Practical Use of Administrative Release Time (ART)

Written by Duane Vance

Administrative release time (ART) and its importance has been a key issue discussed heavily within our circles for the past decade or so. Greg Schmill (2009) identified some alarming statistics about WELS principals that could be leading to burnout and ineffective practices. In response, the Commission on Lutheran Schools created a guideline for appropriate administrative release time. Each school should provide its principal with one hour per week for every 7.5 students enrolled. The synod convention adopted this recommendation in 2013. Dr. John Meyer (2014) has identified five ways that proper release time will help principals improve their schools. They are as follows: Continue reading

Unlocking the Potential of STEM in the Kindergarten Classroom

Written by Amanda M. Lewig

As I walk around the classroom, four separate groups of six 6-year-olds are working at various, rather complex tasks. I overhear a group that has been assigned an engineering task communicating and problem solving as they realize their original design is not holding up. They work together, solve the problem, and at the end of Science, Technology, Engineering, and Mathematics (STEM) class, come to me with a two-and-a-half foot tall self-supporting, paper snowman. This is a typical Friday STEM class in my kindergarten. Continue reading

Is Your School Failing Boys?

Written by Adam Glodowski

I started thinking about boys in school when my first son was entering kindergarten. He was a very active child who preferred running around outside to sitting and coloring. He would rather play with his Hot Wheels® than sit still and write on paper. It seemed he would rather do anything than sit still! Sound like any young boys you know?

The following figures (Gurian & Stevens, 2004) do not tell an encouraging story for the boys in American schools: Continue reading

The Dreaded Teacher Evaluation: Is There a Better Way?

Written by Dr. Jeff Wiechman

Where are we?
Evaluations are stressful…for the one being evaluated and for the one doing the evaluating! What’s more, we struggle in our circles to do something useful with the data we collect. And yet these don’t have to be a waste of time. Educators and researchers have lots to say on the topic.

The role of the principal as supervisor of instruction can at times be understood in a very narrow sense: an educational leader observing another teacher’s lessons and meeting with the teacher to discuss observations and offer suggestions for improvement. I’d like us to build this definition upon a much broader understanding of supervision of instruction. Continue reading

Are WELS Educators Assessing Student Learning in the Best Possible Way?

Written by Richard Muchka

For decades, WELS teachers have used the same general grading scale (A, B, C, D, and F). But what do these letters exactly mean? According to traditional grading, an A designates a superior understanding of subject matter, a B correlates with above average, a C is average, a D is below average, and an F denotes a failure to understand the particular subject matter. But how are parents to know exactly what their son or daughter knows or doesn’t know? Is there a more accurate model? Many supporters of standards-based grading would suggest this new model can provide a more accurate assessment of student learning. Continue reading

Peer Mentoring: A Solution

Written by Calista Leistekow

Lutheran school educators need an effective instructional strategy to meet the needs of every student, including those with special needs. When the “Individuals with Disabilities Education Act” and the “No Child Left Behind Act” were enacted in the early 2000s, the inclusion of students with disabilities in the classroom became a requirement and not an exception. This requirement has its rewards. However, the lack of funds, teacher training, and manpower cause many challenges. In WELS schools these challenges are especially prevalent. Our schools may turn students away because we do not have the resources to help them achieve their best. In short, we are losing evangelism opportunities. Continue reading

Can Lutheran Schools Reimagine the Principal Position?

Written by Dr. John Meyer

The Wisconsin Ev. Lutheran Synod (WELS) is attempting a radical shift in the way it approaches the Lutheran school principal position. Termed the 21st Century Lutheran Principal Initiative, its goal is two-fold: 1) to fully prepare experienced teachers to be principals before their first principal call, and 2) to provide the level of administrative time and compensation needed for success. This initiative is a completely different way of thinking about the Lutheran school principal.

Historically, new Lutheran school principals are called because they demonstrate potential for leadership based upon spiritual maturity, organization ability, and personality. These first-time principals usually have no preparation in principal skills and may even lack teaching experience. Most new principals are full- or nearly full-time classroom instructors and are expected to do administrative duties on the side. They may receive a slight pay bump symbolic of their role as lead teacher. These historical practices imply that the principal position is not very difficult, time consuming, or important. Continue reading

The Benefits of Extracurricular Activities

Written by Jared Matthies

What are the characteristics of a quality, Christ-centered education in WELS schools? Would extracurricular activities be included on that list? Indeed, school-supported extracurricular activities are an absolute must for every WELS school. Here is a definition and four benefits of extracurricular activities. Continue reading

Recruit by Strategically Connecting Parents

Written by Steve Haag

Lutheran schools are a great way to share the gospel with the next generation, but that’s hard to do when a congregation’s school is the “best-kept secret in town.” One way Lutheran schools can reach more children and families is by utilizing some simple branding principles. Continue reading