformational Learning: A Developmental Approach to Supporting Leaders’ Thinking and Practice.” Journal of Research on Leadership Education, vol. 9, no. 2, 2014, pp. 113–41.

Editorial Projects in Education Research Center. “Issues A–Z: Professional Development.” Education Week, 29 June 2011, www.edweek.org.

Finn, D., J. Swezey, and D. Warren. “Perceived Professional Development Needs of Teachers and Administrators in PS–12 Christian Schools.”

Journal of Research on Christian Education, vol. 19, 2010, pp. 7–26.

Fishman, Barry, Spyros Konstantopoulos, Beth W. Kubitskey, Richard Vath, Christian Educators Journal

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Richard; Gina Park, Heather Johnson, and Daniel C Edelson. “Comparing the Impact of Online and Face-­to-­Face Professional Development in the Context of Curriculum Implementation.” Journal of Teacher Education, vol. 64, no. 5, 2013, pp. 426–38.

Gaible, Edmond, and Mary Burns. Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries. infoDev, 2005, www.infodev.org.

Garet, M. S., A. C. Porter, L. Desimone, B. Birman, and K. S. Yoon. “What Makes Professional Development Effective? Results from a National Sample of Teachers.” American Educational Research Journal, vol. 38, no.

4, 2001, pp. 915–45.

Garvin, D. A. Learning in Action: A Guide to Putting the Learning Organization to Work. Harvard Business School Press, 2000.

Hanover Research. Effective Teacher Professional Development: What the Litera­ ture Says. Washington, DC, Hanover Research, 2012.

Headley, Scot. “Professional Development Policies and Practices in Schools Affiliated with the Association of Christian Schools International.” Journal of Research in Christian Education, vol. 12, no. 2, 2003, pp. 195–215.

Hill, H. C. “Fixing Teacher Professional Development.” Phi Delta Kappan, vol.

90, no. 7, March 2009, pp. 470–76.

Hill, H. C., M. Beisiegel, and R. Jacob. “Professional Development Research: Consensus, Crossroads, and Challenges.” Educational Researcher, vol. 42, no. 9, 2013, pp. 476–87.

Hooker, M. “Models and Best Practices in Teacher Professional Development.” http://www.gesciorg/old/files/docman/Teacher_Professional_ Development_Models.pdf, accessed January 2019.

Hutchings, P., and A. Wutzdorff. “Experiential Learning across the Curriculum: Assumptions and Principles.” New Directions for Teaching and Learning. Jossey-­Bass, 1988.

Kolb, D. A. Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall, 1984.

Lowrie, R. W., Jr., & Lowrie, R. W. Serving God on the Christian School Board.

3rd ed., Colorado Springs, Purposeful Design, 2004.

Marzano, R. J., T. Waters, and B. A. McNulty. School Leadership That Works: From Research to Results. Alexandria, VA, Association for Supervision and Curriculum Development (ASCD), 2005.

Mezirow, J. Transformative Dimensions of Adult Learning. Jossey-­Bass, 1991.

Montoro, Vincent. “Professional Development for Christian Teachers: A Mixed-­Methods Study.” Journal of Applied Christian Leadership, vol. 7, no. 1, 2013, pp. 54–67.

Moore, Sheila, and Frances Kochan. “Principals’ Perceptions of Professional Development in High-­and Low-­Performing High-­Poverty Schools.” International Journal of Educational Reform, vol. 22, no. 2, 2013, pp. 167–88.

Moore, Sheila, Frances Kochan, Marie Kraska, and Ellen Reames. “Professional Development and Student Achievement in High Poverty Schools: Making the Connection.” International Studies in Educational Administration, vol. 39, no. 2, 2011, pp. 65–79.

Neuzil, Linda and Marsha Vaughn. “An Examination of Professional Development Activities Available to Teachers in the Mid-­America Region of the Association of Christian Schools International.” International Christian Community of Teacher Educators Journal, vol. 5, no. 1, 2009, pp. 1-­13.

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The New Teacher Project. The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. 2015.

Schön, D.A. Educating the Reflective Practitioner. Jossey-­Bass, 1987.

Seiler, M., Chilton, K., White, K., Alexander, A., Landy, B., Nelson, D., Young, P. Leadership Training for Superintendents, School Board Members, Principals, and School-­Based Decision Making Council Members, Research Report, no. 371, Frankfort, KY, Legislative Research Commission, 2010.

Spanneut, G., J. Tobin, and S. Ayers. “Identifying the Professional Development Needs of Public School Principals Based on the Interstate School Leader Licensure Consortium Standards.” NASSP Bulletin, vol. 96, no.

1, 2012, pp. 67–88.

Stewart, C. “Transforming Professional Development to Professional Learning.” Journal of Adult Education, vol. 43, no. 1, 2014, pp. 28–33.

Swaner, L. E. “Professional Development for Christian School Educators and Leaders: Frameworks and Best Practices.” Colorado Springs, Association of Christian Schools International, 2016.

Teitel, Lee. “Supporting School System Leaders: The State of Effective Training Programs for School Superintendents.” The Wallace Foundation, 2006.

Wayne, Andrew J., et al. “Experimenting with Teacher Professional Development: Motives and Methods.” Educational Researcher, vol. 37, no. 8, 2008, pp. 469–79.

Wahlstrom, K. “An Up-­Close View of Instructional Improvement.” Linking Leadership to Student Learning, edited by K. Leithwood and K. S. Louis, Jossey-Bass, 2011.

Wenger, E. Communities of Practice: Learning, Meaning and Identity. Cambridge University Press, 1998.

Dr. Lynn Swaner is the Chief Strategy and Innovation Officer at the Association of Christian Schools International (ACSI), where she leads initiatives and develops strategies to address compelling questions and challenges facing Christian education. Prior to joining ACSI, she served as a Christian school administrator and a graduate professor of education. Dr. Swaner serves as a Cardus Senior Fellow and is the lead author or editor of several books, including Flourishing Together: A Christian Vision for Students, Educators, and Schools, and MindShift: Cata­ lyzing Change in Christian Education. She received her EdD from Teachers College, Columbia University, in New York City.

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“Let Us Go Together”: School Staff and the Power of an “Us-­Together” Culture KELLY HAYES

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As we teach Jesus’s message, we can also learn his leadership methods.

n his classic book Teaching to Change Lives, Howard Hendricks made the case that effective communication leads learners to understand truth and “feel deeply about it” (83). Understanding comes when truth “affect[s] their actions in a significant way.” This action-­shifting understanding is exactly what school leaders yearn to catalyze through professional development activities.

During his earthly ministry, Jesus led and communicated in such a way that brought about growth in his disciples. Today’s Christian school leaders can learn from the ancient, ultimate leader. Though Christ is much more than a paragon of leadership, he is not less than that. The content of Christianity is largely, and rightly, focused on what Jesus accomplished, but my aim here is to highlight one imitable instance of how he did his work. Specifically, it is my desire that institutions committed to discipleship, particularly in an academic setting, consider the leadership culture that Jesus modeled in the prototypical discipleship setting. As we teach his message, we can also learn his leadership methods.

First-­Century Methods Jesus’s teachings stirred up strong responses. In John 10, people picked up stones to execute him. Later, in the same chapter, the people tried to seize him, “but he escaped their grasp” (John 10:39). Consider what the disciples may have been feeling at this time. They had hitched their lives to the teacher, but now that teacher was a wanted man. Imagine the wave of relief that must have washed over them when they escaped. Then, in the very next chapter, Jesus proposes that they return to the scene of their near demise.

The disciples reply in a predictable, relatable manner: “A short while ago the Jews there tried to stone you, and yet you are going back?” (John 11:8). They seem incredulous. Yet, they went.

Following Christ as one of his hand-­selected representatives was challenging and costly in the disciples’ day. Likewise, representing Christ as academic disciple-­makers can be bruising in other ways today. A Christian school teacher in Ontario or Arizona may not likely be struck with stones, but the God we follow is as controversial in the secular, postmodern West as he was in the religious, ancient Near East. The Lord told his disciples, “Whoever wants to be my disciple must deny themselves and take up their cross and follow me. For whoever wants to save their life will lose it, but whoever loses their life for me will find it” (Matt. 16:24–25). His words were true then and they are true now. Why did the disciples sign up for this 16

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life of death and loss? Why did they walk with Christ even to the place of potential stoning?

The way that Jesus led his team to, and through, difficulty in the first century has much to teach us about leading in the twenty-­first. In walking with the Lord into danger, his disciples were experiencing a hands-­on learning experience that was an essential part of the “professional development” that Jesus had planned for them. While the andragogy of Christ is a goldmine, I intend to excavate a single deposit here. In the face of obstacles, Jesus invited the disciples to journey with him. While the Bible contains important instances of Jesus sending his followers out, in this case, he did something different. He included the disciples in his own journey. Note his words in John 11:7: “Let us go back to Judea.” Jesus’s plan was that they would go together.

The power of Jesus’s approach can be understood clearly by taking a close look at a particular word he used. The phrase “let us go” comes from the Greek word agōmen. This is a first-­person, plural subjunctive verb. The first-­person, plural nature of this verb makes it inclusive: let us go. Jesus actively associated his disciples with himself. They were a unit—a team.

The subjunctive mood of the verb conveys possibility: let us go. Jesus used this verb as a compelling invitation. He said “Let us go” rather than “You must go” or “I will go.” He wanted his team to share his journey and his experience. He wanted them to go together. He was asking them to join him.

How did the disciples respond? Thomas reflected Christ’s own words as he addressed the other disciples, saying, “Let us also go, that we may die with him” (John 11:16). Like Jesus, Thomas employed the first-­person, plural subjunctive agōmen. Before even taking a single step on the journey, Jesus’s plan was already succeeding. Thomas was acting as a leader among followers. He was encouraging and inviting his peers to join him in joining Jesus.

The student was becoming like the teacher.

In walking with the Lord into danger, his disciples were experiencing a hands-­on learning experience that was an essential part of the “professional development” that Jesus had planned for them.

Before even taking a single step on the journey, Jesus’s plan was already succeeding.

Twenty-­First-­Century Applications While the relationship between Jesus and his disciples is not equivalent to that of a school leader and staff, the principle here can translate to today’s Christian schools. The experience is different, but Jesus’s disciples were Christian teachers. Like the disciples, modern teachers face challenges, limitations, and questions. The disciples needed help, and so do we. They needed development just like we do. So how do Christian schools develop cultures of learning and growth? What types of leadership best help teachers succeed? How can we help teachers keep going when the job is tough? It seems wise to imitate the culture developed by Christ with his disciples. School leaders who call out, “Come with me. Let’s do this together” will draw in their staff members. They will create a culture of Thomases who also call their peers to faithfulness: an us-­together culture.

The idea of togetherness is not a new concept in education. One of its influential implementers was Deitrich Bonhoeffer. As a seminary teacher, he supplemented the expected classroom content with requirements that students eat together, pray together, walk together, play games together, and read together (Smith 99–100). Recognizing that these practices are hard to implement in our compartmentalized, structured schedules (102), Smith Christian Educators Journal

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School leaders who call out, “Come with me.

Let’s do this together” will draw in their staff members.

Where teachers are known, understood, valued, and united as they join in missional activities with school leaders, there is likely less discouragement, confusion, mistrust, or isolation.

As they move ahead, they must winsomely and visibly invite teachers and staff members to join them.

challenges Christian educators to consider how we might reshape not just what we teach, but how we go about doing it (112). An us-­together culture is one way that schools can go about reshaping their practices, but these kinds of intentional systems do not arise by accident. They need to be thoughtfully developed.

Cultural development takes time and effort, going beyond what might be envisioned in a typical professional-­development program. Professional development often focuses on acquiring narrow skills or developing specific abilities in a short period of time. That is right and important. Particular scheduling is a necessity of organizational management. However, the development of an ongoing culture of partnership and growth could make a complementary impact. Where teachers are known, understood, valued, and united as they join in missional activities with school leaders, there is likely less discouragement, confusion, mistrust, or isolation. Teachers need to know that the school is united in going forward together. And they need to know that they are expectantly invited to participate in the practices that propel the school toward its goals.

John Stonestreet and Brett Kunkle speak to the power of culture, saying, “Few things shape us like the ideas, customs, habits, and influences of culture” (21). Though Stonestreet and Kunkle are speaking of culture in broad, societal terms, their point remains salient when considering organizational cultures as well. Most schools have clear mission and vision statements.

They know what they are aiming for, but they need to build cultures that prioritize progressing toward their goals together. In other words, professional development should not always be so individualized. We need some of it to be more of a we-­thing than a me-­thing. One of the elements that can make professional development more effective is community. We need to be invited to jump into our development activities together.

What births this kind of culture? Jesus started it by inviting his team to go with him. He had a plan. He knew where he was going. And he brought his team into his journey. In our schools, leaders need to have a clear agenda for how they plan to learn and grow to advance the mission of the school.

As they move ahead, they must winsomely and visibly invite teachers and staff members to join them. The school leaders are not saying, “Go! You need to learn!” They are saying, “Come! We are learning together!” This shifts the expectation from “Do more” to “Let’s do this together.” This is freeing and empowering for instructors. At some point, a Thomas might enthusiastically engage and bring along others.

Illustrations and Examples The practical considerations might look different from school to school. At one school, leaders might start a book club to learn about a certain pedagogical area. At another school, there might be structured time for meals together. In another situation, intentional cross-­disciplinary partnerships could be developed. As Bonhoeffer modeled, the components might be academic or relational. However, the leader must take initiative, have a clear plan, and encourage others to participate.

Embracing an us-­together culture can help a school develop clarity, cohesion, and continuity. Clarity can be built because the school is actively 18

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investing in an activity that supports the school’s mission. Cohesion comes because our professional development is not siloed. Instead, we are all learning together. This provides common goals and common vocabulary. Further, if staff and faculty work together, this kind of professional development can help to unify administration with teachers. Continuity can be increased because these professional development activities are not limited to specific tasks on certain days. Instead, they are baked into long-­term projects and communities that stem from a more lasting culture of togetherness.

Let me close with an example of how I try to implement this in my own environment. I am not a school administrator, but I do have the opportunity to serve as the biblical-­integration team leader at my school. While we do schedule professional development training for teacher workdays and in-­ service events, the most consistent impact that I have regarding integration comes in the form of a weekly article and email. On a regular basis, I write a short article about biblical integration and send it to the teachers at my school via email. The steady nature of the weekly email helps to keep biblical integration in the center of our school culture. The long-­term nature of the project enhances credibility. A new idea, challenge, reminder, or tool is delivered to every teacher’s inbox each week. The entire school receives the information and interacts with core concepts that we want to embody. Because of the interactive nature of email, teachers and administrators are able to respond with questions, ideas, or clarifications. This allows me to learn with my colleagues. We can wrestle with concepts and implementation strategies together. We can appreciate God and worship him together.

This communication is crucial, allowing me to tailor future articles to meet specific needs. Finally, and perhaps most importantly, my colleagues know that I am striving to implement what I am sending to them. We are in this together. In this way, I am a part of an us-­together culture, and I think that it is making a difference.

With my small example in mind, let me encourage you to work to build an us-­together culture in your sphere of influence. Let’s do this together.

Works Cited Hendricks, Howard G. Teaching to Change Lives: Seven Proven Ways to Make Your Teaching Come Alive. Multnomah, 1987.

Smith, David. On Christian Teaching: Practicing Faith in the Classroom. Eerdmans, 2018.

Stonestreet, John, and Brett Kunkle. A Student’s Guide to Culture. David C Cook, 2020.

Dr. Kelly Hayes teaches classes in Bible, worldview, and worship at The King’s Academy in Florence, SC. He also serves as biblical integration team leader and chapel coordinator. Kelly has served as a pastor and teacher in environments and groups that have spanned age, size, and region. He and his wife, Jessica, are parents of toddler-­age triplets. You can read more of his writing at LeadLikeThis​.com.

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A new idea, challenge, reminder, or tool is delivered to every teacher’s inbox each week.

Fostering the Christian Teaching We Espouse CHRIS PRIOR

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Ultimately, Christian schools are places of formation.

ver the past year, much of which was spent in COVID lockdown, I have had many opportunities to reflect on the Christian life. My conclusion has been that too often, due to a whole number of reasons, I underplay the new life that we are to have in Christ. Repeatedly in the Scriptures, the people of God are called to conform to a different way of life than those around them. They are to follow God’s ways, for he is holy (Lev. 19:2). The people of God are also not to conform to the practices of the nations of the world.

As Jesus taught, Christians are to love God and neighbor (Luke 10:27), to be Kingdom different! In the Epistles, this is described as new life, a life that is centered on the gospel. In my own life, I want to say, with the apostle Paul, I have been crucified with Christ; I have given up the old life I lived before I came to faith (Gal. 2:20). Yet repeatedly I succumb to another story, the predominant cultural story. I am, thus, acutely aware that confessing that Jesus is Lord does not necessarily mean my everyday actions will be consistent with a Christian worldview.

Visit a Christian school website or read a Christian school prospectus and you will probably find suggestions of a distinctively Christian education.

While language may vary, it is commonplace for Christian schools to promote themselves as “biblically grounded” or “Christ-­centered” supportive communities seeking to foster the giftedness of each child. They may also suggest they teach Christianly, meaning their pedagogy is informed by a Christian worldview. Teachers teach from a Christian/biblical perspective, often with a goal that students will learn to think critically from a Christian/biblical perspective. Ultimately, Christian schools are places of formation. They seek to form a certain type of person, to encourage students to live the Christian life, to be disciples of Christ that love God and neighbor. As a Christian, I am persuaded by this vision for Christian schooling. I am also cognizant that Christian schooling occurs in the midst of a broader cultural story.

A Task of Leaders Leaders have multifaceted roles. In Christian schools, this includes understanding the particular approach to the faith of their school. Leaders need to be able to articulate the story and vision of the school and have the ability to foster practice that is consistent with this vision across school life, including educational practice. So how—through what they say, the decisions they make, and the conditions they create—can Christian school leaders foster cultures that support education consistent with the Christian beliefs of their communities?

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Before offering an answer, I present a caveat: Christianity is not about competence. It is not about a set or series of practices or rules that, if intentionally followed, will lead to success. It is also not contingent on a heroic charismatic Christian school leader. The message of the gospel concerns God’s love and grace, and it is centered on the crucified and resurrected Christ. It includes a call to follow and the indwelling, in believers, of the Holy Spirit. Thus, in a discussion on fostering cultures that support Christian schooling, what matters more than anything else is submission to Christ and the gospel. It is central, and it is central to all: the leadership, the staff, and the community.

Differing Stories To begin, as noted above, Christian school leaders need to understand the story of the school and be able to articulate its vision: the “why” underpinning the particular approach adopted. Furthermore, leaders within Christian schools must work to build and evoke shared understanding of this vision. This is not a simple task. Christian schools are often bursting with enthusiastic staff members with a sincere Christian faith, desirous to influence the next generation. Yet Christian schools bring together individuals who each have their own heritage that shapes their understanding of Scripture and the faith.

Further, Christian schools operate in secular and pluralistic societies.

This post-­Enlightenment, contemporary, Western society has been described as disenchanted, sensate, and hedonistic (Gould 27–28). In secular culture, there is little to no room for God. The world has lost any sense of transcendence; there is nothing beyond what we can touch, taste, and smell.

There is no spiritual life, nothing beyond death. The human life is not about living in God’s world, and with God absent, people seek their own pleasure, their own fulfilment. Christianity is marginalized, confined to the realm of private belief. Unfortunately, too many of us who follow Christ have bought into elements of the prevailing Western story. As Walter Brueggemann suggests, “Our consciousness has been claimed by false fields of perception and idolatrous systems of language and rhetoric” (1). We go to church, we read Scripture, and we seek to be role models to students through our conduct.

We may “give Jesus moral and spiritual authority” (Gould 173), but we can struggle to imagine how the Scriptures are relevant for other parts of life.

Too many of us who follow Christ have bought into elements of the prevailing Western story.

Embracing a Christian View of Reality Aware of the impact of culture and the potentiality of varied beliefs, Christian school leaders need to present the countercultural claims of Christianity as an alternative to the Western story, including how the Christian faith intersects with education. As they seek to cultivate their schools, leaders need to be aware that even the language of Christian schooling may need reclaiming. Consider, for example, “Christ-­centered” education. In some circles, “Christ-­centered” is used in relation to Christ’s lordship over all of life. A Christ-­centered school, it is argued, seeks to honor a holistic Scriptural and Christ-­focused understanding of reality across school life, Christian Educators Journal

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As they seek to cultivate their schools, leaders need to be aware that even the language of Christian schooling may need reclaiming.

Christian schools have a fantastic opportunity to present the world as it really is and encourage people to appreciate the world as “a God-­infused reality.”

including through the teaching and learning program. Yet “Christ-­centered” language is also used in relation to teaching the Christian message in Bible class or chapel with a focus on the development of Christian character, but with no relationship to the rest of the school, including the rest of the curriculum. Christians are to be crucified with Christ, to imagine and embrace a new life in Christ. This life should not be confined to a particular practice.

We do not pause our otherwise secular teaching to read Scripture or to pray—rather, all of our pedagogical choices are formative (Smith 37–38). As Christian school leaders espouse a Christian view of reality, they must dispel notions consistent with this modern age that Christianity is only relevant to morality and spirituality. Instead, they need to take up the opportunity to present the countercultural life we see in Scripture. Using the language of Paul Gould, Christian schools have a fantastic opportunity to present the world as it really is and encourage people to appreciate the world as “a God-­ infused reality” (83), “God-­bathed” and “full of wonder and delight” (82).

Learning from Conferences and Seminars

Too often, these professional seminars and conferences fail to connect the vision for a distinctively Christian education to something that assists individual Christian teachers as classroom practitioners.

To support staff in developing practices consistent with the Christian faith they espouse, school leaders need to ensure that the beliefs and values of their schools permeate school culture, including the resourcing of teaching and learning. In Australia, Christian schools have many opportunities to engage in professional learning. Often a whole-school approach is taken, with all teaching and learning staff attending conferences or seminars on Christian education. Too often, these professional seminars and conferences fail to connect the vision for a distinctively Christian education to something that assists individual Christian teachers as classroom practitioners.

Whole staff professional learning may support a shared vision, but in many instances it fails to lead to teacher growth. A distinctively Christian education is not achieved by an occasional professional learning highlight. Indeed, occasional engagement in Christian professional learning may perpetuate the idea that we live in a fragmented world where the sacred or Christian parts of schooling are more at the margins of an otherwise secular school (Gould 174–77).

Tips for Building a Christian Learning Culture

Teachers want to see effective Christian teaching in action.

Developing faithful Christian educational practices will rarely be achieved through one-­off events. Christian teaching and learning requires an everyday or ongoing focus. Teachers do not want theories. They want to see teaching Christianly embodied. They require ongoing exposure, within the context of their school, to examples of curriculum being taught from a Christian perspective, together with regular opportunity to reflect on their pedagogy with the view of aligning pedagogical choices with the biblical story. Teachers want to see effective Christian teaching in action. Providing planning documents that clearly outline what is expected is helpful. Demonstrating effective Christian teaching through providing teachers with video illustrations of practice or through classroom observation is better.

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are enthused to teach Christianly, leaders should encourage all to see the intersection of their faith and education as an ongoing conversation (Smith 10). Teaching Christianly, like the Christian life, will look different as people submit themselves to following Christ and imagining possibilities. Leaders should be wary of being too prescriptive. Schools include a number of curriculum areas. Teachers vary in their experience and abilities. Encouraging an ongoing conversation invites creativity. Teachers should learn with or from others in their particular curriculum area “that practices are routinely borrowed, adapted, and reworked” (Smith 130). Providing opportunities to engage in broader Christian school networks, sharing ideas, and building resources collaboratively can support this.

It is one thing to provide teachers with professional learning in support of school goals. It is another thing to afford them the time to implement new ideas. Workload is a significant issue in many schools, with many dedicated Christian teachers putting in long hours. If teaching in a way that is consistent with the Christian beliefs of the school is a priority, leaders must devote time and resources for ongoing development—time to collaborate, meetings where ideas are shared with others, team teaching, or opportunities to participate in classroom observation.

It is one thing to provide teachers with professional learning in support of school goals.

It is another thing to afford them the time to implement new ideas.

Conclusion Christian schools have a vision and purpose that is often suggested to be distinctively Christian. In Christian schools, staff are invited to develop peda­gogical practices that align with Scripture, to teach Christianly, and to encourage Christian discipleship. In order to foster school cultures that are truly Christian, it is important that leaders ensure their communities understand that the Christian faith is not simply about privatized beliefs, good morals, and character formation. Instead, they need to promote environments where ongoing attention and conversation are given to the Christian life and how it intersects with education. In essence, the gospel must be the everyday bedrock on which everything else in the school is built.

Works Cited Brueggemann, Walter. The Prophetic Imagination. 2nd ed., Fortress, 2001.

Gould, Paul. Cultural Apologetics: Renewing the Christian Voice, Conscience and Imagination in a Disenchanted World. Zondervan, 2019.

Smith, David I. On Christian Teaching. Eerdmans, 2018.

Chris Prior works as the principal of the National Institute for Christian Education (Australia). He lectures in worldview, school culture, and school leadership.

Previously, Chris held the position of principal at Bayside Christian School near Melbourne.

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February 2022 Christian Educators Journal

Nurturing Cultures of Authentic Collegiality DAVID LOEWEN

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hen people talk about the “culture” of an organization, they are often referring to the unwritten norms and practices undertaken by the people of that organization—the assumptions that are held dear among the majority of its members, regardless of what is explicitly stated or promoted by leadership. In fact, I have been in organizations where the leadership is tracking in one direction but the culture of that organization is tracking in the opposite direction. It brings to mind a comment a friend once shared with me: “Culture eats leadership for breakfast.” For those of us in leadership, ouch!

I think we are all aware of this general concept about the culture of our schools; however, sometimes it’s hard for us to put a label on it. We only know that after spending time in a school, we usually get a sense of whether the culture feels positive or negative. After walking the halls while school is in session, visiting classrooms, and being outside during breaks, we may come away with a strong impression that the school is a place where students and staff are flourishing. Sadly, we may also have the opposite experience, or feel simply “meh” about our experience. So how do we assess this, and what can we do about it? My hope here is to offer some language around school culture that I have found to be helpful in my work as a teacher and administrator and in my consulting work and evaluations of other schools. I have drawn heavily from the work of educational theorist Andy Hargreaves, as well as from conversations with Lloyd Den Boer (King’s University) that took place while we worked together in school leadership. Some of the content in this article was previously published in a blog I wrote for Christian Schools International.

I have worked in three different Christian schools, evaluated and consulted for many others, and served on several not-­for-­profit boards. In that work I have had clear experiences of schools in which students and staff were both flourishing and contributing to the prosperity of those around them. I have also experienced the opposite. The thriving cultures I would like to call “authentically collegial communities.” They are places where staff work together to enhance student learning because they believe it is their calling individually and collectively. Staff work together not in spite of their differences but often because their differences create collective strength.

The leaders in these schools facilitate and support authentic collaboration, highlighting needs and inspiring their teams forward in the direction of the school’s vision and mission that has taken root deeply in the hearts and minds of each person. Hopefully this sounds pretty appealing to you, and you would love to see yourself in just such a place. However, we are not all there yet, and we are not going to get there by happenstance or even by Christian Educators Journal

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Culture eats leadership for breakfast.

The leaders in these schools facilitate and support authentic collaboration, highlighting needs and inspiring their teams forward in the direction of the school’s vision and mission

providence. We are going to get there by intentionally setting goals and designing strategies to move in that specific direction. Along the way there are several detractors that need to be named and engaged, lest they pull us off course. Before we get to describing what an authentically collegial community looks like, we need to know and name what is not an authentically collegial culture. This will allow us to avoid pitfalls and to hold ourselves accountable.

Four Pitfalls to an Authentic Collegial Culture

Large high schools can easily fall into a trap of balkanization as they tend to be organized around disciplines.

One of the most common detractors to an authentic collegial community is the staff culture defined by high individualism. A graduate school colleague spoke of a time early in her career when she worked in a large school. She said she parked her car near her portable, walked to her portable, taught all day, ate lunch in her portable, and then walked back to her car at the end of the day and drove home. In five years she never had a conversation with her principal and only saw him at monthly staff meetings. And she wasn’t the exception to the rule. She was also a very good teacher. This story saddened me because I couldn’t help but wonder how much learning and growth she missed out on by working near her colleagues instead of with her colleagues, and then how her students missed out on the benefits of her learning and growth. I was disappointed that she hadn’t taken professional initiative to seek out colleagues, and I was disappointed that her administrative leadership hadn’t taken professional initiative to engage her in meaningful ways.

Large high schools can easily fall into a trap of balkanization as they tend to be organized around disciplines. I remember being in a school where the different departments felt a measure of animosity toward each other as they competed for limited resources to grow their programs. I have also seen this in elementary schools, wherein the intermediate department is quite separate from the primary department, which is quite separate from the learning assistance (or student support) department. Members of balkanized organizations, be they schools or otherwise, tend to refer to other departments as “they” rather than “us” and rarely participate in cross-­disciplinary projects. Each group looks out for its own interests, which may not be directly aligned with the school’s mission, and which may not help other groups move toward mission fulfillment.

Congeniality may be the most insidious detractor of all because many falsely believe they are in collegial relationships. Congenial communities often emphasize the word community and work hard to protect a warm, fuzzy feeling of membership against anything that might harm that sentiment. I remember one school in which I felt pressure to be in the staff room at break to ensure I was part of the fun—and I felt that we put significant effort toward creating, fostering, and celebrating fun. Fun is good and valuable, but it’s not going to make meaningful strides toward mission fulfillment. I can think of a school that ran as a pseudo-­church. The principal led many devotional periods, and staff members were strongly encouraged to know and support each other through difficult times and celebrate each other’s personal successes. Dialogue about pedagogy and instruction was rare, and staff members were valued based upon their participation in the staff community. Candid conversations about best practices were almost 26

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nonexistent. One member of this school called it “staffocentric.” Don’t get me wrong—knowing, supporting, and loving each other are all part of living into our calling to foster great learning for our students, but they are not the end goal.

Finally, Contrived collegiality is most commonly referred to simply as “collegiality” by the school leaders. Contrived collegiality is forced collegiality, wherein faculty and staff work on tasks set by their leaders, in groups set by their leaders, at times set by their leaders. There is little initiative by members to enhance student learning, and professional vulnerability is not part of the culture. The strongest example of this for me is a school that aggressively promotes itself around its teaching practices and requires its teachers to engage these specific practices. However, upon spending time in the school, it becomes apparent that many of the teachers, when nobody is looking, go on about their pedagogical business as usual. Often when the leadership changes, the advancements made tend to regress, as staff and faculty have not owned the hopes and dreams for student learning and therefore those hopes and dreams have not become embedded in the school culture. Authentically collaborating on improved student learning has not become normative behavior.

This is by no means an exhaustive list, as I am sure there are other detractors to authentic collegiality. These are simply the ones that rose to the surface as I read about and reflected on school cultures. Also know that it is quite common to have overlapping pitfalls in one school culture—schools where hyper individuals work solo within balkanized groups doing their own small group things while another group is working hard to make the place fun in the context of administrators who are pronouncing changes from on high on a regular basis. Not only is the former a long, convoluted sentence, it’s also an exceptionally challenging place for a new teacher to navigate. Where do you see yourself in this? Where do you see your school?

Candid conversations about best practices were almost nonexistent.

Fostering Authentic Collegial Culture How do we move toward fostering a culture of authentic collegiality? The first step is to name the pitfalls above. As teachers, we need to own where we are at. We need to reflect on what we default to and recognize that, while it may be comfortable for us, while it may fit our personality needs (Enneagram, Birkman, Meyers-­Briggs, etc.), it may not serve the common good of moving our schools toward a culture that fosters mutual flourishing. As administrators, we need to be honest in our assessment of our school culture and the practices we engage in that reinforce pitfalls. The culture of a school belongs to all within, and it moves toward a better place, a place of shalom, when all take ownership toward fostering its enhancement! I can’t underestimate the importance of each of us working together to critically reflect on our current practices in the context of seeking improved student engagement. Frankly, if student engagement and learning in the context of the story of God and his people isn’t what we are most passionate about, then a separate conversation needs to happen regarding one’s fitness for their role in the school.

The second step involves deep reflection on the goals and values of the school. I believe a deep understanding of and excitement about the vision, Christian Educators Journal

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We need to be honest in our assessment of our school culture and the practices we engage in that reinforce pitfalls.

Trust opens space for vulnerability wherein strengths, weaknesses, and plans for growth can be up for conversation.

Engagement becomes normative when the informal and unregulated passing words, glances, affirmations, and questions point toward collegiality.

mission, values, and goals of a school is essential, and this happens when all members of the school have input into those goals as manifestations of the vision and mission. Trust is created when there is internal consistency between promises made in the vision and mission, engagement of staff in how to embody that vision and mission, and the work that is then set to be done. Trust opens space for vulnerability wherein strengths, weaknesses, and plans for growth can be up for conversation. While this process indeed requires leadership to conduct well-­f acilitated meetings, protocols, and conversations, it also requires what I believe to be the professional responsibility of each individual to step into the space of critical self-­reflection, vulnerability, and meaningful goal setting with their colleagues, including the ones who think differently from us. Each one of us needs to name the areas where we require support and accountability as we strive to achieve the goals we have set to improve student engagement. That combination of support and accountability is central to human flourishing for teachers, students, and administrators.

Finally, what does this ideal collegial culture look like? Andy Hargreaves identifies five indicators. Summarized here, the indicators specify that collegial culture should be the following: 1. Spontaneous—Improved practices that enhance student learning emerge from teachers and are supported by administration.

2. Voluntary—There is a perceived value in high engagement, therefore teachers choose it and buy into it.

3. Development-­oriented—Teachers mostly develop initiatives on their own or develop initiatives based on school-­wide goals they believe in.

4. Pervasive—Engagement happens across time and space. In other words, engagement happens outside scheduled times and outside of the meeting space. It happens in parking lots and coffee shops. Engagement becomes normative when the informal and unregulated passing words, glances, affirmations, and questions point toward collegiality.

5. Unpredictable—The outcomes are often not predictable, as the critical reflective process includes asking real questions, and the initiatives involve trying real solutions.

I’ve been pretty direct about the need for all members of the school community to choose to move toward an authentically collegial culture. I now want to backtrack somewhat and emphasize that while I hold that to be true, I do believe there is a special responsibility required of those in leadership to foster and enable truly collegial culture. In the context of an administrator having strong, positive relationships with each person on staff, I believe that leader needs to engage in the following: 1. Modelling—The leadership must model the importance of collegiality in their work with other leaders and teachers in the school, demonstrate and receive critical reflection, show gratitude for engagement, help colleagues in practical ways, and be present to student learning rather than to their laptop and office space. The leader models what an engaged colleague looks like!

2. Symbols—There is great power in symbols and symbolic action. A colleague of mine stands by the door of his elementary school each 28

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morning and welcomes each student and family by name. That practice is highly symbolic of knowing, caring, and entering into relationship.

I also believe he is modelling this behavior for teachers and students.

There is great power in rituals and ceremonies that symbolize the deep hopes of the school. Choosing what is celebrated and how it is celebrated speaks loudly about the true norms and values. Where the leader spends their time and energy has the same effect. Your energy is one of your greatest resources to be used strategically toward fulfilling your school’s mission.

3. Critical conversations—By “critical” I mean important. The kind of conversations the leader has with teachers implies the values the leader has for the school. Are you talking about student learning? Are you having important conversations with teachers who should be empowered and emboldened in their work? Are you having conversations with teachers whose practice is mediocre and needs to change? These conversations are critical because they speak to the fulfillment of the school’s mission!

4. Facilitating—One of the most important duties of school leadership is to put structures and schedules in place that remove barriers to collegiality. Most often the greatest barrier is time. Schools that value critical, reflective engagement in improving student learning build time into the schedule to facilitate such practices.

5. Cross-­grade work—The experts are in our schools. Our collective bag of pedagogical tricks is usually quite large. Teachers who work with others cross-­grade may learn new pedagogical skills they might otherwise not be exposed to. In secondary schools, I would also advocate for cross-­discipline planning and teaching. This could take the form of interdisciplinary units, school-­wide thematic units, or cross-­grade planning for assessment and reporting.

May our schools be places of shalom, places where the work of engaging student learning is seen as a sacred calling—work for the kingdom—and in so being, may each of us strive for the good, the true, and the beautiful in our classrooms and in our school communities.

Work Cited Hargreaves, Andy. Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age. Teachers College Press, 1994.

David Loewen is currently the superintendent of Surrey Christian School and has served as head of school at two other Christian schools. He is an adjunct faculty member in Trinity Western University’s Masters of Arts in Leadership program.

Loewen holds a PhD in Organizational Theory and Leadership Studies. He is happily married to his wife, Sharlene, has three beautiful children (Chloe, Olivia, and Ilyah), and cares for two rather spoiled and self-­absorbed chickens.

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Schools that value critical, reflective engagement in improving student learning build time into the schedule to facilitate such practices.

A Growth Mindset for Christian Educators THOMAS LAMBERT

W

Learning is approached best through a biblical perspective, where each field of study reveals the nature of God, the nature of humankind, and how the two relate to each other and with the rest of creation.

Biblically integrated training can be done in a natural, unforced way.

hat are the elements of successful professional development? That is the question posed to school leaders around the world as they seek to fulfill their duties of developing teachers and professional staff to serve students effectively. As school principals and heads of school, we are tasked with ensuring that our faculty and staff deliver excellent instruction utilizing effective, evidence-­based techniques. But is this responsibility any different for the leader of a Christian school? I contend that it is.

It must be. In fact, our professional development must be as unique as is our service to students because it is different from that which is offered in our local public and non-­sectarian private schools. A uniquely Christian education stands upon the philosophical idea that all truth belongs to God, and this truth can be fully understood only when placed in its proper context in relationship with him who revealed it. Therefore, learning is approached best through a biblical perspective, where each field of study reveals the nature of God, the nature of humankind, and how the two relate to each other and with the rest of creation. Such a philosophy has immense implications for Christian schools and their educators and is starkly juxtaposed with another, all too common approach to Christian education that results in a secular academic program to which we add Bible study and prayer.

Just as our approach to learning should be different and informed by a biblical perspective, so also should our approach to developing Christian educators. If we, school leaders, are to expect teachers to practice honest biblical integration in their teaching practice, then we must do the hard work of biblically integrating our in-­services and training programs to equip them to deliver a uniquely Christian education in the classroom.

And just like Christian education, biblically integrated training requires addressing best practices in the classroom as an outworking of biblical truth. It cannot simply be the implementation of the latest educational fad supported by a few Bible verses. I believe this can be done in a natural, unforced way.

A recent example of such a training occurred during our annual fall in-­service. Our chapel and in-­service theme was “The Patience of Christ in Sanctification” and the central Scripture was 2 Peter 3:8–9: But do not forget this one thing, dear friends: With the Lord a day is like a thousand years, and a thousand years are like a day. The Lord is not slow in keeping his promise, as some understand slowness. Instead he is patient with you, not wanting anyone to perish, but everyone to come to repentance.

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Our quarterly training always begins with chapel and is followed by professional in-­service training. The chapel speaker focused on Christ’s patience with us as we are slowly transformed into the likeness of Christ.

The comforting truth is that God, though perfectly holy, does not expect us to be perfectly Christ-­like overnight but instead that over time we become more like Christ “with ever-­increasing glory” (2 Cor. 3:18). The Christian life can best be compared, as Jesus did, to the life of a crop that is planted with the seed of the gospel and is cultivated over a long period of time, bearing fruit in due season. His divine patience produces in us a deep sense of peace, knowing that even when we inevitably fall short, we can return to him, repent, and be forgiven, and he can use even those mistakes to mold us to the image of Christ. Alexander MacLaren, in his exposition of 2 Corinthians 3, says it this way:

The comforting truth is that God, though perfectly holy, does not expect us to be perfectly Christ-­like overnight but instead that over time we become more like Christ.

Such transformation, it must be remembered, comes gradually. The language of the text regards it as a lifelong process. “We are changed”; that is a continuous operation. “From glory to glory”; that is a course which has well-­marked transitions and degrees. Be not impatient if it be slow. It will take a lifetime. Do not fancy that it is finished with you. Life is not long enough for it. Do not be complacent over the partial transformation which you have felt. There is but a fragment of the great image yet reproduced in your soul, a faint outline dimly traced, with many a feature wrongly drawn, with many a line still needed, before it can be called even approximately complete. See to it that you neither turn away your gaze, nor relax your efforts till all that you have beheld in Him is repeated in you.

At the end of the chapel message, there was a clear transition into our in-­service, where we focused on learning how to apply the biblical principle of God’s divine patience in our professional practice. How can we apply this truth to our professional practice as educators? Just as we seek to develop a “big picture” view of sanctification, not getting discouraged by our setbacks but instead being transformed from one degree of glory to the next, we must take the same approach to our own professional growth. In the world of secular education, viewing professional growth as a long journey where one expects and accepts failure and setbacks as natural parts of the process, is called growth mindset.

The term “growth mindset” was coined by Carol Dweck to describe people who believe that they can grow and develop through hard work and perseverance. People with a growth mindset will “view challenges and failures as opportunities to improve and grow” (“Growth and Fixed Mindset Definition”). In short, we need a “big picture” view of our journey as educators, not being discouraged by failures or setbacks, but being determined to improve little by little. A superintendent that I once worked for used the terminology of “moving the needle.” Just a little at a time. Perhaps the clearest way I have heard this said is this quote of unknown origin: “Elite performance is the accumulation of small gains over time.” By the way, such elite performance is not only for classroom teachers. Every person or team, from the administrators to the support staff, can benefit from working toward making small gains in their professional practice. As each department improves incrementally from these small gains, the students and their families begin to experience an educational service that is excellent. A classroom in which the Christian Educators Journal

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We need a “big picture” view of our journey as educators, not being discouraged by failures or setbacks, but being determined to improve little by little.

Our school employees need to witness their leaders displaying a growth mindset before they will take that step themselves.

teacher is intentionally committed to achieving excellence while comfortable with setbacks is truly a wonderful space for learning. While Carol Dweck’s research and writing about the concept of a growth mindset have positively impacted countless educators around the world, I firmly believe that these ideas are most impactful when they are faithfully contextualized within the Christian faith. A growth mindset, when found outside the Christian faith, builds upon secular humanism and can be developed through various practices such as reflection, mindfulness, and goal setting. Within the Christian faith, a growth mindset flows naturally from a proper understanding of the gospel. Our reconciliation to God through the life, death, and resurrection of Jesus sets us free from the guilt of sin and the shame of failure so that we can “fix our eyes on Jesus, the author and perfecter of our faith” (Heb 12:2), trust the work that he is doing within us by the indwelling Holy Spirit, and seek to bring him glory by being excellent in all that we do.

Following the keynote presentation that laid out the foundation of this teaching, our administration team spent time talking through the Continuous School Improvement Plan, pointing out the areas in which we have “moved the needle” over the last few years, as well as the areas in which we have not grown (or sometimes even regressed). Our objective during this session was to engage in and model honest reflection and a growth mindset when it comes to setting and reviewing our goals by celebrating the successes, accepting the areas of growth, and looking ahead to areas that we want to grow most. This session was perhaps the most important. Our school employees need to witness their leaders displaying a growth mindset before they will take that step themselves. Finally, we gave each department the opportunity to meet and discuss ways that they could grow, and each group worked together to develop a S.M.A.R.T. goal (specific, measurable, achievable, relevant, time-­bound) as a department.

In this particular in-­service, my desire was to send back to the classrooms teachers and staff who view their professional lives in the same way they view their sanctification: as a journey. Through professional development that is integrated with our Christian faith and biblical principles, I believe we can equip our educators to be the mentors and spiritual leaders that our students need, as well as genuinely excellent teachers, counselors, and support staff.

Works Cited Dweck, Carol. “Carol Dweck Revisits the ‘Growth Mindset.’” Education Week, 22 Sept. 2015, www.edweek.org.

“Growth and Fixed Mindset Definition.” Growth Mindset Institute, 8 Mar. 2018, www.growthmindsetinstitute.org.

MacLaren, Alexander. “MacLaren Expositions of Holy Scripture.” Bible Hub, biblehub.com.

Thomas Lambert lives in south Mississippi with his wife, Rachael, and their three children. He is the Head of School at Enlightium Academy, a virtual Christian school that serves homeschool, online, and co-­op students around the world.

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Letter to a Young Teacher PENNY CLAWSON

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ear New Christian School Teacher, Whether this is your first year teaching in a Christian school or your first year teaching anywhere, you are a novice. A novice is one who experiences something new and is in the initial stage of learning the knowledge and skills that will develop and be enhanced. Sometimes this is a lonely place to be, especially if all the others around you are skillful and experienced. But remember, all of us were once novices. Every teacher has a “first year”—even if your first year looks radically different from other first years, thanks to the disruption of COVID-­19. In fact, even the most experienced teachers may feel like novices again, with all the changes in education due to the pandemic.

The purpose of this letter is to offer you some encouragement. Research has documented the pattern found in the life of a first-­year teacher. The New Teacher Center studies this and illustrates the first year this way: PHASES OF FIRST-YEAR TEACHERS' ATTITUDE TOWARD TEACHING

Anticipation

Anticipation Reflection

Survival

Rejuvenation

Disillusionment Aug

Sept

Oct

Nov

Dec Jan

Feb

Mar Apr

May

June

July

Notice that the months of November, December, and January are when you might be at your lowest. The Center offers descriptions of the various stages in the article, and based on my years of interacting with first-­and second-­ year teachers, I would have to agree with them. Recently a second-­year teacher commented to me, “I am crying less this year!” So how can you thrive rather than only survive that first year, especially in a first year that is like no other? Here is a list of reminders from 1 Thessalonians that might help.

You have been called.

Paul writes in 1 Thessalonians 5:24, “The one who calls you is faithful, and he will do it.” Rehearse in your mind the ways God led you to this Christian Educators Journal

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Even the most experienced teachers may feel like novices again, with all the changes in education due to the pandemic.

school, this classroom, this community. When the circumstances become overwhelming, it is best to take an hour or two to simply sit and remind yourself of God’s hand on your life, your days, your experiences. He has you in his hand! Can you recall those conversations, interviews, and events that led you to this point? When you do, rest in this promise that when he calls, he equips.

You are not alone.

Your fellow teachers have all had a first year, some more recently than others. Ask for help—it is not a sign of weakness, but humility. Whining does not help, but seeking a friend does. As part of your induction plan, you were likely assigned a mentor teacher. Start there, but if the match doesn’t click, seek another mentor or a coach who can be your second set of eyes and ears. It is helpful to have someone bring another perspective to your situation. Notice the words of 1 Thessalonians 5:11: “Therefore encourage one another and build each other up.”

Your students want to learn and want to watch you, even when it feels otherwise.

You are the teacher.

Your training and preparation have brought you to this point. In 1:6–7, Paul asserts that you had been an imitator, and now you are a model. That is exactly what the process is for becoming a teacher. We begin by imitating those who were our favorite teachers or professors, following their example.

But now you have your own classroom, your own students, and you are the model before them. Be confident in your knowledge and skills. Your students want to learn and want to watch you, even when it feels otherwise.

Prepare your lessons, but pace yourself. Every lesson does not need to be spectacular.

You have emotional resilience.

When you are feeling defeated, identify who is speaking, whose voice you hear. Again, the words in 1 Thessalonians can offer a reminder. In 3:1–5, Paul describes what you might be feeling: persecuted, unsettled, tempted, and tested. He even says, “You know quite well you were destined for [these trials].” Ouch! If indeed you were destined, it is because the Lord has included these times in his plan for you. Resilience is not “bouncing back” but rather “bouncing forward.” Give yourself the time and space to rest, recover, and reflect on God’s grace, and resist the enemy. Back in the first chapter, Paul describes the everyday efforts of a teacher, “your work produced by faith, your labor prompted by love, and your endurance inspired by hope in our Lord Jesus Christ” (v. 3). Your emotional resilience will come with faith, hope, and love. Your work, your labor, and your endurance need all three.

You are in a community.

The community of faculty and administration are just like yourself, sinners saved by grace. There is no Christian school without sinners—people who fail, falter, and even fall. When this happens, it is grace that forgives and forgets the offenses. Be careful about expecting perfection from your coworkers. Extend grace to them as it has been extended to you. This admonition comes in 4:9–10: “You have been taught by God to love each other. . . .

We urge you, brothers and sisters, to do so more and more.” Yes, at times it is difficult, but a community requires us to remember that those around 34

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us may hurt or be hurt. Reach out and extend to them your forgiveness and love, and it will return.

You must feed your soul.

You cannot feed knowledge and wisdom to your students five days a week from an empty soul. You need to be fed from the Bread of Life. It is of vital importance—far more important than grading papers, creating fantastic instructional design, or even sleep. Your entire being needs to be fed regularly; it needs nourishment. Don’t rely on spiritual caffeine, for example, the extra shot at faculty devotions or the memory verse with your students. Feed yourself faithfully and carefully. Intentionally provide yourself with a nutritional diet to keep your soul well. Start with a complete read-­ through of 1 Thessalonians. It is a letter written for teachers. It contains prayers such as “May the Lord make your love increase and overflow for each other” (3:12) and “May he strengthen your hearts so that you will be blameless and holy” (3:13).

Your first year is the initial chapter of what can be a fruitful lifetime of ministry. I remember certain moments and events from my first year as a teacher of a fourth-­and fifth-­grade combination classroom in a Christian school, and then fifteen years later, my first year as a professor at a Bible college preparing teachers for this same journey. I can recall the struggles and loneliness, as well as the successes and blessings. Although my first year in any classroom was more than fifty years ago, that first group of students was special. And, thanks to the social media of today, I actually have contact with a few of them! They too remember how we learned together.

With over thirty years of preparing teachers in mind, I conclude with more from 1 Thessalonians. I often have shared these words with novice teachers as they are among Paul’s parting words: “And we urge you, brothers and sisters, warn those who are idle and disruptive, encourage the disheartened, help the weak, be patient with everyone. . . . Rejoice always, pray continually, give thanks in all circumstances” (5:14–18). How appropriate for the novice teacher—and the veteran teacher. This is the way you will do more than survive, but rather thrive!

In the service of the King, Penny E. Penny Clawson, EdD

Work Cited “From Surviving to Thriving: The Phases of First-­Year Teaching,” New Teacher Center, 2017, www.newteachercenter.org, Penny Clawson taught in York, Pennsylvania, at the Christian School of York for fifteen years before becoming a professor at Lancaster Bible College in 1983.

She served as the chair of the Education Department (1985–2012) and as the program director of the graduate program for the Consulting Resource Teacher (2003–2015). Penny also served as the faculty coach in the Office of Teaching Effectiveness (2012–2015). When Penny retired from full-­time teaching, she began to Christian Educators Journal

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You cannot feed knowledge and wisdom to your students five days a week from an empty soul.

offer services as an educational consultant to Christian schools and Bible colleges, allowing her to serve in a wider geographical area. She can be reached via email at pclawson@lbc.edu.

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