# LCMS Convention Workbook_St. Louis Missouri_2001_S69 # Machine transcription, uncorrected — CHI Digital Archive (demonstration) 68 SYNODICAL REPORTS * Pastors whose ministries are more readily valued and accepted by their congregations. * Congregation-pastor relationships that are positive and joyful and that result in extended first call ministries. ¢ Pastors who continue to develop the necessary skills to give pos- itive and healthy leadership to their congregations. * Congregations and pastors who value continuous learning as an important and ongoing ingredient of pastoral ministry. In this last year of the triennium (2000-2001) 50 PALS groups are meeting with over 250 pastors participating. Three to ten first- call pastors meet together on a regular basis with an experienced pastor. Worship, Bible study, personal sharing, reflection on min- istry and its context, and topic study comprise the bulk of the group’s time together. PALS will continue to expand and develop as regular feedback is gained from both facilitators and participants and as more is learned. Central to the purpose of PALS is the effective support of our pastors and their wives. Generous Lutheran Brotherhood support for PALS will end soon (see below). Alternative sources of support will have to be sought by the CMGS. Growth in Excellence in Ministry (GEM) Programs Completed Over the course of the decade of the 1990s, Lutheran Brother- hood has generously supported continuing education initiatives in all three Lutheran Church bodies: the Wisconsin Evangelical Lutheran Synod (WELS), the Evangelical Lutheran Church in America (ELCA), and The Lutheran Church—Missouri Synod. Like any grant program. funding eventually ceases. The last GEM grant provided by LB was made in 2000. Over the decade, LB has contributed over $1,250,000 to the LCMS in support of continuing education/continuous learning. The following GEM programs were closed during the past tri- ennium: The Professional Church Worker Grant Program made funding available to active rostered church workers for the pursuit of con- tinuing education for ministry. Grants were made upon the recom- mendation of the worker’s District Continuing Education Commit- tee for participants who sought growth areas that ministered to the life of the Christian community and strengthened ministry within that context. Grants were available for up to $600 per worker. The District Support Program made funding available for Dis- tricts for the offering of events that strengthened ministerial effec- tiveness, theological growth, and the personal wellness/wholeness of the professional church worker in the local church setting. Sub- sidies were available to Districts in amounts up to $11,340. The Synodical College and Seminary Support Program made funding available for our educational institutions that fostered out- comes identical to those of the District Program Support initiative. Each educational institution could apply for amounts up to $4,000 per year. Teacher 2000 Study In the most exhaustive and comprehensive study of our LCMS teachers attempted in at least the last decade, two research projects were undertaken. The first was a qualitative study to determine through small group conversation the fundamental issues, concerns, and joys that our teachers face. The second was a quantitative study that focused on the identification of issues impacting teachers’ sat- isfaction and likelihood to remain in Lutheran school teaching po- sitions. The results of this research are available at the LCMS Web site in the CMGS site and are well worth reading in detail. A broad dissemination of the research results has occurred and will con- tinue. The point of any research is to identify what “is” and to help 2001 Convention Workbook chart the course of resource utilization. Additionally, the question- naire itself, used in the quantitative study. is of such quality that it can be used for years to come to measure trends and developments among our teachers. What contributes most to the satisfaction of our rostered teach- ers? The biggest contributors are the teacher’s relationship with her/his administrator/principal, the teacher’s relationship with other teachers, and compensation. What contributes most to the likeli- hood of a teacher to remain in a Lutheran school teaching position? The biggest contributors are compensation and the teacher’s rela- tionship with her/his administrator/principal. Thus, attention to re- lationships and to compensation will contribute mightily to the re- tention of our teachers and to their satisfaction with their vocation. What are the basic areas of skill enhancement and continuing education desired by our rostered teachers? There are three basic areas: increasing skills in counseling with children and their fami- lies, learning new teaching methods and computer application skills, and improving classroom management skills. The develop- ment of just these three skill enhancement/continuing education tracks would offer something that would fulfill a need of every teacher in our study. This research was commissioned by the CMGS and was done in collaboration with the School Ministry unit of Congregational Ser- vices and the Lutheran Education Association. This partnership continues as helpful strategies continue to be developed. Paths to Growth Crucial to the development of the values of continuous learn- ing is the opportunity for workers and congregational members to speak together concerning continuing education needs, aspirations, and goals. In order to assist this conversational process. Paths to Growth, a video and workbook now in its second edition, continues to be available for use. This process format gives congregational leadership and church workers an opportunity to discuss continuing education plans and strategies. The development of an Annual Growth Plan aids in the process. Annual Growth Plan Preamble We beheve that growth ss essential God's grace Ta Cherst, and haying daily drown ther old nature and sce lite Having been given lite which lasts eternally through ed by the Holy Spit to serve and obey Him, Chasuans up to mature Christian personhood Such personal spreral growth 1s a model be workers who serve the Pord facthtully Ob those whom they serve chineh worker's protesstonal ite as well Stnvan cenity, and yoyfully. they study to meet tbe sary any Through on gory personal studs, workers in the church wall lear these truths and skells which nunure Agreement Having discussed our needs together, We autres thal appropriate study areas for the conning year for ares Worker We beheve that throngh ths sis will be equappedt (a pe bel through eoswih pl Indsvidual__$ —__ -- -§ _ Other—_&__ Tunding Mia] (Omeery oT TT “ = Taaiey