LEADERSHIP FOR FLOURISHING SCHOOLS - From Research to Practice Lynn E. Swaner Cindy Dodds
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LEADERSHIP
FOR FLOURISHING
SCHOOLS
From Research to Practice
Lynn E. Swaner
Cindy Dodds
2021 Matthew H. Lee© 2021 by the Association of Christian Schools International (ACSI)
All rights reserved.
The Association of Christian Schools International (ACSI) is committed to the ministry of
Christian education, to enable Christian educators and schools worldwide to effectively prepare
students for life. ACSI strives to produce biblically sound materials that reflect Christian
scholarship and stewardship and that address the identified needs of Christian schools around the
world.
Unless otherwise indicated, all Scripture quotations are taken from The Holy Bible, NEW
INTERNATIONAL VERSION®. Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc. All rights
reserved worldwide. Used by permission of Biblica, Inc.
Swaner, Lynn E., Dodds, Cindy, and Lee, Matthew H.
LEADERSHIP FOR FLOURISHING SCHOOLS: From Research to Practice
Association of Christian Schools International
731 Chapel Hills Drive, Colorado Springs, CO 80920
www.acsi.org
______________________________________________________________
ABOUT THE AUTHORS
Lynn E. Swaner, Ed.D. is Chief Strategy and Innovation Officer at ACSI and a Cardus Senior
Fellow. Prior to joining ACSI, she served as a graduate professor of education, academic
researcher, and Christian school administrator in New York.
Cindy Dodds, Ed.M. is Director of Professional Development at ACSI. Before joining ACSI, she
served as a head of two Christian schools in Pennsylvania as part of her 20 years in Christian
school leadership.
Matthew H. Lee is a graduate student in education policy at the University of Arkansas. He has
served previously as an intern with ACSI Thought Leadership and Research, as well as a high
school teacher at a charter school in Massachusetts.
2 | ACSI – FSCITABLE OF CONTENTS
EXECUTIVE SUMMARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
I. The Flourishing Schools Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The Five Domains of Flourishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Why Flourishing? A Biblical and Educational Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
The FSCM and School Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Translating Research into Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
II. Leadership Practices for Flourishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Categories of Leadership Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Developing Leadership Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Self-Reflection Guide for Leaders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Self-Reflection Guide for Boards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
III. Leveraging FSCI Insights to Lead Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Meaningful Strengths and Growth Areas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
The FSCI and School-Level Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
ACSI – FSCI | 3EXECUTIVE SUMMARY
Because of their biblically based philosophy of which are “embodied” by leaders; leader directed
education, Christian schools ground their vision and constructs, for which leaders are directly responsible;
mission in Scripture. Thus, based on the scriptural and leader shaped constructs, which leaders influence
truth that God desires to bless his people and cause at the level of culture. While they differ in the
them to flourish (Psalm 44:2; 52:8; 72:7, 16; 92:12-13), mechanisms by which they work, all three levels of
ACSI Research set out in 2018-2019 to understand constructs are crucial for school flourishing.
the ways in which Christian schools can flourish.
Over 15,000 Christian school students, teachers, The present report builds upon these three data-
administrators, board members, parents, support informed levels of leadership to identify leadership
staff, and alumni participated in the research via the practices that promote flourishing. First, through
Flourishing School Culture Instrument (FSCI). foundational practices, leaders “lead by example” in
modeling spiritual devotion and self-development for
The results of this research were groundbreaking and
yielded the first ever measure and model of Christian their teachers and students. Second, through relational
school flourishing. The resultant Flourishing School practices, leaders promote healthy relationships not only
Culture Model (FSCM) clusters 35 validated constructs with and among teachers, staff, and students, but also
for all survey groups into five domains of flourishing: with the local community at large. And finally, through
Purpose; Relationships; Teaching & Learning; Expertise strategic practices, leaders pursue sound financial
& Resources; and Well-Being. These domains provide planning and hiring to create an environment in which
a compelling and comprehensive picture of the areas educators and students can thrive. In addition to
in which Christian schools can focus their efforts and exploring these practices, this report provides two sets
resources in order to promote a flourishing school of self-reflection guides—one for school leaders and
culture and community. The model has been externally one for school boards—with questions that can be used
reviewed and rigorously validated to provide leaders individually and collaboratively to strengthen leaders’
with statistically sound and relevant feedback for their foundational, relational, and strategic practices.
schools.
Finally, with over 100 schools administering the FSCI
The question remains, however, of how these findings since its launch, the size of the research database
can be utilized by school leaders to develop their own and the opportunity to collect qualitative data on
practices that lead to flourishing-related outcomes how schools use FSCI results continues to grow. The
for their schools. Because the FSCI engages multiple concluding section of the report shares insights from
school leaders (including heads of school, principals
this expanding knowledge base around flourishing
and other administrators, board members, and
in Christian schools, with a specific focus on 1) top
teacher leaders), it not only provides an assessment
of outcomes across different leadership roles, but also cultural strengths and areas for growth identified
enables exploration of relationships between roles, across all FSCI-participating schools and 2) qualitative
how these relationships influence outcomes, and how insights from leaders on how they are leveraging FSCI
they contribute in positive ways to flourishing school results in change and improvement efforts at their
cultures. Factor analysis of constructs for leaders— schools (like strategic planning, accreditation, and
supplemented by literature-based consideration of the new initiatives). Using FSCI insights wisely in leading
nature of the constructs as they relate to leadership schools invites the blessing of God, who promises to be
behaviors—yields three “levels” of constructs as they the source of our flourishing: “Your fruitfulness comes
relate to leaders. These are: leader specific constructs, from me” (Hosea 14:8b).
4 | ACSI – FSCII. THE FLOURISHING SCHOOLS RESEARCH
How do Christian schools flourish, in keeping with measure and model of Christian school flourishing.
their biblical philosophy of education? What elements
To do this, the FCSI drew upon a diverse set of inputs
of school culture contribute to flourishing, and do
some elements matter more than others? Is there a (i.e., educators’ and leaders’ practices, school programs
roadmap to school flourishing that can be validated and policies, and cultural elements) to identify and
by empirical research in Christian schools? In 2018 validate 35 constructs as linked to a holistic range
and 2019, ACSI Research set out to understand school of flourishing outcomes. These constructs were
flourishing by exploring these questions systematically mapped onto the first empirically based model of
using a new research tool, the Flourishing School Christian school flourishing, the Flourishing School
Culture Instrument (FSCI). Over 15,000 completed Culture Model (FSCM). The FSCM clusters the
FSCI responses were collected from students, teachers, validated constructs for all seven survey groups into
administrators, board members, parents, support staff, five domains of flourishing—Purpose, Relationships,
and alumni at 65 school communities. The results of this Teaching & Learning, Expertise & Resources, and Well-
research were groundbreaking and yielded the first-ever Being—as depicted in Figure 1 below.
Figure 1. ACSI Flourishing School Culture Model (FSCM)
ACSI – FSCI | 5The Five Domains of Flourishing flourishing is connected to excellence in
educational and management practices.
The five domains of the FSCM are described briefly,
• Well-Being: For both leaders and teachers at
below:
Christian schools, stress is a key factor that
• Purpose: A commitment on the part of all school impacts flourishing; likewise, healthy living and
constituencies to the central purposes of Christian developing resilience is connected to student
education—such as holistic teaching, integrated flourishing.
worldview, spiritual formation, discipleship, and
family-school partnership—are strongly linked A detailed description of each domain, with a listing
with flourishing outcomes. of the corresponding constructs comprising each one,
• Relationships: Trust-filled, supportive, and is provided in Table 1 on the next page. Further detail
authentic relationships between all school on each construct can be found in the national report
constituencies, as well as with the surrounding Flourishing Schools: Research on Christian School
community, are key to flourishing outcomes. Culture and Community (Swaner, Marshall, and Tesar
• Teaching & Learning: A school culture in which 2019). Taken together, these five domains provide a
educators are committed to ongoing learning and compelling and comprehensive picture of the areas
improvement is linked with flourishing not only in which Christian schools can focus their efforts and
for the school and educators, but also for students. resources in order to promote a flourishing school
• Expertise & Resources: School and educator culture and community.
6 | ACSI – FSCITable 1. ACSI Flourishing School Culture Model (FSCM) Domains and Constructs
DOMAIN DESCRIPTION PREDICTIVE CONSTRUCTS
A commitment on the part of all school constituencies to the Responsibility
central purposes of Christian education—such as holistic Holistic Teaching
teaching, integrated worldview, spiritual formation, discipleship, Integrated Worldview
and family-school partnership—are strongly predictive of God’s Story
flourishing outcomes. Questioning
Partnership
Spiritual Formation
Trust-filled, supportive, and authentic relationships between all Supportive Leadership
school constituencies, as well as with the surrounding commu- Leadership Interdependence
nity, are key to flourishing outcomes (e.g., between leaders and Family Relationships
teachers, leaders and the board, families and teachers, teachers Community Engagement
and students, students and peers, school leadership and the com- Mentoring Students
munity, and the school itself with the community). Insular Culture
Christlike Teachers
Prosocial Orientation
Caring Environment
A school culture in which educators are committed to ongoing Feedback
learning and improvement is predictive of flourishing not only Collaboration
for the school and educators, but also for students. For teachers, Systems Thinking
this includes best practices in feedback and collaboration, high- Data-Driven Improvement
quality professional development, individualized instruction, and Professional Development
effective and orderly classroom environments where students are Outcomes Focus
deeply engaged in learning. For school leadership, this entails Culture of Improvement
using systems thinking to develop a culture of improvement, Individualized Instruction
which is both focused on student outcomes and is data driven. Best Practice Orientation
Engaged Learning
Behaviors for Learning
Flourishing is connected to excellence in educational and school Qualified Staff
management practices. Educationally, this includes hiring quali- Responsiveness to Special Needs
fied staff and responding effectively to special needs. Sufficient Resources
school resources—as well as board-level strengths in resource Resource Planning
planning—are predictive of school flourishing, as are (converse- Resource Constraints
ly) resource constraints that hinder schools from engaging in im-
provement processes.
For both leaders and teachers at Christian schools, stress is a Stress
key factor that impacts flourishing; likewise, healthy living and Healthy Living
developing resilience is predictive of student flourishing. This Resilience
domain and related constructs demonstrate that the well-being
of educators and students is not a secondary concern—but
rather is predictively linked—to flourishing outcomes.
Research Insights Provided by the Association of Christian Schools International © 2019
ACSI – FSCI | 7Why Flourishing? A Biblical and Educational of faith. The psalmist invokes the blessing in the Old
Perspective Testament, “May the Lord cause you to flourish, both
you and your children” (Psalm 115:14). This blessing
The vast majority of the school improvement literature
echoes in the words of Jesus when He told disciples, “I
and related reform efforts focuses on the academic
have come that they may have life, and have it to the
achievement of students, measured almost exclusively
full” (John 10:10b). It also manifests in Jesus’ promise,
via standardized testing (Hargreaves 1994; Mok
“If you remain in me and I in you, you will bear much
and Flynn 2006; McCollum and Yoder 2011) and
fruit” (John 15:5b). Inherent in these scriptures is
to the exclusion of a wide range of other important
a picture of how through Christ, communities of
educational outcomes (character, spiritual, vocational,
faith can flourish to the benefit of both students and
and so forth). This particularly problematic for
educators alike. Flourishing thus provides a more
Christian schools, where academic outcomes are of
expansive and biblically aligned view of the purposes
prime, but not sole, importance (Sikkink 2012; Green
and processes of Christian education.
et al. 2016; Casagrande et al. 2019; Cheng and Iselin
2020). This is because a biblical foundation directly The FSCM and School Leadership
informs the kinds of educational outcomes with which
When it comes to outcomes for students, teachers,
Christian schools are concerned, namely the holistic
and schools, leadership matters. Leaders know this
education of the student—the spirit, mind, heart, and
intuitively, but as importantly, this fact has been
body—reflecting the reality that students are God’s
demonstrated through extensive research (Leithwood
“workmanship, created in Christ Jesus for good works,
et al. 2004; Marzano, Waters, and McNulty 2005;
which God prepared beforehand, that [they] should
Waters and Marzano 2006; Wahlstrom et al. 2010).
walk in them” (Ephesians 2:10).
Effective leaders positively influence student learning
As part of the instrument development process for (Branch et al. 2012; Coelli and Green 2012; Grissom et
the FSCI and as shared in the 2019 report, ACSI al. 2015; Chiang et al. 2016; Dhuey and Smith 2018),
Research conducted a meta-analysis of Christian especially in schools serving high proportions of
schools’ expected student outcomes and/or “portrait students from historically disadvantaged backgrounds
of a graduate,” which confirmed the wide range (Hallinger and Heck 1998; Clotfelter et al. 2007;
of outcomes with which Christian schools are Seashore Louis et al. 2010; Branch et al. 2012; Cosner
concerned. For the over 60 Christian schools sampled and Jones 2016). Effective leaders also reduce teacher
(with nationally known schools with ACSI Exemplary turnover and promote a positive school climate (Boyd
Accreditation and/or other commensurate sector- et al. 2011; Grissom 2011; Ladd 2011; Sebastian and
level recognition intentionally oversampled), six Allensworth 2012; Burkhauser 2017; Grissom and
main categories of outcomes were identified: spiritual Bartanen 2019; Leahy and Shore 2019); Sebastian
(100% of schools); academic (also 100%); community- and Allensworth 2012). The Flourishing Schools
oriented (86%); excellence (83%); impact (65%); and Research further confirms that leadership matters for
servanthood (49%). the flourishing of all school constituents, as well as the
school itself.
In light of this range of expected student outcomes,
the biblical concept of “flourishing” provides a It is important to note that the Flourishing Schools
more capacious way of understanding the mission Research surveyed multiple school constituencies
and incarnational practice of Christian schools. that comprise the school community, which not
Throughout Scripture, the concept of flourishing is only allows for assessment of outcomes across
used to describe a state of being—one that always different populations, but also enables exploration
results from God’s work with and upon communities of relationships between these groups, how these
8 | ACSI – FSCIrelationships influence outcomes, and how they important than another. However, they differ in terms
contribute in positive ways to flourishing school of the mechanisms by which they operate and by
cultures. Factor analysis of constructs for leaders— which leaders engage them, as explored below.
supplemented by literature-based consideration of the
nature of the constructs as they relate to leadership Leader Specific Constructs
behaviors—yields three “levels” of constructs as they
relate to leaders. These are leader specific constructs, These constructs emerged from the research as specific
leader directed constructs, and leader shaped to leaders, meaning that these are constructs that
constructs. All three levels of constructs are crucial leaders embody. The ten leader specific constructs
for school flourishing, and therefore one is not more identified in the FSCM are defined in Table 2, below.
Table 2. Leader Specific Constructs
Domain Construct Definition
Integrated Christian worldview changes how we educate; there is no such thing as a
Worldview secular sphere.
Purpose
Responsibility Leaders feel a sense of shared ownership for school mission, success, and
(Leaders) improvement.
Constant feelings of stress and being overwhelmed accompany a lack of time
Well-Being Stress (Leaders)
to focus on physical health for leaders.
Leadership Leaders, including board members, have diverse backgrounds and are
Interdependence transparent about and rely on others to offset their weaknesses.
Relationships The school engages with the surrounding community and local churches, and
Community
regularly taps into community resources, including networking and resource-
Engagement
sharing with other schools.
When planning for change, the potential impact on the school, the classroom,
Systems Thinking
students, and the overall system are considered.
Teaching & Data-Driven Data is used to gauge school results and effectiveness, determine goal
Learning Improvement attainment, and address problems the school faces.
Process does not matter if it isn’t producing results, and change is
Outcomes Focus
distracting if it doesn’t lead to increases in student achievement.
A strategic financial plan and master facilities plan is in place, and financial
Resource Planning planning is a strength of the board.
Expertise &
Resources The school has financial resources to operate effectively; or, a belief prevails
Resource that the school could be more effective if not for fiscal constraints, and it lacks
Constraints the resources needed to make changes.
ACSI – FSCI | 9Since they involve the skills and dispositions of Leader Directed Constructs
leaders, responses to these constructs look much These constructs are those for which leaders have
like an iterative cycle for professional and leadership the most direct responsibility, and therefore represent
development: reflect on and assess performance; places where leaders can directly impact the
identify areas for improvement; create a plan to flourishing of the school and its constituents. The ten
resource and support improvement; and evaluate leader directed constructs identified in the FSCM are
change in performance (Swaner 2016). defined in Table 3, below.
Table 3. Leader Directed Constructs
Domain Construct Definition
Families feel they are a part of the school’s mission, and that their child’s
Partnership
spiritual development requires their partnering with and being involved at the
(Families)
Purpose school.
Responsibility Teachers and support staff feel a sense of shared ownership for school
(Teachers/Staff) mission, success, and improvement.
Constant feelings of stress and being overwhelmed accompany a lack of time
Well-Being Stress (Teachers)
to prepare for instruction for teachers.
Supportive Principals are trusted, teachers feel that leaders “have our backs,” and
Leadership leaders empower teachers and staff to make decisions.
Relationships The school shields students from the world’s brokenness, the school is
Insular Culture independent from the surrounding community, and/or the student body lacks
diversity.
Culture of Guided by school leadership and focused on the future, the school is
Improvement continually improving/makes necessary changes to improve.
Teaching & Feedback on teaching practice and classroom management is given regularly
Feedback
Learning to facilitate adjustments in real-time.
Professional
PD is provided on-site and is subject- and role-specific.
Development
New teacher hires are credentialed (educationally and licensed/certified) and
Qualified Staff
Expertise & have classroom experience.
Resources Materials and resources for teaching, including technology, are sufficient, and
Resources
the school building is in good physical condition.
10 | ACSI – FSCIPositively impacting these constructs will require Developing policies, procedures, and structures
many—if not all—of the skills that are cultivated that support teachers and staff—again, with
and embodied in leader specific constructs discussed collaborative involvement of these groups.
above. Thus, the first leadership response to these
Leader Shaped Constructs
ten constructs should be to engage in the leadership
development cycle identified earlier. In tandem, the Leader shaped constructs are those which leaders
following leadership behaviors serve to move the needle influence at the cultural level. This means that in
in positive ways with regard to these constructs: order to effect better flourishing outcomes related to
these constructs, leaders should engage in culture-
Working collaboratively with stakeholders to
shaping efforts that actively include multiple school
assess needs, plan for improvement, and evaluate
constituents. Although leaders may view this
change;
construct level as the area in which their influence
Creating 360-degree feedback mechanisms so
is most indirect, the sheer number of constructs—
that data is regularly gathered with regard to these
combined with their importance to the instructional,
constructs;
student, and community cultures of the school—
Analyzing and utilizing constituent data gathered
makes this level critically important to school
to drive improvement decisions and evaluate
flourishing. The 17 leader shaped constructs identified
progress toward goals;
in the FSCM are defined in Table 4, on the next page.
Procuring and allocating personnel, finances, and
materials effectively, in order to resource change; and
ACSI – FSCI | 11Table 4. Leader Shaped Constructs
Domain Construct Definition
Teaching involves helping students develop spiritually and emotionally
Holistic Teaching
(teaching the heart and soul, as well as the mind).
Students believe they are a part of God’s bigger plan and can be used by him
God’s Story
to “make a difference.”
Purpose
Students have doubts about their faith, lack time to pray or study the Bible,
Questioning
and feel that most Christians are too judgmental.
Students and alumni report that their Christian faith is stronger thanks to attending
Spiritual Formation
a Christian school, and they believe people can change with God’s help.
Healthy Living Students are happy with their physical health, including sufficient exercise
(Students) and a healthy diet.
Well-Being
Resilience Students handle stress effectively and respond well to/bounce back from
(Students) difficult situations.
Family Teachers “get to know” families, and frequent and systemic communication
Relationships facilitates positive relationships.
Staff point out talent in each student, help students see how they fit in God’s
Mentoring Students
bigger plan, and are aware of students’ struggles at school or home.
Teachers show Christlike love, kindness, and care to students. Families feel
Relationships Christlike Teachers
students are cared about individually, including their spiritual development.
Teachers are kind, students feel included in class, and students are protected
Caring Environment
from bullying.
Prosocial Students not only enjoy helping others, but also are known by others (e.g.,
Orientation peers) for showing love and care.
Collaboration Learning from and with other teachers drives and inspires better teaching.
Individualized Students are helped to figure out how they learn best and to identify their
Instruction natural strengths.
Best Practice Keeping up with best practices is prioritized and resources for doing so can
Teaching &
Orientation be identified.
Learning
Students engage in activities that nurture critical thinking, evaluating
Engaged Learning
information, and problem solving.
Behaviors for The classroom is orderly and well-managed, and teachers are organized and
Learning consistent in supporting student behaviors that contribute to learning.
Expertise & Responsiveness to Teaching staff work together to serve students with special needs, aided by
Resources Special Needs processes and resources for identifying and responding to those needs.
12 | ACSI – FSCILeaders will need to employ best practices in cultural constructs identified as correlated with flourishing
change management in order to influence these for the school, educators, and students. The means by
constructs and, in turn, shape the overall school which leaders do this, however, differs by construct
culture toward flourishing. These practices include: level—whether leader specific, leader directed, or
leader shaped. With this in mind, the present report
Setting clear, mission-aligned expectations for all
turns to the question of how these findings can be
school stakeholders, including teachers and staff,
utilized by school leaders—including heads of school,
families, and students—both related to their roles
administrators, and school boards—to develop
at the school and to their relationships with one
their own practices that lead to flourishing-related
another;
outcomes for their schools.
Modeling these expectations as leaders,
intentionally and consistently; To do so, this report draws upon not only the
Engaging the school community around “big Flourishing Schools Research itself, but also over two
questions” inherent in these constructs; and years of additional qualitative research and learning
Employing leader specific constructs to inform, from FSCI-participating schools as they examined and
manage, and evaluate culture-level change toward applied their results to a range of school improvement
flourishing. efforts. With the goal of helping leaders consider how
they can personally and intentionally lead change
Translating Research into Practice
and improvement efforts at their schools, insights on
As is evident from the Flourishing Schools Research, developing leadership practices for flourishing are
leadership either impacts or influences all 35 shared in the next section of this report.
II. LEADERSHIP PRACTICES FOR FLOURISHING
As discussed in the previous section of this report, Categories of Leadership Practices
the Flourishing Schools Research provides insights
regarding the relationship of each FSCM construct The FSCM domains provide a helpful framework
to school leadership (with each construct as either for conceptualizing three categories of practices
specific to, directed by, or shaped by leaders). The that leaders can develop in order to lead flourishing
question becomes how leaders can develop their own schools: foundational practices, arising from the
practices that will promote the flourishing of students, Purpose and Well-Being domains; relational practices,
educators, and schools. To answer this question, this tied to the Relationships domain; and strategic
section of the report first defines the three categories practices, which correspond to the Teaching &
of practices that leaders can develop for flourishing, Learning and Expertise & Resources domains. These
and then describes how those practices can be three categories of practices and their corresponding
developed within schools. domains are depicted in Figure 2, on the next page.
ACSI – FSCI | 13Figure 2. Leadership Practices for Flourishing Schools.
CONSTRUCTS
FRAMEWORK DOMAIN
LEADER SPECIFIC LEADER DIRECTED LEADER SHAPED
Holistic Teaching
Integrated Worldview Partnership (Families)
God’s Story
Purpose
Foundational Responsibility (Teachers & Questioning
Responsibility (Leaders)
Practices Staff) Spiritual Formation
Healthy Living (Students)
Well-Being Stress (Leaders) Stress (Teachers)
Resilience (Students)
Family Relationships
Leadership Interdependence Supportive Leadership Mentoring Students
Relational
Relationships Christlike Teachers
Practices
Caring Environment
Community Engagement Insular Culture
Prosocial Orientation
Systems Thinking Culture of Improvement Collaboration
Data-Driven Improvement Feedback Individualized Instruction
Teaching &
Best Practice Orientation
Strategic Learning
Outcomes Focus Professional Development Engaged Learning
Practices
Behaviors for Learning
Expertise & Resource Planning Qualified Staff Responsiveness to Special
Resources Resource Constraints Resources Needs
14 | ACSI – FSCIFoundational Practices Relational Practices
As the name suggests, foundational practices are those Education is fundamentally a relational enterprise.
that are prerequisites for leading flourishing schools. Christian education is all the more so, given the
Foundational practices reflect the widely known incarnational nature of the Christian faith (John 1:14)
leadership tenet that leaders must lead themselves and the emphasis of Scripture on love of neighbor
first. In the FSCM, foundational practices arise from (Mark 12:30-31). James Davison Hunter (2010)
the Purpose and Well-Being domains and suggest that connects the covenantal nature of relationships with
leadership for flourishing hinges on the process of “the flourishing of the world around us” (p. 261;
self-development. Beckman et al. 2012). Not surprisingly then, relational
practices—framed by the Relationships domain of
From the Purpose domain, leaders in Christian schools
the FSCM—are crucial for school leadership that
begin with a firm commitment to a philosophy of
contributes to flourishing in Christian schools (Banke
Christian education that is rooted in the biblical
et al. 2012; Beckman et al. 2012).
narrative and is centered on the sovereignty and work
of Christ (as reflected in the construct Integrated This begins with leaders’ cultivation of healthy
Worldview). It is this foundation that enables leaders leadership teams (Leadership Interdependence)
to enact and uphold the Christ-centered mission that in turn mirror a healthy leadership culture
of their schools (Responsibility), which is borne with teachers and staff (Supportive Leadership).
out in Deuteronomy 6 partnerships with families Continuing the cascade, positive relationships with
(Partnership) and a holistic education for students students are cultivated through teacher and staff
that reflects God’s design per Ephesians 2:10 (Holistic practices (Mentoring Students, Christlike Teachers,
Teaching). Such a worldview commitment also Caring Environment) as well as between students
manifests in the centrality of discipleship in Christian and their peers (Prosocial Orientation). Leaders of
schools (God’s Story and Questioning) and is evident in flourishing schools also build strong relationships
a deep and lasting impact of Christian education well within the school community (Family Relationships)
past graduation (Spiritual Formation). and with the local community at large (Community
Engagement, Insular Culture).
The Well-Being domain also informs foundational
practices for leaders. Both leaders and teachers School leaders who prioritize relationships set culture-
are often faced with long hours of work and a high shaping imperatives for all members of the school
level of stress-inducing situations. A flourishing community, and in the context of healthy, responsive
leader understands the importance of healthy work- relationships, leaders can become bridge builders
life integration and develops a plan for well-being over racial, socioeconomic, and other divides that
(including addressing the construct of Stress). As C.S. often arise in school settings. Leaders need a sense of
Lewis writes in God in the Dock, “None can give to self-awareness, a high “EQ,” a commitment to cultural
another what he does not possess himself… Nothing awareness, and a reliance on God’s grace, if they are
which was not in the teachers can flow from them to demonstrate the fruit of the spirit (Galatians 5:22-
into the pupils” (118). Unhealthy leaders (whether 23) in their relationships with all constituencies.
in mind, body, or spirit) simply cannot lead a school Ultimately, seeing “people work” as a primary, rather
community to flourishing. Rather, well-being within than a secondary, leadership task is essential to school
a school begins with leaders who prioritize their flourishing.
wellness and both model and create the conditions for
Strategic Practices
others to do the same (whether Stress, for teachers, or
Healthy Living and Resilience, for students). The Flourishing Schools Research found that a school
ACSI – FSCI | 15culture in which educators are committed to ongoing perspectives—that of adult learning and of leadership
learning and improvement is connected to flourishing ecologies—inform the approach to leadership
not only for the school and educators, but also for development for flourishing schools.
students. Additionally, flourishing is inextricably
linked to excellence in educational and school An Adult Learning Perspective
management practices. These research findings are As just mentioned, formal degree programs are
embedded in the FSCM in the Teaching & Learning important for leadership development as are external
domain and the Expertise & Resources domain, professional development opportunities. For example,
respectively, and give rise to a number of strategic research has shown that “intensive institutes,” which
practices for leaders. often involve an academic weeklong immersive
These include leaders’ pushing for results (construct experience coupled with yearlong mentoring and
of Outcomes Focus) and using data to make decisions follow-up activities, can transform educational
(Data-Driven Improvement), all while thinking practice (Swaner 2016). Formal and informal
holistically about the impact of their decisions on the leadership networks, which provide opportunities
school community (Systems Thinking). Leaders also for peer mentoring and collaborative work on shared
develop their abilities to engage in strategic financial improvement goals, also serve as valuable pathways
planning and management (Resource Planning, for educator growth (Eckert 2018).
Resource Constraints, and Resources), which are Along these lines, adult learning theory and research
evidenced in their hiring practices (Qualified Staff),
suggest that adults learn best by addressing authentic
as well as ensuring that all students have the resources
problems of practice in their own workplace (Schön
and support they need to flourish (Responsiveness
1987; Garvin 2000). By having to work through
to Special Needs). In turn, leaders shape an overall
complicated or uncertain situations, adults learn
culture where ongoing growth and improvement
how to make adjustments in action—a particularly
is expected and facilitated for faculty and staff
(Culture of Improvement, Feedback, Collaboration, valuable skill for school leaders, who work in complex
Professional Development, Best Practice Orientation) and ever-changing educational and organizational
as well as for students (Individualized Instruction, environments. The key to adult learning is engaging in
Engaged Learning, and Behaviors for Learning). ongoing reflection; as Drago-Severson (2004) explains,
the focus of professional development for educators
Strategic practices enable leaders to be good stewards should be to “examine and reflect on their practice
of people and resources, such that flourishing and how it can be improved” (105).
outcomes are enhanced for students, educators,
and schools. From formal education and training In addition to individual reflection, leaders also
to on-the-job learning to networked improvement benefit from engaging together in “reflections that
communities, school leaders build their strategic make a difference to the communities that they value”
practices by learning from one another, sharing (Wenger 1998, 10). While leadership unquestionably
resources, and seeking mentorship in these critical involves the development of individual skills and
areas of flourishing school leadership. abilities, no one leads in a vacuum. Rather, leadership
occurs in and through what Étienne Wenger (2015)
Developing Leadership Practices describes as “communities of practice,” or groups of
With the three categories of leadership practices people who “share a concern or passion for something
(foundational, relational, strategic) for flourishing they do and learn how to do it better as they interact.”
defined, this report turns to consider how these This leads to a consideration of leadership ecologies
practices can be developed by leaders. Two for the development of the individual leader.
16 | ACSI – FSCIA Leadership Ecology Perspective or conflict in schools, particularly for trustees or
school boards. However, viewing leaders as having
Research demonstrates that leadership functions
distinct yet interdependent roles is closer to both
best within a school when it is distributed and
the reality of how schools function and the path to
collaborative; specifically, the literature identifies optimizing leadership for flourishing.
a positive link between the degree of distributed
leadership within a school and students’ academic A Process Approach
achievement (Leithwood et al. 2004; Seashore Louis From these two perspectives, and rather than a
et al. 2010), as well as overall school improvement proscriptive model, this report offers two sets
(Borko et al. 2003). As Mincu (2015) explains, “It of reflection guides that are structured around
is well established that leaders play a critical role in foundational, relational, and strategic leadership
both pupils’ achievement and school improvement practices for flourishing schools. The first, while
more broadly… Effective leadership is distributed designed for individual leaders, can also be used as
and shared…” (262). Cody (2013) uses a similar part of the leadership development process for a team.
term, “collaborative leadership,” which “is not about The second set is for school boards, with the goal of
hierarchies or establishing who is best. Leadership is a helping trustees to reflect on their unique leadership
quality we all have within, and the wisest leaders may responsibilities as stewards of their school’s mission
actually do less leading as they create space around and resources.
them for others to develop and grow” (71).
Given the diversity of size and structure of school
The Flourishing Schools Research in particular leadership teams, as well as the existence of different
demonstrates an ecological view of school leadership, board governance models and approaches, it should
as the constructs related to school leadership be noted that these reflection guides are intentionally
identified in the research emerged from data gathered designed with broad (versus narrow) questions.
from heads of school, principals, department chairs, Leaders and trustees are therefore encouraged to
program directors, teacher leaders, and board personalize the questions as well as plan time to
members altogether. This is not to suggest in any way discuss collaboratively, identify areas of concern
that all leaders have the same roles within a school. In or needed growth, and create plans for further
fact, a lack of role clarity can be a source of confusion development and growth.
ACSI – FSCI | 17SELF-REFLECTION GUIDE FOR LEADERS
I. FOUNDATIONAL PRACTICES (Purpose and Well-Being Domains)
School Leaders Reflection Guide
Leader-Related Constructs/Definitions Self-Reflection Questions
Leader Specific Constructs How do I/we demonstrate a passion for the mission and flourishing of our school?
Responsibility – Leaders feel a sense To what degree do I/we maintain a strong sense of commitment to and responsibility for the
of shared ownership for school mission, outcomes of the school?
success, and improvement.
How deeply have I/we embraced the central purposes and philosophy of a Christian education?
Integrated Worldview – Christian How am I/are we integrating or demonstrating a Christian worldview in every aspect of both
worldview changes how we educate; personal and professional life?
there is no such thing as a secular sphere.
To what degree am I/are we properly balancing work and life, including spending adequate quality
Stress – Constant feelings of stress and time with family and friends?
being overwhelmed accompany a lack of How am I nurturing my own spiritual growth and development to increase my faith and trust in the
time to focus on physical health. Lord, and how does our team encourage and hold each other accountability in this?
In what ways do I/we prioritize spending time on physical health (exercising, sleeping enough,
eating healthy)?
Leader Directed Constructs How do I/we inspire a shared vision, mission, purpose, and plan for the school?
Responsibility – Teachers and staff feel Have I/we distributed a shared sense of ownership for the success of the school with board,
a sense of shared ownership for school teachers, and staff?
mission, success, and improvement. Have I/we properly onboarded families and prepared them for involvement and partnership in the
school?
Family Partnership – Families feel they
are a part of the school’s mission, and How am I/we consistently nurturing and encouraging families to grow in their spiritual formation
that their child’s spiritual development together?
requires their partnering with and being Have I/we structured the school schedule to ensure that teachers have adequate time in their
involved at the school. schedule for professional development, planning and grading?
Have I/we established realistic expectations and a realistic pace/schedule for the teachers and
Stress – Constant feelings of stress
staff that I/we lead and/or supervise?
and being overwhelmed accompany a
lack of time for teachers to prepare for
instruction.
18 | ACSI – FSCILeader Shaped Constructs Have I/we been intentional about preparing teachers for a holistic teaching approach (heart, soul,
mind)?
Holistic Teaching – Teaching involves
helping students develop spiritually and How have I/we kept teachers accountable to holistic teaching through evaluations and metrics?
emotionally (teaching the heart and soul, Have I/we shaped an environment where students understand that God’s plans involve their
as well as the mind). engagement—that they can make a difference in the world?
God’s Story – Students believe they are a How have I/we prepared teachers and set the tone for students to feel safe throughout the school
part of God’s bigger plan and can be used to ask questions about their faith?
by him to “make a difference.” Have I/we made prayer, Bible study, apologetics, and outreach a regular part of the school
Questioning – Students have doubts program?
about their faith, lack time to pray or How have I/we equipped teachers and staff to invest in the spiritual formation of students?
study the Bible, and feel that most Have I/we offered opportunities for students to invest in the spiritual formation of one another and
Christians are too judgmental. even in younger students?
Spiritual Formation – Students and How have I/we been assessing spiritual formation outcomes?
alumni report that their Christian faith is Have I/we championed programs that emphasize healthy living habits and scheduled margin for
stronger thanks to attending a Christian students to engage in sports and other activities?
school, and they believe people can
How have I/we invested in proper guidance support for students and provided social/emotional
change with God’s help.
learning (SEL)?
Healthy Living – Students are happy with
their physical health, including sufficient
exercise and a healthy diet.
Resilience – Students handle stress
effectively and respond well to/bounce
back from difficult situations.
ACSI – FSCI | 19II. RELATIONAL PRACTICES (Relationships Domain)
School Leaders Reflection Guide
Leader-Related Constructs/Definitions Self-Reflection Questions
Leader Specific Constructs How am I/are we facilitating a culture of leadership interdependence?
Leadership Interdependence – Leaders, Have I been self-reflective and open about my own strengths and weaknesses with other
including board members, have diverse leaders as well as my supervisors, and how do we cultivate an environment as a team that
backgrounds and are transparent about and encourages this?
rely on others to offset their weaknesses. Have I considered how to reinforce my weaknesses by surrounding myself with people who
are strong in my weak skillset?
Community Engagement – The school
engages with the surrounding community Have I/we tapped into the resources available through my local community (LEA, social
and local churches, and regularly taps into services, law enforcement, etc.)?
community resources, including networking To what degree do I/we partner with local churches and ministries?
and resource-sharing with other schools. Have I/we intentionally engaged in networking and resource-sharing with other schools?
Have I/we engaged local, state, and national legislative representatives in positive ways to
open dialogue concerning advocacy and access issues?
How have I/we connected in meaningful ways with the surrounding business community to
build strategic relationships and partnerships?
Leader Directed Constructs Have I/we been thoughtful and strategic about earning the trust of the school’s constituencies?
Supportive Leadership – Principals are How have I/we demonstrated support for teachers in difficult situations or circumstances?
trusted, teachers feel that leaders “have their How have I/we distributed leadership opportunities and empowered teachers to make both
backs,” and leaders empower teachers and individual and collaborative decisions?
staff to make decisions. Have I/we modeled the Great Commission and Great Commandment within our school, as I/we
Insular Culture – The school shields students have engaged with a broken world and broken people?
from the world’s brokenness, the school is How have I/we facilitated opportunities for staff and students to engage in developmentally
independent from the surrounding community, appropriate ways with the broken world around them?
and/or the student body lacks diversity. Have I/we addressed issues related to diversity in a Christ-honoring manner?
How have I/we systemized processes and procedures related to diversity with faculty and
staff?
Leader Shaped Constructs How have I/we encouraged staff to recognize and appreciate the unique gifts and talents of
each student?
Family Relationships – Teachers “get
to know” families, and frequent and In what ways have I/we provided opportunities for staff to engage students in seeing
systemic communication facilitates positive themselves as part of a larger narrative—part of God’s story in which they can personally
relationships. make a difference?
Have I/we designed structures, processes, and accountability for teachers to regularly
Mentoring Students – Staff point out talent communicate with families and develop meaningful, collaborative relationships on behalf of
in each student, help students see how they their students?
fit in God’s bigger plan, and are aware of
students’ struggles at school or home. To what degree do I/we consistently model Christlikeness toward all families?
Have I/we established the expectation of Christlike behaviors for all staff (love, kindness, care)
Christlike Teachers – Teachers show as a fundamental value within the school?
Christlike love, kindness, and care to
How have I/we shared examples of teachers and staff going the extra mile for students for
students. Families feel students are cared
their spiritual development (when appropriate)?
about individually, including their spiritual
development. How have I/we fostered a culture of belonging as a norm within the school?
To what degree have I/we trained and equipped faculty and staff to prevent, recognize, and
Caring Environment – Teachers are kind,
react in healthy ways to situations of bullying?
students feel included in class, and students
are protected from bullying. How have I/we helped shape a culture whereby students are encouraged to serve one another
and defer to one another?
Prosocial Orientation – Students not only How have I/we helped shape a culture whereby students are encouraged to serve the
enjoy helping others, but also are known by community and become Kingdom-minded in their outreach?
others (e.g., peers) for showing love and care.
20 | ACSI – FSCIIII. STRATEGIC PRACTICES (Teaching & Learning and Expertise & Resources Domains)
School Leaders Reflection Guide
Leader-Related Constructs/Definitions Self-Reflection Questions
Leader Specific Constructs To what degree do I/we thoughtfully consider the input of stakeholders when planning for
change to ensure a clear understanding of the potential impact, all the way to students?
Systems Thinking – When planning for
change, the potential impact on the school, How have I/we used data to identify problems, inform decisions, and gauge the effectiveness
the classroom, students, and the overall of programs and goals?
system are considered. How have I/we been measuring expected outcomes to ensure that the processes and
programs in place are producing the desired results in student achievement?
Data-Driven Improvement – Data is used
Have I/we established a professional development plan for teachers that is school-based and
to gauge school results and effectiveness,
personalized by subjects and roles?
determine goal attainment, and address
problems the school faces. How have I/we been providing teachers with professional development that connects directly
with the school’s strategic plan and initiatives?
Outcomes Focus – Process does not matter
Have I/we empowered teachers to engage in professional development that is flexible and
if it is not producing results, and change is
differentiated according to their expressed needs?
distracting if it doesn’t lead to increases in
student achievement. Have I/we established a clear process for hiring that ensures teachers meet or exceed
licensure or certification standards, as well as overall fit for the school and its mission?
Professional Development – PD is provided
How have I/we made certain that teachers keep their license/certification current with ongoing
on-site and is subject- and role-specific.
CEUs and professional learning?
Qualified Staff – New teacher hires are Have I/we established clear processes for exiting teachers who are unwilling to grow in their
credentialed (educationally and licensed/ profession and/or keep their certification/licensure current?
certified) and have classroom experience. Do I/we work together with the board to provide input for the development of a strategic
Resource Planning – A strategic financial financial plan that ensures the procurement of the necessary resources to cover the initiatives
plan and master facilities plan is in place, and of the strategic plan?
financial planning is a strength of the board. Have I/we provided adequate input for the board to develop a facility plan that supports
the strategic plan and provides the needed space for growth and programmatic changes
Resource Constraints – The school has forecasted in the strategic plan?
financial resources to operate effectively; or, a
belief prevails that the school could be more To what degree do I/we provide effective stewardship over the financial resources that have
effective if not for fiscal constraints, and it been allocated for school operations?
lacks the resources needed to make changes. How have I/we contributed to ensuring that student recruitment and retention efforts generate
the tuition revenue necessary to effectively operate the school?
Have I/we established a process and plan for getting the word out about the quality of the
school and distinctives of a Christian education?
Have I/we considered, alongside the board, creative ways to do more with less, through
partnerships, mergers, alternative revenue sources and other innovative sustainability
initiatives?
How have I/we contributed to the establishment of strong fundraising/fund development
processes and practices?
ACSI – FSCI | 21Leader Directed Constructs Have I/we participated in a strategic planning process, led by the board, to ensure the school’s
sustainability and relevancy into the future?
Culture of Improvement – Guided by school
leadership and focused on the future, the To what degree do I/we give teachers feedback often and in real time to ensure that classroom
school is continually improving/makes management and teaching practices can be addressed immediately, and improvement can be
necessary changes to improve. ongoing?
In what ways have I/we been engaged in sound budgeting/best practices for the operational
Feedback – Feedback on teaching practice side of the school?
and classroom management is given regularly
to facilitate adjustments in real-time. Have I/we made certain that teachers have the materials and supplies they need to teach
effectively?
Resources – Materials and resources for Have I/we been initiating technology planning and procurement to ensure sufficient technology,
teaching, including technology, are sufficient, media, and internet access are available as needed?
and the school building is in good physical
How have I/we worked with the maintenance staff to ensure the maintenance and cleaning of
condition.
the building(s), as well as the safety and security of the campus?
How have I/we worked with the groundskeepers to ensure the maintenance of the playground,
playground equipment, ball fields, parking lots, and general landscaping?
Leader Shaped Constructs Have I/we established regular opportunities and processes for teachers to learn from one
another both internally (colleagues in their school) and externally (peers from other schools)?
Collaboration – Learning from and with other
teachers drives and inspires better teaching. How have I/we supported teachers in learning how to assess the individual needs of students
and differentiate instruction to meet those individual needs?
Individualized Instruction – Students are In what ways have I/we emphasized the need for teachers to stay current in instructional best
helped to figure out how they learn best and practices?
to identify their natural strengths.
How have I/we resourced teacher development in all areas of pedagogy and best practices?
Best Practice – Keeping up with best How have I/we encouraged teachers toward and kept them accountable for providing a
practices is prioritized and resources for doing classroom environment of engaged learning for students, ensuring that students are involved
so can be identified. in activities that nurture critical thinking and problem solving?
Engaged Learning – Students engage How have I/we established expectations for orderly, well-managed classrooms that support
in activities that nurture critical thinking, student learning, and provided professional development/strategies for teachers in this area?
evaluating information, and problem solving. Have I/we ensured that social-emotional learning (SEL) programs are in place to address the
needs of students with behavioral, emotional, and social concerns?
Behaviors for Learning – The classroom
is orderly and well-managed, and teachers How have I/we made certain that students with special needs can be identified and assessed
are organized and consistent in supporting to determine their need?
student behaviors that contribute to learning. Have I/we established processes for teacher collaboration and the engagement of parents/
guardians around students’ special needs?
Responsiveness to Special Needs – Teaching
staff work together to serve students with To what degree have I/we identified and activated community support systems to assist the
special needs, aided by processes and school in meeting the special needs of students?
resources for identifying and responding to
those needs.
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