GET THE DISCUSSION NOTES HERE.

1. Riverside Summit Discussion Notes, Sept. 19, 2009

2. Chattanooga Summit Discussion Notes, November 14, 2009

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WHAT DO YOU THINK?

• What has worked for you in building and maintaining a solid bridge between church and school? Defining the vision for collaboration?
• Is it fair to expect church subsidy underwrite the cost of school operations?
• Does the school exist for the church or the church for the school?

]]> http://www.pilotlightpodcast.org/?feed=rss2&p=182 14 One of the most tender and fragile relationships in Adventist education is the relationship between a school and its local church. Both yield much power, and yet, often times these relationships are dysfunctional or stifled by conflicts of interest. In this episode, we open this box to lay out contributing factors on the table and explore tried and tested ideas for promoting a stronger church-school relationship. FREE BOOKS! Just leave a comment on our blog or become our fan on facebook. Do both, double your chances! The Pilot Light Book Giveaway is sponsored by Review and Herald Publishing. You can purchase the book at your local Adventist Book Center or by calling 1-800-765-6955. THANK YOU Special thanks our insightful guests on the show: Betty Bayer, Shane Anderson, Dave Gemmell, Lon Grusbeck, Ruben Escalante and Bill Keresoma. We are especially indebted to our friends at Review & Herald, the NAD Treasury Department, Oregon Conference, principals and pastors who contributed valuable perspectives and our generous sponsors. Episode Sponsor: The Wedgwood Book Giveaway Sponsor: Review and Herald Publishing Association Website Sponsor: Collegedale Credit Union LEARN MORE. AUDIO. To learn more about any of our interviewees, listen to the uncut footage in our Full Interview Archive. GOOD READS. To learn more about studies and articles mentioned in the podcast, just click on the links below. Kids Conversion Study. The Barna Group of Ventura, California, shows the value of Christian education. TEAMPastors and Schools. An article explaining the Southeastern Conferences new initiative to assist in pastor-educator collaboration. Pastor and Teacher: Cooperating for Success. An article published in a 1985 issue of the Journal of Adventist education. Provides practical strategies for collaboration between church and school. Timeline for Adventist Education. A walk down memory lane, published by the Journal of Adventist Education. FEATURED ON THIS EPISODE TOP 10: IMPROVING YOUR CHURCH-SCHOOL RELATIONSHIP (a compilation of tips featured in this episode): Hold weekly staff meetings between pastor and principal Encourage a pastoral presence on campus. Staff worships, etc. Spend time building a relationship with the leaders of the local church or school. Play golf, grab lunch, pray together, listen. Invite the neighboring pastor or principal to add agenda items for every upcoming board meeting Share important info freely; keep each other in the loop Get active in the local ministerial association Get invited to board and staff meetings Hold a planning session before the start of each school year to recenter on the mission, vision and long-term goals of both the school and church. Make your school an indispensable service to the local church(es). Youth rallies, open gym nights, outreach/ministry group meetings, musical concerts, evangelistic seminars, cafeteria usage, office space, etc. Pray for each others life ministry WHAT DO YOU THINK? What has worked for you in building and maintaining a solid bridge between church and school? Defining the vision for collaboration? Is it fair to expect church subsidy underwrite the cost of school operations? Does the school exist for the church or the church for the school? One of the most tender and fragile relationships in Adventist education is the relationship between a school and its local church. Both yield much power, and yet, often times these relationships are dysfunctional or stifled by conflicts of [...] Alumni Awards Foundation Adventist schools, adventist education, Christian education, pastors, principals, local church, Seventh-day Adventist, church subsidy, school subsidy, educators http://www.pilotlightpodcast.org/?p=119 http://www.pilotlightpodcast.org/?p=119#comments Tue, 14 Apr 2009 14:48:46 +0000 admin http://www.pilotlightpodcast.org/?p=119
When we asked principals across the country about what issues are central to the health of their schools, time and time again we saw and heard the words Church Support. And unfortunately, many principals felt a lack of support and relationship with their local church. There is no doubt that the local church constituency has a major impact on schools, as well as Adventist education on the whole. Don’t miss our next episode, where we’ll take a look at these issues head on.

There are few issues that frustrate school leaders more than the topic of enrollment, and in this economic climate, enrollment in Adventist schools is declining each year. Join us in this episode as we search for the underlying causes of these enrollment trends, as well as what principals are doing to combat the crisis. Continue in the discussion on our blog, and share with us what is working at your school.

WHAT DO YOU THINK?

• What ideas to YOU have to stimulate enrollment in the midst of an economic crisis?
• Do we need to change the way we do marketing?
• How are you retaining tuition paying families?
• Have you been affected by the Adventist community’s “loss of brand loyalty”?

In this first episode, we explore the fragile relationship between technology and education. Private schools throughout North America are launching laptop programs that put one personal laptop in the hands of every student. We took a road trip to find out how 2 Adventist schools brought this program to their campuses. Find out what it takes to start a laptop program at your school. Does it really enhance learning? What are the risks and costs? How can schools better equip themselves to teach a tech-savvy generation?

LEARN MORE.

ARTICLES
Laptop Evaluation Report. Research Scientist, Andrew Zucker, studied Maine’s laptop program and tells why it worked.
Critical lessons learned by a Technology Director who has had a 1:1 laptop program at his school for 6 years.
The infamous New York Times Article on schools whose laptop program failed. Published May 2008.

VIDEOS.
“Growing up Online” A PBS Front-Line MUST-SEE for anyone who interacts with today’s kids. Understand how kids learn and interact on their new virtual playground, the World Wide Web. Enter “Growing Up Online” into the search box.
TV news story about a lower-income county in Kansas establishing a laptop program.
Apple 1:1 Laptop Program

SITES.
EdLine and StudywizSpark, virtual learning software essential to connect students, teachers, and parents at a 1:1 school.
Website of GCA’s IT Director, Ernest Staats. Find helpful resources, money-saving tips, and software recommendations. Good for any school looking for a technology upgrade.

QUESTIONS YOU’RE STILL ASKING.

• How did GCA come up with the $150,000 for infrastructure?
  • GCA had a very clear vision of what the school needed to make their dream reality. They determined they needed to raise $150,000 specifically for the infrastructure set-up.
  • $25,000 was raised by the Parents for GCA Committee, another $25,000 was given from major donors, and Georgia-Cumberland Conference gave $100,000 after a special proposal was approved.
  • Dr. Gerard raised told donors,”We’ll get the laptops and start this program, if you help us pay for the infrastructure to make our campus laptop-friendly.”

• Do students have to purchase the laptops?
  • GCA borrowed the money for the laptops, software, and warranties. The loaned money will be paid back over time as each student pays $350/year to use the laptops. Seniors can opt to buy their computer for $1,000 at the end of the year. This is actually a good deal for the students as the computers are each worth $1,400. Furthermore, GCA paid only $600/computer because they ordered so many.

• What expenses did this add to the budget?
  • The one-time set-up costs on infrastructure was a huge one-time expense. Maintenance costs are still unknown as GCA is still in its first year with the program.
  • The school saved some money in other areas of the budget. For instance, they did not have to upgrade their existing computer lab with 60 new desktop computers. They freed up classroom space when the old computer lab was taken out. IT Director Errnest Staats reminds, “Beware that technology will save you time. Beware that technology will save you money.”
  • Approximately 1/3 of GCA’s textbooks are electronic, and by next year, 1/2 of textbooks will be e-books.Unfortunately, the e-books are NOT less expensive than regular textbooks, and some students do not like the switch.
  • “Laptops have provided a powerful extension for learning,” says Dr. Gerard. “The e-books are linked online, have interactive activities, assignments, tutorials, labs, etc, that you can’t have with regular books.” Because some students prefer traditional text books, students have the option of choosing the e-book or the hardcover version
    

• How can I bring the Apple 1:1 program to my campus?
  • At your request, an Apple representative will come to your school and walk you through a technology analysis to identify the needs of your school. Based on these goals and needs, Apple works up a proposal for your review. This will look totally different for each school. Some schools already have Internet access, while others need a total technology facelift, security systems, etc.
  • One of the most expensive important but expensive parts of the Apple 1:1 program is the Apple Teacher Training. Apple will host staff workshops on your camps to teach everyone how to use the computers. This starts at $2900/per day, with reduced rates for added dates and seminars. These workshops include specialized meetings for administrators, IT staff, teachers, etc. Apple advises to do more than 1 day of teacher training.
    

• What is the biggest mistake schools make in implementing a 1:1 program?
  • The most common mistake schools make is twofold. (1) Not training teachers and (2) failing to incorporate the new technology into the curriculum so that it gets used.
  • Each school needs clearly defined goals on why they need this program. What classes will it be used for? Do all students get a laptop? How will parents and teachers play a role in the program?
    

    WHAT DO YOU THINK?

    • In the virtual land of myspace, Facebook, text messaging, Nintendo Wii, and overactive television, today’s students practically live and learn on a different planet. Are we speaking in a language they understand? Or are we losing this generation?
    • What are the long-term implications of moving to computer-based learning?