Alma Mater: Looking for a College? Choose Your Mom

High school seniors are actively researching and selecting a college for next year, each using a unique set of factors, including location, cost, programs, food service, housing, athletics, size, and facilities. However, reflecting on the term "alma mater" may best help them decide.

The Latin phrase "alma mater" is traditionally used to refer to one's undergraduate college/university. However, it is literally translated as "nourishing mother" or (more loosely defined) "fostering/adopted mother." This definition, although somewhat archaic, makes sense. A college traditionally has assumed a parenting role (i.e., the primary nurturing influence) when a student is away from home during the college years, acting like a mother (or father) has for the first 18 years. Thus, the term "alma mater."

A Statue of Alma Mater at the University of Havana, Cuba

Many today think of college as a means to an end (primarily a job), rather than a nurturing influence in a student's life. However, with our society's movement to delay adulting, it is my argument that the college's role of an alma mater is more important now than ever.

Unfortunately, many high school students, when choosing a college, overlook this perspective and underestimate the shaping influence of a college during these important developmental years ... and many parents do the same.

Regardless of their perspective on this term, after spending four years at a college, students are deeply shaped by their institution; in short, they start to resemble their "adopted mother." Although they will continue to physically resemble their biological parents, college graduates will look more like their college than their parents in important ways, e.g., worldview, faith, actions, philosophies, morals, and ethics. As a parent, this is a sobering realization.

Each year, I see high school graduates choose a college based on a plethora of factors; rarely do these factors include if this college will be a healthy, nurturing environment for them to flourish as a person.

So how do you evaluate a college from an alma mater perspective?

Inside the Classroom
First, consider the professors. These are the individuals who will most likely nurture and shape the thinking of the student. They will be the intellectual "adopted mothers" for the students, especially within their academic program. They are the mentor in the major and will become an adviser for a student's future plans, either in employment or graduate school. Some professors skillfully challenge students to think deeper in order for them to own their beliefs, and other professors utilize their academic knowledge to intellectually bully students into believing a certain perspective. Are the professors going to belittle and tear down the intellectual nurturing that has begun in the home or are they going to deepen and enrich that foundation?

Outside the Classroom
Second, consider the student development professionals. These are the individuals who will most likely nurture and shape the lifestyle of the student, especially outside of the classroom (which is most of the time at college). Quite frankly, they will be the ones discussing topics as they sit around the "kitchen table" or late at night when a student can't sleep; they will become the adopted mother at this "home away from home." These professionals include resident assistants/directors, student activity directors, deans, coaches and chaplains, just to name a few, and they are hired to "do life" with the students. Are they the types of individuals that you would want to help parent your child? Are they going to be giving similar advice with relationships and life choices?

In conjunction with considering these individuals, every student should read the student handbook before accepting the admissions offer. This document will provide a window into what this college values regarding lifestyle and campus environment, especially outside of class; often, the student handbook is an enlightening and informative read, but one that is usually neglected until the student shows up on campus.

The Student Body
Third, look at the student body, both current students and alumni. Each college attracts students that fit its institution, in fact, admissions departments even use the term "institutional fit." To an extent, the student body will be filled with "birds of a feather." These students will become a roommate, best friend, and even a spouse; and the alumni are what current students will eventually become. What type of students are attracted to this college? What type of alumni does this college produce? Are they individuals that you would want to live with, befriend, and ultimately marry?

Faith or Worldview
Finally (but arguably most important), look at the institution's overall philosophy on life. Every individual and institution operates from a faith or a worldview; therefore, advice will be given, classes will be taught, and decisions will be made from that perspective. Personally, as a Christian, who intentionally parents my children to "bring them up in the discipline and instruction of the Lord" (Ephesians 6:4), I want to ensure that their college "adopted mothers" continue in that faith nurturing. Logically, this can imply that a Christian student should attend a Christian college and even one that coheres to the theology that has been taught in the home.

I realize that not every student who comes from a Christian home will attend a Christian college. Thankfully, Christian "alma maters" (aka ... nourishing mentors) can be found at all institutions of higher education. Connecting students to Christian organizations (campus ministries, Christian professors, campus pastors, and local churches, etc.) within a secular institution can also have a powerful, nurturing impact on students. In addition to using campus resources or your home church denomination to find these faith connections, a couple websites below help connect students to these nurturing organizations; utilize these early in the college search process. 

• Association of College Ministries 
• Campus Ministry Lists

Most importantly, students and parents need to recognize and acknowledge the life-shaping influence that a college can have, especially when it comes to faith and worldview.


Young people end up thinking, believing, and living after college like they saw modeled by their alma mater ... professors, resident assistants, coaches, or campus pastors. Of course, every college experience can be different, and students can thrive at large and small universities, public and private colleges, and religious or secular institutions. If circumstances do not allow you to choose a college that looks like your mother, then search out professors, resident life staff, and campus organizations that can fulfill the "nurturing mother" role for you.

When choosing your alma mater, pick one that looks like your mom.

Leadership Lessons from Nehemiah

What could a cup-bearer turned wall-builder in 5th century Persia teach us about leadership?

We don't know much about Nehemiah, the main character and assumed author of the Old Testament book of Nehemiah; however, what is written about him in this biblical book identifies a number of leadership lessons. If you haven't read the book of Nehemiah, I encourage you to take a look through leadership lenses.

When I did that recently, here is what jumped out at me ...

1. Ask Questions and Be Attentive to Problems

The narrative of Nehemiah opens with the king's cup-bearer, Nehemiah, asking questions about how things are going with the "Jewish remnant" and about Jerusalem (Nehemiah 1:2). These questions help to identify and uncover the brokenness of the walls and gates of Jerusalem.

Leaders need to ask questions regularly of those working on the front lines of any organization. As an educational leader, checking in with teachers, para-educators, office staff, and facilities workers on a regular basis helps to identify and uncover any problems in the school. Asking the simple questions of "how is your day/week/unit/lesson going?" and "how can I help?" allows educational leaders to take the pulse of the school climate and culture.

I often encourage teachers to connect with "every student every day" to build relationships and encourage engagement; one practice that I need to improve is "every teacher every day," i.e., getting out of my office to connect with every teacher daily to ask "how are things going?" This will help be attentive to both staff and problems that arise.

2. Identify and Approach Change Agents

Once Nehemiah hears about the problems in Jerusalem, he seeks out help from those with influence and ability to help. He first cries out to God (1:5-11) and then he approaches the king (2:1-3). Nehemiah quickly identified change agents, both spiritual and earthly, to help address the problem, and he approached them for help. Nehemiah, like Esther, used his position to address problems and to help God's people.

Often problems are identified through meeting with those on the front lines, but too often the leader doesn't take action to address these problems. If an educational leader is aware of a problem, he/she needs to identify change agents within the school community (and occasionally outside the school) to approach for help in problem solving. Prayer, of course for Christians, is an important and powerful first step when problem-solving, but often God has placed individuals in positions of influence with the critical thinking abilities to solve the problems. Identify those change agents and boldly approach them for help.

Educational leaders at all levels are placed in position with a sphere of influence; they supervise teachers and staff, and they report to supervisors. An important leadership concept is "advocate up"; listen to those you supervise and advocate for them to your supervisor. While not every problem can be solved by advocating to your direct supervisor, at the very least, the supervisor has now been made aware of the problem and ought to "advocate up" to his/her supervisor.

3. Think Deeply and Present Solutions

Not only does Nehemiah present the problem to the king, he also comes with a solution (2:4-5). Before approaching the king, Nehemiah thought about possible solutions, and he was ready for the question, "What is it you want?" (2:4).

All organizations have problems, and staff members talk about the problems. However, the difference between a high functioning, healthy organization and one that is dysfunctional and unhealthy is how staff members and leaders approach problems. If a culture of complaining/blaming is stronger than a culture of problem-solving, organizations will implode. Positively stated, if a culture of problem-solving exists, organizations flourish.

Often teachers and school staff have thought deeply about solutions to problems, and their input ought to be valued by school leaders. Like the king, when presented with a problem, educational leaders should ask a question like "what is it you want?" to explore any solutions that a staff member has already identified. Those on the front lines know the context and the issues best; there is usually nobody better to provide solutions.

4. Personally Research the Problem before Taking Action

After Nehemiah arrives in Jerusalem, he personally inspects the wall and gates (2:11-15).

Leaders, who are truly invested in an improvement culture, will personally research the problems that have been identified. Although a leader may fully trust the staff member who approaches them with a problem, sometimes individual staff members have a myopic perspective. In fact, what may be a problem for one staff member, may not be a problem for the whole staff, and solving the problem for one, may cause more problems for many. If a leader takes the time to investigate the problem before taking action, he/she is taking seriously both the staff member who identified the problem and the issue itself; this is a healthier response than just oiling the "squeaky wheel."

In a school setting, researching the problem may involve raising the issue at a staff meeting, sending a survey to parents, or conducting a focus group of student leaders. Researching carefully before taking action is especially important in schools. Schools are, more so than other organizations, interdependent organism, and a change to one area often impacts another area. Imagine a relatively simple problem of inclement weather: the "solution" of sending students to the gym for inside recess may impact a PE teacher's lesson for that period or classroom for the day. Every teacher can provide examples of when a principal's "solution" caused additional problems for them ... if they would've just asked...

5. Delegate Tasks and Share the Work

Chapter 3 of Nehemiah is a listing of all the different groups who worked on sections of the wall. Clearly, Nehemiah was able to inspire multiple groups with his re-building vision and, therefore, was able to delegate individual tasks and share the workload.

Delegation is one of the most difficult elements for a leader; however, it is also one of the most important. Leaders see the problem, identify solutions, and, often, think that they are the only ones to solve the problem ... after all, "if you want something done right ...." Leaders sometimes have a brilliant idea but try to do it all themselves, which only results in burn-out and frustration. However, leading small and large teams effectively requires the leader(s) to inspire others with a shared vision and then delegation to share the work.

School leaders make this mistake frequently. Every year brings a new "top-down" initiative that teachers and staff members need to implement. Although this initiative may be exactly what the school needs, it will only be successful if those implementing it have been a part of the process, embrace the shared vision, and are inspired to take action.

6. Be "On Guard" Against Attacks

After Nehemiah and the Israelites began work, they were ridiculed by Sanballat (4:1) and Tobiah (4:3), and plotted with "the Arabs, the Ammonites, and the people of Ashdod" (4:7) to attack and kill them. When Nehemiah realized these external threats, he placed guards so that the work could continue (4:13).

Leaders must be aware of external threats to their organization. When making significant changes, many (both externally and internally) will ridicule these changes. If left unchecked, ridicule can turn to sabotage. Those who spoke publicly against the changes will become angry when these changes are successful; unfortunately, some of these individuals, instead of swallowing their pride and admitting that they were wrong, will work against these changes. Leaders must be aware of "saboteurs" and have a plan to address these individuals ... yes, "saboteurs" should be on every SWOT analysis as a "threat."

Schools must make significant changes to thrive in an ever-changing market. In each case, leaders must guard against attacks. I have been a part of two different school leadership teams that made decisions to move to a new campus. In both cases, this was the right decision, and this change needed to happen; however, it is probably the most difficult organizational decision for a private school. While our leadership teams conducted an informal SWOT analysis, I believe we underestimated the external and internal ridicule and attacks. Being "on guard" against these potential attacks through the process would've helped us transition more smoothly and meet with the Sanballats and Tobiahs in each situation.

7.  Remember the Shared Vision during Difficulties

When the Israelites were being ridiculed and they became aware of their enemies plotting to attack them, fear set in, and they began to doubt (4:10-12). At that point, Nehemiah, in addition to posting guards, reminded them of their "great and awesome" God and their vision (4:13-14).

Any institution embarking on a significant change will face difficulties. Periodically reminding institutional stakeholders about the shared vision, exciting future, and strengths of the organization will help inspire and motivate staff to keep working towards the goal.

Schools are notoriously guilty of "shelving" strategic plans and school improvement initiatives. When the busyness of the school year comes, administrators, teachers, and staff forget about the professional development work done on strategic planning or school improvement. Essentially, the figurative (or literal) binder gets placed on the shelf to collect dust, and everyone returns to "doing what we've always done" rather than focusing on the changes needed for institutional success. This is the fault of the school leadership; once a change initiative or a new vision is embraced, this must be placed in front of the school's stakeholders (parents, donors, students, staff) on a regular basis.

8. Address Internal Dissension

In chapter 5, Nehemiah deals with internal dissension because some were abusing their power and taking advantage of others in the family of God. While this doesn't point directly to the project of rebuilding the wall, it does point to how to handle internal dissension. Nehemiah addressed it immediately (and publicly) and gave them an ultimatum ... change or leave (5:11-13).

Internal dissension can be poison in an institution, especially one that is undergoing significant changes. A leader must be aware of these internal threats and address them as soon as he/she finds out. If a leader has a person who is actively abusing his/her power or actively working against the shared vision, it is imperative that this individual is confronted. Although I don't agree that a public confrontation is helpful, others in the institution must know that a leader takes this very seriously. Leaders must have these difficult conversations, but it needs to be done delicately and within relationship. It is obvious that Nehemiah had the trust and relationship to publicly confront those working under him, and he achieved the desired results.

What is true for Israel is also true in the school environment: internal dissension must be addressed as soon as possible. If a teacher is working against the school's shared vision, a school administrator must have this difficult conversation. Ultimatums (like, "change or leave") are difficult to deliver, but, in extreme circumstances, this message must be communicated to a staff member who is toxic to the shared vision.

9. Devotion Takes Sacrifice

Nehemiah refused to eat the food allotted to him as governor and did not take extra money that previous governors did, but "Instead, I [Nehemiah] devoted myself to the work on this wall" (5:16).

Bold changes in an organization takes sacrifice from all involved, but it must start with the leadership. These sacrifices may include extra work, reduced pay, long hours, reduced vacations, and limitations on time spent with family and personal activities, but devotion to a vision takes sacrifice.  Leadership has seasons, and seasons of change most likely means sacrifice. Hopefully, leaders also see seasons of flourishing in which their sacrifices have paid off in both monetary and personal rewards.

Of course, every staff member at a school realizes sacrifice ... everyone is underpaid and overworked; however, school vacations can be ones of flourishing ... at least personally. Time during summer break to spend with family and on personal activities is truly a blessing, a harvesting the rewards of sacrifice through the school year. Unfortunately, schools (especially private, Christian schools) seem to always be in a season of change and subsequently sacrifice. This is specifically true for educational leaders (who often don't get much of a break during the summer). The changing educational landscape and the competitive market in education causes schools to constantly be in a state of flux; this leads to sacrificial devotion by school leaders and ultimately to exhaustion and burn-out. Some correlation can be found in the lack of school leaders (especially at the superintendent/heads of school level) and this point that devotion takes sacrifice.

10. Celebrate Successes 

Amazingly, after 52 days the rebuilding of the wall was finished (6:15). Nehemiah welcomed back those exiled (chapter 7) and celebrated the completion of this project (chapter 8).

Remembering to celebrate successes is an important final step in the leadership process. Excellent leaders appreciate the work of their staff and celebrate both small and big wins throughout week. Leaders in the corporate/for-profit often do this better than their counterparts in education. Extrinsic reward systems are more commonly a part of the business world with quarterly or year-end sales bonuses, tips, "employee of the month" and performance rewards. In fact, some leaders even budget for celebrations when creating strategic plans or change initiatives, knowing the importance to maintain staff morale.

In a school setting (mostly a non-profit environment), it is difficult to reward teachers and staff financially. Knowing that school employees are traditionally underpaid, educational leaders must be even more intentional rewarding their staff. Food is something that seems to be a part of every celebration (even in Nehemiah 8), so providing lunch (on campus or at a restaurant) or treats is always a great way to celebrate, but I would encourage school leaders (like me) to think more creatively. Celebrations can include activities to "blow-off steam" to celebrate, e.g., cultural events, concerts, sporting events, or activities. Many businesses have programs that benefit local schools or would be willing to donate specifically to honor school employees, but a school leader must be researching and making those connections/requests. Of course, personally and publicly recognizing and appreciating the work of staff ought to happen as often as possible. In order to maintain a strong staff morale, especially during a difficult time of change, celebrating the small and great wins through the process is essential.


Ten leadership lessons from Nehemiah!

If leaders want to grow and develop, reading material (like the Bible) while wearing leadership lenses is a valuable exercise. Nehemiah is filled with excellent lessons for educational leaders.

Kuyper on Education

Abraham Kuyper, the Dutch statesman in the late 19th and the early 20th century, impacted the Netherlands in politics, philosophy, religion, and education. A recent translation / publication of his writings on the sphere of education, On Education (2019), highlights Kuyper's philosophical beliefs about education. Much of my reflections in this blog comes from the excellent introductions, written by Wendy Naylor and Charles Glenn, found in this book.

Interestingly, Kuyper's thoughts a hundred years ago about education are relevant today and are being discussed more and more. Not surprising, we find some of his beliefs on education re-appearing in the U.S. national conversation on education as Betsy DeVos, a product of schools founded in the Kuyperian perspective (Holland Christian Schools and Calvin University), is the U.S. Secretary of Education.

So what did Abraham Kuyper believe about Education?
(below is my summary of his beliefs, not Kuyper's or the editors of On Education)

1. Kuyper believed in the power of education to shape the minds and hearts of students (and ultimately the nation).

This presupposition caused Kuyper to take seriously the question of education. Politicians, in his time and in ours, must focus on the why and how of education and provide funding for education because of the impact that an educated populace (or uneducated populace) has on the country's success.

This belief led Abraham Kuyper's political work to focused on convincing the Dutch people and parliament to embrace "free" education for all students (including those attending public, private, and religious schools). A law was passed in 1920 (the year Kuyper died) to enact this fully; today, the Netherlands parliament still funds all schools.

2. Kuyper believed that all education was taught from a worldview.

Kuyper fought vehemently against those who argued that education can (and should) be neutral (especially, religiously neutral). He argued that it "was impossible to teach and learn outside a worldview which tied facts together into meaning" (Naylor, 2019, p. xx). Neutral education leads to rote memorization of facts, while deep learning must involve reflection from a worldview. Additionally, he asked, "How can a teacher nurture and form character and at the same time be neutral?" (Glenn, 2019, p. xlvii). So, according to Kuyper, education taught without a worldview is ineffective in shaping both minds (academic) and hearts (character).

If all education/learning happens within a worldview, Kuyper argued that student growth and development happens best when learning environments (homes, schools, churches) are aligned in their worldview. In fact, he believed strongly that conflicting worldviews are harmful to a child's development (i.e. if a student is taught from a Christian worldview in the home and a secular worldview in school).

Aligning with the first two points ... 1) the power of education 2) taught from a worldview. Abraham Kuyper also saw (and foresaw) examples of evil political leaders using education as a nefarious tool to "brainwash" students into believing an evil worldview and shaping a generation for evil purposes. Therefore, he wanted to protect against this temptation by decreasing the state's control over education, thus, the next philosophical point.

3. Kuyper believed in the parents' rights and responsibility to educate their children.

It is the parents' God-given right and responsibility to nurture their children. One of the most important ways to nurture children is through education. Therefore, parents should have the right to educate their children based on their "deepest convictions and values" (Naylor, 2019, p. xx). Kuyper worked diligently in parliament to ensure parents rights to educate their children in the way that they believed.

Looking at the first three points ... 1) the power of education 2) taught from a worldview 3) chosen by the parents ... AND knowing that Abraham Kuyper was a Reformed Christian, one may conclude that Kuyper was fighting for funding of Protestant / "Calvinistic" Christian schools. However, Kuyper believed in a pluralistic society, and he did not place any limits on the types of schools or worldviews that parents chose (except for those that promoted violence). In fact, he encouraged parents to bind together to start schools that aligned with their worldview. As one can imagine, this led to Christian schools (both protestant and Catholic), but it also led to schools of other religions (e.g. Jewish, Islamic) and schools from worldviews that aligned with educational philosophers (e.g. Pestalozzi, Montessori). Kuyper believed so strongly in the parents' God-given right and responsibility to educate their children that he honored those parents who didn't believe in his personal worldview.

4. Kuyper believed that selective funding of education hurts families in poverty.

In the Netherlands before Kuyper, state schools were free but taught from a "neutral" perspective, while private/religious schools were taught from a specific worldview but were tuition based. Therefore, Kuyper, due to his core beliefs, logically concluded that those who can afford to pay tuition for private/religious schools are getting a superior education than those who cannot afford to pay tuition. Equity for the poor was something that flowed out of Kuyper's Christian worldview, and he saw government funding for all schools as an answer to this socio-economic inequality. 

In 1920, parliament passed a law that both allowed Dutch parents to chose an education for their children that aligns with the worldview taught in the home AND provided equal funding for all students at all schools. Today, almost 100 years after it was passed, that law is still in place.

5. Kuyper believed in respecting the profession of education.

Looking at the previous four beliefs of Abraham Kuyper, one may conclude that he would be a strong proponent of homeschooling or even un-schooling. However, Kuyper also highly respected the profession of education and educators. As in the first point, he believed in the power of education and wanted students in schools with professionally trained teachers and administrators. He also supported educational standards established by the state and the assessment of those standards, as long as they didn't interfere with the worldview of the parents/school.


Abraham Kuyper believed that these principles would positively impact education in the Netherlands. After 100 years of implementing these policies, the education system in the Netherlands has resulted in a tolerant, pluralistic and educated society. In 2019 the educational system in the Netherlands, when compared to other countries, was ranked number 10 in the US News and World Report. While the US News rankings are more "perception" based; more quantitative measures, like standardized test results (PISA) ranked the Netherlands number 14 (United States is ranked 31).

The educational system in the United States has seen Kuyperian-leaning movement over the past 10 years with an increase in school choice for parents, school vouchers / state funding of private schools, public charter schools with distinct worldviews, and homeschooling. Although the US Secretary of Education, Betsy DeVos, does not have the influence that Kuyper (as Prime Minister) had, she is clearly encouraging these movements from her position. "School choice" is the buzz-word today. Currently, over 10 million American students are attending schools that are not the traditional public schools:

• Private Schools - approximately 6 million students (CAPE)
• Public Charter Schools - approximately 3 millions students (NCES)
• Homeschools - approximately 1.7 million (NCES)

It is fascinating how the writings of Abraham Kuyper, a 20th century philosopher from a small European country, continue to impact education in America over 100 years after he first presented them. Today, educational leaders in America have many questions to answer and problems to solve, and it doesn't appear that there is a clear voice or educational philosophy. Embracing Kuyper's beliefs completely is not the answer for education in the 21st century, but looking back to educational philosophers, like Abraham Kuyper, will help to inform our future.  

For more information about Abraham Kuyper and his views on Education, go to the source and read his essays in On Education. 

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Kuyper, A. On Education (2019).  W. Naylor & H. Van Dyke (Editors). Bellingham, WA: Lexham Press. https://lexhampress.com/product/148318/on-education

The Reformation's Impact on Education (Part 2)

What does the Protestant Reformation have to do with education today?

In a previous post, I proposed that three concepts from the Protestant Reformation (the act of posting the 95 theses, the "priesthood of all believers," and "ad fontes") still have (or should still have) an impact on education.

What other lessons can educators learn from the Protestant Reformation?

Deep Reading - Teaching Students to Question

The Reformation was sparked because Martin Luther read deeply, critically, and questioningly. Before the Reformation, parishioners (who couldn't read the Bible) listened to the church leaders without question, and priests (who could read the Bible) didn't read deeply. Unfortunately, I see similar patterns in education and culture today.

How often do adults read something on social media or hear something on the news and believe it without questioning (or fact checking)?  How often are students given something to read without the encouragement to read critically? This is actually a product of the industrialization of education. In the 20th century, primary sources were replaced by textbooks for efficiency. Students read excerpts of just the "good parts" of an article or speech, rather than studying the whole. Not only does the textbook take on the bias of the editor/publisher, but also, it deprives the students of deep reading and critical thinking, which is more damaging to our "educated" society.

This can also be seen in the propagandization of our society and schools. Every news program is more editorial (telling us what to think) than reporting (telling us what happened). Students are also fed information from textbook publishers and teachers, and they dutifully write it down without question.

Teachers need to slow down, take the time to read deeply and think critically. Yes, giving students primary sources or original research studies takes a lot more time, but the depth of learning and the critical thinking skills will serve them so much better in the future. Additionally, students need to be taught "hermeneutics" or how to read a text and what questions to ask. Students have the information (most of them at their fingertips in their phones), but they need analytical skills to know what to do with this information.  Take the time to give them this gift.

Using Technology in Education -- Embrace it

The Atlantic Monthly (and others) have crowned the printing press as the most influential technological invention of all time. Technological innovations often precede cultural and political movements, creating a fertile soil in which cultural change can grow. This was the case for Gutenberg's printing press and the Protestant Reformation. The printing press was invented approximately 80 years before the start of the Reformation, and it allowed the Bible to be more widely distributed and accessible to all people, and it facilitated the spread of Luther's 95 theses and other writings. Printing of both the Bible and Luther's writings fueled the Reformation.

Living and educating in a technological age where it seems a new device, app, or platform is being introduced into education every day, one can become tired of technology. A reminder from the Reformation: like the printing press, today's technological changes can be the soil from which our future society grows.

So many times, I grow weary of technology; I want to set it aside and teach the way I was taught. However, that ignores the power of technology to shape the future. Some schools embrace technology, other schools reject technology, and most schools try to manage technology as a "potential evil" force. If your technological paradigm includes the fact that the technology of today becomes the foundation of tomorrow's culture, then you can't ignore it in education.

How can we, as educators, teach and use technology so that it becomes the fertile soil that produces a healthy and positive future culture? Like the printing press, today's technology allows us to distribute information and ideas to nearly everyone globally, making culture-changing ideas accessible to all.

As educators, utilizing technology to promote and spread ideas for dialogue and debate is a great start; invite others around the world into your classroom. One example is to use "Skype in the Classroom" challenges and resources (https://education.microsoft.com/skype-in-the-classroom/overview) to share ideas and to learn from others around the globe. Embrace the power of technology to distribute ideas and to learn from others.

Act Against Injustice -- Don't be Silent

Martin Luther read deeply, questioned what was going on in his society, AND took action. It is so easy for educators and students to remain at the intellectual level. However, applying knowledge is a key component to meaningful learning. How do you "apply" knowledge about injustice? You take action to make a difference.

Actions can be public debates, like the Reformation, that bring awareness to an issue, but actions can also provide a tangible resource to fill a real need in society, like a service project to rake leaves for the elderly.

Obviously, taking action needs to be age-appropriate and, often, should be guided by an adult. Encouraging students to consider the impact that certain actions will have on the community and the problem is essential, e.g., a school-wide walk-out about dress code may not foster a healthy conversation about this topic with the principal, and collecting money to give to a homeless man living on the street adjacent to the school may not be the solution that specifically addresses the problem. However, educators can help students think through these issues and develop effective solutions.

Action that is built into a curricular unit is a powerful way to help students address injustice and apply what they've learned (I've written previously about Restoration Projects). These projects can be throughout the unit or at the end of a unit, but connecting learning content to a current problem in society is key. Many Service-Learning, EL, and PBL projects are developed to take action against injustice and/or to restore a "broken" aspect of society.

Martin Luther once said, "Our lives begin to end the day we become silent about the things that really matter." This quote is a powerful reminder to encourage students to stand up against injustice and to take appropriate action to help restore brokenness in our world.

I hope that this reflection helps all educators see the impact the Protestant Reformation can have on education.

Happy Reformation Day! 

If you want to read some of my other blogs about the Reformation and it's impact on education, click on the links below.

The Reformation's Impact of Education
Pounding on Church Doors

The Educational Audit

One element that I deeply appreciate (and on some days I'd even say enjoy) about the American educational industry (both preK-12 and higher education) is accreditation. If a school is regionally accredited, it is required to host an accreditation visit every 5 years to maintain accreditation. The elements of this process are what I appreciate the most:

1. Private - Regional accrediting bodies are private, non-profit organizations and are not run by the state or federal government. Although America has both a federal Department of Education and each state has its own Department of Education, as of yet, politicians are not running these accrediting organizations.
2. Peer Review - Accreditation visits are "peer reviews" with the visiting team made up of professionals from different educational institutions. For example, our most recent accreditation team was made up of a principal, head of school, and teacher from missionally similar schools in our state, and an education professor from a private university ... all volunteers, passionate about education and willing to give their time to help us improve as a school.
3. Mission Driven - For the most part, the accreditation process requires a school to evaluate its programs in light of the mission statement and foundational documents. The primary question asked is, "Is the school delivering the education that is 'promised' to their stakeholders?" 
4. Reflection - The lion's share of the accreditation report is a self-assessment. The school collects evidence to demonstrate its progress against a standards-based rubric and "grades" itself; the accreditation visit team, then, investigates the evidence to affirm or reject the school's self-assessment. The process of reflection is more important than the final product as each stakeholder group (staff, teachers, students, parents, board) reflect deeply and intentionally about their school and standards of educational excellence.  
5. Growth Focused - Accreditation is based on a growth-mindset. The members of the accreditation team are educational experts who provide "outside eyes," with the primary intent of helping the school improve. The school, by participating in this process, is acknowledging with humility the need to always improve; humility is the key posture. In fact, in my experience, accreditation only goes poorly when a school does not enter the process with a growth-mindset or with humility. 

An aspect of the accreditation process is the review of a financial audit. Unlike accreditation visit that occur every 5 years, independent financial audits are required each year for non-profit organizations (depending on the state, size of the non-profit and fund-raising levels). Fiscal accountability is vital to any organization, thus, an annual audit is wise. 

The concept of an audit, inviting independent experts to look at an organization with "outside eyes" to help it improve, is a powerful practice that should be done more often than every 5 years. Inviting "outsiders" to look at your program and give input can be intimidating, but growth demands it. While it is not required, "educational audits" should be a part of every school, every year.

What would an Educational Audit Involve?

Here are three areas that could be improved with an educational audit:

1. Policies and Procedures 

All schools have handbooks (employee, student/parent, faculty, etc.) describing how they "do school" at that institution. These handbooks are definitely not the most exciting part of education, but they are a vital foundation for any educational institution to operate effectively. Incomplete or poorly worded handbooks can lead to employee, student, and/or parent frustration and negatively impact morale and school culture.

Additionally, each year, schools add items to their handbooks due to changing situations, federal/state/local laws, student/staff behaviors ... and, frankly, "things that they didn't think of" when the handbook was first written. An educational audit focused on policies and procedures will catch those items, as well as, clarify the language so that everyone fully understands expectations. Internal reviews of handbooks are an important first step, but they are not as effective as an educational audit because of the prevailing culture of institutional assumptions and "that's how we've always done it" mindsets. 

An educational audit of policies and procedures can be completed by an independent school administrator who understands your school's mission/culture, but it also may need to include a lawyer who focuses on employment or education to make sure the school is covered from a legal/liability standpoint. 

2. Data Analysis

The lifeblood of any school is student learning. Assessment of this learning is vital to evaluate the impact of educational programs; data are the results of informal and formal assessment. 

Most independent/private schools are "data rich" and "analysis poor." This means that schools collect data from standardized test scores, formal assessment in class, student surveys, matriculation and graduation rates, and alumni results, but they rarely analyze the data to improve programs. Time often is a barrier to meaningful, internal data analysis, but sometimes "researcher bias" seeps into data analysis. Teachers and administrators who analyze their own data, risk entering the process with bias; they may become defensive, or draw conclusions that are more favorable because they were so invested in the learning process and the data collection. In research, an analyst must enter the process with a "blank slate" or epoche' in order to uncover unbiased findings and make conclusions.

An educational audit focusing on deep data analysis is best done by an independent educational professional with "outside eyes." Of course, the analytical report is then used by school administration and teachers to set goals and action steps for improvement.

3. School Leadership Evaluation
Each school has its own employee annual review process; however, the review of the head of school is unique. School boards evaluate the top school leader. Independent, private, and/or faith-based schools are often run by school boards consisting of primarily parents. Although passionate about the school with professional expertise, school board members usually have little educational experience, but they are charged with the task of school leadership evaluation.

School board members are volunteers and are usually very busy with their own professional and personal lives. For them to conduct a thorough and helpful review of the head of school is difficult and, unfortunately, rarely done well. Adding to the complexity of this task, board members (who are parents and volunteers) collecting performance data from staff members in order to conduct a review of the head of school is awkward at best. An independent educational expert would be able to collect more accurate (and more "anonymous") data from staff members and would be able to recommend meaningful educational goals for the head of school.

Using an education audit to review the school leader is not abdicating the school board's responsibility to evaluate the head of school, rather it is using "outside eyes" to inform this performance review process. An experienced and independent educational leadership expert, through the completion of an educational audit, may be able to recommend meaningful goals for the head of school and identify accountability measures that the board can use to impact school improvement.


Internal program evaluations are still valuable, but attaining a fresh, independent perspective is often what helps move an institution forward. Annual educational audits in the areas listed above can be beneficial to school improvement, provide an outside perspective, and stretch educators to think deeper about their school. If a school truly has a growth mindset, it won't hesitate to invite an educational audit with the goal of school improvement.

Language Leads Culture

Cultural change agents understand that language leads culture ... and that words matter. If you want to change culture, start with language.

The Bible also has much to say about language. James, when discussing the power of the tongue, compares it to the rudder on a ship (James 3:4-5). If you want to change the direction of a ship, focus on the rudder; if you want to change institutional or societal culture, focus on language.

You can see this leadership concept when companies re-brand and come out with a new slogan or when a CEO rolls out a new strategic plan with core competencies that every employee needs to memorize. Some companies, like Starbucks, "flip the script" and create new vocabulary that represents a new industry direction (e.g. a "tall" drink now means small, a "venti" drink now means medium). Starbucks changed coffee culture through language, so that when the world thinks of coffee, we think of Starbucks coffee vocabulary. Chick-Fil-A trains their employees to respond to every "thank you" with an "It's my pleasure," and they are the top fast food chain on the Customer Satisfaction Index ; they have a culture of customer satisfaction. Churches (or church groups) looking to change the culture often begin with a carefully chosen name and a bullet point vision statement. These new terms reflect a new direction, and hopefully a new culture.

Schools also have names, mission statements, mottoes, core competencies, outcomes; all can be used by administration to foster a culture among staff, but the complexity comes when you add students. School leaders may have 50 employees who can rally behind the language chosen to lead a culture change, but schools have 10 times that number of voices in students.

How do you ensure students embrace the language that has been chosen to lead culture?

Here are a few steps ...

1. Recognize that words matter. 

Unfortunately, negative examples swirl around us daily. Words can hurt personally, and can negatively impact a culture, especially if used / allowed by leaders of that culture. Not that anyone really believed the "sticks and stones" adage, but the ridiculous claim that "words will never hurt me" has provided mean people a license to use words to tear others down. Every single person has personally felt how inaccurate this children's rhyme is.

I can still remember comments that classmates made 40 years ago that hurt deeply, and I remember with deep regret comments that I made that hurt others. In schools, it is more than just saying mean things and calling names, intellectual bullying (more so in higher education than in K-12 education) also occurs. The really intelligent (professors) sometimes can use their knowledge to show off their intelligence by belittling others. Sadly, this even happens to people with doctorate degrees (like me). Words matter.

The language of leaders especially has an impact on leading culture.

I have been a part of a school that was entering a difficult season of consolidation, reduction in force,  and moving to a new campus, and the school leader's favorite phrase in referring to the move was ... "we're not going to move old pigs into new barns" (and then he would laugh). Clearly, by referring to staff as "old pigs," this leader didn't understand that words matter. As you can imagine, staff morale and overall school culture was truly injured by a phrase, and it was up to other staff leaders to counter, heal, and restore culture.

We currently have a president who doesn't understand that words (spoken or tweeted) matter, and we see examples of how casual and caustic words hurt people and impact culture. Similarly, it falls on parents, educators, and other community leaders to counter, heal, and restore to mitigate the negative cultural impact of these words from one leader.

2. Teach (over-teach) the Language of your Culture
My undergraduate institution (Dordt University) taught (over taught) a phrase that impacted our culture. At Dordt, I heard "every square inch," a phrase about the Sovereignty of God from Abraham Kuyper, in every square inch of my college experience ... classes, resident life, chapels, athletics, and student activities. Yes, as a student I got sick of hearing it and even made fun of it, but it was a culture building phrase, and it has impacted my worldview; and now I even have a 'square inch' tattoo.

I had the opportunity to help start Providence Christian College, and the phrase we "over-taught" was "Firmly Grounded, Fully Engaged." It is a phrase that was intentionally chosen from the school's mission statement, and we hoped that students heard it so much they got sick of it. It was a culture building phrase that was inserted into every course syllabus, every student life program, and every new program proposal, e.g. how will this program "firmly ground" and "fully engage" students?

Language learning requires practice in order to become fluent in the language. Once students understand that words matter, they can be taught the language of your culture. The beginning of the year is a perfect opportunity to develop language habits with students. By defining, modeling, practicing, and celebrating the positive language of your school with students, the words and phrases will become implanted into the school culture.

3. Tend the Language of your Culture.
The language of your school culture needs to be tended, like a garden. School leaders need to intentionally plant positive language into your school culture, and they need to weed out negative language that they hear in a school culture. It is frustrating (like a garden), but the negative language "weeds" can overrun any positive language planted in your culture.

The reality of our society today is that the language some high school and middle school students use is vulgar, offensive, hurtful, and disrespectful. Too many schools today have given up on policing the words that students use. Teachers and administrators walk through hallways ignoring what they hear because of the ubiquity of the foul language. It is no wonder that so many schools have a negative student culture.

I know the difficulty of trying to stop a cultural tide; it often feels like trying to block an overwhelming flood with your hand, but remember language leads culture, so make it a priority.

School leaders need to keep an eye (or actually an ear) on the "tipping point." In change research, the "tipping point" appears to be at 25%, i.e., when 25% of the student body begins to use inappropriate language, it quickly escalates (or tips) to "everyone" using that language. Recognizing that negative language will be a part of any school community, fight to keep this at a low percentage, and you'll see the overall school culture improve.

If school leaders gives up the language fight, the school culture will only get worse. However, focusing on teaching and tending language can reclaim a positive school culture.

How do you know if you are winning the fight? When students (and staff) self-regulate and say to each other, "We don't use that language here." It is truly a pleasure to hear that phrase and to realize the hard work of culture tending is yielding fruit.


Respect the power of words and the impact that language can have on your school culture; intentionally teach it and constantly tend it.

Remember, words matter, and language leads culture.

Cul-de-Sac Classroom

With flexible seating options and innovative classroom designs, more and more teachers are re-considering how they set up their classroom to foster improved learning environments. If classrooms are communities, why not look at urban planning and sociology research to help us design classrooms?

Thomas Hochschild, a sociologist, has publish research in the Journal of Urban Planning and Development (March 2015) that promotes the social benefits of cul-de-sacs; he has found that cul-de-sacs encourage attitudinal and behavioral cohesion among their residents; in short, residents living in a cul-de-sac are more likely to "love their neighbors."

After studying families living on different types of streets, Hochschild found that 31% of cul-de-sac residents felt strongly about the following statement: "The friendships ... I have with my immediate neighbors mean a lot to me." Only 5% of through-street residents felt the same way. Likewise, 26% of cul-de-sac residents strongly agreed with "friendship runs deep between me and my immediate neighbors." Nobody living on a through-street "strongly agreed" with this statement. In addition, his findings included cul-de-sac residents expressing a stronger feeling of belonging and safety, they shared with and cared for each other more; essentially, those who lived on cul-de-sacs practiced "neighborliness" more than residents on other street types. Hochschild concluded that street design facilitates positive community development.

• A summary of Hochschild's research can be found HERE.
• Abstract of the journal article can be found HERE. 

Classroom design can also facilitate community development. Classrooms, like cul-de-sacs, should be places where we look after each other, notice when someone is missing, borrow from each other, and feel "at home."  So, is it possible to create a "cul-de-sac classroom"?

Benefits of Cul-de-Sac Classrooms
If you set up your room to look like a cul-de-sac, I would hope that the classroom design would help facilitate some of the following cul-de-sac qualities.

Everyone is Noticed and Welcome
When a car enters a cul-de-sac it seems like everyone notices because they are valued residents or invited guests (or lost travelers). Cul-de-sacs have "community eyes" in which everyone is looking out for each other as family. Classrooms should notice those who enter a classroom, welcome them home, or invite them into the community (or help them find the right classroom if they are lost). The classroom climate should be hospitable and the message should clearly be ... "you are welcome here."

This is a Safe Place
One of the blessings of living on a cul-de-sac is the feeling of safety when you are home. Kids can play on the street because of the lack of traffic, neighbors are looking out for each other ("community eyes"), and there is no "stranger danger" because everyone knows each other. Likewise, a classroom where everyone feels safe to play, where others look out for each other, and everyone is known creates a powerful learning environment. A safe learning environment sends the message ... "come out to play, explore, discover and even make mistakes because we are looking out for you."

Neighbors are Sharing and Caring
Residents on a cul-de-sac are more likely to borrow items from their neighbors and ask them to watch their homes (pick up mail, water plants, etc.) when they are gone. How can a classroom become sharing/caring neighborly? Healthy learning environments are ones that are willing to share (and borrow) from each other, both physically (classroom supplies) and intellectually (collaborative learning). In addition, a cul-de-sac classroom would notice when students are absent, and other students would look after the "learning home" of that student by sharing notes, collecting papers, and even welcoming them back.

People are Driving Slowly
People drive differently in cul-de-sacs than they do on through-streets. People driving into a cul-de-sac usually drive slowly because they are ending their journey at home and looking out for their neighbors playing in the street. Classrooms should also involve "slow driving." Unfortunately, sometimes classrooms feel like a freeway with teachers and students driving as fast as they can to get to a destination; slow down, take your time, learn deeply, reflect on your learning.

People Stay for Awhile
Cul-de-Sacs do not have "grab n go" convenience stores, fast food restaurants, or gas stations, they only have residences. For the most part, people arriving in a cul-de-sac are planning to stay for awhile ... because it is their home or because they are welcomed guests invited over for a meal. Students in a classroom should plan to stay awhile; it should not be a quick stop because learning in relationship takes time and an ethos of everyone being present together. However, all too often, students look at school as a grab n go store to pick up a credit on their way to graduation. A cul-de-sac classroom would say: "Take a seat on the porch, let me get you some lemonade, and let's have a rich conversation about learning."


This analogy of a "Cul-de-Sac Classroom" can go on for some time ... with HOA rules, neighborhood watch, and mowing lawns, but those tend to stretch the analogy. I know that there is also the "shadow side" of cul-de-sacs (btw, not all sociologists and urban planners agree that cul-de-sacs are healthy), and those negatives can definitely seep into cul-de-sac classrooms.

However, I would love to explore cul-de-sac classrooms more intentionally (what do they even look like?). If you, at the beginning of the school year, are looking for an alternative classroom design, try a cul-de-sac classroom, and let me know if it enhances your classroom community.