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Over the years, I’ve asked hundreds of school leaders and boards for their opinion on strategic planning. The response has varied, to say the least. Some roll their eyes and recount failed attempts in the past that led only to frustration. Others shrug it off as a nice thing to do when there’s plenty of time to do it, but certainly not now. Some show their frustration at trying to write and implement plans that took more time and energy than the benefit they provided. Still others take a strangely detached spiritual approach by saying something like, “We just follow the leading of the Holy Spirit; we don’t need a plan.” The minority who strongly advocate for a plan will admit that the one they have doesn’t really serve them the way they had hoped.

I can still recall my nervousness as I taught my first classes at a Christian college. I was well-educated in electrical engineering at a large secular university, which is to say I was not well-educated in anything else. I had spent many years being catechized to think like an engineer, but faith remained largely peripheral to my studies. I was a Christian who was a scholar, but not yet a Christian scholar. And yet there I was, a new faculty member expected to “integrate faith” in the classroom. I wince when I recall my first feeble attempts at faith integration—urging my computer science students to march into their careers and “transform technology” for God’s kingdom. It was a ringing phrase, but the content was admittedly thin. In those early days, I fear I sometimes offered my students stones for bread.

When I was growing up, difficult things didn’t scare me. Life was simple, and I was content with what we had. I felt loved and valued at home, which reflected positively in my relationships and academic efforts. Many colleagues of my generation had similar experiences in their youth. Fast forward several decades. Times have changed. New challenges abound. Uncertainty is a certainty. Anxiety is at an all-time high, with up to 60% of children and adolescents reporting symptoms of anxiety and depression.

Effective educators stay updated on research and integrate new findings, technology, and methodologies into their teaching. Just as the practices of professionals in fields like engineering and medicine evolve with advancements, teachers must adapt their procedures to align with current educational research. A mechanic cannot service an electric car using outdated techniques, and a dentist must also apply contemporary methods. Similarly, teachers should embrace research-backed instructional shifts to meet students’ needs.

Jerry Nelson discusses the purpose and goals of Christian education, emphasizing the need for divine guidance over external influences.

Building a culture of trust and accountability must be rooted in Christian values to foster personal growth, integrity, and trust. Biblical examples, such as Nathan and David, illustrate how accountability can lead to repentance and not just correction.

Dr. Edward Bunn sits down with Chuck Gilliam, �ͽ�Ů�� VP of Membership & Strategic Alliances, to discuss the leadership skill of adaptability.

A school leader from a country impacted by war shares a powerful testimony, including advice on preparing for and leading through crisis.