"Just what we need," muttered Glenn Prince as he filled his cup with coffee. "An early morning meeting on a hot day in the middle of August. Well, what latest educational fad do you think we'll be talking about this year?"

"Joan Fisher said one of the things we'll be talking about is the new mentor program," said Cindy Schut.

"Joan told me you and she has already had some meetings, " Jacqui joined the group, "How do you like the idea of having a mentor for your first year of teaching?"

"It's a great idea and I've enjoyed our meetings," said Cindy. "But I'm confused about her emphasis on teaching higher-level thinking skills across the curriculum. Of course we talked about that in my education classes but sometimes I think people are going overboard on that topic. Education, particularly Christian education, should be solid academic work. You can tell by all the national reports that schools just aren't as good as they ought to be. We can start worrying about some of the new fads after we've made sure that we really have our kids ready for high school."

"It surprises me to hear you say that, " Jacqui said as she selected a pastry. "We've heard so much from the Central Station staff concerning the new middle school concept -- I doubt that they would agree their first task is to get the kids ready for high school. I've always appreciated the direction they are taking with their curriculum. It shows a clear understanding of the vision for the school."

Jacqui looked troubled. "I always worry when you talk like that, Glenn. I've really been looking forward to our week of in-service. While we are busy teaching we have so little time to reflect on how each piece of what we do relates to the whole school. It seems impossible during the year to find time to work hard at understanding how we can carry out the purpose of the school. At least this allows us time to talk about what it means to integrate faith and learning and how the mission statement of the school can be reflected in our design for curriculum and instruction."

Glenn rolled his eyes as they headed for the library where the meeting would be held. "You can tell Jacqui doesn't have children," said Pearl Stock as they walked along. "My teenagers at home give me enough trouble when I'm with them during vacation. Who knows what they'll get into with me away during this week before school starts for them. Ken should have thought of parents like me before he agreed to these in-service sessions." They found places to sit as Ken Heard began his opening devotions.

How can a school like Mountain City get ready for a new school year? Schools have often seen a few teachers drift in just ahead of the students. Teachers set up their own classrooms and prepared for the first few weeks of school. The principal allocated specific tasks during a staff meeting on the first day of school. But there was little interaction about the overall direction of the school or about the whole school as a learning community in which all members planned and took ownership of initiatives. Yet if we consider what the apostle Paul said about how the body of Christ should work together and also consider current educational research, we can only conclude that effective schools need to work at developing and articulating a common vision, using all members unique gifts to contribute to the implementation of that vision.

Such working together takes time. It takes time that is not available while classes are being taught. This time must be found prior to the opening of school.

Some schools have a policy that the teachers will meet for a week at the beginning of the new school year. Other schools have a two-week planning period early in the month of August and then there is a break before school starts. Planning is essential for a cohesive program of learning and teaching. A unified community for teaching responsive discipleship cannot be created and sustained without adequate time together at the start of and throughout the school year.

If we use one or two weeks prior to the start of school for such planning, how can we use them effectively? First of all, the agenda for the week must not be imposed on the staff by the principal. Rather, it should result from discussions in meetings held at the close of the preceding school year, when learning needs are uppermost in the minds of the staff. As the teachers review the year, they should individually ask themselves questions that will provide direction during the coming year: To what extent does my teaching reflect the school's mission statement? Are students learning to unwrap their gifts in my classroom? Is my teaching helping my students deepen their faith? What changes do I want to make to encourage a spirit of responsive discipleship in my class? Which one or two areas of the curriculum will I focus on in order to make improvements? In what ways can I improve my teaching? Am I teaching in ways that truly help students learn to bear each other's burdens by helping each other learn? Are there new topics around which I will want to plan units? What new learning center will I develop during the summer? Where will I be able to find the resources? How can I plan for my own professional and personal growth in ways that enable me to unwrap my own gifts? What can I do during the coming year to encourage seeking and celebrating God's shalom in my school?

After each teacher has reviewed the year, team meetings or grade level meetings should be held so that the teachers may share their personal responses and growth tough conversations with colleagues. Often when teachers participate in such grade-level discussions they choose to revise their own personal goals and plans.

In addition to individual teacher review and team or grade-level meetings at the end of the academic year, it is important that the whole staff gathers to ask similar questions concerning learning and instruction during the coming year.

In order that the most profitable discussion may occur concerning school-wide plans, the faculty might begin by answering the questions individually. The next step would be to have a meeting at which the faculty organizes into groups of four or five, each group consisting of teachers at the elementary, middle, and secondary levels. The groups will review the individual statements and record on a sheet of chart paper their consensus concerning three or four answers to each question. The sheets would then be reviewed by the full faculty, in order to come to consensus concerning goals, needed changes, and areas of study for the coming year, as well as to present different points of view where consensus cannot be reached.

When a faculty works toward consensus, there is always the danger of some people forcing their views on the others. Coming to consensus does not mean that those who are in the minority must give up their ideas to the group. Rather, it means arriving at an opinion shaped by all. Teachers who take seriously the concept of responsive discipleship in their own lives will work at actively listening to each other and asking questions until ideas are clearly understood.

One way to arrive at an opinion shaped by all has been described in chapter 3. Another way is by use of the nominal group technique, which begins with each person writing a list of statements on the issue at hand. Next, one statement from each member in turn is recorded on chart paper until all the statements have been presented. In that way every statement appears before the group without constant identification of source. The group then discusses all of the statements and assigns priorities to them.

An additional area that should be reviewed by the staff at the end of the school year is that of student life. Before initiating this discussion teachers may want to survey their students in order to learn their perceptions. If a survey is not conducted, other means must be found to involve students in the discussion, which might concern such matters as the following: Is the atmosphere of this school one that encourages students to grow in their faith? Do all students feel at home in this school or do some students seem to feel isolated and left out? Is the atmosphere of this school one in which students are encouraged to care for each other? What do you think about the way students act toward each other in school? Are all parts of the student handbook still appropriate? Should something be added or omitted? Do the teachers plan a variety of learning activities in each class so that students may respond to learning in different ways or are the assignments always the same? If more variety is needed, what suggestions can you make for improving instruction? Is instruction arranged in such a way that students will learn how to take responsibility for organizing their own learning?

Discussions such as these will allow the principal, committee leaders, and the rest of the staff to plan the agenda for the week in August. It will provide adequate time for ordering necessary materials. In addition, the teachers will have a direction for their own planning during the summer.

My first day as a teacher is ended! It's hard to believe that it's all actually happening. When I first heard we were having a week of meetings I wondered how I would endure it. But I was surprised how interesting it really was. Some of the ideas we learned in our college classes are being studied here, as well. Only we are expected to make them happen. It's all so much more interesting when it's part of the real world.

For example, last year they studied "interactive instructional strategies" and hod a series of workshops and readings throughout the year. This year different teachers have volunteered to report on how they are using these strategies in their classes.

The new topic for study this year is "using textbooks as supplements instead of as a basis for teaching and learning." They are basing this way of teaching on an inquiry model. The idea is that we will read a series of articles throughout the year and attend workshops on that topic. Then, next year some of us will be expected to show how we use the inquiry model to teach without textbooks in our classes. I never really thought of teachers teaching each other.

I really appreciate how, despite differences of views, our staff shows the bond of faith and love. They want to support each other because they know they are doing their work for the Lord.

The topic for tomorrow has to do with the mission of the school. It doesn't sound too thrilling but I hope it turns out to be as interesting as today.

An important part of the August meeting will be determining how the plans made in June will now be accomplished. During this week the staff should get a good start on working on the projects. Early in the meeting the teachers should address themselves to these questions:

1. When and in what order should we work on each project?

2. Who will serve on the team assigned to each project?

3. What are some ways each team might get started? How might that be followed up?

4. By what date must each team complete its work?

5. What kind of report or project do we expect will be the result of each teams efforts?

6. How will we use the end result?

This kind of discussion can provide direction for the teams to begin their work.

As the week progresses, opportunities should be made for each team to meet with the entire staff to inform them of their progress and to give an opportunity for questions concerning the work of the team. If all of the teachers are to use each project, it is important that they be informed and involved in the planning steps along the way.

In addition to these more formal discussions, the teaching staff must have opportunities for communal devotions and prayer, personal preparation, socializing, and. team building. Some schools have found it profitable to use one-fourth of the time for meetings and projects involving the entire staff. Then they use another quarter for section meetings at the primary, intermediate, middle and high school levels or in grade-level and subject area meetings. They spend the remaining time in personal preparation for the coming year, meetings with parents, brainstorming units, and socializing.

"Our staff is fairly large and we have a few new teachers," said Lynn Reese after the devotional time. She asked the teachers to each introduce one person to the new staff members and the resulting introductions soon had everyone laughing so hard she could hardly regain their attention. "I know that many of you have been engaged in worthwhile professional activities during the summer break. Some of you have taken graduate courses and workshops. Some of you have been involved in analyzing a survey of the parents in our supporting churches concerning why they chose a Christian high school for their children. Others have worked in groups planning curriculum for the coming year. And I've seen quite a number of you here during the summer working at your own preparations. An important part of responsive discipleship is recognizing and celebrating the gifts each of us has been unwrapping in our personal and professional lives.

"Let's take the next hour to tell each other what we have been doing. I have assigned you to groups of ten. Teachers from the different levels of the school have purposely been mixed together to help you come to understand the planning that goes on at each level. I've tried to arrange the groups so that there are four high school teachers, four elementary school teachers, and two from the middle school in each group.

"When you gather in your group make certain that everyone knows everyone else and what their teaching assignment is for this year. When you talk about your summer project be sure to explain it in enough detail so that everyone in the group will have a clear picture of the various strengths we are developing as a staff. If you have taken a course, talk about the high points of the course. If you have planned curriculum, describe the central focus, how it was worked out, and how it fits with the rest of the curriculum. I would appreciate it if you would include in your discussion suggestions of ways all of us might be able to hear about those projects that are particularly significant for our growth as a professional team, We will share experiences for the next hour and then we'll gather to hear suggestions from each group concerning future faculty or team workshops."

The groups gathered in their assigned areas of the library and settled down to conversation. Ken Heard moved from group to group listening and making certain that the groups were interacting productively. There were four strong people on staff who made sarcastic, negative comments about any kind of collaborative or community-building activity on the part of the staff. Lynn had carefully assigned no more than one of these people to each group, in order to weaken the influence they had. Ken was pleased to see that her plan was working. None of the four was interacting enthusiastically but neither were they hindering the participation of the rest of the group. At the end of the hour, they shared their ideas for future meetings and then it was time for a short break before beginning the next session.

"Our new teachers were introduced earlier and I think you should all know that this year we are using a mentoring program for the first time," said Ken after the break. "In the past we have usually assigned one experienced teacher to each new teacher to help with practical matters concerning how we do things at our school. But last spring a committee met several times to plan a more extensive program. I am very impressed with their work and we are already using their suggestions."

Though teachers' lives bring them into contact with a great many people, teaching can be a lonely profession. Most of the time teachers plan alone, close their classroom doors and teach their students alone, and when there is criticism often face it alone. When teachers keep their actions in teaching and feelings about teaching private they don't have to disclose their mistakes and insecurities but they also don't have the possibility of sharing real successes. This is not completely a matter of choice. It is simply a matter of the way schools often work and experienced teachers are concerned about this isolation.

Beginning teachers in particular need support as they attempt to integrate ideas learned in their teacher education program into their first teaching situations. College teacher education faculty claim that novice teachers are often more strongly influenced by the practices and culture of the new school experience than by experiences that had been part of the teacher education program.

The way new teachers are initiated into the professional culture will in all probability determine the way they will go on, and how likely it is that they will grow in competence (McDonald and Elias 1980, vol. 1). The induction of teachers into a collegial community in which teachers stand in a defined relationship to one another is central to the growth of the new teacher. Without that induction beginning teachers often are unable to find avenues for demonstrating their vision and. professionalism.

The teacher who is speaking has had more than thirty years experience in Christian schools in a number of different states. But he is equally ready to admit that he does not see this type of questioning and probing among teachers of his own generation. We have met many dedicated teachers and administrators in Christian schools; not a few of these are also possessed of great vision. However, in too many cases school structures that keep teachers isolated from each other in their teaching have prevented them from demonstrating and pursuing their vision.

Teachers who are learners in a community for responsive discipleship will want to help each other explore new ways of teaching by sharing ideas, sharing the risk of attempting new ways of teaching, and providing support when teaching methods aren't as successful as hoped. If schools are to be communities for teaching and learning, teachers will need guidance in how to participate as colleagues. One way to provide such guidance and support is by having a carefully planned peer-associate program, in which each teacher is paired with another teacher.

In a teacher induction program, each teacher new to the school (whether experienced or just out of a teacher education program) is paired with a teacher who has been with the system for at least three years. These peer-associates will help the new teacher to feel comfortable in the school and to understand the implications of the school's vision. Discussions concerning how the purpose of the school influences curriculum decisions as well as instructional methods are important aspects of the program. And, of course, information concerning the practical day-to-day matters is needed.

In working as peer-associates the new teacher comes to know the school and the long-term teacher becomes more reflective about the purpose of the school. Often the questions asked by the new teacher lead the associate to raise the same questions for discussion and reflection in a faculty meeting.

It is important that each staff develops a plan in keeping with the goals of the school. However, some general guidelines might be helpful. First, while every teacher will be involved in a peer-associate pair, the long-term partners who will work with new teachers will require certain qualifications. They should be teachers who not only understand the mission of the school but who are able to articulate that mission and relate it to daily activities.

The relationship between the long-term partner and the new teacher should not be one of "expert" and "novice." First, it is a relationship between two people who acknowledge the same Lord and who have been joined to one another by his Spirit: it is a relationship of equals in Christ. Second, it is a relationship in which two professionals work together in influencing each other by jointly reflecting on the task they share. The new teacher is becoming accustomed to the ways of thinking and acting in this community and the long-term teacher is becoming professionally rejuvenated through reflection and discussion.

The design for peer-associates should clearly specify the topics for discussion and the activities that will be undertaken prior to the school year. For example, in discussing how teachers must attempt to help students search out biblical guidelines for the areas of life being studied, the design might suggest that the long-term teacher provide three examples from his or her own instruction. Then that member might call in another colleague for additional examples. As the school year progresses, the peer-associates will have continued discussions concerning how this kind of teaching is being carried out and what joys and difficulties each of them is facing.

Among the important matters for discussion are these: helping students who have learning difficulties, providing for unwrapping of gifts unique to a few, helping students learn to help each other, planning meaningful classroom devotions, assessing students learning and helping students evaluate their own learning, the teacher's self-evaluation, and conducting parent-student-teacher conferences. These topics and others should be part of an ongoing discussion at regular meetings throughout the year.

Competent experienced teachers recognize that if the school is to who willingly support each other, some schools are in the position of having one or two experienced teachers who appear to contribute little to the growth of the school and present obstacles that prevent change from happening. Neither the style nor the content of their teaching reflects professional growth. Their negative comments provide inappropriate models for younger colleagues. If such teachers are going to remain part of the teaching staff, it is the obligation of the rest of the staff to help them change.

Many mid-career teachers perceive fewer career opportunities and feel uncertain about the future. Mid- and late-career teachers often have an increased emphasis on material rewards and the quality of work life, feel less successful than they did earlier, and feel an increased sense of isolation. All teachers need a supportive, encouraging environment in which their personal contributions are valued. Teachers seeking to improve their teaching will be working in an environment of experimentation and risk-taking and will need to "find support in failure as well as in success ... a trusting environment for learning" (Loucks-Horsley et al. 1987, 9).

Because all teachers need support and because some teachers have shown they are not likely to grow without support, we advocate that schools design a plan for every teacher to be involved in a peer-associate team. At the beginning participation should be on a voluntary basis. However, the goal is to involve every teacher.

How each partnership works will depend on the personalities of those who are on the team. Some of them will be very much like the teams involving the beginning teachers. They will provide support by encouraging each other and praying for and with each other. They will act as mirrors to each other's behavior, as observers and describers of student behavior, providing data for each other to employ in decision making. They may act in facilitative roles by active listening, paraphrasing, and asking questions that require the exercise of judgment and discernment. They will help each other learn to analyze their teaching.

Garmston and Eblen (1988, 24) suggest questions along the following lines:

What do you think the problem is?

How might you find out?

What do you need to do next?

When is another time you will need to do this activity?

Can you think of another way you could do this?

What do you think would happen if you changed the technique?

Whether the pairs involve beginning teachers or consist of mid-career teachers, participants will need leadership in learning to function as part of a pair. This is an area in which Christian school support organizations and Christian colleges can be of service. Adapting the suggestions of Odell (1989, 14), topics that might be part of a training program for teachers include:

rationale for teacher induction programs;

teachers as responsive disciples;

stages of teacher development;

fostering collegiality in teachers;

working with adult learners;

classroom observation skills;

career opportunities relating to teaching.

As he walked home at the end of the orientation week, Ken thought ahead to the rest of year. The agenda for staff development was full and he wasn't certain that there would be time to complete everything. Every item had been placed there and planned by committees of teachers, and he knew that most of the teachers agreed with him that the tasks they were working on together were important.

This was quite a different management style for him. Ken smiled to think that just before his fiftieth birthday he was willing to make such a major change in his approach to leadership. It was not that the old way hadn't "worked." Ken knew the school had a good reputation in the community, but he had begun to feel that the school community had a limited view of what was important. In the past year Ken had realized, in part because of the reading he had done concerning successful schools (Sergiovanni 1991), that teachers who find their work lives meaningful, who feel they are able to exert reasonable influence over work circumstances, who experience personal responsibility and are accountable for outcomes, are more committed to the school, harder workers, and more satisfied with their jobs.

More fundamentally, Karla Hubbard's work at Central Station had challenged him to think once again about the task of a leader in a Christian community. He knew that he had to focus on planning activities that would help his staff to experience God's shalom. Ken had promised himself to use this year as a major step toward that end.

Sergiovanni, T.J. 1991. The principalship.

Additional information concerning many aspects of school leadership.

To Chapter 5: How Do We Forge A Community of Learning?