How do Christian schools flourish? What elements of school culture contribute to flourishing, and do some elements matter more than others? Does flourishing look different across different schools—rather than a one-size-fits-all definition? Is there a roadmap to school flourishing that is backed by empirical research in Christian schools?
Teaching and Learning
Teacher induction is perhaps one of the most significant school functions we perform, done at arguably one of the busiest times in the annual life cycle of a school. Whether it is a first-year teacher or a veteran teacher who is beginning work at your school, a solid, systematic induction process is important.
[Editor’s Note: This post is excerpted from PIVOT: New Directions for Christian Education, a recent book on challenges, trends, and insights on the future of Christian schools.] Assuming we recognize the need for technology in our schools, we must start thinking about a “philosophy of technology.” Knowing what questions to ask when implementing a technology program in our schools is crucial. The way we choose to engage with technology in our schools might differ from how our neighbor chooses to do so—and that’s ok! Each school has its own unique needs and challenges to take into consideration.
What knowledge, skills, attitudes, and values will today’s students need to thrive and shape their world? How can instructional systems develop knowledge, skills, attitudes, and values effectively? These two questions are the focus of “The Future of Education and Skills: Education 2030,” a position paper by the international Organisation for Economic Cooperation and Development (OECD).
What a school decides to measure is particular to each school and expresses what that school community values in the realms of academics, social, physical,...
Let’s say a world-renowned soccer expert happens to observe your preschooler, and then approaches you saying, “Excuse me, but I just have to tell you...