Educational Leadership: The Bishop as Teacher
The College for Bishops Leadership Institute was established to provide educational resources for new bishops as well as trending informational resources for all bishops. Educational Leadership: The Bishop as Teacher focuses on specific resources related to teaching:
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Effective Teaching Practices
In the current political climate of the United States, it is much too often that we hear verses of the Bible pulled from their context and used to defend everything from assault weapons to separating families at the border, or in much more subtle ways to silence those in the margins. Have we simplified the study of the Bible too much in the name of making the Bible accessible to all people? Does this simplicity imply that its meaning should be plain and clear without study?
It’s a repeated experience observed across all grade levels and classrooms—student frustration. Teachers recognize the signs—a defeated sigh, a sheepish glance at the floor, or a demeaning self-directed comment like “I’ll never be able to do this.” Resilience is the ability to spring back when one experiences failure and teachers can promote resilience on a regular basis so that students have inner resources when they become frustrated.
When you become an administrator, you have to force yourself to think of time — everybody’s, not just your own — with a hint of urgency. Time spent on a task, without progress toward accomplishing it, is wasted. Time spent on one thing is time not spent on something else. As a regular faculty member you might face a dozen deadlines of various kinds in a year; the average provost, however, will have a "must do" list every day.
Most educators are eager to expand our knowledge about a wide range of topics. Podcasts are a fantastic way to learn—you can listen to them while driving to work, cleaning your classroom, walking the dog, or preparing dinner. What follows are some favorite podcasts that aren’t specifically for educators but that introduce new ideas that can contribute to teachers’ success and happiness in the classroom.
For baseball fans and players, springtime can only mean one thing: spring training. These professionals continue to spend hours each year working on many of the same things Little Leaguers work on during the start of their seasons. Minor adjustments in these fundamentals of the game produce major improvements. The same is true for faculty who remain mindful of their fundamentals, and make small, incremental improvements to their teaching.
For teachers, who are directly exposed to a large number of young people with trauma in their work, a type of trauma known as vicarious trauma, is a big risk. Sometimes called the “cost of caring,” vicarious trauma can result from “hearing people’s trauma stories and becoming witnesses to the pain, fear, and terror that trauma survivors have endured,” according to the American Counseling Association.
The analogy of the Oreo™ cookie has often been used to describe how feedback should be given to students. The analogy asserts that a positive comment about work is given first, then information about where the student went wrong, followed by another positive comment to encourage the student. While this analogy reminds instructors to sandwich negative comments with positive ones, this approach is incomplete and can result in superficial and general feedback. A better analogy is the Almond Joy: some key features of this treat act as a guide for providing effective feedback.
Good teaching is emotional work, requiring reserves of patience and ingenuity that are all-too-often depleted in overworked faculty members. Teachers work with people and try to help them to develop — a task that requires much more than just academic training. If we’re not psychologically healthy, it’s near-impossible to do our jobs well. Here are some suggestions from The Chronicle of Higher Education for making it through the semester.
The moment you want to retreat is the exact moment you have to reach in. Challenge is also a moment of opportunity. For some school leaders, it is counter-intuitive to think that they might need to ask for help. But in order to thrive, it’s vital that school leaders reach out and create pathways for support. This article from Edutopia suggests some ways to find help.
As longtime practitioners in our disciplines, we develop implicit skills that can be the source of some of the deepest learning for our students. John Dewey describes habit as “the formation of attitudes, attitudes that are emotional and intellectual…our basic sensitivities and ways of responding to all the conditions we meet in living”. These often overlooked dimensions of learning are also where empathy lives, and so it is there that knowledge might blossom not only into expertise but into wisdom.
The first day of class sets the tone for the community life ahead. The author in this article from Faculty Focus set his goals for the term in a set of formal intentions and then shared this poem with his students as they started their time together.