Flourishing Defined

Flourish / flourishing is a new educational "buzzword" being used to describe a healthy learning environment and a positive educational experience for students. It is a term that my school is using in discussing our next strategic plan ... how can our school and each student flourish now and in tomorrow's world? ... but what does it mean to flourish?

Unfortunately, educational leaders are known for using "buzzwords" that are often insufficiently defined and nebulous, and, therefore, difficult to implement and assess. For example, individual educators have their own definitions of the following terms: differentiation, learning styles, discovery learning, deeper learning, life skills, 21st Century learning, and formative assessment (just to name a few). A clear definition is needed to effectively operationalize these terms and the term "flourish."

Defining Flourish / Flourishing

I love the term "flourish" to describe a thriving school or student (and the more I research this term, the more I like it), but what does it mean to "flourish" as a school? as a student? 

Oxford's online dictionary (www.lexico.com) defines "flourish" as

Flourish (verb).  grow or develop in a healthy or vigorous way, especially as the result of a particularly favorable environment.

What a great way to describe a school! A flourishing school is a "particularly favorable environment" where students can "grow ... in a healthy or vigorous way." While this is encouraging to think of a school in this definition, it still doesn't define what it means for students and schools to flourish.

Another way to think about the term "flourish" is in relationship to plants. Soil, climate, water, fertilizer, and the gardener all impact how the plant grows; metaphorically, each of those elements can apply to a school and how a student grows.

Flourishing Schools Model

Dr. Lynn Swaner and the Association of Christian Schools International (ACSI) have developed an instrument that measures school "flourishing." This excellent research helps us to better define and apply this term. The categories used in their research focus on the following areas: 

• Purpose
• Relationships
• Well-Being
• Learning Orientation
• Expertise and Resources

By clicking on the categories (see link below the graphic), each of the categories are defined with areas of application. See more information about their work at ... https://www.acsi.org/flourishing-school-culture

Not wanting to just repeat the good work done by ACSI, I want to spend the rest of this blog looking at flourishing in light of another educational buzzword ... whole child education.

Whole Child Flourishing

Student flourishing occurs best when parents, teachers, and schools focus on a student's whole being. Unfortunately, we see more and more examples of students who are not flourishing because they only have one focus. Like a baseball player who blows out his shoulder due to "over-pitching," focusing solely on one area of development will be detrimental to the whole person. 

Our western educational system is heavily influenced by a Greek philosophy that is focused primarily on head knowledge ... and this sole focus has led to high schools around the country filled with stressed out students, walking their halls anxious about grades, high-stakes standardized tests, and college acceptances. This is not a flourishing student. 

In contrast a Hebraic philosophy in education focuses more on the whole child, a student becoming like her teacher in maturity, character, and wisdom, and understanding truth about themselves, others, and the world. Whole child education definitely looks toward academic excellence and cognitive development, but it is only one of areas of focus.

Without taking the time to fully define whole child education, students (and schools) will flourish if parents and educators partner in successfully addressing each of the following categories. The home-school partnership is key for students to flourish.

Cognitive 

Of course, schools focus on cognitive (academic) development and most educational research measures effectiveness of pedagogy and student learning. Learning effectiveness could be defined as flourishing cognitively. Quite simply, students flourish academically when taught by teachers who care passionately for both the student and the content area. This dual-focused caring will drive teachers (and schools) to pursue student learning and cognitive flourishing. 

Cognitive development happens outside of school, and I'm not talking about structured homework time (which can help the school learning). However, parents who abdicate cognitive development completely to the school, do not help students flourish. Parents must fan the spark of curiosity at home, read to/with their child, plan learning experiences along with vacations, discuss current events, and actively discuss life decisions with their children; this will facilitate flourishing.

Social-Emotional

Schools are an active learning lab for students to grow and develop socially and emotionally. Because all students in this SEL"lab" are still developing, this can be filled with hard lessons ... how do I respond when someone is mean? How do I move on from a dating relationship, especially when I still see the person every day? What do I do when I can't get along with a classmate? Schools, in the past, have approached these issues from a "laissez faire" perspective, but more and more schools are realizing the importance of intentionally teaching a social-emotional learning (SEL) curriculum, training teachers how to walk alongside students in social-emotional situations. Schools are adopting SEL curricula and character education initiatives, testing organizations are developing SEL measurements (eg. ACT Tessera), and states are creating standards because in order to flourish as a whole person, students need to develop socially and emotionally.

Parents must partner in this area also, recognizing that social-emotional growth often comes through difficulty, helping to develop character traits of grit, resilience, perseverance, and teaching/modeling coping strategies. The home learning should include time management, balance, rest, along with kindness, care-taking, and responsibilities. In some cases, students also deal with mental illness and anxiety that should be addressed by a counselor or psychiatrist. If social emotional development is  addressed and reinforced at home, students are more likely to be successful navigating the school dynamic.

Creative

Those who believe in a creator-God, as I do, understand the pre-eminence of this characteristic. Students are created in God's image (imago dei) and the first characteristic we see displayed by God is creativity. We see creativity in every sunrise, blooming flower, and insect; therefore, schools need to identify and honor these gifts by encouraging students to create. Creativity can also include "gap thinking" where students identify creative and innovative solutions to address real needs.

Creativity can be developed outside of school also. Parents can look for creative outlets and encourage creation (instead of purely consumption) in recreation, play, and entertainment. Using one's own gifts to create something for another is one of the greatest ways to image our Creator and encourage whole child flourishing.

Physical

In the pursuit of higher test scores, physical activity, recess/play, and athletics has moved to the back-burner, with many schools cutting these programs. However, research supports the benefits of physical activity in both social-emotional development and academic achievement. Even if a student doesn't have a PE class, taking breaks in the class to stretch, move, and exercise will lead to better whole child health and academic engagement.

Schools used to be the primary vehicle for physical education; however, more schools are dropping those classes for more "academic" electives. Physical activity must be a part of home life and learning. Exercise releases endorphins, a "feel good" chemical, that helps people flourish by having a more positive outlook about self and situations. Students involved in club or recreational sports get physical activity through these programs, but many students are sedentary while at home. Encouraging simple routines of walking the dog, yard work, and morning stretching/yoga will help students flourish at school and in life.

Spiritual

A taboo topic in education is the importance of spiritual development. Public schools cannot endorse a specific religion's beliefs or practices, but they can address spiritual elements of reflection/meditation, sabbath rest, times of silence, seeking wisdom from transcendent texts, singing, and service. Of course, private, religious schools can focus on faith formation in a specific religion, and in this element of whole child education, religious schools have such an advantage.

With our western perspective of individualized religious expression, many parents are hesitant to "force" their religious beliefs onto their children. Therefore, students are given the freedom to decide about religious practices and choose not to participate. This has been detrimental to student flourishing. Students need "church" in order to flourish (see my previous blog for more on this topic). Spiritual development should be emphasized at home, in the family's religious beliefs. This will provide students, at the very least, with a community to belong, a place in a grand story, and an otherness (rather than egocentric) perspective.

With the elements above, partnership is essential ... parents/families working together with educators/schools to help student flourish.

Hopefully, this blog has clarified this new educational buzzword of flourishing. Stay tuned ... there is much more to discuss with flourishing and whole child education.

20/20 Leadership: MIrrors and Windows (Part 2)

Leaders who have 20/20 vision must see both near-sighted and far-sighted clearly. Part one of this 20/20 Leadership blog focused on a leader standing by a mirror ... reflecting on themselves or on their organization and taking a closer look.

The second image of a 20/20 vision is a leader standing at the window, exercising his/her "far-sighted" vision. Leaders who are "far-sighted" are able to look beyond the details of the day, focus on what is best for the future of the organization, and can see the threats and opportunities by scanning the horizon. However, standing by the window can also imply taking a break and getting up from one's desk, which is also an important part of being a healthy leader.

So how can educational leaders spend time at the window?

Standing at the Window

Of the two positions, standing by a mirror or standing by a window, educational leaders that I know (myself included) need to be reminded more to "stand at the window." Principals, teacher-leaders, and even superintendents in education tend to dig in and work hard on the details of the day: scheduling, meeting with students/parents, completing classroom observations, walking the building picking up trash, planning the next event, reviewing test scores ... and reflecting on ways to make those details better.

It is vital for the health of the individual and the organization for leaders to spend time standing at the window. Here are a few of the benefits of standing by the window:

1. Take a Break
When I literally stand by a window, it is often to feel the warm Colorado sunshine on my face, enjoy the beauty of a sunset, or to take a deep breath of fresh air. For the health of the educational leader, taking time to stand by a window, both literally and figuratively, is vital as a break from the craziness of the day.

Burnout is high among educational leaders ... average superintendent tenure is 6 years, average principal tenure is 4 years. While the reasons for burnout are multi-faceted and context specific, a couple universal reasons are the break-neck pace of schooling and the lack of breaks for leaders during the school day. This doesn't have to be ... leaders can take 5 minute breaks to feel the warmth of co-workers, enjoy the beauty of the teaching/learning in classrooms, and take a deep breath of fresh air before jumping into another project. These can also be extended times. I am blessed to have a superintendent who requires his principals to take an extended break, of at least an hour, off-campus every other week.

The first reason for leaders to "stand by a window" is to take a break.

2. Check the Weather

Another reason that I stand by a window is to check the weather for the day. Checking the climate of the school is also an important action that every educational leader needs to accomplish on a regular basis.

Stand by the window and evaluate the climate of the school. Is this a spring weather time to start a new initiative or a winter weather time to hunker down? What is needed as you leave the house on the next journey? Do we need umbrellas or sunglasses, ponchos or winter coats? Are teachers and staff in need of an encouraging ray of sunshine or a supportive wind beneath their sails? Is there a celebration that needs to happen because of a positive educational "harvest"?

Checking the weather before heading out and embarking on a new project is vital for educational leaders ... and this can only be done by standing at the window.

3. Guard against Threats

While the image of a sentry keeping watch over the castle is not a common occurrence today, standing at a window can allow someone to see attacks coming. A leader must scan the horizon to see threats against the organization ... in this case a school.

External threats can come in many forms, and every organization needs a sentry. Educational leaders need to be aware of external factors that may impact the school in enrollment, operations, and finance: market changes and economic factors, current laws and pending legislation, competition from other schools, technological changes, and a variety of other current or future factors.

The best educational leaders are ones who can see external threats and prepare the school well to address them. The picture of a leader standing alone at a window is not accurate, especially in the case of being aware of external threats ... this needs to be a collaborative effort. An effective leader will get assistance "at the window" from an advisory council or school board to give input on external threats. In fact, non-educators often see these factors with more insight than educational leaders; rely on these friends to help guard against threats.

4. Day Dream

The final reason that I stand at the window is to day dream. It is easy to get lost in a beautiful sunset on the horizon, imagining all that the world can be. Although some view day dreaming as negative (especially in schools), this can be one of most positive things that a leader can do. In fact, often day dreaming incorporates the other "standing at the window" elements listed above. In the context of leadership, a day dreamer imagines a future world and sets a vision for how to get there.

Setting a vision for the future requires an educational leader to stand at the window and day dream. Unfortunately, many leaders are forced to focus on immediate sustainability (i.e. paying the bills at the end of the month), and they are not able to look at the horizon. Visioning requires a leader to look out for the future of the school. Bold, visionary leaders take risks to position the school to thrive in the future, and that can only happen if leaders spend time at the window.

Educational leaders standing at the window often encourages dreaming of what a school could be (or ought to be). This day dreaming leads to conversations about "what do we want to look like as a school in 5 years, 10 years, 20 years?" This is the beginning of the visioning process and will lead to a powerful vision statement.

Mirrors and Windows

The most effective leadership happens when a leader can stand at the mirror and at the window at the same time. Due to the fact that many leaders have personalities that feel more comfortable at the mirror or at the window, it is rare to find someone who has both qualities.

Those leaders who focus on management (even "micro-management") spend more time standing at the mirror. These leaders need to be encouraged to step away from the work-a-day grind and stand by the window, take a deep breath and consider vision. The leaders who are more naturally visionaries spend more time standing at the window. These leaders need to be encouraged to spend more time in the daily work of the organization, get their hands dirty, and take a close look at what is going well, what is not, and how to tweak it in order to optimize the organization.

Those who have participated in a SWOT analysis can probably see the connection with these two images. "Mirror-work" is focused more on the Strengths and Weaknesses, and "window-work" is focused more on the Opportunities and Threats in the SWOT analysis. All four are important areas to consider, especially for those leaders in program evaluation and strategic planning.

Standing at the mirror and at the window at the same time is difficult, but remembering these two images will really help leaders see clearly in 2020 and beyond.

20/20 Leadership: Mirrors and Windows (Part 1)

With the year 2020, many are talking about 20/20 vision. For leaders to be visionary and effective, they must be both near-sighted and far-sighted; they must have 20/20 vision.

Two images come to mind when thinking about 20/20 leadership. Visualize the image of a leader standing at a mirror and then visualize the image of a leader standing at a window. Effective leadership involves both "mirror-work" and "window-work"; effective leaders need to be both near-sighted and far-sighted. A challenge is doing both of these at the same time.

What do each of these images mean?

Standing at the Mirror

Mirrors, of course, imply reflection, and leaders must frequently reflect both personally and organizationally. However, mirrors are also places where individuals take a closer look, and that also needs to happen. Ineffective leaders rarely take a closer look, instead choosing to stay in their office, in strategic meetings, or in the "clouds."

So how can educational leaders spend time at the mirror?

1. Collect data. 
In order to "take a closer look," reflection needs data. While data can be formal test scores or surveys, it can also be informal observations, casual conversations with staff, and student feedback. Most experienced educational leaders have a keen "gut" that tells them what doesn't seem right about teaching, learning, and the overall school climate; data helps confirm or deny those gut feelings. Leaders should always be collecting and evaluating data ... towards one end: to improve the quality of education being received by the students.

• What data are you using to confirm your "gut" feeling about your school?
• When was the last time you asked a staff member or a student, "what is going well for you?" or "what is going poorly for you?"
• Are there institutional assessments that would help you reflect more meaningfully?

2. Focus on the positive first! 
When reflecting, start with the positives. While it is easy to pick out the negatives, a greater impact occurs when you work on enhancing your strengths rather than working on your weaknesses. Celebrate your strengths. Continue to do those things with excellence. Reflecting on the following questions will help you identify both your strengths and ways to take these to the next level.

• What is going well? Why?
• What can you do to celebrate, affirm, and solidify those areas in which you excel?
• How do you build on those strengths?
• How can you optimize these areas to move from "good to great"?

3. Focus on the negatives second! 

After celebrating your strengths, full reflection requires one to consider weaknesses. However, this doesn't have to be negative; identified weaknesses, confirmed by data and presented as "areas of improvement," can also motivate leaders. teachers and students. As long as you (personally and as a school) have a growth mindset, these can be be transformed into powerful action steps toward improvement. Reflecting on the following questions will help identify focus areas.

• What is not going well? Why not?
• Is more effort / staffing needed?
• What can I do to improve the situation?
• Does the issue require more hands-on attention from leadership?
• Do expectations need to be clarified? Do I need to relaunch?

Reflection (mirror-work) is a powerful opportunity to move from good to great personally and as a school or organization, and it is a vital strategy to identify areas of improvement ... but reflection (mirror-work) takes time. You can imagine, effective educators take time to reflect regularly and deeply. They tweak lessons/units to improve every day; they analyze data; they take a close look at what is going on as an educational institution ... in short, they spend time daily in front of the mirror.

The shadow side of mirrors.

Leaders who are more "managers" than "visionaries" enjoy mirror-work. They enjoy collecting data, taking a closer look, critiquing/tweaking details, and jumping in to "help." While this can be a strength, it can quickly devolve into micro-managing staff.

Just like spending too much time at the mirror in the morning personally is not a healthy practice and can prevent you from leaving the house, spending too much time at the professional mirror can frustrate staff and impede further action. Effective leaders do not spend too much time at the mirror. In fact, the most effective leaders move smoothly from the mirror to the window and back again.

The second part of being a 20/20 leader involves being far-sighted and part two of this blog discusses the image of a leader standing by a window ... stay tuned.

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