The word “professionalism” is overused and vague, and it is inadequate to describe Lutheran teachers who are also gospel ministers. Consider this example: A family business, which employed 20 people with differing tasks and skills, had a financially successful year. A formal celebratory gathering was in order. To heighten its significance, the naïve host suggested “professional dress” on the invitation. Imagine the embarrassment of host and guests alike when they arrived in every variety of attire, each of them thinking they were wearing “professional dress.”

In the same way, the word profession or professional has as many meanings as the types of “professional” dress at the party.

Historically, the professions only included the legal, medical, and theological vocations. Currently, the meaning of professions and professionalism has morphed to include both Jesse Venture and Robert Shapiro. When the concept of professionalism becomes ambiguous, no vocation is flattered. Worse, reverence for the gospel ministry of teachers is disdained when equating it with the teaching profession.

The uniqueness of the teaching ministry mandates a distinction from what is commonly called “the teaching profession.”

First, the function of the teaching ministry is God-ordained. The general ministry of the gospel is the genesis for the teaching ministry.  The universal priesthood of God’s people striving to preach Christ as well as the responsibility of individual Christians/parents merge in Christian education. Called teachers in the public ministry serve on behalf of parents and the congregation to further Christ’s kingdom.

Second, those in the public ministry are an exclusive group.  From eternity, God predestined, called, justified, and glorified those to be his own by the power of the Spirit and the redemptive work of Christ. Only from his people does God call some to serve as teachers in the public ministry. Becoming a servant of the gospel is a gift of God’s grace through the working of his power.

Third, a teaching minister’s philosophy of education is founded on Scripture, not human philosophy.  The understanding of the nature of the child, the capacity to learn, the ultimate purpose of education, and how to subjugate all thoughts to the Word of God all reflect the revealed foundational understandings provided by the Bible.

Fourth, God provides a code of conduct for teachers in the public ministry that is beyond that of other teachers. Scripture enumerates the qualifications for a public minister to guide ministers’ behavior so as not to hinder the effectiveness of the gospel. The general teaching profession, on the other hand, has created its own code of ethics. This code of ethics is a pluralistic consensus striving to provide a standard for desired conduct.[i]

Fifth, the teaching minister’s Spirit-engendered love for Christ strives to manifest faithfulness. A teacher’s faithfulness is an integration of personal stewardship, a desire to fulfill the obligations of the ministry, and adherence to the truths of Scripture. This faithfulness permeates relationships with children, colleagues, parents and community and is expressed in teaching practices and performance.[ii]

If one insists on using the term professionalism with the teaching ministry, its definition must be distinct from its use in the world. Professionalism for the teaching ministry is a fruit of faith[iii] of grateful teachers striving to be faithful to their calling. A fruit of faith is nurtured only by the means of grace.

Professional development with the intended outcome of improving ministerial skills or cultivating professionalism can present a challenge. Professional development through instruction permeated by the Word of God is one means for improving this fruit of faith. If professional development comes through sources not permeated by the Word of God, then the teacher is required to subjugate all knowledge to Scripture. This delving into Scripture is the identifying mark of professional growth for the teaching minister.

Christ’s love urges the cautious use of such a diverse and nebulous term as professional and unprofessional behavior. The question is: Professional or unprofessional based on what criterion? For teaching ministers, the criterion is the will of God as it applies to their personal faith life and all aspects of their calling. Using a pluralistic, humanistic-derived criterion to judge a teaching minister demeans the teachers’ God-given calling. The world’s humanistic perception of professionalism cannot and should not be equated with professionalism as a fruit of faith.

In sum, reverence toward the ministry for the sake of the ministry, teachers, and congregations is enhanced when there is a clear delineation between scriptural and cultural meanings of professionalism.