Written by Eric Ziel
Every journey begins with one small step. This is true for principals who want to strengthen their school’s culture. According to Kruse and Seashore Louis, “Lasting change in school culture takes time” (2009, p. 12). There are no shortcuts on this journey that calls for effective communication and shared leadership. The journey begins with an important first step: listening. Continue reading
Written by Allen M. Labitzky
Each year, I struggle to incorporate new families into our school. Despite newsletters and event calendars, many remain on the fringe. New parents say it is intimidating to break into our community where everyone seemingly knows everyone else. The truth is, there are 10-15 new families coming in each year. Some never get plugged in; they remain virtual outsiders even years later. What can be done? There are numerous suggestions out there, but my research has led me to three key ideas for school principals. Continue reading
Written by Seth Fitzsimmons
We need a good evaluation system in our WELS schools. Multiple education researchers, however, agree that teacher evaluation systems are troubled. Most do not do a good job differentiating between effective and ineffective teachers, and they do not aid much in professional growth. The annual conversation that WELS principals and their teachers have using the synod’s Teacher Performance Assessment tool can be uncomfortable and accomplish little. A more productive model for encouraging conversation and fostering teacher growth exists via the Charlotte Danielson Framework for Teaching (FFT). The FFT is an excellent model for principals and staffs at WELS schools to consider because it focuses on teacher development rather than teacher evaluation. Continue reading
Written by Tom Plitzuweit
In order for WELS schools to truly be servant-oriented organizations, the leaders need to make certain their teachers know their voices are heard and their opinions are important. Servant leaders empower their ministry teams to actively participate toward a shared vision for the school.
At the very heart of the ministry of WELS schools is servant leadership. True servant leaders know that they are servants first. They serve their Savior, Jesus. They serve their Savior by serving others. Principals and teachers in WELS schools should strive to be servant leaders. Their actions display a commitment to the school’s mission, vision, values, and policies. Continue reading
Written by Steven Rosenbaum
Do you have the leadership gene? One might argue that some individuals are genetically predisposed to lead because of certain personality traits or inherent qualities. Chances are that you—as a reader of this article—are yourself a leader: a teacher, a principal, a pastor, a lay leader, a parent. While some may have characteristics that are generally perceived as leadership traits, leadership is something that can—and should—be taught. Continue reading
Written by Andrea Van Sice
“What is left when you give 100% to your ministry? Nowhere does God expect that” (Bauer, 1983, p. 7). Vocation is a fruit of faith and a matter of Christian freedom. When a teacher works out of obligation, their desire for ministry can be depleted. The utilization of called workers should encourage the teaching ministry as a fruit of faith, not an obligation.
Written by Dr. John Meyer
Recent reports claim that pressures on WELS principals are threatening the position’s viability and contributing to a personnel shortage. For example, a 2015 synod convention report stated that inadequate compensation may “influence strongly . . . the difficulty the synod is having in filling principal vacancies” (Ad Hoc Commission II, 2015, p. 187). Similarly, the 2013 synod convention reported that “nearly 40 percent of our principals would prefer not to be principals,” adding “that if WELS had an improved model of principal training as well as the necessary time resources to fulfill the role well, that a greater number of our men would be more receptive to the idea of entering into and remaining in the principalship” (Task Force on Lutheran Schools, 2013, p. 55). Are these claims actually true? Continue reading
By Laurie Gauger
Articles on leadership are a dime a dozen, and I’m not going to pretend this one will offer you any penetrating insights.
In fact, I’ll tell you upfront I’ve never taken a leadership course and I’ve never been in a leadership position, except as a teacher, which hardly counts since my “followers” were high school kids. Continue reading
Written by Rev. Robert Voss in 1962
We have been provided with the Bread of Life, but unless we provide for those following us, they will die of spiritual starvation. How can we today provide the Bread of Life for the people of tomorrow? Obviously more boys and girls must be encouraged for the most satisfying work in the world. But how can we encourage them? Continue reading
By Kenneth J. Kremer
In a world turned upside-down by revolutionary ideas, the ancient proverb sounds quaint, if not old-fashioned: “Start children off on the way they should go, and even when they are old they will not turn from it” (Proverbs 22:6). The prospect of bringing up future generations of young Christians in a culture hostile to our faith should concern all of God’s people. Continue reading