PLAGIARISM FREE "A" WORK HIS & PHILO

15 Leading and Administrating Christian

Education

What does it mean to be a leader in Christian education? Why do we have to do so much administration? How do we balance the role of being a leader with being an administrator? These are all important questions that Christian educators face in their roles as a leader and administrator. Often Christian educators don’t recognize the value and importance of these roles. We often hear Christian educators say, “I am not a leader, and I don’t do administration.” It is true that not everyone has the gift of leadership and administration, but these skills can be developed. What can we learn about leadership from the life of Jesus? This chapter develops a theology

of leadership that includes following Jesus’s example of leadership and a trinitarian understanding of a team-based ministry. What do we need to know about being an effective leader? This chapter also explores effective leadership principles based on how to manage conflict. What about casting vision and developing a budget? The chapter concludes by providing educational planning (vision, mission, and objectives) for Christian education, including the evaluation and budgeting processes.

Theology of Leadership

Jesus Christ embodied and modeled a life of leadership through his self-giving love and life of service. Jesus reversed the cultural paradigms of leadership, which included power, control, manipulation, and hierarchy. Jesus modeled a life of servanthood by caring for the poor, healing the sick, and loving those on the fringes of society. He modeled leadership by being willing to “empty” himself (kenosis) as expressed in Philippians 2:1–11. This means Jesus “gave of himself” in order to reveal God’s servant-style power. In this hymn, Paul is speaking to the church in Philippi by illustrating what it means to look to the interests of others and not only our own. Paul points to Jesus as an example of someone who expresses other-oriented love. Jesus’s love for humanity and creation is evident in his diminished power and service to others by his death on the cross. Christian educators start with Jesus’s example of self-emptying love as a servant. We are

called to be servant leaders who are primarily concerned with following Jesus’s example of putting others first. Servant leadership is the principal form of leadership taught in Scripture.

Maddix, M. A., & Estep, J. R. J. (2017). Practicing christian education : An introduction for ministry. Baker Academic. Created from amridge on 2022-03-01 04:53:18.

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The counselors urged King Rehoboam, “If you will be a servant to this people today and serve them, and speak good words to them when you answer them, then they will be your servants forever” (1 Kings 12:7, emphasis added), to which he paid no heed. Jesus offered his disciples a new paradigm in leadership with the simple yet profound instruction, “If anyone would be first, he must be last of all and servant of all” (Mark 9:35). This is something he would have to explain more thoroughly to his followers, as Mark 10:42–45 indicates:

Jesus called them to him and said to them, “You know that those who are considered rulers of the Gentiles lord it over them, and their great ones exercise authority over them. But it shall not be so among you. But whoever would be great among you must be your servant, and whoever would be first among you must be slave of all. For even the Son of Man came not to be served but to serve, and to give his life as a ransom for many.”

Those who followed the pattern of Jesus’s leadership likewise became servants of God and his church. Paul explained his relationship with the Corinthian congregation as one of servant leadership, exemplifying what Jesus has called us to do in our Christian education ministries (1 Cor. 4:1–2, 6–13). This model of leadership is a paradigm shift in a culture that elevates leaders who display power and authority over others. Being a servant leader is being a disciple. The Greek word doulos means “servant” or “slave.” The call to leadership as Christian educators is a call to be disciples and emulate Jesus’s model of servanthood. What is included in being a servant leader? We have found the work of Robert Greenleaf to

be helpful in answering this question. He believed that the primary role of a leader is to embody an attitude of service. He describes his view in the following statement regarding servant leaders: “Those being served grow as persons; while being served, they become healthier, wiser, freer, more autonomous, more likely themselves to become servants. The least privileged persons in society will either benefit, or, at least, not be further deprived. No one will knowingly be hurt, directly or indirectly.”1 This is a powerful definition of servant leadership because it focuses on making people

healthier, wiser, freer, and more autonomous. And when this takes place, it is more likely that others will become servants as well. A servant leader focuses primarily on the growth and well-being of people and the communities to which they belong. While traditional leadership generally involves the accumulation and exercise of power by one at the “top of the pyramid,” servant leadership is different. The servant leader shares power, puts the needs of others first, and helps people develop and perform as highly as possible.

Team-Based Leadership

What does it mean to follow Jesus’s example in leading others? Servant leaders are called to serve others. Christian educators, whether serving in a congregation or parachurch organization, spend much of their time serving with others and equipping them to serve. We believe that a team approach to ministry is the most effective approach to leadership. George Cladis developed an approach to team ministry based on the Triune God. The three persons of the Trinity (Father, Son, and Holy Spirit) are in relationship with each other, or are in a dance. He calls this perichoresis, which literally means a “dance.”2 This perichoresis image of the Trinity is that the three persons of God are in constant movement in a circle that implies

Maddix, M. A., & Estep, J. R. J. (2017). Practicing christian education : An introduction for ministry. Baker Academic. Created from amridge on 2022-03-01 04:53:18.

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intimacy, equality, unity, yet also distinction and love.3 In essence, the doctrine of the Triune God provides a theological framework for a team approach to ministry and a rejection of the more traditional hierarchical approach to leadership via power, control, and domination. Servant leaders are to model a team approach to ministry that reflects the example of the

equality of the Triune God. This means that Christian educators are to be engaged in developing leadership teams that are collaborative by both valuing the contribution of all team members and discovering the unique gifts, abilities, and passion for ministry of each team member. This includes developing a trusting team. People want us as leaders to be real persons who are authentic and care deeply about each other. Developing trusting teams means we are to spend time together in prayer and spiritual disciplines. It also means that we need to be willing to model effective communication by being approachable and trustworthy.

Principles of Effective Leadership

Being a Christian leader means being a servant leader who develops a team approach to ministry, which is very different from more traditional corporate approaches to leadership. Many books have been written on what it means to be an effective leader, and we find the following principles to represent the key aspects of leadership.

1. Discovering yourself (self-awareness). The most important part of leadership is to know yourself, including what you embody and value, as well as your personality, talent, passion, experiences, and temptations. The first step to being an effective leader is knowing who you are as a person.

2. Serving a purpose (mission). What is the primary mission of your educational ministries? What is it that you are called to be and to do? It is important for educational ministries to have a clear mission to ensure that the ministry is moving in the right direction. This can include the development of a mission statement, along with appropriate goals and objectives.

3. Developing shared vision (values). Developing a vision for your educational ministries requires you to include all leaders in the process. Vision should never be developed in isolation. A shared vision develops as you include leaders in dreaming about God’s mission for ministry and discerning what resources God has given to accomplish that vision.

4. Creating change (transformation). Change can be one of the most difficult tasks of a Christian educator, but for change to take place requires the development of trusting relationships and a team willing to take risks. Once a culture of change is created, it becomes easier for continuous change to take place.

5. Empowering others (equipping). Effective leaders take time to empower others by allowing them to use their gifts and abilities in ministry. This includes opportunities for leaders to discover their spiritual gifts and passions (calling) in ministry. Allowing others to lead requires leaders who know who they are and who are not threatened by the gifts and abilities of others.4

Maddix, M. A., & Estep, J. R. J. (2017). Practicing christian education : An introduction for ministry. Baker Academic. Created from amridge on 2022-03-01 04:53:18.

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There are other important principles of effective leadership that we could explore, but the above principles provide a foundation for effective leadership in Christian education. It is important that we know who we are as leaders and that we have the ability to develop mission, develop shared vision, create change, and empower others in our ministries.

Conflict Management

Conflict often results from miscommunication or different perspectives. We often view conflict as negative, but in many cases conflict is an opportunity to “air out the dirty laundry.” Conflict management and resolution are needed to develop and maintain healthy relationships. Most of us don’t like to deal with conflict, but in ministry, conflict is inevitable. Christian education has its share of potential conflict catalysts, such as classroom selection, curriculum issues, theological debates, and clashing schedules and calendars, not to mention that Christian education typically involves more individuals in the church than most other ministries, meaning there is a higher likelihood of personal conflict within the ministry. The question is, do we have the skills to handle conflict in order to move toward

collaboration and consensus? Here are three steps to resolve conflict.

1. Define the problem. Take time to explore and clarify the problem. Often what seems to be the problem is not the real issue.

2. Generate solutions. Explore all the possibilities, including the pros and cons of the proposed solutions.

3. Come to consensus. The goal is to move all parties toward consensus.

As we address conflict, it is important not to avoid conflict and hope it goes away. The more we avoid it, the more difficult the issue can become. It is also important not to save up emotional energy regarding the conflict. This can result in unresolved anger and frustration that is often directed toward the people involved. And we must be willing to change and to admit we may be wrong. In order to deal with conflict effectively, we need to understand the conflict cycle, or stages

of conflict (fig. 15.1), and our conflict styles. The conflict cycle or stages of conflict are as follows.

Tension development: This is when the tension begins and is the best stage at which to deal with conflict. Role dilemma: This is where the harmony of the group gives way to the issue of conflict. The tension has grown so much that communication broke down. This is where blaming begins. Injustice collecting: This is the dangerous stage because it generates negative energy until it is spent, which typically results in hurt or pain. Confrontation: This is the stage where the air is cleared and fighting begins.

Maddix, M. A., & Estep, J. R. J. (2017). Practicing christian education : An introduction for ministry. Baker Academic. Created from amridge on 2022-03-01 04:53:18.

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Adjustments: These are the changes that people make to end the confrontation.5

Conflict Styles

All of us have a preference or style in how we deal with conflict. Since conflict is often learned from others, our style can be changed. We can learn new styles and approaches to gain a greater ability to deal with conflict. Our personalities affect how we approach conflict. Based on our experiences, we perceive reality differently than others. Being aware of our preferred conflict style can help us address conflict. Five styles of conflict have been identified by using an animal as a metaphor for each style.

Turtle (avoiding): This style aims to avoid conflict and not be identified with either side. This style communicates, “I don’t care enough about the issue to invest time and energy in solving it.” The problem is that this creates a context where others have to assume responsibility for resolving the conflict. Teddy bear (accommodating): This style aims to avoid or deny conflict whenever possible. When it is not possible, the person will try to resolve the conflict as quickly as possible. The problem is they want to preserve the relationships involved at all costs. This person communicates that “getting along with each other is more important than the issue over which we have conflict.” Another problem with this style is that the person “sweeps conflict under the carpet” or takes blame for the conflict.

Maddix, M. A., & Estep, J. R. J. (2017). Practicing christian education : An introduction for ministry. Baker Academic. Created from amridge on 2022-03-01 04:53:18.

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Owl (collaborating): This style aims to achieve the goals of all members involved by safeguarding the organization and maintaining good relationships. This approach gets all parties involved in defining the conflict and in carrying out mutually agreeable steps for managing the conflict. The owl approach communicates that everyone’s goals are important and that everyone can work together to find mutually acceptable approaches to the conflict issues. Fox (compromising): This style aims for each side to win and each side to lose. It communicates that we must all submit our personal desires to serve the common good. The problem is that this approach can be manipulative and inflexible, resulting in strained relationships and low commitment to resolve the conflict. Shark (competing): This style aims to win at all costs. It communicates, “I know what is best for all parties involved and for the organization, and I am going to have it my way, or else.” The problem is that this style is aggressive, domineering, and uncooperative. It distances relationships and increases hostility.6

Everyone uses one of these styles during conflict. Sometimes we are a turtle, sometimes a shark. But each of us has a conflict style preference, and in order to be effective in dealing with conflict, we must first recognize our style and adjust to move toward collaboration. Dealing with conflict is difficult, but part of leadership in Christian education is to manage conflict effectively in order to develop healthy relationships and accomplish the mission of the church.

Planning, Evaluating, and Budgeting for Christian Education

Planning, evaluating, and budgeting for Christian education is often the most difficult task for us because some Christian educators carry out their ministries intuitively by seemingly knowing what needs to be done. But most of us need a map to tell us where we are going and how to get there. Otherwise, we wander aimlessly. Careful planning and evaluation are essential elements to ensure that the ministry is headed in the right direction. To avoid wandering, we establish a planning process by setting direction. The “road maps”

used in many planning models of an organization include vision and purpose, a mission statement, and objectives or goals.

Vision and purpose. In a team-based approach to ministry, it is important to develop a shared vision statement. A vision statement addresses the broader scope of ministry, such as, What will the Kingdom of God look like based on this ministry? Or, What is the purpose of our youth ministry? Mission statement. A mission statement represents the specific focus of the ministry in its particular context. It provides the purpose of the ministry. A mission statement example is “to teach all ages the stories of the Bible.” Objectives or goals. The objectives serve as landmarks to ensure that the mission is being achieved. An example of an objective is “to develop a summer vacation Bible

Maddix, M. A., & Estep, J. R. J. (2017). Practicing christian education : An introduction for ministry. Baker Academic. Created from amridge on 2022-03-01 04:53:18.

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school program” or “to plan an annual youth mission trip.”

Calendar Planning After the vision, mission, and objectives are developed, then comes the planning of

educational ministries and devising a process to evaluate them. In developing an educational plan we must recognize the rhythms and patterns of the activities of the church such as worship, Bible studies, fellowship, and mission events. All congregations have a particular cycle or rhythm of activities, and these play an important role in planning. Other cycles of planning include school calendars, the church calendar, and school events. Such events as school graduations, weddings, fund-raisers, and church-wide events often populate the ministry calendar. Therefore, planning in advance is very important to ensure coordination with the overall church calendar and to provide significant time to promote these events. We recommend that you plan annually. Most church calendars are divided into four seasons

(fall, winter, spring, and summer). Annual planning can take place as leaders gather for a day or a retreat to envision what God has for the ministry. It can also include planning every six months to allow for adjustments along the way. The important thing here is to establish a regular rhythm. Annual planning provides parents and leaders with a sense of security because they know what is taking place in the future. This is especially important given the busyness of family life and work. Some ministries provide an annual calendar or notebook showing the major events scheduled for the year. Other ministries have developed an online calendar for their members to join. Each event and program requires annual planning and promotion. For example, if we plan a

mission trip, we need to make sure to plan a year in advance and have incremental times to meet. The planning includes determining a location in which to serve, the cost of the event, transportation, medical release forms, housing/meals, and promotional materials. Events like this require a variety of leaders taking responsibilities to ensure that each aspect of the trip is planned and that proper promotion takes place.

Evaluation Many people are uncomfortable with evaluating people and programs in Christian

education. Some ask, “How can we evaluate volunteers? We are just lucky to have someone serve. How can we evaluate programs without offending the teachers and leaders?” Just like in business and education, evaluation is needed, and in reality people value being evaluated. Evaluation can take place through surveys or questionnaires or in a one-on-one or group

meeting. Surveys and questionnaires are helpful for gaining information about a particular event or a proposed change. To evaluate teachers, we can connect with them one-on-one or in a group meeting. We recommend that you evaluate all teachers and leaders annually, both to guide and encourage them. We also recommend evaluating programs annually based on the programs’ objectives and goals. These evaluations provide accountability for both teachers and leaders.

Maddix, M. A., & Estep, J. R. J. (2017). Practicing christian education : An introduction for ministry. Baker Academic. Created from amridge on 2022-03-01 04:53:18.

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Budgeting The planning process includes developing an annual budget. The budget often includes a

general budget for the year, with specific budgeted categories such as curriculum, camps, training, supplies, food, and so on. The Christian educator should have a very detailed, planned budget showing the connection to the overall educational goals and calendar events. The budget includes the cyclical programming of educational ministries such as Sunday school, Bible studies, mission trips, and service projects (see appendix 15.A for an example). Once the budget is developed, it is usually submitted to the church finance committee for approval. The finance committee determines whether appropriate funds are available and whether the budget reflects the overall goals and objectives of the ministry. If not, adjustments need to be made based on the recommendation of the finance committee. Most ministries have a history of budgeting. In some cases the local congregation provides a

budget to cover the overall needs of the ministry, but in other cases it may require fund-raising to support the ministries through, for example, scholarships to cover the cost of camp or a mission trip. In children’s and youth ministries, fund-raising is often expected, which adds to the responsibilities of parents and leaders. Financial management and budgeting demonstrate the Christian educator’s ability to be a

good steward of ministry. A system should be created to ensure that receipts for purchases are saved, records are maintained, and money is handled wisely. When possible, Christian educators should not be in charge of handling money. Monies should be handled by two or more people to ensure accountability. Too many ministers have lost their jobs and ministries because of the inappropriate handling of money. Having a system of accountability ensures confidentiality and protection of the ministry.

Conclusion

Leading in Christian education includes following Jesus’s example of being a servant leader. Being a servant leader is contrary to more traditional forms of leadership that focus on power and control. Servant leaders recognize the importance of self-emptying love through a life of service to others. This kind of leader embodies a team approach to ministry that values and empowers others’ gifts and abilities. A team approach to leading means that everyone has equal value and is called to live and serve in relationship with each other. To lead effectively we need to understand ourselves, develop a shared vision, and equip others for service. Leadership also includes planning, evaluation, and budgeting as important administrative

aspects of ministry. Some Christian educators don’t always see the value of these tasks, but effective planning provides the ministry with a road map to follow with a clear direction. The planning provides an opportunity for the map to be evaluated to ensure that the goals and objectives are being achieved. And the budgetary process gives the Christian educator the necessary resources to drive the calendar of events. All of these planning processes are necessary for Christian educators to carry out the mission and call to develop disciples.

Maddix, M. A., & Estep, J. R. J. (2017). Practicing christian education : An introduction for ministry. Baker Academic. Created from amridge on 2022-03-01 04:53:18.

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