You feel good about the past several months. Your organization has identified its God-given mission, identified the goals it needs to achieve to carry out its mission, decided to use key performance indicators to monitor mission achievement, and is now field-testing its key performance indicators. Wow! Real progress.
 
You want to use the progress you’ve made to close the gap between the words of your mission statement and the reality of your situation. So, you talk about the mission, discuss the goals, tell success stories, and analyze survey results. Good. And you’re thinking about using key performance indicators.
 
Question: How can you use key performance indicators to close the gap?
 
I use key performance indicators to help me focus on what to do next. For example, to achieve my mission during this school year, I need to have 30 coaching clients who are making progress toward their goals. Right now, I have 26. So, I know I need to help 4 more clients make progress.
 
Here’s another example: To achieve my mission during this school year, I need to help 40 leaders build capacity and/or get better results from using resources I provided. So far, I have helped 55 leaders in this way.
 
By using my key performance indicators, I know I need to help 4 more coaching clients, and I know that I don’t need to focus on using resources to help leaders build capacity and/or get better results. Using key performance indicators helps me know what to do next.
 
Question: How could using key performance indicators help you close the gap?
 
Focus on using key performance indicators to close the gap. Today.
 

I think it’s true. I think it’s true that what you pay attention to gets done. So, if you want to get your goals done, pay attention to them.
 
How?
 
Take 30 minutes each week to review what your goals are, track the progress you’ve made on each goal, and determine the action steps you’ll take in the next week.
 
Take 30 minutes. Go somewhere you won’t be disturbed. Bring along whatever you need to help you reflect on your goals—paper, pens, computer, post-its, whatever. Then reflect on your goals in order to determine what to do next.
 
Reflecting on my goals has helped me achieve them. I think it will help you, too.

If you want to help your students connect what they study and what the Bible teaches, provide value-added content. How? By providing new Biblical teaching. And by providing new connections between what they study and what the Bible teaches.
 
Question: Why valued-added content? In other words, why “new” Biblical teaching? Why “new” connections?

• Because students attend Christian schools to learn new things.
• Because in my experience, students are more likely to get engaged when studying new Biblical teaching and are more likely to get turned off by going over the same Biblical teaching.
• Because students like learning about new connections, like making new connections, and dislike overusing the same connections.

Target Biblical perspective. Provide value-added content. Today.

Your client is sharing the results of the 2 action steps she’s taken to get better life balance. She walked for 30 minutes each day and is feeling more relaxed. And when her supervisor asked her to design a newsletter, she responded with, “I’m happy to design a newsletter. What would you like me to stop working on in order do this?” Her supervisor said she should stop work on a promotional video!
 
You look at your client and say, “You’ve made real progress on getting better life balance. You accomplished your 2 action steps. You’re more relaxed, and you took on a new task without increasing your overall workload. Good for you!” Your client has a big smile on her face. She looks encouraged.
 
My point: Use affirmation to encourage others.
 
Question: How often do you use affirmation to encourage others?

• Consistently?
• Usually?
• Sometimes?
• Rarely?

Make sure you consistently use affirmation to encourage others. And when you give affirmation, make sure your affirmation is:

1. Growth-centered
2. Relevant
3. Authentic
4. Client-focused
5. Energizing
6. Specific

Question: What will you do to ensure that you consistently use affirmation to encourage others?

For me, commitment results in action. So when I want to know how committed I am to something, I look at what I’m doing. At Christian schools, we’re committed to helping students connect what they study and what the Bible teaches. And in my experience, teachers who are committed to using questions to help students make connections take action:

1. They have identified effective Biblical perspective questions like “How can you relate to culture?”
2. They ask their Biblical perspective questions.
3. They frame each of their classes (and each of their units) around their Biblical perspective questions. 
4. They use one or more of their questions to start a unit. 
5. They have their students journal on a question. 
6. They use questions as a springboard to having their students read the Bible and articles by Christians.
7. They use their questions to review a unit.
8. They use Biblical perspective questions as the basis of unit and semester assessments.
9. They post their questions on a bulletin board. 
10. They prominently feature their questions on their course syllabi and Web site. 

Question: How committed are you to using questions? (In other words, how are you using questions?)
 
Help your students connect what they study and what the Bible teaches. Use questions. Today.

To get an idea of how you can more effectively use questions to help your students make connections, complete the following self-assessment for 1 class you teach: ___________________ (name of class). Next, use your self-assessment data to develop action plans.
 
Rate each statement below. Use the following scale: 4 Strongly Agree • 3 Agree • 2 Disagree • 1 Strongly Disagree

___ My Biblical perspective questions are effective.
___ I ask my Biblical perspective questions.
___ My Biblical perspective questions are posted in my classroom.
___ I talk with my fellow teachers about using questions to help students connect what they study and what the Bible teaches.
___ I am committed to using questions to help my students connect what they study and what the Bible teaches.
 
Now, ask yourself 4 questions about the data: 

1. How many 4s, 3s, 2s, and 1s do I have?
2. What excites/concerns me about the data?
3. What can I do to more effectively use questions to help my students connect what they study and what the Bible teaches?
4. What will I do?

 
*Here are additional resources that can help you target Biblical perspective:
Tutorials
Videos
Self-assessments
Testimonials

By focusing, working smart, and pursuing excellence. To get an idea of how you can manage yourself more effectively, take the following assessment (download). Write the number in the blank that comes closest to representing how true a given statement is for you right now. Use the following scale:

4: Consistently • 3: Usually • 2: Sort of • 1: Rarely

Focus
___ I focus on joining God in what he is already doing.
___ I focus on doing right things, before I focus on doing things right.
___ I focus on my God-given mission.
___ I have defined my mission in terms of SMART goals.
___ I understand how my mission, goals, and daily activities are connected.

Work smart
___ I ask God for help.
___ I think big. For example, I ask myself questions like “What 3 dreams do I want to realize?”
___ I think clearly.
___ I think outside the box.
___ I document my goals.
___ I determine the actions steps I will take to achieve my goals.
___ I take SMART action.
___ I schedule my action steps.
___ I schedule my big goals first.
___ I plan backwards.
___ I track my progress on my goals.
___ I reflect on my goals.
___ I find better ways to achieve my goals.

Pursue excellence
___ I pursue my goals.
___ Before I start working on my goals, I get the resources I need.
___ I get the support, encouragement, and accountability I need to achieve my goals.
___ I pay attention to my goals (because I know that what I pay attention to gets done).
___ I target my strengths.
___ I eliminate my frustrations.


Now, ask yourself 5 questions about the data:

1. How many 4s, 3s, 2s, and 1s do I have?
2. What excites/concerns me about the data?
3. What helps me increase my self-management?
4. What hinders me from increasing my self-management?
5. What will I do?

Work smart. Increase your self-management. Today.

You’re in ministry. You’re faithful, you’re working hard, and you’re concerned that key tasks aren’t getting done. You wonder, “What can I do? I don’t think I can work harder, or my health and relationships will suffer. What can I do?”
 
Well, what can you do? You can focus on working smarter, not harder. Here are 5 things you can do to work smarter:
 
(1) Join God in what He's already doing. God has a plan. He’s already at work. And He’s prepared ways for you to join Him in His work (Eph. 2.10). So, you have the opportunity to be part of God’s plan and work. You don’t have to go figure it all out by yourself or do it all by yourself. You can work smarter by joining God in what He’s already doing.
 
(2) Ask God for help. God knows everything and wants to help you. So, ask Him for help. Ask Him what your ministry goals should be. Ask Him to help you carry out your ministry goals effectively and efficiently. And ask Him to help you work smarter, not harder. Work smarter by asking God for help.
 
(3) Document your ministry goals. Having documented goals makes is possible for you to easily review your goals, to schedule your next action steps, and to find out what your goals are when you can’t remember them (something which happens to everyone).
 
(4) Take time to reflect. Take time to step back, review progress, and determine next steps. You can do this for 5 minutes at the end of each day, for 1 hour at the end of each week, for 2 hours at the end of each quarter, and for 4 hours at the end of each year. Work smarter by taking time to reflect.
 
(5) Empower others to solve problems. The more others can solve problems, the less you have to solve the problems. You can empower others to solve problems by asking questions like the following: What’s the problem? How do others see this problem? What criteria do you want to use to solve this problem? What can you do to solve this problem?
 
Bottom line: Find ways to work smarter.
 
*How can you help others to work smarter? By asking questions like:

1. What’s your ministry?
2. How do you feel about your ministry and your workload?
3. How interested are you in getting more done in the same amount of time?
4. What helps you work efficiently and effectively? What doesn’t help you?
5. What can you do to work smarter?
6. What will you do?

Effective facilitation focuses team members on 3 goals:

1. Achieving the targeted results.
2. Abiding by meeting guidelines.
3. Achieving team purpose.

Want to enhance team meeting facilitation? If so, do the following 3 things: 

1. Select 1 or more goals from the list below that you want to make progress on.
2. Identify options for taking action.
3. Determine which actions you will take.

Here's the list of goals and options for taking action:
Goal 1: The facilitation focuses our team on achieving the targeted results:

1. Use an agenda that identifies the targeted SMART results.
2. Send out the agenda and other meeting materials ahead of time.
3. At the meeting, review the targeted results. Invite meeting participants to focus on achieving the targeted results.
4. Invite someone to serve as the timekeeper. The timekeeper lets the group know how much time is left for a given task.
5. Invite someone to serve as a recorder. The recorder writes out discussion notes on a whiteboard or big piece of paper.
6. Keep people engaged. Ask questions. Use small group discussion and frequent breaks.
7. When discussing meeting materials, encourage participants to ask questions after reading the materials.
8. Use a whiteboard, LCD projector, or overhead projector to show changes being made to a proposal.
9. Intervene when there are sidebar conversations and personal attacks, when the discussion is getting off topic, and when participants are not keeping to the schedule.
10. Have participants assess meeting effectiveness in terms of achieving the targeted results.
11. Other: _____

 
Goal 2: The facilitation focuses our team on abiding by the meeting guidelines:

1. As a group, review the team’s meeting guidelines. Invite meeting participants to abide by the guidelines.
2. Establish a humorous way to signal that a meeting guideline is not being adhered to.
3. Have participants assess meeting effectiveness in terms of abiding by meeting guidelines.
4. Other: _____

 
Goal 3: The facilitation focuses our team on achieving the team purpose:

1. Include agenda items that are aligned with the team purpose statement.
2. As a group, review the team purpose statement. Invite meeting participants to use the meeting to achieve the team’s purpose.
3. Ask those responsible for a given agenda item to explain how it helps the team achieve its purpose.
4. Have participants assess meeting effectiveness in terms of achieving the team purpose.
5. Other: ___

 
Help your team target mission achievement. Enhance the facilitation of your team meetings. Today.

You designed your Biblical perspective assessment for your unit on short stories: “For one of the short stories you read, write a 500-word essay in which you identify a theme, analyze how the author uses literary conventions to communicate it, and evaluate it from a Biblical perspective.”
 
You prepared your students for this Biblical perspective assessment. You helped them identify themes. You gave them opportunities to analyze how authors use foreshadowing, irony, mood, plot, symbolism, characterization, and setting to communicate themes. You gave direct instruction on relevant Biblical principles and supporting verses, which you then had them apply to the short stories they were reading. And then you had your students write rough drafts, on which you gave feedback.
 
Earlier this week, you collected final drafts of the essay, used a rubric to score them, and provided written feedback.
 
Question: How can you use your Biblical perspective assessment data?
 
If you want your students to better connect what they study and what the Bible teaches, I suggest that you:

1. Give your students time in class to read your comments, review their rubric scores, and think about 1 thing they can do to make better connections.
2. Review your data and ask yourself, “How can I help my students make better connections?”

Use your assessment data. Help your students connect what they study and what the Bible teaches. Today.

Want to help your students to better connect what they study and what the Bible teaches? If so, make sure you can make better connections.
 
Question: How can you do this?
 
By identifying your own learning needs. And then by developing an action plan to meet 1 of your own learning needs.
 
To develop your action plan, ask yourself the following 7 questions. Better yet, invite a colleague to ask you:

1. What subjects do you teach?
2. What excites/concerns you about connecting what you teach and what the Bible teaches? 
3. Which learning needs do you have?
4. Which learning need would you like to meet?
5. What are some ways you could meet this learning need? 
6. What action step will you take to meet this learning need?
7. When will you take this action step?

Bottom line: Meet your own learning needs. Take action. Today.

In Japan, the listener shows that he’s listening by saying things like “hai hai,” (um hm) and “naruhodo” (I see). When the person talking hears these phrases, he’s encouraged to continue talking. In a real sense, these phrases are “encouragers.”
 
My point: Use “encouragers” to encourage your clients to keep talking and reflecting. When you’re coaching, say things like “yup,” “yes,” “um hmm,” “I see,” and “hmm.”
 
Question: How often do you use “encouragers” to encourage others?

• Consistently?
• Usually?
• Sometimes?
• Rarely?

Question: What will do to ensure that you consistently use “encouragers” to encourage others?

You want to monitor how well your organization is achieving its God-given mission. You’ve thought about collecting examples, doing surveys, and monitoring key performance indicators. You share your thinking with others, and then get a team to talk through what would help you monitor progress on your mission. The team decides to monitor key performance indicators and plans to take steps to identify key performance indicators.
 
Question: How can you identify your key performance indicators?
 
Here’s what I did:

1. I reflected on my mission statement and the 5 goals I need to achieve in order to carry out my mission (coaching, consulting, networking, resourcing, and training).
2. Then I asked myself, “What’s success look like?” I brainstormed things that would indicate success. For example, one key performance indicator I identified for coaching was the number of clients who took action on their goals.
3. After brainstorming indictors for each of my 5 goals, I selected 1 indicator for each goal and figured the best way to know if I had picked useful indicators was by field-testing them.
4. And that’s exactly what I did—I field-tested my key performance indicators.
5. Later, I reviewed the usefulness of each indicator, asking myself questions like the following: What did I learn from field-testing this indicator? How helpful is this indicator? How easy is this to monitor? Is there another indicator that would be more helpful?
6. I refined my key performance indicators.
7. Finally, I decided to repeat the process I had used.

Here’s the process: Reflect, Brainstorm, Select, Test, Review, Refine, Repeat.
 
Your turn:

1. What’s your mission? What goals do you need to achieve to carry out your mission?
2. What are some key performance indicators for each of your goals?
3. What 1 or more key performance indicators do you want to use for each goal?
4. How long do you want to field-test your indicators?
5. What did you learn from field-testing your key performance indicators?
6. How can you refine your indicators?
7. How often do you need to repeat the process?

Focus on identifying your key performance indicators. Today.

You want to target Biblical perspective. You want to help your students apply a Biblical perspective to the course content they have mastered.
 
Question: To what extent do your unit plans and lesson plans target Biblical perspective?

1. Do your plans include essential questions that help students connect what they study and what the Bible teaches? Questions like the following: What’s God’s purpose for ___? What wrong? Who is your neighbor?
2. Do your plans include Biblical perspective enduring understandings?
3. Do your plans include assessments that require students to connect what they study and what the Bible teaches?
4. Do your plans include engaging instructional strategies that get your students connecting what they study and what the Bible teaches?

Target Biblical perspective. Make sure your unit plans and lesson plans demonstrate that you target Biblical perspective. Today.

Do you want to learn how to more effectively use questions to help your students make connections? If so, keep reading.
 
I’ve found a way to more effectively use questions. It’s time-tested. It doesn’t cost any money. It’s easy and fun. And it works.
 
What is it?
 
Talking to your fellow teachers. Talking to your fellow teachers about how you can more effectively use questions to help your students make connections.
 
Need a place to start? Ask your fellow teachers questions like:

1. What questions do you ask your students?
2. How do you feel about using questions to help your students connect what they study and what the Bible teaches?
3. How do you use questions to help your students make connections?

Help your students connect what they study and what the Bible teaches. Learn to use questions more effectively. Today.

You’ve developed goals. You’ve documented them, and you review your goals from time to time, thinking that reviewing them will help you know what to do next. Reviewing does help, but not enough.
 
Question: What else can you do to determine what to do next?
 
Answer: Track progress on your goals. In addition to reviewing your goals, track progress on your goals. Tracking progress will help you understand where you are in terms of achieving your goals. And when you know where you are, it’s easier to determine what to do next. For example, imagine my goal is to memorize the alphabet. In tracking my progress, I know that I’ve memorized A-M. So, I’ve determined that next week I’ll memorize A-P.
 
Track progress on your goals. Today.

Guidelines define how a team will work together. Developing meeting guidelines can help your team work even more effectively. As a team:

1. Review sample guideline categories—like time and materials. Also review sample meeting guidelines—like “We start and end on time” and “The agenda is sent out ___ days ahead of time.
2. Brainstorm additional guideline categories and meeting guidelines.
3. Choose 4-6 meeting guidelines.
4. Use the guidelines.

Help your team target mission achievement. Use meeting guidelines. Today.
 

*Here are sample meeting guideline categories and guidelines:

• Time: We start and end on time. We start when everyone is present.
• Meeting materials: The agenda is sent out ___ days ahead of time. Meeting minutes are distributed ___ days after the meeting.
• Focus: We complete assigned tasks on time. We stick with the agenda. We don’t get off topic.
• Collaboration: Everyone participates. We invite discussion. One person talks at a time. We seek consensus.

Ever been asked, “Why did you do that?” I have. While it does get me thinking, it also gets me feeling accused. And sometimes the feeling of being accused gets in the way of me thinking about why I did something.
 
The question “Why did you do that?” taps into childhood memories of really stupid things I’ve done (like when I was a young boy, I thought I could jump across a large manure pit, and fell in instead) and of my parents looking at me, wondering what I was thinking.
 
My point: If you want to help your coaching clients to reflect, and if you don’t want your clients feeling accused, refrain from asking “why” questions.
 
Question: How do often you refrain from asking “why” questions?

• Consistently?
• Usually?
• Sometimes?
• Rarely?

Make sure you consistently refrain from asking “why” questions. One thing that helps me do this is asking questions that start with “what.” For example, “What caused you to do that?” (instead of “Why did you do that?”).
 
Question: What will you do to ensure that you consistently refrain from asking “why” questions?

To get an idea of how exemplary your Biblical perspective assessments are, complete the following self-assessment for 1 class you teach: ___________________ (name of class). Next, use your self-assessment data to develop action plans.
 
Rate each statement below. Use the following scale: 4 Definitely • 3 Usually • 2 Sort of • 1 Rarely
___ My Biblical perspective assessments are standards-based.
___ My assessments require students to connect what they study and what the Bible teaches.
___ My Biblical perspective assessments give students opportunities to make choices.
___ My Biblical perspective assessments are rigorous.
___ My Biblical perspective assessments are even worthy to be taught to.
___ My Biblical perspective assessments are student-friendly in terms of vocabulary and length (prompts are 75 words or less).
___ My Biblical perspective assessments are exemplary assessments (SCORES).
 
Now, ask yourself 4 questions about the data:

1. How many 4s, 3s, 2s, and 1s do I have?
2. What’s satisfying/unsatisfying about my data?
3. What can I do improve my Biblical perspective assessments?
4. What will I do?

Use assessment. Develop an exemplary assessment. Today.

“I’ve got to find ways to help them.” You’re sitting at your desk, thinking: “I’ve got find ways to help my students connect what they study and what the Bible teaches. But how can I help when I don’t really get how what I teach is connected to what the Bible teaches?”
 
Question: What can you do to better connect what you teach and what the Bibles teaches?
 
Start by identifying your own learning needs. To help get you started on identifying your own learning needs, ask yourself, “Which of the following 10 items describe how I feel about helping students connect what they study and what the Bible teaches?”

(1) Speaking practically, this doesn’t seem to be a real priority. I mean, teachers model Christlike behavior, talk with students about Christ, and do devotions, Bible class, and chapel. Students get this part of a Biblical perspective—they encourage each other, help lead devotions and chapel, and participate in Bible class. And parents like what we do—seems pretty good as is. Is increasing student understanding and use of a Biblical perspective of course content a real priority?

I’m not asked to grade my students on this. It’s not part of ITBS, PSAT, SAT, or AP tests. It’s not on college applications. If my students don’t master a certain skill, parents are concerned—no parent has ever talked to me about how well their child understands a Biblical perspective of my course content. When my students don’t master certain content or skills, I hear about it from the teacher above me—I don’t think I really teach a Biblical perspective of my subject, and no teacher above has talked to me about this.

Neither has my principal. And my principal has not asked to see sample assignments in which my students demonstrate their understanding and use of a Biblical perspective. I think I could get this if someone would work with me and if I was held accountable to do this.

(2) This doesn’t come up at my church or at home. My family and my church talk about being a Christian. We talk about living for Jesus, doing devotions, and telling others about Jesus. I’m not sure how my faith is related to my subject area. I’m not sure I could explain a Biblical perspective of my course content. I think other teachers might get this, so I don’t want to bring it up.

(3) I’m not sure what it looks like. I know what telling others about Jesus looks like—I read missionary biographies and I go on mission trips with my church. What does teaching a Biblical perspective look like? How do you assess student understanding and use of a Biblical perspective? And what does quality student work look like when a student is demonstrating that she understands a Biblical perspective?

(4) My colleagues say they teach from a Biblical perspective, but I don’t understand how that works. I believe them, but I don’t get it. They have their students work in groups and learn muscle names, but I don’t understand how this is part of Christian education. They seem to mostly do the same things that my non-Christian friends who teach do. What’s the difference?

(5) I don't always understand the vocabulary—integration of faith and learning, worldview, just war theory, year of Jubilee. Could I get a vocabulary list with definitions on it?

(6) Teaching what the Bible teaches is boring. I mean, it’s black and white, and I mostly lecture—that’s not fun for me or for my students. Sometimes I do object lessons. I want my students to experience engaging instructional strategies. Any ideas?

(7) I need to think through the answers for myself. I hear answers at meetings and workshops. But to really understand the answers, I need to think them through for myself. I probably need to write out what I think.

(8) I need time to think about what I’m teaching. I teach all day, am involved in after school activities, and mark papers at night. When am I supposed to find time to reflect on my teaching? Is there any way reflection time could be built into my schedule? Into the meetings I attend?

(9) To really get this, I need to connect the Bible with my life, not just with what I teach in class. If I could connect the Bible with my daily life, I think I could get a better handle on teaching from a Biblical perspective. I read about current events, and I’m not always sure how the Bible applies.

(10) I need more feedback. I like getting feedback about my teaching from my colleagues and principal. To get better at teaching from a Biblical perspective, I need more feedback on my content, assessment, and instruction. And I need a way to know how many of my students are at or above standard on understanding and using a Biblical perspective. I know that everyone is busy, but I could really use some help.
 
Question: So, what are your learning needs?
 
Bottom line: Meet your own learning needs. Start by identifying them. Today.

On the top of the final draft of the human dignity/Night paper that 10th graders handed in today, I asked them to reflect on 1 thing they had learned in writing the paper. (See below for the paper prompt.) It was fun to read the reflections. Here are some of the things they said they learned:

1. I learned that doing devotions can help form my Biblical perspective in both my life and in essays.
2. Writing this essay really got me thinking. It scares me that so many people passively disregard human dignity. What's scarier is that I'm one of them.
3. I was able to acknowledge and see clearly how we so often do put others down to try to feel better about ourselves, but how that actually has the opposite effect. I re-learned once again that in God alone can we truly know (not only feel) that we are valuable.
4. A Christian perspective helps any essay bring its points to a satisfying conclusion.
5. I have known the words "human dignity” for really long but never knew what it truly meant till I had to write this essay.
6. I learned that we don't have to kill millions of people to disregard human dignity. It happens every day when we gossip or bully. 

Paper prompt (750-1000 words): Part of what’s wrong with the world is the tendency to disregard the human dignity of others. Analyze this tendency, using examples from literature, history, current events, and your own experience, and articulate a Christian response. Be sure to address the relevance of the Biblical concepts of the image of God and the second greatest commandment. Quote Night and the Bible at least three times each.

Kim Essenburg, English 10 teacher at Christian Academy in Japan

I’m excited. I'm watching Ria, Christina, Riyako, and Yukiko (4 of my English 10 students) give a presentation. They're using a display (see photo above) to explain how sin affects us. Specifically, they're describing how war (as depicted in Elie Wiesel's Night) results in hatred, a loss of human dignity, and a loss of faith. Presentations like this make teaching worth it!

Kim Essenburg, English 10 teacher at Christian Academy in Japan