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Plan, Prepare, Provide – Equipping Novice Teachers for Teach-Abroad Roles in the Caribbean

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Written by Tassia-Channel Wolf
MLC ’18, ’21, ’24, and is a teacher at Divine Savior Academy-Grenada

For many Wisconsin Evangelical Lutheran Synod (WELS) preservice teachers, many of whom have grown up with cold winters in the United States, the thought of gospel teaching ministry on a Caribbean Island is appealing. After all, who wouldn’t want to live and work in a tropical paradise?

Lutheran island schools welcome well-trained and dedicated teachers to model servant leadership on their campuses and in their classrooms. In the last few years, however, the flow of such teachers has dried up. Lutheran teachers are encouraged to consider this unique service.

Challenges
Be aware that island ministry comes with challenges. Many factors affect teacher success in a teach-abroad setting across professional, personal, and spiritual levels (Bodycott & Walker, 2000; Ospina & Medina, 2020). Let’s face it: Living and teaching on a Caribbean island is very different from life in the American Midwest. Intercultural competence is a major issue.

Addressing the Challenges

For prospective international teachers, well-planned, systematic approaches to intercultural experiences are helpful (Barni, Danioni, & Benevene, 2019; Dwyer, 2004). Bhattacharya et al. (2007) suggested long-term and robust activities with field experiences, data collection, systematic analysis, and inquiry before, during, and after these intercultural experiences.

Martin Luther College has been proactive in addressing these challenges when supplying teach-abroad candidates in the past. For example, new graduates were given the opportunity to receive a one-week orientation to international service. This pre-service orientation was provided by the Friends Network, which has a long history of preparing candidates for Asian service. New graduates also had access to a counselor through Christian Family Solutions.

Additional Suggestions
As a principal of a Caribbean Lutheran school and a Martin Luther College graduate student, this author investigated ways WELS organizations and Caribbean mission schools can work together to encourage and support new teach-abroad candidates. These supports may be helpful for many types of ministry preparation.

Varied Cultural Experiences
A well-prepared Caribbean teacher has had a complete immersion experience to fuel the development of intercultural competencies prior to accepting a teaching position (Byker & Putman, 2019). Undergraduate students begin to develop intercultural competence through required coursework and volunteer ministry experiences. Prospective Caribbean teachers can expand on pre-service training through international and regional travel, visits to museums and cultural centers, textual exploration and analysis of literature, national field trips, long-term study abroad, and culturally immersive student teaching and internships.

School-Specific Orientation
School orientation is important for new teachers. Findings from this study reveal that past Lutheran teach-abroad candidates to the Caribbean received limited pre-service information about the specific school and mission church they were about to serve. When host school officials provide a well-outlined orientation process, it introduces the candidate to the social and professional setting in which they will serve.

Orientation allows the candidate to nurture curiosity about moving to a foreign country before making a life-changing decision (Cushner & Brislin, 1996). School-specific orientation is crucial and cannot be overlooked, as some challenges become apparent to the candidate only after arriving in the host country (Lopes et al., 2013).

Provide Support Systems

New Lutheran teachers in the Caribbean can easily be forgotten. The author’s research affirmed the importance of support systems for new teachers that systematically provide avenues for teachers to speak about their experiences, share concerns and problems, get encouragement through dialogue, and offer the same to others through shared experiences. Martin Luther College’s provision of counseling services through Christian Family Solutions helps fill that need, but teach-abroad candidates from other sources may not have this available to them. Additionally, host schools should offer local support systems for new teachers.

Generating Renewed Interest

Teach-abroad opportunities in the Lutheran Caribbean missions are worth pursuing. One way to rekindle interest among pre-service teachers is to have school and church leaders from island missions in the Caribbean present at Martin Luther College’s Early Field Experience 1 (EFE 1) and Evangelism Day. They might share with future Lutheran teachers about the work and history of these missions.

Summary

Although Lutheran teachers will find teaching abroad appealing, the results of this research highlight some challenges and suggest areas for improvement. An intentional, high-quality support system following a framework for holistic training and development with established support systems can help international teachers reflect on their cultural journey and reduce feelings of isolation. This research suggests that improving the experience of both international teachers and Lutheran Caribbean schools is possible and may lead to a revival of such cooperative ministry.

References

Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of
personal values and motivations for teaching. Frontiers in Psychology. 10(1645)., https://doi: 10.3389/fpsyg.2019.01645.

Bhattacharya, J., Olsen, L., & Scharf, A. (2007). Cultural competency: What it is and
why it matters. Lucile Packard Foundation for Children’s Health. Candid Issue Lab. Retrieved February 2023 from https://search.issuelab.org/resource/cultural-
competency-what-it-is-and-why-it-matters.html

Bodycott, P., & Walker, A. (2000). Teaching abroad: Lessons learned about inter-cultural
understanding for teachers in higher education. Teaching in Higher Education,
5(1), 79–94. https://doi.org/10.1080/135625100114975

Byker, E. J., & Putman, S. M. (2019). Catalyzing cultural and global competencies:
Engaging preservice teachers in study abroad to expand the agency of citizenship. Journal of Studies in International Education, 23(1), 83-105. DOI: 10.1177/1028315318814559.

Cushner, K. & Brislin, R. (1996). Intercultural interactions: a practical guide. 2nd edition. Thousand Oaks: Sage.

Dwyer, M. M. (2004). More is better: the impact of study abroad program duration. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(1), 151-164.

Lopes, B., Almeida, P., Martinho, M., & Capelo, A. (2013). What do we learn when we
teach abroad? Reflections about International Cooperation. Procedia – Social and Behavioral Sciences, 116, 3930-3934.

Ospina, N. S., & Medina, S. L. (2020). Living and teaching internationally: Teachers talk
about personal experiences, benefits, and challenges. Journal of Research in
International Education, 19(1), 38-53.

Wolf, T. C. (2024). Examining novice teachers’ attributes and beliefs in engaging in effective classroom instructional practices in a teach abroad setting: a WELS teachers case study of the Caribbean mission. [Master’s Thesis, Martin Luther College, New Ulm, MN]. MLC Library]

 

Building a Collaborative Relationship: The Crucial Bond Between WELS Principals and Pastors

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Written by Adam Bilitz
MLC ’20, ’24 and is the principal of Emanuel First Lutheran School-Lansing MI

Building a Collaborative Relationship: The Crucial Bond Between WELS Principals and Pastors

“How good and pleasant it is when God’s people live together in unity!” – Psalm 133:1

A recent survey revealed a common belief among Wisconsin Evangelical Lutheran Synod (WELS) principals and pastor teams: collaboration plays an essential role in successful ministries (Bilitz, 2024). Both parties see the value of a unified relationship that promotes a strong spiritual and educational foundation for students, congregation, and community.

This study examined the professional relationship dynamics between pastors and school principals, identifying factors that support collaboration or lead to challenges. Data were gathered through an initial survey and follow-up interviews. CLS distributed the survey to 962 participants, and 249 completed the survey.

The research found that the pastor-principal relationships are overwhelmingly positive. Survey results revealed that WELS pastors and principals largely recognize the importance of a collaborative partnership. The findings allowed current pastors and principals to reflect on their relationship status and identify areas for improvement. Through interviews, participants shared experiences with both collaborative and challenging interactions. It became clear that WELS principals and pastors share a strong understanding of their joint mission and the critical need to build and sustain effective collaboration.

Huebner (2021) highlighted that the benefits of working together are practical, emotional, and spiritual, thus demonstrating that collaboration is beneficial for everyone. However, the journey to a truly collaborative relationship is not without challenges.

Follow-up interviews showed that both pastors and principals have encountered instances of conflict and camaraderie. This finding underscores the need for intentional efforts in nurturing these relationships and highlights the specific strategies that facilitate effective collaboration.

Mutual Support and Understanding of Roles: The Foundation of Collaboration

In interviews, WELS pastors and principals emphasize the importance of a shared understanding of their respective roles. While both people aim to serve their congregation and school, achieving unity requires mutual support and an appreciation for each role’s unique responsibilities.

Typically, principals handle the day-to-day operations of school life, focusing primarily on academic growth and student well-being. Pastors concentrate on spiritual guidance for all congregation members and school families. Recognizing the complementary nature of these responsibilities creates a foundation of respect, which is crucial for a smooth partnership and collaborative spirit.

Schuetze (2017) emphasized the critical role that trust plays in leadership, particularly in fostering relationships with those under one’s care. This principle is evident in the strong commitment to mutual support observed between pastors and principals, even in challenging situations. In interviews, principals expressed a desire for pastoral guidance to help maintain the school’s spiritual values, while pastors appreciated principals’ dedication to academic success and student development. This shared trust underscores how deeply understanding each other’s roles not only strengthens their professional bond but also amplifies the positive impact of their work on both students and the congregation, a shared mission that brings trust to both roles. To cultivate and sustain this trust, both pastors and principals are encouraged to embody qualities like compassion, patience, resilience, and a sincere commitment to serving others, as noted by Schuetze (2017).

Addressing Issues When Problems Arise

While the survey and interviews highlighted many positive aspects of principal-pastor relationships, they also revealed challenges, particularly around communication gaps, conflicting priorities, and physical separation. Principals and pastors often juggle busy schedules, which can lead to missed meetings or miscommunication.

Additionally, differing perspectives on priorities can sometimes strain their relationship. For instance, a principal might prioritize academic outcomes, while a pastor emphasizes spiritual growth. These challenges require open dialogue and a commitment to understanding each other’s perspectives.

To address these challenges, respondents suggested solutions such as setting up regular check-ins and maintaining flexibility in their schedules to ensure consistent communication. When differences arise, both parties have found that taking time to clarify roles and listen to each other’s concerns helps resolve misunderstandings effectively. Some even recommended engaging in occasional team-building activities to strengthen personal bonds, which can help during periods of tension or misalignment. It’s important to tackle these issues to ensure that the church and school work well together (Huebner, 2021).

Building a Path Forward

The findings from WELS schools underscore the importance of fostering a collaborative relationship between pastors and principals. Through mutual support, open communication, shared activities, and a commitment to addressing challenges respectfully, pastors and principals can build a relationship that not only serves their immediate needs but enhances the mission of their ministry. Building strong relationships within leadership teams is crucial (Osborne, 2010).

By prioritizing these strategies, WELS schools can create a united front that effectively supports both academic and spiritual growth, setting a positive example for students and fostering a cohesive and supportive community.

References

Bilitz, A. (2024) The principal-pastor relationship. [master’s thesis, Martin Luther College]

Huebner, P. (2021, December 7). Church and school working together in Unity. Issues in Lutheran Education. November 25, 2023.

Osborne, L. W. (2010). Sticky teams: Keeping your leadership team and staff on the same page. Zondervan.

Schuetze, J. D. (2017). Doctor of Souls: The art of pastoral theology. Northwestern Publishing House.

Best Practices to Train and Retain Early Childhood Teachers

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Written by Tarah Beduze

Best practices to train and retain early childhood teachers

Early childhood education is as important now as it has ever been. Parents in the workforce need care for their children and evidence shows that approximately 76% of children are enrolled in a form of preschool or childcare prior to attending Kindergarten (Green et. al., 2012). This influx of children leads to a growing demand for early childhood teachers. However, despite the great need, there is a generally high teacher turnover rate in the field of early childhood education. This issue of turnover results in a predicament for many early childhood centers and schools offering early childhood programs, as they are often not well staffed (Bridges & Carlat, 2003).

How do we best train and retain high-quality early childhood teachers in our ECM programs?

The predicament of poorly staffed early childhood programs caused by significant teacher turnover must be addressed to offer high quality programs for the children in those programs. Addressing the state of early childhood must begin with the current teachers in these programs. The theme found in research related to early childhood staffing is that supporting the teachers in early childhood programs is essential to their success and retainment. Some supports that are highlighted in research include ongoing teacher training, encouraging the pursuit of a degree, continuing education initiatives, mentoring programs, and creation of a strong sense of community within the program (Mims & Scott-Little, 2008; Bridges & Carlat, 2003; Blank, 2010; Lipscomb et. al., 2021). Each of these supports has lasting effects for the teachers and the early childhood programs in which they are serving. If the goal of a program is to develop high quality care and education and to retain high quality teachers, it is necessary that teachers are equipped with the appropriate tools for success—both as new teachers and as veterans.

In which ways can we support the novice and veteran staff working within our WELS ECM programs?

WELS early childhood ministry programs that were identified as having low teacher turnover rates describe in a recent study that there are key processes in place to support new and existing staff which lead to increased retention rates and higher program quality. One example of this support is a robust onboarding program that includes time for orientation in which new staff will be placed in classrooms without the responsibility of direct supervision of children. This allows these new staff members to observe practices and routines established in the classrooms and to build a sense of community allowing them to comfortably learn from and ask questions of their peers. Additionally, as staff are hired and continue in their education, many WELS early childhood programs require and develop trainings that exceed the requirements for training that have been set by the state. These trainings can include many topics and may take various forms depending on the unique circumstances of an early childhood program.

Continued education is an emphasis for WELS early childhood programs with high retention rates. Support for teachers must not stop after the orientation and onboarding period. Instead, early childhood program directors who find success in maintaining low teacher turnover rates often encourage and assist teachers in the advancement of their careers in the field of early childhood education. Throughout the WELS, hands-on trainings, encouraging and supporting teachers through the WELS ministry certification program, and online training programs are utilized to support existing teachers. A valuable resource available to early childhood program leaders as they provide support for their staff is the four-tiered training offered by MLC. The training modules in this program were designed to support teachers new to the field of early childhood education through those looking to receive an Associate of Science in Early Childhood Education degree (https://mlc-wels.edu/continuing-education/four-tiers/).

Internally, these early childhood programs also set time and effort aside for mentoring programs, peer and/or director coaching opportunities, and regular opportunities for staff to work together so that they can learn from each other and grow professionally. For more information about how WELS early childhood ministries are supporting staff, please refer to the full study Best Practices of Teacher Training on Teacher Retention in Early Childhood Education (Beduze, 2024).

References:

Beduze, T. J. (2024). Best Practices of Teacher Training on Teacher Retention in Early Childhood Education (Master’s thesis). March.

Blank, J. (2010). Early childhood teacher education: Historical themes and contemporary issues. Journal of Early Childhood Teacher Education, 31, 391-405.

Bridges, M., & Carlat, J. (2003). Training and retaining early care and education staff. Bay area child-care retention incentive programs: evaluation. PACE.

Green, B. L., Malsch, A. M., Kothari, B. H., Busse, J., & Brenna, E. (2012). An intervention to increase early childhood staff capacity for promoting children’s social-emotional development in preschool settings. Early Childhood Education Journal, 40(1), 123-132.

Lipscomb, S. T., Chandler, K. D., Abshire, C., Jaramillo, J., & Kothari, B. (2021). Early childhood teachers’ self-efficacy and professional support predict work engagement. Early Childhood Education Journal, 50(4), 675-685.

Mims, S. U., Sott-Little, C., Lower, J. K., Cassidy, D. J., & Hestenes, L. L. (2008). Education level and stability as it relates to early childhood classroom quality: a survey of early childhood program directors and teachers. Journal of Research in Childhood Education, 23(2), 227-237.

Academic and Career Planning: The School Mission Implementation Plan

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Part 2

Written by Grey Davis

Putting ACP into Practice

Post-secondary readiness has undergone significant changes over the past decade. The traditional model of providing a college preparatory education is no longer sufficient. This outdated approach limits the potential of young adults and does not align with the modern-day need to prepare students comprehensively for life beyond high school.

While preparing students for college remains important, there is a growing recognition that a holistic approach is necessary to equip students for various aspects of adult life. Schools across the United States are adapting to this trend by focusing on broader life skills and readiness (Redefining Ready, 2017). Continue reading →

Academic and Career Planning: The New Post-Secondary Plan

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Part 1

Written by Grey Davis

The Paradigm Shift

There is a change happening in the way young people and their parents in the United States view the purpose of education. Previous generations saw bachelor’s degrees as a means to economic achievement and a way to secure a better future than their parents. In that climate, a college prep focus in high school was coveted. From 1950 to 2010, the percentage of people in their twenties with a bachelor’s degree grew from 7.7% to 31.7% in the U.S. (Horowitz, 2018).

More recently, the proliferation of college degrees and the lack of practical application for many majors results in college graduates filling low-paying, unskilled positions or retraining for useful trades. At the same time, salaries in skilled trades are rising due to a shortage of workers in these fields. Critical skilled job hiring in the U.S. could be more than 20 times the projected annual increase in net new jobs from 2022-2032 (McKinsey and Company, 2024). Continue reading →