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Lead Well Blog
Imagine an ancient garden on a terraced hillside where stones hold precious soil in place. A fig tree, olive tree, wheat, and grapevines grow just enough to sustain a family. Such gardens required patience, care, and hope—quiet reminders that life flourishes where the soil is tended well.
What if the future of Christian schools doesn’t depend on finding better leaders—but on developing the leaders already teaching in our classrooms? It’s time to rethink how we invest in teachers, not only as instructors, but as mission-shaped leaders.
As I write this, it is Christmas break. Monday, December 29, to be specific. For the first time in a few months, I’ve had some margin and some downtime. My inbox has slowed down. Over the past week, I’ve even had moments of—dare I say it—boredom.
CSI schools often begin with groups of godly people praying over the needs of their communities. Through fervent prayer and seeking God’s guidance, these individuals then sense God calling them to start a Christian school to help bring about renewal and restoration in their communities as a whole.
We now arrive at the third and final installment of our series on what Christian Deeper Learning looks like in the science classroom.
In the run up to our Faith & Science Symposium, we’ve been exploring the three components of Christian Deeper Learning: People of God’s story doing real work that forms self and shapes the world. This month, we’re examining what “real work” looks like in the science classroom.
I glanced back and forth between my computer screen and the student poster in front of me, comparing the two texts. It was indisputable, the student in my chemistry class had copied large chunks of text straight from Wikipedia.
“Larry, be a super-tender.” One of the teachers on staff had that advice for me when I made the jump from high school principal to superintendent.
Decades ago, while meandering through a magazine, I stopped at a letter to the editor, entitled something like “Jigsaw Puzzle Education.” The writer was troubled at the state of education, claiming that teachers were not connecting one fact or idea to another.
