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
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 Andrea Van Sice
Reading is powerful. Author Emoke B’Racz reflects, “How my life has been brought to undiscovered lands, and how much richer it gets – all from words printed on a page.” Words are no longer just printed “on a page”, as technology devices have drastically changed what and how we read (Biancarosa & Griffiths, 2012). Literacy instruction and assessment is a blessing and challenge in many schools, and Lutheran schools are no exception. Teacher time is often limited, increasing the necessity of technological resources and tools. It is important to maintain balance between technological and traditional instructional tools. Here are six tips to help Lutheran teachers develop a strong culture of literacy in the classroom. Continue reading
Written by Prof. Dan Gawrisch
What does your physical education (PE) program look like at your school? Does your PE classroom look the same as it would have looked 10, 20, or even 40 years ago? Classrooms in every other academic discipline have continued to change and adapt with time, yet often our gym or PE area has not changed. The days of teaching PE with one ball and a whistle in a gym without technological capabilities are gone. 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 Dr. Tracey Enser
As I finish a school year, one of my favorite things to do as a teacher is reflect on my year. I enjoy thinking about the pros and cons and using these to improve for the next year. After talking with many teachers about their pros and cons, a common theme on the con side is the one or two students who demonstrated extreme difficulties with the classroom management plan. The time needed to focus on this student or students affected classroom instruction and caused the teacher to become frustrated and burnt out quickly. This challenge is becoming more prevalent in schools across the United States, including WELS schools. Continue reading
Written by Angela Hanson
If you haven’t met a teacher who uses digital badges yet, you may soon. Digital badges are growing in popularity, especially in higher education circles (Raths, 2013). With enough forethought and planning, the principles behind digital badges can be used in the K-12 environment as well (Fontichiaro and Elkordy, 2015). Understanding digital badges and implementing them in the classroom can bring benefits for learners, including but not limited to objective proof of student learning, increased student motivation, and the ability to use feedback for developing skills as a self-regulated learner. 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 Heidi Groth
Students today are free from independent thinking that pushes them to use their God-given creativity.
While that may seem a bit harsh, consider carefully the type of curriculum that students experience in our schools. Do our classroom procedures, assignments, assessments, and facilities encourage students in their creativity or do we lead them by the hand to the answer that we want? It is too often a priority for a teacher to cover specific information during the year rather than teach and encourage students to use their critical thinking skills. In further efforts to form students into the kind we want, we reward students based on their compliance rather than performance. The children who are easy on the teacher or can regurgitate the information are praised; children who disrupt the class with their tangential questions and do not complete their worksheets are the ones who are failing. Continue reading