1. Why are we learning this?

I’m almost certain that every teacher has heard this question asked of them at least once!  Students deserve an answer that is more inspiring than ‘You will need this for your end of year exam’ or ‘This will be a foundation for next year’s topic’. As an educator, I believe it is my responsibility to give a big picture context for the learning I expect to take place. Who wants to come into a classroom and watch the teacher demonstrate fraction and decimal skills, followed by endless random practice exercises to be completed for no real reason at all? But what if those skills are an essential component of success in a Year 7 unit titled ‘Money and Menus’, where the Home Economics and Maths teachers have collaborated to prepare a unit of work incorporating all the respective skills needed but with a big picture goal of planning and preparing meals for needy members of the community? The  classroom comes alive with purposeful and determined learning! This pedagogical style is often called ‘service-learning’. It acknowledges that the higher purpose of holistic education is to address the deep needs of the individual and the world for the glory of God and for the flourishing of communities and nations.

Human beings of all ages yearn for what could be distilled into three main themes:

1. Identity – Who am I in the big scheme of things? Where do I fit?
2. Well-being – How am I? What gives me security and stability in a world that is broken?
3. Purpose – Why am I here? What am I here to do?

How are these deep needs of the heart, body, mind and soul addressed by your school? Why is academic excellence necessary but not sufficient? 

2. What did you do at school today?

Such a common question asked by parents around the globe, with a range of answers likely from ‘Nothing’ or ‘Don’t remember’, to something a little more forthcoming. But the best answers come from students who are totally engaged with their academic learning because they see it as part of the bigger picture of life. ‘We organized a concert for the old folk at the nursing home; we prepared meals for people affected by the fires; we filled Christmas boxes for Samaritan’s Purse; we became pen-friends with students from a school in Asia to help them practise their English skills; we raised money to purchase toilets for a school in Africa; we sewed quilts  for the women’s prison; we prepared a vegetable garden site for the Early Learning Centre children.  In other words, we practiced and honed our academic skills and abilities while we engaged with the needs of the world.

A teacher’s most important task is not to prepare students merely for a career, but to prepare them for a life which includes a career. Teachers are far more than facilitators of individual growth or trainers of future employees. Christian schools aim to prepare young people for works of service (Eph 4:11-12) in order that the whole world might be redeemed from its brokenness and flourish in the way God always intended. Function is important, but character and purpose are always superior.  

3. What does it mean to be a Flourishing School?

We all know it’s about far more than academic grades and ATAR scores. But unless we are intentional, a narrow focus on academic success can become our default position. As the old saying goes, “Christian schools don’t naturally happen. They naturally unhappen!”

Hugh Whelchel, in his ‘Four Defining Characteristics of Biblical Flourishing’ (IFWE, 2014) writes, “The Biblical view of flourishing stands apart from all others in that it provides not only a vision, but also the means by which a person can achieve flourishing…. Biblical flourishing is missional, priestly, and outward focused, motivated on spreading God’s glory throughout the earth. We flourish when we help others flourish (Jeremiah 29:4-7).”  Hence we turn to the concept of service-learning.

For CSA and ACSI resources on a biblical view of flourishing schools, take a look at Flourish: A Vision of Christian Schooling with videos and materials covering the areas of vision, culture, faith and practice. This recent blog post from Dr Rob Loe is another excellent resource challenging us to consider the essence of wellbeing. And if you’re interested in further resources on leadership for flourishing schools ACSI also have this great PDF and this blog post, both of which are exceptionally helpful for personal growth and use with your teams.

Subscribe to the CSA Podcast channel for more big ideas in Christian Education:

• Episode Twenty-Six: Summer Series 20-21 | Throwback episode – New Horizons for the Christian School Association
• Episode Twenty-Five: Summer Series 20-21 | Faith in Kids (for Kids): Into The Unknown – Starting School Well
• Episode Twenty-Four: Summer Series 20-21 | Throwback episode – Measuring What We Value
• Episode Twenty-Three: Summer Series 20-21 | Faith in Kids (for Parents): Talking through Unbelief With Teens
• Episode Twenty-Two: Summer Series 20-21 | Throwback episode – An Opportunity for Educational Re-set

4. Service-learning as a Pedagogical Method

Swaner & Erdvig (2018) define service-learning as ‘a powerful pedagogy that connects classroom learning with service opportunities in the community, in an iterative cycle where student learning is facilitated through structured reflection’.  Service-learning is a relational and experiential pedagogy, actively involving students in a range of experiences which benefit the wider community (local, national or global), while meeting the Australian Curriculum requirements and developing General Capabilities.  Real-world application and contextualisation of skills and knowledge allow students to synthesise their classroom learning with meaningful action and critical reflection, while promoting Christian virtues, biblical principles, community engagement and faith formation.

When mission and service are seen as central to a Christian vision of holistic education, schools are able to engage students simultaneously in rigorous academic learning, heart-transformation and a practical response. Student outcomes then include growth in compassion, appreciation of human diversity, leadership capability, character development, faith, and capacity for academic learning. Those human yearnings for Identity, Well-being and Purpose can be fully addressed by effective service-learning.

5. Service-learning Resource for Your School

Most Christian schools would love their Year 12’s to graduate as compassionate, servant-hearted, well-prepared disciples of Jesus Christ. That doesn’t just happen! The challenge is always about converting right theory into best practice.

As a first step, does your school have a documented philosophical and practical approach to mission and service which aligns with your school’s vision and your ideal graduate profile? How long has it been since you have audited your mission and service policies and programs? Is there a designated person in your school with this responsibility? Remember that we invest in what we value!

CSA has produced a comprehensive Service-Learning resource which is a companion to its Christian Studies Program and Curriculum resource documents.  [Website link] Its introduction states, “We believe that Christ’s mission is our mission, and as such, followers of Jesus are called to participate in God’s redemptive plan of healing, renewing and restoring all things”.  

The resource demonstrates how the service opportunities and partnerships you are already engaged with can be linked to classroom learning and curriculum outcomes. It includes a comprehensive F-12 matrix with service learning examples, activity ideas, links to Aust Curriculum outcomes, and bible integration options.

In a nutshell, the CSA service-learning resource includes: a biblical rationale for service-learning a suggested pathway for service information on developing a school-wide culture of service many ideas for integrating service with the F-12 Australian Curriculum outcomes case studies with practical advice from Christian school colleagues a comprehensive list of partner organisations and contacts. appendices with guiding principles and bible verses regarding service

6. In Conclusion

Can students actually learn what it means to flourish and glorify God and reach their full potential without engaging in service activities? I am convinced that service-learning is an indispensable pedagogical method for Christian schools which has both immediate and long-term (and potentially eternal) impacts.

You may like to connect with school leaders who already have long-standing experience and well-developed documentation around service and mission in the Christian school context. For example, St Andrews Christian College in Victoria has long been committed to implementing its Global Horizons Program. (link to the document?) The College now has a Mission Service Learning Coordinator on staff and even a Mission Service Learning Captain amongst the student cohort. Catriona Wansbrough, SACC Principal, says, “Although known for our academic rigour, we are a school community that …. offers an education rich in hope and purpose that delivers more than just good results.”  

To converse more about next steps for your school or about how to connect with either a Christian school in the Asia-Pacific region or an Australian partner organization for mission or service opportunities, simply email me.

Let me conclude with this challenge:

If our graduates understand all the elements of economic theory but use it only for self-advancement.

If they can solve the most complex of polynomial equations but are not filled with awe at the Creator of such elegance and design and consistency.

If they have studied all the cultures of the world, but do not have love for their neighbour.

If they can follow intricate recipes and produce amazing meals, but have no interest in hospitality and friendship.

 If they can win debates and write outstanding persuasive essays, but have no awareness that truth without love is meaningless.

 Then can we say that our graduates have been truly educated?  

Catch up on our latest briefings:

• Academic Excellence in Christian Schools: Necessary or Sufficient? | Sandra Scott
• ACT Government Discrimination Law Reform
• INSIGHT | Vol. 1 – February 2021
• ACSI’s Flourishing Schools Research | Dr Lynn Swaner and Dr Matt Lee
• Navigating Tensions Between Christian Ethos and Assessment Practices | Dr Maria Varlet

The post Academic Excellence in Christian Schools: Necessary or Sufficient? | Sandra Scott appeared first on Christian Schools Australia.

Despite being amended 65 times since commencement, and 28 times since the passage of the Human Rights Act 2004 (ACT) the Government is claiming it is out of date and may not be compliant with the Human Rights Act.

A particular area of concern identified in the preliminary information about the Review is –

“… is the exceptions regime which can have a discriminatory effect on certain individuals (e.g. LGBTIQ people). Exceptions excuse discriminatory conduct, where it is reasonable in all of the circumstances. However, society’s views about what is reasonable change over time. Some of the ACT’s exceptions are very broad, which can undermine protections against discrimination. It’s time to reconsider whether the limits of our discrimination law are appropriate.”

This characterisation of exceptions as merely an excuse for discriminatory conduct completely misrepresents their nature as essential balancing provisions with a clear basis in international law.

We have already been in contact with other groups and will be actively engaging in the review process.

The post ACT Government Discrimination Law Reform appeared first on Christian Schools Australia.

Highlighting Research in and for Christian Schools

Welcome to the first in a series of communications that will endeavour to provide CSA member schools with updates, findings, commentary and important school-based implications of a diverse range of research projects and articles in and for Christian schooling.

A Thrill Of Hope

“We have this hope as an anchor for the soul, firm and secure”
Hebrews 6:19

We all agree. 2020 was an annus horribilis  in so many ways. We lurched from catastrophic bushfires that ravaged our East coast to a global pandemic that touched the entire world. Our school communities bore the brunt of these seismic tremors and a new vocabulary of words like agile and pivot and hybrid work models entered our everyday leadership vernaculars. After such a tumultuous 2020,  we looked to a new year for a new beginning. However, the turning of the calendar into 2021 provided no tangible turning of the tide for these current crises with bushfires now ravaging our West coast and the shadow of COVID continuing to cast its long dark shadow over the world.
 
Perhaps with new acuity, the Christmas… season of 2020 enabled us all to appreciate and value many of our often taken for granted rituals and traditions surrounding this holy season. For me, I was struck afresh by the power and pathos of some of those all too familiar hymns we sing at Carols services and church events each year. A favourite of mine has always been “O Holy Night”. The carol is a both a declaration of Jesus birth and also and exclamation of His redemptive work for all of humanity.
 
One line resonated with particular relevance and significance at the end of 2020 – “a thrill of hope – a weary world rejoices”. The thrill of hope – what a powerful phrase that is and what a timely reminder as we launch into 2021! !! That line is only made possible because God came down, sending his Son Jesus – the Word made flesh –  to restore all things in a lost, weary and broken world. This thrill of hope should inspire and encourage us as we seek to be agents of redemption  through our school communities throughout 2021 – pointing a broken, distorted  and often hope-less world to the only Hope for all humanity who breaks every chain and provides hope in the bleakest  situation and light in even the darkest of nights.
 
This new series of communications – Insights – will seek to provide hope and illuminate different facets of research in and for Christian schooling that reveals God’s redemptive and transformative work that is expressed through seeking out truth and goodness and beauty across our school communities. Insights will also seek to equip you as a leader with articles, perspectives, projects, and commentary related to research initiatives that are redemptive, transformative,  thoughtful and specifically focussed on “kingdom come” imperatives of hope and redemption through the cause of Christian education around the world. I pray that you will be hope-filled throughout 2021 and trust that as you both reflect on, participate in, and thoughtfully engage in the projects and articles curated here you will be inspired, encouraged and hope-FULL in your life and ministry.  

Why Parents Choose Christian Schools | Project

CSA is now launching its third important piece of national research that will provide an understanding of the parents that select Christian schools for their children.  This national study will investigate the profiles, passions, perceptions and priorities of our Christian school families, and you have the opportunity to get involved.

Meditations on “Meditation in a Toolshed” | by Dr Albert Cheng

This article, written by Assistant Professor Albert Cheng, explores the importance of using data that is both looking at as well as looking along within our school communities. The article unpacks a paper by CS Lewis who described these concepts as two ways of experiencing reality. Lewis contends that “When looking at something, one stands outside of it to understand it. Looking along, in contrast, entails participating in the thing itself”. Cheng expands on these concepts with a particular emphasis on the implications for research and evidence-based approaches within our school communities and uses the work of the Flourishing Schools Culture Model to provide examples of these two approaches to data usage. Read more

CSA / ACSI Flourishing Schools Culture Model | by Dr Lynn Swaner and Dr Matt Lee

Pilot Study and Final Report
Nearly all of our Australian pilot schools have now received their school-based reports and the final report on the findings on Christian schools in Australia involved in the pilot will be presented at the National Policy Forum in May. Validated by research, the Flourishing School Culture Model provides culture-level insight to Christian schools on how their students, educators, and school communities flourish in the domains of Purpose, Relationships, Learning Orientation, Expertise & Resources, and Well-Being. The Flourishing Schools Culture Instrument (FSCI) explores responses across a range of key criteria and seeks responses across seven different survey groups: students; parents; alumni; teachers; leaders/administrators; support staff; and board members. You can read the recently updated findings from ACSI’s Flourishing Schools report compiled by Dr Lynn Swaner and Dr Matthew Lee. Read more

Early Teaching Career Research

Early Career Teachers and Relationships
Relationships Foundation were commissioned in 2017 by the UK’s largest school-centred initial teacher training program to carry out a five-year longitudinal research program, exploring the impact of a trainee teacher’s social and professional relationships on their success as a trainee and… thereafter as a teacher. The interim findings of this study have recently been published in Impact, the research and practice journal of the Chartered College of Teaching in England and Wales.

Read article

Christian School Graduates and The Common Good

Following on from the successful launch of the Cardus Education Survey Australia project report launch last August, CSA are compiling a series of short (6-8 pages) articles that relate specifically to the implications for Christian schools of the survey’s findings across 6  major themes. The report findings provide a holistic perspective of millennial…graduates (ages 25-29) rather than measuring only academic outcomes, economic contributions and career pathways of the individual. You may consider using parts of these in your school communications and staff presentations. You can view the full video presentation of the Launch and all published reports on the CSA website as well as the Cardus Education Survey Australia Project website. The CES site also contains the slides used by all presenters and the three published report documents.

As CSA Member schools, you are also able to access the keynotes delivered on report’s findings at the National Leaders Summit (NLS) in each State/ Territory.

A comprehensive Christian Schools Australia Report is also being compiled that will bring together the key findings relating to Christian schools arising from the Cardus Education Survey Australia Project as well as the Relational Schools Project and the soon to be launched Christian Schools Community Profile.

The Teacher as a Learner-Researcher  

This is just one of the topics covered in the new research journal Academica, released by Australian Christian College (ACC). This research based journal showcases the research, insights and work of teachers and leaders in the nation-wide Australian Christian College network of schools. The journal covers a broad range of topics such as Christian education, academic improvement, online education, character development, student and teacher wellbeing, professional educational issues and education technology. Academica’s content demonstrates the ACC school network’s commitment to pedagogical improvement, contemporary research and exemplary teaching practice.

The latest edition contains a range of thought provoking and easy to read articles that include:
Modelling Learning: The Teacher as a Learner-Researcher; Leadership and online learning during the COVID-19 crisis: Proactive or Reactive?; How does teaching online differ from on-campus teaching?; What Does A School Chaplain Do? and Pedagogical Curriculum Knowledge: An exploratory concept for teacher planning.

Read journal article

Navigating Tensions Between Christian Ethos and Assessment Practices | Dr Maria Varlet

Insights from Australian Doctoral Research
In this article, Dr Varlet summarises the key findings from her doctoral research and the tensions between espoused theory and our everyday assessment practices in Christian schools. A key purpose of this study was to shed light on the potential tension between ethos and assessment practices by exploring the perspectives of teachers in one Australian Christian school. The study investigated teacher beliefs and attitudes, the influences shaping these, the way in which Christian ethos is understood and experienced by individual teachers and how, if at all, this is applied to their assessment practices. Read more

Measuring What We Value | Podcast

On this episode of ‘Horizon 2020’ Darren Iselin talks with Dr Beth Green, who is currently Provost and Chief Academic Officer of Tyndale University, Fellow of the Royal Society and a Senior Fellow and former Director of Education at Cardus, a faith-based think tank in Canada.

What It Means To Innovate Christian Education

Arising from the Australian Christian Higher education Alliance (ACHEA) conference in 2019, this recently published book featuring predominantly Australian based contributors and case studies reformulates Christian education as an interdisciplinary and interdenominational vocation for professionals and practitioners. It speaks directly to a range of contemporary contexts with the aim of encouraging conceptual, empirical and practice-informed innovation to build the field of Christian education research. By helping thinkers to believe and believers to think, the book seeks… to stimulate constructive dialogue about what it means to innovate Christian education research today. Chapters are organised into three main sections. Following an introduction to the volume’s guiding framework and intended contribution (Chapter 1), Part 1 features conceptual perspectives and comprises research that develops theological, philosophical and theoretical discussion of Christian education (Chapters 2-13). Part 2 encompasses empirical research that examines data to test theory, answer big questions and develop our understanding of Christian education (Chapters 14-18). Finally, Part 3 reflects on contemporary practice contexts and showcases examples of emerging research agendas in Christian education (Chapters 19-24).

Buy eBook

Hope for the Next Year and Beyond

To conclude this edition, the current research update from Professor Tyler Vander Weele at the Human Flourishing Program at Harvard University provides a succinct overview of some of the latest empirical research on hope, and the Centre’s efforts in developing more philosophically and theologically informed measures of hope and of optimism. This past year has been difficult for… our country and for the world. We have been struggling through a deadly pandemic. We have faced tensions across racial and political lines. Many have faced tremendous economic hardship. Some are doubtless wondering if there is any reason for hope. Dare we hope for the future? And what is hope? Is it realistic? Does it help at all? Over the past couple of years, we have been trying to better understand and assess hope at the Human Flourishing Program at Harvard to attempt to shed light on some of these critical questions of our day.

Read article

Catch up on our latest articles and blog posts

• Academic Excellence in Christian Schools: Necessary or Sufficient? | Sandra Scott
• ACT Government Discrimination Law Reform
• INSIGHT | Vol. 1 – February 2021
• ACSI’s Flourishing Schools Research | Dr Lynn Swaner and Dr Matt Lee
• Navigating Tensions Between Christian Ethos and Assessment Practices | Dr Maria Varlet

The post INSIGHT | Vol. 1 – February 2021 appeared first on Christian Schools Australia.

ACSI’s Flourishing Schools Research

ACSI's Flourishing Schools Research | Lynn Swaner & Matthew H. Lee

1 file(s) 32.77 MB

Download

The post ACSI’s Flourishing Schools Research | Dr Lynn Swaner and Dr Matt Lee appeared first on Christian Schools Australia.

Navigating Tensions Between Christian Ethos and Assessment Practices

Navigating Tensions between Christian Ethos and Assessment Practices | Dr Maria Varlet

1 file(s) 10.27 MB

Download

The post Navigating Tensions Between Christian Ethos and Assessment Practices | Dr Maria Varlet appeared first on Christian Schools Australia.

Meditations on “Meditation in a Toolshed” – What C. S. Lewis Can Teach Educators About Data Usage

Meditations on Meditation in a Toolshed | Albert Cheng

1 file(s) 23.98 MB

Download

The post Meditations on “Meditation in a Toolshed” | Dr Albert Cheng appeared first on Christian Schools Australia.

Schools can get involved with events during this week utilising the Event Planning Kit and Online Promotion Kit developed by the Department of Home Affairs.

Our Christian schools often reflect a very diverse range of cultural and ethic backgrounds as people come together around a shared Christian faith and values.

If your schools is organising an event we would love to share your photos on social media!

The post Harmony Week – 2021 appeared first on Christian Schools Australia.

While indicating that we understood, and supported, the religious discrimination legislation being deferred as a result of the COVID19 pandemic we considered it a priority for introduction in the 2021 legislative calendar.  We also reiterated our encouragement to the Government to consult early with the Opposition on the proposed legislation. We remain of the view that bi-partisan support for the proposed Religious Discrimination Bill is possible and in the wider public interest.

Today we received  a response from the Government indicating that –

“The Government continues to consider the submissions made on the second exposure draft of the legislative package. However, due to the ongoing COVID-19 pandemic, the Government’s immediate priorities continue to be protecting the health of all Australians and addressing the significant economic consequences of the pandemic. The Government will revisit its legislative program as appropriate to respond to the developing situation, and bring the Religious Discrimination Bill forward at an appropriate time.”

This is, frankly, a very disappointing position being taken by the Government.  Protection for religious freedom has been well established as being deficient and  falling well short of Australia’s international treaty obligations.

We will be continuing to take this issue up with Government and seeking the re-introduction of this legislative package as soon as possible.

The post Religious Discrimination Legislation – when? appeared first on Christian Schools Australia.

During the meeting a number of issues were raised including:

• Funding for distance education students
• the need for greater access to capital funding
• Funding for students in early learning centres
• Establishment of a national data dashboard
• Religious freedom

A copy of the letter to the Minister following the meeting is available below.

We also took the opportunity to invite the Minister to the Christian Schools National Policy Forum in May.

Letter to Minister Tudge 16 February 2021

1 file(s) 348.99 KB

This resource is restricted to Members. Please login to download the resource

The post Meeting with new Education Minister appeared first on Christian Schools Australia.

Christian schools across Australia have a strong commitment to provide safe and caring learning environments reflecting Christ’s love and concern for His people.  We are strongly encouraging all schools to get involved with the National Day of Action against Bullying and Violence.

Schools can register as an ‘NDA School’ online here.  Once registered you will be listed as a participating school and will receive an event toolkit by email.  If your school has participated in NDA previously, you are already subscribed and should have received your school event toolkit.  If not, you can check your details on the NDA website.

We trust that all schools will lock in Friday 19 March 2021 and register your school now if you are not already registered.

The post National Day of Action against Bullying – 2021 appeared first on Christian Schools Australia.