The LEArning Curve

“Teach me your way, LORD, that I may rely on your faithfulness.” — Psalm 86:11

The calling to serve as a Lutheran educator is also a calling to grow. While our classrooms may change from year to year, our responsibility remains constant: to teach children and young people about God’s love while also providing them with meaningful opportunities to learn, discover, and grow. One of the best ways we fulfill that calling is by embracing a life of continual learning for ourselves.

Professional development is more than completing required hours or attending an occasional workshop. It is an opportunity to renew our passion for teaching, strengthen our skills, learn from colleagues and current research, and discover new ways to serve our students and families. As Christian educators in Lutheran schools, professional learning can also become an extension of our vocation – a way to steward the gifts God has given us and continually seek to become more effective servants of His children.

For early childhood educators, the Lutheran Education Association’s Spiritual Nurture in the Lutheran Early Childhood Classroom series provides an excellent example of professional learning that connects pedagogy and faith. The five-part series offers practical strategies for integrating Christian faith into the classroom environment, curriculum, and relationships with families. Each video includes resources and practical implementation ideas, making the learning immediately relevant to the daily ministry of an early childhood educator. (Check it out here.)

Another valuable resource is the Initiative for Early Childhood Education at Concordia University, Nebraska. The Initiative provides Gospel-centered professional development focused on leadership development, faith formation, play-based learning, developmentally appropriate practice, and authentic assessment. Its online Independent Learning Series provides accessible opportunities for educators to explore topics such as talking with families about play-based learning, challenging behavior, and sharing personal faith stories. Some resources are free, while others invite further engagement through optional Application Activities. (Check it out here.)

These opportunities remind us that professional growth does not have to look the same for every educator. LCMS schools and connected ministry organizations are well known for providing conferences, workshops, mentoring, coaching, and other growth opportunities. Educators can also seek out online courses, webinars, podcasts, books, professional networks, and other resources connected to areas of personal interest or professional need. The important question is not simply, “What professional development am I required to complete?” but rather, “Where is God inviting me to grow so that I can serve my students more effectively?”

When educators learn, students benefit. Professional learning cascades into the classroom. A teacher who gains a deeper understanding of child development may create more engaging learning experiences (Brunsek et al., 2020, and Egert et al., 2018). An educator who learns new instructional strategies may help students become more confident and successful learners (Brunsek et al., 2020, and Darling-Hammond, L., Hyler, M. E., & Gardner, M., 2017). A teacher who grows in understanding how to nurture faith may find new ways to point children and families to Jesus. As educators grow in knowledge, skill, confidence, and faith, that growth naturally extends to the students they serve.

Being a life-long learner is therefore not simply a professional expectation; it is part of our Christian vocation. We model for students what it means to remain curious, humble, teachable, and willing to grow. We show them that learning does not end when we leave school – it is a life-long gift and responsibility.

As Lutheran educators, may we continue to learn with purpose, serve with joy, and grow in the knowledge and grace of our Lord Jesus Christ. And may the learning we pursue today bear fruit in the lives of the students entrusted to our care tomorrow.

References:

Brunsek, A., Perlman, M., McMullen, E., Falenchuk, O., Fletcher, B. A., Nocita, G., Kamkar, N., & Shah, P. S. (2020). A meta-analysis and systematic review of the associations between professional development of early childhood educators and children’s outcomes. Early Childhood Research Quarterly, 53, 217–248. https://doi.org/10.1016/j.ecresq.2020.03.003

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311

Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88(3), 401–433. https://doi.org/10.3102/0034654317751918