3.3 Growing Capacity
The third descriptor for leading the team is growing capacity. This involves growing the knowledge, skill and leadership capacity of others. It includes providing space for thoughtful reflection and support, as well as presenting effective learning opportunities that stretch the capacity of others. At its deepest, it involves creating an environment where team members are encouraged to take responsibility for their own self-care and self-development. It includes fostering both their wellbeing and enthusiasm as they serve students in Lutheran education.
 
Devotion:
Growing capacity is at the heart of a Christian educator. We want to grow professionally in our capacity as teachers and staff, but we also want to grow holistically as people of God who care for our own wellbeing and the wellbeing of others. For a Christian, our whole lives are about growing in Christ. Growing our capacities through prayer, through reflecting on the Bible, through a lived awareness of the presence of Jesus who effects our relationships with family, students, as well as our teaching and staff colleagues.
 
We want to grow in our knowledge and skills, in our enthusiasm for teaching and learning. We want to grow in our care and concern of others as well as each person’s wellbeing as we serve students and their families. We all know from our students that one of the best ways of growing in our learning is through making mistakes. Being comfortable with that, taking the risk of stuffing up and learning from it, that’s quite a process for anyone to learn. Whether it is from a failed interview for a job promotion to blundering through a public presentation, to students not fully completing an assessment task, these are all struggles that can be viewed catastrophically or as an opportunity to grow. Having the capacity for this perspective comes from a growth mindset. 
 
Martin Luther had a similar mindset when it came to theology. Luther said a person learns theology not through the wisdom of philosophers or through reading multitudes of books on God. Rather a person learns theology through lived experience in the school of hard knocks, through mistakes and failures and through journeying specifically through the pain and suffering of life. Luther famously said while commenting on Psalm 119 that a person learns theology through engaging in prayer, meditation and testing.[1]
 
Luther shows us two things here. One, theology is no ivory tower experience for academics but is for real people involved in the daily grind of life who learn from their mistakes. Two, Luther’s thinking is quite modern as it reflects some of the principles behind a growth mindset. When people come to life with a fixed mindset learning is a chore, growing from your mistakes is avoided. Rather proving yourself and hungering for approval becomes pivotal.[2]

In a growth mindset people have a passion for learning; they are not discouraged by failure but see their responses to failure as a key to learning and developing character. Luther realised that this is also the case in our spiritual formation. God makes himself known to us and grows us as people of character and depth as we learn to deal with disappointment, failure, even suffering, pain and death. All the things our society encourages us to avoid are used by God to grow us as his people. If you are being tested, what will be your mindset? Will you persevere and let God grow your capacity through it?
 
Luther reminds us that we do theology as we communicate with God in prayer. We do theology as we become still and reflect on who God is from encountering his Word. And we especially do theology when we are stretched and encounter the challenges and disappointments of life. When we experience testing and trials, Christ the crucified who suffered on the cross dwells amongst us, as we are directed to the wisdom of his weakness.  
 
Luther’s concern here is that people can grow in their awareness of God and how he is present for us in Jesus throughout all the joys and sorrows of life. This is “doing theology”. No ivory tower academic experience but practically wrestling with questions in real life situations like where is God in my suffering? How am I growing and learning as I experience this life situation?
 
Activity:

• What are the times you feel most stretched and tested in your capacity as a staff member, as a teacher, as a leader in this school?
• What have you learnt about God during this process?

 
Prayer:
Gracious God, you know our limits and our capacities. You know the hard lessons we need to learn and how far we can be stretched before we succumb to the pressure. Grow us in our capacity to teach the children entrusted to us but also grow us in awareness of our own wellbeing. Help us to support and inspire one another as we grow in the grace and knowledge of your Son, Jesus Christ our Lord. Amen.
 
[1] Luther uses the latin term ‘tentatio’, which can also means trial or temptation. 
[2] http://www.opencolleges.edu.au/informed/features/develop-a-growth-mindset/

As indicated on previous posts, making a temporary labyrinth is easy. Whether on a carpet, wood, or lino floor, a temporary tape labyrinth is easy to install with the right tool. I regularly make these labyrinths at camps, in our early learning centre and in classrooms. In this video I am using a packing tape dispenser I have modified on a long handle to make a simple six circuit spiral labyrinth in a kindergarten setting. With this tool I can make it in a couple of minutes and not break my back. Even the youngest of kids can walk it and the best part after they have each had a go at practicing stillness is that I invite them to help me rip up the tape off the floor, which they love. 

3.2 Nurturing Faith
The second descriptor for leading the team is nurturing faith.  This descriptor involves providing opportunities for the spiritual formation of others appropriate to their spiritual journey. It includes demonstrating a commitment to one’s personal faith journey, leading the school community in faith, reaching out to the wider community to build faith and deepen their understanding of Lutheran beliefs and values. It also includes creating an environment where Christian spiritual reflection and formation are valued and strongly encouraged.
 
Devotion:
The Apostle Peter is his letter to the early Christians in Asia Minor[1] who were experiencing persecution penned the following words which also impact how we nurture faith in our school communities; Always be prepared to give an answer to everyone who asks you to give the reason for the hope that you have. But do this with gentleness and respect.[2]
 
How do we encourage the nurturing of faith or spiritual growth in our early learning centres, schools and colleges? You might think I am not a pastor, a chaplain, a Christian studies teacher, I am not a regular churchgoer, I not a person of great faith, that’s not really my thing. But we are all part of the Christian community present in our school, so we all have a part to play in being formed in faith and influencing others to grow spiritually. Whether we are strong in our Christian identity or not we all impact and influence other people, either positively or negatively. The spiritual values and beliefs we model have an impact on others.

Reflecting on your own spiritual journey, how comfortable are you in talking about your faith, your spirituality to others? Many people find it hard to talk about their faith for a variety of reasons. They don’t have the language, the background or the confidence. The advantage of teaching in a Lutheran School is that we are all on a spiritual journey through life, growing in our knowledge of the Bible, God, and the teachings of the Church together. We are not doing this alone, we are part of a community which welcomes the growth and grace that comes from questioning together; where are we and where is God in this?
 
Check out this list of seven “ush” words below. Seven reasons why people find it hard to talk about their faith. 
 
1)  Blush  (it’s too personal or private)
2)  Hush  (I wouldn’t really know what to say)
3)  Rush  (I would struggle to find the time)
4)  Push  (I don’t have a right to force my faith on anybody else)
5)  Gush  (I wouldn’t feel able to speak intelligently about my faith)
6)  Mush  (my own faith feels confused or unclear)
7)  Crush  (I’m worried or scared how people might respond)[3]
 
Activity:

• Check out the above list of seven “ush” words. Are there any of these reasons you empathise with?
• What would have to change in your life for these “ushes” not to be a concern or a barrier for staff in your school?

 
Prayer:
Gracious God, help me to take time out to reflect on my own faith journey. Encourage me to engage in those spiritual practices like prayer and worship which will grow me closer to you. Give me the grace to live out my faith in my school community and when the opportunity arises to share my faith. Teach me, Lord, that you are with me in a very real way in all the ordinariness of life, of work and of family. Bless me with your presence, Jesus, as you bless others through me. Amen.

[1] Modern day Turkey
[2] 1 Peter 3:15
[3] From the resource “Faith Pictures” which is produced by the Church Army UK, Getting started, Session 1,  Leader’s Notes, http://www.faithpictures.org

​Jesus said this about the eyes in his Sermon on the Mount in Matthew 6:22-23; Your eyes are windows into your body. If you open your eyes wide in wonder and belief, your body fills up with light. If you live squinty-eyed in greed and distrust, your body is a dank cellar. If you pull the blinds on your windows, what a dark life you will have!  (The Message). Or as it might be remembered from a more traditional translation; The eye is the lamp of the body. So, if your eye is healthy, your whole body will be full of light; but if your eye is unhealthy, your whole body will be full of darkness. If then the light in you is darkness, how great is the darkness! (NRSV)

A person’s eyes are said to be a window into their soul. That’s why that exercise of standing in front of a person and staring directly into their eyes for an extended period can be very disconcerting but also deeply personal and highly bonding. Writers on spirituality talk of soft eyes as compared to hard eyes. Soft eyes help us look at the world in a different way to the usual; they help us see things in a more soulful way. Seeing with soft eyes is a receptive mode. It is receiving and being open to what you are receiving. Seeing with hard eyes is the judgmental, analytical, harsh way of viewing the world. Soft eyes help us step into the world aware but compassionate, welcoming mystery and grace that we might otherwise miss with hard eyes alone.

Rod Windle and Suzanne Warren state in a training manual written on conflict resolution for schools in the US which uses this technique; Soft eyes happen when we relax the muscles around our eyes and let ourselves see with our peripheral vision as well as with our central, focused vision. We see the individual in front of us, but we also see the people to either side, the clock above his head, the lights on the ceiling and the pattern on the floor. We take in everything and are distracted by nothing. Seeing in this way sends an entirely different set of signals to the brain from seeing with hard eyes. As our eyes see more, somehow our brains become more open to the diversity of possibilities that always surround us. Soft eyes also tend to have a calming effect on the people around us, and often on ourselves as well.

Physiologically, we normally use what’s known as our foveal vision. A tiny area of the retina which helps us see details in a focused, analytical way. Things like threading a needle, reading a newspaper or looking at a screen. Foveal vision is about actively retrieving information through our eyes. It’s great for detail but too much of it, and we end up with eye strain, tension around the eyes and in other parts of the body. When we use our soft eyes, we use our much neglected peripheral vision. The aim is to see the detail still but to maintain our wider field of vision so that we are in the moment, more fully are aware of what’s around us. Soft eyes can be particularly useful in a sport where players can receive a pass focusing on the ball while sensing where everyone else is positioned on the field, in their periphery.

Parker Palmer in “The Courage to Teach” writes; Soft eyes, it seems to me is an evocative image for what happens when we gaze on sacred reality. Now our eyes are open and receptive, able to take in the greatness of the world and the grace of great things. Eyes wide with wonder we no longer need to resist or run when taken by surprise. Now we can open ourselves to the great mystery.

Our eyes are a window to the soul, to God, to other people and how we view the world. As our sight is transformed through the grace of God, may we gaze on people, on the world with soft eyes as the light of Christ shines through us.

Do you uses Ashes in your school worship during Lent? ​If you do, why? And if you don't, what's stopping you?

​Over the last three years I have included what's called the "Imposition of Ashes" into our normal chapel cycle during the first week of Lent. Our Secondary Chapel conveniently falls on a Wednesday and our Primary and  Kindy chapel on a Friday. In our Y6-12 Chapel, I ash about 5 staff who then go to various stations around our worship space with myself where students can voluntarily go to receive the ashes and traditional words; "Remember you are dust and to dust you will return". What's been pleasing is the increasing number of teenage students who feel comfortable to stand up in front of their peers to receive this visible mark of Lent on their foreheads. In our Primary Chapel I invite all classroom teachers who want to, to come forward and be ashed. These teachers then go back to their classes and walk along the lines to ash their students who are standing to signify their willingness to participate in this ritual. Most of these younger students eagerly do this.

This year in our Junior Chapel I ashed a three year old from our Kindy and even a baby that a mother was holding. Why would we want to remind a baby and mother that they are going to die and return to dust and ash one day? Sweet innocent babies dying, is that what Lent and Ash Wednesday is about?

Lent and Ash Wednesday are certainly about dying and rising. The way of the cross is the pattern Jesus established for his disciples. Dying to sin and death. Rising to forgiveness and new life. Giving students the opportunity to participate in those black smudged marks in the shape of a cross on their foreheads is a worthwhile activity. A ritual activity worth doing in an invitational way.

God bless your Lenten journey in your school as you highlight this special time.

3. Leading the Team
Working in a Lutheran School or Early Learning Centre means one needs to be engaged in leading the team. All of us have the opportunity to lead and work together collaboratively in a team to enhance student learning and wellbeing. We are all being formed to engage, influence and lead others. The four descriptors for leading the team in the Growing Deep framework are creating purpose and clarity, nurturing faith, growing capacity, and inspiring excellence.  

3.1 Creating Purpose and Clarity
This first descriptor for leading the team involves creating a very clear sense of purpose and clarity for the school, team, or area of responsibility where God and students are at the centre. It involves establishing a compelling vision and describing how each person’s role plays a valuable part in achieving that greater purpose. It includes clearly and intentionally prioritising responsibilities and articulating how the broader Lutheran education vision and purpose are translated into practical day to day actions, tasks, decisions and behaviours.                                                  
                                                                       
Devotion:
One image used for being purposeful and having clarity is that of a group of ships who are all sailing in the same direction. When an organisation is not sailing together in the same direction, it takes much longer and more effort for the flotilla to turn around and face the right direction, to follow the lead boat. Some schools and colleges are larger and have a longer history of tradition, culture and systems. Other schools have a younger history and are smaller and more easily redirected to their purpose. Having the same purpose and clarity is key for all staff in a school, key in terms of their own roles, in terms of how their role helps the overall purpose of the school, and in terms of Lutheran education in general as a system of schools.
 
It’s not surprising then that one of the images the early Christians used for the church was a boat. From the Old Testament story of Noah and his family and animals safe from the flood in the ark, to Jesus calming the storm from a boat on Lake Galilee in the Gospels, the boat has been an important image of the Christian Church. The Church is a community on a journey through the storms of life, weathered at times but safe within the shelter of God’s ship, Jesus Christ himself. Architecturally, some churches are even built in the shape of a boat to epitomise this symbology.  
 
One particular story from the gospels which portrays this imagery is in Mark 4:35-41. In this passage Jesus says to his disciples; let’s cross to the other side of Lake Galilee.  He calls his disciples to hop into the boat and travel with him. Jesus had no tinny with an outboard motor; he was asking them to row to the other side of the lake. To row together effectively takes a coordinated effort and teamwork. Something any organisation needs to do to create clarity of purpose.
 
To use that analogy in our situation in Lutheran education, what does our boat, our particular school look like? Are we rowing in the same direction as the other boats in our LEA flotilla? And for that matter have we all hopped into the boat Jesus is leading?[1]
 
Jesus calls us to step into the boat. Our job is to travel with him to the other side of the lake. We row to the other side by working together and following where he leads us. Where God is at the centre of our work as Lutheran Schools, we are on track rowing in the right direction. Are we working together for this common purpose and vision? Is God and the students entrusted to us at the centre of all we do? Is this vision of God, relationships and learning informing all the small, mundane everyday decisions we make as educators?

Prayer:
Lord Jesus, give us clarity and purpose as we work together and encourage one another in our school environment. Help us to see that we are all in this journey of life and learning together. Where there is uncertainty give us your direction, where there is disagreement give us your guidance. Lead us together to safer waters as we engage in the Christian community in this school. In your name we pray. Amen.  

[1] Neville Grieger, Seeking Authenticity, 2012, pp.18-19.

One of the gems I have learnt through my involvement in Child, Youth and Family Ministry is the development of spiritual milestones in the development of young people. In congregational settings Lutherans in Australia have typically celebrated baptisms for young children and confirmation for young teenagers. During my ministry in the parish I made the most of introducing and enhancing a consistent First Communion practice to ten year olds. Since the mid 1980s the Lutheran Church of Australia approved congregations introducing communion before confirmation as another option to the traditional practice. This was a another significant spiritual milestone especially for those families who were regularly worshiping in the life of a congregation. When I moved into school ministry I continued this ministry to families at these sacramental times, adapting and tweaking them to spark off faith formation in school families in an invitational way, attempting to link them with the local congregation.

​Another spiritual milestone I have worked with and easily introduced to church-school settings is the presentation of Bibles to school families. Many Lutheran schools and some congregations gift Bibles to Preps and other year groups in Primary and Junior Schools. Instead of doing this in the school setting at a weekday chapel, why not invite the cohort to your local congregation for Sunday worship. Celebrate the treasure of receiving God's Word intergenerationally. Use the service as an opportunity to not only gift Bibles to families but also to equip parents to read God's Word with their children. Many parents who have not grown up in a church culture often feel unable to read the Bible with their children. Equip parents with confidence that they can be part of their child's faith formation and bless them, their children, and their teachers. I have found that children are often the best evangelists. who end up teaching their parents the scriptures! 

​Then after the service think of what follow up you could develop whether that is in the classroom with teachers or volunteers from church. An easy idea is to recruit congregational members to read bible stories in the classroom. Retired members of the church who have a heart for children love to do this. Another good milestone time for introducing the  Bible to children is around Year 4. At this age children generally have some confidence in their reading skills so it is an opportune time to present them with a full text of the Bible which is kid-friendly. One that I have used is the NIrV Adventure Bible which is available through Koorong. Once again it is important to not only gift the Bible but bless the child, equip the parent/parents, and develop follow up  strategies to continue the Bible reading habits ideally that reinforces what happens at school with what happens in the home and what happens in the church.  

2.4 Networking and Strategic Relationships
The fourth descriptor for engaging the community is networking and strategic relationships. This descriptor involves identifying, building and nurturing mutually beneficial relationships with key individuals or groups within, across and beyond the education sector. It also includes relationships where service to others is the focus. It includes developing and honouring relationships and networks that are of tactical and strategic importance in the development and growth of Lutheran education.
 
Devotion:
Some people love networking and doing the conference small talk.  Others would prefer to stay curled up at home with a good book by themselves.  When we ponder this descriptor of networking and strategic relationships we may well think of the networking and relationship building that occurs at conferences and times of professional development.  These times and connections are important for our personal growth as educators and for the corporate growth of the Lutheran schools we serve.  But significant to our Lutheran culture is that we also build genuine trusted relationships with others not only to grow professionally but also because of the partnership we have in the gospel.  The apostle and missionary Paul wrote at the beginning of his letter to the Christian community at Philippi in northern Greece; Grace and peace to you from God our Father and the Lord Jesus Christ. I thank my God every time I remember you.  In all my prayers for all of you, I always pray with joy because of your partnership in the gospel from the first day until now. Philippians 1:2-5
 
The sort of relationship we wish to build with people, organizations and professionals, inside and outside of our school walls is described here as a partnership.  Paul uses the Greek word; koinonia which means fellowship, communion, joining together, as well as mutually dependent partnership.  The sense is always of a shared relationship, a two-sided relationship.  Paul also begins his letter thanking God for the early Christian community in Philippi, assuring them of his prayers for them and the joy he receives from the spiritual bond he has with them because of the gospel of Jesus.  There is a spiritual bond we have with other Lutheran Schools and with other Christian schools and Christians because we have something in common, the gospel of Jesus Christ. This partnership in the gospel means we build relationships where the focus is not just on what we can get but also on service to others. We often learn best when we work together with others and from others. The Philippians meant so much to Paul because they had been partners with him in the work of God.
 
In our school contexts we have several crucial partnerships. We have a partnership with students and their families as learners. We have a partnership with each other as colleagues and educators. We have a partnership with God in continuing to care for his creation the environment. And we have a partnership with Christ in the gospel through the agency of the church.
 
As well as all the educational partners we have to improve student learning we also benefit from the partnerships we have within the Lutheran Church of Australia (LCA). Two agencies of the LCA who in particular use this biblical language of partnership are Mission International and Australian Lutheran World Service. Mission International[1] focus on the overseas mission of the LCA to particularly partner churches in South East Asia. While Australian Lutheran World Service[2] is the overseas aid and development organization of the LCA. Both of these agencies of the Lutheran Church provide numerous opportunities for schools and colleges to develop their own partnerships with people, communities and churches overseas. As Christians who are concerned with the gospel and the needs of others, we are engaged in promoting and sustaining partnerships on the local, national and global level. As partners of the gospel we have a common task to educate students entrusted to us so that they also learn of their role and participate in the mission of God in the church and in the world.
 
Activity:

1. Think of all the partnerships your school is involved in through the teaching of your students?
2. How can your partnership with God, the Gospel and the Church be made more explicit in your school setting, especially in your students’ learning?

 
Prayer:
Teresa of Avila, the 16th century Carmelite mystic and reformer, wrote the following prayer, concerning the partnership we have with Christ in the world. Let’s pray:
Christ has no body but yours, no hands, no feet on earth but yours, yours are the eyes with which he looks compassion on this world, yours are the feet with which he walks to do good, yours are the hands, with which he blesses all the world. Amen.

[1] http://www.lcamission.org.au/
[2] https://www.alws.org.au/

The teenagers in our society are at the forefront of remaking religion in Australia. They are often portrayed generally as being less religiously inclined than previous generations. But this survey shows that if you dig a bit deeper there is a lot of diversity among our teens on matters of faith and spirituality. While only a minority follow a faith with strong conviction, as a whole they are not anti-religious. One of the focus groups targeted in this survey were Year 9 and 10 students across three states. From their data six spirituality types were identified; This Worldly, Religiously Committed, Seekers, Spiritual but not Religious, Indifferent, and Nominally Religious. 
The Conversation New research shows Australian teens have complex views on religion and spirituality

2.3 Building Support
The third descriptor for engaging the community is building support. This involves skilfully communicating and negotiating with others (directly or indirectly) in order to build support and develop ownership and shared acceptance for ideas, actions and decisions. It includes preparing thoroughly, understanding the audience and adjusting communication style and approach to appropriately engage with others and their perspectives. It may include working over an extended period of time to build long-term support for strategically important decisions and initiatives.

Devotion:
In the quintessential Australian film of 1997, “The Castle”, Darryl Kerrigan is in his shed with his son Steve at the start of the movie. Steve shows his Dad his invention of a motorcycle helmet with a built in break light.  While this is happening younger son Dale Kerrigan says this about his brother… “Steve is an ideas man. That’s why Dad calls him the Ideas Man. He has lots of ideas.” We have all experienced an ‘ideas man’ or person. Someone who is always ready to offer the greatest of ideas but puts them forward and leaves them in the ether for someone else to action.
 
This descriptor is about moving beyond the ‘ideas man’ to engaging collaboratively with the members of our school community by building support for our ideas by developing a wider ownership for them, and a willingness to changing our ideas when needed. It is an acquired skill that involves reasoning, negotiating, collaborating, changing, adapting and tweaking. All of us have ideas of how to improve learning for students, how to improve wellbeing for students and staff, how to improve the way in which our school operates, the trick is to build support for these ideas amongst our colleagues so that they are owned by staff, students and families alike. Human nature makes it is too easy for us to be overly critical of someone else’s ideas and shoot them down or on the other hand we can think that we do not have ideas of value and worth to share with others. Creating the space where people are willing and able to share their ideas and thoughts, and are free to collaborate to build on them and extend them is what a learning organisation is all about. St Paul puts it this way in Galatians 6:5-6;  Each of you must take responsibility for doing the creative best you can with your own life.  Be very sure now, you who have been trained to a self-sufficient maturity, that you enter into a generous common life with those who have trained you, sharing all the good things that you have and experience.[1]
 
In a Christian learning organisation, we encourage everyone to do their creative best with their God given gifts but we also acknowledge that we share in a “generous common life” which spills over into the lives of others. We are part of a grace filled community which means we are free to share our talents, ideas and abilities with others because we have been shown the grace of our Lord Jesus Christ. We belong to a God who is generously overwhelming in the good gifts he gives us. As people formed by the Holy Spirit we can break out of the self-sufficient mode of thinking and operating as we engage in the blessings of being in community. Looking beyond the scarcity mindset, the perceived lack of resources, money and people to a culture of abundance and generosity of God’s good providence is vital to our healthy functioning in Christ.  Sharing in the generous common life we have is a constant message we need to hear if we want to change the culture in our school communities to be one of freedom where staff and students alike are equipped to support one another’s ideas, plans and actions.

Prayer:
Lord God, you have placed me into the community of this school. You have given us great colleagues and staff who have tremendous gifts, creative abilities and ideas. Help me to act out of your abundance rather than my scarcity. Help me to join in the generous common life we share. Help me to encourage and build support for ideas that engage children and young people in learning and in growing in your grace. In Jesus’ name we pray, Amen. 
 
[1] The Message translation