Author Archives: meyerjd

What Exactly Is Professionalism in the Teaching Ministry?

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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.” Continue reading →

Teaching Science in the Spirit of Wittenberg

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How about using science to support the Biblical teaching that God is triune? We would never do that, but this is an example of what the scholastics did before the Reformation.[i] Martin Luther had little time for this sort of reasoning. Following the posting of the 95 Theses, Luther was asked to present his views at Heidelberg in 1518. Here Luther warned that God is known only by seeing Christ on the cross.[ii] “The theology of the cross” is saving knowledge: the center of the Christian faith. In contrast, a theology of glory, attempts to know and satisfy God through human understandings and efforts.[iii] Continue reading →

The WELS School Leadership Crisis – Part II

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Dr. LeDell Plath, former Commission on Parish Schools assistant administrator, recalls the recommendation of a synod committee during the 1970’s regarding the assignment of DMLC graduates as principals. Dr. Plath shared, “The committee concluded that it would be preferable to not do such assignments” (Plath, 2012). Continue reading →

Can WELS early childhood ministries fulfill their outreach promise?

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“Let the Children Come. . . . But Will the Adults Follow?”

            “Don’t put all your eggs in one basket!” We have all heard that proverbial advice and perhaps experienced it for good or bad in our lives. In the spirit of that axiom, some are asking if the congregations of the WELS are beginning to put all their “evangelism eggs” in “one basket” called early childhood ministries. Continue reading →

Is the funding model of WELS Lutheran elementary schools sustainable?

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Sustaining and advancing the Christ-centered mission of WELS schools is a critical issue…perhaps today more than ever, regardless of the level – elementary, high school, or college. The recent recession, rising health care costs, struggling church finances, and a host of other economic realities impact our ability to fund what we hold so dear – a CHRISTian education. There are no easy answers, but engaging in dialogue is critical. Certainly this 700-word blog won’t do it justice. Continue reading →

Should WELS Preschools Accept State Funding?

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In states where voucher programs fund private or parochial school options, a new model is meeting parents’ demand for tuition-free 4K. The objective is to open public 4K classrooms without increasing the district’s tax burden.[i] These programs are attracting attention within the WELS. But in an era of unlikely partnerships, this particular model deserves scrutiny because of the way in which the two very different educational models are positioned. In terms of philosophy and curricular content, the educational part of this 4K model essentially remains a public school venue while the classroom itself is housed in a facility that identifies with, and is dedicated to, the educational model we know of as Christian education (CE). Educators of every ilk know that, “Whoever tells the story shapes the culture.” [ii] Continue reading →

Is There a Leadership Crisis in WELS Schools? (Part I)

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Perhaps the word “crisis” seems too strong, but consider this. In the last five academic years, 38% of WELS principals reported they don’t want to be one (Schmill, 2009), and 33 principals either left or were asked to resign from the ministry. During the same period, 19 WELS schools closed, and Lutheran elementary and area Lutheran high school enrollment fell by 2,315 students (CLS School Statistics). Clearly WELS principals and their schools are under stress. Continue reading →

What’s Up with Formative Assessment?

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Education is known for trendy jargon.  Each educational fad de jour comes with its own set of terms and phrases that are flaunted by “those in the know” and used incorrectly by those who aren’t. The jargon becomes the means to distinguish between those who are truly cutting edge and those who want to appear cutting edge.  Many educators choose to avoid the fray by pointing out the reality that education abounds with passing fads. Continue reading →