Leadership in Theological Education, Volume 3

Description

The ICETE Programme for Academic Leadership (IPAL) was officially established in 2010 and arose out of the need to provide training to theological institutions in different regions of the world. IPAL provides a three-year cycle of seminars for the professional development of evangelical academic leaders and administrators to help institutions in their pursuit of quality and excellence in theological education.
This publication is the third and final volume intended to accompany and support the IPAL seminars as well as be an independent resource to aid theological institutions with faculty development.
Faculty development is at the heart of theological education. This book lays the foundation for institutions to equip, train and release emerging academic leaders to advance their careers and improve the standards of their teaching and research. The contributors to this volume share the findings of research conducted at evangelical academic institutions in various contexts around the world so other senior administrators can enhance the quality of theological education at their own institution.

Informations

• Publié par: Langham Creative Projects
• Date de parution: 17 octobre 2018
• Nombre de lectures: 0
• EAN13: 9781783684786
• Langue: English

Extrait

Teachers are influencers. The faculty are the frontline, leading students into teaching-learning encounters in our theological institutions. Their influence leads to equipping and forming Christian leaders for the church in our world. Along with leading the academic program, a key area of academic leadership is developing the faculty. To transform theological education for transformed leaders, the academic leaders must walk with faculty through their own development as teachers, as scholars, and as servants of the Lord Jesus Christ.
Drawing on years of investing in leaders around the world, this final volume from the IPAL training is filled with encouragement and instruction on this work of faculty development. It will become a much-referred-to manual for academic leaders in theological schools around the world. I look forward to seeing theological schools and training programs renewed as faculty develop through the processes outlined in this volume. May the Lord transform us, so we can transform others.
Paul Allan Clark, PhD
Director of Education, Overseas Council,
United World Mission
Leadership can be a solitary art. This book not only provides a rich palette of resources for those involved in leadership positions in theological education, but also gives a sense of global companionship in the task.
Marvin Oxenham, PhD
Director, ICETE Academy
General Secretary, European Council for Theological Education
Faculty development is directly proportional to the growth of theological schools. This book contributes to the healthy development of recruitment and training of faculty. All the contributors are theological experts and practitioners. Gone are the days when we measure the success of faculty recruitment by the number of good recruits with excellent grades. Leaders are not only readers, but mentors who dare to spend more time in integrating theories with practical matters.
Joseph Shao, PhD
4th General Secretary of Asia Theological Association
President, Biblical Seminary of the Philippines
An integral part of achieving the mission and vision of theological higher education, rests on the ministry of our faculty. This book emphasizes their critical role and brings to our attention the need for a holistic approach to their professional development. The biblical models of Jesus and Paul provide the foundation to a well-rounded analysis of elements that must be considered in order to help our faculty grow, not only in their craft as teachers and educators, but also in their capacity of becoming academic leaders and mentors to others. One excellent component of this book is how it goes from the big picture to very practical tools that can be promptly applied in our schools. A must-read for current and future academic leaders.
Jenniffer Contreras Flores, PhD
Academic Dean, SEMISUD, Ecuador

Leadership in Theological Education Volume 3
Foundations for Faculty Development
Edited by
Fritz Deininger and Orbelina Eguizabal
Series Editor
Riad Kassis

© 2018 Fritz Deininger and Orbelina Eguizabal
Published 2018 by Langham Global Library
An imprint of Langham Publishing
www.langhampublishing.org
Langham Publishing and its imprints are a ministry of Langham Partnership
Langham Partnership
PO Box 296, Carlisle, Cumbria, CA3 9WZ, UK
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ISBNs:
978-1-78368-477-9 Print
978-1-78368-478-6 ePub
978-1-78368-479-3 Mobi
978-1-78368-480-9 PDF
Fritz Deininger and Orbelina Eguizabal have asserted their right under the Copyright, Designs and Patents Act, 1988 to be identified as the Authors of this work.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or the Copyright Licensing Agency.
All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version®, NIV®. Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc.™ Used by permission of Zondervan.
Scripture quotations marked ESV are from The Holy Bible, English Standard Version ® (ESV ® ), copyright © 2001 by Crossway, a publishing ministry of Good News Publishers. Used by permission. All rights reserved.
Scripture quotations marked RSV are from Revised Standard Version of the Bible, copyright © 1946, 1952, and 1971 National Council of the Churches of Christ in the United States of America. Used by permission. All rights reserved.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-78368-477-9
Cover & Book Design: projectluz.com
Langham Partnership actively supports theological dialogue and an author’s right to publish but does not necessarily endorse the views and opinions set forth here or in works referenced within this publication, nor can we guarantee technical and grammatical correctness. Langham Partnership does not accept any responsibility or liability to persons or property as a consequence of the reading, use or interpretation of its published content.

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Contents

Cover


Introduction


Part I


Foundational Considerations in Faculty Development


1 The Role of Faculty in Theological Education


Role of Teachers: Biblical Reflections


Role of Teachers: Institutional Considerations


Role of Teachers: Educational Expectations


Conclusion


Reflection and Action Points


Resources for Further Study


2 Definitions and Concepts of Faculty Development


The Aim of Faculty Development: Creating a Model of the Excellent Teacher


The Objectives of Faculty Development: Teacher Growth


The Context of Faculty Development: Team Formation


Conclusion


Reflection and Action Points


Resources for Further Study


3 Establishing an Institutional Culture as a Foundation for Faculty Development


Introduction: A Case in Point


Understanding Institutional Culture


Basic Premises Regarding Institutional Culture


Understanding the Context of the Institution


Envisioning the Ideal Culture


Establishing Institutional Culture


Conclusion: A Case in Point


Reflection and Action Points


Resources for Further Study


Part II


Practical Ways in Faculty Development


4 Designing and Implementing a Faculty Development Plan: Strategies for Faculty Development


Step One: Clarify Your Goals


Step Two: Assess Faculty Development Needs


Step Three: Determine Resources


Step Four: Review Possible Strategies


Step Five: Prioritize Strategies and Resources


Step Six: Implement the Faculty Development Plan


Conclusion


Resources for Further Study


Appendix A Sample Class Observation Guide and Report Form


Appendix B Sample Annual Performance Review Form


[Name of School] Core Values


Position Description, Responsibilities, and Expectations


Previous Year’s Personal and Professional Development Goals


Next Year’s Personal and Professional Development Goals


Appendix C Sample Student Course Evaluation Form


5 Administrative Responsibilities of Academic Leaders in Dealing with Faculty


Two Fundamental Realities of Theological Institutions


Recruiting, Retaining, and Releasing Faculty


Resolving Conflict


Dealing with Difficult Faculty


Positive Relational Culture


Faculty Meetings


Conclusion


Reflection and Action Points


Resources for Further Study


6 Using Evaluation to Help Teachers Grow


Are Our Teachers Competent in Their Fields?


Do Our Teachers Have the Pedagogical (or Andragogical) Skills of Teaching?


Do Our Teachers Positively Impact Students through Their Relationships with Them?


Are Our Teachers Responsible in Doing What They Are Supposed to Do?


Three General Comments on Evaluation


Types of Evaluation


Interpreting Evaluation


Conclusion


Reflection and Action Points


Resources for Further Study


Part III


Strategic Processes in Faculty Development


7 Building a Faculty Team


The Foundational Team Disciplines


Trust


Mental Models


Dialogue or the Art of Conversation


Applying Dialogue as a Team Building Discipline


Dialogue: A Fantasy or Possibility?


Reflection and Action Points