One of the topics in my current online course is educational assessment in the congregational setting. The students are reviewing a model for rigorous assessment of Christian education that my friend Marty and I present in our forthcoming book.* One issue students have raised, legitimately, about the issue of assessment, and the model offered in particular, is that putting a rigorous assessment process in place in the congregation will be a challenge and will seem daunting. I think that’s a valid statement.

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Every once is a while (like last month, in fact) I get a call from a church leaders wanting guidance and ideas about creating a mini-seminary in their congregations. While that idea is driven by a desire to make Christian education more meaningful and effective in their congregations I am always suspect of that approach. I believe that any congregation will be well-served by taking Christian education more seriously, and, by go about its practice in more intentional ways. But I also believe that a seminary is one thing and a church another—and when it comes to educating in faith, the two should not be confused.

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For some years I’ve been working with a group of teachers who have been motivated to improve their courses and their classroom performance. These teachers were in a teaching in-service seminar I gave some years ago (almost a decade ago!). It was one of those rare experiences when everything seemed to click: the right people in the same room at the same time sharing the same interest and serendipitously finding the right seminar. A small group from this seminar has continued to pursue their work of becoming excellent teachers, and it has been gratifying to see.

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I often challenge Christian educators that we need to stop giving mere lip service to the importance of Christian education in our churches. It’s not enough to preach its critical importance in helping people grow in faith. It’s not enough to urge leaders to get serious about providing effective Christian education in our congregations. When it comes down to it, Christian education will never improve until resident Christian educators, pastor and staff, start functioning like real educators.

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A church’s educational program will be shaped by several factors: its history, denominational relations, size, location, predominant social class, identity, life stage, and leadership, for example. Below are some essential congregational education program areas common to most churches:

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There are many factors that influence Christian education programming in congregations. Two of those factors are staff leadership and congregational size. While we may desire otherwise the fact is that congregations are highly dependent on program staff for leadership, development, and effectiveness for educational programs. And often, educational program leaders are the last staff hired (the typical order of staff hires are: pastor, musician, part-time youth/children staff, full-time youth/children staff, then, educator). Which means that any educator who is the first full-time program staff person in a congregation likely has to deal with years of neglect in the area of church-wide educational programming.

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My friend and colleague Marty and I have turned in our manuscript for the book on educational planning in the congregational context. This is the sit and wait stage before the next phase of editing. For me this is always a time of gratitude for the break from writing and anticipation toward finishing the work.

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I recently heard a speaker say that “…everything and everywhere is a classroom and therefore an educational setting….” While the hyperbole makes its point, the use of the term “classroom” posits a danger for misunderstanding. My concern is that, while I agree with the sentiment, there is risk in using a classroom as a metaphor for anything other than . . . well, a classroom.

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If you have ever talked to someone about the Christian Year who isn’t familiar with it, then you may recognize the blank stare on their face that you get in return. Use the Seasons of the Spirit’s “The Seasons of the Church Year” poster, and you have a great starting point for this discussion.

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These are anxious times for theological schools and seminaries, more so than normal, anyway. The plight of several seminaries (closings, downsizing, layoffs) has recently made the rounds in the religious press and newsmagazines. And talk about viability and relevance is lively among faculties, including questions about how long the shelf life of the classic M.Div. will be. Comments like these made by alumnus in response to a survey only serves to increase the angst of some professors:

“Taking Hebrew helped shape some of my thoughts and understanding of the Hebrew Scriptures, but other than that, I haven’t found it to be very useful in my week-in, week-out work with youth.” “I have never been asked a question about my Greek knowledge level. Luckily for me, there are Greek-English interlinears.”

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