A case for missional Lutheran education

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  • Gee, if I had known you hadn't presented this yet, I may not have offered up the challenges. I hope it doesn't taint your thoughts.

    Down a more constructive path of discussion, I'd like to hear more about finding/producing teachers that fit your definition of missional. Do we need a mentoring program like the LCMS has used to identify and develop future principals? How can we do this better? How does the LCMS call system suit this?

    Then another challenge that could be worthy of further study... What happens in the second generation of a missional school when those teachers/leaders who had the great zeal in the foundation years of the school move on? What can be done in the foundational years to keep the school from becoming a private school with a Lutheran past?
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  • Excellent food for thought...and action, Tim! I am not actually presenting this until today, so now I get to use your post as part o the presentation :-).
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  • Many good and proper distinctions presented here, especially between parochial and missional teachers. Wishing I was there to hear you expound on this.

    For the sake of making an interesting discussion, I'll toss out some challenges from my own experience in a missional Lutheran school in Western Australia. Keep in mind that I do have many positives I could share, too.

    One concern I have with an emphasis on 'missional schools' is that I'm not convinced that it matters that an institution is missional. It's the people that are missional - teachers, pastors/chaplains, students, administrators, board members, parents, etc. Both parochial schools and missional schools can be 'missional'. In the missional schools, the mission often happens on the campus. In parochial schools, the mission often happens off campus in the daily lives of its school community members. And yet, neither parochial or missional schools might be missional if you don't have missional people.

    Secondly, missional Lutheran schools are expensive endeavours that may not be an efficient use of mission investments in terms of dollars and people. Consider your definition of a missional Lutheran teacher. How many of these teachers do we have? To pack a missional Lutheran staff in a school like mine with 100+ teachers (1,100 students) would be quite a drain on the Lutheran teacher supply of the Lutheran Church of Australia which only graduates a handful of Lutheran teachers each year. Instead, our school recruits a very small number of Lutheran teachers (5%?) and employs the rest from the local supply of Christian and mostly non-Christian teachers. Then we expect these non-Christian teachers (50%) to help us grow our Lutheran ethos amidst a student population with a similar ratio of Lutherans-Other Christians-Non Christians. We have a missional school, but not missional people.

    Thirdly, missional schools are unlikely to ever produce the quality and number of professional church workers that parochial Lutheran schools traditionally have produced. Without the teachers, we won't be able to adequately staff missional schools.
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  • A case for missional Lutheran education

    1. 1. A Case for MissionalLutheran Education Seek, support, and shape missional Lutheran education around the world.
    2. 2. “The
School
of
Educa/on
will
 seek,
support,
and
shape
missional
Lutheran
educa/on
 around
the
world.”
    3. 3. 1. define missional Lutheran education2. distinguish between parochial and missional Lutheran education3. create plans to seek, support, and shape missional Lutheran education around the world
    4. 4. What is parochial education?
    5. 5. What is parochial education?• A parochial school is a school that provides religious education.• A parochial schools is a school that is run or supported by a religious organization.
    6. 6. Parochial SchoolTarget Students
    7. 7. Parochial School Target Students• those within the religious tradition• anyone willing to respect the religious tradition• critical mass of students from the religious tradition• cultural or ethic communities
    8. 8. Parochial School Curriculum
    9. 9. Parochial School Curriculum• secular subjects + religion classes
    10. 10. Parochial School Curriculum• secular subjects + religion classes• secular subjects + religion classes + ceremonies, rituals, practices, Christian conduct code
    11. 11. Parochial School Curriculum• secular subjects + religion classes• secular subjects + religion classes + ceremonies, rituals, practices, Christian conduct code• supplement to the family religious instruction
    12. 12. Parochial School Curriculum• secular subjects + religion classes• secular subjects + religion classes + ceremonies, rituals, practices, Christian conduct code• supplement to the family religious instruction• surface, integrate, and teach faith issues in content area
    13. 13. Parochial School Curriculum• secular subjects + religion classes• secular subjects + religion classes + ceremonies, rituals, practices, Christian conduct code• supplement to the family religious instruction• surface, integrate, and teach faith issues in content area• faith formation learning outcomes
    14. 14. Parochial School Curriculum• secular subjects + religion classes• secular subjects + religion classes + ceremonies, rituals, practices, Christian conduct code• supplement to the family religious instruction• surface, integrate, and teach faith issues in content area• faith formation learning outcomes• community is the curriculum
    15. 15. Parochial School Teachers
    16. 16. Parochial School Teachers• practicing member within the religious tradition
    17. 17. Parochial School Teachers• practicing member within the religious tradition• general assent to the teachings of the religious tradition
    18. 18. Parochial School Teachers• practicing member within the religious tradition• general assent to the teachings of the religious tradition• religious tradition certification
    19. 19. Parochial School Teachers• practicing member within the religious tradition• general assent to the teachings of the religious tradition• religious tradition certification• commitment to living and teaching that is rooted in the religious tradition
    20. 20. Parochial School Teachers• practicing member within the religious tradition• general assent to the teachings of the religious tradition• religious tradition certification• commitment to living and teaching that is rooted in the religious tradition• specialized theological training alongside standard teacher education training
    21. 21. Parochial School Teachers• practicing member within the religious tradition• general assent to the teachings of the religious tradition• religious tradition certification• commitment to living and teaching that is rooted in the religious tradition• specialized theological training alongside standard teacher education training• a blend of the above / other
    22. 22. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    23. 23. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. 94% of the respondents had some level of agreement with the statement that, “A teacher in a Lutheran school is responsible for teaching his/her subjects from a Christian perspective.” Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    24. 24. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. 94% of the respondents had some level of agreement with the statement that, “A teacher in a Lutheran school is responsible for teaching his/her subjects from a Christian perspective.” • 82% agreed that a Lutheran teacher “is responsible to be able to explain Lutheran doctrine.” Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    25. 25. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. 94% of the respondents had some level of agreement with the statement that, “A teacher in a Lutheran school is responsible for teaching his/her subjects from a Christian perspective.” • 82% agreed that a Lutheran teacher “is responsible to be able to explain Lutheran doctrine.” • A majority thought that the teacher in a Lutheran school may be responsible for teaching doctrine to adults. Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    26. 26. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. 94% of the respondents had some level of agreement with the statement that, “A teacher in a Lutheran school is responsible for teaching his/her subjects from a Christian perspective.” • 82% agreed that a Lutheran teacher “is responsible to be able to explain Lutheran doctrine.” • A majority thought that the teacher in a Lutheran school may be responsible for teaching doctrine to adults. Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    27. 27. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    28. 28. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. • 24% disagreed that “It is important that a teacher in a Lutheran school be Lutheran.” Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    29. 29. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. • 24% disagreed that “It is important that a teacher in a Lutheran school be Lutheran.” • 11% thought that being a long-term LCMS member was adequate (rather than additional theological training). Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    30. 30. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. • 24% disagreed that “It is important that a teacher in a Lutheran school be Lutheran.” • 11% thought that being a long-term LCMS member was adequate (rather than additional theological training). • 52% agreed that “The role of the teacher is less valued today than in former years.” Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    31. 31. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. • 24% disagreed that “It is important that a teacher in a Lutheran school be Lutheran.” • 11% thought that being a long-term LCMS member was adequate (rather than additional theological training). • 52% agreed that “The role of the teacher is less valued today than in former years.” • 88% agreed that “A Lutheran school helps a Lutheran congregation achieve its ministry objectives. Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    32. 32. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    33. 33. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. • 40% of administrators disagreed that college-level Lutheran doctrine training was important. Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    34. 34. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. • 40% of administrators disagreed that college-level Lutheran doctrine training was important. • 71% agreed that a classroom teacher in a Lutheran school “needs significantly more theological training that the average laypersons.” Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    35. 35. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. • 40% of administrators disagreed that college-level Lutheran doctrine training was important. • 71% agreed that a classroom teacher in a Lutheran school “needs significantly more theological training that the average laypersons.” • 68% disagreed that college-level Lutheran doctrine was necessary for teachers below first grade, where 83% disagreed with the same statement if teaching below sixth grade. Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    36. 36. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. • 40% of administrators disagreed that college-level Lutheran doctrine training was important. • 71% agreed that a classroom teacher in a Lutheran school “needs significantly more theological training that the average laypersons.” • 68% disagreed that college-level Lutheran doctrine was necessary for teachers below first grade, where 83% disagreed with the same statement if teaching below sixth grade. Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    37. 37. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. • 40% of administrators disagreed that college-level Lutheran doctrine training was important. • 71% agreed that a classroom teacher in a Lutheran school “needs significantly more theological training that the average laypersons.” • 68% disagreed that college-level Lutheran doctrine was necessary for teachers below first grade, where 83% disagreed with the same statement if teaching below sixth grade. Stueve, H. (2008). Called to serve: The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    38. 38. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University.
    39. 39. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. • “It is desirable that a teacher in a Lutheran classroom be ‘called’ or be eligible to be ‘called’” - 22% disagreed. 
    40. 40. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. • “It is desirable that a teacher in a Lutheran classroom be ‘called’ or be eligible to be ‘called’” - 22% disagreed.  • 37% of the administrators surveyed disagreed with this statement.
    41. 41. Stueve, H. (2008). Called to serve:The perceptions of the value of theologically trained teachers in the Lutheran Church-Missouri Synod. Fielding Graduate University. • “It is desirable that a teacher in a Lutheran classroom be ‘called’ or be eligible to be ‘called’” - 22% disagreed.  • 37% of the administrators surveyed disagreed with this statement. • “The LCMS values the role of the teacher in the ministry of the church today.” -53% of the administrators and 45% of the teachers were not sure
    42. 42. The future of the parochialLutheran education ministry is uncertain.
    43. 43. Greatest growth is occurring inwhat some are calling “Missional Lutheran Education”
    44. 44. Missional Lutheran Education - Target Students / Families
    45. 45. Missional Lutheran Education - Target Students / Families• characterized by low percentage of students who are Lutheran and/or Christian
    46. 46. Missional Curriculum
    47. 47. Missional Curriculum• families usually enroll for something other than the religious instruction
    48. 48. Missional Curriculum• families usually enroll for something other than the religious instruction• religious instruction does not assume prior knowledge or experiences
    49. 49. Missional Curriculum• families usually enroll for something other than the religious instruction• religious instruction does not assume prior knowledge or experiences• secular and sacred tension - often due to outside agencies
    50. 50. Missional Curriculum• families usually enroll for something other than the religious instruction• religious instruction does not assume prior knowledge or experiences• secular and sacred tension - often due to outside agencies• inquiry-based learning faith formation - experience precedes explanation
    51. 51. Missional Curriculum• families usually enroll for something other than the religious instruction• religious instruction does not assume prior knowledge or experiences• secular and sacred tension - often due to outside agencies• inquiry-based learning faith formation - experience precedes explanation• differentiation of religious instruction is essential
    52. 52. Missional Curriculum• families usually enroll for something other than the religious instruction• religious instruction does not assume prior knowledge or experiences• secular and sacred tension - often due to outside agencies• inquiry-based learning faith formation - experience precedes explanation• differentiation of religious instruction is essential• religious instruction embedded within the curriculum, helping students to see, in concrete ways, how the Lutheran faith informs their understanding of the subject, life, and the world
    53. 53. Missional Curriculum• families usually enroll for something other than the religious instruction• religious instruction does not assume prior knowledge or experiences• secular and sacred tension - often due to outside agencies• inquiry-based learning faith formation - experience precedes explanation• differentiation of religious instruction is essential• religious instruction embedded within the curriculum, helping students to see, in concrete ways, how the Lutheran faith informs their understanding of the subject, life, and the world• informal faith formation opportunities are seen as an essential part of the “curriculum” - more than the classroom
    54. 54. Missional LutheranEducation Teachers / Missionaries What does it take to be a highly effective teaching minister in a missional Lutheran educational ministry?
    55. 55. Missional LutheranEducation Teachers / Missionaries
    56. 56. Missional Lutheran Education Teachers / Missionaries1. clearly and convincingly communicate the vision and purposes of missional Lutheran education
    57. 57. Missional Lutheran Education Teachers / Missionaries1. clearly and convincingly communicate the vision and purposes of missional Lutheran education2. competence and confidence on “cross cultural” communication and collaboration
    58. 58. Missional Lutheran Education Teachers / Missionaries1. clearly and convincingly communicate the vision and purposes of missional Lutheran education2. competence and confidence on “cross cultural” communication and collaboration3. passion and commitment to the mission rather than simple assent
    59. 59. Missional Lutheran Education Teachers / Missionaries1. clearly and convincingly communicate the vision and purposes of missional Lutheran education2. competence and confidence on “cross cultural” communication and collaboration3. passion and commitment to the mission rather than simple assent4. specialized Lutheran theological training that includes things like apologetics, evangelism, world religions, and world view studies
    60. 60. Missional Lutheran Education Teachers / Missionaries1. clearly and convincingly communicate the vision and purposes of missional Lutheran education2. competence and confidence on “cross cultural” communication and collaboration3. passion and commitment to the mission rather than simple assent4. specialized Lutheran theological training that includes things like apologetics, evangelism, world religions, and world view studies5. deep understanding of how this theology informs study of seemingly secular content areas
    61. 61. Missional Lutheran Education Teachers / Missionaries1. clearly and convincingly communicate the vision and purposes of missional Lutheran education2. competence and confidence on “cross cultural” communication and collaboration3. passion and commitment to the mission rather than simple assent4. specialized Lutheran theological training that includes things like apologetics, evangelism, world religions, and world view studies5. deep understanding of how this theology informs study of seemingly secular content areas6. understanding of faith development and teaching learners with limited or no prior knowledge
    62. 62. Missional Lutheran Education Teachers / Missionaries1. clearly and convincingly communicate the vision and purposes of missional Lutheran education2. competence and confidence on “cross cultural” communication and collaboration3. passion and commitment to the mission rather than simple assent4. specialized Lutheran theological training that includes things like apologetics, evangelism, world religions, and world view studies5. deep understanding of how this theology informs study of seemingly secular content areas6. understanding of faith development and teaching learners with limited or no prior knowledge7. high competence and confidence in content, pedagogy, learning experience design, and digital age learning experiences
    63. 63. “The
School
of
Educa/on
will
 seek,
support,
and
shape
missional
Lutheran
educa/on
 around
the
world.”

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