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

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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 →

A Case for School Technology and Internet Use Policies

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Written by David G. Wilson

Background
Over the past few decades, educational institutions have dramatically increased their students’ use of technology and the internet in the classroom (Holloway et al., 2013). While there have been countless benefits to students from the increased use of these technologies, there has also been an increase in the number of risks and dangers to which these students are exposed (Valcke, Wever, Keer, & Schellens, 2011). In light of these inherent risks and dangers that go hand in hand with the use of technology and the internet by students, it is incumbent on schools, now more than ever, to develop, communicate, and enforce technology and internet use policies for their institutions. Continue reading →

Is Homework Really Beneficial?

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Written by Michelle Most

Homework. Just saying the word can conjure up many feelings and thoughts, from happiness to great resentment. Research shows, however, that a reasonable range of homework does benefit the child and their achievement levels, and when done effectively, homework is of great benefit to student, parent, and teacher. Continue reading →

Should We Still Be Teaching Cursive?

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Written by Michael Albrecht

Cursive handwriting has long been taught in our schools. The debate has been heating up again as to the role cursive handwriting should have in our curriculum. Is it something our WELS primary grade teachers should continue to devote time to, or could that time be better spent in teaching alternate methods of communication? Is cursive handwriting becoming obsolete? Continue reading →

Are Common Beliefs About Homework Wrong?

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Written by Nathan Gartner

“There is no evidence that any amount of homework improves the academic performance of elementary students” (Shumaker, 2016), concluded Cooper after he completed his two meta-analyses of 180 studies of homework and its benefit. Research like Cooper’s suggests that some commonly held homework beliefs and traditions may be wrong. There are two beliefs about homework that are worth rethinking. Continue reading →

Peer Mentoring: A Solution

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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?

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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

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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 →