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 Nicole Rosenbaum
Introduction
When students struggle in a grade level, educators face a decision: to retain or not to retain? Many studies show the outcomes of grade retention to be significantly negative. Why do teachers continue to retain low-achieving students when the research does not reveal positive results? Continue reading
Written by Rev. Mark Schroeder.
These theses were originally discussed at a principals’ meeting at Luther Preparatory School in Watertown WI on January 21, 2013. They are republished here to widen the circle of discussion. 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
Written by Kenneth Kremer
The cameras were primed for capturing the thoughts of ten Christian parents—all WELS members.[i] The professional interviewer got right to the point: “Who do you think is responsible for your child’s spiritual education?” Continue reading
By Greg Schmill
While this may sound like the plea of a frustrated American tax preparer and payer on April 15, I regularly hear of another group seeking more time. They are our WELS teaching principals —principals who also carry out significant teaching roles. These educators face the daily challenges of a myriad of urgent and important tasks, of role ambiguity and role conflict and its accompanying stress, and of trying to lead the school from the classroom. It is imperative in this time of great challenge and change for our schools that our congregations provide the time for administrators to administrate, for supervisors to supervise, for leaders to lead, and for the visionaries to cast a vision. Continue reading
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
When conservative Lutherans in the United States began to operate their own school systems, they realized that they could not just find regular teachers, instruct them in a little Lutheran doctrine, and then expect them to be Lutheran teachers. Continue reading
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