By Jonathan Schaefer
As graduation approaches, Lutheran congregations and their new teachers have different expectations, and these expectations profoundly affect teacher performance and school culture.
Lutheran congregations’ top expectations focus on performance. Schmill (2015) shared that the top three qualities WELS schools look for in their teachers are 3) grounded and growing in teaching skills, 2) Christ-like servant, and 1) grounded and growing in God and his Word. Continue reading
Written by John Meyer
We don’t have time for continuing education! That’s what nearly 8 of 10 Wisconsin Ev. Lutheran Synod (WELS) teachers reported in an August 2014 survey (figure 1). It’s not surprising. According to the 2003-04 School and Staffing Survey, WELS teachers spend more time per week (60.4 hours) on all teaching-related activities than any other group of teachers—public or private (see 2003-2004 School and Staffing Survey). At the same time, Lutheran teachers in the early part of their careers are most interested in growing professionally (figure 2), but they also report being the most pressed for time (figure 3). Continue reading
2014 Survey Report: Part One
by Dr. John Meyer
Nearly 1,500 Wisconsin Ev. Lutheran Synod (WELS) teachers responded to the August 2014 continuing education email survey—representing early childhood, elementary, and high school teachers proportionately across all 12 WELS districts (figure 1 and figure 2). Though 74% of WELS teachers reported they planned to take a course and 35% planned to work toward a degree or certificate (2012 survey), less than half carried out their plans (figure 3). They cited lack of time and money as the major reasons (figure 4). This first article examines the survey findings related to lack of money. Continue reading
Process, not product. This idea is meant to help educators appreciate the learning that takes place throughout the journey of our students’ education, including the messy and frustrating stretches. But what about our own role as teachers? Are educators allowed to go through their own process of learning, or are they already a finished product? Continue reading
Written by Chris Hintz
We have all had them. Some were tall and thin, others short and stocky. Most were intimidating. Some were our teachers; others were working in their office and walking the halls. Former students can most likely name and describe all the principals they have had throughout their school years, but were they effective? Which characteristics made them effective? Continue reading
Written by Jonathan Schaefer
Education in the 21st century is dramatically different than just 20 years ago, and the dynamics of teaching and classroom management, as well as home-school relationships, are increasingly complex. New challenges in these areas may discourage teachers, especially new teachers. In fact, over the past three decades, the number of new WELS teachers leaving the profession rose from 287 in the 1980s to 867 in the 2000s, excluding those who resigned because they got married or had children (Continuing Education for Called Workers Committee, 2012). Continue reading
Written by John Meyer
In the Wisconsin Evangelical Lutheran Synod (WELS), 91.3% of the teachers (Nelson, et al., 1999) and 83% of the congregation members (Schmeling & Nelson, 2001) agree that continuing education for teachers is necessary (Nelson, et al., 1999). But 74% of WELS teachers list time and money as their greatest obstacles to professional growth (Schmeling & Nelson, 2001). Setting aside the issue of time for now, let’s talk about the money. Continue reading
Written by Dr. Jeff Wiechman
TEACHER: “I want to be a better teacher, but I’m not sure what to tell the principal when he asks what I’d like him to pay attention to when observing. In the back of my mind I’m wondering what role his visit(s) will play in my final evaluation . . . which has to do with how I look to others on a call list. How can I know that we’re both looking realistically at my abilities as they grow and change with each new year? How can I give him ‘real data’ that shows more than just a one-hour observation once or twice a year?” Continue reading
What year are you getting your students ready for? Are you getting them ready for when they graduate from college, or when you graduated? Was that the 80s when the soda (or pop) world tricked us with NEW Coke? Was that the 90s when grunge meant more than just a dirty man in the garage? Was that the turn of the millennium when Netscape and AOL changed the way we found information? Continue reading
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
