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VOLUME 47

NUMBER 3

FEBRUARY 200TheLutheran

Educator T h e W E L S E d u c a t i o n J o u r n a l

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T H E L U T H E R A N E D U C A T O R

VOLUME 47 NUMBER 3FEBRUARY 2007

Editor Jack N. MinchEditorial Board Philip M. Leyrer, Cheryl A.Loomis, James F. Pope, David D. Sellnow

Editorial correspondence and articlesshould be sent toThe Lutheran Educator , Editor,Martin Luther College, 1995 Luther Court, NewUlm, MN 56073. Phone 507-354-8221. Fax 507-354-8225. e-mail: lutheraneducator@mlc-wels.edu

The Lutheran Educator (ISSN 0458-4988) is pub-lished four times a year in October, December,February, and May by Northwestern PublishingHouse, 1250 North 113th Street, Milwaukee, Wis-consin 53226-3284. Periodical Postage Paid atMilwaukee, WI.

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POSTMASTER: Send address changes toT h e Lutheran Educator , c / o Northwestern PublishingHouse, 1250 North 113th Street, Milwaukee,Wisconsin 53226-3284.

Copyright 2007 by Martin Luther College. Re-quests for permission to reproduce more thanbrief excerpts are to be addressed to the editor.

TheLutheran

Educator The education journalof the Wisconsin Evangelical Lutheran Synodedited by faculty of Martin Luther College

Christian School DisciplineJohn R. Schultz 69

Sunrise or Sunset?Whats Ahead for ConfessionalLutheran Education?John Braun 70

Effective Leadership andSupervision in Todays SchoolsBenjamin Troge 79

Code RedJack Minch 85

Do Not Judge, or You, too,Will be JudgedTheodore Hartwig 87

The Assignment ProcessVilas Glaeske 89

Whoever is Not Against Usis For UsDavid Sellnow 91

As We See ItPondering a Paradox 67

A R T I C L E S

D E P A R T M E N T S

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Pondering a ParadoxThe highest-ranking U.S. military officer detained at the Hanoi Hilton pris-

oner of war camp during the Viet Nam War was Admiral Jim Stockdale. Foreight years he endured a miserable life by anyones standardsno release date,repeated torture, a life without even a prisoners rights.

Stockdale lived to tell about it in a book, In Love and War which he co-authored with his wife. He never relinquished his command and found inge-nious wayslike assigning a code to broom and mop strokes during silent workdetailto communicate with his men.

How does one endure such a trial? The degree to which faith played a role isfor Stockdale and individual readers to answer. Nonetheless, how he endured isa question that has intrigued manyincluding business leadership guru, JimCollins, who interviewed Stockdale for his best seller Goo d to Great .

In Stockdales story Collins found an important implication for leadershipthat he calls the Stockdale Paradox: Retain faith that you will prevail in the end,regardless of the difficulties AND at the sam e tim e confront the most brutal facts of

your current reality, whatever they might be. At first glance one might ask whats so profound. But the verbs retain and

confront joined by AND are significant. In difficult times, many slip intodespair due to their assessment that the odds are just too overwhelming. Otherschoose to see only an upside. Stockdale called them the optimists who kept saying Were going to be out by Christmas. When that didnt happen, they changed the dateagain and again. They never made it out, or, as Stockdaleputs it, ...they died of a broken heart.

In trial, despair and blind optimism are equally crippling. A paradox, remember, is a truth that transcends logic. Maintaining unwaver-

ing hope in the face of insurmountable odds seems to be an exercise in futile

denial. Yet it is possible, and, Stockdale would argue, absolutely necessary.If Stockdales Paradox has some kind of familiar ring to it, perhaps that is

because Gods Word has said as much. Trial and triumph create a constant ten-sion in the Christians life. Consistently we will deal with lapses in support, ugly attitudes, and the powerful allures of the world AND at the sam e tim e follow theLord who promised that not even the gates of hell will prevail against his church.

We will deal with challenges instead of ignoring them AND at the sam e tim etrust the promises of the One who endured death and hell to redeem us. We will fight battles aggressively AND at the sam e tim ebelieve the most important battle is overand won in Christ.

To a small band of followers who would face many challenges, Jesus put it this way, In this world you will have trouble. But take heart! I have overcome the world (John 16:33). And so we lean into the wind, eminently hopeful.

PML

As we see it

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No w the Lord Go d h ad p lanted a gar- de n in the e ast in Ede n; and the re he put the m an he had fo rme d. Yo u must not e at from the tre e of the knowle dge o f goo d and e vil, fo r whe n yo u e at o f it you will sure ly die The Lord Go d m ade a wo m an

fro m th e rib he had take n o ut o f the m an,and he b ro ught he r to the m an ., she too k

som e and ate it. She also gave som e to h e r husband, who was with he r, and he ate it I will put e nmity be twe e n you and the wo m an, and b e twe e n your o ffspring and he rs; he will crush yo ur he ad, and yo u will strike his he e l. Exce rpts, Ge ne sis 2 &3 How wonderful, yet tragically sad, are

the events in the Garden of Eden: par-adise, perfect bliss, the ugly fall into sin,

the tragic consequences, the beautifulpromise of a Savior. The disobedienceof Adam and Eve horribly changed thecourse of human history. Gods perfect creation was tainted with evil. Our first parents lives of bliss were now filled

with pain, grief, and hardship. But Gods love and grace beamed like ahuge light in his curse of the serpent and his first gospel promise of theSavior! One, born of a woman (Gal4:4) would appear to destroy the devils work (1 John 3:8). The events of the

Garden of Eden can serve as a modelfor discipline in Christian schools.

How were Adam and Eve to live intheir perfect communion with God? What did God expect of them? How could they show their love for theirCreator? God left no doubt about hisexpectations for his creatures. They

were allowed to eat freely from any treein the garden except the tree of theknowledge of good and evil. The limita-tions on the behavior of Adam and Eve were clearly and definitively set. Thesame should be true of a Christianschool. Expectations and limitations forclassrooms should be clearly defined by the teacher. The principal makes cer-

tain the same is true for the school as a whole. Students need to be clear about the expectations and limitations of theireducational environment. The expecta-tions are to be fair and contribute posi-tively to student learning.

The overwhelming image of thehome a living God provided Adam andEve in the garden is its perfect bliss.God bestowed upon the crown of hiscreation the abundance of his love. Hegave Adam companionship and mar-riage. The naming of the animals indi-

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Christian School DisciplineJohn R. Schultz

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cates superior wisdom. The garden con-tained all things needed for their lives.

Its beauty must have been outstanding.They were blessed with profitable activi-ties. The Christian school cannot createan environment of perfection such asexisted in the Garden of Eden. It can,however, make every effort to pattern itsenvironment after that which existed inthe garden. A positive, loving relation-ship between everyone in the school isthe first step. Positive, friendly, andhelpful words spoken by the teachers ona consistent basis communicate love andconcern. Frequent interaction with par-ents, promoting student achievement and accomplishments, providing mean-ingful and engaging workall theseand others help create a positive learn-

ing environment. Adam and Eve disobeyed the clearlimitations God had set. When God gavethe command not to eat of the tree of the knowledge of good and evil, he alsosaid, When you eat of it you will surely die. Adam and Eve broke the blissfulunity between God and man. Man sepa-rated himself from God. The wages of

sin is death, Romans 6:23. Man wouldnow suffer the just consequences of hisdisobedience. Students and teachersmust confess, What I do is not the goodI want to do; no, the evil I do not want to dothis I keep on doing, Romans7:19. Because of their legacy from Adamand Eve and in spite of the positive envi-ronment set by the school, students willdisobey the clear limitations set for theirbehavior. When this occurs and loving

warnings fail, the school (or classroomteacher) must implement consequences

stringent enough to train a child in the way he should go, (Proverbs 22:6) yet

not physically or psychologically abu-sive.

In the ugly gloom of sin, Gods loveand forgiveness was like a beacon. Evenas he administered the consequence of

Adam and Eves sin, he promised aSavior for them and all their descen-dants. God provided the means whereby Satan would be crushed. Gods love andforgiveness were apparent to them.They never wondered how they wouldregain Gods favor. It was freely given tothem through the seed of the woman.The Christian school will assure a misbe-having student of Gods forgivenessthrough Jesus. Such a student may expe-rience the consequences of his sin, but

he should never be allowed to doubt Gods love and forgiveness. Theprophet Nathans words to David, theLord has taken away your sins, (2Samuel 12:13b) is always a regular com-ponent of the schools message to itsstudents.

Read some more: Colossians 3:12-17

Prayer:Tender Shepherd, never leave them,Never let them go astray;By your warning love directed,May they walk the narrow way.Thus direct them, thus defend themLest they fall an easy prey. (CW 508 st.2)

Jo hn Schultz se rve d as principal/ adm inistrato r o f Minne sota Valle y Luthe ran High Sch o o l. He is curre ntly re tire d and living in Ne w Ulm , MN.

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Kieta

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C AN YOUTELL thedifferencebetween a sunset and a sunrise? Of course its easy if you are there or know

where youve been. Its a sunset whenthe day is over and you look to the west

and see the sun dropping down below the horizon. When you awake fromsleep, look to the east, and watch thesun come up over the horizon, its asunrise. Sunsets and sunrises are most often beautiful events on both sides of aday.

But my question is more challengingif you are not there and you see the sky

in a photograph or painting. Sunrise orsunset? Its even more difficult to decide

whether events we observe in our worldrepresent the beginning of a new eraafter a period of uncertainty or the endof one grand eventful era marking thebeginning of the night. Its difficult toassess where we are in our own personalhistories just as it is difficult to deter-mine where we are in history. Will our

world spiral downward in increased vio-lence, or will we see the violencereduced and contained? Will the econo-

my continue tobe good, or willthe price of oil,

inflation, and other factors bring on aperiod of difficulty? We read and listenin order to decide which it will be: sun-rise or sunset.

Lets rephrase the questions: how would you assess the state of confession-al Lutheranism today and, in particular,the role of Lutheran college training? Isthis a sunrise or a sunset? Are we wit-nessing the last glorious rays of Lutheran colleges in our fellowshipbefore the night descends upon us all?Or is it much different from that? Is this

the dawn of something new and beauti-ful? Where are we standing today, and

what is the future? Can anything helpanswer those questions or help usdecide whether this is a sunset or a sun-rise?

Perhaps theres another alternative.Perhaps we are simply watching the reg-ular progression of days with no omi-nous darkness or glorious day ahead.

We may be watching one day giving way to another. Every day brings its own set of challenges. The challenges of one

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Sunrise or Sunset?

Whats Ahead for Confessional LutheranEducation?John Braun

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day are different from those of the pre- vious day, and we are called upon to

wrestle with them just as others did onthe previous watch.

Where are we?

Thats the first question. Can we know where we are? What criteria should weuse to assess the current state of ourinstitutions? I dont want to paint someunrealistic optimistic picture. I want toknow as clearly as I can what the prob-lems are. Then, by the power of Godsgrace, work at solving them.

We face a big challenge. Simply, thereare fewer students in our midst. Familiesare smaller; baptisms are down; gradeschool enrollments are down. At the

least this implies that the future will besomewhat different from the past or thepresent.

If the first challenge is the pool of available students, the second challengeis financial. The cost of education hascontinued to grow over the years.Congregations are losing members, themembers are getting older, and it has

become more difficult for the congrega-tion to support its school, the areaLutheran high school, and the WELSministerial education system. Budget cuts, tuition increases, even staff cuts,and school closings are part of congre-gational thinking.

Besides the financial challenges,Lutheran education faces challenges inmethodology and technology. Most teachers today received their training inthe traditional lecture method. Theauthority stood before the class and pre-

sented the material; sometimes that wassupplemented by audiovisual resources.

But in the years since, methodologies,strategies, and technologies havechanged. The sage on the stage hasstepped aside to make way for interac-tive and cooperative learning,PowerPoint (although this approach isstill largely the sage on the stage), brain-based education, and computer-assistedlearning. Workshops, online classes,seminars, and discussion groups arecommon. We have adapted to thesethings. No doubt additional changes

will take place that will help teachers bemore effective. Whether we will experi-ence a sunrise or a sunset in our educa-tional efforts, that adaptation will con-tinue.

Is there a future?

Children are coming through yourdoors because they believe that you willhelp them mature as LutheranChristians. They trust you to help theirminds mature and grow with knowledgeand insight. They believe that you can

help them mature and become respon-sible citizens in our world. But most important, they have chosen yourschool because they are concernedabout spiritual maturity. To my knowl-edge, not one of our schooles hides thespiritual dimension of its mission.

The presence of students in yourclassrooms and their involvement in

your extracurricular activities represent families that desire these blessings fortheir children. Admittedly, not everyonehas the same degree of dedication or

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commitment to these principles. Andsome parents become helicopter par-

ents, hovering over their children and your effort to train them. But whateverthe challenges, students are coming.Some may drop out, transfer to a publicschool, or remain with less-than-enthusi-astic interest in spiritual matters or theirstudies. Some will grouse about assign-ments, teachers, athletics, and oneanother. But once again they are in

your classrooms. They have made thechoice to be there.

I suggest that they represent ourfuture, that is, the future not only of oureducational system and your school but the future of our church body. In a

world that presents so many choices for young people, they have chosen to

enroll. That is important. They are thesunrise on the horizon.

Committed to the Gospel and theLutheran Confessions

First, these students are Gods preciousgifts to the world as well as to us. Theirfaith in the Savior becomes the respon-

sibility of each of our institutions. Somehave come to know Jesus through theirinstruction in their own homes and con-gregations. That faith has grown, inmany cases. Under Gods grace it growsat area Lutheran high schools, prepschools, or our colleges. Once they enroll, you participate in their spiritualdevelopment and help them grow intheir relationship with Jesus.

What does that mean? It means that our colleges have the opportunity andchallenge to provide the richest spiritu-

al environment possible. Your studentsexpect regular chapel services that pro-

vide a depth of worship opportunities.In the self-studies I was involved with asprofessor and president, we noted that students ranked chapel as one of themost significant aspects of their lives oncampus. That student response was not marginally approving nor was it true foronly a demographic segment of the stu-dent body. It was an overwhelmingresponse by all students. It was not aone-time blip; the response that occurred in the first self-study appearedagain in the second ten years later.

As confessional Lutherans, we ought to realize that the concern for chapeland Gods Word occurs because of thegospel of Christ. The gospel is the

power of God, and it alone can producesuch a response. For us, chapel is not just a social event, like the gathering of the community or tribe. It is not some-thing we endure with our students, but,as long as the gospel is present, it is afaith-building opportunity. But chapel isfirst and foremost an opportunity togather together so that the Holy Spirit

can work in the hearts of students andfaculty through the gospel.

As confessional Lutherans, we alsoknow the reality of our own sinfulnature and the sinful nature of students.

We are not naturally eager to come tohear a message we think we already know. Students and faculty membersare often distracted by other things andcreate other priorities. The challenge

we have, entrusted with the lives of future Lutherans, is to provide modelsfor the priority of the gospel. Faculty

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priorities often become student priori-ties. Chapel is an investment in our own

spiritual lives and the future spirituallives of our students.

But its also more than chapel, isnt it? And its more than the model youpresent in your worship priorities. Itsalso the conversations you have with stu-dents, the counseling you do, and themodels you present as thoughtful intelli-gent Lutheran Christians. In this area as

well as in the chapel services, Lutherans want to talk about Christ, recognizing Jesus as the heart of the gospel message.Our knowledge and experiences revolvearound the Truth, who is also the Way for all our personal journeys and thoseof our students, and the Life now andbeyond.

In other religious colleges and univer-sities there is a lot of God-talk. Muchdebate and discussion about God occursin and out of the classroom.Unfortunately such God-talk may benothing more than the natural religionof the unregenerated human spirit. It feels spiritual and transcendent; it may even show signs of ecstatic emotion

with or without the Pentecostal over-tones of that term. It may become a cult of do-gooders out to change the worldfor the better. A fine sentiment but not necessarily Christian. But we know more. We know that Jesus came toachieve our justification and provide vic-tory over death. Its easy to have God-talk but much more difficult to have

Jesus-talk. The natural inclination of thehuman heart is to talk about God but toresist any reference to Jesus, his purposefor humanity in general, and his role for

us individually. Without Jesus and hiscross, God-talk is a discussion in the nat-

ural classroom of the human heart, per-haps little more than a rarified discus-sion of the force of Star Wars. But

with Jesus, that discussion builds faith; it becomes the power of God for salvation.

So our conversation should be about Jesus and the gospel, not about a vaguetheology without him. That is what makes us different from other collegesand universities and other religious col-leges and universities. Its also what helps us create the future. The future of our congregations and our church bod-ies is not the development of youngmen and women who possess thought patterns that can satisfy intellectualcuriosity about God. Instead, that future

is tied to the faith in Jesus that lives inthe hearts and lives of the students wholeave our schools. We are helping theirfaith mature, not just providing them with skills and knowledge to earn liv-ings, solve problems, and be productivein our society.

Remember we are confessionalLutherans and our institutions are com-

mitted to that orientation. Faculty mem-bers in our schools are Lutherans profi-cient in their academic disciplines. They pledge faithfulness to the ideas present-ed in the Lutheran confessions becausethose ideas represent the ideas of Scripture. Those confessions and ouradherence to them tether our academicfreedom. Our subscription to theLutheran Confessions provides many positive blessings. It shapes us and pro- vides the standard for internal disci-pline to accept what we all share and to

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reject what is at odds with what webelieve. Because we share a common

allegiance to the Confessions, we havebeen molded into a discourse communi-ty with shared beliefs and a particular

way of thinking and expressing ourthoughts. Along with that comes a com-mon culture in the sense that any dis-course community has a common cul-ture, whether it is a nation, a region, astate, a city, a business sector, or a com-pany within that sector.

Some would suggest that this is a neg-ative factor and that we are a closedgroup that is narrow in our approachand thinking. While some claim that it is an ethnically generated phe-nomenon, Im growing more convincedthat the barriers are not so much ethnic

as they are confessional. But there aremany who would disagree with that assessment. But the unity and internalpeace that our common faith providesallow us to work together with a mini-mum of difficulty.

Two vocabularies

Our brand of orthodoxy may come witha strong inclination to congratulate our-selvesand the Lordfor the blessingof unity and to hold events that fosterour unity. Gods directives on fellowshipnurture the concept, and much of human experience underscores thesame inclination. For example, peoplelive in homes that they decorate to theirown tastes. They draw the shades at night to preserve their space and priva-cy. Although they retain their own pri- vate space, they do come out to talk with

the neighbors and even invite them intotheir space for conversation and, in

some cases, shelter, from weather andother threats.

I want to explore that illustration abit. Those who live in the house of con-fessional Lutheranism have many choic-es. Among them, they can remainsecluded within the safety of theirshared space. If they do that, the rest of the neighborhood will not know whothey are or what they believe. But if they leave the doors open for everyone, they will lose the space they treasure; it willbecome everyone elses space and evendisappear. Even the treasured heir-looms may be broken or lost. They willcease to be the family that the spacenurtured and instead become like every-

one else. One might then ask if this fam-ily has any separate identity that it canmaintain. So the confessional Lutheranfamily members must find a way to keepthe treasured space where they cangrow and mature while at the same time venturing out to share who they are and what they believe. In venturing out, they invite others inside to share the trea-

sures they have. For us as confessionalLutherans, we wonder how to retain

what is ours by Gods grace and how togive it away. The tension between sepa-ration and outreach may not be easy todetermine in all cases. It may even bedisputed and debated.

We have the responsibility to teachtwo different vocabularies. First, like any family gathering, they teach the way family members should talkwith loveand respect. Even disagreements canprovide lessons for such conversation.

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But its the vocabulary that is important.They need to talk the same language as

the other members of the family.Concepts like trinity, justification, fel-lowship, predestination, faith, sanctifica-tion, among many others, must beunderstood so that a new generationcan participate in the dialog within thehouse of Lutheran confessionalism.That effort will assure the continuationof the family but, more important, it willpreserve the treasures God has given usin his Word as expressed in our confes-sions.

Yet the truths we hold dear are for allhumanity, and our task is to share them

with others. That brings me to the sec-ond vocabulary colleges must teachLutheran students. Students need to

know how the rest of the world thinksand shares ideas. After spending time with you, they will open the door to theoutside world, leave the comfort andsecurity of your confessional home, andtake their places among neighbors whodo not share the first vocabulary. Thissecond vocabulary does not just providethe tools necessary to talk about the

weather, the news, or the fortunes of their favorite sports team. This vocabu-lary carries the potential for effectivecommunication about the conceptslearned by mastery of the first vocabu-lary. Their dialog will be conducted withthose who have not mastered the con-fessional vocabulary of Lutheranism and

who may actually be ignorant not only of Lutheranism but of the simple gospelof Jesus.

I am concerned that we conduct the work of education in a closed environ-

ment which does not permit exposureto or discussion about ideas and

thoughts different from our confession-al norms. For some that may be toomuch to say or write, but let me explain.Confessional Lutheran students willenter a world where different ideas willhold more value than the concepts they learned as Lutherans. I think they needto engage those other ideas before they leave our classrooms. Literature, history,and philosophy open windows through

which to look at the world outside. Alltoo soon they will engage those ideas intheir daily walks.

We have much to learn from the vast range of human thought and effort,even if we do not agree with everything

we encounter. Paul and Moses provide

examples of those who mastered both vocabularies and were trained in the dis-ciplines of their day. While we confront ideas and discuss them, we must alsomaintain the separation and distancefrom evil and from false teachers that God requires of his faithful people

when he says, Watch outKeep away(Rom 16:17).

Some have suggested that we shouldbe more concerned about practical mat-ters and theological precision, in other words, specialize even more than wealready do. One consequence of that shift might be to jettison the humani-ties. Under such a scenario, class timeand degree requirements may shape acurriculum that provides only proficien-cy in the language of our own house-hold with a very limited proficiency inthe language of the neighborhood.Then we will become more focused on

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internal dialog with one another andthose who think as we do; we will

become even more isolated than wealready are.

In addition, if we adjust curriculum todiscuss practical issues and solve current perceived problems, we run the risk of another set of problems. We are betteroff teaching how to think as Lutheransrather than teaching what to think. Wedo well to teach them how to think criti-cally and evaluate what they encounter.Critical thinking skills are always impor-tant. One of my greatest fears in any curriculum revision suggested by well-meaning and dedicated people is that

we prepare students of tomorrow by giv-ing them the answers to the problems

we perceive today. Once they get to

tomorrow, todays issues and answers wont matter.Ive asked you to look at the future

through the lens of the students before you. That should imply that you look at the students as precious individuals that the Lord has given to you. God willing,they are the Lutherans of tomorrow.The implication is that you should

adopt a view that will permit you toteach them and not just fill them withcontent. But the idea of teaching peo-ple has much to commend itself to us as

we seek to mentor students and operate within the Christian principle of love forone another. Your greatest goal is forthe student to grow not only in the dis-cipline that is your area of expertise but also in his or her Christian faith. How can you open the individual mindsbefore you? How can you turn them onso that they develop a healthy curiosity?

Not all students have the same buttons.If that were true, we could use tape

recorders to teach. But the lesson you wish to teach flows from one individualto another and from one mind andheart to anothers. True not only forbiology or math but also for biblicaltruth.

Vocation

By vocation I do not mean the inter-nal calling or impulse a student might have to pursue the training necessary for full-time work in the church. Nor doI mean the call into public ministry issued by Gods people to various indi-

vidual Christians. God has establishedthat ministry and continues to call indi-

viduals through his people to areas of service and responsibility. Instead, Imtalking about the calling all Christianshave to serve God in whatever their cir-cumstances and with whatever talentsand inclinations God grants.

God has sprinkled us all as salt intothis world. We are his and have a won-derful status in this world. As Peter

expressed it, all believers are a chosenpeople, a royal priesthood, a holy nation, a people belonging to Godand, as such, our common task is todeclare the praises of him who called

you out of darkness into his wonderfullight (1 Pe 2:9). These words do not apply to professional church workersonly. They, of course, receive doublehonor (1 Ti 5:17) as those entrusted

with the Word of Truth, but all believershave the status and purpose describedby Peter. Each believer has a role in the

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kingdom of Christ as Christ determines.Christ is the Head of the Church; he

controls the affairs of the Church, not us; his wisdom, vision, and leadershipfar surpass any of ours. Not all are pas-tors, not all are teachers, in the same

way that not every part of your body is amouth or every members is a foot (1 Co12).

Let me illustrate the point with ashort story. About a year ago, I visitedone of our congregations away from theMidwest. The pastor was handling a

vacancy in a nearby town and had toleave immediately after the service toconduct services in the vacant congrega-tion. I attended the Bible class conduct-ed by a member of the congregation we

visited. It was an excellent Bible study

conducted by a dedicated and energeticlayman. He happened to be a colonel who had taught at West Point and would soon be transferred to anotheruniversity with courses on military sci-ence. What struck me was the light com-ing from this believer. That light wasevident not just in the Bible study andthe local congregation, but those who

knew him could recognize it in thecourse of his official responsibilities.Now think about that for a moment.The pastor of this local congregationcould not step into a classroom at West Point or sit with other officers at a mili-tary base, perhaps even thousands of miles away, but this young man could.He has a vocation as a Christian officer.He did not presume to assume responsi-bility for the teaching and preachingministry of the local congregation, hisrole was to complement the work of the

pastor. His fellow believers had turnedthe public ministry over to the pastor.

This was a wonderful lesson about how the body of Christ functions.

However, one thing is wrong with my illustration. It focuses on the way thisman served the local congregation.Thats not a bad thing, but our concept of vocation is not limited to the localcongregation or the visible church.Sometimes I think we at least give theimpression that the only service one canrender Christ is participating in someactivity in the local congregation or thelarger visible organization. This believ-ers service at Bible class was important to the saints of God, and he deserveshonor for that role, but he is also Godsroyal priest in his fatigues on the field of

battle or in the classroom teaching mili-tary science.I do not want to minimize the great

value all our called workers represent orthe high office God has entrusted tothem. As a called worker, I take serious-ly the emphasis Scripture gives to called

workers among the saints of God. Yet Iconfess that I have had the privilege of

working with and serving some very tal-ented people. Some of them weresmarter than I am, others had a deeperinsight into the grace of God and how to live as representatives of Christ in this world, still others had more enthusiasmfor sharing Jesus than my weary bonescould ever muster. I learned from themand togetheryes, togetherwe didGods work. We looked to find ways tocomplement one another and not workagainst one another.

I hope I am pointing you to the east

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so you can watch a different event. Ibelieve there is a sunrise for all believ-

erseach one having a place without competition, each one faithfully carry-ing out the role Christ has assignedencouraging one another rather thanbickering and grousing. God has givenus the opportunity to assist in shapingthat sunrise. It may be his will to bring it to pass, and he may chose to do it through our efforts.

I believe that the Lord of the churchknows whether we are looking at thesunset or the sunrise. I still cannot tellfor sure. When the end comes, Jesusreminds us that the visible church may be in shambles. Isnt that what Jesusimplies when he says, At that timemany will turn away from the faith

and many false prophets will appear anddeceive many. Because of the increaseof wickedness, the love of most will grow cold If those days had not been cut short, no one would survive, but for thesake of the elect those days will be short-ened (Mt 24:10-12, 22)? We may wit-ness the death of the visible organiza-tions and institutions we know today

including our Lutheran colleges andeven our synods. To our human visionso tied to measurement by numbers andgoals and our human experience so tiedto what we know of our own histories,that would be a sunset. One that the

world would hardly notice or careabout. From that perspective, I dont know which direction Im facingeast or west.

But there is another perspective. TheLord of the church reminds us all that his church has a bright futurea glori-

ous sunrise. Its not tied to our visiblecolleges or churches. If the organiza-

tions and institutions we know disap-pear, yet the Lord will still have hischurch sprinkled among the hordes of humanity. At the trumpet call, theangels will gather his elect from thefour winds, from one end of the heav-ens to the other (Matthew 24:31). Now that will be a sunrise better than any wehave ever witnessed.

We serve at the Lord of the Churchsdirection. He asks us to be faithfulthats all. The students who have comeinto your orbit are the future of ourchurch bodies, not just the future of ourministerium. But its more than that. As

you look at the young men and womenbefore you, you can catch glimpses of

the futurethe sunrise of the Churchof Christ. Help them maintain theirorbit long enough to gain speed andmomentum until they spin off to attract others to the gospel they possessthegospel you have modeled for them andshared with them.

Jo hn A Braun se rve s at No rthwe ste rn Pub lish ing

Ho use and is the e ditor o f Fo rward in Christ.

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Introduction

The days of administrators are filled with phone calls, upset parents, disci-pline issues, demands from higher

authorities, developing budgets, andteacher supervision, just to name a few. With high-stakes testing, budget cuts,teachers unions, unruly students, andlack of parental support, the cards seemto be stacked against every administra-tor. So with the myriad of issues listedabove, how is it possible to be an effec-tive leader in todays schools?

Effective leadership today involvesmuch more than sitting behind a deskanswering phone calls and pushingpaper. Leadership means not only being the boss when called for, but alsobeing a teacher so that others aroundthe boss can take appropriate leader-ship roles. From my research, I believethat an effective leader addresses fourmain issues. An effective leader pro-motes a shared vision, adequately man-ages pedagogical and instructional pro-grams, promotes a positive school cli-

mate, and promotes continuous profes-sional learning among his staff.

Key aspects

A shared vision.

The ultimate goal of every educationalinstitution should be to increase student achievement; how a school gets there isdetermined by its mission and vision.The purposes of many schools vary just by the nature of its organizational struc-ture. Some schools are parochial, othersprivate, and most public. A mission

statement tells everyone what is the pur-pose of the school. The vision of theschool is the view of the school and how it should develop. It is a matter of ask-ing where do we want this school to go?

Oftentimes the principal or headadministrator will come into a school with his own vision of what he wants theschool to be. Sometimes the staff andconstituency will buy into the adminis-trators vision, but oftentimes theadministrator will be left high and dry.How leaders are judged is often deter-

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Effective Leadership and Supervision in Todays

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mined by how well the administratorbuilds cohesiveness, unity and builds

some form of common commitments(Day, Hadfield, and Harris, 2003, 73).Neuman and Simmons (2000) state that the leaders responsibilities are to pro-

vide direction and guidance for theimplementation of that vision, to keep it constantly evident in their own wordsand actions, and to help the schoolcommunity remain faithful to the visionin its daily practice ( 11).

Developing a vision without the coop-eration of the school community canundermine the vision of the school andultimately every effort to improve stu-dent achievement. Allowing others with-in the school community to participatein developing the vision of the school

promotes distributed leadership wheremore people can take ownership of

what is transpiring within its walls. Ibelieve Hoerr (2006) summarizes thispoint very well. The key, as in so many aspects of leadership, is to involve oth-ers in creating the solutions ( 92).

Managing instructional pro grams.The next key step in effective leadershipin todays schools involves carrying out the shared vision of the school. How theprincipal understands and carriesout that vision of what the schoolneeds is the principals main job(Portin, 2004). Without getting boggeddown in the daily grind of monotonouspaper work, ultimately the principalmust decide what is in the schools and

primarily the students best interests.Consequently, he must concentrate on what is actually transpiring within theschool. Southworth (2002) gives threeaspects of effective instructional leader-ship, as well as three additional aspectsthat are directly tied to the three effec-tive instructional characteristics. Talking

with teachers, promoting teachers pro-

fessional growth, and fostering teacherreflection are Southworths threeaspects of effective instructional leader-ship. Along with those three aspects,Southworth also states that being visible,praising results, and extending autono-my are three additional behaviors that can have positive or negative effects.

It is physically impossible for todaysadministrator to single handedly admin-ister every instructional program in theschool. Therefore, it behooves the prin-cipal to delegate and empower others

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An e ffe ctive le ade r pro m o te s a share d visio n, ade quate ly

m anage s pe dago gical and instructio nal

pro grams, pro m o te s a po sitive scho o l

clim ate , and prom o te s continuous

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accordingly. The aspect that seems tohave the most positive direct relation-

ship with effective instructional leader-ship is promoting teachers professionalgrowth. In order to develop effectiveinstructional programs, faculty and staff members must be allowed to make deci-sions about professional development (Chrisman, 2005; Chavez, Hall, Long,Pritchard, Randolph, Shahid, Sullivan,and Wildman, 2001; Cavanagh,MacNeill, Silcox, 2003). As Cavanagh et al. state, The educative mission of schools concerns improvement of stu-dent learning which necessitates a prin-cipal leadership approach that empow-ers teachers to make classroom learningappropriate for the needs of all stu-dents (16).

Fostering teacher reflection and talk-ing with teachers goes hand in hand. Inorder to conduct these two activities, anadministrator needs time. Time is a valuable commodity, so learning how toempower others to conduct these twoactivities can really show the strength of a school leader. One possible optiongiven by Goldstein and Noguera (2006)

is to provide peer assistance and review.This model takes supervision of instruc-tion beyond the norm and rather thanreducing the principals power, thisapproach presumes that strong princi-pals serve as effective instructional lead-ers when they use the strengths of thosearound them (36). Peer assistance andreview is an opportunity for profession-als to collaborate with one another onbest instructional practices and how improvements in instruction can bemade. Peer assistance and review does

not always have to be about improving,it can also be about reassurance and

encouragement when professionalsmight be questioning the practices with-in their classrooms. Ultimately, thismethod empowers teachers to beresponsible for the quality of instruction within the school.

Managing instructional leadership isa daunting task especially with all of thelegal requirements and calls foraccountability by the public. How well aleader manages the instruction withinthe school will not only determine how truly effective he is, but also to what

degree the true educative mission of theschool is being carried out.

Prom o ting scho o l clim ate.Effective leaders create an environ-ment in which everyone can do his orher best workan environment that issafe, comfortable, and effective and hasan intellectual focus (Neuman and

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In o rde r to de ve lo p e ffe ctive instructio nal

pro grams, faculty and staff m e m b e rs m ust be allo we d to

m ake de cisio ns ab o ut pro fe ssio nal development.

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Simmons, 2000, 12).No one likes being in an uncomfort-

able environment. If its hot and muggy outside, people generally tend tomigrate to an area of shade or air-condi-tioning. Why? The answer is quite sim-ple; it is more comfortable. The schoolclimate is not much different. If theschool promotes an atmosphere of love,concern, safety; values the opinions andcontributions of others; and is academi-cally stimulating, the climate is invitingand people will tend to move in that direction. The opposite can be said if the climate is academically stifling,unsafe, and does not promote an atmo-sphere of care and concern. How a lead-er addresses these issues is another key aspect of effective leadership.

Teachers must first of all buy intothe shared vision of the school. AsSouthworth (2002) states, when schoolleaders work toward establishing a col-laborative learning culture, they simul-taneously create the climatic conditionsfor instructional leadership becauseprofessional cultures characterized [sic]by openness, trust and security appear

to be the ones where teachers feel confi-dent to become learners (88,89). How effective the instructional programs arein a school is directly related to the atti-tude of the teachers. Administratorshave a direct impact on the job satisfac-tion of teachers (Robinson, 1998), andthe teachers perception of the effective-ness of the principal is directly relatedto the climate he creates. Is it coinciden-tal then that school climate, leader-ship, and quality instruction are fre-quently associated with effective

schools (Daugherty, Kelley, andThornton, 2005, 18)? When an environ-

ment is created that allows for teachersto share in leadership and take owner-ship of pedagogy and student learning,instructional practices will ultimately get better.

The response by parents and studentsto the climate of the school is ultimately fostered as a result of the attitude of theteachers. It essentially becomes a multi-ple cause-effect relationship that tricklesfrom the top down. There is a heavy burden on administrators shoulders toprovide a climate that is appealing to allthose involved with the school. AsDaugherty et al. state, the implicationsfor administrators to create a positiveschool climate are great. A positive

school climate can enhance staff perfor-mance, promote higher morale, andimprove student achievementschoolclimate may be one of the most impor-tant ingredients of a successful instruc-tional program (19).

Co ntinuous pro fe ssional le arning. At the risk of sounding like a broken

record, I included continuous profes-sional learning as a separate key factorin effective leadership, even though thistopic has already been mentioned inthe other categories. Continuous profes-sional learning is so critical to the over-all success and/or failure of the schoolthat virtually every aspect of the schoolis in one way or another tied to teach-ers professional growth. From a strictly instructional leadership point of view,an administrator must keep in mind allof the knowledge and skill areas teach-

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ers need to be competent in; theseinclude knowledge of curricula, peda-

gogy, student and adult learning andskills in change management, groupdynamics and interpersonal relationsand communications (Southworth, 85-86).

Continuous professional learning cantake many forms. These forms may include classes, seminars, workshops,peer critiques, staff meetings, advanceddegrees, preparing curricular policies,and many other opportunities. But before an administrator requires hisstaff to continue their education,Southworth mentions that anyoneappointed to a headship needs to beable to demonstrate they are a continu-ing professional learner (86). This is

an area where it is especially good tolead by example.Providing for continuous professional

learning has the possibility of many ben-efits. First of all, this opportunity allowsfor teachers not only to feel empow-ered, but also it actually does empowerthem to take a leadership role of theinstruction in the classroom (Sun, 2004;

Chrisman, 2005; Southworth, 2002; Day et al., 2003; Daugherty et al., 2005).Second, it also contributes to increasedteacher commitment, especially pride inbeing a teacher and the enjoyment of teaching (Sun, 2004). Last, it is one of the key components in what separates asuccessful from an unsuccessful school(Chrisman, 2005).

Christian worldview

As if the information presented above

was not enough for a leader to chew onfor some time and try to come to grips

with all of the responsibilities laid uponhis shoulders, God our heavenly Fatherhas given us some guidelines as well. InRomans 12:7-8, Ephesians 4:11-12, and 1Corinthians 12:7-31 (NIV), the apostlePaul identifies a number of gifts each of us has been given to serve the body of Christ, and leadership and teaching areboth mentioned. Being a leader and/or

teacher of a school is a tall order, and it can be both mentally and physically challenging at times. That being said,

what a privilege! What an opportunity

to build up the body of Christ and toprepare Gods people for works of ser-

vice (Ephesians 4:12).Now, any school leader worth his salt

knows that it takes many people withdifferent talents to effectively run aschool. As Paul mentions in 1Corinthians 12:12, The body is a unit,though it is made up of many parts; andthough all its parts are many, they formone body (NIV). How well an adminis-trator empowers his fellow workers toadequately fill their roles, while simulta-

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Any sch o o l le ade r wo rth his salt knows that it take s many

pe o ple with diffe re nt tale nts to e ffe ctive ly

run a scho o l.

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neously empowering them to do it effec-tively, efficiently, and with enthusiasm

and excitement so that students becomethe recipients of a shared vision, quality instruction, a positive school climate,and continuous professional improve-ment, is the true test of an effectiveleader.

REFERENCES

Chavez, R., Hall, B. L., Long, S. D.,Pritchard, A., Randolph, B., Shahid,B., et al. (2001). How Can PrincipalsSpend More Time on InstructionalLeadership [Electronic Version]?

Ed ucatio n 121(3), 506-507. RetrievedMarch 31, 2006 from EBSCOhost.

Cavanagh, R. F., MacNeill, N., & Silcox,

S. (2003). Pedagogic PrincipalLeadership [Electronic Version].Manage m e nt in Educatio n 17(4), 14-17.Retrieved March 31, 2006 fromEBSCOhost.

Chrisman, V. (2005). How SchoolsSustain Success. Ed ucatio nal Le ade rsh ip 62(5), 16-20.

Day, C., Hadfield, M., & Harris, A.

(2003). Teachers Perspectives onEffective School Leadership[Electronic Version]. Teache rs and Teaching: the o ry and p ractice 9(1), 67-77. Retrieved March 31, 2006 fromEBSCOhost.

Daugherty, R., Kelley, R. C., &Thornton, B. (2005). RelationshipsBetween Measures of Leadership andSchool Climate [Electronic Version].

Ed ucatio n126(1), 17-25. RetrievedMarch 31, 2006 from EBSCOhost.

Goldstein, J., & Noguera, P. A. (2006).

A Thoughtful Approach to TeacherEvaluation. Educatio nal Le ade rship

63(6), 31-37.Hoerr, T. (2006). Reaching Common

Ground. Ed ucatio nal Le ade rsh ip63(6),91-92.

Neuman, M., & Simmons, W. (2000).Leadership for Student Learning[Electronic Version]. Phi De lta Kappan 82(1), 9-12. Retrieved March31, 2006 from EBSCOhost.

Portin, B. (2004). The Roles that Principals Play. Educatio nal Le ade rsh ip 61(7), 14-18.

Robinson, S. G. (1998, November).Diversifying Supervision forMaximum Professional Growth: Is a Well-Supervised Teacher a SatisfiedTeacher. Paper presented at the

Annual meeting of the Mid-southEducational Research Association,New Orleans, LA. (ERIC Document Reproduction Service No. ED429038)

Southworth, G. (2002). InstructionalLeadership in Schools: reflectionsand empirical evidence [Electronic version]. Scho o l Leade rship & Management 22(1), 73-91. Retrieved

March 31, 2006 from EBSCOhost.Sun, J. (2004). Understanding the

Impact of Perceived PrincipalLeadership Style on TeacherCommitment [Electronic Version].Inte rnatio nal Studies in Educational Administration32(2), 18-31. RetrievedMarch 31, 2006 from EBSCOhost.

Be njam in Trog e is principal and te ach e r at King o f Kings Luthe ran Scho o l, Maitland, FL.

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Code Red was in the subject box of an email I recently received from apracticum supervisor. That was the first time I had ever read those words. I wascertain that it must be somethingimportant.

After reading the email, I learnedthat on the day I planned to visit that particular school, my students teaching

would most likely be interrupted by aCode Red drill. I still was not sure what a Code Red was, but thought it might besimilar to the lock down I had experi-enced at another public school.

The day I made my observation visit,the student told me that the Code Redis a lock down type of drill required at

various times throughout the school

year. This new form of drill has beenintroduced in many public schools sincethere had been an increase in schoolshootings.

While my student was teaching his les-son, the principal announced over theintercom, This is a Code Red drill.

Immediately the second grade chil-dren moved from their desks to a cor-ner of the room where they were not vis-ible from the classroom door. They hunched down on the floor as low asthey could.

The teacher locked the classroomdoor, drew the shades and turned off the lights. She too then joined the chil-dren in the corner getting down on herknees so as to hide. Everyone sat quietly

waiting for further directions.It wasnt long before I saw the princi-

pal try to open the door and look inthrough the window.

Once the principal had made hisrounds, he announced the All Clearover the intercom. The childrenreturned to their seats and my student began to finish his lesson.

Fire, tornado, and, in some cases,earthquake drills are a regular part of our Lutheran elementary school plan-ning. But has your faculty considered

implementing a Code Red? Maybe it should be the topic of one of your facul-ty meetings. Praise be to God no seriousharm or danger has come to any of thechildren in our Lutheran elementary orhigh schools to date.

Here are some suggestions to takeunder consideration regarding schoolsecurity:

Once the school day has started, lockall doors to the school except themain entrance. Be sure that anyone

who comes in that front door can be

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Code Red

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seen entering the building. Signsshould direct the visitor to the school

office. If you choose to lock all doors,it is important to have a doorbell andintercom available at the mainentrance so that visitors can let youknow they are wanting to enter yourbuilding.Should classroom doors be locked orunlocked during the day? Ive foundschools where classroom doors arealways locked. If an intruder entersthe building, he cannot easily enterone of the classrooms.

Are the classroom teachers able tocall the office from their classroom?If in a lockdown or in any otheremergency, it is important to be ableto call the office and not leave the

children unattended.Should visitors be required to identify themselves by wearing a visitors pass?In the public schools all personneland visitors normally are required to

wear the identification badges or apass.If you should be required to evacu-ate the building, where will you take

the children? Public schools have anoffsite place where the children areto go should a building evacuation benecessary.Have you as a faculty established shel-ter areas where you will go within thebuilding should a refuge be neededin an emergency?Other areas your faculty might want to review or consider are staff respon-sibilities in any disaster; assault/fight,or bomb threat procedures; develop-ment of a crisis team for your school,

fire procedures, guns in school, haz-ardous material emergency, vandal-

ism, burglary, medical emergency. We are in an ever-changing world. As

weve seen in recent years, schools arenot safe from those who would do chil-dren and teachers harm. It is important that we think ahead and know what we

will do should some emergency or disas-ter suddenly confront us and our chil-dren.

We need to be proactive rather thanreactive.

Jac k Minc h is an e ducatio n p ro fe sso r and Martin Luthe r Co lle ge , New Ulm , MN. He supe rvises student te ach e rs in the public and Luthe ran e lem e ntary scho ols. He c an be re ache d at m inchjn@m lc-we ls.e du o r jnminch @h o tmail.co m

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A T MANY PLACESScripture warnsagainst judgingpeoples hearts. The warning becomesmost serious when considering whether

people are believers or not and whethersaved or not. By the rule of love, asLuther expressed it, we count people asChristians on the basis of their Christianconfession and the evidence of that con-fession in their personal lives. If, as hyp-ocrites, they do not mean what they say,

we leave the judgment to the Lord. Wecannot look into hearts.

What of people whose Christian con-fession and life are muddied withunscriptural teachings, beliefs, andpractices? More to the point, what of people in other Christian denomina-tions? What of their leaders betteracquainted with, and more confirmedin these teachings and practices? What of the pope? May they, by the rule of love, be accounted Christians andamong the saved?

Here the words of St. Paul come toour assistance. He writes, 1 Cor.3:11-15:

Noone canlay any founda-tion

other than the one already laid which is Jesus Christ. If any man

builds on this foundation usinggold, silver, costly stones, wood,hay, or straw, his work will be shownfor what it is, because the day willbring it to light. It will be revealed

with fire, and the fire will test thequality of each mans work. If what he has built survives, he will receivehis reward. If it is burned up, he

will suffer loss; he himself will besaved, but barely as one escapingthrough the flames.

From this inspired explanation, it should not be difficult to resolve thequestion about people and their leadersin other Christian churches. If the foun-dation on Jesus Christ is present in theirfaith and life, we have our answer. And

when, on this genuine foundation, peo-ple have built further activities of theirfaith life which are in accordance withScripture, then at death their works, like

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Do Not Judge, or You, too, Will be Judged

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M Y BROTHER IS convinced that hehas the assignment process fig-

ured out. He describes it this way. Themembers of the Assignment Committeesit in a semi-circle. Each has some dartsin his hands and on each dart is printedthe name of a congregation that isrequesting a candidate through theassignment process. In the middle of the semi-circle is a large wheel with the

names of all the candidates written onit. The chairman of the Assignment Committee spins the wheel and the first district president to nominate a candi-date throws a dart at the spinning

wheel. The name of the candidatepinned by the dart is assigned to thecongregation names on the dart. The

wheel is spun again for each president

to take his turn throwing darts until allthe darts have been used.

I suppose that to some folks trying tofigure out why one candidate wasassigned at a certain place and not another, could conclude that a certainrandomness is involved. Nothing couldbe further from the truth.

As with all things that we do in thechurch in the name of our dear Savior,each session of the assignment meetingsbegins with a serious and sincere invok-ing of God, the Holy Spirit to be present

to guide the assignment of Gods gifts toHis church. It is an awesome experienceand responsibility. It is also a humblingexperience.

How does it really work? It begins with a congregation requesting that acandidate be assigned to carry out the work of public ministry in their midst.The congregation with the help of thecircuit pastor or district president will

define the duties of the office to befilled. In the case of a teacher, for exam-ple, the grades to be taught are listed.The number of students anticipated foreach grade is given. If there are otherneeds to be filled by the teacher such asorgan duties, teaching instrumentalmusic-keyboard, coaching, or cheerlead-ing, they are all listed.

Each member of the Assignment Committee receives a book from MartinLuther College (MLC) listing all thecandidates with a biographical sketchfor each of them including the report of the practice teaching experience as wellas a recommendation for a level of ser- vice. The area of concentration in theirstudies is given along with their gradepoint average. Marital status is alsonoted.

Lets assume that a district president has a request for a female teacher who

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The Assignment ProcessVilas Glaeske

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is to teach grades 4 and 5. She is also toteach departmentalized art in the mid-

dle and upper grades. She is to be anorganist who can handle playing every other Sunday. The president then looksthrough all the available candidates tofind those who fit the needs of the con-gregation. Sometimes there are severalto choose from. Sometimes there may only be one. The agony occurs whenanother district president has a similarrequest and only one candidate is avail-able who matches the needs. No dartsare used! Discussion takes place and adecision is made with the best interestsof the candidate and the congregationin mind. It is rewarding but exhausting

work.Each president takes his turn at nomi-

nating a candidate to fill a request which he has from his district or from aforeign field for which he is responsible.The rotation is determined by the synodsecretary keeping in mind the numberof requests each district has.

Who is in the room? The Assignment Committee is composed of the twelvedistrict presidents, the two synod vice

presidents, the synod secretary and thesynod president (who chairs the meet-ing). There are also advisors present. At MLC, the college president, the aca-demic dean, the director of clinicalexperiences, the vice president of stu-dent life, the presidents of the two prepschools and the administrators for theBoard for Ministerial Education (BME)and Commission on Parish Schools(CPS) are present. At the seminary there are also two faculty members pre-sent. These men are often consulted in

the discussions for the wisest placement of candidates, humanly speaking.

The question might be raised whether the Assignment Committee hasever made a mistake. Of course it has.The church can err. The Lutheranchurch cut its teeth over that issue. When it happens, adjustments are madein the interest of the candidate and thecalling congregation. This kind of situa-tion is usually the result of informationcoming to light which was not availableto the Assignment Committee at thetime of the assignment process.

It is always amazing to this writer how the Holy Spirit guides the process withall the different people involved begin-ning at the congregational level all the

way to the men seated around the room

making the assignments.I believe everyone who has ever beeninvolved in assigning candidates wouldagree that the process, though a humanendeavor, leaves a person with the con-

viction that God the Holy Spirit certain-ly is the one who oversees the work.Each candidate and each congregationshould have this same conviction.

Remember, we do not gather for adart-throwing contest. We gather inaccord with the responsibilities placedon us by the church for the most benefi-cial placement of candidates in theirfirst place of service in the public min-istry.

Vilas R. Glae ske is pastor at Grace Luthe ran Church , Scro ggins, Te xas, pre side nt of WELS South Ce ntral District, and m e m b e r o f the Confere nce of Preside nts of the WELS.

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SOME MONTHS AGO (May 14, 2006,p.F-1), a travel writer for the St.Paul Pio ne e r Pre ss published an article onthe town of New Ulm, Minnesota. Incommenting about Martin LutherCollege, the writer named the college asbeing associated with the Wisconsin

Evangelical Lutheran Synod, anddescribed WELS as being so conserva-tive that it wont associate with otherLutherans (not to mention anyonebeyond Lutheranism).

I know a number of WELS members who were upset by that comment.Nobody understands our stance on fel-lowship, one person remarked.

Another contacted the Pio nee r Press jour-nalist, trying to get her to print a clarifi-cation.

Meanwhile, I wondered if the journal-ists appraisal was all that far off themark. Have we become so good at insu-lating ourselves from the world aroundus, that to the world around us it lookslike we simply do not associate in any

way with anyone beyond ourselves? Idont mean fellowshipthere certainly are biblical imperatives we must follow in regard to our worship and work as a

church. But do we go so far as to beovertly unfriendly toward persons out-side our own circles? Are we moreinclined to look with suspicion and dis-dain on anyone of any other churchbody, more so than to rejoice that thekingdom of Christ on earth is indeedlarger than our little corner of it?

Some interesting research resultsabout our Wisconsin Synod were pub-lished a little over a year ago. In answerto a 2003 synod convention directive, astudy was commissioned to determinereasons why many young people pullaway from WELS after having been con-firmed in our churches. (Bret GoodmanMarketing, Research and Strategic

Planning: Why Young People Leave WELS, Mequon WI, September 2005. Available at: .) One prong of thestudy involved surveying young people

who have left WELS churches. Amongseveral strains of thought in the com-ments those leavers offered, a signifi-cant emphasis was this: WELS churchescan turn people off when we appearmean-spirited and negative in our atti-tude toward other Christian churches.Some sample comments from some of

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Whoever is Not Against Us is For Us

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the young people who were surveyed:WELS proclaims they do everything

right, it almost seems.Church leaders [in WELS] are quick to try to prove a person wrong.Many WELS members seem very judgmental, closed-minded andalmost conceited. The church seemsto place itself on a pedestal above allothers.Members of the church where I usedto be a member were self-righteousand holier-than-thou.This church is a stiff-necked church.They have exalted doctrinal beliefsabove following Jesus for the sake of being right.I got sick of hearing how our church was the only church and better than

anyone elses. What are we to make of such com-ments?

Should we back off from our strongdoctrinal teaching? No, we are chargedby Jesus himself to teach everything hehas commanded us (Matthew 28:20).

Should we stop warning our peopleagainst dangerous errors that can be

harmful to faith? No, again Jesus him-self warns us to watch out for falseteachers who come in sheeps clothingbut inwardly are ravenous wolves(Matthew 7:15).

So we will continue to teach as Jesushas taught us, and we will continue to

warn as Jesus has warned us. But there issomething else we need to realize too:

We are to be glad for the genuine min-istry work that others do in Jesus name,because Jesus urges us in that directiontoo. On one occasion, Jesus strongly

corrected his disciples when they thought of themselves as the only autho-

rized workers of the Lord:Teacher, said John, we saw a

man driving out demons in yourname and we told him to stop,because he was not one of us.

Do not stop him, Jesus said.No one who does a miracle in my name can in the next moment say anything bad about me, for whoev-

er is not against us is for us. I tell you the truth, anyone who gives youa cup of water in my name because

you belong to Christ will certainly not lose his reward (Mark 9:38-41).

Whoever is not against us is for us.In a very simple way, right there Jesusgave a definition of what his church is.His church on earth is not this group of disciples vs. that group of disciples. It isnot this denomination or that denomi-

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The ho ly Christian church , the

co m m unio n o f saints,is no t lim ite d to the

gro up o f churche s that ide ntify the m se lve s as Luthe ran o r

Wisco nsin Syno d

Lutheran.

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nation. Christs kingdom does not come visibly, nor will people say, Here

it is! or There it is, because the king-dom of God is within you (Luke17:20,21). The holy Christian church,the communion of saints, is not limitedto the group of churches that identify themselves as Lutheran or WisconsinSynod Lutheran. The one, holy,Christian and apostolic church that weconfess is something we cannot pin-point to any particular place on thisearth, but exists in the hearts of all

those everywhere who believe in Jesusname for their hope and salvationandthe Lord knows those who are his (2Timothy 2:19). This is something we say in the creed every week. This is some-thing we have been confessing since ourchildhood. As Martin Luther put it,even young children know what thechurch is namely, believers sheep

who hear the voice of their Shepherd(Smalcald Articles III:12).

So let us be clear in our confession. When we talk about the church, we do

indeed confess the holy Christianchurchand that is a miraculous body

unseen to the human eye but heldtogether by the power of the Holy Spirit. Wherever the Word of God isdeclared, wherever the sacraments of Christ are offered, the Spirit will be at work to create faith in hearts and tonourish those hearts in their faith inChrist. Lets make sure all the worldaround us knows that this is our confes-sion. Lets learn a lesson from the way

Jesus disciples were corrected by theirLord. We do not need to block and bad-mouth everything that anyone else isdoing in Jesus name. Whoever is not against us is for us. Whoever is believ-ing in Jesus name and acting in Jesusname is included in Jesus kingdom, by

his grace. And the boundaries of fellow-

ship do not bar us from having humancontact and sharing a kind word withthose other Christians who are outsideof own particular church membership. As Jesus said, I tell you the truth, any-one who gives you a cup of water in my

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Yo u are no t save d b e cause yo ur ch urch has m o re sub stantial

hymns than the praise so ngs at a le ss

liturgical congregation.

Yo u are no t save d b e cause yo u ke e p

yo urse lf m o re pure in yo ur do ctrinal

unde rstanding than so m e o ne who se Bib le kno wle dge is so m e wha

clutte re d o r clo udy.

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name because you belong to Christ willcertainly not lose his reward. God

expects us to be kind and compassion-ate to everyone around us, not just those within our particular congrega-tion. Therefore, as we have opportuni-ty, let us do good to all people, especial-ly to those who belong to the family of believers (Galatians 6:10)notingonce again that the family of believers isin fact larger than the number of themthat gather in our own house of wor-ship.

If I can put it rather casually in termsfor our laypeople living out their faithday to day in the community: If you hap-pen to stand around the water cooleron Monday morning with an associate

who goes to church somewhere other

than where you go on Sunday morning,its okay for you to encourage oneanother in Christs name. In fact, Christ

would want you to encourage oneanother in his name and urge eachother on to be ever more faithful toChrist and ever more full of his grace.This is part of your mission as Christsdisciplesto urge others of his disciples

to draw closer to Christ.Finally, it is all about Christ, isnt it?

You aim to point others to Christ, and you seek to find your only confidence inChrist. You are not saved because yourchurch has more substantial hymnsthan the praise songs at a less liturgicalcongregation. You are not savedbecause you keep yourself more pure in

your doctrinal understanding thansomeone whose Bible knowledge issomewhat cluttered or cloudy. If youthink it is your way of worship or it is

your devotion to doctrine that keeps aplace in heaven secure for you, step

back and realize what then you are say-ing: that heaven is based in some part on your effort, your work, what you doto follow Christ. That is not Lutheranbelief! That is not what the Reformation

was about! We know that we can donothing to avail ourselves before God,

for we are sinners from start to finish.But we live by faith from first to last. Weare saved by grace in Jesus name. Andit is the same name of Jesus that willsave anyone else who acknowledges hisown sin and believes in Jesus mercy.Everyone who trusts in him will neverbe put to shame (Romans 10:11).Everyone who believes that Jesus is the

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The re aso n we do no t he sitate to po int o ut ho w o the rs m ay b e straying in the ir

churche s vie w o f the

Bib le is no t that we want to pro ve

o urse lve s righ t and o the rs wro ng, b ut to call e ve ryone to lo o k

to Je sus; in him is life.

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Christ is born of God (1 John 5:1). And so one last point. If it is the name

of Jesus and Jesus alone that saves, what is there for us to do? Simply the missionthat Jesus himself gives us: to be busy proclaiming the name of Jesus, topreach the good news to all creation.The reason we do not hesitate to point out how others may be straying in theirchurches view of the Bible is not that

we want to prove ourselves right andothers wrong, but to call everyone tolook to Jesus; in him is life. The reason

we have a college like Martin LutherCollege is not so we can keep to our-selves and refuse to associate with oth-ers, but so that we can train workers togo out into all the world and proclaimthe name of Jesus; in him is life. The

reason we might even dare to have a dis-cussion about matters of religion withour neighbors and associates who areCatholic or Methodist or Baptist or whoknows what is not because we want toshow off how Lutheranism is better, andit is not to try to get them to quit theirchurch and join ours. It is to call atten-tion to the name of Jesus, in whom is

life, only in whom is there any salvation,so that more and more all of us who callourselves Christian may be remindedthat there is one Lord, one faith, onebaptism, one God and Father of us all,

who is over all and through all and inall (Ephesians 4:5)so that more andmore Christs people (including our-selves) might be reminded that it is inChrist that we are saved, and not in any-thing of ourselves or about ourselves orthings done by ourselves.

I mentioned the survey of young peo-

ple who left the WELS. Id like to shareone final quote from someone answer-

ing that surveysomeone who notedthat the problem is not a problem of young people leaving the WELS:

Its not about getting me or anyoneelse simply to come back to the WELS.Its about inviting a lost and broken

world into the kingdom of God through Jesus Christ and what he did on thecross! God doesnt need the WELS orany other church. The church needsGod! I want the WELS to understandthat Jesus does in fact love Catholics as

well as Lutherans. I want the WELS tounderstand that there are wholeheartedbelievers in other churches. I want the WELS truly to live the gospel of graceand not just talk about it. I say none

of this looking down on the WELS. Jesus loves them! Fiercely! Passionately! And unconditionally! I am thankful toGod that I was able to be raised in a WELS church. He has used it for hisglory.

Honestly, that young personexpressed an attitude Jesus wants all of us as his disciples to espouse. Whoever

is not against us is for us. Jesus lovesevery one of his people passionately andunconditionally. And he calls upon usto love all people in this world with thesame sort of passion and unconditionalcommitment. We will do everything wecan to bring the name of Jesus to those

who do not know it, and to encouragethose who are in Jesus name in otherchurches to be faithful to his name. Wedont seek to oppose anyone who is inChrist. Christ works miracles of faith wherever his name is preached. We seek

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to oppose only one thing: When peoplespeak against Christ and against his

gospel. There too, we have a word from Jesus, for Jesus also said: Whoever isnot with me is against me (Luke11:23). We do not approve or applaudany teaching that turns people away from Jesus name. But wherever theSaviors name is held in honor and

believed in faith, we are glad to seek Jesus Spirit at work.

David Se llno w te ache s re lig io n, philo so phy and histo ry at Martin Luthe r Co llege . This article was adapte d fro m a missio n fe stival se rm o n de live re d at St. Pe te r Luthe ran Church, Balato n MN and at

Em anue l Luth e ran, Fairfax MN.

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