How to Sunday School Manual

A CD-ROM is included that features electronic forms that support the articles included, a recommended reading list, and 5 books written by David Francis.

HOW TO

Sunday School MANUAL

This manual • Serves as a reference guide for the person expected to know how to administer an effective Sunday School; • Gives you practical actions you can take for planning, leading, and evaluating your Sunday School; • Provides all the forms and tools needed to complete the actions outlined.

HOW TO

The How To Sunday School Manual is a compilation of short, to-the-point articles from experts and practitioners that offer practical tips and advice for organizing and leading your church’s Sunday School ministry.

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© Copyright 2009 LifeWay Press No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, except as may be expressly permitted in writing by the publisher. Requests for permission should be addressed in writing to LifeWay Press, One LifeWay Plaza, Nashville, TN 37234-0175.

ISBN: 1-4158-6598-1 Item 005164710 Dewey Decimal Classification Number: 268.1 Subject Heading: SUNDAY SCHOOLS—ADMINISTRATION Printed in the United States of America ®

All Scripture quotations are from the Holman Christian Standard Bible , copyright © 1999, 2000, 2002, 2003 by Holman Bible Publishers. Used by permission.

To order additional copies of this resource: Write LifeWay Church Resources Customer Service; One LifeWay Plaza; Nashville, TN 37234-0113; fax order to (615) 251-5933; call toll free 1-800-458-2772; e-mail orderentry@lifeway.com; order online at www.lifeway.com; or visit the LifeWay Christian Store serving you.

Leadership and Adult Publishing LifeWay Church Resources One LifeWay Plaza Nashville, Tennessee 37234-0175

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his book is dedicated to providing the “handles” needed to carry out the work of building a Sunday School that reaches people for Christ and is an agent of spiritual transformation. As we planned this manual, we realized that nothing is fully accomplished outside the power of God. It is easy to slip into the false confidence that results are always guaranteed with careful planning and preparation. God often reminds me that true power and success is found only in Him. At the same time, to accomplish anything we must also build on principles. Those principles guide our planning without superseding God. It is with this in mind that we have compiled this set of how tos. It is not heavy on principles. You can find those principles in a number of other books. Our goal is to give you practical actions to take for building a healthy Sunday School.

This book is predicated on Deuteronomy 31:12, “Gather the people— men, women, children, and foreigners living within your gates—so that they may listen and learn to fear the Lord your God and be careful to follow all the words of this law.” Throughout history God has used the study of His Word as the central point of discovering His will for our lives and for How To Sunday School Manual

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Forward the work of His kingdom. During the last 200-plus years God has mightily used the Sunday School. The Sunday School today, in its many expressions, is still the most vital tool in our churches for hearing, learning, and mobilizing the people of God to live out His Word.

These articles are designed to come alongside the things you are learning from God, not replace them. You must continue to listen to God’s direction, learn His will and guidance, be empowered by the Holy Spirit, and trust in His power to act mightily through your life, the lives of your leaders, and the lives of your Sunday School members.

The command Moses gave was done so with the hope that the Israelites would “be careful and follow,” “obey,” “do,” and “live out” His Word. We hope you will discover in the articles included some of those “to do” steps in motivating, organizing, engaging, and implementing the work of your Sunday School. Through the insight of over 80 different practitioners that clearly understand and have accomplished these steps, we seek to provide the practical guidance needed. We have attempted to boil the information down to the How To Sunday School Manual

very essentials. We want to provide very clear, basic steps on a variety of topics.

In many ways this manual is like the auto manual you carry in the glove box of your family car. Your car manual is not designed to be an exhaustively detailed guide on how to overhaul the engine of your car. Rather, the manual provides an easily understood, practical guide for accomplishing the primary things you need to do to operate and maintain you car so it can perform as effectively as possible.

As you read this manual it is important that you understand what we mean by “Sunday School.”

Sunday School is the foundational strategy for leading people to faith in the Lord Jesus Christ and for building great commission Christians through open Bible study groups that invite people to discover the truths of God’s Word and connect with others through fellowship and ministry.

The importance of the word strategy can easily be missed. However, understanding Sunday School as a foundational strategy shapes the focus of your Sunday School. I often ask people, “What is a strategy?”

Forward Usually they answer, “A plan.” If Sunday School is a strategy or a plan, it becomes much more than a Sunday morning event. Classes become a group of people on mission to change the lives of those people for which they are responsible, both inside the classroom and daily as they live their lives. The Sunday School as a whole and classes individually are asking God to lead them to plan actions that will impact both those in the class and those not yet reached.

In its foundational role, Sunday School is a place where any person can enter his or her journey in Christ and nurture his or her personal growth. For the nonbeliever, Sunday School is a place where he or she can begin studying the Bible and building relationships with believers even before that person joins the church.

For others it is foundational in both study of the Bible and relationships to other believers. Sunday School is also foundational in the support it gives for the other areas of the work of the church.

There are two key purposes in the work of the Sunday School. The first is leading people to faith in the Lord Jesus Christ. Romans 10:13-15 says, “For

everyone who calls on the name of the Lord will be saved. But how can they call on Him in whom they have not believed? And how can they believe without hearing about Him? And how can they hear without a preacher? And how can they preach unless they are sent? As it is written: How welcome are the feet of those who announce the gospel of good things!” The Sunday School provides the best proven system for organizing a church’s evangelistic outreach and ministry. The Sunday School can be used to reach every age group. The Sunday School as a whole should continually be planning actions to engage people in sharing the message of salvation, individual classes should be engaging their members in sharing the message of salvation, and individual believers should be on mission in their personal lives asking God to use them to touch the lives of people who do not know Him. The second task is building Great Commission Christians. A purpose of the Sunday School is to equip and engage believers in living out their faith. As believers are transformed through the teaching of the Bible and through relationships with other believers, How To Sunday School Manual

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Forward their lives should reflect that transformation. Being a Great Mission Christian means that believers are seeking to accomplish the purpose God has for their lives.

Great Commission Christians will be seeking to live our faith and to be used by God to accomplish His work.

The key component of Sunday School is an open Bible study group. Open implies being accessible and not shut, locked, or with barriers. Both believers and unbelievers are encouraged to be a part of an open group. Barriers to participation are removed so that a new person can participate. Studies do not require prior knowledge to participate. Open groups are also ongoing. They meet every week. They are evangelistic in that they seek to reach people for Christ and teach God’s Word in a way that lifts up the message of salvation. Members of open Bible study groups are encouraged to share their faith and lives. As lost people hear how God is working in the lives of believers, they become hungry for the same in their lives. Open groups multiply by intentionally sending members out to serve in other parts of the Sunday School and by starting new Bible study groups.

How To Sunday School Manual

As your Sunday School leaders and members see it as a foundational strategy for the two purposes of reaching people for the Lord Jesus Christ and building Great Commission Christians through groups that are open to all people, it will then complete the rest of this purpose statement—to invite people to discover the truths of God’s Word and connect with others through fellowship and ministry. This book is dedicated to the accomplishment of that purpose.

My prayer as you move through the pages of this manual is that you not see these articles as solutions that will guarantee your success. Rather, my prayer is that you see this manual as a tool that under the leadership of our Lord will enable you to build a dynamic Sunday School that becomes a place where people meet God and are encouraged to live out His Word in practical ways.

Wayne Poling January 2009

Contents

Forward—Wayne Poling . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Introduction—David Francis . . . . . . . . . . . . . . . . . . . . . . . . 12 Foundational Sunday School Principles— Bruce Raley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Understanding the LifeSpan Spiritual Development Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 The Creation of This Resource . . . . . . . . . . . . . . . . . . . . . . 22 INVITE Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 How do I model Invite to my church? . . . . . . . . . . . . . . . 25 How do I do a Sunday School evangelism check-up? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 How do I evaluate our “Invite” attitude? . . . . . . . . . . . 28 How do I encourage my leaders and members to enroll people anywhere anytime? . . . . . . . . . . . . . . . 29 How do I develop guidelines for enrolling and dropping people from our rolls? . . . . . . . . . . . . . . . . 31 How do I discover real prospects? . . . . . . . . . . . . . . . . . 32 How do we set up and use a prospect system? . . . . . . 33 How do I make intelligent prospect assignments? . . . . 35

How can I help our members see the importance of reaching others? . . . . . . . . . . . . . . . . . . . . . . . . . . 37 How do I lead our church in planning a high attendance emphasis? . . . . . . . . . . . . . . . . . . . . 38 How do I change members’ mind-set about Sunday School? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 How do we help unchurched people understand what Sunday School can mean to them? . . . . . . . . . 41 How do we help unchurched people understand what Sunday School is? . . . . . . . . . . . . . . . . . . . . . . . 42 How can I help a class be open to new people? . . . . . 43 How do I encourage classes and members to be evangelistic? . . . . . . . . . . . . . . . . . . . . . . . . . . 44 How do we contact first-time guests? . . . . . . . . . . . . . . 45 How do we reclaim absentees? . . . . . . . . . . . . . . . . . . . 47 How do I prepare others to make a contact? . . . . . . . . 49 How do I train outreach evangelism leaders? . . . . . . . . 51 How do I train leaders and members to witness? . . . . 52 How can we make guests feel more welcome? . . . . . . . 53 How can name tags be used effectively with guests? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 How do I determine what leaders our organization needs? . . . . . . . . . . . . . . . . . . . . . . . . . 56 How do we move people from worship only into Sunday School attendees? . . . . . . . . . . . . . . . . . . . . 57 How To Sunday School Manual

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Table of Contents How do I identify the growing seasons for our church? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 How can we move VBS participants to Sunday School? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 How can we plan events that encourage our members to invite unchurched people? . . . . . . . . . 60 DISCOVER Introduction – David Francis. . . . . . . . . . . . . . . . . . . . . . 62 How do I model Discover to my church? . . . . . . . . . . . . 63 How do I conduct a Discover Evaluation? . . . . . . . . . . . 65 How do I evaluate teaching in my church? . . . . . . . . . 66 How do I train teachers to teach more effectively? . . . . 67 How do I help teachers continue to develop their skills? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 How do I find and develop apprentices? . . . . . . . . . . . . 70 How do we determine what space and equipment is required? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 How do I do a space walk? . . . . . . . . . . . . . . . . . . . . . . . 73 How do I conduct an assessment of our equipment and furnishings? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 How do I help teachers use the space they have?. . . . . 76 How do I help teachers use technology effectively?. . . . 77 How do I establish a library of resources for teachers? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 How To Sunday School Manual

How do I choose Bible study curriculum? . . . . . . . . . . . 79 How do I help those who teach learners with developmental or physical disabilities?. . . . . . . . . . 81 How do I help leaders stay spiritually fit?. . . . . . . . . . . . 85 CONNECT Introduction – David Francis. . . . . . . . . . . . . . . . . . . . . 88 How can I model Connect for my church? . . . . . . . . . . 89 How do I conduct a Connect Evaluation? . . . . . . . . . . . . 91 How do I help make care groups function effectively? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 How do I create an awareness of God’s call of people to serve? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 How do I help people discover their places of service?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 How do I administer a spiritual gifts inventory? . . . . . . 97 How do I help people get connected in our Sunday School? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 How do I facilitate classes’ meeting the needs of others? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 How do I equip leaders and members to minister? . . . 105 How do I train care group leaders?. . . . . . . . . . . . . . . . 107 How do I support Sunday School fellowship activities?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Table of Contents How can we build community through the Sunday school? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 How do I show others how to use technology to get connected?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 How do I help classes stay connected with associate members? . . . . . . . . . . . . . . . . . . . . . . . . . 112 How do I build an effective Sunday School prayer system? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 How can I lead our Sunday School to be more missional? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 How do I help classes develop a class covenant?. . . . 116 ADMINISTER Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 How do I Set the Standard as THE leader? . . . . . . . . . . 119 How do I use the Growth Spiral to evaluate our Sunday School?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 How do I use the Growth and Evaluation Plan to evaluate our Sunday School? . . . . . . . . . . . . . . . . . . 123 How do I use the Flake’s Formula to evaluate our Sunday School?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 How do I use the Sunday School Growth Worksheet ?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 How do I use a church and community profile?. . . . . . 129

How do I lead in developing a Sunday School vision statement?. . . . . . . . . . . . . . . . . . . . . . . . . . . 131 How do I make Sunday School a priority with the church, staff, leaders, and members? . . . . . . . . . . . 133 How do we develop a Sunday School leader covenant? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 How do I honor and encourage teachers and leaders?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 How do I conduct a commissioning service?. . . . . . . . 136 How do I deal with ineffective leaders? . . . . . . . . . . . . 137 How do I create a Sunday School Planning Team? . . . 138 How do we develop a Sunday School strategy plan? . . . 139 How do I lead our church in annual planning for our Sunday School? . . . . . . . . . . . . . . . . . . . . . . . . . 141 How do I conduct Sunday School Planning Team meetings? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 How do I develop a Sunday School budget?. . . . . . . . 144 How do I help class leaders effectively plan their Sunday School work?. . . . . . . . . . . . . . . . . . . . . . . . 145 How do we reorganize our Sunday School without bloodshed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 How can we effectively group people?. . . . . . . . . . . . . 148 How do I help preschool leaders group preschoolers?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 How To Sunday School Manual

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Table of Contents How can we effectively start new Sunday School units? . . . . . . . . . . . . . . . . . . . . . . . . 152 How do I manage enlisting?. . . . . . . . . . . . . . . . . . . . . 153 How do I enlist a new leader? . . . . . . . . . . . . . . . . . . . . 154 How do I help my church define job responsibilities?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 How do I help leaders make training a priority? . . . . . 156 How do I determine the training needs of leaders? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 How do I/we develop a training strategy for our leaders?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 How do I locate and develop potential leaders? . . . . . 159 How do I prepare new leaders for their first day?. . . . 160 How do I train the Sunday School Director?. . . . . . . . . 161 How do I know it is time for multiple Sunday Schools?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 How do we start a second Sunday School time? . . . . . 163 How do I coordinate multiple Sunday Schools?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 How do I help my church effectively organize and use their Sunday School records system? . . . . . . . . 165 How do I start a new Sunday School? . . . . . . . . . . . . . 167 How do I restart a Sunday School? . . . . . . . . . . . . . . . . 169 How do I help Sunday School leaders work together? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 How To Sunday School Manual

How do I prepare my church for both Sunday School and off-campus Small Group ministries?. . . 172 How do we get ready for a new Sunday School year? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 How do I get records ready for the Sunday School year? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 How do I start a special needs ministry? . . . . . . . . . . . 175 How do I lead my church to develop security policies for our preschoolers, children, and students?. . . . . . 177 How do we implement the use of a volunteer application form and background check system?. . . 179 How do I ask the right questions when developing a security policy for our preschoolers and children? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Contributors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 CD-ROM Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

Introduction

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Introduction

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n recent decades, there has been a debate about the purpose of Sunday School. Using the word “the” suggests Sunday School has (or ought to have) a single or at least one preeminent purpose. Some argue forcefully that evangelism is the primary purpose. Others view Sunday School primarily as an assimilation strategy, where members connect through fellowship and ministry. Still others advocate that the purpose is foundational discipleship through Bible study.

The term “Sunday School” has also been a part of this debate. I have often joked that this is a perfect name, except it’s not just on Sunday and it’s not a school! For that reason, some churches have renamed Sunday School. Sometimes that has helped them refocus the purposes; more often, it has not. Therefore, in many churches, the question remains: What is the purpose of Sunday School (or a functionally equivalent ministry by some other name)?

A one letter change to the question can clear up the debate. Add the letter “s” to the end of “purpose,” and restate the question: What are the purposes of Sunday School? Rather than giving a definitive, one-

How To Sunday School Manual

size-fits-all answer, let’s think through the question from a few different perspectives.

Sunday School and the Purposes of the Church Rick Warren popularized five church purposes: worship, fellowship, discipleship, ministry, evangelism.

LifeWay President Thom Rainer recommended adding a sixth: prayer. George Barna suggested a different sixth: stewardship. Others argue that missions is a sixth purpose. So which of these 5-8 is the purpose of Sunday School? The answer is yes! Different churches and different classes will lean more toward one or more of these purposes—either seasonally or all the time.

But all the purposes will show up in some way in virtually every Sunday School group. In fact, the health of a Sunday School class might be best determined by how well it balances the purposes.

Sunday School and Simple Church In their breakthrough book, Simple Church, Thom Rainer and Eric Geiger found a strong correlation within healthy, growing churches of a clearly communicated

Introduction process that moves members through an easily understood path toward spiritual maturity. The process answers the question, “What’s my next step?” In these Simple Churches, there was one primary program aligned with each step. Sunday School is ideally suited as Step Two in a process where Step One is the primary weekly worship experience—which is typical. Why? Because you can accomplish the first two steps of your process with every member of the family, on one trip to the church! Additionally, Sunday School provides dozens of opportunities for ministry involvement, which is usually another step in the process of most Simple Churches.

Sunday School and Discipleship Sunday School classes do provide the opportunity to learn through Bible study and teaching, which is foundational to discipleship. But there is still a need for groups that focus specifically on spiritual growth, which Southern Baptists have typically called discipleship groups. A Sunday School class that balances the purposes of the church are designed to be “open”

groups. Groups that focuses primarily on discipleship are designed to be “closed.” That is, they are primarily for developing believers, with expectations around regular attendance, preparation for and participation in the group discussion, usually involving prescribed study materials, and often a set number of sessions.

Therefore, they need to be closed to new participants once the group has started its course of study. Open groups, on the other hand, are, well, open! An open group expects new people to be in attendance every time it meets. That expectation drives every other decision, including how the room is set up and curriculum choices. But Sunday School classes can be great places to promote Discipleship groups. In fact, there is an emerging trend where D-groups are extensions of Sunday School classes. Typically, no more than five couples (or eight individuals) from the same Sunday School class—or their associate members who serve in the preschool, children, or student classes during Sunday School—covenant to be a part of a group for a set period of time. Usually, they meet during the week at a time agreed upon by the group, and study material they How To Sunday School Manual

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Introduction have selected from a list of approved books or courses.

They experience the differences—and benefits—of both types of groups and tend to resist the temptation of merging the two kinds of groups into one.

Sunday School and Small Groups Are small groups more like Sunday School classes or Discipleship groups? Again, it depends on whether they are open or closed. I cannot emphasize enough that they cannot be both at the same time. Neither one is better. They are just different. An open small group may function very similarly to a Sunday School class.

A closed small group may function more like a Discipleship group. But small groups also have their own range of unique characteristics. That’s because they are part of a movement. Sunday School is also a movement.

The Discipleship movement is also unique. Each shares and borrows practices from the others, yet remains unique as well. This is important to remember when discussing the purposes of any kind of groups, including Sunday School classes. At their core, any one group is not so much an expression of a program prescribed How To Sunday School Manual

by a church or denomination as it is a unique community of people. Every group has to decide what its purposes will be.

Three Dimensions of a Balanced Sunday School Class The basic unit of the Sunday School is the class.

The basic principle of growing your Sunday School is starting new units that are intentional open groups.

Healthy, growing, reproducing classes strive to achieve a balance among multiple dimensions. Three such dimensions aare identified in my book, The 3D Sunday School.

A 3D Sunday School helps people invite, discover, and connect. If you are a veteran Sunday School leader, you may see a parallel to the three terms reach, teach, and minister. Those classic terms make up another excellent framework for achieving a balanced and focused Sunday School. Reach, teach, and minister are three tasks for leaders. They identify what leaders do. Invite, discover, and connect are three dimensions that involve every member.

Introduction Members of a 3D Sunday School class view the class as a Great Commission team. 3D Sunday School class members covenant together with prayerful and strategic intent to execute all three dimensions of a balanced Sunday School.

Members enter into a kingdom “conspiracy” to work together to make their class a safe and hospitable environment that motivates members to invite unchurched friends, relatives, associates and neighbors (FRANs). They invite people not merely because the class is responsible for getting people to attend Bible study, but rather because the class is responsible for attending to the lives of people.

Members in a 3D class covenant together to create group experiences in which people discover the great truths of the Bible and the faith stories of believers.

Members in a 3D class work together to provide people the opportunity to connect through fellowship and ministry.

How Sunday Schools Get Out of Balance Sunday Schools get out of balance when any one of the dimensions becomes more important than the others. The three dimensions are just another way of expressing the Great Commission’s charge: go, baptize, teach. Jesus commanded us to take the good news to people, to assimilate people into the church, and to guide them into a lifelong process of discipleship. All three Great Commission dimensions are important.

If Bible study becomes most important, the class may do a very good job of teaching, but will become functionally closed. A symptom of this is when members and leaders begin to demand “really deep Bible study” because “we’re all mature Christians.” It sounds reasonable, but this idea reflects a misunderstanding of the intent of Sunday School to reach and incorporate—invite and connect—new people, too.

If assimilating people—getting them connected and involved—is emphasized as the primary function of Sunday School, just the opposite may happen. Intentional discovery of Bible truths and how they apply to life may take a back seat to fellowship. Many churches How To Sunday School Manual

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Introduction today have adopted a philosophy that views the worship service as the “front door”—the place through which people are first exposed to the church. The Sunday School is viewed primarily as the assimilation strategy for those who have come through worship. It is the place to get people connected. That sounds okay too, but if the Sunday School surrenders its evangelistic outreach dimension, a class may turn inward, making it difficult to sustain a passion for reaching out—even to new church members.

Lifting up outreach and evangelism as the most important dimension of Sunday School has issues as well. This mind-set is probably a reaction to the reality that outreach and evangelism seldom become the most important dimensions. I have never heard a Sunday School leader share this problem: “We are inviting so many people that we cannot get them connected and help them have a good Bible study experience.”

It would be wonderful if this was the challenge facing your Sunday School! I am confident that if classes will make the invite dimension more deliberate, they How To Sunday School Manual

will figure out a way to keep the discover and connect dimensions in balance!

Invite, discover, and connect are intentionally interrelated—like the three sides of triangle. The three dimensions actually should be viewed as three strands of a rope or cord. The third strand always gives strength to the other two. Which of the three strands is most important? Each of them and all of them! The same is true with a 3D Sunday School.

The primary purpose of this manual is to help you take intentional actions around each of these three dimensions. This manual is intended to be more practical than philosophical. But behind these practical ideas is the philosophy of Sunday School ministry captured in the 3D Sunday School series. Visit www.lifeway.com/ sundayschool to view or download all four books in the series: the introductory book and more detailed books on each of the three dimensions. You’ll also find training plans and audio-visual overviews. My prayer is that you will use those resources and this manual to do Sunday School “on purpose” in your church!

Introduction FOUNDATIONAL SUNDAY SCHOOL PRINCIPLES Bruce Raley

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arly in our school years we learn that two plus two equals four. As we grow older we learn the law of gravity—simply stated, “what goes up must come down.” One of the first concepts preschoolers learn in Sunday School is the love of God is everlasting. All of these truths are called “absolutes.”

Through the history of Sunday School, practitioners have spoken in terms of absolutes. Some Sunday School leaders believe a particular method of Sunday School work should be practiced by all. That particular method was successful for them, therefore it would be successful for all. Unfortunately, as some have tried to emulate the practices of a successful Sunday School, the results were not the same. The successful practice in one Sunday School did not translate to success in another.

Sunday School is described not as a science, but as an art. Within science, there are indisputable laws.

These laws, or truths, apply in every situation … every time. In art, there are best practices, but few absolutes.

In reality, Sunday Schools are different from church to church. While it may have the same name, one church’s Bible teaching/reaching ministry may look entirely different from another’s, even others in the same town.

Some Sunday Schools do not meet on Sunday. Sunday Schools are organized in a variety of ways. Some choose to group by age or grade. Others group by life stage. Some have decided to group by other criteria.

Therefore, while it is difficult to proclaim absolutes, there are proven Sunday School principles. These principles are foundational. They are time tested. They are geographically neutral. They are not dependent upon space. They are principles that are dependable.

What are some of these Sunday School principles that churches should follow?

1. Bible as the content In school, what differentiates math class from science class, or language class from history class? It is the How To Sunday School Manual

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Introduction content. In a math class, students study math. The content is central to the education experience.

In Sunday School, the Bible is the core content. The time a class spends together should focus on the study of God’s Word. Without a doubt, there are times and places for other types of Christian studies. Marriage, parenting, finances, and other life issues are important and deserve addressing, but Sunday School is the time and place for an intentional study of the Word of God. 2. Have a systematic approach to Bible study In making the Bible the content of the study, there should be a systematic approach to the Bible study.

Simply opening the Bible to a random passage for discussion will not provide the learner with optimum opportunity for a true understanding of God’s Word.

From the early days of Sunday School, there was a recognition of the need for some type of systematic approach to Bible study. From this need came the development of Sunday School curriculum. Curriculum provides a guide for the Sunday School study. It features an organized, easily understood How To Sunday School Manual

methodology of Bible study. Curriculum enables participants to engage in the Bible learning experience by preparing for class and having Bible commentary available to each person.

3. Organize for ministry Sunday School is more than a Sunday morning teaching experience. It is a 24/7 organization that focuses on people—people desiring to know more about God through His Word, people with needs.

Each Sunday School class is a “church within the church.” Properly organized, the Sunday School has the potential to address the needs of all members, regardless of age or status.

4. Intentionally evangelistic Sunday School has the potential to be the most evangelistic ministry within the church. The potential lies within the power of the content, the Bible.

Romans 10:17 proclaims “faith comes from what is heard, and what is heard comes through the message about Christ.”

Introduction In order for Sunday School to have maximum evangelistic impact, Sunday School must emphasize the intentional enrollment and subsequent attendance of unsaved people. We expect and plan for guests every week.

5. Intentionally start new units In order for a Sunday School to grow, new teaching units must be started. Long-time Sunday School observance has shown that each new class properly started will result in an additional ten new people in Sunday School. It is also recognized that most Sunday School classes stop growing two to three years after being organized.

Starting new units will bring life and vitality to Sunday School.

Starting new units expands the possibilities for ministry.

Starting new units grows the leadership of the Sunday School.

Starting new units gives a fresh place for new people to join.

One thing you may want to do is to take these five principles and turn them into questions. For example, ask how do we organize to meet the neeeds of every person on our rolls. Don’t neglect the “we” in this sentence. How you answer the question may be different from how you answered it in a previous setting. Part of the process is discovering how WE do it.

These five principles serve as a proven foundation that can serve you in a varity of settings. Culture and practices may change, but principles transcend all.

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Introduction UNDERSTANDING THE LIFESPAN SPIRITUAL DEVELOPMENT MODEL LifeWay Staff

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s you walk through the grocery store, memories of days gone by pass with each step. The baby food jars full of smashed green peas remind you of how much you loved vegetables. The snacks section remind you of those days when you could eat a whole bag of chocolate-covered donuts and never think about it. The steak section reminds you of a time in your life when you were trying to bulk up and eat only protein. Ultimately, you realize you are passing up all these things on your way to get some oatmeal and bran cereal. What we buy at the grocery store may reveal more about us than we want to admit!

Over the years, our nutritional needs change. We can’t eat the same things we ate as a child and expect to get what our body now requires. In the same way, we each have spiritual needs that are developmental in nature. A child’s spiritual needs are different from a senior adult’s spiritual needs. Their experiences How To Sunday School Manual

and ability to understand are different, just to name a few. Therefore, what we as churches provide for the bed baby and the senior adult must take into account those differences. That is the idea behind the LifeSpan Spiritual Development model (see CD-ROM file: LifeSpan.pdf).

The challenge of Christian Education is to provide purposeful and appropriate learning experiences for everyone from birth to heaven. Every person involved should receive sound biblical teaching communicated in a way that best meets the needs of that group. As much attention should be give to the selection of curriculum for the 2-year-olds as is given to the selection of curriculum for the 45-year-olds.

As a child, one needs to hear, know, and begin to do God’s Word. The things addressed at this level are foundational in that they serve as a framework for future growth and understanding. As one matures into their teenage years, a person needs to know God, own his or her faith, and make that faith known. These things focus on developing disciplines, character, and influencing others. Once an adult, a person needs to

Introduction connect to God and others, continue to grow in his or her understanding of biblical truth, serve within the local church, and actively go to the unchurched. The maturing believer will seek to find balance in all four areas as an adult.

As you plan for the Christian Education ministry of your church, you must consider the big picture. When you look at the nutrition needs of your children or teenagers, there are decisions you must make for their benefit. They are looking to you to guide them. The church is looking to you to guide them as well. They may not know what they need. You have the opportunity to help them discover that by what you lead the church to provide through small group Bible study.

Ask yourself these kinds of questions: How are we intentionally developing every person involved in our ministry? How do the parts relate to the whole? Where are we trying to move people as they mature? How will we know we got them there? What are we doing with each group that prepares them for the next grouping?

What am I doing as the leader that will make it better for the next leader? What am I doing that will make it

better for the next generation of believers? If my only unchurched relative were in that grouping, how would that change what we provide? (Reality check: this is true for someone in your church.) If my only child were in that grouping, how would that change what we provide? (Reality check: this is also true for someone in your church.)

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Introduction THE CREATION OF THIS RESOURCE Production Team

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he idea of this resource was birthed by Wayne Poling. His concept was to create a reference manual that would help the leader of the Sunday School be more effective.

The first order was to identify the contents of the manual. A team of people were invited to submit suggestions. Most of these were people in local churches effectively doing the work. They were asked to include skills and actions they thought were necessary for the Sunday School leader to succeed.

The lists were compiled. This master list was then reviewed. Similar actions were combined. Some were skills beyond the scope of Sunday School. Each article was then worded into a question. This list was then reviewed by some of the individuals who submitted the original lists. Their input was reviewed and a list of the articles included in this manual was finalized.

The next step was to recruit people to write the articles. The goal was to give people doing the task iden-

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tified in the article the opportunity to explain how they were doing that task. These individuals were identified and the recruiting began. There are over 80 writers who contributed to this manual.

Each writer was instructed to write the article as if another leader called him or her and asked the question in the title of the assigned article. They were to write as concise a response as they could. In effect, it is their advice to you if you asked them each question in this manual. If they thought a chart, form, or other information would be helpful, they submitted that as well. These are the items included on the CD-ROM. Each writer was also asked to submit a list of books they would recommend as must-haves. The compiled list is included on the CD-ROM as well.

Also added to the CD-ROM were David Francis’ five books on Sunday School work. You will find these referenced in the articles.

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uch research has been done on why people begin to attend a church. Are people attracted by a dynamic worship experience? a great children’s ministry? an exciting student ministry? special events? direct mail? Actually, around 80 percent of people surveyed say they first came to the church they currently attend because someone invited them. Everything we’ve mentioned can provide the reason to invite someone to Sunday School or church. But programs and ministries alone seldom magnetically attract people. People who are being blessed by their experiences at church invite other people to experience that blessing. There is not a more powerful outreach tool than the personal invitation.

Classes create the kind of environment and experiences that make their class a safe place to invite others by intentionally being an open group, practicing open enrollment, and maintaining and working a prospect list. You’ll learn more about these practices and others in this section.

Creating a culture of invitation in a class or church takes intentional effort. In the second book in the 3D Sunday School series, I-6: A Six-Lane Strategy Toward an Inviting Sunday School, you’ll find six areas to evaluate and address as you seek to become an inviting church: invigorate, incorporate, intercede, invest, invite, and involve. (NOTE: This book by David Francis is on the included CD-ROM.)

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Invite HOW DO I MODEL INVITE TO MY CHURCH? Mike Smith

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here’s good news and there’s bad news. The good news is that the gospel is still “the power of God unto salvation.” The bad news is that most believers do not invite unchurched and never-churched people to church. So, how do we change the bad news? How do I model “Invite” to my church? There are four keys.

Relationship In a day of mass “this” and mega “that,” one thing that remains constant is the reality that people are still reached one person at a time. And regardless of church location and demographics, it almost always comes down to one person having conversation with another person. It’s about relationships. Let’s be clear: You cannot reach the world for Christ. But you can impact your world for Christ. You can influence those relationships around you. That is your world. Who lives in your world?

The relationships that you are building are the bridges that God uses to bring people to Himself.

Stop reading and list seven ways that you could utilize the relationships you already have to connect people to your church and to Christ.

Example In addition to relationships, another key factor in “inviting” is the reality of personal example. The truth is that we don’t point people—we lead people.

Regardless of what others may or may not do, you can choose to lead by example. Paul instructed Timothy to “be an example to the believers” (1 Tim. 4:12).

List what you want our members to be doing when it comes to inviting others. How well are you doing what you want them to do?

Warning: Do not wait until you are the “perfect” example! Commit yourself to being a growing, going follower of Christ and lead others through your personal example.

Intentionality The third key is intentionality. Effective outreach is intentional outreach. Very little happens without How To Sunday School Manual

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Invite it. Do not confuse the word “intention” with the word “intentionality.” We all have good intentions that often are not acted upon. Intentionality, however, is different. Intentionality says, “I have a plan and I am going to act on that plan!” Intentionality is the fuel that moves us to act upon that which we must do.

Take time to develop a personal plan for reaching others and then act on that plan.

Preparedness Often, the reason we fail to reach others is because we are not adequately prepared. Preparedness is the fourth key to inviting others to your church. Preparedness means that we devote ourselves to train for the task of reaching. The truth is that rarely will people feel comfortable doing that which they have not been trained to do. Before we engage people in the task of reaching, we must equip people in the task of reaching.

What kinds of training does your church offer for the express purpose of reaching people? There are many good tools available through which effective evangelism and ministry can be carried out, includHow To Sunday School Manual

ing FAITH Evangelism, Share Jesus Without Fear, More to Life, gospel tracts, a marked New Testament, and so forth.

The reality is that multiple tools are required to equip church members for the work of effective ministry and evangelism. Reflect on a couple of words: Multiple and Work. We would be wise to realize that we need multiple tools to train our membership in outreach and evangelism. One tool will not be enough. “One size fits all” doesn’t fit all. The church must utilize multiple tools in its ongoing strategy of reaching people. And it is work! It is worthwhile, rewarding work. But it is work.

Setting the standard of “inviting” requires relationships, personal example, intentionality, and preparedness. The difference that those four keys make is eternal.

Invite HOW DO I DO A SUNDAY SCHOOL EVANGELISM CHECK-UP? James Walker

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valuating the Sunday School ministry needs to be done at different levels, usually moving from the general to the specific. Moving to the specific will help you identify where you need to give the greatest attention after the evaluation. Each point of the evaluation should examine different aspects that may need improvement. Evaluate each area on a scale of 1 to 10 with 1 being not effective and 10 being very effective. A sample evaluation form has been included on the CDROM (EvangelCheckUp.pdf).

The three levels I would suggest are listed below with specific things I would want to examine.

CLASS—the class level is focused on the basic open group strategy with a balanced Bible study experience.

Some things to look for: a variety of teaching methods, intentionality in welcoming guests, uses name tags to identify everyone, builds relationships, encourages newcomers to enroll in the class as soon as

possible, members invite those in their sphere of influence to their class, attendance percentage averages to at least 50% of enrollment.

COMMUNITY—the class develops into a community that is living out the Great Commandment before those on their ministry list.

Some things to look for: views membership list as a ministry list, gathers regularly for parties that include the unchurched and lost, utilizes care group structure for prayer and ministry to members, are becoming ministers to each other.

COMMISSION—the community begins to get a bigger vision of who they are gifted to reach and begins to minister through multiplication and going out of their class.

Some things to look for: participates in weekly evangelism/outreach, sends out workers to other classes, reproduces new classes, prospects are being assigned to classes, seeks out ministry opportunities to reach the lost in the community.

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Invite HOW DO I EVALUATE OUR “INVITE” ATTITUDE? Wayne Poling

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eople will invite others to things they are excited about attending themselves. As with anything, if you don’t like it, you will not recommend it to others.

But if you do like it, you will recommend it to others.

If you review the Sunday School records for the past three months, you will begin to see patterns. One of those patterns will be classes that seem to always have a guest. Many factors could contribute to the presence of guests—new people moving into your community, the make up of your community, teaching style. However, the most compelling factor is members inviting and bringing others with them.

A second thing to do is conduct a survey of all your Sunday School classes. You will want to conduct the survey by class so you can compare the results to the attendance records. A simple survey has been created and placed on the CD-ROM (InviteExcite.pdf).

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After the surveys have been completed, total the scores and divide the total by the number of participants surveyed. Doing so will give you one number between -5 to +5. If you organize the results by class, look for ways the excitement level corresponds to the number of guests they have invited over the past three months. This survey is a starting point to lead to more evaluation where you will want to discover the reasons behind why individuals and selected groups responded as they did.

Invite HOW DO I ENCOURAGE MY LEADERS AND MEMBERS TO ENROLL PEOPLE ANYWHERE ANYTIME? Pat Ford

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ncouraging leaders and members to enroll people anywhere anytime begins with an understanding of the value of enrollment and a passion to reach new people.

There was a time when Sunday School enrollment was thought to be the most important statistic in the church. It was considered to be the driving factor in growing other important facets of church life and ministry. Unfortunately, over time churches have stopped emphasizing enrollment and as a result have lost a significant tool to help plan and identify potential growth for the church.

Historically, there has been a direct correlation between Sunday School enrollment and attendance.

When enrollment goes up, attendance goes up; when enrollment goes down, attendance goes down. Therefore, enrollment still remains a key factor for Sunday

Schools enlarging, enhancing, and enriching their ability to Invite, Discover, and Connect!

Enrollment also helps us focus on our mandate of reaching new people. It helps us build and express a passion for reaching others. As we prayerfully seek to reach new people, we must make it as easy as possible by enrolling people anywhere anytime with nothing required except a simple “yes” when asked. Such an enrollment approach becomes a strong expression of interest and concern, saying to people that we want them to be a part of us. A personal invitation and intentional enrollment are the two keys of success in reaching and assimilating new people.

Here are some recommendations for you specifically on the question, “How do I encourage my leaders and members to enroll people anywhere anytime?”

Be Purposeful—Keep your Sunday School focused on its purpose. As you lead the work of your Sunday School, communicate often with clarity and conviction the purpose and focus. In leadership team meetings and in personal conversations make your purpose a How To Sunday School Manual

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Invite priority talking point, including the need to reach new people and enroll them in Sunday School.

Be People-Focused—In all that you do keep a focus on people and not on numbers. Others will easily see your focus and follow. They will be motivated to add new people to their enrollment rather than “clean their rolls” in order to make their attendance-to-enrollment percentages look better numerically. People get far more spiritually motivated when they develop a vision and deep passion for reaching people than being motivated by achieving larger numbers. Remind leaders that a number represents a person with needs.

Be A Personal Example—Personal example remains a powerful leadership strategy. Personally model a passion for and practice of enrolling new people. Others will do more of what you “do” than what you “say”! Actively demonstrate in your speech and actions a passion for reaching new people and enrolling them in Sunday School. People will “catch” your example with time.

Be Persistent—Never stop talking about enrollment. About the time you get tired of talking about How To Sunday School Manual

enrollment, others will just begin to notice. So, never stop talking about and emphasizing the importance of enrollment. Your persistence will prevail.

Be Prayerful—Continually pray privately and publicly about reaching and enrolling new people. Nothing communicates a person’s passion and priorities as does his or her prayer life. Publicly pray for the reaching of new people and enrolling them in Sunday School.

When you are in private, ask God for wisdom and a passion for the unchurched. You might just be amazed how God begins to change the hearts of others around you, encouraging them to begin enrolling people anywhere anytime!

A Final Word—You must “inspect” anything you “expect”. Look for and recognize individuals or groups who are doing good work. Find appropriate ways to publicly tell their stories. Your recognition will be further encouragement for them. And others will be encouraged and motivated by their good example and your public affirmation.

Invite HOW DO I DEVELOP GUIDELINES FOR ENROLLING AND DROPPING PEOPLE FROM OUR ROLLS? Steve Parr

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nrollment is a tool that can assist the leadership in ministering to members, measuring growth, and multiplying attendance. It is critical for Sunday School leaders to have a clear understanding of how enrollment is properly defined and applied. The development of clear guidelines begins with properly defining enrollment for your leaders. Many Sunday School teachers view enrollment as an attendance list. Prospects and new members are added to the roll if they attend and they are removed once they stop attending.

This approach is detrimental to ministry and growth. In essence, the leader makes it difficult to get on the roll and easy to be removed.

Constantly remind leaders that the desired outcome is ministry to all people and multiplication of attendance. An open enrollment approach encourages teachers to make it easy to get on the roll and difficult to be removed. The standard for being on the roll is

not the attendance pattern. Institute guidelines for your leaders that define enrollment as a “ministry list” rather than an “attendance list.”

Remind leaders that when a prospect or new member is added, ministry needs to be initiated if it has not already begun. As a general rule, you remove a class member once you can no longer provide ministry to that individual. Therefore, it is appropriate to remove someone who joins another church, moves out of the community, expressly requests to be removed, or dies. The key is to maintain regular contact and to engage the class in providing ministry to every person on the roll. We never know when that contact may lead to an opportunity for ministry (remember, Sunday School is about people). The regular contact will have the additional benefit of serving as an audit to ensure that people are not on the roll with little or no possibility of ever ministering to them again. Growth can occur only as the number of people enrolled and ministered to is expanded.

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Invite HOW DO I DISCOVER REAL PROSPECTS? Daniel Edmonds

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he ultimate way to increase the supply of real prospects is to increase the number of suppliers.

Teaching Christians to identify prospects is vital to the health of the body of Christ.

Who are real prospects? They are people not attending Sunday School anywhere. Information needed for a real prospect includes name, address, contact number, age, and church affiliation (if any).

Real prospects are church members, worship attendees, friends, coworkers, classmates, family members, neighbors, patrons of our businesses, and people Sunday School members encounter every day.

To discover real prospects, distribute “Who Do” cards in Sunday School and worship. Create contests among classes with a reward for winning classes (provisions for a class fellowship, etc.) and/or celebrate in worship those who participate in prospect discovery. A thorough search of the church membership records can

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yield a tremendous number of prospects not currently in the Sunday School.

Discover real prospects by creating activities/ideas that aid in the discovery of prospects. Many people keep prayer journals; ask them to keep a “people journal” and list everyone they encounter during the day.

They will be surprised at how many people they talk to and/or see who do not attend Sunday School.

Ultimately, the best prospects are people that Sunday School members already are connected to in some manner. In this day of technology, we have cell phone lists, Facebook and MySpace accounts, and so on that are loaded with information and prospects. Challenge your members to review their networks, looking for potential prospects.

Finally, you can always utilize prospect services and community newcomer listings to discover more prospects.

However, your best sources for real prospects are the real people already in your Sunday School classes.

Help members go, and as they go, see the harvest of prospects that God has placed around them.

Invite HOW DO WE SET UP AND USE A PROSPECT SYSTEM? Bob Metcalf

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hile computerized Sunday School prospect systems are designed for use by churches of all sizes, it is possible to have an effective prospect system without the benefit of a computer. Since both computerized and paper-based systems are available for purchase, it would be a good idea for key leaders to evaluate some of those systems before designing one.

Most provide more options than the typical church will want to use.

Whether digital or pencil-operated, a good prospect system is put together in the same way. A Sunday School leader designing or customizing a prospect system should take the following steps: Plan the system before designing it by making lists of the following: (a) the amount of separate data fields the church is willing and able to keep up with for individuals who are not yet members of the church; (b) the organizational units that will need to collect and retrieve the data (classes, departments, teams,

organization); (c) a brief description of the reports and forms that will be needed to operate the system; and (d) the people who will need to be trained to operate the system. During the planning process, the lists may be tested in their relationships to one another, and then fine-tuned as needed.

Broaden the definition of a prospect to include any of the following three categories: (a) nonbelievers, (b) believers who are not in a church, and (c) believers who are in a church but not in a small group. However, remind everyone that a prospect record must include a name, address, phone number, gender, and approximate age in order for a contact to be made.

Create the forms that will be used to collect prospect information from (a) prospects themselves and (b) someone other than the prospect.

Create a family record card for compiling information about each of the members of a family on one page.

Develop processes and procedures for registering guests when they attend. There are some choices that must be made regarding the number of people How To Sunday School Manual

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Invite who will enter and delete information into/from the system, and the level of technology the system will employ. For example, the larger the organization, the more people who will provide information into the system. Larger organizations require more time to keep the system up to date.

Create a flow-chart to quickly explain the system to the Sunday School leadership team. Include: gathering prospect information, filing the prospect information by families, preparing the prospect assignment card, assigning the contact, making the contact, reporting the results from the contact, filing, and determining what will be done next with the prospect. Include ways the prospect can leave the system either by becoming a member of the Sunday School, or by no longer being considered a prospect.

Create models of the reports that will be used to organize the information that has been collected on individuals and families in order to pass it on to ministry leaders who are assigned to interact with the prospects.

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Train the leaders of the organization and put the system into use.

One thing Sunday School leaders need to keep in mind when developing the prospect system is that the Sunday School will often need to make contact with prospects through mailings. Therefore, consider setting up the system in such a way so that the data can be sorted by leaders with different assignments. Data fields should include: First Name, Last Name, Street Address, City, State, ZIP, Mailing Address, Mailing City, Mailing State, Mailing ZIP, Preferred Phone Number, Type Phone, Date of Birth, Approximate Age, School Grade, Marital Status, Entry Point to the Church (special event, short-term Bible study group, etc.), Name of Person Providing Information, and Record of Contacts Made.

Invite HOW DO I MAKE INTELLIGENT PROSPECT ASSIGNMENTS? Clif Smith

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ur goal in making a prospect assignment is to connect people based upon natural relationships in a small group. Imagine having a set of jigsaw puzzles sitting in front of you with all their pieces in one pile.

You will look at the pieces in an effort to identify which puzzle that piece best fits. There is intentionality in your puzzle search. Prospect assignments must be viewed with the same kind of intentionality. Try to locate the class with which the prospect would most likely fit. Accountability comes with assignments. If you gave the puzzles to other people to put together, sooner or later, you would check on them to see if they had gotten it done. We will do what we are held accountable for. As assignments are made, make sure you have developed a system of reporting that lets you know the contacts were completed.

Let’s think through some ways assignments can be made that will have lasting impact.

• Prospects come from different sources: those who have visited church, those who have visited a Sunday school class or small group, their names were shared by friends, attended a special event. You will want to make sure you get the information needed to make an intelligent assignment. If your Sunday School classes are grouped by age, then make sure age is included on your registration cards (if some other type of grouping is used, make sure that information is requested).

• Intentionally partner classes. For example, preschoolers can be assigned with adult classes for preschool parents. Since the parents and the child need a contact from their Sunday School classes, encourage the respective Sunday School leaders to make the contact together if they can.

• Look for people who have established associations like the same age, shared life circumstances (nearly wed/newly wed), living in the same zip code, or sharing professional or community commonality. Use obvious connecting points. Make sure your classes are organized so that the identity of each class is clear.

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Invite Class titles should be created to help guests know which class or classes may be best for them. The titles should also help you assign prospects that most likely fit in that class.

• Prospects can be categorized as evangelistic, Baptist, or other denominational background. For instance, if a prospect visited from a non-evangelical church or has no church background and a class has a visitation team trained in Faith, CWT or EE, then they might receive the assignment and make an evangelistic visit.

• E-mail, note cards, calls, and visits are all means of contact. Don’t be fooled to believe that high-tech is the essential way to go. Jesus touched the lives of many people face to face. A variety of means of contact can be used with a prospect, alleviating the feeling of pressuring them.

• Every time a prospect assignment is made there should be a way of reporting the results of the contact.

You want to ensure that the job is being done. An email report is quick and simple. A good rule of thumb is “keep it simple!” This system should be able to show How To Sunday School Manual

who made the contact, when the contact was made, and how the contact was made. Remind those making the contacts to give quality information about the contact (Avoid “good visit” or “good conversation”; be more direct with their history, church background, and concerns about your group or church).

• Timing is very important in making an outreach contact. Contacts made within the first 24 hours after a person visits a class or church are usually the most effective. The more timely the assignment can be made, the better.

Questions to Consider Do your Sunday School leaders know that they play a vital role in growing Sunday school? Is a system in place within each class to deal with prospects that visit or potentially could visit? Is there someone to receive assignments who will carry the assignment through to the end? Is there a system in place that will help track various contacts for a period of at least 90 days?

Invite HOW CAN I HELP OUR MEMBERS SEE THE IMPORTANCE OF REACHING OTHERS? Jason Hayes

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t’s interesting in the Old Testament to see Jonah’s rejection of the Gentiles. He was greatly angered by God’s mercy on the people of Nineveh.

His response provides us insight into why he took his original journey to Tarshish. From the beginning, Jonah understood the character of God. Although he had received grace, he simply didn’t want Nineveh to know of this blessing, too.

He says, “I knew that you are a gracious and compassionate God, slow to anger and abounding in love, a God who relents from sending calamity. Now, O LORD, take away my life, for it is better for me to die than to live” (Jonah 4:2-3).

When looking at a passage like this, it seems natural to ask the question, “Am I faithful in sharing the gospel to my community and the world around me?” And next I ask, “If not, why not?” In the midst of all the other lame excuses, one primary reason perme-

ates through it all. Simply, I don’t love people enough. I don’t always hurt for the hurting. My heart is not always broken for those that are far from God. I sure don’t like to think of myself as having a hate-filled heart like Jonah. But, I can’t think of anything much more hateful than sitting silently and apathetically while the world around me needs Jesus.

Here is something to consider: We will never be successful in reaching the lost and hurting if the fact that people are lost and hurting doesn’t bother us.

The biblical Jesus came to serve and to save—and that is a Jesus that we all can understand and should follow. Let us be people that marry the message of the gospel with lives that engage this world and its issues.

This is an accurate and complete picture of what biblical outreach looks like.

Reminding them to love others will not do it. We must be doing it first. I’m praying that the Lord will continue to break my heart for the lost and the hurting. Will you join me in doing this? Will you invite your leaders to join us as well? This will be the first step toward seeing attitudes and actions change.

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Invite HOW DO I LEAD OUR CHURCH IN PLANNING A HIGH ATTENDANCE EMPHASIS? Mark LaGrone

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igh Attendance Days are a great way to build excitement and momentum in your Sunday School. Through the years I have noticed that whenever our church has a High Attendance Day, our average attendance is always up afterward. Let’s look at some successful ideas for High Attendance Days.

One of the first questions I am asked when talking about a High Attendance day is, “How many times a year should we have High Attendance Days?” I think no more than two High Attendance Days per year is best for most churches. Any more than this and you will start to overwork your people and it is hard to maintain the level of energy required. You need to have high energy peaks and then times to rest. Pick the days to your advantage. In the Fall, consider the Sunday of daylight savings time. In the Spring, you may want to schedule it around Easter. Look for times when people are most How To Sunday School Manual

likely to attend, staying away from holidays and times when people travel.

What is the purpose of High Attendance Days?

High Attendance Days are designed to do two things: enroll and invite. You want your people to think about people they know who do not attend church. To help them identify people to invite, encourage members to generate names using the letters in the word friends. Encourage members to identify people in their lives from each category that do not attend church: F – friends R – relatives I – interests – hobbies E – employment – who do you work with N – neighbors D – doing errands – who you see at grocery stores S – sports, kids teams Another approach is to prepare a list made up of 30 first names. Direct members to work their way through the list, adding the last names of others they

Invite could invite. For example: Who do you know named John, Jerry, Jack, and so forth.

Setting the Goal Goals can be set in a couple of ways. Sometimes you may have a number that you have never been able to break. Your goal might be 250 if you have only been able to reach 230 in the past.

A second approach involves sitting down with teachers and division leaders and looking at the Sunday School rolls for the last 3–6 months plus the list of prospects, and then deciding what a stretch goal would be for each class. Add the goals to get the total. Usually most people are excited about goals that they help set.

How do we get people involved?

Different forms of competition can motivate people to get involved. You can divide classes into teams and have the teams compete. Two different churches could have a friendly contest. It is usually best to work around a theme that is easily understood (for instance, focus on “March Madness” and build on a basketball theme).

Encourage everyone to be involved in contacting.

Contacting always comes down to four basic areas: letters/cards, phone, personal visits, and technology (e-mail, social networks, microblogs). When contacting people, make sure you have been contacting them through the year. No one wants to get a contact only when a High Attendance Day is coming. They will feel more like they are “just a number” and your emphasis will backfire on you.

Tips for a Successful High Attendance Day Have every one wear “name tags”. Make sure the name tags are exactly the same. You want guests to feel just like everyone else. Trust me, they can spot color coding that tells if they are a member or a guest.

This tip should go without saying, but make sure your teachers do their very best on that day. Give them extra helps if needed.

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Invite HOW DO I CHANGE MEMBERS’ MIND-SET ABOUT SUNDAY SCHOOL? Jim Maddux

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f we are going to change members’ mind-set toward Sunday School, we as a church must be willing to change our mind-set. We must become more intentional in our approach in order to meet the needs of today’s ever-changing and demanding culture.

Here are some practical suggestions that may be helpful in changing the mind-set in your church.

Make sure your Sunday School is taking steps toward excellence. Always be evaluating, training, and leading others in this pursuit. Make Sunday School worth the effort.

Consider a sermon series focusing on fellowship, friendship, and ministry that can only be achieved in a small group setting. Printed information should be made available outlining specific information about each class.

Conduct a Sunday School open house, giving members and guests an opportunity to see all the

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classes and ministries of the Sunday School. Using creative ideas that reflect the personality, interest, and life stage of each class will generate a renewed interest and excitement.

Consider off -campus Bible studies at various times and locations during the week, offering alternatives to the traditional Sunday morning Sunday School.

Offering additional opportunities for Bible study may meet the needs of today’s busy lifestyle.

Establish a Sunday School Connect Class as a means of bringing members together who are not involved in Sunday School or may have had a bad experience in the past. This could be a four- to six-week study to connect members, begin new classes, and transition members to existing classes.

Provide class “Business Style” cards for teachers and class members to invite guests to their classes.

The cards should include class name, teacher’s name, time, location, and contact information. A personal invitation will help create a positive mind-set among members.

Invite HOW DO WE HELP UNCHURCHED PEOPLE UNDERSTAND WHAT SUNDAY SCHOOL CAN MEAN TO THEM? Belinda Jolley

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ou must constantly remind members to talk about Sunday School with their friends. There are no magic bullets, only satisfied members. These tips presuppose that your church focuses on having a personal relationship with Jesus and that studying the Bible is a great way to find out how to live.

Coach Sunday School leaders to provide talking points based upon that week’s lesson that relate to the learners’ daily lives. For an example, see Bible Study Talking Points Case Studies on the CD-ROM (TalkPoints.pdf).

Encourage members to invite the unchurched to class parties. Some parties should have a primary purpose of getting to know unchurched people. They will likely meet people with whom they have things in common.

Encourage members to share stories of how God is and has been working in the lives of people involved in their class.

Involve unchurched people in ministry experiences alongside your members. They will not only get to know people, but they will see that your church expects something to happen beyond Bible study.

Encourage members to pray with and for unchurched people. They can take the opportunity to explain that their class enjoys praying with and for other people.

Encourage members to talk about how their class provides support for one another. In our mobile society, many people are disconnected from their support systems. For example, family members may be hundreds of miles away and they may not know their neighbors.

Help members recognize that they may not need to convince their friends of the importance of Sunday School—they may need to just invite them and offer to meet them at a specific door to accompany them to their class.

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Invite HOW DO WE HELP UNCHURCHED PEOPLE UNDERSTAND WHAT SUNDAY SCHOOL IS? Dan Cook

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irst, we must consider how we present our Sunday morning small group ministry. As our culture becomes more unchurched, the less familiar it may become with the term “Sunday School.” One possible way to overcome this barrier could be to change the name to a term that the unchurched understands.

When an unchurched person is presented with the term “Sunday School,” a myriad of questions could surface: They have school on Sunday? Do you have to know something to be involved? Do you have a text book? Will questions be asked and, as a result, will I be considered spiritually uneducated? Will there be any tests? A simple name change, including words like “fellowship” or “group,” could prove beneficial and even sound desirable to an unchurched person.

If you are going to change the name, make sure you do it for the right reasons and on purpose. Take time to communicate why. Allow for input in this decision.

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Whatever term you use, evaluate it from the perspective of the unchurched. Every term will require some explanation when presented.

Another consideration is how the small group ministry on Sunday is described. An exciting phenomenon that is often overlooked is that though our culture is becoming more unchurched and, more importantly, postmodern, Sunday School is becoming more relevant. Hard to believe, but true. Our postmodern culture places a high value on things that are a vital part of a healthy Sunday School: community and relationships.

The unchurched are searching for a place where they can be part of a community—a place where they can struggle with truth in a secure place. Sunday School provides the postmodern a community where they can ask questions, dialogue, and discover truth. In this safe environment, the postmodern can hear stories (postmoderns love stories) from others of how God’s Word has impacted their lives. Our unchurched culture is searching for what a holistic Sunday School offers. We need to point them to it.

Invite HOW CAN I HELP A CLASS BE OPEN TO NEW PEOPLE? Wayne Poling

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oo many open groups have become functionally closed to new people. Here are a few steps you can take to help move classes from closed to open.

Begin with prayer. Don’t overlook this first step.

Personal prayer is the source of the passion necessary to lead a class to become open again.

Meet with each teacher. Share your heart about the desire for God to use every class in your Sunday School to reach the lost and unchurched. Explain the role that teacher’s class has within the context of your church.

Encourage the teacher to ask God to give him or her a vision as well.

Meet with each class. Share your desire for every class to be used by God to reach people. Discuss with the class how God could use their class. Ask the class to pray that God will use them to reach new people.

Highlight upcoming church emphases focused on reaching.

Demonstrate the need. Use statistics to show the growth or decline of the class for the past 10 years or however long it has existed. As people make decisions in worship services, ask Sunday School teachers and members to come stand with them. This will demonstrate that there are people who need to get connected to the class. Use visuals, bulletin boards, graphics, and stories to cite the need and to help classes realize that there are lost and unchurched people the Lord wants their class to reach.

Create an awareness of the traits of open groups.

Build a very specific plan for how you will communicate the important traits of groups that are open to new people. Include a variety of communication methods.

Prepare for new people. Recruit a friend from another church to attend your church. Ask him or her to record insights about being able to find the right class, ways they were greeted, and other details that made them feel separated. Act upon what you learn to make your church more open.

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Invite HOW DO I ENCOURAGE CLASSES AND MEMBERS TO BE EVANGELISTIC? Art Groomes

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consistent and continual focus on unchurched persons can encourage classes and members to be evangelistic. Use various methods to remind members of the Holy Spirit’s power for witnessing and the Lord’s promise to build His church. Here are some practical ways you can encourage classes.

Use Scripture-guided prayers in classes and worship, such as Matthew 9:38; 28:18-20. Allow time weekly for Sunday School classes to pray for unchurched family members, friends, neighbors, and coworkers. Provide opportunities for the congregation, in groups, to pray by name for unreached people.

Acknowledge and celebrate answered prayers during class time, during the worship service, and at the baptisms of those that make decisions.

Create a Sunday School Family Tree. Illustrate classes on a family tree type charts, and place in highly How To Sunday School Manual

visible areas. Establish goals for new class starts within a specified time.

Use evangelistic tools such as FAITH Evangelism, Share Jesus Without Fear, and Learning To Share My Faith to offer training regularly.

Plan outreach events. Involve classes, members, and the worship team in planning and conducting neighborhood block parties, back-to-school parties, and other events.

Institute Fifth Sunday Fellowships. On each 5th Sunday, host an indoor or outdoor picnic. Ask each person in Sunday School to invite an unchurched person to be his or her guest that day. Make it fun and festive with food and games.

Build an atmosphere for evangelism. Communicate and demonstrate the importance of evangelism in all you do. All church events should provide opportunities to identify prospects. Make parking convenient for guests. Train ushers and greeters to give enthusiastic welcomes. Let every possible activity or event connect with evangelism.

Invite HOW DO WE CONTACT FIRST-TIME GUESTS? Mark Messick

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eveloping a strategy for contacting a first time guest is critical to your church’s future. This type of outreach organization must be clearly defined. The goals and purposes must be outlined so the organization can be built. Because the pastor and staff will most likely make some type of contact with each guest that visits, a major key to your outreach organization will be to create a system where you can assist members in taking the next steps. The outreach organization is not in lieu of a team of highly trained specialists who have completed hours of training in this specific area.

This particular ongoing outreach organization will be an extension of it.

Consider creating a “First Response” Outreach Team for your church. Because your church members live in various subdivisions and local communities around your church, utilize their geographic proximity to the prospects who visit your church. Enlist individuals from various geographic locations around your

church who would be willing to make a simple followup contact with people from their neighborhood. Purchase a simple area map and mark where each team member lives.

When someone visits your church and completes a response card, based upon their geographic location, assign one of your “first response” team members to each guest. Identify the team member that lives closest to your prospect, and if possible, assign a team member that is in a similar life station to your guest. It would be best if a young couple could be visited by another young couple, and so forth. This will make it easier for your team members to invite guests to the Sunday School class they attend.

Enlist a coordinator that assigns prospects to specific team members. The coordinator could contact team members by phone, e-mail, or text message with the name of their assigned guests and any pertinent information they included on their registration cards. At their convenience during the week and without having to meet at a regular weekly meeting at your church, each team member will deliver a simple gift bag to his How To Sunday School Manual

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Invite or her assigned prospect. Gift bags could include a Sunday School brochure, information on specific ministries your church offers, a CD of a sermon your pastor recently delivered, and so on.

When making the visit, the team member is simply saying, “Hello, I noticed that you were a guest in our church on Sunday and I just wanted you to know that we live in your neighborhood. We would love for you to be a guest again. Here is a small gift we wanted to leave with you. Are there any questions that you have about our church?” The team member can answer questions as well as identify any prayer requests.

Sometimes the person will share the need for salvation and the visit will become an opportunity to share the good news of Jesus Christ. Provide a simple evangelistic tract in your gift bag that the team member can utilize. If the prospect presents questions that are beyond the team member’s understanding, encourage the team member to forward those questions on to the right person. Encourage team members to pray with their prospects before the conclusion of their visits.

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Once the initial visit has been completed, the team would contact the coordinator with appropriate followup information including prayer requests. Because of their geographic proximity to each other, team members may continue to have opportunities to connect with these prospects even after the visit. Most importantly, a connection has been made between a member of your church and a guest of your church. They are also providing valuable information that will help make intelligent Sunday School prospect assignments.

To highlight the importance of this response team, use every opportunity to show the value of it to the entire congregation. When a prospect accepts Christ, encourage the team members who made the follow-up visit to stand at his or her side when the new member is presented or is baptized. This simple act reminds every team member of the vital role they play in the life of your church family. These moments also encourage more church members to participate in this crucial ministry of the church because they see how God is using it.

Invite HOW DO WE RECLAIM ABSENTEES? Dean Abernathy

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here are multiple reasons Sunday School prospects and members fail to establish the routine of regular attendance. Since each case is unique, there is no single answer for reclaiming an absentee. However, experience has shown that a chronic absentee usually cannot answer the following four questions in the affirmative: Are your relationships with class members established and maturing?

Are your felt needs being met in the class?

Are you engaged in ministry to other Sunday School members and prospects?

Are you actively participating in service within the life of the church and beyond?

Be proactive by initiating actions that will help classes engage with every person on the roll. Remind the leaders that Sunday School is intended to be a 24/7 strategy. This means that Sunday School actions go beyond gathering on Sunday. There are Sunday

School actions taking place all the time, impacting a class member’s involvement in and relationship to the class.

As you review the questions above, make sure everyone understands the terms used in the questions.

Here are definitions of some of the key words: Relationships – The person to person connection that causes us to want to remain engaged with one another.

Felt Needs – The spiritual, relational, social, and emotional needs that each individual feels and anticipates that the Sunday School group can help fulfill.

Ministry – A variety of actions that an individual takes to “give back” to individuals, the class, and the church (often inside the class or church family).

Service – A variety of actions that an individual takes, personalizing Christ’s love to others (both within the church and outside the church family).

Being Proactive The Sunday School Director working with the Sunday School Planning Team should monitor attendance How To Sunday School Manual

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Invite and attendance patterns as a part of their evaluation and planning process. In addition, the Sunday School Director can ask each class to provide periodic reports on the actions the class is taking to encourage regular attendance and the results of those actions. This will help the class leaders stay aware of their attendance patterns as well as be accountable for knowing what is going on in the lives of class members.

The Sunday School Director and the Sunday School Planning Team will want to encourage, equip, and guide Sunday School class leaders to take steps to facilitate what is going on in the classes. It’s in the class where the actions designed to impact attendance will have the most benefit.

Some attendance actions should be conducted on a Sunday School wide basis. High attendance campaigns and special events can bring renewed energy to the Sunday School attendance for everyone.

At the Class Level This Sunday School leadership team is there to help the class accomplish its purpose. This team How To Sunday School Manual

should meet regularly to evaluate and plan the work of the class, including how they can address the four questions listed earlier for each prospect and member.

The result of the class leadership team’s work should be a plan of actions that the teacher, Care Group leaders, other leaders, individuals, and the class as a whole can take that will result in a stronger Sunday School class for everyone on the class roll.

The leadership team of large Sunday School classes may benefit by dividing the class into smaller, more manageable groups to accomplish this evaluation and planning task.

The Care Group leaders are the vital link between every member and the class. The work they do is vital when it comes to reclaiming absentees. As these leaders seek to find ways of ministering to everyone in their group and maintain contact, God will open doors for reclaiming absentees. The Care Group leaders will need encouragement to keep on regardless of immediate results.

Invite HOW DO I PREPARE OTHERS TO MAKE A CONTACT? David Apple

Review the following always and never reminders with those making contacts.

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Always: Remember, you’re representing the ministry of the Lord. Be available and sensitive to the prompting of the Holy Spirit. While your assignment may be for a predetermined need, the Lord may be setting you up for a divine appointment where you are at the right place at the right time for Him to do His work.

Be cordial and careful to listen. You may be given opportunity to hear a prayer concern, a ministry challenge, or a celebration of how God is at work. Some people are better talkers than others. No matter how much or how little conversation is given, be sure to convey your sincere interest in the person’s physical, social, family, and spiritual health.

Build on the relationship you already have with the person. The reason you are making the contact is because you, your Sunday School class, the church, and the Lord care deeply for the person. When you are encountering the person for the first time, you have

fter you have enlisted someone to make a specific contact, he or she will want to know what to do next. You will want to make sure they understand your church’s processes. Show them the overall plan and where the kind of contact they are making fits into that plan.

As the person prepares to make a contact, make sure you provide information about the person(s) to be contacted. Make sure they have what is known and what can be shared.

Provide guidance regarding the type of contact assignment. They may be going to make an initial contact with a first-time guest, cultivate a prospect, in response to a previous visit, to enroll them, to present the gospel, to encourage, for bereavement, illness, or other needs. Knowing why they are making this visit will help them understand what they are trying to accomplish during the visit and how to direct the conversation when they make contact.

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Invite opportunity to build a bridge because the person has something in common with you. He may relate to you only because you attend the class that is praying for him. She may relate to you because she attended an event or asked for more information. He may relate to you because you have built bridges of relationship with him in the past.

Be prepared to leave something from the class or Sunday School. Something tangible provides a bridge-building opportunity. Different contact opportunities provide wonderful options. Consider the benefits of leaving one of the following depending on the visit types: Devotional or life stage magazines (such as Parent Life, Living with Teenagers, Open Windows) Sunday School learner guide Promotional information from the church Food or care package Personal contact information or business card Description of ministry opportunities Ask at least one other believer to pray for you while you are making the contact. Oftentimes, it is reHow To Sunday School Manual

markable what happens when you take someone with you who will observe and pray during the visit. God may be using your availability to train someone else in making visits.

Be sensitive about one person being alone with another, particularly of the other gender or with a child.

Look for opportunities to pray and/or share a brief testimony of how God is at work in your life or in the life of the class or church.

Be prepared to share how a person can take a step of faith and determine, “What do I do next?”

Never Think your contact led by God’s Spirit is made in vain, no matter the initial results.

Breech confidentiality of any kind.

Express grumbling or complaining.

Overwhelm the person with a lengthy contact.

Be surprised at resistance.

Be surprised that God has put you in the right place at the right time.

Invite HOW DO I TRAIN OUTREACH EVANGELISM LEADERS? Mike Smith

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utreach and evangelism are not synonymous.

Church members can engage in various activities of outreach without ever engaging in evangelism. A balanced, effective outreach strategy will always address both outreach and evangelism. Be certain to train leaders that will lead the Sunday School to maintain a balance between outreach and evangelism.

Here are five steps to take to train these strategic leaders in your church.

Step One: Pray. Don’t skip this step. Prayerfully and carefully enlist the persons that will provide outreach leadership to your Sunday School. These leaders are too important to neglect when it comes to prayer.

Step Two: Enlist and develop THE Leader. Training will include time for prayer and preparation. Note: The emphasis here is to develop and grow the believer.

That growth includes both time for spiritual growth as

well as training for the task. The training should include such things as the role of prayer, how to dialog with others, responding to questions, and understanding your church’s outreach process.

Step Three: Evaluate your strategy. Every congregation needs an overall strategy for outreach and evangelism. This strategy needs to be revisited on an annual basis. Involve the outreach/evangelism leader in developing and evaluating this strategy.

Step Four: Enlist and equip the people. Enlist and equip the leaders needed to carry out the outreach and evangelism strategy. This includes individual as well as mass enlistment. Utilize people that are willing to be used and do not be discouraged by those who are not willing.

Step Five: Evaluate and adjust. Throughout the year, evaluate what is working and improve what needs to be strengthened.

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Invite HOW DO I TRAIN LEADERS AND MEMBERS TO WITNESS? Sergio Arce

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egin by regularly communicating to all Sunday School leaders and members the purpose of the Sunday School. Remind them that every believer needs to be ready to share the gospel at any given time, highlighting Peter 3:15 and other passages. This can begin as the Pastor, from the pulpit, encourages Sunday School members and leaders to be engaged in evangelism. Sunday School general leaders and age-group leaders also need to regularly encourage members to be involved in sharing.

It goes without saying that you as the leader are setting the pace when it comes to sharing Jesus. Your church will do only what they see you doing.

Secondly, provide multiple training opportunities throughout the year. In Luke 9–10 we find an example of Jesus training and sending the twelve disciples and the seventy-two to go and share the news of His Kingdom. He made sure they knew what to say, what to

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expect, and how to respond. In the same way, Sunday School leaders and members need to know what to say, what to expect, and how to respond. The Roman Road gospel presentation, Share Jesus Without Fear, and the FAITH Evangelism materials are effective tools that can help equip others to share.

Finally, provide regularly scheduled, ongoing opportunities for all Sunday School leaders and members to be intentionally engaged in outreach and evangelism. It’s not enough to learn how to share the gospel; a person needs intentional opportunities to put it into practice. This also provides a means for holding people accountable. One of the most effective ways to do this is to establish an ongoing, weekly, or bi-weekly outreach and evangelism time (weekday, weeknight, or weekend) for Sunday School leaders and members.

As Sunday School leaders and members develop their skills in sharing the gospel and actually share when given the opportunity, they will grow spiritually and rejoice as they see God use them in His service.

Invite HOW CAN WE MAKE GUESTS FEEL MORE WELCOME? Steve Morris

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here’s forty-two of them! The words of the red-faced cook’s assistant still sting. “Four of us counted, and there are forty-two of those people here tonight and not one of them will stay for prayer meeting. I told one of them the supper was for church members and they were not welcome unless they were going to stay for services.” So began the latest round of the church’s outreach efforts to a neighboring senior adult retirement community whose residents recognized a bargain-priced meal could be had at the local church on Wednesday night.

The first rule of helping guests feel welcome should be to minimize undesirable episodes similar to the scene above. Just a few of these incidents have the capacity to overshadow the efforts of scores of wellintentioned visits, telephone calls, and letters targeted to the community by determined Sunday School leaders in weekly outreach efforts. The occasional negative experience is far more likely to be communicated to

friends than the satisfying experience. Always look for ways to remind members why the church exists.

A second rule is to focus on the word guest. As difficult as it is to attract unchurched people inside the walls of the church today, we must appreciate each individual, regardless of their motivation for coming. In contrast to terms such as prospect or visitor, the term guest implies the individual is welcome and valued.

This basic perspective must be communicated throughout the church clearly and often in order to create a culture of openness.

There are innumerable steps that can be taken to help ensure that guests feel welcome to participate and return. One or more brainstorming sessions held with various segments of the church would produce creative ideas relevant to your church and the people you attempt to reach. Simply holding these types of discussions could increase awareness of the subject, and elicit buy-in from participants.

You may find ideas such as the following proposed by your own members.

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Invite Improve signage so that guests can find their way to child care, rest rooms, and classrooms.

Provide simple maps, both posters and handouts, in multiple locations.

Enlist greeters whose sole function is to recognize and assist guests as they enter the church.

Each class should enlist greeters to draw guests into the group, not just through the door.

Help adults locate children after Sunday School.

Members invite guests to sit with them in worship services.

Guests are invited to attend the next fellowship event or participate in a class service project.

Someone invites the guest out to lunch after church, or to their home.

A call or visit is made, or a note is sent as soon as possible to express appreciation for the visit.

Give them something in a discreet manner, so as not to embarrass. A Sunday School book, a coffee cup or pen with the church logo, or a bookmark with church schedule are some ideas.

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Surveys or interviews with newer members can help us gauge the openness of our church to outsiders.

We can lose our ability to evaluate objectively soon after we gain acceptance and begin to identify ourselves as members.

Scrutiny of church records, while not very appealing, may also reveal helpful information. Compared to the number of worship visitors, how many people are we reaching for Sunday School or church membership?

What percentage of new church members have become active in a Sunday School class? Could it be that guests feel welcome in our worship services but have difficulty finding an open Bible study group?

Virtually any of these actions are applicable to all churches; they are obvious, they are simple, and they cost us next to nothing. So, what are you waiting for?

Regardless of what is currently being done, there is always room for improvement and a potentially better or more efficient way of doing it.

Invite HOW CAN NAME TAGS BE USED EFFECTIVELY WITH GUESTS? John McClendon

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cripture emphasizes the value of a person’s name. The names of God describe His character. The names of people like Abraham, Sarah, Moses, Joshua, John the Baptist, and yes, even the name of Jesus, carry significance.

Effectively using name tags can become a great teaching tool for your class. Name tags enable someone to easily use another’s name, communicating value and worth. It is the first step in building a relationship bridge with guests. It helps guests feel comfortable in a room full of strangers.

Consider the following when using name tags.

Everyone should wear a name tag. Members might say, “We know each other so we don’t need name tags.” Explain that they aren’t wearing the name tags for one another but for the expected guests. Wearing name tags serves as a weekly reminder to members that guests are expected.

Use clip-on name tags. Clip-on name tags with a plastic covers work best. Stick-on tags have to be redone weekly and can ruin clothes if washed. Pin-on tags prick clothes. Clip-on tags can be purchased at any office supply store. Make sure you have extras ready for guests.

Handwrite all names on the paper slip and place it into the plastic clip-on sleeve. Use a permanent marker and include first and last names. This approach makes updating name tags easy and efficient. Guest name tags can be made immediately and will look like everyone else’s name tag.

Display name tags near the entrance door. Members can conveniently pick up and leave name tags.

The teacher or class leader can see which person forgot to put on their name tag and give it to them. The display also provides a visual reminder of those who are absent. Consider using a wire kitchen sink shelf mounted flush against the wall for displaying and storing the name tags.

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Invite HOW DO I DETERMINE WHAT LEADERS OUR ORGANIZATION NEEDS? Doug Merrit

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ray without ceasing. Pray for spiritual discernment in identifying the needs of the organization as well as in identifying the specific leaders He is preparing to serve.

Determine your organization’s needs. Identify vacancies that must be filled. Determine any needed organizational expansion. Use suggested leader to learner ratios to identify the number of leaders and leadership positions needed for a healthy, growing organization. Allow for requirements related to safety and liability with preschoolers, children, and students.

Make leadership needs known. Inform existing leadership about organizational needs. Engage them to help communicate the needs through their spheres of influence. Use bulletins, newsletters, announcement opportunities, and the church Web site to inform the congregation of needs.

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Rally existing leadership. Encourage existing leaders to make leader development a measurement of their own success. Engage existing leaders in identifying and enlisting potential leaders.

Match potential leaders with needs. Use assigned committees and/or teams to identify potential leaders and match them with needs. Use your church’s new member orientation and/or assimilation system to find potential leaders that match organizational needs. Consider using one of several instruments used to identify giftedness.

Look for the leaders and call them into service.

God knows the leaders you need. He has already placed those leaders in your congregation. Look at the lives in your church with intentionality. Invest time and energy in building relationships. Be honest and direct about requirements and expectations of leaders. Don’t assume that people are called to fill positions on an organizational chart only. If a person is open and available to serve in some capacity, put them to work doing what they are ready to do. Then, partner with God and help them fulfill His calling in their lives.

Invite HOW DO WE MOVE PEOPLE FROM WORSHIP ONLY TO SUNDAY SCHOOL ATTENDEES? Dan Garland

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goal of every church should be to involve everyone in a small-group Bible study, including those attending worship services.

To begin with, make Sunday School a priority. The importance of Bible study classes must be embraced by the Senior Pastor and the staff.

Promote Sunday School attendance from the pulpit and in all church publications. A word of encouragement from the pastor can motivate people to become involved in a Sunday School class.

Provide planned testimonies. During the Sunday morning worship service(s), use the testimonies of those whose lives have been changed and strengthened from the ministry of a Sunday School class.

Begin new Sunday School classes. People may feel more comfortable in a new class because everyone will be “just like me—new!”

Begin a Pastor’s class. This class usually is focused on those who attend worship only. From this class the Pastor can move people into an ongoing class.

Identify the worship-attendance-only people.

Assign each person not attending Sunday School to an appropriate class. Encourage the class members to pray regularly for each person by name and contact them.

Plan outside events and fellowship opportunities.

Challenge each class to explore ways to build relationships with others. Make it “easy” for them to get started.

Challenge Sunday School members to ask them to attend. This sounds elementary, but some people never attend Sunday School because no one has invited them.

Enroll all new members in a Sunday School class.

This will close the gap between Sunday School and worship. It also says to the new members that involvement in a Sunday School class is important.

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Invite HOW DO I IDENTIFY THE GROWING SEASONS FOR OUR CHURCH? Steve Stege

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he discovery of a growing season is an easy process. Secure the average attendance for each month of the last five years. If you do not have five years, secure as many years as you can. Chart each year’s attendance by month. Once this is done, identify the months with the highest average attendance.

Once you have determined the month, you can look at the weeks prior to these peaks and will most likely find a pattern of increased attendance leading to the peak months. For example, in one church I served, the peak month was October (I tracked 20 years of attendance). The growing season for that church was the last week in August to the first week in November. We also experienced a second growing season in the winter, February’s average attendance was second only to October (our second growing season began the third week in January and lasted to the week before spring break). Your season may be different depending on How To Sunday School Manual

where your church is located—some churches experience their peak month in the winter when the “snowbirds” migrate to the city, others may be affected by inclement weather during certain seasons and still other churches may be located in college towns where the months of April and May are focussed on “closing down” for the summer.

Implications of a Growing Season Determining the growing season aids in calendar planning. The church will be “naturally” focused and have momentum in reaching people, there will be a larger number than “usual” of guests in worship and Bible study. The growth events you plan during this time period will experience a greater potential response and “bear more fruit.” Of the 52 weeks in a year, 12-16 of those weeks are in the normal growing season of the church. Don’t clutter the growing season with non-growth events—plan growth events in the early part of each growing season and allow the natural process to happen.

Invite HOW CAN WE MOVE VBS PARTICIPANTS TO SUNDAY SCHOOL? Jerry Wooley and Belinda Jolley

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ld paradigm or not, Vacation Bible School remains one of the leading outreach events on the church calendar. In a typical year ten percent of all VBS participants are identified as unchurched! VBS takes a lot of work, but the results can be phenomenal, especially when an intentional decision is made to make follow-up a primary purpose of the ministry. Instead of VBS being “the event,” it becomes the vehicle that moves the church toward the event—follow-up!

Sadly, too many churches fail to make follow-up a VBS priority and never see the true benefits of their efforts. They invite the unchurched to VBS but don’t know what to do with them afterward. Follow-up doesn’t happen automatically.

The most effective way to capitalize on this yearly harvest of unchurched prospects is to move them from VBS to an ongoing Bible study ministry (Sunday School). Here’s how:

• Make follow-up intentional and the main reason for conducting VBS. • Enlist participation of Sunday School leaders well in advance of VBS. Help them plan four ways their classes will connect with prospects in the four weeks following VBS (most likely: visit, e-mail, phone, card).

• Coach leaders and members how to personally connect with prospects.

• Gather complete registration information from all persons attending VBS. • Have youth and adult Sunday School leaders available during registration, arrival, and dismissal to greet and connect with family members.

• Include a family night event as part of your VBS strategy. Design the event to intentionally connect unchurched families with Sunday School leaders and members.

• Assign every prospect to a Sunday School class.

• Hold Sunday School leaders accountable for the four-week connection plans. Ask for reports.

• Celebrate the results and continue follow-up activities with VBS participants throughout the year.

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Invite HOW CAN WE PLAN EVENTS THAT ENCOURAGE OUR MEMBERS TO INVITE UNCHURCHED PEOPLE? Bob Wood

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ere are the actions you will need to consider when planning an event that encourages members to invite the unchurched.

Start by asking God for wisdom. Rather than making plans and asking God to bless them, ask God for wisdom and implement His plan.

Ask your members what appeals to them. This is a good starting point to discover what will draw people.

Ask members and leaders. Use a simple survey to gather everyone’s input. Look for age-appropriate activities. (Second graders and senior adults have different interests.)

Look around and see what people are already attending. Listen to their interests. Ask your unchurched friends what they like to do.

Take stock of your resources. You can’t do everything, but you can do something. People’s expertise, How To Sunday School Manual

finances, and location all must be considered early in the planning process.

Consider what is happening outside the church and seek to avoid conflicts with community events.

(For example, if you are inviting parents, look at the school calendar.) Many communities have annual community-wide celebrations on which you can “piggyback” your event.

Give yourself enough time to work out all the details and to publicize the event in a timely manner.

Generally you will want to begin planning two to three months in advance.

Good planning is detailed. Involving others in the process will make for better planning and a better event.

Publicize early, often, and with variety. Seek to identify things that could make it easier for your members to invite others. Making tickets to be distributed is one example.

Pray for your members to have boldness in inviting and for those you are seeking to reach to be open to the invitations.

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s a Sunday School leader, I have observed an almost immutable law of small group dynamics: Regardless of how much you encourage members to invite others, they won’t do so if the class environment and group experience aren’t of value. They may attend very loyally themselves, but they won’t invite others. This is not because they are being willfully disobedient to the Great Commission; rather, it’s because the dynamics of the group don’t support including new people. In this section, you’ll find ideas for intentionally creating group experiences that help people discover the truths of God’s Word in an environment where they also hear the faith stories of other believers in a context of acceptance, love, and care.

In the third book in the 3D Sunday School series, The Discover Triad, I suggest three facets of every great Bible study experience: Scripture, stories, and shepherding. The teaching and study of the Scriptures for the purpose of transforming individual lives is the rock-bottom foundation of the Sunday School movement. Whatever else Sunday School classes do or don’t do, they almost always have Bible teaching at their core. Many do it superbly. Most could do it better. You’ll find ideas for improving the Bible study environment and experience in this section, as well as ideas for drawing out stories from your people.

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Discover HOW DO I MODEL DISCOVER TO MY CHURCH? Wayne Poling

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he spirit and attitude with which you work and the way you engage people embodies discovery learning. “Discover” teaching causes the learner to discover the truth and appropriately apply it to his or her life. As a result, modeling discover is seen in making people central in everything you do. Whether it is a meeting, a training session, a presentation, or a one-on-one meeting with an individual, you have an opportunity to reinforce discover learning. It begins with the centrality of the individual and the importance of leading that individual to discover what you want to communicate.

Here are some practical ways you can model discover.

Personally demonstrate that you value people.

Teaching is not only about information. It is about leading people to discover and apply the truths of God’s Word to their lives. A teacher needs to know and value people to help others discover how the Word of God

intersects their lives. You model this not only by how you relate to people in groups, but also as you relate to people one on one.

Model learner involvement whenever you lead a group of people. Don’t just present information, whether it is a planning time or a training time. When you prepare for a meeting, always go beyond planning what you are going to say by making specific plans for how you are going to involve the participants in your meeting. Keep abreast of the latest teaching approaches and use them as appropriate.

“Teach” beyond the classroom. The way you relate to your teachers outside of meetings and the church will communicate your expectations for them. Calling your teachers or visiting their homes lets them see how to relate to their class members outside of the classroom. That relationship will and should impact their teaching and their ability to focus on the needs of their class members. When you discuss the teacher’s needs over a cup of coffee, you are setting the standard for them. This will encourage the teacher to do the same thing with those in his or her class.

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Discover Lift up examples of teachers making an impact.

Get to know what is taking place in your classrooms and beyond. Develop eyes to see and note the lifechanging impact made by teachers. Make frequent and specific references to examples of teaching that is making a difference. You will be “displaying” illustrations of the kind of teaching to be replicated by the rest of your teachers.

Become a student of discovery teaching. If you want to set the example and model discovery teaching you need to fully understand what it means to teach in a way that is learner centered, learner involved, and leads learners to discover the truths of God’s Word.

It is easy to slip into the trap of becoming focused on administrative issues. Become the “expert” on teaching and teaching resources.

As you teach and train, use methodology that reflects a variety of learning styles. If you value learner participation and learners discovering the truths themselves, then reflect that value by using a variety of learning methods to help people discover truths in the way most natural for them. God created each of us with How To Sunday School Manual

different learning preferences. Explain to your leaders that people have a variety of preferred learning styles through which they learn best and then reflect on the learning approaches you have used in that meeting, conference, or event.

Magnify relationships with learners wherever you gather them. Discovery teaching puts the learner as central. We are teaching the learner the Bible.

The author in 1 Corinthians 13:1 says, “If I speak the languages of men and of angels, but do not have love, I am a sounding gong or a clanging cymbal.” Relationships build trust and through that trust the Word of God is heard.

Train, train, train. Help your leaders become experts in discovery teaching. Provide training that defines discovery teaching, allows them to see it modeled, engages them in exploring and developing discovery teaching, leads them to fully understand the value of discovery teaching, and involves them in practicing and planning for discovery teaching.

Discover HOW DO I CONDUCT A DISCOVER EVALUATION? Wayne Poling

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iscover evaluation involves assessing the degree to which the learner, pupil, participant has discovered the truths of God’s Word, understood those truths as they relate to his or her life, and internalized the truths. These questions will help you as your conduct discover evaluation.

Is the Bible the central textbook? Are members bringing their Bibles? Are members called on to use their Bibles during the session?

How much member participation do you observe?

Are class members active learners? Does the teacher plan ways to engage the students? Do participants interact with one another and with the Bible or does the teacher control the time and do all of the talking?

Do you see members doing work individually and in groups?

How much discussion is taking place? Is the discussion just between the teacher and the members

or is there also discussion taking place member to member?

Does the teacher use a variety of questions? Are the questions open ended?

Does the teacher use stories? Do some of the stories come from personal experience? Are members asked to share their own stories?

Does the physical set-up facilitate members being active learners and being involved in discovery learning projects? Is the physical set up of the room one that encourages interaction and discussion between members?

Do the prayers during class time reflect the members’ and teacher’s desire to see the members be actively involved in discovering how God wants to speak to their lives from that study?

Do the members have opportunity to share changes in their lives they have experienced as a result of prior Bible studies?

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Discover HOW DO I EVALUATE TEACHING IN MY CHURCH? Marie Clark

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hink of teaching and learning as two sides of the same coin. The teaching process is not complete until change occurs in the learner. The objective of any Sunday School class is not to simply teach Bible knowledge. The transfer of knowledge, information, and material must take place in a way that engages the thought processes of the learner. A change in the behavior or lifestyle of the learner is evidence of learning.

Discovery learning requires members to discover lesson truths and consider how they can apply that truth in their lives. A variety of teaching methods that target the five senses are usually used. Here are some examples: See—dry erase board, visuals, flip charts; Hear—interactive sharing, discussion, question and answer; Touch—object lessons; Taste & Smell—tied to a lesson truth such as salt, water, or bread. Some other things to look for are involvement of members beyond the session, time spent together both formally and

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informally, prayer requests that demonstrate reflection on the Bible truths being studied, and class ministry projects or individual involvement in the community.

Evaluation of teaching is primarily subjective, and no one approach is truly comprehensive. Using a combination of approaches and measurements is helpful. First of all, teachers can do self-evaluations. When doing this, remind them that the evaluation is for them and their development as opposed to being a tool for future recruitment. A second approach is observation.

Make a habit of attending classes so you can get a picture of what is going on. A third approach is getting feedback from the class. If they are being asked to evaluate using a survey, do not require them to sign the survey. A fourth approach is a one-on-one conversation with the teacher. You can ask him or her for ways you can help and identify goals for the future.

(For questions to ask when evaluating, see the file DiscoverQ.pdf on the CD-ROM.)

Discover HOW DO I TRAIN TEACHERS TO TEACH MORE EFFECTIVELY? Allan Taylor

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he key to a great Sunday School is your teachers, and the key to having great teachers is, first and foremost, helping them teach. A teacher will not be effective in leading the class in evangelism, ministry, assimilation, or starting a new class until he or she first masters teaching. Every week the teacher is faced with the fact that he or she must stand before the class and deliver the goods. Here are four steps in developing an effective teacher.

Help teachers know the Word. Effective teaching is first knowledge-based. The initial step of teaching is to know and understand what you are teaching.

Teaching emanates from a content base. The greatest communication skills in the world cannot overcome a lack of knowledge of the subject. You cannot study and learn for your teachers, but you can help them develop a library consisting of commentaries, a concor-

dance, a Bible atlas, doctrine and theology resources, computer programs, and so on. If there is a difficult passage in this week’s lesson, send them an e-mail with your thoughts. Some churches teach the week’s lesson to leaders in advance to help teachers understand the lesson and to implement a teaching plan for Sunday morning.

Exhort teachers to live the Word. Effective teaching is secondly obedience-based. The most effective teacher is the one who obeys what he or she is teaching. I have found that obedient living can actually help overcome some inability to teach. It is one thing for the learner to hear the Word; it is a more powerful thing for the learner to see the Word lived out. Conviction gets noticed. When the teacher becomes so convicted about biblical commands that it makes a difference in his or her life, others will be convicted about that same truth.

It is good to use words when you teach, but it is better to use your life!

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Discover Train teachers to communicate the Word. Effective teaching is thirdly skill-based. A class will give some “listening grace” but will not tolerate a poor teacher week in and week out. A great message is negated if it cannot be transmitted. An effective teacher will follow four basic rules. First, keep your message simple. A teacher should write in one sentence the aim and purpose of that particular lesson and then move both the content and teaching plan in that direction. Secondly, understand who your audience is. You do not teach a 5-year-old like a 50-year-old. Thirdly, speak with passion. Passion sells. Fourthly, apply biblical truth to their lives. I recommend structuring your lesson around a three-point outline: Motivation When people come to class their minds are not focused on the central Bible truth of the day.

The teacher should have some activity to engage them with one another, or a thought, or an activity.

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Examination Once the teacher gets the class engaged, he or she wants the class to open their Bibles and examine the Scripture text.

Application The lesson closes by applying the truths of that text to everyday life.

Train teachers to connect the Word to the learner.

Effective teaching is lastly reality-based. The goal of all teaching is action, so biblical truth must be related to the realities of life. What is the best way for the Bible to become real to someone? They must discover truth for themselves. The truth told will pass quickly, but a truth discovered will last! Therefore, the teacher cannot stand and lecture every week. He or she must involve the learner in the learning process. Learning is a contact sport, so the learner must personally come in contact with the Bible. Teachers must learn to employ different teaching methods because maximum involvement produces maximum learning. They must see this in their leaders and the models placed before them.

Discover HOW DO I HELP TEACHERS CONTINUE TO DEVELOP THEIR SKILLS? Darryl Wilson

their needs. Ask teachers to complete a survey (see TeacherNeeds.pdf on the CD-ROM) and act upon what is discovered.

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COACH. Coach them toward greater effectiveness.

Ask teachers to read books, articles, blogs, and other resources before one-on-one coaching times, planning meetings, or training sessions. Network teachers with others whose strengths match their needs. Care enough to check on progress.

NLIST. Enlist God-called people. Enlist with the expectation that teachers continue learning and developing their skills. Include training, growth, and skill development in job descriptions. Lovingly hold teachers accountable. Raise the expectations.

ENVISION. Continue to raise the vision of Sunday School excellence. Help teachers understand why it is important for classes to carry out effective efforts in evangelism, discipleship, fellowship, ministry, and worship.

KNOW. Spend time with individual teachers. Visit their homes. They will be more likely to follow your lead when they know you care. Observe them on Sunday mornings, in meetings, in class fellowships, during projects, and in life. Ask teachers (1) what is going well and (2) what needs more work. Listen to them and

TRAIN. Do group training experiences with excellence. Make sure they address identified needs. Arrange the training at convenient times and places. Start and end on time. Make it relevant and fun!

TRAVEL. Occasionally you will want to take teachers to training events. When possible, travel together.

Spend time visiting and listening while traveling there and debriefing the training on the way home.

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Discover HOW DO I FIND AND DEVELOP APPRENTICES? Alan Raughton

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ll teachers need to multiply their ministry by investing themselves in another potential leader. Apprentices are not substitute teachers but teachers-in-training who are developing their Sunday School leadership skills by working side-by-side with a competent teacher. Remind leaders that they multiply their influence by mentoring the next group of leaders.

Encourage your current leaders to take the following steps: • Identify those in your class who demonstrate leadership qualities. (NOTE: Often the best teachers are those with the gift of shepherding. They help people discover scriptural truth, apply it to their lives, and care for—shepherd—their class members.)

• Pray for discernment from the Holy Spirit.

• Notice who is faithful in attendance and lesson preparation.

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• Observe who makes helpful comments and enjoys class participation.

• Notice who shows a heart for other class members and their needs.

• Ask the potential apprentice to join you in ministry.

• Start small.

• Ask the apprentice to observe you.

• Show the apprentice step-by-step how you develop a Bible study session.

• Provide the apprentice a copy of the Leader Guide and encourage him or her to study each week.

• Ask him or her to research background information on a book of the Bible to be studied, or give a definition of a particular word.

• Ask him or her to teach a Sunday School lesson.

• Provide feedback each time your apprentice leads in class. Provide coaching that leads him or her to improve.

• Take him or her with you when you visit a member in the home or in the hospital.

• Train the apprentice in class administration.

Discover HOW DO WE DETERMINE WHAT SPACE AND EQUIPMENT IS REQUIRED? Topper Reid

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earning environments for Christian education have been rapidly changing. Changes in culture, technology, and an expanding knowledge base impact education. Economic challenges are forcing churches to use space in multiple ways. Several different groups may use the same space each week. Other spaces may be reallocated for better use by one age group.

Contained in this article are the basics in planning for Christian education equipment and space needs.

As you evaluate your current space or plan new space, keep in mind the following principles: Bright florescent lighting in rooms, hallways, and bathrooms.

Bright, clean rooms with a neutral wall paint to reflect light, possibly one focal wall of color, and accent colors used in tile/carpet, counter tops, and door frames.

The darker the paint the more it absorbs the light and creates a dark space.

Carpet or tile is appropriate. Darker or mingled carpet colors hide stains but may also make the space darker by absorbing light. Coordinated paint colors and bright carpet colors with patterns can make an ordinary space special.

8-foot hallways (plus) are a minimum for new construction (check with your city for specific codes).

Rooms and rest rooms should be handicap/wheelchair accessible.

Preschool toys/surfaces should be wiped clean after each use. Invest in beds and equipment that can handle the regular maintenance. Old toys should be discarded at the appropriate time.

Keep all rooms free of clutter and old materials.

Store supplies in a resource room.

Preschool ages birth-5 require a water source in the room. Older preschools require a restroom adjacent to classroom (check with your city for specific codes).

Preschool birth-5 and children grades 1-3 usually require more cabinets, tack strips, carpet/tile combinaHow To Sunday School Manual

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Discover tion, security cameras, check-in security system, and parent alert system.

Preschool and children’s areas should have a resource room to house and organize supplies. Storage should be adjacent to all areas.

Preschool, children, and student areas usually have a secure entry into the space where a focal wall with ministry logo and lighting identify that space and “pull” you into it.

Adult and student rooms: chairs, teacher table, secretary desk, lectern, 6-foot table, available TV with DVD player.

Children’s rooms: age-appropriate chairs and tables, built-in cabinets, book shelves, available audiovisual/computer equipment.

Preschool rooms ages 2-5: age appropriate chairs, adjustable tables, home living furniture set, puzzle rack, book rack, block and toy shelf, double easel, toys, available audio visual/computer equipment.

Preschool rooms age 1: baby beds, adult rocking chairs, low climbable toys, cabinet space, trash recepHow To Sunday School Manual

tacle with lid, child safety gate, diaper bag cubbies or hooks, play crib or stationary play center, small refrigerator (or one nearby).

Preschool rooms bed baby: baby beds, trash receptacle with lid, adult rocking chairs, cabinet space, diaper bag cubbies or hooks, mobiles for beds, small refrigerator (or one near by).

Common for all rooms: trash can, stackable chairs, coat rack, marker board, bulletin board, tack strips, table, and doors with windows.

Each group using a designated space should use age-appropriate furnishings. Consider tables with adjustable legs and stackable age-appropriate chairs.

A complete list of recommended furnishings can be found on the CD-ROM (EquipList.pdf). Also on the CD-ROM is an example of how one room can function for different age-groups based upon the space requirements for that age grouping (MultiUse.pdf).

Discover HOW DO I DO A SPACE WALK? Tom Belew

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space walk is one way Sunday School leaders can determine the best use of space. The three steps are preparation, reviewing the space, and compiling the results.

Having the right tools can make a space walk go smoothly. At a minimum, gather a tape measure, pen or pencil, note pad, and a listing of each room. These basic tools could be enhanced with a laser measuring device, a portable computer with word processing and spreadsheet software, and a building layout drawing.

A space walk involves you doing a walking survey through each room. Make arrangements to get access to the rooms. Record the room number or name, the square footage, equipment present in the room (don’t forget about the items attached to the walls), how the room is used or multi-used, and the condition of the room. To determine square footage, measure the room and multiply the length by the width. When you have been through all the rooms, make some overall obser-

vations about signs, safety, security, and movement of people to rooms.

Finally, compile the results. Add the square footage of each room to determine the total square footage of the space. With the Sunday School enrollment, prospects, and recommended square footage per person, calculate the number of pupils each room can accommodate using the “Organization and Space Worksheet” (see CD-ROM for SpaceWrksheet.xls). The building layout drawing and the maximum number of pupils per room can help determine the best use of space. Often this process will identify the need to make changes in room assignments. Evaluate the equipment in each room for age-appropriateness, good repair, and safety.

Next, make a list of maintenance, equipment, signage, and safety concerns that need to be addressed.

Forward these concerns to the appropriate person, committee, or team. Conclude the evaluation by providing Sunday School leaders with recommendations for space use.

(Additional tools that may help you are on the CDROM: SpaceHelps.pdf.)

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Discover HOW DO I CONDUCT AN ASSESSMENT OF OUR EQUIPMENT AND FURNISHINGS? Karla L. McGehee

an extra individual or two when assessing the appropriateness of the room size. (Note: Review the article on page 73 about conducting a space walk).

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Appearance of Room Assess each classroom through the eyes of a guest, asking yourself the following questions:

urniture and equipment is essential to creating an environment that promotes learning. As the leader, you want to do all you can to ensure each Sunday School classroom exudes an atmosphere of warmth and invitation while, at the same time, fosters an environment that promotes and nurtures learning. Make sure each classroom contains furniture and equipment applicable to the specific age group of the class. Here area a few simple steps you can take to assess the equipment and furnishings in your respective Sunday School classrooms. While these steps are not exhaustive, they are a good place to start.

Size of Room An initial step in assessing your equipment and furnishings is to review the physical size of the classroom and determine if the space is appropriate for the age and size of the class. Remember, you always want to “leave room” for guests, so factor in

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•Are the walls clean?

•Does the ceiling have any water spots?

•Are the windows clean?

• If the windows have blinds or curtains, are these clean and in good repair?

•Is the floor clean?

•Is the furniture clean and in good repair?

• Is the marker board clean with dry erase markers and eraser available?

• Is the bulletin board in good shape? Does it contain current, applicable postings?

• Is material posted on the walls? Is this material current or dated?

•Is the room orderly or cluttered?

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Furnishings In addition to assessing the furniture’s condition, you also want to ensure the chairs and tables are appropriate for the age of the class. A “one size fits all” approach cannot be taken in your furnishings. Follow the chart below when considering chair and table size according to age group: Age Group Grades 1 -2 Grades 3 - 4 Grades 5 - 6 Students Adults

Remember, your physical space—its design and use—makes a significant and lasting impression on your guests and members. Every effort must be made to ensure your classroom leaves a positive impression.

How do your classrooms measure up?

Chair Size Tables 12” – 13” 10” above chair seats 14” – 15” 10” above chair seats 16” – 17” 10” above chair seats Standard chairs 18” above the floor Standard chairs 18” above the floor

Equipment Teaching approaches are dependent upon the age of the class as developmental stages are taken into consideration. An inventory of both recommended and optional equipment per age group is provided on the CD-ROM (EquipList.pdf). Take a moment now and review this inventory, assessing your respective classrooms accordingly.

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Discover HOW DO I HELP TEACHERS USE THE SPACE THEY HAVE? Danny Bennett

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here is one unchangeable element when it comes to teaching: space. Your square footage is your square footage. You have to work with what you have.

First, take a space inventory and determine the needs of each ministry and its assigned space. I have a “Sunday Schedule” map of every room and a “Wednesday Schedule” map showing the same rooms. This will give you a bird’s eye view to help you better understand who is using what space when.

Secondly, challenge leaders to ask five questions to get the most out of their S.P.A.C.E. Seating – “How should I arrange the chairs?” The walls of the room may not be moveable, but the chairs are! If the teacher wants to ask a lot of questions to get dialogue among the group, then setting chairs up in a circle is best. If the teacher is more lecture oriented then chairs in rows may work just fine.

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Position – “Where should I stand?” Group members need to be as close to the teacher without the teacher being obstructed. The location of the entry door into the room should also be considered. Allowing the group members to face the entry door is a sure way to prevent late arrivers from entering the room.

Activities – “Do I have room for activities?” How many times have you placed people into groups of three or four only to have mass chaos break out all over the room? Make sure you have space (and equipment) to do what you plan to do.

Collaboration – “How can I help the church make better use of its space? Help teachers see the “big picture” of ministry and understand groups are fluid.

In every leadership training event, communicate that space-related decisions may have to be made so the church can make use of the best space possible.

Environment – “How does the room look?” Some rooms may need a good spring cleaning. Get it out and clean it out! Less is more when it comes to a room and its space.

Discover HOW DO I HELP TEACHERS USE TECHNOLOGY EFFECTIVELY? Tim Roberts

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irst, recognize why you want your teachers to use technology. It has great potential to help them minister more effectively but can be a double-edged sword. Slick PowerPoint presentations and class Web sites may distract teachers from the task of making and multiplying disciples of Jesus. High tech will never replace a high-touch class. Technology should move your teachers toward the mission of the great commission, not sidetrack them.

Equip teachers with the technology that will make them the most productive. Help them focus on three main areas: lesson preparation, lesson presentation, and communication/community building. Observe and poll your teachers to discover where they can gain the most benefit through technology.

Bible software programs and/or Bible Web sites can help teachers in their personal study and lesson planning. Remember that many users never do more

than just the basics, so encourage teachers to attend training for the software they use. Some Bible software providers include online and even on-site training.

Lesson presentation technology (projectors, televisions, CD or DVD players) can add up quickly, so choose your purchases wisely. Most hardware has only a three- to five-year life span. Invest in technologies that have a proven track record and will last over time.

Also, provide training for teachers, or they will never use the equipment purchased for them.

Technology that builds communication or community carries the greatest potential with the lowest cost.

Classes or departments can utilize Web pages or social network tools (Facebook, ning.com, or Twitter) or even cell phone texting at minimal or no cost. These types of technologies move your classes beyond a Sunday morning experience and can provide a place for prayer requests, pictures, and keeping a current class directory. Teachers may also want to upload lesson notes for members who missed a class or for those who attended to review.

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Discover HOW DO I ESTABLISH A LIBRARY OF RESOURCES FOR TEACHERS? Morlee Maynard

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hen Arthur Flake started expounding the Sunday School movement in the 1920s, he included a Sunday School library. If your church has an existing library, the following ideas can be carried out by your library team. If you do not have a church library, use these ideas to start a Sunday School library that some day may become your church library.

In an existing church library, assign shelving to “Bible Study Helps.” In the children’s section, shelve Sunday School resources with the other titles so that both parents and Sunday School teachers can use the same resources. The library team can serve the preschool teachers by preparing containers of curriculum-related books, DVDs, and wooden teaching puzzles for teachers to pick up each Sunday. If you do not have a library, set up a resource room in a central location for all teachers or a separate resource room for each age level.

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Most curriculum materials will provide recommendations for books, DVDs, and other resources. Begin to add these to the core resources such as: Bible commentaries, concordances, Bible dictionaries, lexicons, Bible atlases, maps, apologetics Bibles, assorted Bible versions/translations, Bible background tools, theology textbooks, doctrine studies, Bible person biographies, children’s Bible storybooks, preschool teaching puzzles, preschool board books, outreach tools, and teacher training tools.

To fund the library, conduct a library fair. Purchase the resources and label each with its price. Invite church members to view the collection, picking out items they will pay for, donating the money to the church.

Develop a check-out process if you are not using an established library. Train your teachers to fill out a sign out sheet in the resource room—name, title of resource, date, phone number.

As you communicate with teachers, make them aware of new resources and encourage them to use the library.

Discover HOW DO I CHOOSE BIBLE STUDY CURRICULUM? Bill Craig

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ne of your teachers approaches you with the Leaders Guide clutched in his hand. “Would it be alright with you if I teach something besides this curriculum? I’ve been reading this great book that is changing my life. I’d like to teach that book to my class.

That would be OK with you, right?”

So, how do you answer? Do you know why you use the curriculum your church is using? Have you been intentional about the choices? How can you do a better job of selecting the curriculum for a class?

Understanding Curriculum In its simplest form, curriculum is the course or plan that a class follows in an endeavor to study or master some skill or subject. It is a plan to get you somewhere. When it comes to Bible study, curriculum is usually thought of as both the plan that a class is following to study the Bible as well as the resources the class uses to guide their study.

Good Bible study curriculum is designed with a number of elements that give it definition. The Bible study content areas addressed defines the scope of the curriculum. Some examples of scope include: Bible books, Bible characters, Bible themes, Bible stories, or doctrines or Bible teachings. A second element is relevance. Relevance represents the life issues, life concerns, and life questions being addressed. Most Bible studies are designed to speak to relevant issues in order to apply biblical truths to the most pressing concerns of today’s believers. The order and timing in which something is studied is called the sequence.

Seasonal considerations may be incorporated, but the more important issue is the order. For example, unbelievers need to study about sin and the effect it has on people before talking about the remedy for sin.

Where these three elements of curriculum overlap is where content for studies may be drawn. Since the intersection of these three circles is continuously in motion, sooner or later all of the scope falls into the area of intersection, sooner or later all relevant questions are addressed, and sooner or later sequencing How To Sunday School Manual

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Discover presents all the necessary seasons and logical ordering of lessons.

Good curriculum has three additional filters that become the driving force behind the transformational nature of the curriculum. The first of these is spiritual discernment. A godly leader, or group of leaders, relies on the work of the Holy Spirit to help them sense the critical issues in Scripture that a group may need to study, or the essential life concerns that must be addressed for a particular group. The second filter, theological direction, is the theological presuppositions and doctrines that influence the developers. The third filter is balance. Good curriculum balances the life needs of learners with the need to learn sound biblical doctrine, presenting the entire counsel of God’s Word.

Principles for Choosing Here are a few simple principles that can help you make good choices.

Select curriculum that supports the design and intent of your groups. Does the curriculum support the kinds of groups using the curriculum? If the group using How To Sunday School Manual

the curriculum is open to accepting new members at any time, choose a curriculum with lessons that stand alone while creating, over time, the theological direction and balance you’re seeking to achieve.

Select curriculum that covers all the Bible. Is the curriculum scope broad enough to cover all the Bible so that believers gain a perspective of the entire counsel of God? Select the curriculum that is relevant and has application that leads to life change. Does the curriculum deal with relevant issues that are easily applied to the lives of the learners in your classes?

Select curriculum from a source that is theologically trustworthy. Do the developers of the curriculum share your values? Can you trust their basic theology?

Select curriculum that leads to transformation.

Does the theological direction and spiritual discernment of the curriculum design help move people to spiritual transformation?

Discover HOW DO I HELP THOSE WHO TEACH LEARNERS WITH DEVELOPMENTAL OR PHYSICAL DISABILITIES? Carlton McDaniel

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hurch members who agree to teach learners with developmental or physical disabilities accept a variety of responsibilities. They make adaptations, accommodations, and modifications to provide the best possible environment for learners to learn and participate to the best of their abilities. They invest a great deal of time getting to know the learners and their families. They often become the one person who connects the entire family to other church opportunities or events. They also usually become the source for educating future teachers and volunteers. Here is a list of actions you can take to support and help these leaders.

1. Affirm their efforts. Acknowledge and recognize the work they’re doing.

• Regularly drop by the classes to say hello or offer a helping hand.

• Plan a Special Needs Ministry Day that draws churchwide attention to the ministry.

• Encourage the teachers to stay involved with their own age groups through fellowship and ministry activities.

2. Be supportive. To help special needs learners fully participate, teachers must decide what adaptations and/or accommodations are appropriate. Often these adaptations and/or accommodations require a decision the teacher is not authorized to make. Teachers will need your support and advice about things such as: • designating a “calming space” for individuals who are distressed, overwhelmed, or unable to handle a certain activity. Easy accessible and ready availablity are a must. It can be a designated area within a classroom or a separate room.

• changing the location or modifying a classroom.

Some learners may be physically unable to access their age-appropriate classroom. You’ll need to help teachers make temporary accommodations as you decide the best permanent plan of action. (Tip: Assigning a How To Sunday School Manual

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Discover learner to another age group, particularly a younger age group, is not an option.)

• ordering adaptive teaching aids such as modified tables or chairs, specific classroom supplies, or a specific component that works with an individual’s assistive technology. You’ll need to guide teachers through your church’s budgeting and purchasing procedures.

• requesting modifications during large-group or department activities. If your teachers work within a larger age-group department or class, they may need your advocacy when requesting modifications from the leaders who coordinate the large-group activities. Meet with the teachers and coordinators to discuss how best to accommodate the needs of individuals during largegroup activities.

• deciding if a learner needs a different environment to experience successful learning. Learners who have special needs require more time to adjust to new schedules, routines, and even leaders. Coordinate with the teachers and parents/caregivers to determine how to best address these issues. Avoid making final decisions about the learner’s success during the How To Sunday School Manual

transition period. If the learner continues to experience difficulty, work with teachers and parents/caregivers to determine possible solutions. Invest more of your time and stay involved with the teachers during transitional stages. Be sensitive to how any changes affect not only the special needs learner but also his or her family.

3. Stay informed. Special needs teachers may need additional volunteers or temporary accommodations when their learners are going through difficult times.

Stay informed by asking teachers how things are going and by encouraging them to ask for help whenever there is a need. It may be impossible to prepare for all crises, but be aware that some scheduled events adversely impact special needs learners. Know when the following occur and have stand-by helpers ready and able to serve.

• Changes in routine such as holidays, vacations, and school breaks. Learners who need structure and routine have difficulty transitioning out of or back into their regular routine. The excitement of the holidays or VBS can create emotional or behavioral issues.

Discover • New medication or therapy. Learners may have emotional and/or physical distress when their medications or therapies are being adjusted. Some individuals may appear overly excited or unusually tired.

• Different schoolteacher or caregiver. Individuals may be stressed over changes at school or home.

Church teachers should avoid major changes and remain as consistent as possible during these times.

• Room location or schedule change. Whether promoting to a new class or simply moving to a new space, help teachers communicate changes as far in advance as possible. Discuss the changes with teachers, anticipate learners’ reactions, and make the transitions as easy as possible on the learners. (Tip: This means no last-minute sign posted on the door as learners arrive for Sunday School.)

4. Maximize volunteer help. Be specific when asking for help. List the responsibilities and specific tasks.

Include the amount of time required, frequency, and length of commitment. Search for people who are available and willing to serve. Follow these suggestions as you begin to utilize new volunteers.

• Provide detailed responsibilities and realistic expectations when talking with potential volunteers.

Encourage volunteers to serve for a few weeks before making a full commitment.

• Allow time for new volunteers to adjust to the class and for learners to adjust to the new volunteer.

Begin with basic responsibilities such as taking attendance, passing out supplies, and following directions from the lead teacher.

• Never place a new volunteer with a guest who has special needs. This situation requires an experienced teacher who knows the class flow and personalities of other learners. An experienced teacher also can better and more quickly assess what will help the guest feel comfortable and successful in the classroom.

• Watch for volunteers who desire to do more in the class. Place them with a mentor who will teach them about the ministry. Assign them leadership roles as the ministry grows or specific needs are identified.

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Discover 5. Evaluate then create. Sometimes a learner struggles despite everyone’s efforts. Before trying something new, carefully evaluate the situation. Discuss these questions with teachers and parents/caregivers.

• What is working in the current situation?

• What is not working in the current situation?

• Are there any behavioral issues?

• Are there any personality clashes?

• Are the teaching activities at the appropriate developmental level?

• How is the learner interacting with age-group peers?

• How do the learner’s needs affect the rest of the class?

• What will help the learner succeed in this environment?

• How will any changes affect the rest of the class?

• Do we need to consider a different learning environment?

Evaluate church practices in light of the learner’s ministry needs. Follow church policies and guidelines as you initiate changes or additions.

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6. Share responsibility. A teacher’s primary responsibility is teaching, yet many special needs teachers take on all their learners’ ministry needs as well as their families’ needs. Help teachers share responsibility by: • assembling a Special Needs Ministry Team that discusses and coordinates what each individual needs.

(For more information, see “How to Start a Special Needs Ministry” on page 175.)

• helping family members and caregivers assimilate into classes that will meet their ministry needs.

• including special needs ministry information in worker meetings, training events, and through all forms of churchwide communication.

• personally modeling for other church members acceptance and love for individuals who have special needs and their families.

(Note: For more information about teaching individuals who have special needs, leadership and volunteer training, or specific questions related to special needs ministry, go to www.lifeway.com/specialneeds.)

Discover HOW DO I HELP LEADERS STAY SPIRITUALLY FIT? Chuck Gartman

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oo one intentionally decides he or she will become spiritually unfit as a leader. From my experience, many, including myself, just drift into spiritual flabbiness. We, as well as our leaders, have to decide that knowing God is more important than anything else. That decision may have to be made many times— sometimes daily or even hourly. In love and patience we can encourage our leaders to make the commitment to know God more intimately.

What are some barriers that keep all of us from staying spiritually fit? Randy Johnson (Minister of Youth Education at First Baptist Church, Richardson, TX) and I identified some of the barriers that each of us experience: Too Busy—Every person I know in a leadership position wrestles with this dilemma.

Procrastination—A side-benefit of spiritual health is the commitment to do things when they are due and not wait until there is too much pressure to do an

adequate job. This is especially true in preparing to teach others.

Laziness—Life-management requires constant evaluation of what we do and how we do it.

Over-commitment—We must evaluate what is most important for the Kingdom’s sake. Helping our leadership to understand that is a daunting task indeed.

As the leader, we must continually remind the teachers of the importance of spending time with God. Here are some great insights you could share about why we should spend time with the Lord in corporate and personal worship (concepts adapted from Clyde Hall resources).

To maintain our fellowship with God. We spend time with Him to keep our relationship with Him fresh.

It requires time, effort, energy, and a plan.

To build spiritual strength. When we face temptation or difficulty we drain our spiritual strength. This happens whether we win or lose in the temptation experience. We must replenish that strength.

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Discover To sensitize ourselves to God’s leadership. We’re all in the process of making decisions about our lives.

Spending time with Him gives us insight and wisdom for those decisions.

We cannot lead people in a direction that we are not going. As ministers we will want to be going in the same direction that we want our leaders to be going.

Like spending time with God, integrity requires that we concentrate on our relationship with God. Integrity touches every area of our lives: our relationship with our families, what we do with our leisure time, how we conduct our personal business, and how we work at the church or in whatever ministry the Lord has given us. God expects us to live a different kind of life. Only as the Lord controls each of these areas will we have His kind of integrity. In a world where integrity is up for grabs, we must encourage our leadership to show integrity as well.

I have often heard people say, “I need to evaluate my priorities in regard to how I spend my time.” We’ve all said that. A former pastor once told me that if I am How To Sunday School Manual

going to evaluate time priorities I must be willing to eliminate things from my life, no matter how good they may be. If they are not the best then they need to go in the trash.

As with all life-changing decisions, discipline is the key to keeping spiritually fit. It is not easy. There is no pill that we can take to get there instantly or to stay there once we’ve gotten there. It is a commitment of our total lives. We must constantly be asking ourselves these questions: What can we do as ministers to help our leaders understand God’s direction?

How can I constantly educate them about the need for spiritual maturity?

How am I constantly equipping them with plans, resources, and training opportunities?

How am I constantly encouraging them in their walk with the Lord?

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eople will come to your Bible study group if invited. Many will receive Jesus as their Savior if invited. Unfortunately, most will drop out if not connected. One researcher years ago conducted a study on assimilation. He found two important principles for helping people connect. The first is that people exposed to the gospel several times before accepting Christ are more likely to remain active than those who only heard the gospel a time or two before that decision. Second, people who establish friendships with several people in their church within a few months of joining are far more likely to remain active than those who can name only one or two friends. Where would a person get connected prior to and after a decision for Christ? A 3D Sunday School class! They help newcomers connect where they are cared for and care for others. They help members connect to the work of Christ through His church.

In Connect3: The Power of One Sunday School Class, I suggest that a class can connect on three levels: class, community, commission. At the class level, it functions primarily as a Bible study group. At the community level, it becomes a caring fellowship that ministers to and with one another. At the commission level, the class become a missional team, working together to help fulfill the Great Commission.

In this section of the manual, you’ll find ideas for helping your class connect members in fellowship and ministry within and beyond the class.

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Connect HOW CAN I MODEL CONNECT FOR MY CHURCH? Dwayne McCrary

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ince God is at work in this world and places us in positions to influence others, we have to pay attention to our connections. Somehow God brings together people with intentionality. Therefore, we have a stewardship of those relationships and opportunities.

We can run from this stewardship or we can embrace it, setting a standard for others in the process.

There are several things we can do to set the standard for those we lead. Here are five actions you can take to get you on the right road.

1. Know what “connect” means. There are all kinds of ideas as to what “connect” means. For some it is building a network. For others, it involves friendships.

And then for others, it entails being active in a church.

Connect is more than networking. It is meeting needs and witnessing when you get an opportunity. David Francis defined connect with three words (class, community, and commission; see page 88).

You have to decide what that looks like for you and your church. Take some time to define what you hope would be said about you and your Sunday School when it comes to connect. David Francis’ book Connect3: The Power of One Sunday School Class (free download available at www.lifeway.com/sundayschool and on the CD-ROM) can serve as a starting point. Read it and then create your own definition of “connect.”

Create a fictitious person who could represent these ideals (Connected Charlie or Connie for example). You can’t be something you can’t describe. Ask for God to help you define it in a way that pleases Him. 2. Spend time with those you believe to be “connecting.” Once you know what connect looks like (Connected Charlie and Connie), find these people in your church. Invest in a relationship with these people.

Try to become known as one of “them.” Remember that iron sharpens iron and that we tend to act like those we hang out with.

3. Learn from those who know how to “connect.”

Let the lives of others challenge you to become a Connected Charlie or Connie in your church. Watch them as How To Sunday School Manual

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Connect they invite people, participate in Sunday School, care for others in their class, share Jesus with others, and whatever you decide makes a person a model of “connect.” Ask them to help you improve in your connect skills. Encourage them to show you how they do it.

4. Elevate those doing it to hero status. If you want others to become Connected Charlies and Connies, then draw attention with tact to those who are already doing it. When appropriate, let them share their stories and how they connect. Ask them to help you with projects that relate to “connect” activities in your church.

Ask them to help you generate ideas for encouraging others to become Connected Charlies and Connies.

5. Take a self-inventory periodically. It is always healthy to spend some dedicated time to evaluate yourself at least annually. You may even want to get away and spend a couple of days in prayer and reflection. One thing you may want to do during this time is take the Connect survey included on the CD-ROM (ConnectEval.pdf). The questions can be altered to make them more personal (for example, replace the word “we” with “I”). Look for weaknesses and How To Sunday School Manual

create an action plan that will help you address your weakness(es).

A Few Ideas for Connecting Class Level—(most difficult to do because you most likely will not be in a class) Know what the lesson(s) being studied is/are, attend class parties when appropriate, make sure your family is involved in Sunday School.

Community—train others to minister, take them with you, partner with classes in meeting the needs of people, hold classes accountable (and vice versa), accept help when you have a need.

Commission—Take a mission trip, involve others in the trip, keep missions on the table; don’t assume everyone knows what it is; be an active witness for Christ.

Connect HOW DO I CONDUCT A CONNECT EVALUATION? Dwayne McCrary

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hrough educated observations, surveys, and informal conversation, you can get a handle on what is going on in your Sunday School.

Through Educated Observation Indicators—classes taking the initiative to meet needs, new members being accepted, and outreach participation can tell you a lot about a class.

Attendance patterns—people attend for many reasons, but they stay because of relationships. Fluctuating attendance patterns can indicate missing connections (they could be indicative of other issues, too).

Numbers represent a person with habits.

Track new members—observe who invites new members to a class, what classes they attend, and how long they stay there. Contact new members and find out what they discover.

Responding to needs—know how a class responds to the needs of those in their class.

What leaders are asking—if it’s important to your leaders, it will be important to the classes. Questions usually reveal priorities.

Sources of baptisms—discover the story of every person your church baptizes. Note the role Sunday School played, if any, in their accepting Christ.

Through a Formal Survey A survey has been included on the CD-ROM (ConnectEval.pdf). You can survey the entire church, one segment, or randomly. Remember, survey results are only as good as the variety of those surveyed.

Through Informal Conversations What are people talking about?—listen for conversations about who they invited to Sunday School, who they have helped as a class, and who they are trying to reach with the gospel.

Ask about their Sunday School class—listen for things that relate to Connect, such as friendships, care ministry, sharing prayer concerns, going together to witness, and needing to start a new class.

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Connect HOW DO I HELP MAKE CARE GROUPS FUNCTION EFFECTIVELY? Rob Patterson

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n our church, we remind our Care Group Leaders regularly that they are our strategy for contacting and meeting the needs of every person. Regardless of how Care Groups fit in your church’s strategy, their effectiveness will be defined by the level of your commitment to them.

Cast the vision. If you are not the pastor, your first step toward effectiveness is securing the support of your pastor. Cast the vision for how Care Groups can assimilate new members, consistently contact every person enrolled, and meet the needs of people through relationships. Ask for his verbal support. Cast this shared vision to the Sunday School Leadership Team.

Then cast the vision to the appropriate committees or teams in your church. Once you have the support of your pastor and the appropriate groups of leaders, create opportunities to cast the vision to your church family.

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Provide leadership. The Care Ministry Coordinator relates to each of the adult classes to help them organize effectively and to keep their care groups functioning. He or she is the key in organizing the Care Ministry. This leader may meet one-on-one or in small groups with class leaders to help them organize.

More importantly, encourage this leader to gently pursue classes until they are ready to get on board. If you truly want to see Care Groups function at high levels, develop strong leaders.

Provide training and support. Consider providing three training events for Care Group Leaders each year.

Make the resources available through your Web site.

During the break-out sessions conducted at the annual Sunday School Kick-Off, recruit another leader for the teacher training so that you can train the Care Group Leaders. This will demonstrate the importance of what they do and your commitment to support them.

Organize for effective Care Ministry. You will find a form for organizing classes into Care Groups on the CD-ROM (CareGroup.pdf). If you embrace Care Groups as your primary strategy, universal enrollment

Connect becomes important. If your church has an organized outreach ministry such as FAITH, develop resources to connect the Care Group Leaders with the FAITH teams.

The Sunday School is the church organized to do the work of the Great Commission. Outreach teams are the Sunday School mobilized in doing the work of the Great Commission. Provide a binder for every adult class with all of the resources necessary for classes to contact any person on their ministry roster while involved in your church’s organized outreach.

Communicate consistently. Beyond consistently communicating the importance of Care Groups, develop systems for communication. Send reports generated by your church membership software that identifies changes in attendance habits to your Care Group leaders monthly via e-mail. Whenever calls are received in the church office about people in the hospital or crisis, contact the Sunday School teacher. Then ask the leader, “Would you like to contact their Care Group Leader, or would you like for us to do that for you?”

Regularly evaluate and celebrate. You will find on the CD-ROM a tool for evaluation (CareEvaluate.pdf). Ef-

fective Care Ministry demands ongoing leadership. One of the most effective methods for keeping Care Groups going is publicly celebrating the ministry that is happening. As Care Groups begin to thrive, the structure will begin to fade and the culture of people meeting the needs of people will begin to take over! When you see the culture change is when you will know that Care Groups are being effective.

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Connect HOW DO I CREATE AN AWARENESS OF GOD’S CALL OF PEOPLE TO SERVE? Dwight Moss

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od wants all of His children to serve the body of Christ. Getting that truth through to the members is entirely another issue. I believe Ephesians 4:11-12 speaks as directly to that issue as any other verse: “And He personally gave some to be … teachers, for the training of the saints in the work of ministry …” Adult Sunday School teachers can better fulfill their role by creating a greater awareness of service for their flock.

A mistake many teachers make is to view only the “high profile” positions as needing to be manned.

There are areas of service for every person involved in a Sunday School class. The most important thing a teacher can do is to pray for those in the class who have yet to find their service area. The teacher can continually speak of serving either in the class or in some other area of the church.

Regular exposure to particular needs can encourage people to become involved. Teachers can post How To Sunday School Manual

class responsibilities and descriptions on a bulletin board in the classroom. Some people may never realize that there is someone needed to put out name tags, make coffee, or coordinate fellowships for the class.

The teacher should personally talk to every person in the class about the existing needs.

As people find their places of service, invite them to share. Encourage them to include what they have learned about themselves and the things they receive from serving.

Occasionally, offering a spiritual gift discovery class can open people’s eyes to how God has prepared them for service. It also can serve to help them understand that God has put them together in a particular way.

Once people begin serving, they begin to realize the satisfaction that comes from being obedient to God’s call and burning off their spiritual calories.

Where people serve is not as important as the fact that they serve.

Connect HOW DO I HELP PEOPLE DISCOVER THEIR PLACE OF SERVICE? Terrell Davis

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inistry is often viewed as the dimension of Christianity that gives depth to our walk with Christ. A believer who has not found his or her place of ministry will feel “flat” in his or her relationship with Christ. One of the most motivating verses to inspire leaders to help people find their place of ministry is 1 Corinthians 12:18, “But now God has placed the parts, each one of them, in the body just as He wanted.” God has arranged our congregations just as He desired, therefore, every member of every congregation has a place to serve, or they would not be in that fellowship!

The best place for one to be encouraged to find their place of ministry is through the Sunday School or small group ministry of the church. The Sunday School teachers’ close relationships with their class members makes Sunday School a great base in which to help people find their place of ministry.

Helping people find their place of ministry can be simple—so keep a simplistic approach. Trust the believer’s desire to serve in a particular ministry as a reflection of his or her gifts and abilities. Keep the ministries of the church in your members’ constant view as a reminder and a challenge to serve. Here are a few ways to keep ministry involvement in constant view of your people: The Sunday School/Small Group Lesson. In the course of a year, you will have many opportunities to challenge your members in ministry involvement in the application of the Sunday School/small group lesson.

Published Ministries List. The most useful tool in helping people find their place of ministry is a current list of your church’s ministries and the volunteers needed. The list should include a description and the expected amount of time required. Having a current list of ministries allows new and existing members to prayerfully review the list and make contact with the appropriate person. It will also open the door for Sunday School/small group leaders to discuss ministry options with their classes.

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Connect Ministry Expo. A ministry expo can be a great place for your people to get a good look at what is involved in the different ministries of your church. It also provides an opportunity for those interested to speak with people involved in a ministry. A Ministry Expo can be as simple as ministry teams manning displays on a Sunday morning after or before worship services, or as elaborate as each ministry going all out for a ministry fair. An elaborate ministry fair may be held once a year, while a simple display of ministries may be used quarterly.

Ministry Kiosk or Table Display. One or more ministry kiosks/displays could be used to spotlight a different ministry each week. Using a ministry kiosk/display helps people take a close look at the ministries of the church, and it also helps ministry team leaders find more people for their particular ministry area. Allowing a few minutes during the morning worship service for a ministry testimony of the ministry displayed at the kiosk can also help your members see the need to get involved in a ministry.

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Spiritual Gift Inventory. Spiritual gift inventories are a tool to help people begin to think about their place of service. However, a spiritual gifts inventory is most useful when you have assigned spiritual gifts that are specifically related to each ministry and the volunteer needs they have. The inventory can be administered in the Sunday School, issued as part of an ongoing new members class, or in special studies throughout the year.

Your efforts of involving people in ministry can not be an end in itself. Ministry is not an activity placed on the member’s already overwhelming schedule; it is a natural occurrence of discipleship.

Connect HOW DO I ADMINISTER A SPIRITUAL GIFTS INVENTORY? Alan Raughton

express your gift through the church. Lead out of your giftedness and the leadership of the Holy Spirit, not out of your own strength and ideas.

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Teach what the Bible says about spiritual gifts.

Various resources exists that could help you teach about the gifts, such as systematic theology books, books written to the topic, and workbooks (search www.lifeway.com: “spiritual gifts” for resources and articles). The critical issue is that you research the subject and then help others gain a biblical understanding.

od never calls someone to do something that He does not equip and empower him or her to perform. The church works best when its members know how God has gifted them spiritually and when all members, empowered by their spiritual gifts, are in places of service.

A spiritual gift is a manifestation of the Spirit. It is not a special ability, skill, or talent you develop on your own. Although you cannot seek a particular gift, you should prayerfully try to understand how God has already gifted you for His purposes. Christians are given spiritual gifts not for pride, but for service. As a leader, help your members understand and discover how God has gifted each one for service and provide opportunities for members to express their gifts in ministry.

Lead by example. Make sure you know your own gift(s) and can explain how God uses you as you

Provide a gifts inventory for members to discover their spiritual gifts. The CD-ROM includes a spiritual gifts inventory (GiftsSurvey.pdf). You can find other spiritual gifts inventories online by conducting an Internet search for “spiritual gifts inventory.” Be sure the inventory reflects your church’s understanding of spiritual gifts. Encourage teachers to distribute the gifts inventory in class and ask members to complete it during class or take it home for completion.

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Connect Provide ministry and service opportunities for members to use their gifts. Provide a comprehensive list of leadership roles to members. Determine which spiritual gift(s) is/are best suited for each leadership position. As members report on their giftedness, review the list of volunteer opportunities, highlighting roles that they may need to consider. Encourage members to choose a place of service that best aligns with their identified giftedness.

Challenge members to continue to evaluate their giftedness and service. Periodically provide cards for church members to complete that relate to service.

Ask that they list on the cards gifts they have begun to discover in their lives or areas of service that God has been directing them to consider. Encourage them to pray about how they believe God wants them to use their giftedness in the church. Challenge them to commit to pray that God show them opportunities to serve and to act upon what He shows them. You may also request that they share with you what they have written on their cards. Include a place for them to record their How To Sunday School Manual

names if they would be willing to be contacted by you or another leader who may be able to help them find a place of service.

If they provide you with this information, follow up with what you promised. Nothing will defeat or deflate people more quickly than sharing something they believe God is showing them (very personal) and then having that ignored.

Continue to encourage every member to find a place of service in their class or in the church. As members take spiritual gifts inventories, continue to ask permission to share their identified gifts with church leaders and select committee chairs. If permission is granted, provide your pastor, Minister of Education, Chairperson of Nominating Committee, and Chairperson of Committee on Committees with the names and identified gift(s) of members. This will allow church leadership to understand the giftedness of the church as well as to make intelligent decisions when creating committees and enlisting organizational leaders.

Connect HOW DO I HELP PEOPLE GET CONNECTED IN OUR SUNDAY SCHOOL? Mark Yoakum

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etting people connected to Sunday School involves not “just me” but an “Army” of people in our church. The key word is relationships. Find ways to take advantage of the natural relationships that exist in life.

Use the Army. The people bringing, inviting, and reaching out to others are those who attend Sunday School. These Sunday School members have already made the “first touch” or first contact and we need to capitalize on that. Inviting someone to church, giving out a tract, sharing a testimony or one’s faith are “miracle moments” that impact a life for eternity.

Encourage members to cultivate relationships with non-members. Everyone needs to invest time in relationships. As we get to know one another, we earn the right to invite others to an event that could touch their hearts. A friend of mine performs a comedy show with several comedians on Friday nights and one of

the comedians presents the gospel. He finds that most Christians will come closer to inviting their lost friends or non-church attendees to a night of comedy rather than to church.

Challenge members to take the next step. Some people have been friends for years with people they are fairly certain are not Christians. They have never invited them to church for fear of losing the friendship. I would rather lose their friendship than lose them to an eternity with Satan. Ultimately, we have to care enough to invite.

Be ready for guests. When you pull into any amusement park they are ready for you. Guests will eventually visit the church and we must be ready for them. Signs need to point them to the right place.

Trained volunteers must staff the Welcome Desk and help them find the right place for their children and/ or the appropriate adult class. We must be prepared to walk them to these areas.

Use the guest card effectively. Obtaining accurate information from guests when they attend is critical to the process of building relationships and connection.

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Connect Most people will give their birth date, ages of children, name of person who invited them, address, and phone number. If possible, use a triplicate carbon form with the top copy (original) going to the office, the second copy going to the appropriate class or department director, and the third copy going to the appropriate outreach leader. This process allows immediate followup from the Sunday School leaders.

Sunday afternoon deacon visits. Deacons can be assigned a visit on Sunday afternoon. After making a contact, create a system where they can call in or e-mail a report of their visits. This immediate follow-up is very meaningful to guests. You may want to include a contact from a church staff member and a letter from the pastor in the following days.

E-mail guest information to leaders. This step allows the army to develop relationships, giving them access to the information that will help them grow their class/department. This gives them the ammunition to develop a relationship by visiting with them and inviting them to fellowships or to an outing.

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Sunday leaders invite to Sunday School. Today most people first visit the worship service of a church.

Once they feel safe, they are ready to dig deeper. A timely phone call, e-mail, or visit from a teacher or leader can make a big difference.

Foster relationship building. Today, people hunger for relationships and friends. Many people live apart from their family and need friends. A Sunday School class can provide these relationships. When a person begins to attend a class, direct teachers to look for connections within the class. As those natural connections (children, interests, college attended, etc.) are identified, encourage the leader to introduce guests to others in the class based upon the connections.

Invite guests to fellowships. Guests are one of the primary reasons for having fellowships. It is the best tool to connect with them.

Connect HOW DO I FACILITATE CLASSES’ MEETING THE NEEDS OF OTHERS? Allen England

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ick Warren describes ministry as demonstrating God’s love to others by meeting their needs and healing their hurts in the name of Jesus. What a wonderful goal. Everyone has needs, both Christians and non-Christians alike. Ministry done in the name of Christ can provide numerous opportunities for sharing the gospel. Meeting needs leads to evangelism opportunities. At the same time, every prospect and member will face challenges and will be in need of a ministry touch at different times in his or her life.

The task of meeting needs can be overwhelming.

If you listed the needs you currently know and tried to find a way to address those needs, your time would be gone. On top of that are the needs that would go unmet simply because you don’t know about them. The Sunday School is the one continuous organization that involves every person in every family of the congregation. Because of its comprehensive nature, it provides

the best framework for ministry to occur at all levels.

The personal nature of the Sunday School creates an effective climate for ministry more so than the church at large. The larger the church, the more necessary the Sunday School when it comes to meeting actual needs.

Meeting needs requires the building of trust and community. Individuals will rarely let themselves be vulnerable in a large group, especially with people they don’t know. Sunday School can provide an environment where relationships can be developed and nurtured. This approach to ministry allows for the intimate dynamics required to discover needs and meet those needs with uninhibited precision.

Remember, discovering ministry needs is a requisite before any ministry in the local church can take place. The sheer mass of people in the local church demands a method for discovering needs and a workable structure for action. Unless you want to recreate what you already have, the Sunday School can take care of the frontline needs. Without small groups, ministry in the local church would be ineffective and almost impossible.

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Get Organized Sunday School and meeting the needs of others requires a team of people. While the needs will be discovered and met at the class level, you will want to secure a director/coordinator who can help you get the work done. This person will be a frontline position in the Sunday School organization. He or she will be asked to make sure classes and departments are organized and have the resources needed to meet the needs of others. He or she will also be the go-to person when a discovered need is beyond the ability of the class to meet it.

Consider including the following in the job responsibilities of the director/coordinator: • Pick up and return completed weekly attendance report in the church office; this helps the director/coordinator get a picture of what is going on in the classes.

• Make sure that new prospects and members to are assigned to a class ministry group.

• Train Care Group Leaders (one per five families enrolled in each class).

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• Review weekly reports from the Care Group Leaders concerning their activities in meeting ministry needs and their contact of absentees and members within their ministry group.

• Arrive at least twenty minutes before Sunday School time to greet guests and members.

• Participate in Sunday School leadership meetings and training opportunities.

• Maintain a current listing of appropriate community resources that could be called on in a crisis.

The second step is to work with the director/ coordinator to recruit Group Captains in each class or department. This person will work with the leader/coordinator to get his or her class or department organized.

They will want to communicate with each class the plans they have for being more effective in meeting the needs of the class members.

Since each class assumes overall responsibility for meeting the needs of the individuals in the small group, the class Captains should enlist and begin to train care group leaders to assist him or her in this ministry. These Care Group Leaders will be responsible

Connect for meeting the ministry needs of a small part of the class roll (usually 5 or so people). The potential care group leader should give evidence that he or she has been called by God to serve in this ministry prior to being enlisted. The care group leaders are strategic for this ministry to work. They must make certain that the needs of the individuals of the classes in which they serve are being met on an ongoing basis. Care Group Leaders must be familiar with the people included in their ministry groups. In order to minister effectively, each group leader will be required to know and understand the dynamics and circumstances of the family situations of those assigned to him or her.

Consider including the following in the job responsibilities for the Care Group Leaders: • Be accountable to the director and captain.

• Show personal interest in the families in their ministry group and contact them at least twice monthly.

• Inform immediately the appropriate Sunday School leader or church staff minister of crucial ministry needs.

• Give monthly reports of their activity in their ministry group to the director.

• Arrive twenty minutes before class time to greet guests and members.

• Participate in class leadership meetings and training opportunities.

Provide Training and Tools Work with the director/coordinator to identify the specific training needed for the ministry leaders.

General information about making hospital visits, dealing with family abuse, and responding to a tragedy or death could be included in the training. Ask the leaders themselves what information they need to be a success. You will also want to make sure they are aware of the processes your church has in place when critical needs are discovered. Hospital stays, deaths, and family troubles may be some of the types of needs that may be identified as critical needs. Make sure a system has been put in place so the care leaders are appropriately aware of the response of others that have been How To Sunday School Manual

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Connect alerted (especially when the pastor or other ministers are asked to respond).

You will also want to make sure that the class care leaders have a list of community resources. This could range from family hotlines to pregnancy centers. Make sure the list is up-to-date and that the resources listed are in line with your church’s doctrinal beliefs. You will also want to be aware of laws in your state that could impact ministry. For example, if spousal abuse is discovered, the ministry leader needs to know the legal obligations in reporting the abuse. They need to know what should remain confidential and what must be acted upon.

Closing Thoughts The church must respond to the spiritual, physical, mental, and emotional needs of the community. We can not allow the preeminence of evangelism to prevent us from providing for the total need of the persons in the community (James 2:14). Many times, ministry will lend itself to the delivery of the gospel message simply by illustrating the love of Christ in action. The How To Sunday School Manual

local church must become adept in linking evangelism and ministry together. However, we must also continue to minster to those who need our help but have rejected the gospel. We never know what our persistent care may lead to in these people’s lives.

God has chosen to use His people to do His work through the local church. The leadership of the local church must liberate its members to perform the ministry that is necessary in its community. The individual believers who compose the membership of the local church must be given the freedom to function in the area of ministry to which God has appointed them (Matt. 20:26-27). The faithful local church that encourages this movement and provides ample opportunities in which members can be involved in its ongoing ministries will be the church that makes an impact in their culture and for eternity.

Connect HOW DO I EQUIP LEADERS AND MEMBERS TO MINISTER? Sean Keith

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t starts with you! When you look at your adult classes, what do you see? How you view the adult members of your Sunday School classes will determine what you expect of them. God views each of us with the potential to be what He created us to be. In a way, one of your key roles as the leader of the Sunday School is “… the training of the saints in the work of ministry, to build up the body of Christ, until we all reach unity in the faith and in the knowledge of God’s Son, growing into a mature man with a stature measured by Christ’s fullness” (Eph. 4:12-13). You are preparing adults to serve.

Teach adults to serve! We are the body of Christ (1 Cor. 12:4-7). We should learn to operate as one. The Bible teaches us that every believer is gifted and every believer has a role in Kingdom service. 1 Peter 4:10 states: “Based on the gift they have received, everyone

should use it to serve others, as good managers of the varied grace of God.” Develop a basic structure for adult classes. Every class needs a leader. Most churches have a churchnominated or elected position titled “Teacher”. That “teacher” should then enlist two key people. The first person should be a Class Coordinator to help manage the records, regularly contact members, enroll guests, and direct the class in outreach to prospects. The other person to recruit serves as an Apprentice Teacher.

This is the person that is being prepared to become a leader of a future class (on-the-job-training). He or she should assist the teacher in teaching and leading the ministry of the class in cooperation with the Class Coordinator. Every adult class should have at least this basic organization.

As you grow, enlist and train more leaders! Train your core leaders in how to enlist (see below), develop a job description, and train their leaders. Give them the responsibility, show them how to do it, and check in with them regularly to see how they are doing. The focus here is not to recruit people to fill positions. We How To Sunday School Manual

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Connect should recruit people to serve using their skills, abilities, and more importantly—their spiritual giftedness.

These leaders that are recruited and trained are the future leaders in preschool, children, students, and adult areas of ministry.

Be precise. Describe specifically what you want them to do. Don’t give them a job description. If you can’t write it on a napkin, you are asking too much.

Over time, help them to grow their job descriptions.

Create a culture of service! Most classes believe they exist to teach the Word of God. As important as that is, Jesus didn’t just teach His disciples. He focused on making disciples who would transform the world after He ascended to heaven. The average class member in most classes has the responsibility to “find a spot and squat to sit and soak.” God desires so much more from your adults.

Don’t just make disciples—make disciple makers!

Every Sunday School Teacher needs to imagine his or her role as a leader and teacher that does more than just prepare a great lesson every week. Instead, teachHow To Sunday School Manual

ers need to make disciples who will one day be teachers and leaders themselves.

Tips for Adult Sunday School Teachers Determine the giftedness of the members of your class. (First ask what they can do before you ask them what they will do).

What does your ministry need in order to teach better, minister better, or reach better?

Meet regularly with your team for the purpose of training, encouragement, and planning.

Lead your team. Give them a vision of where they need to be in the future.

Remember: A great class is not the class that has all its members in attendance. It is the one that continues to reach new people, sends out leaders, and starts new classes and ministries.

Note: Additional Resources on CD-ROM: Sample Sunday School Job Descriptions (SampleJobDescr.pdf), Matching Members and Ministry (Memb2Min.pdf).

Connect HOW DO I TRAIN CARE GROUP LEADERS? John Boone

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et a date and communicate the date. Begin by gathering all adult Care Group Leaders around tables, directing them to find points of connection with the others. After three minutes, direct a person at each table to pray. Next, discuss the getting-to-know-you activity for ways to connect with new people. The rest of the training should focus on the following: 1. The biblical background of Care Group Leaders, pointing to Philippians 2:1-4 and Exodus 18:13-27.

2. Provide written expectations. Stress the idea of ministry as opposed to filling a job. Be honest about the amount of time it will take to perform this ministry.

Include guidelines for meals, flowers, showers, and so on. Explain the procedure for reimbursing the costs of postage, cards, and miscellaneous expenses. Give guidelines for when to take meals to a group member.

3. Emphasize the value of the care group. Include a time to brainstorm ways of forming groups.

4. Highlight ways to connect with people. Outline appropriate ways of using e-mails, phone calls, personal visits, cards, and fellowships.

5. Give emphasis to contacting everybody in the group every week.

6. Accentuate the necessity of collecting key data on each individual in the group.

7. Emphasize the importance of contacts on special dates (births, deaths, loss of job, family crisis, illness, birthdays, and anniversaries).

8. Stress the ability to listen skillfully.

9. Outline a plan of action for making contacts. Always ask if there is anything about which you can pray.

10. Suggest the inauguration of a care group prayer chain.

11. Stress the need for healthy relationships with each person in the class.

12. Review the weekly report process.

13. Thank each person for his or her participation and commission all care group leaders as ministers.

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Connect HOW DO I SUPPORT SUNDAY SCHOOL FELLOWSHIP ACTIVITIES? John McClendon

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eing together—laughing, supporting, and even eating together—is vital to the health of the church. Fellowship has been central to the church since day one (see Acts 2:42). It doesn’t always happen by accident and will require your support.

Leverage space, time, and budget. Church calendars quickly fill with meetings and events, leaving little time for class fellowships. When planning, intentionally block time for class fellowships. Provide for Sunday School class fellowships around holidays.

Schedule a Friday each month or quarter for adult class fellowships. Childcare or children’s activities could be provided at the same time.

Childcare and age-group activities usually present the greatest budgeting challenges. Paper supplies or monies for a specific number of fellowships per year per adult class might be included in the church budget.

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Be intentional—classes and age-groups. Children’s ministry fellowships should include activities that are class-specific and age-specific. Student ministry could include a rotation of class-specific, gender-specific, middle school/high school, and all-youth fellowships.

Enlist adult class fellowship coordinators to plan and promote class fellowship activities. Be creative and encourage adult classes to just have fun together. Everything from luaus to laser tag, gender specific to coed activities are possible.

Encourage outreach-focused fellowships. Plan outreach fellowships. Consider a soup, salad, and contacts fellowship or a chili, cards, and calls fellowship. Combine a fellowship and outreach activity in order to follow up with prospects after a large church event. Encourage classes to invite prospects to class fellowships.

Fellowship activities should be given more than an encouraging word. Lead your Sunday School classes to devote themselves to fellowship with a view toward being a healthy class.

Connect HOW CAN WE BUILD COMMUNITY THROUGH THE SUNDAY SCHOOL? Rick Ellison

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et the tone for Sunday morning by enlisting two hosts or hostesses. Choose the friendliest people. They will need to arrive early and greet everyone with a smile. These leaders should also make sure the class is set up properly and is neat and clean. A circle or semi-circle of chairs is best for interaction. The host/hostess enlists others in advance to bring refreshments. They will make sure everyone including guests has the same type of name tag. Special attention is given to introducing and escorting guests.

Practice relationship-building prayer. Community is built as people feel the freedom to share their deepest needs. Take time during class to celebrate answered prayer.

Engage in Bible study that connects people to a deeper fellowship. Study God’s word with the freedom to share the heart.

Make care groups meaningful. Contacting care group members on a regular basis makes a significant difference in building community. The care group is most effective when members meet periodically to share needs and pray.

Provide a class directory with pictures and appropriate information. Help everyone get better acquainted.

Plan regular and intentional fellowships. Plan fellowships to intentionally engage everyone. Don’t forget to invite in-service leaders as well as the unchurched.

Remember the forgotten ones. Ministry to homebound, the ill, or people with special needs will bring the class closer together.

Consider additional opportunities for spiritual growth. Men’s and women’s accountability groups from within the class may meet during the week. Class members may meet for discipleship studies during the week in cooperation with the church’s schedule and strategy.

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Connect HOW DO I SHOW OTHERS HOW TO USE TECHNOLOGY TO GET CONNECTED? Neil Cordle

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priority of the Sunday School ministry is to connect people with God and with one another.

Through Sunday School and involvement in worship, prayer, and fellowship, people build relationships with God, believers, and the people around them. In today’s fast-paced culture, leaders are challenged to help people connect. Technology can be a useful tool to help people build relationships with God and others.

How can you show the leaders around you how to use technology to get connected?

Get connected with the purpose of technology.

Unfortunately, no technology has been invented that can overcome a poorly targeted message. Before selecting a technology, determine how you want to impact the relationships among people. Are you trying to help them connect with you, with God, with other members of your Sunday School, or with people around How To Sunday School Manual

them? Are you inviting them to an event where they can meet others? Do you wish to open a dialogue about an issue? Perhaps you simply want to send a quick note of encouragement. Each of these approaches is important. Do not lose the impact of the message by choosing the wrong technology to convey the message.

Match the technology with the purpose. As you show leaders how to use technology to get connected, help them clarify exactly who they want to influence and how they want to influence them. Leaders must first determine how they wish to shape relationships before they identify the appropriate technology to use to connect.

Get connected with available technology. Once you know who and how you want to influence, select the simplest technology available that will accomplish the goal. Technology development is rapid. In a relatively short period of time, the telephone on the kitchen wall became a “car phone,” which became a cellular phone and is now the iPhone. Which of these is better? Actually, all are effective if the goal is simply

Connect to allow two people to speak personally. Leaders do not have to be on the cutting edge of technology.

However, they must be aware of options and be able to select the best option to connect effectively with those they influence.

How can leaders keep up with technology? Observe the technologies people use to connect with one another. Ask questions. Visit a magazine rack periodically and scan the magazines to get an idea of what is available now and will be in the future. Show others what you have learned and help them know what technologies are available to connect to others.

Get connected with others using appropriate technology. As you show leaders how to connect, help them consider the people with whom they desire to communicate. This drives the selection of an appropriate technology. Last month, my wife and I collectively sent 935 text messages on our family cell phone plan.

Our teenage daughter sent 3,847. On the other hand, those ratios are almost exactly reversed when you compare our e-mail usage. Conclusion? E-mail is not

the most appropriate technology to use to connect with my teenager. And text messages may not be the best means to connect with me or my wife.

Show leaders how to use appropriate technology to connect with others based on their communication preferences. Remember that the simplest technology may have the greatest impact. Would a birthday card or sympathy card have greater impact via a hand-written note or an e-mail? The impact rests with the receiver’s preference. How do you know their preference? Ask them, watch them, and do not be afraid to experiment.

Get connected by modeling technology. Finally, show others how to use technology to connect by using technology to connect with them. Identify the technology that is available to you. Use the most appropriate technology to connect with the leaders around you.

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Connect HOW DO I HELP CLASSES STAY CONNECTED WITH ASSOCIATE MEMBERS? Phil Miller

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iscipleship and ministry are key in church life.

Yet, we may be overlooking a very special group needing just that—associate members. In a holistic approach to discipleship and ministry, classes care for associate members effectively.

Getting started—Make a list of every adult Sunday School member who is currently serving in Preschool, Children, Youth, Adult or other ministries not allowing them to attend the class of their age or affinity group.

Ask the associate members how the class could best minister to their needs.

Some suggestions could include the following: • Enlist an individual or team of persons to keep associate members up-to-date on all class activities.

• Pray for them weekly as they serve in their places of leadership. Pray specifically about any concerns they express. Send them an e-mail or postcard to let them know you prayed for them.

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• Recognize them as members in service. Post their names and pictures in your classroom.

• Volunteer to serve in their place at least once per quarter, allowing them to participate in their own Bible study group.

• Share a devotional book with them. Agree that the class uses the same book through the year. Members could share insights that ministered to them.

• Create a online social network group (Facebook, Ning, MySpace, etc.) for your class and the associate members with a place of special recognition for members in service.

• Recognize them on their birthdays, wedding anniversaries, and anniversaries of their years of service.

• Include them in your class fellowships.

• E-mail or mail them class prayer lists, weekly announcements, Bible study notes, and quarterly Bible study curriculum.

Each of these suggestions has been used by classes desiring to minister to their associate members. Not every idea will work in every church or every class. Use your creativity to determine the best way to let people know you genuinely care for them.

Connect HOW DO I BUILD AN EFFECTIVE SUNDAY SCHOOL PRAYER SYSTEM? Rich Smith

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n order to understand an effective Sunday School prayer system, Sunday School leaders must understand the concept of church systems. The functions of healthy church systems closely mirror the functions of healthy anatomical systems that exist in every human body, such as: the circulatory system, the skeletal system, and the cardiovascular system. Systems help us maintain and grow healthy bodies. Therefore, a healthy set of church systems helps grow healthy congregations, who in turn make and grow disciples.

From a biblical perspective, the early church, as described in the book of Acts, provides clarity of the connections between the functions of church systems and a healthy church body (see Acts 2:42-47). This text provides a number of insights into the systems of the early church. The six systems that Luke identified in the early church typically demonstrate the most recognizable systems of the church today, such as evangelism,

discipleship, and ministry. These six systems helped define the purpose of the early church as well as the church today. Also, wedged between the descriptions of five systems, this text distinguishes prayer as a vital system of the church. Luke stated that those in the early church devoted themselves “to prayers.” Therefore, it remains impossible for any Christian church, or its various ministries, to grow in a healthy manner and fulfill its purpose without an active prayer system.

Furthermore, the Sunday School typically provides the best structure within the local church to support a vibrant prayer system.

When a church’s Pastor, Minister of Education, or Sunday School Director grasps the importance of a healthy prayer system within the local church, especially through the Sunday School, the following question often arises: “Where do we begin?” Church leaders can discover the best solution through identifying the spiritual gifts and skill sets of those in the church’s Adult Sunday School classes. This process typically leads to the one-word question: “How?” How To Sunday School Manual

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Connect To implement a prayer system within the Sunday School, church leaders should take three strategic steps. First, the church must identify the prayer system that would best work in their culture. To do this you need to ask some basic but strategic questions.

These questions are: How can we efficiently gather accurate prayer requests? How do we communicate the requests? To whom should we communicate these requests? How can we encourage those making a specific request? Your answers to these questions will be a work in progress. As you begin to develop the system, you may discover different answers to these questions.

New technology may change your answers. New laws may change your response to these questions (HIPAA and other privacy laws are examples of how a law could impact what is shared and with whom).

The second strategic step is to develop a Job Description. The Prayer Coordinator position is crucial to the successful implementation of a prayer system.

A well-written job description provides the following: the Prayer Coordinator’s purpose, his or her various responsibilities, available training opportunities, and How To Sunday School Manual

the gifts and skill sets needed to enhance his or her work. The job description should reflect in some way the responses to the four questions above.

The third step is to enlist the Prayer Coordinator.

The Matching Members and Ministry Survey (Memb2Min.pdf on the CD-ROM) is one assessment tool that helps key Sunday School leaders identify the right person with the gifts and skill sets that compliment the Prayer Coordinator’s responsibilities. This person will lead the process of enlisting others to help within each class. As these individuals are enlisted, one action that may be beneficial is to allow them to work through the four strategic questions and identify the prayer system for themselves.

Enlisting, equipping, and empowering the right leader for the Prayer Coordinator will prove beneficial in identifying and maximizing your Sunday School prayer system.

Connect HOW CAN I LEAD OUR SUNDAY SCHOOL TO BE MORE MISSIONAL? Warren Samuels

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requently I am asked, “How can I lead my class to be more missional in its focus? How can we go from a mentality of sitting to a mentality of sending?” There are two words that come to mind when I ponder those questions. One word is awareness and the other opportunity.

Most people today define missions as either something they give to or some place they travel to. The reality is that missional living has little do with pocketbooks or places. Missional living is about advancing awareness of the rule and reign of God in our generation and culture. It is about helping others understand the realm of God’s authority in their lives. Our people must come to understand that missions is not something I am “called to” as much as it is something I was “created for.”

Not only must people be made aware of the importance of missional living, but they must also have

the opportunity to live it out in their lives. No doubt you would agree that true transformation seldom takes place only through information. We must also give people an opportunity to experience what they have learned.

It is critical that you give your classes an opportunity to experience first-hand the God of Mission. Whether it is a day trip to feed the homeless or a church planting campaign to Colombia, make certain you provide opportunities for involvement. If you do, their lives will be radically transformed and your Sunday School will never be the same.

Please remember that missional principles are “caught” more than they are “taught.” People must see what God has done supernaturally in you before they will buy into the idea of letting God do something supernatural through them. If people are going to see missions in a different light, they must first see the difference that the Light has made in you. Only great followers make great leaders.

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Connect HOW DO I HELP CLASSES DEVELOP A CLASS COVENANT? Kenneth Priest

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class covenant is designed to be an agreement between a small group and the leader or the church body. The covenant should include the group’s mission, purpose, the expectations of the group, and the expectations of the leader. A covenant is stated in such a way to provide the framework for accountability for the group to function.

The Mission… for evangelical churches is the Great Commission of Matthew 28:19-20. Mission statements are designed to demonstrate how the mission should be fulfilled through this group.

The Purpose… Sunday School/Small Groups serve a purpose for coming together, typically to fulfill Acts 2:42: “And they devoted themselves to the apostles’ teaching, to fellowship, to the breaking of bread, and to prayers.” Statements affirm how members contribute to building community and the leader’s role in cultivating an atmosphere for genuine community.

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The Expectations of the Group… group expectations are outlined. Statements affirm expectation fulfillment and accountability within the group.

Expectations may be centered on attendance goals, participation goals, ministry and service, giving, group health, and so forth. Accountability statements highlight the importance of the group without limiting participation from those who are spiritually seeking or were previously churched.

The Expectations of the Leader… leader expectations are outlined. Statements affirm expectation fulfillment and accountability within the group. Accountability statements highlight the importance the leader has within the group.

Present these elements to the class and encourage them to suggest what they want to include in their covenant. Use the experience as an opportunity to affirm the church’s mission and how their class fits in that mission.

There is an example Class Covenant on the CDROM (ClassCovent.pdf).

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very organization requires attention behind the scenes. While the person at the front counter serves the customer, others in a corporate office are serving the counter clerk. The clerk doesn’t worry about how the sacks she places the merchandise in got to her counter. Nor does she worry about how many scarves are in inventory. All she wants to know is that she has a sack with the company logo in which to put the scarf that she just sold. Some one else deals with the details. That is what administration is all about.

We would never think of working for a company that is not well-run or well-led. Who wants to spend his or her life being frustrated by there being no bags at the counter? Why should we settle for anything less when it comes to our Sunday School? There are a lot of things that must happen behind the scenes for a Sunday School to be successful. The teacher should not be worrying about how the records get to the office, when to plan a high attendance day, or when a new Sunday School class should be started. Taking care of the administration of the Sunday School makes it possible for the teachers focus on leading a specific Bible study session for a specific group of people.

In this section, you will find the things you need to evaluate, plan, and carry out the behind the scenes actions that will help you organize efficiently and effectively.

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Administer HOW DO I SET THE STANDARD AS THE LEADER? Ron Brown

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ecause I said so! What parent hasn’t resorted to that declaration to a child who refuses to accept an explanation for a decision? The declaration may temporarily end the discussion, but it doesn’t mean the child accepts the decision. His opinion probably hasn’t changed, but he knows it has been trumped. This scene illustrates a model of leadership that some leaders employ: “Do what I say!”

In contrast, Paul wrote to his friends at Philippi, “Do what you have learned and received and heard and seen in me …” (Phil. 4:9, emphasis added). What a bold statement. It also represents another model of leadership: “Do what I am!”

You are the leader of your church’s Sunday School.

As such, you are a leader of other leaders: teachers, directors, and so forth. What kind of leaders do you want them to be? While you may tell them what you want them to be, in truth, they will probably be the kind of leader you are. So, what kind of leader are you? Is

your leadership based on what you say, or is it a MARK of what you are?

Motivation. Think about why a person becomes a leader. What if that person is you? Does the list change? Where in that list is “God wants me to”? You may refer to it as a call, divine direction, or a spiritual impression. The bottom line is, the people you lead need to see clearly that your motivation as a leader is not just personal ambition, a quest for power, an inflated ego, inescapable obligation, or a myriad of other possible motivators. You lead because of a sense of calling. They know you want it for them, and they desire it for themselves. After all, there is no greater motivation to lead than God’s claim on a person’s life.

Attitude. Many an otherwise good leader has been done in by a poor attitude. Our attitude toward situations, other people, and our co-leaders will cancel out the best of motives, the most extensive knowledge, and even taint the ability to celebrate results. You can’t hide a bad attitude. It creeps out in our words, body language, and actions. On the other hand, a good attitude is contagious. People like it, they want it, and How To Sunday School Manual

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Administer they will imitate it. People will follow leaders who demonstrate a good, positive, passionate, confident, but humble attitude.

Results. We live in a results-oriented society.

Most people don’t want to invest themselves in things that really don’t matter. Even so, just doing something worthy still isn’t quite enough. Because they believe what they are doing really matters, they want to see something accomplished. Can you clearly and concisely articulate what you are leading your Sunday School to accomplish? Can you articulate it in such a way so that the leaders can see what you are trying to accomplish? Your actions as a leader ought to bring results. Your leaders will buy into that and become both good followers and good leaders.

Know-how. Who would you prefer to follow: someone who leads from ignorance or someone who actually knows what he or she is doing? The answer is too obvious. The effective leader knows what he is doing.

But he doesn’t stop there. He also models the benefit of being a life-long learner. You can lead with some effectiveness from what you have known. But what you How To Sunday School Manual

have known needs to be seen as the foundation for what you are learning and will learn. Your leaders will be encouraged to lead when they are convinced you know what you are talking about, but also when they see that you are convinced there is still more to learn.

Jesus, the greatest model of leadership, was a “MARK” kind of leader. Obviously, He spoke with authority, but oh, what power was in His life. People wanted to follow Him and to be like Him. What a leader!

He is our example and standard.

Administer HOW DO I USE THE GROWTH SPIRAL TO EVALUATE OUR SUNDAY SCHOOL? Daniel Edmonds

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he Growth Spiral takes growth concepts and makes them measurable. Whether one utilizes Flake’s Formula, Purpose-Driven, or other approaches to Sunday School, the Growth Spiral will assist you in identifying key benchmarks that can be used to plan strategically and evaluate effectiveness. A copy of the Growth Spiral is on the CD-ROM (GrowthSpiral.xls).

Begin entering data on the inner boxes and work out (spiraling), looking at the possibilities.

In using the Growth Spiral to evaluate Sunday School, keep in mind the following: In the beginning, the Growth Spiral will help you identify strengths and areas of need. The Spiral is not a tool for correcting weaknesses. In doing so, you will spend more time “repairing the broken” than forging the future. It as a base from which you can build and become more effective by following the prescribed formulas. For example, you may discover that you need to

start all new classes with more workers who will make an increased number of contacts.

All things require training. Your current leaders are doing what they were trained to do. When an area of need is discovered, change will not come through telling, but through encouragement and training.

Enrollment is one of the top three metrics for growth. When you enroll someone, the Sunday School commits to minister to them. The more people to whom you commit through increasing enrollment, the greater the potential for growth. Every element on the Spiral is a measurement of ministry to those enrolled. The more effective you are with the ministry field (enrollment), the greater the yield (attendance, baptisms, offering).

Evaluation point: How committed are we to growth?

Prospects reflect both potential for growth and a commitment from those already enrolled to reach out to friends, family, and the community. A healthy ratio of prospects to members enrolled is 1 to 1 ratio, meaning everyone enrolled has identified someone they want to reach.

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Administer Classes (units) are the second top three metric. No matter if your current units to enrollment ratio may be (1 to 18 recommended), you will always need to start new classes to reach new people. New classes will bring the ratio closer to the ideal, since many of them will have an enrollment under 18. Use classes with a ratio above 1 to 18 to discover two to four people to start a new class. Do not split adult classes; create new ones. Do divide oversized preschool, children, and youth classes for more effectiveness in ministry and teaching. Evaluation point: How committed are we to providing for newcomers?

Leaders/Workers is the final top three metric. The better the ratio, the better the results. Involvement is a key in building the body of Christ. Find something (greeting, prayer ministry, care ministry, etc.) for everyone to do. Evaluation point: How committed are we to involving more people in the work of the body of Christ?

Trained workers move toward the goal; untrained workers do whatever they wish. Learn to prescribe and provide training. Recognize those who participate in and complete training courses or events.

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Every class needs a place to meet, but it does not have to be the traditional classroom. Evaluate potential spaces on and off campus where a group may meet.

Contacts create the desire to attend. Contacts should be about prayer and ministry rather than absenteeism. Evaluate the number and nature of contacts being made by members. Everyone should be contacted every week to update the ministry/prayer list. If you struggle with accurate reporting, personally spot-check classes.

Evaluate outreach by class participation. Every class should participate in outreach, produce prospects, provide outreach participants, and persistently follow up in ministry.

The projections (attendance, offerings, and baptisms) help you evaluate everything that precedes them in the Spiral. The better the quality of ministry and outreach, the greater the potential results and more accurate the projections.

Administer HOW DO I USE THE GROWTH AND EVALUATION PLAN TO EVALUATE OUR SUNDAY SCHOOL? Ken Marler

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he Sunday School Growth Evaluation Plan Sheet is a simple tool that can give you a snapshot of where your Sunday School is in relation to some proven benchmarks. These benchmarks have been translated into goals on the form. On the CD-ROM, you will find a blank form that includes detailed instructions for completing the evaluation (GrowthPlan.pdf).

Completing the Plan Sheet will not tell you what to do. The plan sheet only helps you identify what areas need attention and the impact increasing your enrollment will have on the organization. It stands to reason that if the enrollment increases, then more Sunday School classes will be needed, which in turn means more leaders.

• S unday School enrollment by age division (year ago) • Sunday School enrollment by age division (current) • Number of classes by age division • Number of contacts reported in a week • Sunday School by age division • Total number of classrooms used • Total number of leaders • Total number of leaders involved in training • Number of leaders who attend leadership meetings • Number of people involved in discipleship groups • Total worship attendance • Total weekly offering to general budget • Total number of prospects • Total number of people involved in outreach • Total number of baptisms

Completing the Plan Sheet To use the plan sheet, you will need to gather the following information: How To Sunday School Manual

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Administer After you have gathered this information, enter it in the appropriate boxes on the plan sheet under the “Current Status” column.

The next step is to evaluate the current status.

Directions are included on the CD-ROM file to assist you. Bottom line is everything is either a “+” or a “-”. At this point, you are not looking for how much you have exceeded or fallen below the target. Rather, you are just trying to determine if you do exceed or fall short in the benchmark areas.

As you examine the Plan Sheet, enrollment is obviously the critical piece of the Sunday School puzzle. If the enrollment is declining, then so is the potential for your church’s Sunday School to grow and expand. If your enrollment is increasing, then you have a greater probability of growing the Sunday School. Everything else is a dependent upon the enrollment.

The next steps are up to you. Begin by projecting the enrollment or establishing a goal for enrollment under the “1st Quarter” column. That new number will impact the other projections in that column. Use the ratios provided on the form to determine what would How To Sunday School Manual

be needed if that projected enrollment number was met. This process will help you understand the number of classes you will need to add, the number of new leaders needed, and so forth.

A word of warning. Simply increasing the enrollment does not guarantee growth. If enrollment increases yet no new classes are created, no new leaders are enlisted, or the number of ministry touches remains the same, your attendance will likely remain as it was prior to the enrollment increase. Enrollment serves as a guide for what you must do to maximize the potential the additional enrollees represent. You have to work the Sunday School for the Sunday School to work.

Administer HOW DO I USE FLAKE’S FORMULA TO EVALUATE OUR SUNDAY SCHOOL? Mark Miller

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s a businessman and lay Sunday School Director, Arthur Flake developed and promoted a Five Step Plan for growing Sunday Schools. Sunday School and small group leaders have been using these five steps as an evaluation and planning formula for around one hundred years.

Step 1: Know the possibilities. In order to adequately evaluate your Sunday School, a church must assess its growth potential. Obtain demographics information for your community. After receiving the information, analyze the data and compare it to your present Sunday School organization. Does our church reflect our community? Are there people groups that we are not reaching? Are we reaching our desired target audience?

Another interesting study is a detailed analysis of your congregation and community utilizing psychographics or mosaic data. While driving through the

community, identify schools, colleges, military bases, apartments, and other potential ministry opportunities.

Conduct neighborhood census, opinion polls, informal surveys, or prayer walks. Consider focus groups or interviews with those in your neighborhoods. Identify names and addresses of prospective members. The goal is to identify who you are not currently reaching that is present in your church field.

Step 2: Enlarge the organization. Once you know the possibilities, a sufficient number of classes must be established to effectively reach, teach, assimilate, and minister to new and present members. Do you have the right make-up and types of classes to reach the people groups in your community? Analyze the ages enrolled and attending in every class to determine the accurate composition of each class. Do you need to enlarge the organization? What classes or groups do you need to create?

Step 3: Provide the space. Space for adding new Sunday School classes is essential to growing a Sunday School. What traditional classrooms are available? Are there rooms such as closets, kitchens, and offices that How To Sunday School Manual

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Administer could be adapted for use temporarily or permanently?

Could you swap smaller classes in larger rooms with larger classes in smaller rooms? Are there adjacent community buildings, schools, or houses? Have you considered utilizing the existing space twice by starting a second or third Sunday School hour? Is it time to build additional space for growth? Do not let space determine your growth.

Step Four: Enlist and train the workers. A sufficient number of leaders must be enlisted to staff Sunday School and must be equipped to function effectively in their roles. Jesus said, “The harvest is abundant but the workers are few.” Enlisting and training workers is essential. Could you improve your enlistment process to ensure that workers understand your church’s mission and vision for Sunday School? Are you providing adequate training opportunities? Training is available from many sources including books, DVDs, online blogs, seminars and resources, and LifeWay, association, or state convention sponsored events. What is your plan for training your workers? Train your workers in the three dimensions of Sunday School: teach How To Sunday School Manual

members to discover the great truths of the Bible and the life stories of members, connect with enrolled and non-enrolled, and lead the class to invite their lost friends and neighbors.

Step Five: Go after the people. Classes must understand who they are seeking to reach (age range or affinity group) and make a strong commitment to reach that group. Does every Sunday School class know its targeted group? Is the Sunday School organized in such a way that guests or new members can easily find a class where they belong? What is your plan for following up with guests? Do you have a strategy for plugging worship attendees into Sunday School? Is your Sunday School focused on those who attend or those who don’t? Are your Sunday School classes supporting your church’s outreach and evangelism ministry? What is your plan for outreach and evangelism? Who is responsible for outreach? What are some plans to discover prospects?

(Note: Read The Five Step Formula for Sunday School Growth by David Francis included on the CD-ROM.)

Administer HOW DO I USE THE SUNDAY SCHOOL GROWTH WORKSHEET? Dean Abernathy

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he Sunday School Growth Worksheet is a flexible instrument to help your Sunday School accomplish it’s purposes. Refer to a copy of the worksheet (see SSGrowth.xls on the CD-ROM) and you will see that there are three key Sunday School elements addressed—Enrollment, Class, and Leaders. Each element consists of four columns of information, for a total of 12 columns. Attention is given to each Sunday School age group: Preschool, Children, Students, Special Education, and Adult. Grouping and organizational decisions should be made with your strategy of Sunday School in mind and with the participation of Sunday School leaders. It is essential to use open dialogue and clear communication in the process of planning your Sunday School organization.

The Issue of Grouping. The secular education model of grouping for Preschool, Children, Students,

and Special Education is widely accepted. Therefore, the decisions of grouping them is more easily adopted.

Adults often feel that once they have left the structure of the school environment they no longer need to adhere to a grouping model. In a healthy and growing Sunday School, even adult classes need structure and definition. You can group them by age, life stage, or affinity group.

Using the Sunday School Growth Worksheet: Enrollment: Enrollment is a key ingredient in making organizational decisions in your Sunday School.

Enrollment is addressed in columns 1–4. Enter the numbers for each age group for the following: column 1-present enrollment, column 2-prospects, and column 3-total possible enrollment (the sum of columns 1 and 2). The total possible enrollment (column 3) should give you an indication of the potential size for the age group and allow you to project an enrollment goal to record in column 4. You will use the enrollment goal number entered in column 4 to make the decisions for class and leaders in the worksheet.

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Administer Class: The numbers in the Class section of the Worksheet identify the number of classes (units) required to accommodate the enrollment goals in column 4. Some churches may have several classes from an age group and will cluster those classes in a department (Example: an adult department may have four adult classes). Please note in column 5 that in order to provide the best learning environment, the number of pupils per class varies for the different age groups.

Column 5 identifies the suggested maximum enrollment for each class in the age group. In column 6, record the number of classes you currently have for that age group. Column 7 helps you identify the number of classes you will need based upon the enrollment goal you set (column 4). Column 7 is determined by dividing the enrolment goal (column 4) by the number in column 5. Column 8 gives you the number of new classes you will need to start based upon the enrollment goal.

To calculate the number to enter into column 8, subtract the number of classes you have currently (column 6) from the number you will need (column 7).

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Leaders: Columns 9-12 help you identify the number of leaders you will need to guide each Class.

Please note the leader to pupil ratio recommendations in column 9. This ratio reminds us that the younger the learners, the greater the number of leaders needed.

Column 10 is where you’ll record the current number of leaders. In Column 11 you’ll identify the recommended number of leaders based upon pupil-leader ratios.

Divide the enrollment goal (column 4) by the second number in the ratio formula (column 9). Column 12 compares the number of current leaders with the total needed, revealing the number of new leaders you’ll need to enlist and train for service. This number is the difference between columns 10 and 11.

Filling in the numbers on the worksheet takes time and helps you focus on a growth strategy for your Sunday School. However, this process will give you a quick snapshot of where you need to concentrate your efforts and develop leaders for your Sunday School to grow or continue to grow.

Administer HOW DO I USE A CHURCH AND COMMUNITY PROFILE? Tom Belew

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church or community profile identifies characteristics of the people in a church body or groupings of people in a community or geographic area. The characteristics reflect demographics, lifestyle and media preferences, and usually include information about ethnicity, education, income, age, church background, shopping, TV partiality, Internet usage, and leisure activities. An area typically has several profile groupings.

There are a variety of sources for securing profile data, such as windshield surveys, prayer walks, surveys, community leaders, and demographic services (see ComProfile.pdf on the CD-ROM for sample forms and for collecting profile data). Churches also have access to services through LifeWay, NAMB, state conventions, and associations. Some city, county, state, and zip code data may be available on the Internet.

It is a good idea to geo-code (plot on a map) church members and prospects. Then, the church can clearly

identify the area(s) they are impacting. Dig deeper into your community profile data with the following questions: How many people live in a one-, three- and five-mile radius of the church? Does a particular radius match your church area? Is the population growing? At what rate? What is the ethnic diversity? How diverse are the characteristics of the people in the area? What are the major generational groups (preschoolers, children, etc.) and are they growing? How traditional are the families (two-parent families, single, etc.)? How educated are the adults? What are the buying habits of the people (luxury vs. economy car)? What is the blend of home owners, renters, and so on? What are the ratios for housing structures (homes, apartments, etc.)? What is the average household income? What occupations (professional, service industry, etc.) are common in the area? What percent of women are in the work force?

Churches tend to attract people like the ones they already have. To make profile data powerful, we need to connect the dots back to the church. A significant shift in the population of an ethnic group might warrant How To Sunday School Manual

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Administer a new ministry such as English as a second language, a new Sunday school class, or a new church start.

A church with lower education levels in their area may offer personal skill development opportunities or child care for parents going to school at night. A Sunday School class designed to teach reading skills could also be successful.

If your church parking lot is filled with older model economy cars, it will be difficult for your Sunday School or church to reach people in a new upscale neighborhood near your church. As members of your church frequent businesses in your community, encourage them to get acquainted with others using those businesses.

This will help you discover who is in the neighborhood.

A community filled with home owners equals stability and makes it important to reach people when they first move in. Apartments offer a steady flow of new opportunity, but they may be gone in a year or two.

The number of women in the workforce often impacts daytime ministries and weekday volunteers. In some areas Vacation Bible School, women’s ministries, How To Sunday School Manual

and children’s programming would be better served by holding activities in evening or on the weekend.

By examining the number of people in generational groups, the church may discover the need to expand senior adult ministry. The church might discover a needed focus on preschool and young adult Sunday School.

Planning costly Sunday School fellowship activities in an area where household income is stressed will probably not be effective. Fellowship activities for blue collar workers will be different than those for professional workers.

Church and community profile information is a tool that helps the leaders make intelligent planning decisions. In a church body, these characteristics affect worship, teaching, training, fellowship, evangelism, and ministry activities. For the Sunday School, the profile information can help identify new opportunities and anticipate declining areas of ministry. Most churches do not have the resources to do everything; the profile information can help a church be strategic with the limited resources of people, funds, and time.

Administer HOW DO I LEAD IN DEVELOPING A SUNDAY SCHOOL VISION STATEMENT? Joe Sherrer

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any churches have mission and vision statements for the entire church. Certainly the question of the need for a separate vision statement for a Sunday School must be asked. Part of the answer lies in the difference between a mission statement and a vision statement. In general, a mission statement provides the boundaries of what a church is going to do, what its prime focus must be. Realistically, most church mission statements are similar because of the biblical mandates that drive the direction a church should take.

A church vision statement is different. A vision statement provides a vivid description of what that church should look like as it lives out its mission.

Similarly, a Sunday School vision statement should provide a vivid description for leaders to visualize what their ministry will look like as it succeeds. Often I ask Sunday School leaders, “What will your adult Sunday School class look like one year from now?” The first

response is usually a blank stare. The second response is often, “I guess it will look pretty much like it does now!” That response simply highlights a lack of vision and intentionality. Helping your Sunday School leaders craft a vision statement will mobilize your leaders to work toward the picture of the preferred future for your Sunday School.

Developing a vision statement. Follow the following steps to develop a vision statement for your Sunday School: • Prayerfully seek God’s vision for your Sunday School. Nehemiah took time for both prayer and listening for God’s direction.

• Analyze the precise elements of the mandates in your mission statement.

• Thoroughly examine the particular needs and opportunities of your Sunday School’s church and community ministry context.

• Ask God to communicate a worthy vision, expanding your picture of both the needs and the possibilities.

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Administer • Explore the gap between what is currently happening in your Sunday School and the possibilities for the future. The SWOT approach may be helpful: S-strengths, W-weaknesses, O-opportunities, and T-threats.

• Survey what others are doing through their Sunday School ministries. While your Sunday School is unique, other church’s practices may stimulate ideas for your Sunday School.

• Carefully brainstorm with a few other key leaders their understanding of the possibilities. Seek the counsel of other godly leaders as you seek to verify your vision.

• Write the details of what you “see” for your Sunday School’s future. The discipline of committing your dreams to paper will help refine the vision.

• Logically organize your vision with precision and details.

• Write, write, and rewrite your vision statement to communicate the passion and compelling direction you are experiencing. While a vision statement is a big picHow To Sunday School Manual

ture, it must be detailed and specific to communicate the visual to others.

• Communicate with passion, through your example, and with verbal and visual approaches.

• Allow time for others to join you in the process.

While the vision must initiate with the leader, it must permeate the followers to be successful.

• Realize that the details of your vision will change over time.

Communicating the vision. Simply writing a vision statement, even a good one, is not enough. Other leaders must embrace the vision and begin to passionately follow the picture. Take the time to paint word pictures of the completed vision with a few memorable words or visual images. However, do not diminish the vision with a gimmicky, slick slogan. The vision statement needs to retain the depth of heart with a biblical urgency for people to give it serious consideration.

Administer HOW DO I MAKE SUNDAY SCHOOL A PRIORITY WITH THE CHURCH, STAFF, LEADERS, AND MEMBERS? Steve Parr

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he “principle of gravitation” is the key to understanding how to make Sunday School a priority in your church. The principle states: “Whatever the leader will elevate is that to which the followers gravitate.” The principle is active in every congregation. It begins with the pastor. The congregation has a natural tendency to direct their focus to whatever he emphasizes. It is critical for the pastor to understand this point. It is unlikely that Sunday School will ever be a priority to the congregation unless it is a priority to the pastor.

The pastor and other leaders unknowingly sabotage the Sunday School. First, you cannot elevate the Sunday School while “talking it down.” While many pundits suggest that Sunday School “does not work” there are churches by the hundreds with healthy, effective, and growing ministries. The problem is not that Sunday School does not work but that many leaders do not know how to make it work. Be cautious not to “talk

it down.” Second, neglecting to promote it as an essential ministry is counter productive. The church has no other organization that can effectively engage people in Great Commission work like the Sunday School can.

It must be intentionally affirmed by the pastor and key leaders on a regular basis.

Third, you cannot assume that Sunday School will function properly on “auto-pilot.” Many congregations struggle because they have the basics in place but fail to give it the attention it needs and deserves. Sunday School will not flourish without intentional leadership.

Fourth, an absence of training will minimize the prioritizing of the Sunday School. How do you get leaders to prioritize it? You train them. What is your equipping strategy? Do your key leaders promote it and participate in it? Ideally, everyone would participate. However, even a small number of key leaders can enhance the view of Sunday School as a priority if they engage in on-going training and personal growth.

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Administer HOW DO WE DEVELOP A SUNDAY SCHOOL LEADER COVENANT? Steve Taylor

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carefully developed and implemented Sunday School leader covenant will raise the expectations for the teachers and foster ongoing accountability between the church and the volunteer teachers. Consider these steps as you develop your covenant with your leaders (see LeadCov.pdf on the CD-ROM).

Get to know the expectation “landscape.” Identify where you are now. What awareness is there among your leaders of the church’s expectations of them, if any? Are these expectations followed or ignored? Ask around and discover if a covenant has ever been developed, and if so, how it was used.

Call together a team of Sunday School leaders, with every age group represented. Discuss with the team the need for and value of a Sunday School leader covenant. Remind them that a covenant also reflects the character of a leader.

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Make an exhaustive list of the qualities and expectations of an effective Sunday School leader. Encourage the team of leaders to survey other Sunday School leaders in their respective areas. This activity will begin to clear the way for implementing a covenant once it is prepared. At this point, do not limit the discussion.

Lead the team to rank the list by importance. If the list is extremely long you might want the team to highlight what they think is essential and then rank the top 20 items. Narrow the list to ten items (it will be difficult to communicate more than ten). Combine related qualities as needed. Develop a descriptive sentence for each item on the list, supported by an appropriate Scripture reference.

Develop a plan for implementing the covenant.

Answer questions such as: How will we prepare our leaders for the covenant? How will we interpret the covenant personally to every leader? Will we ask the leaders to sign the covenant? Will we ask the church to adopt the covenant? How will we keep the covenant before our leaders on an ongoing basis?

Administer HOW DO I HONOR AND ENCOURAGE TEACHERS AND LEADERS? Dean Abernathy

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veryone needs to know they are appreciated and noticed. Sunday School leaders are no exception.

Church leaders need to let the Sunday School workers know how much they are appreciated and what their service means to the church.

Call on the Sunday School director and Sunday School planning team to help you. Ask them to identify appropriate times and places to recognize Sunday School teachers and leaders, as well as meaningful ways to recognize them. You will want to suggest some of the ideas in the following paragraphs to initiate discussion.

Certainly once a year is a starting place. The conclusion of one Sunday School year and beginning of another is a natural place for recognition. The start of new Sunday School units or changes in your Sunday School organization are also natural times. Birthdays and holidays also could be other natural times.

Some recognition should be public, before the whole church. Some should be public, in front of the classes they serve. Some could be private, as in cards or special messages left in their voicemail. One of the most meaningful things to do is simply to give verbal thanks for their service. Gifts and tokens of appreciation are almost always welcomed. A gift card to a bookstore, coffee shop, or grocery store may be possible.

In addition to what the Sunday School director and Sunday School planning team may do, usually the class will want to express their own appreciation for their teachers and leaders. The class should be eager to show gratitude. Thanksgiving, Christmas, and birthdays can be appropriate opportunities for such expressions.

Let the type of expression and the frequency of your “thank you” be determined by each class. Preschool, Children, and Student classes will need adult assistance as they thank their teachers and leaders.

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Administer HOW DO I CONDUCT A COMMISSIONING SERVICE? Bret Robbe

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eople need inspiration and a reminder of purpose. Motivated people work better together and individually. What if we give our Sunday School leaders a pat on the back? Every week these leaders prepare their lessons and provide your church with its largest organized ministry. Why miss the opportunity to give all your congregation a reminder that these committed leaders are fulfilling God’s purpose through the Sunday School? What more important message can we communicate than casting the vision of multiplying truth in others and making disciples?

When we prepare a meaningful worship service to commission our Sunday School leaders, we can both encourage individuals and remind the church body about its most important mission.

This is not an “all our Sunday School leaders stand so we can clap for you” service. This is an opportunity for the church to bless the ones who serve and consistently give of themselves every week.

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One church asked the Sunday School teachers to stay seated while the rest of the Body stood and gathered in small groups around them to lay hands on them during a public prayer from the pulpit. Maybe the commissioning service is designed to concentrate on the new Sunday School leaders. Missionaries, deacons, and pastors all talk about how meaningful and important their ordination or commissioning was to their ministry history. Shouldn’t we give Sunday School teachers something similar to build their ministry? It might be as simple as asking the Sunday School leaders to come to the altar and give people some time to come pray for their children’s teachers or their own Sunday School leaders.

When asked, one pastor shared that his church gives their leaders a little coin imprinted with the church logo. This costs the church less than a dime. The pastor went on to share that he could not believe how many of the leaders carry that coin with them every day as a reminder of the significance of their ministry.

Administer HOW DO I DEAL WITH INEFFECTIVE LEADERS? Bobby Bragg

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elling people that their service to God is ineffective is one of the most difficult challenges of ministry. These people are giving their time, talents, gifts, and resources to serve God. How do you tell them it is not working out for the class?

Five words can guide you through this difficult and awkward task: prayer, research, relationship, honesty, and grace.

Prayer guides your heart, thoughts, and actions through this process. Prayer impacts the hearts of the people involved and seeks God’s solution to the challenge.

Research the class to help you understand what is happening in the class. If you see a decline in people attending or people moving to other classes, find out why.

Relationship is a vital in this situation. Develop a relationship before the person ever starts teaching or

leading a class. Demonstrate that you care for him or her and his or her ministry.

Honesty shows you care about the leader and the class. Being honest does not mean being blunt; rather, it means you evaluate the situation in a fair and realistic way. Give regular opportunities for evaluation and share what is going right and wrong with the class or group. Honesty helps evaluate the situation from both sides of the issue.

Grace. Remember that God administers this freely to us. In John 21, Jesus gave Peter another chance because He saw the potential in Peter. God has gifted each Christian to build the kingdom of God. As a ministry leader, it is your task to be the enabler to help them find and develop their gift(s) so that God is honored. At times this means helping them find the right place of service.

Dealing with ineffective leaders is not pleasant.

Keep in mind that your goal is to help people find the best place of service for them. That best place will also be the place they will find their greatest fulfillment.

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Administer HOW DO I CREATE A SUNDAY SCHOOL PLANNING TEAM? Tim S. Smith

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he Sunday School Planning Team (SSPT) may be familiar to you as the Sunday School Council, but the new term really provides a better understanding of what this group is all about. The SSPT is a must for any leader or church that wishes for their Sunday School to grow and be healthy.

Duties of the SSPT. The SSPT sets goals based upon objectives, develops action plans for accomplishing the goals, sets calendar dates for special events, communicates the overall mission and message of the Sunday School strategy, provides general direction for the work of age groups (including leader enlistment and training), and evaluates the effectiveness of the Sunday School strategy as implemented.

Defining the SSPT. The SSPT is comprised of leaders that give oversight to a church’s Sunday School.

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This team usually includes the pastor, other staff members, Sunday School Director, Outreach-Evangelism Director, Sunday School Secretary, age-group Division Directors, Discipleship Director, missions ministries directors, or others depending on your church structure.

If the Sunday School averages less than 100 in attendance, the team can be made up of key teachers from each age group. This team would have one preschool, one children’s, one student, and one adult teacher. If the church is larger, the team should be made up of directors from the age groups. These directors serve as the key administrative leader over a group of five to six classes.

Enlisting the SSPT. The pastor should serve as the leader of the SSPT. The Sunday School Director serves as the main administrative leader of the team.

These two leaders should make initial contact with the potential members, establishing accountability in the process.

Administer HOW DO WE DEVELOP A SUNDAY SCHOOL STRATEGY PLAN? Wayne Poling

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here are five primary steps in developing a Sunday School strategy plan. The beginning point is determining the vision God has for your Sunday School. Ask God for a vision for your Sunday School.

Planning actions that will help move your Sunday School toward that vision and beginning to see that vision unfold is very exciting. A vision is a long-term desired direction or destination for your Sunday School.

It defines what you believe the organization should be doing in 5, 10, and 15 years from now. As you write your vision, boil it down to a sentence or two that can be easily captured by someone else.

The second step is to evaluate the present Sunday School work. Evaluation is the process of looking at the present state of your Sunday School. Seek to keep the evaluation positive, but honest. Evaluation should reveal your Sunday School’s strengths and weaknesses. The discovery of strengths and weaknesses should

confirm the direction of the work of the Sunday School.

The more specific your evaluation, the more effective your plans.

The third step involves identifying areas needing improvement. During the evaluation, these areas will begin to emerge. Try to be as specific and as inclusive as possible. Try to define the need in a paragraph.

Don’t set a limit on the number of needs at this point.

The next step is setting priorities. Evaluation will ordinarily reveal more needs than Sunday School leaders can address during a year. Do not be overwhelmed.

Your next step is to determine the priorities for your Sunday School. Lead the strategy team to review the list of compiled needs and to prayerfully determine the top ten priority needs. Then as a group rank those priorities in order of importance to the Sunday School fully accomplishing its vision.

Now that you have determined priorities for your Sunday School you are ready to develop goals (the fifth step). Goals should be as specific as possible. In some cases the improvement will be numerical (enrollment, average attendance, training, units, outreach, evangeHow To Sunday School Manual

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Administer lism, etc.). Other areas will be descriptive (example: During the coming year each Sunday School leader will be enlisted personally by the person to whom he or she is responsible). Create an agreed upon goal statement for each of the top 10 priorities. The statement should specifically describe a desired outcome, outlining what will be seen if that priority is accomplished.

The sixth step is to create action plans based upon the stated goals. The strategy planning process is useless unless specific actions are identified. Action plans should be developed for each area of improvement. These plans should include the action, who is responsible, and when the action should be completed. Action plans may include projects and emphases, but they should also contain specific ongoing actions to improve the work of your Sunday School (example: Order the appropriate size chairs for the five-year-old Preschool Department.)

Planning does not end with simply developing action plans. The person responsible for the action must be held accountable for completing the action. The actions must be implemented and monitored throughout How To Sunday School Manual

the year. The Sunday School Strategy Planning Team carries the responsibility of monitoring action plans and modifying them as needed. A monthly Sunday School Strategy Planning Team meeting allows for the monitoring and implementing of the action plans.

A Final Important Reminder The best developed plans are powerless unless they are done in the power and strength of the Holy Spirit. The writer of Proverbs reminds us to “commit your activities to the Lord and your plans will be achieved” (Prov. 16:3).

Note: You will find: 1) Strategy Plan Chart, 2) Action Plan Worksheet, 3) One Day Strategy Planning Retreat Agenda, 4) Two Day Strategy Planning Retreat Agenda, 5) Planning Retreat Activity Sheets, and 6) Committing Our Plans to the Lord Responsive Reading on the CDROM: StrategyPlanning.pdf.

Administer HOW DO I LEAD OUR CHURCH IN ANNUAL PLANNING FOR OUR SUNDAY SCHOOL? Wes Black

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he first time I saw a 3-D movie, the picture was fuzzy and the colors were smeared. Then I put on my glasses and I could see the picture clearly. Sometimes we look at our Sunday School and things look fuzzy and out of focus. An annual planning session may seem too simple and basic, but it can help you get a clearer picture of your present situation, where you would like to go, and how to get started in achieving your 3-D vision.

A 3-D vision An effective way to conduct annual planning is to focus on a vision for 3-D Sunday School.

This vision involves three directions—outward, upward, and inward. Begin by asking the following key questions.

Invite (Key leader: Outreach leader)—How are we doing in reaching out to new members? Are we content

with what we are doing now? What can we do to make our Sunday School more open and welcoming?

Discover (Key leader: Teacher)—How can we look upward to God to make our Bible study more effective and life-changing? What could we do to make God’s Word living and active in our lives, seven days a week?

Connect (Key leader: Inreach/Ministry leader)— How can we look inwardly to help people connect with one another and with God? Are there some ways we could help move people into more meaningful involvement in the church? How could we encourage members to be active in ministry and missions?

Where are we? The best starting place for a fresh vision is to take a realistic look at strengths and weaknesses. Ask the planning team to list the strengths and weaknesses for each of the following elements.

Use the 3-D Vision Plan Sheet to help (see CD-ROM file 3DPlanning.pdf).

• Invite—How many guests did we have in our Sunday School this past year? How many new members did we enroll? Are there age groups that are not growing How To Sunday School Manual

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Administer as they should? Are there age groups that are growing beyond their assigned space?

• Discover—How do we rate the Bible teaching in our Sunday School? Are families being equipped to discuss and go deeper in God’s Word following the Bible studies? Are children, students, and adults growing spiritually?

• Connect—Are areas of our church ministries growing more slowly or quickly than others? Is there a balance in prospects, new members, and new ministries in all areas of our church? Are members encouraged to get involved in ministry beyond the Sunday School?

Where do we want to go? Now, prioritize the needs in the plan sheet and select some areas to focus on in your Sunday School strategy for this year. Do not try to work on everything at first but aim at specific targets.

Lead by asking the following questions: Which of these areas is most in need in our Sunday School? Which area is still important, but not the top of the list? Which area is important, but not in first or second place?

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What will we do first? Identifying and prioritizing are important, but they are only the beginning. This is the time for creative thinking. Ask yourself, “So what?

What will we do first? What will we do next week and in the few weeks that follow to change the attitudes or practices of our key leaders? How will we communicate these plans to all leaders in our Sunday School?”

But wait, there’s more… The ideas in this planning guide are not really new. Most are not specific to Sunday School ministry. To make this effort different, saturate everything with prayer. Do not simply ask God to bless your planning. Ask God to saturate your heart with His vision of what your Sunday School should be.

Then you will be on the right track to help fulfill the Great Commission.

Administer HOW DO I CONDUCT SUNDAY SCHOOL PLANNING TEAM MEETINGS? Tim S. Smith

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he Sunday School Planning Team should meet on a regular basis. The team will most likely meet monthly but may need to meet more often. There is no magical time that is perfect because every church is different. Find out what is best for your team to get the work done and that is when the meeting should be held. One important reminder: regardless of when you meet, begin on time.

When the team meets it is best to have a prepared agenda. The agenda should be sent to the team members as a reminder of the meeting. The agenda, along with notes from the meeting, can be sent to the members that were absent. The following is a sample agenda of what should occur during the team meeting.

Inspiration—a Scripture reading and devotion.

Information and Communication—Share upcoming events or items needing the team’s attention.

Evaluation—Review previous activities. Review vital statistical data. Evaluate progress on previously set goals. Discuss enlistment needs.

Preparation—Plan for upcoming projects such as planning retreats, leadership meetings, and special training opportunities.

Prayer—Pray for the work of the Sunday School. Do not cut this short!

No matter the size of your church, the team should be planning at least six months in advance. Here is a sample listing of actions that the team would most likely consider and the expected month to address the action: begin enlisting leaders for the new church year (January); discuss plans for the kick-off events to be held in August (February); Fall High Attendance Day or special emphasis (April); plan Sunday School’s role in the Lottie Moon Christmas Offering® for International Missions (June); begin planning for a churchwide January Bible Study (July); plan the spring Appreciation Banquet (September); plan Spring High Attendance Day or special emphasis (October); begin planning Vacation Bible School (December).

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Administer HOW DO I DEVELOP A SUNDAY SCHOOL BUDGET? Darryl H. Wilson

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budget reflects the plans and priorities of the church. Many Sunday Schools fail to grow because they lack vision, plans, and budget to do so.

Before preparing your budget, use the following questions to guide you though the process: First, how much time will we need to prepare a budget? Allow enough time to pray, plan, and present your budget.

Second, what are the strategic plans for our Sunday School during the budget year? Ideally, by midSeptember, the pastor, director, and leaders will have a retreat to establish goals, priorities, and plans, each of which may need funding.

Third, what will the plans cost? Include the following items as you examine the costs: anticipated increase in people and classes, additional amount of curriculum needed for teachers and pupils, projected curriculum piece price increase if any; costs for regular planning meetings and the planning retreats; number How To Sunday School Manual

of teachers/workers to be trained, including books, supplies, food, and registration for the events; costs to recognize/appreciate teachers/workers; costs for visitation program; purchase of new or replacement furnishings/equipment; cost of classroom preparation/ improvement; cost of administrative/class forms, supplies, and resources; miscellaneous costs related to each action and general work.

Fourth, how did you do last year? Where did we overspend? Why? Answering these questions can also help you in your budget preparation and presentation.

Fifth, what is the best way to present our budget (and plans)? This depends on church policies and practices of the church. Ask those who helped with the budget to accompany you to answer questions from the budget team and church. Share with anticipation and expectancy!

Note: A sample budget planning form has been included on the CD-ROM: BudgetForm.pdf.

Administer HOW DO I HELP CLASS LEADERS EFFECTIVELY PLAN THEIR SUNDAY SCHOOL WORK? Ken Braddy

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obert Louis Stevenson encouraged his readers to not judge each day by the harvest they reaped, but by the seeds they planted. The farmer’s harvest has variables he can’t control—drought, insects, scorching sun, and wind. The one thing a farmer can control is his planting, and this is true in the realm of Sunday School.

There are variables outside your control, but you can control how effectively you plan for the work of Sunday School. Here are four ways to help class leaders effectively plan their work in Sunday School.

1. Set the example in planning. It is true that “the speed of the leader becomes the speed of the team.”

Followers must see how your planning makes a positive impact on your church. Hold yourself accountable for planning, and hold class leaders accountable, too.

2. Stress the benefits of planning. Show class leaders how their planning is changing lives. Talk about how inactive families are reconnecting with God and

the church, how relationships are growing deeper through fellowship, how people are accepting Christ, and how people are excited to attend Bible study because lessons are well-planned and relevant to the learners.

3. Have a time and place for planning. Give class leaders an opportunity to plan for their work at an annual training event, a retreat, and ongoing training sessions. Give them time to plan fellowships, inreach and outreach events, class ministry projects, and more. It’s about them, not you, so give them time to plan their work.

4. Provide a tool for planning. Create a class leader handbook (updated annually). Include annual calendars so class leaders can schedule fellowships and ministry events (and include ideas for these, too).

Include job descriptions for all class leader positions, and a class leader covenant for them to sign. Include a list of teaching methods and ways teachers can creatively deliver weekly lessons.

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Administer HOW DO WE REORGANIZE OUR SUNDAY SCHOOL WITHOUT BLOODSHED? Frederick Cardoza

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massive reorganization plan is daunting and fraught with challenges—but the implementation of a successful strategy can invigorate an entire church. When executed effectively, Sunday School reorganization can help one’s ministry explode in breadth through evangelism and in depth through discipleship.

Here is a“12 step program” that will simplify the change process. In addition, forms to assist in the planning and execution of a strategy are provided on the CDROM (see ReOrganize.pdf).

1. Commit and submit. Commit the matter to prayer and submit to the Holy Spirit’s direction. Understand that each phase of the reorganization process can be complicated, and overall success jeopardized, by “fleshly” leadership on your part. Once it is assembled, lead your “change team” in seasons of prayer before and during each phase. Be alert to the Spirit’s on-going guidance.

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2. Recruit an experienced coach. If you are nervous about leading this effort, seek advice and ongoing assistance from someone outside your ministry.

This person should have successful experience and be involved in the planning process before you begin the process.

3. Avoid change for “change’s sake.” Honestly evaluate whether or not a full reorganization is in the best interest of the church. Commit to be there to finish the job. Major change with wrong motives or when considering ministry abandonment is unethical.

4. Develop your game face. Before starting, reflect on these facts: every good decision builds your credibility; every bad decision hurts your “followability.”

5. Win the political game before it starts. Change sometimes creates opposition. For quicker buy-in and broad-based support, wisely assemble a planning and implementation team with supportive and, potentially, even “testy” power-brokers from different stakeholder groups (constituencies) in your church. Build consensus for your plan with each team member. Employ the

Administer full range of spiritual gifts, skill, insight, and collective wisdom of every person at your disposal.

6. Choose your poison. Sweeping change is seldom easy, but the wrong approach makes a difficult job even harder. Determine whether “radical discontinuity” (major change all at once) or “gradual change” (minor changes over a long period of time) is best for your situation. The right plan with the wrong approach spells “disaster.”

7. Don’t wing it. This is the longest and most tedious part of the change process—project planning.

With the reorganization team, create a detailed time line that includes target dates and who is responsible for specific duties at each phase of the reorganization.

Don’t cheat on this step of the process. A leader’s lack of due diligence or patience with this indispensable phase of project administration could be the death knell to the entire reorganization.

8. Reevaluate your proposed plan. Before making it public, evaluate whether your plan has been designed to address the actual issues (“causes”) of your challenges/opportunities—or just the visible “effects”

of them. Unless causes are addressed, changes are costly, time-consuming, and cosmetic.

9. Gain pastoral support before acting on the plan. Because the senior/lead pastor or executive pastor has ultimate authority and the widest purview in the organization, obtain approval and seek support first. In this case, it isn’t easier to get forgiveness than ask permission.

10. Sell the reorganization with each group of stakeholders in your church using their champion.

Invite each representative power broker (champion) on the team to help you cast the vision to his or her respective constituency. Allow them to sell it. You bat cleanup. This ensures the message is well-received and that false motives are not assigned to the change manager (you) or to the reorganization itself.

11. Implement the reorganization as scheduled.

This is where many plans fail—in the execution. Make decisions, then make them work. Assign leaders to help you hold people accountable to get the job done.

12. Celebrate the win as a church. Be sure to recognize everyone who played a role.

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Administer HOW CAN WE EFFECTIVELY GROUP PEOPLE? Kenneth Priest

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here are three primary considerations that impact how we group people. Before developing your structure, discover the grouping expectations of the active church membership. Then, determine whether groups will be offered on-campus, off-campus, or both. Finally, evaluate community and church demographics. Once these primary considerations are examined, begin developing your grouping strategy.

Grouping people effectively requires intentionality. Whether using on-campus or off-campus groups, focus should be given to creating genuine community.

This is accomplished by modeling the biblical principles of Acts 2:42: “And they devoted themselves to the apostles’ teaching, to fellowship, to the breaking of bread, and to prayers.” When a group focuses on studying God’s Word, praying for one another, spending quality time getting to know one another, and meeting together consistently, an environment is cultivated for community. Once community is created, there is

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a natural attraction for persons to connect with the group. A genuine community that is open to others becomes a selling point.

Individuals connect with other persons of affinity (relationship). Interpreting affinity in a broad sense makes it possible for use to use these potential connection points for grouping people.

Age-grouping. Age is one form of grouping. It has historically been the preferred approach. It is easy to administer and does have some acceptance in most cultures. Smaller churches typically have larger agespans in these groups, which creates a challenge.

People in their twenties typically do not have much in common with those in their forties, but the smaller the congregation, a young adult class may span the ages of 20-49 years old. Also, people may be at different stages in their life, even though they are the same age.

Life stage. A second type of grouping is by similar life stage. This may be determined by age of their children, having grandchildren, being retired, being a boomer, and so on. The effectiveness of this model is most persons are going through similar experiences

Administer whether professionally in the marketplace or in their home life.

(Note: When using the age of children to group adults, you may have older 40s in the class who had children later in life as well as couples in their 20s.

Also, account for the couples who have not had children so that they are not slighted.)

Interest. Interests are the third form of grouping. Categories may include men only, women only, sportsmen, outdoorsmen, marketplace women, and so forth. The effectiveness of this model is inherent in the “interest” itself. The challenge of this model is using the “interest” group to connect while keeping the study focused on God’s Word.

Proximity. If your demographics draw from all over the region, a group may be organized with persons who live in the same neighborhood or community. This option may bring together varied generations.

This multi-generational approach creates inherent mentor-mentee relationship opportunities. A challenge to this approach is the participants will not have a common-bond of going through similar “life stage”

milestones together. A positive is an older person in the group has “been there, done that” and can share from his/her life experiences.

Final Note. Grouping is always done with the guest in mind. You are trying to help guests identify which group best defines them and most likely would meet their needs.

Leadership development is core to any grouping system. The creation of a group does not guarantee community or effectiveness. Effective groups have an outward focus. As group leaders ensure all persons are connecting, they can foster a caring environment for ministry to occur.

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Administer HOW DO I HELP PRESCHOOL LEADERS GROUP PRESCHOOLERS? Ann Edwards

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t some point, a preschooler needs to be grouped with the individuals with whom they will be attending school. Sooner or later, this has to happen. The sooner that happens the better in most cases.

Before you begin to establish a grouping system, you will need to know where you stand today as far as your preschool is concerned. Begin by asking: How many preschoolers (birth–Kindergarten) are in your church? What are their ages? How many classrooms are available for preschoolers? What is the pupil/teacher ratio for each age group along with floor space? (See the file on the CD-ROM for recommended ratios: SpaceHelps.pdf).

Using the information you have gathered, begin to outline the groupings that will best fit your situation.

Use a grouping/grading chart as you begin to organize children according to specific ages (see the file on the How To Sunday School Manual

CD-ROM: PreSchlGroup.doc). The chart will help you determine the placement of children, depending on month and year of birth. You may want to place a mark in the appropriate box on a copy of the chart identifying the ages of your preschoolers. This will help you get a better understanding of who will be in which groups.

You may need to adjust the grouping chart based on the age for starting Kindergarten in your local school system. If a child has to be five years old before September 1 in order to start Kindergarten, then that is the first month a child is considered 5 in your Sunday School and other age group programs (missions, music, etc.). In like manner, preschoolers are placed in a four-year-old room when they are four years old on or before September 1. You would use that start date for all preschool age groupings.

When considering the children born prior to September (or the cut off date for your local school) who have not yet had their first birthday, remember that these children usually promote during the year according to their physical development (as space allows). You may consider these touch points in their

Administer development: bed baby, crawler, pulls up, cruiser (first steps), and walker (unattended). Just because a child celebrates his or her first birthday does not mean they promote into the 1s as defined by your chart. There may be some cases due to space that a child is placed in the 1-year-old class due to development even though his or her birthday is outside the range of that class. In this case, this child would repeat the 1-year-old class so he or she could then be in the class with his or her future schoolmates.

Tips Instead of placing an age group sign on the door, place the dates on the door of the age group in that particular room (example: Born January–April, 2007).

If you broadly group preschoolers due to a small number of preschoolers and a limited amount of space, still group them based on your community’s school start date. Babies, 1s, and 2s would be in one room (perhaps you would have two babies, two 1-year-olds and three 2-year-olds). When you group 3s–Kindergarten in one room, the 3-year-olds would

need to be three before September 1 (or the cut off date for your local schools).

Train greeters how to greet parents (visitors or class members) and how to help them find the right class for their child. Make a grid based on the grouping chart.

Remind them to ask, “When is your daughter’s birthday?” as opposed to “How old is your daughter?”

Communicate with parents, letting them know how their children will be grouped. Make sure they know you have the best interest of their children in mind.

Help them see the advantage of grouping preschoolers with their future schoolmates.

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Administer HOW CAN WE EFFECTIVELY START NEW SUNDAY SCHOOL UNITS? Freddie Pike

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ew units are absolutely essential for growing a Sunday School. Most new classes grow to their maximum size within 18 to 24 months of their beginning. As long as you have sufficient prospects, you should begin a new class in the same age range about every two years.

This is a leadership decision, not one of popular opinion. Avoid “asking permission” of another class to start a new unit.

Enlist a small group to begin the class. Enlist a teacher, class leader, and two others. Consider challenging a current teacher to start a new class, leaving the current class in the hands of an apprentice. If a current teacher is starting a new class, remind him or her of the importance of their current class’ survival.

Communicate with the existing class or classes that may be impacted. Make sure they know what is How To Sunday School Manual

about to happen. Tell them about the new class, who it is for, and why it is needed.

Challenge the existing classes to support the new class. They can do this through prayer, providing resources (a set of maps, a Bible dictionary, or set of markers), and by allowing current class members to freely help start the new class. Remind them that the people helping to start the new class are doing so because they chose to do so. This will help ease the tension for those staying in the current class.

Respect the current class. Affirm the role they have played and will continue to play in the future.

You may want to challenge a strong class to sponsor a class, much like a church sponsors a new church plant. Enlist the class to form a leadership team, decide which members will form the core of the new class, and pick a start date. Core members could return to the original class when the new class gets established if they choose (although they seldom do). Give recognition to the originating class for the new start.

Administer HOW DO I MANAGE ENLISTING? Bret Tolbert

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ou will always be on the lookout for potential leaders. Proactive relationship building can tap into a wealth of potential leaders. A visit, phone call, or an e-mail can result in a new volunteer! Reviewing old files and archived reports may reveal the name of a person who once served, but is not currently doing so. Regularly ask Sunday School leaders for names of people in their classes who have shown leadership potential. As new members join, seek to discover their outside interests, specialized training (evangelism, CPR, electronic media, musical, or CDL), and past church involvement.

Keep a personal log of information that could point you to potential leaders. Periodically administer Spiritual Gifts Inventories and keep a record of every survey taken. A Volunteer Ministry Opportunities Survey (VMO) may also be administered. The VMO survey identifies an individual’s interest in serving in different areas.

Keep a record of these survey results as well. Listen to

personal testimonies and record insights gained. A personal testimony will reveal passions and life changing events that can breed new ministries.

Enlist volunteers based on the recorded information you have. All volunteers should be enlisted personally by the person who will lead them. This establishes a line of communication and keeps the burden from falling on only one person. The Minister of Education or pastor will need to work with other leaders to help them understand how to enlist and who to enlist.

Before pursuing an individual, make sure to pray for him or her and the need. Give the individual time to pray (usually one week) before committing.

To ease the tension, give volunteers the choice to continue serving in their present ministry or serve in another capacity by responding to a leader survey distributed annually. You will also want to be open and specific about the responsibility requirements, leading to more satisfied volunteers over time.

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Administer HOW DO I ENLIST A NEW LEADER? Greg Jackson

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n ministry there is no more important task than enlisting a new leader. The goal is to enlist a new leader for an excellent opportunity to make a difference for the kingdom of God. Therefore, we must match the new leader with a position in which his or her passion, personality, and spiritual giftedness match the needs of the position.

Begin by identifying the leadership position to be filled. Define the leadership position with a clear and realistic job description. With the job description in hand, ask God to help you identify the person He desires to fill that role.

• There are several questions that can help match the right person to the right position: • Is this person spiritually mature enough to serve at this time?

• Is the candidate passionate about the area of ministry?

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• Does the candidate have the personality needed to fill the role?

• Is the candidate gifted in ways that will enable him or her to be successful in this area of ministry?

Once you have identified a potential person for the job, follow these guidelines when approaching him or her: • One person at a time should be asked to fill the position.

• All new leaders should be enlisted by the person to whom they report.

• A personal appointment should be made to visit with the prospective new leader.

• At the enlistment appointment the candidate should receive an explanation of the position, a job description, and information about training and support he or she will receive.

• Give the person time to prayerfully consider if God is calling him or her to this role.

• At an agreed upon time, the enlister should contact the candidate for the decision.

Administer HOW DO I HELP MY CHURCH DEFINE JOB RESPONSIBILITIES? David Apple

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ne purpose of the Sunday School is to connect people to ministry. It provides a place for people to be involved in the essential work of the church. You get to help them define that work by developing job descriptions.

The first step is to define what should be going on.

Make a list by task of what an ideal class should be accomplishing. Include the “small” and “large” tasks on your list. In an adult class, you know that at least the following should be taking place: members lead to discover God’s Word, members being held accountable to invite persons to be part of the class and to Christ, encouraging hospitality and connecting persons in ministry, a person who prays for and stays in touch with members’ ministry needs.

All age group classes (preschool, children, students, and adults) are designed for Bible teaching, reaching, ministry, and fellowship. However, the list of

tasks for accomplishing the core actions may be different in Preschool, Children and Student classes, since most of the leadership will be provided by a person not actually in that age group (a preschooler can’t teach his or her class).

After every task is listed, begin to group the tasks in a logical way. For example, collecting prayer requests and taking the class roll could be a task completed by the same person. Be careful not to group tasks to a level where it would be a burden for one person to complete. Review the tasks and develop a descriptor that defines that group of tasks. This descriptor will most likely become the job title.

Distribute the job descriptions to others for review. Those doing the job now are the best to evaluate the job description. Encourage them to look for gaps and make suggestions. Refine the job descriptions based on their input. Review the job descriptions at least annually.

(Note: Sample job descriptions are included on the CD-ROM: SSJobDesc.pdf) How To Sunday School Manual

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Administer HOW DO I HELP LEADERS MAKE TRAINING A PRIORITY? Allan Taylor

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he first step in helping Sunday School workers prioritize training is them seeing the priority in you. What is important to the leader eventually becomes important to those following him. Here are three things every Sunday School leader can do to convey the importance of training.

Enlist workers to be life-long learners. The way you enlist a worker is critical to the future perspective of the worker! Take all the needed time to properly enlist a worker, and you will prevent 90% of your future problems. All potential workers should understand during the enlistment process their obligation to attend training. Unless there is an unusual situation, a potential worker should not be enlisted if they are unwilling to commit to training.

A Minister of Music would not let someone sing in the choir if they never attended choir practice. A football coach would never let a player into the game

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if he never came to practice. So, why would we allow someone who will be making a spiritual difference in others have a lesser commitment?

Expect workers to attend. Expectations are powerful influencers. You show up at work on time because your boss expects it. Teenagers meet their curfew because their parents expect it. We are polite to people because it is expected. Sunday School leaders should expect workers to notify them in advance if they must miss training. Leaders should also keep attendance records at each training meeting. If a worker misses two straight meetings, then they should be contacted.

Excite workers when they attend. If you do not have good training planned when they attend then you have just communicated that training is not important after all. The Sunday School leader should be just as prepared and passionate for his training as the pastor is about his sermon. If this is the ministry to which God has called you, then why wouldn’t you make the investment to provide quality training experiences for the leaders?

Administer HOW DO I DETERMINE THE TRAINING NEEDS OF LEADERS? John Clendinning

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ne of the key tasks in Christian Education is to realize that, if better teaching is to happen, there needs to be ongoing teacher training. But how do I determine the appropriate need for training? The need is so great and so varied, where do I start?

One of the basic places to start is to listen to teachers as they express their needs. Doing this requires you to build relationships with the leaders and to really listen to them. They may express a variety of needs, but you should be able to piece together a picture of what they feel they need. You can then tailor a training event based on those expressed needs.

You might also want to pick a particular aspect of Sunday School and provide training in that area.

You could focus on how to be better prepared, how to develop a lesson plan, or how to gain a better understanding of the Old and New Testaments. A training session could be focused on how to better involve the

class in applying the lesson throughout the week. Present ideas for getting learners to participate in class.

You may also want to focus on different teaching and learning styles, such as Small Groups or Question and Answer. Help teachers understand the importance of using different teaching techniques to teach those that have different learning styles.

Another way to provide training is based on the tasks, or functions, of Sunday School. The definition of Sunday School states that Sunday School is accomplished through inviting (reaching), discovering (teaching), and connecting (ministering). An appropriate training strategy could be based on focusing on one of those functions at a time. Another possibility is to provide training in how to organize the class based on the tasks. Become aware of training resources provided.

The important thing to remember is provide training regularly, make it relevant, and make it helpful to your teachers and leaders.

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Administer HOW DO I/WE DEVELOP A TRAINING STRATEGY FOR OUR LEADERS? Joe Sherrer

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eveloping a strategy for training Sunday School leaders can be strengthened by using a few basic concepts. Build your training strategy around Key Result Areas (KRAs).

For most Sunday Schools these KRAs will be providing quality Bible teaching and learning, providing outreach to lost and unchurched persons, and providing concerned, caring ministry. Other aspects may include developing well-functioning leadership teams, providing assimilation, and developing community and relationships. Each of these aspects is worthy of an annual training emphasis. Many Sunday School leaders make the mistake of repeating the same content year after year. Rotate training through the three or four key result areas you choose.

For each KRA, identify the specific competencies leaders need to accomplish the desired results. The use of a competency approach provides for a variety

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of content explorations while intentionally progressing toward a key result. Today’s workers need encouragement and motivation. Helping them to achieve success with a key competency not only helps with achievement, but it also provides an emotional lift from the success.

Provide flexibility and customization in your training strategy. Not all training needs to follow the format of a large rally followed by age level breakout sessions.

Consider using a couple of large, motivational rallies for all workers during the year. Other sessions can be focused on a individual age group meeting separately.

Provide additional training through individual book studies, discussion groups, and Internet-assisted learning. Some leaders will respond to suggestions for enhancing a specific area by receiving a helpful e-mail from a staff member or general Sunday School leader.

Administer HOW DO I LOCATE AND DEVELOP POTENTIAL LEADERS? Jim Meeks

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hen locating leaders to serve, the first and most important thing you must do is pray. If Jesus prayed all night before choosing the twelve, then certainly we must understand the significance of our need to seek God’s face in this Kingdom decision (see Luke 6:12-16).

Make a list of all of the leadership positions in your church. Write crystal clear job descriptions for each position and any expectations you and others in the church may have for them.

Develop a list of potential leaders from the church membership and Sunday School ministry lists.

Only write a name if you can answer “yes” to the following questions: Could this person serve, if willing?

Are they capable of following what you and the church will ask them to do? Would this person be acceptable to the church? Is character, holiness, or personal integrity a concern?

Next, seek wise counsel about who to ask. Start the search for leaders by talking to the church staff, key lay leaders, and all Sunday School teachers.

After praying and seeking godly counsel, set up a time to meet with the person to explain, answer, challenge, and confirm the details and expectations of the position.

With most of your positions filled, make a list of the training opportunities for the coming year. Most of the training will come from the following sources: training from within the church by a staff person, training sponsored by local or state associations, training conducted by Christian organizations or speakers, use of the Internet for group or individual training, books, and articles. However, never underestimate the effectiveness of a pre-established, informative, helpful, and productive regular workers meeting! It is the best and most effective way to communicate the message you need communicated to your leaders. Involve both current and potential leaders in these meetings.

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Administer HOW DO I PREPARE NEW LEADERS FOR THEIR FIRST DAY? Michael McVay

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ncouragement is vital in helping new leaders start well. That first day will have lasting effects in their confidence and effectiveness as leaders. In the days leading up to the start of a new job or responsibility, many of us begin to question or even doubt ourselves.

As leaders we must be intentional in creating an environment of encouragement. Make it a priority to lift up leaders as they begin serving in new positions of leadership. Arrange to spend time with the new leaders. Spend some time in prayer. Open the door for them to share any concerns or anxieties they have prior to their first day of service. During this personal meeting be sure the new leader has a good grasp of his or her responsibilities and what is expected. Address any concerns of the new leader before the first day of serving in a new role of leadership. Make sure leaders have all the resources they may need for their first day.

Reaffirm the new leaders by identifying the gifts and

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talents provided to them by the Lord. Encourage the new leaders to rest any anxiety they may have in the confidence of knowing God’s presence is with them.

Another word of encouragement could be shared by sending a note following this time together. Be sure that clear communication has been established. Notify all related leaders of the new leader’s first day. Emphasize the importance of them welcoming and encouraging the new leader as well. Direct the current leaders to show the new leader where to locate items he or she may need to complete the assignment. Create an opportunity to introduce the new leader to the individuals with whom he or she will be working and serving. Prior to introductions, share with all related leaders involved the responsibilities of the new leader and how the new leader will relate to them.

Follow up with this new leader within the first 24 hours of his or her first day. Allow the leader to share the result of the first day and celebrate this new beginning.

Administer HOW DO I TRAIN THE SUNDAY SCHOOL DIRECTOR? Wayne Poling

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very Sunday School Director, regardless of his or her time in service, needs to be continually trained. To begin with, review the job description with the Sunday School Director. Explain processes for accomplishing the tasks included on the job description and affirm the importance of the job.

Provide materials (like this Manual) for the Sunday School Director to read that define Sunday School work. Read what you provide as well, using the materials as a point of discussion.

Help the Sunday School Director network. Help him or her get to know other Sunday School Directors in the area, the associational leadership, state leaders, and national leaders. Provide ways for him or her to attend LifeWay sponsored training events just for the Sunday School Director.

Spend time discussing the future direction of the Sunday School. Establish a regular time to meet both

formally and informally to dialogue, evaluate, and dream.

Help him or her get to know your Sunday School leadership. Explain the importance of listening to what the other leaders are saying. Remind the director that he or she serves both the church and the individual leaders that make up the Sunday School organization.

Invite the Sunday School Director to teach you what he or she is learning about the work of Sunday School. When he or she returns the favor, asking you what you are learning, be prepared to answer. Model what you want to see happen in the Director’s life (life-long learning).

Lead meetings in the way you expect him or her to lead a meeting. If you are not where you want to be in this area, then ask some one to help you learn.

Those you lead will do it just like you do—you are the standard.

Pray for your leaders. Develop with the Sunday School Director a system to pray for areas or groups of your leadership regularly.

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Administer HOW DO I KNOW WHEN IT IS TIME FOR MULTIPLE SUNDAY SCHOOLS? Ken Marler

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ultiple Sunday Schools is hard work. What got your church to this point will need to continue.

Multiple Sunday Schools are not a cure-all but they may be a necessary reality if your church is going to continue to grow.

There are three spaces that you must consider when deciding on multiple Sunday Schools.

Parking space. Multiple Sunday Schools may provide for better traffic flow but for the problem to be solved you have to create a schedule where meeting times do no overlap.

Education space. The best way to know it’s time for multiple Sunday Schools is when everyone is uncomfortable because of a lack of space. When you hear complaints about being uncomfortable, meeting in the hallway, and meeting in off-campus space, begin to consider multiple Sunday Schools. If more people are reached then more space will be needed.

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Preschool space. Even if there is space in other areas, when the preschool space is full, YOU ARE OUT OF SPACE. Since preschoolers are in the classroom the entire time their parents are there, adding another Sunday School time on the other side of your worship will not solve your problem. You either have to build more preschool space, add a second Sunday School and worship service, or stop reaching more preschoolers and their parents.

When making the final decision remember: Each Sunday school will be different. Most churches do not duplicate class for class with multiple Sunday Schools.

You will not have to double the number of teachers and leaders you have now. One reason is that one Sunday school is usually larger than the other. A division of 40% one hour and 60% the other hour is normal.

Take your time. Study other churches and ask what they would do differently if they could. It usually takes 12 months of preparation to move to multiple Sunday Schools.

Administer HOW DO WE START A SECOND SUNDAY SCHOOL TIME? Sean Keith

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s a church grows, schedules must be adjusted and the use of facilities must be more efficient.

Today more and more churches have to use additional hours of Sunday School to maximize space usage in a dynamic environment. Here are the steps to take when launching a second Sunday School time.

Pray! Pray! Pray!

Present the need for a second Sunday School hour to leaders and eventually to the church.

Present a tentative schedule and organization.

Set the launch date.

Coordinate the repositioning of some existing classes to the new hour and recruit and train new leadership for the new classes you will start at both hours.

Ask classes and members to choose a “PREFERRED” time. Lead classes to focus on what is best for those not yet enrolled as opposed to what is easiest for them.

Enroll members of the church who are not currently enrolled in Sunday School into the new classes. Start new classes with those Sunday School members who are chronic absentees.

Order curriculum for new classes.

Kick off the second Sunday School. Make this a big deal!

Evaluate and adjust.

Pray! Pray! Pray!

Some Closing thoughts: Adding another Sunday School time doesn’t create growth—it provides for growth.

Make sure both Sunday Schools have a fighting chance to succeed.

Prepare for some opposition with “the fellowship argument” (it will hurt our unity). Unity comes through purpose, not location.

Offer classes for every age group during both Sunday Schools.

Pray! Pray! Pray!

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Administer HOW DO I MANAGE MULTIPLE SUNDAY SCHOOLS? Jeff Young

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ransitioning to multiple hours for your Bible Study ministry positions you in many positive ways. Far too frequently churches make a quick decision to build prior to utilizing the option of using their existing space multiple times. Someone once said, “you have to give up to go up,” so let’s look at two hurdles you need to navigate on your way up.

The Balance Hurdle. Typically the easiest way to transition to multiple hours in Children’s and Student Ministry is to transition from a department for each grade to a structure where departments include multiple grades. Creating departments such as grades 1-2 or 1-3 or 6-7 in each hour allows you to begin a new hour without recruiting new volunteers, only reassigning existing ones.

With adults, simply ask existing classes to move together to the new hour. This strategy is preferred because it causes the least amount of emotional and administrative stress. As you are designing the new

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structure, seek to balance your best adult teachers between hours. This will help you avoid a “main hour” vs. “B hour” scenario. If you are going to have multiple worship services with a similar “look and feel,” intentionally structure the new hour so that options for each age exist.

The Exchange Hurdle. As with most positive changes there are several “exchanges” that accompany your move to multiple hours.

Communication: obviously you need to visit each group regularly, but consider recruiting a coordinator for each hour, especially if worship is occurring simultaneously.

Format: If you are considering a Bible Study – Worship – Bible Study format, how early is too early to ensure balance in the early hour?

Warning: If your new format will include two worship services meeting at the same time as Bible Study, don’t exchange the excitement of growth by missing worship personally.

Administer HOW DO I HELP MY CHURCH EFFECTIVELY ORGANIZE AND USE THEIR SUNDAY SCHOOL RECORDS SYSTEM? Dwight Moss

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hether a record keeping system is automated or manual is not the issue on which to focus.

One can be as effective as the other. The greatest advantage of an automated system is the quick retrieval of desired data. However, from a set of well-maintained manual records the same data is available. Record books can be bought from a local LifeWay store or you can set up a very useful form yourself on a spreadsheet or on a piece of typing paper.

Basic information such as name, spiritual gifts, home address, work address, phone numbers for home, work and cell, and in today’s world, e-mail address, IM (instant message) information, and other electronic data is very helpful in maintaining contact with members and prospects. Birthdays, wedding anniversary, and other significant dates are also important to record.

The areas of service in which an individual is active at church can be helpful as well. Of course, some form of tracking attendance in Sunday School is one of the most used pieces of information.

Some may have a difficult time seeing the value of keeping attendance data but volumes can be learned from this valuable resource. Only looking from one week to another is a bit of a shortsighted approach, but over months and years, seasonal trends can be discovered that can help in planning. For example, if good records are not kept, a typically low attendance day annually may be a poor choice for a high attendance day in Sunday School. Having good records data can help you set yourself up for success and not failure.

Effective records keeping can be a useful tool in positioning your church for growth. Maintaining good records is probably the best way to be sure you have easy access to the patterns of your Sunday School members. This allows for better evaluation of how many people you have in any given group so proper planning can be done.

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Administer One of the problems that all churches face, large or small, is absenteeism. Some people are absent sporadically or on a regular basis because of work or for some less honorable reason, while others are as faithful as the rising and setting of the sun. Then there are the class members who show up occasionally with seemingly no rhyme or reason to the pattern. Invariably, people who are not coming to Sunday School regularly will fall between the cracks when it comes to receiving ministry and encouragement and will miss fellowships—both planned and spontaneous. In many cases, these are the very people who most need ministry and the company of Christian friends. Good record keeping helps keep track of all of these people and gives class leaders and other members better information as to how to develop a ministry plan for their class members.

Every Sunday School class has guests on occasion.

One of the worst things a Sunday School can do when guests arrive is to make them believe that the moment they walked out the door, they were forgotten. Good records can help you determine how to best follow up How To Sunday School Manual

with those precious gifts who come none too often.

Monitoring guests’ attendance patterns over a period of time may give you clues how to best draw them into your fellowship.

As each year slips by, I understand how I just can’t trust my memory. Keeping good records serves to keep facts straight and keep the memory on track for the now and also for those who come after we are gone.

Administer HOW DO I START A NEW SUNDAY SCHOOL? Art Groomes

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nderstanding the definition of Sunday School is a good place to begin when starting your new Sunday School. Sunday School has been defined as the foundational strategy to lead people to faith in the Lord Jesus Christ and build Great Commission Christians through ongoing open Bible study groups that invite people to discover Bible truths and connect with others through fellowship and ministry. An awareness of this definition allows you to plan and prepare with purpose.

Prayer is the starting point for all your planning and preparation. Prayer is the foundation upon which all else is built. Prayer must be the first step, so consider meeting on a scheduled basis for prayer. Pray for a God-given vision and for every aspect of the work that needs to be accomplished. Pray that the vision will be embraced by those who hear it and that there will be a commitment to see God’s kingdom advanced. Enlist as much prayer support as possible and make prayer an ongoing part of the process. Those who attend the

prayer time may very well be the people who will help you get the new Sunday School started.

Promote the new Sunday School start using a variety of methods. You can begin with teaching from the pulpit. Pastoral support will go a long toward a successful start. Follow this broad promotional appeal by connecting with members through social networking, appeals made through small group meetings, and with scheduled visits to those you are seeking to enlist as leaders. As you meet with potential leaders, provide them a job description so that the potential leaders/ workers can become familiar with what is required.

Enlist teachers, leaders and workers prayerfully seeking people who will be the core team of leaders needed for the new Sunday School start. This team should include prayer warriors, age group teachers and co-teachers, administrative helpers, outreach leaders, fellowship leaders, and people with servant’s hearts.

When enlisting this team of leaders, keep in mind that someone from the group will need to serve as director of your new Sunday School to provide overall leadership and direction.

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Administer Space needs for the new Sunday School must also be prayerfully considered. When planning for space, consider the organizational structure. Consider how many classrooms will be needed to provide space for preSchool through adult age groups. Not only will you need adequate space for each age group, you will also want to allocate enough space to allow for the growth you expect over several years. Consider the number of people you will reach within a five to ten mile radius or within a fifteen to twenty minute drive time from the new Sunday School location. Keep in mind that you will retain an average attendance of 80 percent maximum capacity of your facility.

Train leaders to build confidence and competence in the various roles each has been enlisted for and the duties they are to perform. Provide workers, teachers, and leaders with books, audio visual materials, and other resources that will equip them for their responsibilities. Train them to effectively use the curriculum that will be utilized. Consider Web courses, online articles, associational sponsored events, state convention events, LifeWay events, and local church training.

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Launch the new Sunday School with a big celebration and reception with refreshments. Use this opportunity to enroll new people in the Sunday School. Make it something worth inviting friends to.

Conduct regular outreach on a weekly basis. This will help your new Sunday School get off to a good start and remain healthy, strong, and growing as members are involved in making visits on a weekly basis.

Administer HOW DO I RESTART A SUNDAY SCHOOL? Travis Wright

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eviving a dead Sunday School is one of the most difficult tasks a minister can undertake. Sometimes Sunday Schools die when mediocrity becomes the standard and other times they fail because of poor leadership. Whichever situation exists in your congregation, and yes, other reasons do exist, the process of losing the Sunday School ministry may have left a bad taste in the mouths of many. Therefore, as with all things done well, prayer should be your first step.

Pray specifically for a vision for the new Sunday School ministry, and pray that the Lord will bring to your mind the names of leaders in the church who are spiritually gifted to step forward and lead.

After intense prayer and consultation with your church’s leadership, cast the new vision for the Sunday School. What is the mission statement and purpose statement for your revived Sunday School? Make sure the pastor and church leadership are all on board with the vision, because without their support even the best

plans will fail. By stretching your leadership resources to the limits, you limit the potential for great leadership in any one area. In my case, I have always tried to make sure the Sunday School at least cared for people. If the Sunday School is doing an excellent job in caring for people, they will come to church with an open ear to the gospel.

After developing the vision for the revived Sunday School ministry, you must begin to develop the leadership potential that has been lying dormant for some time. Remember, you are reviving a Sunday School that has been inactive, and many of those leaders who aided in the demise of the former system are still ready and willing to participate. New people need to be tapped for leadership positions along with those individuals who were effective in the past. A new infusion of leadership can give a fresh face to the Sunday School, and thus provide your ministry with fresh energy. Train this leadership, new and old, focusing on the areas outlined in the vision statement for the Sunday School. If at all possible, try to identify materials that are favorites of the people or new materials that they How To Sunday School Manual

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Administer have not completed before. Be aware of any past problems with materials used and begin to help them move past those previous experiences and perceptions.

Identify individuals who are willing and able to work with the various age groups. Make sure you have at least one teacher for each age group represented.

The demographic makeup of your congregation will dictate how many classes you need and in which age groups.

With trained leadership, you can now set the date for the Sunday School restart. Do everything you can to contact as many people as possible. Utilize the leadership you have been working with to accomplish this task. The most effective methodology I have found is simply calling all church members on the phone. Know that some of these people may not have heard from the church in quite a while, and therefore they may have made commitments (verbal or otherwise) to other churches. Use this information to update your church records. Make sure that you have done everything possible to ensure that the first Sunday goes off without any problems. With the How To Sunday School Manual

Lord’s blessing and proper equipping, a hibernating Sunday School can be awakened with energy and vigor to reach the world for Christ.

A Brief Outline of the Process: Expect the entire process to take from 3 to 6 months.

• Prayer • Vision • Cast focused vision • Gain support of pastor (if not pastor) • Gain support of church leadership • Train and disciple leadership • Identify age group leaders • Set Sunday School kick-off date • Strive for excellence • Promote • Kick off the new Sunday School • Get after it

Administer HOW DO I HELP SUNDAY SCHOOL LEADERS WORK TOGETHER? Alan Raughton

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ffective Sunday School work is accomplished best when leaders work together. To build a good leadership team, leaders need to spend time understanding how their work and ministry fits into the overall plan of Sunday School as well as develop relationships with one another. You can do this through a variety of meetings that develop leadership skills, allow for communication with other leaders, and assure everyone stays focused on the purpose and strategy of your Sunday School.

Develop effective class meetings. A teacher should meet regularly with class leaders to discuss the needs of class members and plan the work of the class. A class meeting should provide a time for evaluation, goal-setting, member and prospect updates, and fellowship planning.

Conduct purposeful Sunday School or department team meetings. Leaders should understand how their

work fits into the overall strategy of Sunday School.

Leadership Team meetings comprised of all leaders in Sunday School or a department should occur regularly.

Bring leaders together to create a sense of mission and purpose, to work together to overcome obstacles, and to help leaders understand how to effectively carry out their work.

Create a sense of community. Leaders do a better job working together when we create an environment that fosters knowing and understanding others on the team. Leadership decisions are often made by group consensus even though actions may be carried out individually. Make time for play as well.

Be an encourager. People appreciate being appreciated. The value of praise is multiplied when delivered publicly, allowing others to share in the celebration.

Evaluate regularly. Evaluate the work by showing how the leadership group as a whole is performing.

Provide examples of individuals working together and the results of their partnership.

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Administer HOW DO I PREPARE MY CHURCH FOR BOTH SUNDAY SCHOOL AND OFF-CAMPUS SMALL GROUP MINISTRIES? Jay Gordon

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here are three ways to do Sunday School, but three hundred ways to do small groups. Before launching a small group ministry, it is vital that the church determine what it is seeking to accomplish with off-campus groups. The most common answers are fellowship, discipleship, evangelism, or some combination of these. Fellowship goes well with either, but some consider discipleship and evangelism to be mutually exclusive in a small group model.

The next step would be to gather a strategy team of three to six members. Learn from the successes and mistakes of others. Then lead the team to develop a purpose and strategy statement that fits your ministry goals (samples on the CD-ROM: SGroup.pdf). The team will need to consider who will lead and be in the groups, how leaders and participants will be enlisted, what curriculum will be used, how long the groups will

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be together, how communication and accountability will take place, and also the greatest challenge of small group ministry—child care.

Some churches have great success with small groups that are smaller break-out groups based in Sunday School classes; some use a small-group-only model; others function with both, allowing people to choose. Churches might consider one model as a transition with a different end goal in mind.

Another issue is establishing administrative processes. Off-campus groups require more time and energy to coordinate than on-campus groups. An insufficient leadership structure can impede noble goals.

The final steps are to communicate the vision to the church and implement the plan. Don’t rush into a plan. Don’t be afraid to start small or to beta-test groups in your church. Nothing will help sell a vision like the testimony of changed lives!

Small groups are fertile soil for spiritual growth.

The additional time and the relaxed environment promote openness and spiritual intimacy while allowing relationally-encouraged spiritual growth to flourish.

Administer HOW DO WE GET READY FOR A NEW SUNDAY SCHOOL YEAR? Wayne Poling

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nvolve your Sunday School Planning Team in planning the following for each new year, which typically begins in September.

1. Evaluate the current organization. What organization does our Sunday School need beginning in September in order to facilitate growth and in order to teach effectively? Are our classes the correct size to effectively reach, teach, and minister? Do our classes understand the target ages for reaching, teaching, and ministry?

2. Staffing. Do we have the workers that we need?

Use the ratio chart on the CD-ROM (SpaceHelps.pdf) to examine the staffing needs of your Sunday School organization. Many Sunday Schools have the proper number of units, but are starved for leaders. Properly staffing your Sunday School will encourage better teaching, ministry, and reaching. As you plan for the

new year begin with planning to fully staff your Sunday School.

3. Space. Consider how your church can make the best use of its space for Sunday School. Adjust space as needed (no one has permanent ownership of any space). Lack of space or ineffective space can limit the ability of a group to reach people and to teach them effectively. After all of the space has been examined discuss ways you can make better use of your space.

4. Plan for these other actions as you prepare for a new Sunday School year: Updating Sunday School records; planning to kick-off the new year—organizational Advancement Day (Promotion Day), and other kick-off activities; planning and communication with all of your leadership; plan a Sunday School leader commissioning service; purchase new or replacement equipment needed for Sunday School classes and departments; cleaning up and preparing facilities for the beginning of a new year; and training your leaders.

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Administer HOW DO I GET RECORDS READY FOR THE SUNDAY SCHOOL YEAR? LifeWay Staff

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he goal as far as records are concerned, is to provide the leaders with contact information on their “new class” as soon as is possible and practical. While some of the class members may be the same, everyone should be contacted prior to the new Sunday School year. As people are contacted, remind them that the new year gives them the opportunity for a fresh start in Sunday School.

Know who will go where. Create a listing of all the classes that will be in place once the new year begins. Write a brief description defining who is in each class. Provide that listing to the data entry secretary or records keeper for the Sunday School. Direct them to review the list and ask you to clarify as needed.

If doing records with computer software, follow the directions outlined by the provider. Many include a promotion feature that advances people to the next class or grouping. If possible, generate the printed rolls for

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the last Sunday on the Monday prior to that day. Then run the promotion or advancement utility. Depending upon your system, you will then be able to provide class lists for the new classes at least 10 days prior to the first day of the new Sunday School year.

Be sure to double check what the computer software does. Confirm the classes and the names included on each roll.

Also be sure to allow additional time for data entry the following week. There will be changes required and the routine may be different for entering attendance for the last Sunday of the year.

Distribute the rolls to the appropriate leaders. Encourage them to make a contact with everyone on their roll in the week prior to the first Sunday. Double check on the supplies and forms used for records keeping in your church, making sure new resources are provided where needed.

Administer HOW DO I START A SPECIAL NEEDS MINISTRY? Ellen Beene

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pecial Needs Ministry begins the moment you meet a child, student, or adult who has intellectual and developmental disabilities or their parents, siblings, or grandparents. Your compassion, friendliness, and open-mindedness during this first contact will likely determine whether a family affected by special needs will even consider attending your church.

So, assuming you’ve made a good first impression, how do you begin a structured and organized ministry?

1. Select a Special Needs Ministry Team to develop a strategy that aligns with the mission, vision, and other ministries of your church. This team will assess, plan, and coordinate efforts to provide one-on-one help, lesson adaptations, and/or self-contained classrooms that help kids and adults with special needs.

Members of your ministry team might include those who feel called to this ministry, family members, special education schoolteachers, medical professionals, church staff representatives, and deacons.

2. Reach out to individuals who have special needs and their families. Go where they are. Get involved in events designed for the special needs community, such as Special Olympics. Develop friendships with the special needs clerks at your grocery store and favorite fast-food restaurants. Invite your new friends to attend worship with you. Also make sure your outreach and evangelism teams are aware of your special needs ministry and can share information with families they encounter.

3. Recruit and train teachers, classroom leaders, and other volunteers. Provide teachers with curriculum resources appropriate for the age of the individuals they’ll teach. (Note: review the special needs documents on the CD-ROM: SpNeeds.pdf.)

4. Seek to teach each individual who has special needs in a learning environment best for him or her.

Some may learn best in a regular class with their agegroup peers. Some may require a buddy or shadow to help them during specific activities. Others may require individualized teaching in a self-contained class. Individuals with physical disabilities may How To Sunday School Manual

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Administer require physical assistance, adaptive equipment, or structural modifications. Utilize a learner information form for each person to help evaluate the best learning environment for each individual. Contact LifeWay for information on adaptive furniture.

5. Develop a strategy for ministry to special needs families. Provide respite care so caregivers get an occasional break. Consider starting a support group for parents. Plan get-togethers for siblings so they can express their feelings with others who understand and care. Facilitate activities so special needs individuals develop friendships with their peer groups.

6. Provide service opportunities for special needs individuals and their families. They’re not at your church just to be ministered to. They’re there to connect, grow, serve, and go. Include them in churchwide ministry and missions action. This may include providing sitter services so parents can attend choir rehearsals, ministry meetings, and other activities when there’s no structured program for their children.

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7. Fully include individuals with special needs in the ministries of the church family. A successful ministry ensures special needs kids and adults are able to participate in activities with their peers whenever possible. You can do this by providing transportation, making sure your buildings are fully accessible, and providing assistance while in the church building.

Note: For additional information about starting, strengthening, and sustaining a special needs ministry, go to www.lifeway.com/specialneeds. Additional information about Bible Teaching for Kids Special Buddies, Access for adults who have special learning needs, and VBS Special Friends Edition can also be found on this Web site.

Administer HOW DO I LEAD MY CHURCH TO DEVELOP SECURITY POLICIES FOR OUR PRESCHOOLERS, CHILDREN, AND STUDENTS? Dwayne McCrary

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he goal of a policy is minimizing risk. No policy can guarantee total safety. You are seeking to be responsible with what you do know and as a steward of the trust placed in you and your church organizations.

Always follow the decision making process of your church. Outline how decisions are made in your church and then adapt these steps to that process. Pray for wisdom throughout the process.

1. Develop a written statement of your goals and rationale. Formally writing what you hope to accomplish and why will help you think it through. Use the written statement to communicate with others your intentions. Use the written statement to help you stay on track through the process. Look for ways the vision statement of your church relates to your policy.

2. Begin to gather information. Get copies of the laws of your state, talk to school administrators in your

area, contact other local churches, and interview local law enforcement officials and child advocacy groups.

Collect policies, papers, brochures, and other resources that relate to your written goals. It will take time, but the more information you gather, the better.

3. Begin to share the goals and rationale. Tactfully begin to share with key leaders why you believe the church needs to develop new or improved policies. Use your written statement to guide your discussions. Share in both formal and informal settings in appropriate ways.

4. Create a team for developing the policies. Make sure leaders and parents are included from every age group the policy impacts. If there are church members who have expertise in the field, consider involving them even if they are not in the group impacted.

5. Provide appropriate opportunities for everyone impacted to have input. There is no need for the development of these policies to be secret. The more people know and understand, the greater the trust. Use the development of the policies as a tool for educating people about the need and laws. Seek to build trust.

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Administer Invite people to share their ideas. Listen to their concerns. Help them find the answers to their questions.

6. Get legal reviews of all policy documents created. Every form created as well as the actual policy documents should be reviewed by a reputable attorney familiar with the issues being addressed.

7. Set target dates for having the policies in place.

When presenting the proposed policies for church adoption (approval), share these target dates as information. It will take time to implement and the church needs to know when and how the implementation will take place.

8. Secure church adoption/approval. Whatever your church requires, get it done. Spend time preparing your presentation, being sure to communicate the process leading to this point and the actions that will take place if the church chooses to adopt the proposed policies.

9. Secure budget money for implementation. While you will want to know the costs of implementing the policy actions prior to church adoption/approval, you can’t create a budget until after the policy is officially How To Sunday School Manual

approved. Work with the finance team to establish the budgeted needs.

10. Communicate the proposed policies to everyone. Even guests want to know what is going on with their children. Make sure everyone who needs, wants, and doesn’t want a copy of the policy has access to one. As new members join, make sure they are aware of the security policies.

11. Implement the policies. Ask the team that developed the policies to help you implement the approved policies.

12. Evaluate the policies and make adjustments, getting church approval when needed. Laws will change, new technology will be developed, and situations will arise that were not anticipated. Policies are not laws, but guidelines that serve as a standard for operations. Make sure the policies are reviewed annually by a qualified attorney.

Note: This article provides information only and is not intended nor should it be construed as legal advice. Always check with an attorney on these matters.

Administer HOW DO WE IMPLEMENT THE USE OF A VOLUNTEER APPLICATION FORM AND BACKGROUND CHECK SYSTEM? Travis Wright

I

mplementing a volunteer application and background check system is one of the most positive steps a minster can take toward protecting the children involved in the educational ministry. However, do not expect this process to be readily accepted by everyone in the church. This description is only concerned with the implementation of the system, and not with the development of the forms and the legal issues related to those forms. Prior to the implementation of the system, make sure you have pastoral and church leadership support. Having key individuals who can speak positively about the system in the face of opposition will help win congregational support. Also remember that background checks may cost your church a small fee.

Be sure to account for this when creating your budget.

One of the easiest ways for the people of your church to begin mistrusting you is to try to implement

this system as soon as you are hired. That leads me to the first step. Wait for implementation of the system one full educational cycle/year after your hire date.

If your Sunday School starts in September and you were hired in August (one month prior), then wait until the coming Sunday School year is over before implementation. This gives you an opportunity to gain the trust of your teachers and promote the importance of the upcoming application/background check system.

During the promotion process, consider having social workers or local law enforcement officers present to your teachers the importance of volunteer applications and background checks. During this time they could also give guidance regarding the signs of child abuse and neglect.

For the system to be successful you are going to need across-the-board involvement, meaning that the pastor’s wife who teaches Mission Friends must also complete the process. If an individual is allowed to “opt out” of the process, then a cascade of individuals will decide they do not need to participate, either. To help avoid this, stress the importance of the applicaHow To Sunday School Manual

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Administer tion and background check system for the safety of the children. You can always find illustrations of child molestation and church lawsuits to share with those who believe this is not a real issue.

You and the staff do it first.

Do not rush through the process. Many times we get caught in the position of trying to fill positions in classes that no one seems to want to teach. Often these classes are occupied by the most vulnerable church attendees, preschoolers. It is essential that you require two workers to be assigned to each class. It may be better to consolidate a class than to place unscreened volunteers in a room without another adult.

A first step toward implementing an application process is requiring church membership to work with children or students. Many churches require a minimum time period of active church membership before consideration as a leader. This means active involvement in discipleship, Sunday School, and volunteer activities. We must stress the importance of dedicated church members working with children. If we allow meHow To Sunday School Manual

diocre Christians to train our children, then our children will also be mediocre Christians.

Annual review is essential to the process. Each year you should meet with your teachers on a one-onone basis, providing them encouragement and allowing them to express concerns regarding the church educational program. The annual review is also a time when you can review church childcare policies with workers and make any necessary adjustments.

For individuals to “buy in” to the idea of volunteer applications and background checks, they must be involved in the development of the policies. Make sure that the policies and procedures are officially adopted by the church with input from an appropriate team or committee.

One final word. Make sure you have a policy that allows you to suspend or release from duty an individual who has acted inappropriately with children or who has failed to follow the policies as approved by the church.

Administer HOW DO I ASK THE RIGHT QUESTIONS WHEN DEVELOPING A SECURITY POLICY FOR OUR PRESCHOOLERS AND CHILDREN? Bill Emeott

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ost parents are aware of the dangers that threaten children today. Media reports of both physical and mental abuse have become common and consequently, are causing parents to demand that measures are taken to ensure their children are safe.

This trend has not passed the local church. As leaders, we must insist that our church maintains standards that offer both peace of mind and safety for our children.

Asking the following questions will help you develop the right security policies for your church: Exactly what are security policies? Security policies are those agreed upon standards that protect minor children from both physical and emotional abuse.

Who are “minor children?” Check your state laws to discover what a minor actually is. Liability is just as real for a 15-year-old as a Kindergartner. Too many churches are open to policies for preschoolers and

children, but fall short when it comes to who can work with their teenagers.

Why does our church need security policies?

Awareness is often half the battle. Helping your church understand the need will most likely create an environment that encourages the creation and enforcement of adopted policies. While most churches are not dealing with security breaches, having policies in place may prevent future occurrence and communicates to the community, “We care about families and we do everything we can to protect children when they attend our programs.”

Who should develop security policies? The best policies are those developed by people who will be affected by them. Pull together a group of concerned church members who are willing to both develop and implement adopted policies. Ensure that your church leadership is on board and that proper church protocol is taken when developing policies.

What can we do right now while we work toward formal policies? Consider implementing the standard “6/2” rule immediately. This simple policy states that How To Sunday School Manual

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Administer one must be an active member of your church for at least six months before assuming a position of leadership and that there will be at least two adults in the room with minors at all times. These easy to implement policies will go far in discouraging predators.

Should our policies include background checks and volunteers screening? Certainly! Using a reputable agency to perform background checks is standard practice in protective policies with minor children. However, while a background check is important and should be included, it is only one piece of the puzzle. Have every volunteer complete a volunteer application and then follow through with reference checks and a personal interview. Use the interview time to answer questions that may rise as a result of the application, the background check, and the reference checks.

What does the law require? State and local governments are unique in what is required. While governments might now require security policies, courts have consistently punished entities that have failed to attempt to reasonably protect minors. Secure the advice How To Sunday School Manual

of a local attorney who is well versed in local requirements concerning this matter.

What training needs to be required? Training on adopted security policies will help to ensure that policies are followed by those responsible for adhering to them. Additionally, training heightens the awareness of potential predators and allows more people to be on the offense in protecting children.

Is there help out there for developing security policies? Most churches that have developed security policies are eager to share those policies with those who are committed to the safety and security of children. There are also reputable ministries who specialize in helping to customize security policies.

It is our responsibility to protect minors at church.

Don’t ignore the possibilities. Ensure that your church is a loving and safe environment for children to grow in their relationship with their Lord and His church.

Index A

C

ABSENTEE(S) 47-48, 102, 163, 166

CARE GROUP 27, 48, 92-93, 102-103, 107, 109

APPRENTICE 70, 105, 152

CLASS 12-19, 27-28, 31-32, 35-36, 39-41, 43-45, 47-50, 54-55, 57, 59, 62-63, 65-70, 74-75, 77, 79, 82-84, 88100, 102-109, 112, 114-116, 118, 122-123, 125-128, 130-131, 135, 137, 144-145, 148-149, 151-153, 155, 157, 162, 166, 171, 174-176, 180

ASSOCIATE MEMBERS 13, 112 ATTENDANCE 13, 19, 27-31, 38-39, 47-48, 57-58, 70, 83, 91, 93, 102, 106, 116, 118, 121-124, 138-139, 143, 156, 165-166, 168, 174 B

COMMISSION 15, 27, 62, 77, 88-90, 93, 107, 116, 133, 136, 142, 167

BACKGROUND CHECK 179180, 182

COMMISSIONING 136, 173

BUDGET 108, 123, 144, 178-179

COMMUNITY 14, 27-28, 3132, 35, 37, 42, 53, 60, 66,

77, 88-90, 101-102, 104, 109, 116, 121, 125-126, 129-131, 148-149, 151, 158, 171, 175, 181 CONTACT 31-36, 39-40, 4546, 48-50, 57, 68, 91-93, 95, 99-100, 102-103, 105, 138, 154, 165, 170, 174-177 COVENANT 13, 15, 116, 134, 145 CURRICULUM 13, 18, 20, 78-80, 112, 144, 163, 168, 172, 175 D DEACON 100 DIRECTOR 47-48, 100, 102103, 113, 125, 135, 138, 144, 161, 167

E ENCOURAGE 29, 35, 38-39, 41, 43-44, 46, 48-49, 52, 56-57, 60, 62-63, 70, 77-78, 81, 83, 85-86, 90, 92, 94, 97-100, 108, 114, 116, 130, 134-136, 141, 145, 155, 160, 173-174 ENLIST 45, 51, 54, 59, 69, 102, 105, 108, 112, 114, 126, 128, 152-154, 156, 167 ENLISTING 56, 98, 109, 114, 126, 138, 143, 153-154, 167 ENROLL 27, 29-30, 38, 49, 57, 105, 121, 141, 163, 168 EQUIPMENT 71-77, 144, 173, 176 EVALUATE 27-28, 33, 42, 48, 51, 54, 66, 71, 73, 84-86, 90, 93, 98, 121-123, 125, 137, 139, 143, 146-148, 155, 161, 163, 171, 173, 176, 178

DISABILITIES 81, 175-176

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Index EVANGELISM 12, 16, 26-27, 44, 51-52, 67, 69, 101, 104, 113, 126, 130, 138-139, 146, 153, 172, 175 EXAMPLE 19, 25-26, 30, 34-35, 39, 41, 52, 58, 60, 64, 72, 79, 89, 97, 104, 114, 120-121, 128, 132, 140, 145, 151, 155, 165

GROUP 12-15, 17, 20-21, 27, 33-36, 40, 42, 47-48, 52, 54, 57, 62-63, 69-72, 74-76, 80, 82, 84, 88, 92-93, 95, 101-103, 107-109, 112, 116, 118, 122, 125-129, 134, 137-139, 147-152, 155, 158-159, 163-165, 167-168, 170-173, 175-177, 181

114, 154-155, 161, 167

NEW UNITS 14, 19, 152

L

P

LIBRARY 67, 78

PLANNING 33, 38, 44, 47-48, 58, 60, 63-64, 69, 71, 77, 106, 108, 125, 127, 130, 135, 138-147, 165, 167-168, 171, 173

GROWING SEASON 58

MINISTRY LIST 27, 31

GROWTH SPIRAL 121

MISSIONAL 88, 115

GUEST(S) 8, 19, 27-28, 33, 36, 39-40, 44-46, 53-55, 58, 74-75, 83, 99-100, 102-103, 105, 109, 126, 141, 149, 166, 178

MULTIPLE SUNDAY SCHOOLS 162, 164

LIFESPAN 20 M

F FELLOWSHIP 12, 15, 32, 40, 42, 54, 57, 69, 81, 85, 88, 95, 108-110, 116, 130, 145, 148, 155, 163, 166-167, 171-172 FLAKE, ARTHUR 78, 125

N NAME TAGS 27, 39, 55, 94

I FURNISHINGS 72, 74-75, 144 INEFFECTIVE LEADERS 137 G

NEW SUNDAY SCHOOL 57, 118, 125, 130, 135-136, 152, 167-170, 173-174

PLANNING TEAM 47-48, 135, 138, 140-141, 143, 173 POTENTIAL LEADERS 56, 153, 159, 167 PRAYER 12, 16, 27, 30, 32, 43, 46, 49, 51, 53, 66, 77, 90-91, 107, 109-110, 112114, 122, 125, 129, 131, 136-137, 142-143, 146, 152, 155, 160, 167, 169-170 PRIORITY 30, 57, 59, 110, 133, 139-140, 156, 160

J GIFTS INVENTORY 96-97 JOB DESCRIPTION 105-106, How To Sunday School Manual

NEW SUNDAY SCHOOL YEAR 173-174

PROFILE 94, 129-130

Administer Index PROSPECT 31-36, 45-46, 48-49, 53, 59, 101, 171 PROSPECTS 27, 31-36, 39, 44-47, 59, 73, 102, 105, 108, 121-123, 126-127, 129, 142, 152, 165 PURPOSES 12-14, 45, 97, 127 R RECORDS 28, 32, 54, 105, 118, 156, 165-166, 170, 173174 REORGANIZE 146 S SECOND SUNDAY SCHOOL 162-163 SECURITY 72-73, 177-178, 181-182 SERVE 13, 19-21, 37, 56, 78,

82-83, 89, 94-95, 98, 103, 105-106, 112, 116, 135-138, 153-154, 159, 161, 167, 176, 178

STRATEGY 12, 16, 26-27, 30, 45, 47, 51, 59, 92, 109, 126-128, 133, 138-140, 142, 146, 148, 157-158, 164, 167, 171-172, 175-176

SERVICE 16, 44, 47, 52, 54, 56-57, 94-98, 100, 105-106, 109, 112, 116, 128-129, 135137, 160-162, 165, 173, 176

STRUCTURE 27, 82, 93, 101, 105, 113, 127, 138, 148, 164, 168, 172

SMALL GROUP 14, 21, 33, 35, 40, 42, 62, 95, 102, 116, 125, 152, 167, 172

SYSTEM 33-36, 45, 56, 72, 100, 103, 113-114, 149-150, 161, 165, 169, 174, 179-180

30, 41-44, 53, 59-60, 109, 158 V VBS (VACATION BIBLE SCHOOL) 59, 82, 176 VISION 27, 30, 43, 69, 92, 106, 126, 131-132, 136, 139, 141-142, 144, 147, 167, 169-170, 172, 175, 177

T SMALL GROUPS 14, 92, 101, 116, 136, 157, 172 SPACE 17, 71-76, 81, 83, 108, 125-126, 142, 150-151, 162-164, 168, 173 SPECIAL NEEDS 81-84, 109, 175-176

TEACH 14-15, 63-64, 66-68, 70, 79, 81, 83, 85, 97, 105106, 125-126, 130, 155, 157, 161, 173, 175, 180 TECHNOLOGY 32, 34, 39, 71, 77, 82, 110-111, 114, 178 U

SPIRITUAL GIFTS 96-98, 113, 147, 153, 165

UNCHURCHED 15, 21, 25, 27, How To Sunday School Manual

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Index ALPHABETICAL LISTING OF CONTRIBUTORS

RON BROWN 119

BILL EMEOTT 181

BELINDA JOLLEY 41

C

ALLEN ENGLAND 101

K

FREDDIE CARDOZA 146

F

SEAN KEITH 105, 163

MARIE CLARK 66

PAT FORD 29

L

DAVID APPLE 49, 155

JOHN CLENDINING 157

DAVID FRANCIS 12

MARK LAGRONE 38

SERGIO ARCE 52

DAN COOK 42

G

M

B

NEIL CORDLE 110

DAN GARLAND 57

JIM MADDUX 40

ELLEN BEENE 175

BILL CRAIG 79

CHUCK GARTMAN 85

KEN MARLER 123, 162

TOM BELEW 73, 129

D

JAY GORDON 172

MORLEE MAYNARD 78

DANNY BENNETT 75

TERRELL DAVIS 95

ART GROOMES 44, 167

JOHN MCCLENDON 55, 108

WES BLACK 141

E

H

JOHN BOONE 107

DANIEL EDMONDS 32, 121

JASON HAYES 37

DWAYNE MCCRARY 89, 91, 177

KEN BRADDY 145

ANN EDWARDS 150

J

CARLTON MCDANIEL 81

BOBBY BRAGG 137

RICK ELLISON 109

GREG JACKSON 154

KARA MCGEHEE 74

A DEAN ABERNATHY 47, 127, 135

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Administer Index MICHAEL MCVAY 160

65, 139, 161, 173

MIKE SMITH 25, 51

Y

JIM MEEKS 159

KENNETH PRIEST 116, 148

CLIF SMITH 35

MARK YOAKUM 99

DOUG MERRIT 56

R

STEVE STEGE 58

JEFF YOUNG 164

MARK MESSICK 45

BRUCE RALEY 17

T

BOB METCALF 33

ALAN RAUGHTON 70, 97, 171

STEVE TAYLOR 134

MARK MILLER 125

ALLAN TAYLOR 67, 156 TOPPER REID 71

PHIL MILLER 112

BRET TOLBERT 153 BRET ROBBE 136

STEVE MORRIS 53

W TIM ROBERTS 77

DWIGHT MOSS 94, 165

JAMES WALKER 27 S

P

DARRYL WILSON 69, 144 WARREN SAMUELS 115

STEVE PARR 31, 133

BOB WOOD 60 JOE SHERRER 131, 158

ROB PATTERSON 92

JERRY WOOLEY 59 TIM SMITH 138, 143

FREDDIE PIKE 152

TRAVIS WRIGHT 169, 179 RICH SMITH 113

WAYNE POLING 28, 43, 63, How To Sunday School Manual

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Index CD-ROM CONTENTS Below is a list of the files included on the CD-Rom included In the pocket on the inside back cover. The files are organized as they appear in the articles. The page(s) on which the file is referenced is included in parenthesis followed by a brief description.

LifeSpan.pdf (20 - visual chart of the LifeSpan Spiritual Development Model) Invite Ev angelCheckUp.pdf (27 - survey form about evangelism) In viteExcite.pdf (28 - survey form about invite) Ta lkPoints.pdf (41 - sample of talking points case studies) Discover Di scoverQ.pdf (66 - form for evaluating teaching) Te acherNeeds.pdf (69 - survey to discover teachers’ needs) Eq uipList.pdf (72, 75 - listing of recommended room equipment) Mu ltipleUse.pdf (72 - suggested room configuration for multi-use)

How To Sunday School Manual

Sp aceHelps.pdf (73, 150 - information to use for conducting a space walk) S p aceWrksheet.xls (73 - forms for conducting a space walk) Connect Co nnectEval.pdf (90, 91 - survey form about connect) Ca reGroup.pdf (92 - form for creating care groups) Ca reEvaluate.pdf (93 - form for evaluating care groups) Gi ftsSurvey.pdf (97 - spiritual gifts inventory) Sa mpleJobDescr.pdf (106 - sample Sunday School job descriptions for all ages) Me mb2Min.pdf (106, 114 - survey form to help members identify potential service areas) Cl assCovent.pdf (116 - sample class covenant) Administration Gr owthSpiral.xls (121 - spreadsheet for growth spiral) Gr owthPlan.pdf (123 - form for evaluating Sunday School) SS Growth.xls (127 - form for evaluating Sunday School) Co mProfile.pdf (129 - forms for conducting community profiles) Le adCov.pdf (134 - sample leader covenants) St rategyPlanning.pdf (140 - forms for conducting strategic planning)

Administer Index 3D Planning.pdf (141 - form for evlatuting based upon 3 D model) Bu dgetForm.pdf (144 - form for creating Sunday School budget) Re Organize.pdf (146 - forms for reorganizing a Sunday School) Pr eschlGroup.doc (180 - chart for grouping preschoolers) SS JobDesc.pdf (155 - sample adult Sunday School class responsibilities) SG roup.pdf (172 - covenant and strategy samples for a small group) Sp Needs.pdf (175 - forms to be used in special needs ministry) Additional Files Included Bo okList.xls (listing of books recommended by contributors) Books by David Francis included Th e Five Step Formula for Sunday School Growth The 3D Sunday School Th e Discover Triad: Three Facets of a Dynamic Sunday School Class I-6 : A Six-lane Strategy Toward an Inviting Sunday School Co nnect3: The Power of One Sunday School Class

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