Written by John Meyer
It’s time for action if WELS elementary schools are to survive. The Book of Reports and Memorials (BORAM) for the 62nd Biennial Convention of the WELS was recently published, and it contains compelling arguments that the time to save WELS schools is now. Long-established trends reveal reasons for concern.
WELS Lutheran elementary school enrollment peaked in 1990 with nearly 32,000 students. Since then, overall enrollment has been consistently dropping. The Commission on Lutheran School reports this year’s K-8 enrollment as 24,254 (2013 BORAM, p. 40)—a drop of 1,781 students and 39 schools since 2006. It’s actually worse. Those aggregate numbers include the rapidly growing, publicly-funded choice schools in Southeastern Wisconsin and Florida, thus masking the true impact of the enrollment decline felt in most schools. The enrollment decline in the other ten districts averages 400 students per year. At this rate, those 253 WELS schools will disappear by 2051.
Also of concern is that the loss of students in WELS schools (7%) is greater than the loss of children in WELS congregations (5%), indicating that more WELS parents are opting out of the Lutheran school (WELS Statistical Reports, 2006; 2012). Excluding districts with choice schools, Lutheran K-8 enrollment is down 13% since 2006, suggesting an even higher opt-out rate for WELS families. (See Table 1 for enrollment comparisons by district.)
Why do institutions die? It is because they fail to adapt to a changing environment. As the outside culture changes, those within the institution fail to notice. They are comfortable doing things the way they’ve always been done. Besides, the memories of the “glory days” tease those within the institution that success is found in the traditions of the past. But as the gap between the institution and its environment widens, increasing decline signals that something is terribly wrong (Agocs, 1997; Armenakis & Bedeian, 1999; Heifetz, 1994; Kuhn, 1962; Reeves, 2009; Van De Ven, 1995; Weick & Quinn, 1999).
While God’s Word is relevant to every age, the process and product of schooling can change. The former “glory days” are gone for WELS schools. The American culture is vastly different from 1990 when the traditional Lutheran elementary school flourished. If WELS schools are to thrive again, they must be reconfigured for the present. But the road to reconfiguration is difficult and messy. The following guidelines should be considered:
- Avoid seeking a scapegoat. Although assigning blame brings catharsis, it does nothing to change the institution’s path. Everyone shares the blame.
- Look beyond the institution for new solutions. Those within are limited to the memories and solutions of the past. If something didn’t work before, it won’t now—no matter how hard one tries. Consider why others are successful in today’s environment.
- Do not attempt to recreate the past. Persuasive leaders will call for a return to what made the institution great in the good ol’ days. While this succeeds in rallying the troops, a return to the past only accentuates the divide between the institution and the modern environment, hastening its death.
The Task Force on Lutheran Schools’ report in the 2013 Book of Reports and Memorials (pp. 45 – 68) is well-written, and everyone who cares about WELS elementary schools should read it. The Task Force report offers many suggestions, including a mission-focused approach to outreach, re-envisioning the principal, and providing adequate funding.
Keeping in mind the above guidelines, these suggestions should be carefully considered and thoroughly discussed at the 2013 WELS convention. The report’s suggestions should be empirically tested to discover which ideas will best help WELS schools narrow the gap between its culture and parental expectations. Most important, actions must be taken to correct the problems before it is too late.
John Meyer is the director of graduate studies and continuing education at Martin Luther College.
References
Agocs, C. (1997, June). Institutional Resistance to Organizational Change: Denial, Inaction, and Repression. Journal of Business Ethics, 16(9), pp. 917-931.
Armenakis, A. A., & Bedeian, A. G. (1999). Organizational Change: A Review of Theory and Research in the 1990’s. Journal of Management, 293-315.
Heifetz, R. (1994). Leadership without easy answers. Cambridge, MA: Belknap Press.
Kuhn, T. S. (1962). The Structure of Revolutions. Chicago, IL: University of Chicago Press.
Reeves, D. B. (2009). Leading change in your school. Alexandria, VA: ASCD.
Van De Ven, A. H. (1995). Explaining Development and Change in Organizations. Academy of Management Review, 510-540.
As long as the Lord leaves us here I pray those he has blessed with the privilege of service in his Church will never “throw in the towel”.
In my opinion, leadership moves the meter. If we will continue to embrace the idea of identifying, training, and strategically placing effective leaders the Lord will bless that. The addition of a Master’s program at MLC is a great step forward for our training system. Increased availability of classes and perhaps a campaign to congregations on the importance of leadership training for school leaders (including principals and teachers) will bear fruit. Perhaps it is also time to do more pre-service leadership training on what it means to be an effective school leader. I sense, at our college, we have been hesitant to provide that training to our young leaders and I am not sure why. There is a tremendous amount of literature that would suggest that when an organization is struggling (or dying, as has been suggested) it isn’t as much about the delivery of services or products as it is about the effectiveness of the individuals performing the work.
Enrollment increase/decrease is a very complex issue. Generally, there is no one cause for decline, and generally there is no one solution for the reversal of the decline. While there may not be one solution for everyone, there may be a path we can identify. Perhaps our next big synodical step could be to collect data in places where schools are growing, study the data for patterns in decision making, leadership styles, faculty strengths, practices that relate to teaching and learning, school culture, congregational attitude, etc. to see if patterns emerge. Is there a general formula that works? What are the growth conditions? Is it technology, staff, facilities, etc? Can we help congregations understand more fully what new conditions are necessary in our schools that are causing enrollments to trend toward increases? Would it be possible to use that data to start schools in growing areas? Is there a different model for starting and sustaining schools that we are currently not using or not using in the right places? When I hear change this where my mind wanders.
“What will it take for WELS schools to serve children who are not like the traditional WELS children?” Sometimes I get exasperated with my students and wonder what it will take for them to change their practices as it relates to their school work, behavior, etc. If I’m honest, I have to look in the mirror. I have to change my behavior if I want to change the results I am getting. We only have one college of ministry. What are we doing at our college to address this? I don’t have data, but my guess is the majority of our workers are of the European American culture. Do we have large numbers of students training to be teachers that are getting immersed into schools with cultures different from European American? Is there room for a track that focuses on ministry to other cultures? Have we really gotten serious about this effort?
I appreciate this discussion and reading all the comments. The lose of over 8,000 students from our schools since 1990 is alarming to say the least. But when I look around at the incredible talent God has placed in our churches, schools, and congregations, I am excited to see how he will use it to continue to strengthen our schools, now and beyond 2051!
I would like to comment about the recent article “Is it too late for Lutheran schools?” While it had many fine points, I was uncomfortable with a couple of seemingly black and white statements made without qualification.
The paragraph which begins “Why do institutions die?” continues: “It is because they fail to adapt to a changing environment. As the outside culture changes, those within the institution fail to notice. They are comfortable doing things the way they’ve always been done. Besides, the memories of the “glory days” tease those within the institution that success is found in the traditions of the past. But as the gap between the institution and its environment widens, increasing decline signals that something is terribly wrong.”
My issue here is not so much with what was said, as with what was not said. I have no quarrel with this statement in a secular realm. However, when we are talking about the kingdom of God and the realm of His Holy word, I believe that statement is not saying enough. Sometimes it is simply God’s will that an institution (here think church or school) closes. We plant the seed, but God makes it grow (1Cor 3:6). For whatever reasons, beyond our knowing, no matter how faithfully we plant the seeds or in however many ways we plant the seeds, God chooses to not bring forth the growth we expect. Jesus told Nicodemus, “The wind blows wherever it pleases. You hear its sound, but you cannot tell where it comes from or where it is going. So it is with everyone born of the Spirit.” (John 3:8)
We also need to account for the sinful nature of people which rejects the blessings God gives. Sometimes a community doesn’t want what a confessional Lutheran church/school has to offer. Sometimes even a congregation allows its sinfulness to get the upper hand and God removes His blessings from them. Perhaps what this paragraph isn’t taking into account is that one reason Lutheran school enrollment may be declining isn’t because they aren’t culturally adapting well, but because the people’s hearts are growing cold to the blessing of Lutheran education. Sometimes basketball and pompoms are considered more important than “this is most certainly true.”
If we carried the secular logic out we would be saying every mission would succeed, every school would burgeon, every soul would be converted if we find the right, cultural button and push it. That doesn’t hold true even in the business world. We know from Scripture that isn’t correct, for St. Paul was run out of town regularly.
Point #3 says “Do not attempt to recreate the past. Persuasive leaders will call for a return to what made the institution great in the good ol’ days. While this succeeds in rallying the troops, a return to the past only accentuates the divide between the institution and the modern environment, hastening its death.”
I would urge caution here as well. I have lived long enough to see education flip flop from old math to new math, from rote memorization to no memorization from phonic reading to whole language and back again. In my city I’ve watched the public school jump on every educational bandwagon that comes by only to fall off it the next year and then jump on a new one. The kids aren’t any smarter. Perhaps that’s one reason why parochial children continue to rank higher on achievement scores. Some of the old ways are better.
God intentionally has allowed for the tension between two apparently contradictory, yet both biblically true statements. We cannot control the Gospel or the Holy Spirit. Nothing we do makes it more palatable for the unregenerate, or more acceptable to the unbeliever. It’s all foolishness to him (1 Cor 1:18). It is the Holy Spirit alone who makes the word of God powerful. Yet, that’s no excuse to be lazy or sloppy in our ministry. God has called us to faithfulness and to be as wise as serpents yet as innocent as doves. We do not want to burden the conscience of a faithful congregation or school with the thinking “you didn’t do something right or enough” nor do we wish to encourage a lazy congregation or school with “it doesn’t matter what you do, it’s up to God.” God has called us to do our best and be faithful, but He reserves the right to bless those efforts or withhold His blessings for a time.
Let’s be willing to try things, even if we haven’t ever done it that way before. We dare not grow satisfied. We should always seek to improve what we have. But let’s not do it hastily. We may find that we are giving up something that isn’t the problem, but the solution.
May the Lord of the church give us the wisdom to know the things that should be changed and those that shouldn’t; to rejoice in the old treasures given to us by our forefathers, and to hand down new treasures to our children.
Humbly in Christ’s service and Christian friendship,
Pastor John Eich
It’s important to see also the positive side of our WELS resistance to change; it is a natural byproduct of our essential resistance to doctrinal change, to the increasingly prevalent changing of attitudes toward Scriptural truths and morals in our society and in the Christian church at large today. Yes, of course, we need to make the important distinction between permissible & profitable change on the one hand and change that undercuts our faith on the other. And I believe that obvious distinction is well understood and applied in our synod. But my observation is that the more eagerly we embrace positive, progressive changes, the more easily we become susceptible to spiritually harmful change. Those two are just as natural partners as are the resistance to both harmful and helpful change. How much caution do we exert, individually and collectively, in this matter?
Also, it seems that the more we get wrapped up in all the latest technology and all the educational theory and programs that are “out there”, and the more we focus on numbers, the more easy it is to lose sight of the only reason that we established and still operate our schools: to diligently train our children in the Word of God, to make that our constant, all-pervasive focus and application; to help them properly distinguish between law and gospel; to diligently and earnestly equip them with the sword of the Spirit to resist the increasingly and terrifically powerful forces of evil in the world we all live in. All this can so easily become an afterthought with all the hustle and bustle of educational busyness. And when that happens, what difference does it make how many students we have! Jesus’ clear caution about the broad and narow road applies to our whole life, most definitely including our approach to Christian education.
Amen to this.
It’s not too late to reach out to families who need the message of the gospel taught in a Christian school by teachers who view every child as a redeemed child of God, worthy of their best efforts as educators.
I will read the Task Force on Lutheran Schools Report. Thanks for highlighting the key points.
We need to teach kids how to think, not how to retain facts. Memorizing things that can be looked up online in an instant is no longer worthwhile. Changing our curriculum and giving teachers more freedom to explore the wide variety of possibilities out there as far a source materials and areas of interrest will make a more rewarding experience for both teacher and student. Enough textbooks and worksheets already. There should be more computers in our schools, kids need to be familiar with technology and how to find out what they want to know. Less independent study and lecture, more guided practice. Teachers should inspire our youth and create a thirst for knowledge and a thirst for Christ. A major change does need to happen, I couldn’t agree more. It always amazed me how many kids end up with a bad taste in their mouth after their WELS school days and don’t even go to church anymore once it is their choice. I think it would help if we stopped boring them.
One Suggestion: Consider Classical
A compelling alternative to our current model is the classical approach, which is so old that it is brand new in the WELS. Very briefly Grades 1-4 focus on memorizing facts (the grammar stage), Grades 5-8 focus on connecting those facts together (the logic stage), and Grades 9-12 learn to articulate the ideas they have absorbed and think critically about them (the rhetoric stage). (The classical approach has been embraced by the homeschooling community. Parkland Lutheran School in Tacoma is one school that adopted the classical model.)
One Observation: Raise the Bar
Instead of raising expectations for bigger gyms and more computers, it would be wiser to raise academic expectations. This starts with our pastors urging parents to abandon the expectations of this world, e.g. that school is for socialization, sports, and grades. To love our children is to expect more from them. Pastors need to preach this from the pulpit, but also get into members’ homes and clearly explain what parents owe to their children and what children owe to their parents–and for that matter, what students owe to their teachers and vice versa. We live forgiven under the Cross. Let us live together in this repentance and forgiveness at home and at school.
Wise parents are looking for schools that will teach their children how to learn; they want a high bar for their kids. They want teachers and pastors to love their families by telling them the truth. For unwise parents, the Law and the Gospel must be applied as needed.
Classical education or continue with the social science model? Clear eyes at the local-level will determine what is wise. But please, my fellow pastors, support your fellow teachers by urging your parents to be radical: expect more from your kids. They will thank you for it before 2051 and other parents just might notice before then, too.
I’ve read “The Case for Classical Christian Education” by Douglas Wilson. It is an interesting alternative. One would have to be careful not to get caught up in Wilson’s philosophy. After watching some of his postings online, especially trying to combat atheism, it seems that he’s trying to use the Bible to argue people to enlightenment. This seems the undertone of his purpose for teaching rhetoric. The teaching model, itself is ok, I think. However, can one really pull away and dissociate with the original purpose of the curriculum?
A few additional practical thoughts to consider:
1) Like the secular world, most WELS families have fewer children than they used to. (Whether or not this is a good trend is a topic for another conversation.) Smaller families mean fewer children to enroll in school. Has a study been done comparing the percentages of member families who have their children enrolled in a WELS school from 20 years ago to now? Because if the same percentages of families have their children enrolled in WELS school now as there was 20 years ago, then the cause for alarm must shift to a different focus.
2) Many parents today choose to homeschool their children. When one considers both the unique opportunities available to homeschooling families as well as the high education level of many parents today (including many stay-at-home parents), it is no surprise that parents might choose to homeschool their children. Has there been a study that accounts for the number of WELS families who are homeschooling their children?
3) The rates of autism and learning disorders are skyrocketing today. For some children, these conditions are so severe that they must attend public school in order to get the special learning accommodations they need in order to learn. WELS schools usually do not have the resources and help that these children need. Have those WELS children been taken into consideration for statistical purposes?
4) Finally, tuition costs continue to increase at many WELS schools, including elementary schools. With the economy not nearly as robust as it used to be in 1990s when WELS schools were flourishing, many families cannot afford to send their children to their local WELS school. Some WELS schools even charge full tuition to the children of their called workers! It is no wonder some parents are choosing not to send their children to WELS schools – they simply cannot afford it. Have cost considerations been taken into account?
I think before we cry “It’s too late! The institution is dying!” and lament that schools are stuck living in the glory days and are unwilling to change (which I don’t particularly believe is true), we should consider some of these other possible factors. Rather than implicitly condemning those in charge of our WELS schools for their supposed unwillingness to change (whatever that “change” actually means) let us make sure that we’re looking at the full picture, not just a partial picture of how WELS schools got to where they are. Then, if change is truly necessary, we will know how best to go about accomplishing it.
There is a lot that goes into numbers. Our local WELS school has roughly 100 students right now. Around 1990 it had about 125. That sounds bad, but we have the same number of families in the school then as now – just smaller families.
In addition, If a family of 5 leaves a church of 900, then 0.5% of the congregation left. If their 3 kids leave the school of 100, then 3% of the children left the school. So because the numbers are being compared to different wholes, I don’t think one can accurately draw the conclusion that families are staying in the church but having their children educated elsewhere.
I see many schools seeing significant declines and trying to turn their schools into mission arms, but in my opinion it has hurt, not helped the school, so we have to be very careful how we view our schools. We need to educate parents and children with law and gospel and encourage a Christ-centered focus on life rather than a worldly view. Only the gospel will change hearts and help people realize the value in having God’s Word taught to their children in school.
Thank you for this article, Dr. Meyer.(I was a student of yours as you transitioned into your full time position at MLC.) As a recent teaching graduate and living on the East coast, this is a very real and saddening reality. My local Virginia church put out feelers last fall to start a preschool; there was no interest. We tried a children’s program with TCW workers; there was no interest. I am now moving to Baltimore, where Charter schools are pervasive and ours schools have a history of little success. Yes, I agree that we have great schools and education to offer; God’s Word needs to be spread. However, without a change, starting in our leadership, our schools will continue to decline. The Synod pushes for new in service courses for starting teachers, however, boards and councils decline, unwilling to pay the fee. New teachers often quit. I’m currently working for a non profit organization, trying to implement Microsociety in a public middle school, but are hindered at every turn by public school administration. Change and those seeking new alternatives to our stunted growth are not encouraged or even seem wanted. Our children are poorly educated in public or alternative ‘Christian’ schools, because parents fail to see comparable differences. All the while, they are being confused with messages that have undertones of work righteousness. Growing up in an old, Midwest church and school, I witnesses a community that banded together to provide Christian education to future generations. However, society has changed, and the importance of children, and giving money for children not your own, is no longer valued. By educating our congregations as a whole on what our mission is…and what our schools accomplish…God’s Word can change hearts into caring and generous people on fire for the Gospel. -Andrea (Dorn) Baird
Great article. I believe change for change sake is pointless – what are the reasons behind the change? Do they benefit the teaching of the Gospel? Do they fall in line with what God says? Next question: What are the reasons for the decline? I believe it comes partly from church leadership – if the leaders of the church offer Lutheran Schools as just another “alternative” b/c they don’t want to offend members of the church who send their kids to public schools, there is something wrong there. There is also rising costs of sending a child to a church school. Again, if the church leaders don’t see the importance of of their school, the financial support won’t be there for the school as well. There are many changes that have to happen and I believe it starts with the leaders of the church. Parents need to be educated about the absolute necessity of a Christian education in this day and age (there are always special circumstances of course such as special services offered for special needs) and then the financial aspect needs to be addressed as well. How can we make it affordable for parents to send their kids? Focus needs to be placed on the Word of God and its importance for the developing mind – being immersed in God’s Word daily for 9 months. There is nothing to compare to this. The choice seems obvious to me. 🙂
Is it too late? God’s Word is a shower that passes over and America may see less of that shower if our society keeps bending more and more to the immorality of the ancient Greeks. When will the government step in because we accept Federal money for our lunch programs and busing and say we can no longer teach the children that homosexuality is a sin. We are facing a tremendous change in our society. How can we ignore that. It has a powerful influence on our Christian membership as well. Ask a fellow WELS member about their stand on any of the immoral issues such as living together outside of marriage and you may be surprised at the answers you receive. Living in such a society causes every Christian great concern. The myriad of changes that our educational arm of our Synod has made has not helped and may have hinder the growth in our schools. Please review the article by President Schroeder in the May of 2012 Forward in Christ. I propose that a return to a solid scriptural focus for our schools is vital to receiving God’s continued blessings. I am weary of people “beating us up” for our lack of ability to change. No one has ever clarified what that change should be or what it should look like. All I have have heard is we must change or we will die. Also, the change that some profess does not always seem to square with scripture. Should not scripture always be our guide and “touch stone”. Please read in the BORAM the report by the Committee on Lutheran Schools. It is all good stuff to ponder. Yes, I am one who says we need to go back to our roots of the past. By that I mean a square realization that our mission and focus is solidly based on Scripture. We have the finest educational system in the world; however, listening to our fellow WELS people you would think we were the worst at what we do because we refuse to change. Look at America’s public educational system. Now isn’t that something to be proud of as Americans. We are almost last in everything. One particular weakness of our American educational system is a lack of moral training and guidance for our youth. I pray that we can sound the charge that we have great schools and the schools are the best any Christian parent could want for their child. Change! Yes, I pray that we can change our attitude about what is needed for our children. Our children need what we have now – God’s unchanging Word. May God continue to bless those who come and use our schools and NOT worry so much about the numbers. May we also be centered in Jesus our Savior in all that we do. Thank you to all the faithful teachers of the WELS for what you do for the children that you have in front of you everyday. May Jesus bless your work richly and may many more Christian parents seek what we have to offer. Lets change and work at bringing more families into our congregations and then our schools. Now that would be a CHANGE!
Fred Uttech
Change in education does not mean change in the never changing message of the law of Scriptures and gospel of Christ. Change in education means paying attention to HOW students learn. It means lesson methods that evoke engagement and reflection, not memorize and regurgitate lectures. It means experimenting with the flipped classes where homework is the video presentation and classwork is group discussion and productive practice. Change in education means teachers challenging themselves to best practices and practicing educational inquiry and reflective evaluation. Change means leaders with vision and teachers that love to learn.
You may be tired of people beating up WELS schools, and it is commendable to relentlessly support the gift of Luther’s schools we have been given. I am tired of the educational mediocrity and school leadership that I have experienced in the WELS system which often prefers to settle with mediocrity rather than tackle the real and present need for change in teaching methods. I am weary of the systemic leading toward settling with what we have always done rather than evaluating and addressing necessary change in the WAY we work in Lutherran Schools. When we WELS embrace the freedom in Christ to meet the needs of a broken school system?
Rebecca M. Bishop
Former teacher, WELS school
Changing our curriculum and expectations for EDUCATIONAL success including special education and technology etc. does in NO way undermine the mission of Christ.
The fact that congregational enrollment isn’t down as much as schools shows that the religion is not the problem. The problem is the way we teach our kids. Learning and the information we have about how children learn and how to educate has come far from the old school days and THAT is what the schools are lacking.
Doesn’t it beg the argument that if we had PHENOMENAL schools then we would reach more with the Word?
I agree that it is not too late. The Lutheran Christian School will continue, in my mind, to be the best tool whereby parents can be helped to raise up their children to be faithful to their Lord and Savior Jesus Christ, and to be useful citizens in this beloved country which God has given us. I also agree with Mr. Willems that too many of us have been too slow to make use of “new educational idea(s)” which the Lord has provided for us. Our mindset has to change in a number of ways while also keeping Christ central to all that we do in and out of the classroom. Among other things, I do believe that the cultural changes which have taken place the last two-three decades have had a larger impact upon our Lutheran schools than we might imagine, particularly in the areas of abortion and birthrate. It is quite obvious that we cannot educate children who do not exist!
Great thoughts. It gives me pause. Certainly the abortion and birthrates are evidence of man’s rebellion against God and his commands to “be fruitful and increase in numbers.” God says, “blessed is the man whose quiver is full of them [children], so man says “let’s restrict the number of children we have.” It is one more sign of this age’s godlessness. And it is true that modern economics have shifted today’s population away from rural areas. Yet, there are still children, and they do go to school. Overall, the population continues to grow in the United States. Hmm. Permit two additional thoughts: 1) The population in WELS schools is decreasing faster than the population of children in WELS churches, so the issue of WELS school decline cannot be dismissed by the argument that we have fewer WELS children today. 2) Though the European American population is stagnant because of sinful attitudes about the blessings of children, birth rates in other cultural heritages is growing. What will it take for WELS schools to serve children who are not like the traditional WELS children? Should we expect parents in other cultures to change and be like us, or is it possible to change WELS schools to fit diverse communities of children?
Your first guideline is, “Avoid Seeking a Scapegoat,” yet here you are blaming the people and their ungodliness for the decline! People have been ungodly since the beginning of sin. Yes, they were even ungodly in 1992 during the peak of WELS schools. There are still plenty of children in this world to reach out to, so a low birth rate is really a poor excuse and you should stick to your own guidelines. I was born and raised WELS and attended WELS schools my whole life. I even attended WLC for my bachelor’s degree, yet I will not be sending my children to WELS schools for 2 main reasons:
1) They consistently score poorly in Math and Sciences. It is the year 2013 where Math and Sciences are extremely important. Science is the future of our global computer-based economy.
2) The schools are very cult-like. I’m not saying they are a cult, so please do not misinterpret my words. However, we teach our children to believe something because “the Bible says so.” While faith is definitely something we must have, we also must “be prepared to give an answer for the hope that we have.” The inability to do so has created a generation of Christians that cannot articulate a proper argument for that which they believe. WELS schools need to teach critical thinking and open mindedness so that the next generation can have an opportunity to share their faith lovingly and intelligently. Right now, they just scare everyone off!
Yes, money is hard to come by these days, but yet again this is just a poor excuse. Parents want to give their children the best of everything and often sacrifice money, time, and talents to ensure their children get a better education than they had. People have no problem paying for something which provides a service worthy of that hard earned cash. Start providing proper education and they will come.
Is it too late for some WELS grade schools? I think it may be! The larger the organization usually the harder it is to change. However small our WELS grade schools or high schools are currently, there is an entrenched culture resistant to change in WELS institutions. We are at the perfect size to change direction at any time, but I think our institutional culture hinders us.
The WELS was not out in front when it came to using the Internet in the classroom. The WELS was not out in front in giving its principals release time to manage and be a change agent. The WELS has not been big on training for leadership nor training for any other new educational idea in the past 24 years of my ministry. Even now, as 1-to-1 initiatives with technology and cheaper forms of technology have pervaded the public school sector, no WELS schools have been quick to implement these two changes.
If people in WELS schools don’t head Dr. Meyer’s cry for action, it may be too late for WELS grade schools in America…but maybe not to late for WELS schools in Asian countries. Pray the Lord of the harvest gives us wise leaders for such a time as this!
“While God’s Word is relevant to every age, the process and product of schooling can change.” Education in, and for, the 21st Century presents some unique challenges for us. Based on my experience with our WELS graduate students, we are up for the challenge. I agree that it is not too late.
Is is not too late! Let us help one another understand how to use these precious resources to the glory of God and for the good of His Church.
I do not believe it is too late either. I am a couple days late to this conversation and perhaps a bit out of step with the WELS LES system, since my experience is with the WELS high school and prep schools.
One of the LES in Iowa closed less than 10 years ago over divisions in the congregation as to how to continue to fund the school. A new startup congregation in the Des Moines metro area siphoned off some of the congregants from the church with the LES and that hurt funding further.
Having been involved with public and private education for the past 25 + years, both my wife and I could not stand to have our child go to public school past elementary age. I find it difficult to believe that the WELS LES that children attend are mediocre when compared to the majority of public schools. The baggage of politics and public policy make public schools marginal at best in our world today.
Others have voiced the issues and covered them in fair detail. After reading them, I would voice this concern. For those younger teachers, don’t “chase the rabbit down the hole”. I mean to say that there are many cyclical fads and supposed promising new technologies. However, its the teaching pedagogy and teacher adaptability that matter most.
One my current pet peeves is the idea the “Common Core” is going to fix it all. While there is a framework that might have a few choice nuggets, the bulk of the curriculum and testing ideas in Common Core are actually leading education down another rat hole. Discernment is absolutely needed here. Public education might bite on the federal funding carrot in Common Core as 46 states have done, but the WELS needs to resist much of it.
Lastly, the hot item are 1:1 laptop initiatives in Iowa public schools and even private schools. My wife just finished her first year with her school’s 1:1 program. Of the 30 teachers involved, perhaps 20% utilized the technology with respect to “best practices” and “pedagogical changes”. But most of that was done in 1 or 2 classes at most. It was not done across any one teacher’s entire course load and curriculum, even though the teachers had 2 additional years in preparation for the 1:1 program.
Teaching a media methods course for William Penn College in the early 1990s, I found myself reminding teacher track candidates that technology does not make you a good teacher; a good teacher can use technology to enhance student learning.
Time for my rattling to come to an end with the thought that we have many challenges ahead of us, but God has a path laid before us. Perhaps its not always pretty, but the path is straight and true.
I must defend the Common Core State Standards. It is not a curriculum. It isn’t a scope and sequence of content. It tells the Standards to achieve for college and career readiness. Read the following link for 9-10th grade Language Arts Standards for Literature: http://www.corestandards.org/ELA-Literacy/RL/9-10 Where is the curriculum? They are standards to reach for. There is no mention of which poetry to read, or dramas or stories to teach. There are examples cited so the lay man knows what is being talked about, but no content or material is mandated. How is this a “rabbit down the hole” chase?
As a Christian in a sinful world you know and I know there is sin and imperfection in the world. Striving for excellence doesn’t guarantee perfection this side of Heaven. However, as a Christian, I take everything I do and make it “captive to the Word of God” (Martin Luther). That is how I serve God–strive for excellence. That means technology, Common Core State Standards, School Choice, community outreach, and the words and ideas of sound teaching pedagogy are evaluated under the shadow of scripture. Why wouldn’t I use the latest research and best practice? Why wouldn’t I use that research and best practice in teaching everything in, with, and under God’s Word? Why don’t I want to attract more people to my WELS school so that I have more lambs to preach the Gospel?
That is the change that must happen. I remeber 18 years ago someone telling me that computers in education were just another “fad”. We know better now. Teaching Common Core State Standards will not detract from the Gospel. CCSS don’t have to water down knowledge and thinking skills (in fact it strives to make them better). CCSS is not leading us away from God. Technology is not a cure all. But put them together as gifts from God to make you a better teacher and your school a beacon of excellence and God is praised and you have just made your ocean bigger as you become a fisher of men like Peter!
I agree 100%. Teachers must guide the computer usage and teach savy ways of solving problems. What really helps us as adults? Why is there no class in how to be meek? Or any of the wonderful attributes Jesus speaks so highly of, and how do they apply that to future co-worker interactiontons and other situations our kids really run into when were not around?