Written by Julianna Kiecker
Early Childhood Ministries (ECMs) are consistently growing in Wisconsin Ev. Lutheran Synod (WELS) churches! Did you know that 10,754 children attended a WELS ECM in 2017? (Commission on Lutheran Schools, 2017). For some congregations, the results are easy to see: adult confirmations and families joining their congregation. Others struggle to see these blessings from their ECM efforts. “We’ve had the preschool open for years without so much as one worship visitor!”
What’s the difference? Is not the same gospel being preached? Surely, many factors are at play, but there is one major factor that, as an ECM director and EC district coordinator, I have seen make a great difference in the ability of an ECM to effectively share the gospel:
Teachers.
According to 2017 CLS statistics, 230 of lead teachers (22%) and 6 directors serving in WELS ECMs across the country were not WELS members, meaning they were not united in faith with the sponsoring church. The most common factors contributing to this are budget challenges and lack of readily available WELS teachers.
The WELS District School and Early Childhood Coordinators and the Conference of Presidents have recognized this problem and directed congregations toward employing only WELS lead teachers. In a 2015 resolution, the District School Coordinators warned that employing non-WELS lead teachers “can hinder or limit the ability and opportunities to faithfully carry out the mission of the early childhood ministry with the children and families that are served.”
If we preach God’s Word in our ECMs, we need the people doing the ministry to be united in faith. We should not compromise on the most important piece of the early childhood ministry: the people leading the programs and teaching the children and parents.
I know firsthand how difficult it can be to staff an ECM with WELS teachers – especially in an area where WELS congregations are sparse. But God promises that he is all-powerful and desires to bless us. “My help comes from the LORD, the Maker of heaven and earth” (Ps. 121:2). With that mindset, here are a few suggestions for ECMs looking to be faithful proclaimers of the gospel.
Be bold and trusting. In my experience as a director, when we held to our convictions, God provided even when we could not readily see a staffing solution. Like Abraham on the mountain with Isaac, we have sometimes had to sacrifice our desires (timetable, growing the ministry as we envisioned, money from the school budget) – and let God provide. You may have to give up something that is very important to do what is most important. That’s ok. God promises that when we commit to the Lord whatever we do, he will establish our plans (Prov. 16:3).
Change the mindset. Currently, our culture does not give the respect or compensation deserved by professionals who teach a child during the most crucial years of brain development (Harvard University Center on the Developing Child, 2017). This culture affects congregation members who say things like “This is just babysitting.”
Educate congregational leaders. Help them understand that (1) teachers are integral in building the foundation of spiritual learning; (2) the ECM is indeed a ministry requiring ministers who are equipped to share the gospel; 3) the teachers of the ECM are those ministering to the children and families each day; and 4) teachers are professionals who have been trained for this task and need a livable wage to remain in the ministry.
Be creative. Once the ECM’s leaders are united in making it their firm intent to hire only WELS lead teachers for their ministry, they must always be focused on carrying out that goal. Changes may come up, such as leadership transitions, funding growth or loss, availability of qualified teachers, and local policies. The congregation must be flexibly creative while it firmly holds to its united-in-faith staffing.
Home-grow teachers. Encourage more members with an aptitude for ministry to be involved in the ministry. These “homegrown” teachers can partner as assistant teachers with synod-certified, called lead teachers. Given training and encouragement, assistants can grow to become lead teachers. Our synod provides convenient online ministry and teacher training support through Martin Luther College.
Require a Bible Information Course (BIC) for assistants. By requiring assistant teachers to take BIC before beginning work, God’s Word will be at work in their life. These assistant teachers can become members and a great part of the ministry. Caution: First make sure that the leadership is united and prepared to 1) part ways with a teacher with whom irreconcilable faith differences become obvious and 2) not promote an assistant who does not desire to become publicly united in faith.
Put your money where your mouth is. Money is often a big player in hiring/calling decisions. Why? It costs more to call a WELS synod-certified teacher and pay them a livable wage, benefits, and pension than it does to hire an hourly-wage teacher from the community who meets minimum state requirements. However, you need to direct the congregation to look again at the mission of the ECM. Which teacher is prepared to carry out the ministry effectively? Remember that the teachers are really the essence of the ministry. Your early childhood ministry will be who you call/hire.
Raise tuition. Tuition can be raised to a competitive rate for high-quality education. Advertising the credentials of your teachers oftentimes will encourage parents to pay the extra money for high-quality education.
Support from congregation. Put a line item in the church budget. After all, the congregation understands that money must be put into VBS, postcards, or banners for outreach. Why would money not be put into this awesome outreach ministry of the congregation to make the outreach as effective as possible?
With prayer and commitment to a united ministry team for ECMs across the synod, I hope many more congregations will see their ECMs’ outreach grow. As God promises: “My Word will not return to me empty, but will accomplish what I desire” (Isaiah 55:11).
Julianna Kiecker (MLC ’11) is the early childhood director at Precious Lambs Learning Center in Raleigh, North Carolina. She also serves as the North Atlantic District Early Childhood Coordinator and is an MLC graduate student in the MS Educational Administration program with an early childhood director emphasis.
- What are some challenges and blessings you’ve experienced in your search for early childhood teachers?
- What are some challenges and blessings in developing “homegrown” EC teachers?
- What are some ways to help congregation members understand the far-reaching effects of a preschool ministry and then increase their support of this ministry?
I love this article on so many levels. Having taught in secular preschools, these issues are prominent in the profession across the country within and without the synod. You want qualified workers but not to pay them fair wages that will cover cost of living and paying back student loans. There is still negative feelings or a dismissal of preschool as not real “teaching”. So much brain development at this age and spiritual growth of not just children but young parents seeking help to raise their children. By the time Kindergarten rolls around, most young families have already committed to a church that has provided family spiritual growth since 6 weeks old. We can do so much as a synod to bring in young families into the fold if we support this ministry. Sometimes support does come financially and paying a worker the wages they are due, this too is Biblical. Turnover is the last thing you want for school and ministry stability.
I must admit that I have not been paying very close attention to the ECM work in our synod, but this is rather shocking! Sure, these kids are pretty young to get into heavy doctrinal issues, but when it comes to working with the parents and doing the outreach that one assumes is a vital part of this ministry, having our workers not being part of our fellowship- Wow! Is this going to be the case with our LES teachers and assistants also in the near future? The points made in this article are good and important; will they be followed? The money and the numbers speak very loudly; will these vital concerns prevail over those voices?