Course Testimonials

Shayla Murchie, cohort 14
Course: EDL 531 - Philosophy of Education, Biblical Leadership & Spiritual Integration

This course extensively covered what a Christian worldview is, the importance of having one, and how to develop one . . . vital to a Christian school and Christian educator . . . challenged my current worldview and highlighted areas that many Christians, including myself, have so easily fallen into a secular worldview because of our culture. I feel inspired to have a Christian worldview in all areas of life, even though that may be challenging or controversial.

This course went in depth on what makes a Christian school different. If a Christian school is successful in spiritual integration, they really should be distinctive in all areas . . . used great texts that contrast typical educational philosophy with what the Bible says and how we should actually approach Christian education . . . provided very real and practical training for a Christian teacher or administrator. The texts used, paired with professor’s teachings and experience, gave us valuable information on how to approach real educational issues and how to respond based on what God has to say about it.

We explored other philosophies, contrasted them with the Bible, and established the importance of having a Christian philosophy. Scriptures were integrated into every aspect of teaching in this course and major themes in the Bible were clearly communicated in how they relate to education. The importance of Biblical integration was established and how to do it was explored. We studied scriptures that support Biblical integration in all areas of instruction.

Biblical leadership was also a major theme of our final paper and a major theme of this class. We looked to Jesus as the prime example of a Leader and the book by McAlpine provided a great parallel to study. The teachings in the class explained different aspects of Jesus, King, Priest, and Prophet. Servant Leadership is clearly the goal of Jesus and of any Christian Leader.

 

Aaron Genzink, cohort 14
Course: EDL 531 - Philosophy of Education, Biblical Leadership & Spiritual Integration

It was very good for us to see the major philosophies upon which our present-day culture is based and be able to compare it to a philosophy based on Biblical precepts and truths . . . As we read our various books and had our class discussions, it was very clear to me that Christian schools are distinct in many ways, but the most important ways [are] through the integration of Biblical instruction . . . conscious integration into every subject . . . did a very good job of causing us to reflect on the ways in which we can implement Biblical truths into every subject . . . very well designed to make sure that these distinctives were continually on our minds.  As for training class members to be Godly leaders, I think these courses did an excellent job as well.  The focus on leading like a servant, with humility, and many of the other aspects of Jesus’ character was clearly evident . . . as we talked with each other, shared stories from our own experiences, and reflected upon ways in which Jesus and other characters from the Bible showed their various leadership traits . . . guiding us in focusing our goals on what Christ would have us do, relying on Him as we make our decisions about every aspect of our leadership and personal lives, and serving others as He serves us.

 

Phylis Frye, cohort 14
Course: EDL 531 - Philosophy of Education, Biblical Leadership & Spiritual Integration

The Spiritual Integration for Faith-Based Schools course has laid an excellent foundation for the Faith-Based Schools Leadership Program. I thought that I had a very strong Christian worldview prior to beginning this program, but now am convicted that what I possessed, while sincere, was mediocre at best . . . when I read the advanced goal of a Christian worldview described as having a, “Biblical wellspring and guiding light that is clear, accurate, explicit, inspirational and missional”, it quickened my heart.

The wonderful truth is that I believe I now possess this precious gift.  Having this “Biblical wellspring” provides the ability to recognize and evaluate the distinctives of Christian schooling and contrast them to the traditions of man in a supposedly secular school environment . . . discussions centered around the importance of developing a Christian philosophy and wisdom regarding mission and purpose were especially enjoyable. I feel confident in my understanding and appreciation of beauty and holiness as seen in the creation, fall, redemption and fulfillment paradigm.  Biblically integrating instruction is at the heart and soul of an anointed school, and at this point, I am sure I am able to demonstrate clear understanding of Biblically integrated models and analyze teaching and learning to confirm that it is accurate, explicit, inspirational and missional.

The material on Jesus’ roles as King, Priest, and Prophet, and the subsequent application to my role as a servant leader king, a servant leader priest, and a servant leader prophet, was incredibly humbling and enlightening. I am challenged to think of these roles daily as I return to my school and demonstrate that I am Biblically grounded in my servant leadership role.  Understanding that unity, team building, and Godly communications are avenues of God’s blessings inspires me to view things in a different light and challenges me to pray fervently for wisdom and guidance as I return to my school.

 

Ryan Devine, cohort 14
Courses: EDL 531 - Philosophy of Education, Biblical Leadership & Spiritual Integration and EDL 559 - Faith Based Governance, Policy, Marketing, Community Relations & Current Issues

531, The reading and discussions were clearly intended to encourage students to think through the implications of a Christian worldview on the mission and vision of a Christian school. We thought through such things as discipline, critical thinking, curriculum, teaching practices, classroom management, admissions, parent involvement, and hiring policies. Throughout the class, we were given opportunities to examine various aspects of education and how Biblical truths led to responses that contrasted with the norms within [secular] education. For instance, we considered the issue of discipline and how a Biblical response to behavior issues encompasses the goal of heart change that cannot be effected from mere behavior management.  It involves time to help students see and acknowledge their sin before God and the necessity of repentance and restoration. Such goals in discipline require the work of the Holy Spirit.  Both scripture-based and ‘secular’ writings were discussed in regards to the vision and mission of Christian schools. The professor sought to consistently connect philosophical ideas (whether based in Biblical theology or godless assumptions) to practical implications for schooling in order to emphasize the distinctives of Christian education. The class focused exclusively on the philosophy of Christian education – its basis in Biblical theology and its implications for the vision and mission of the school and the various aspects of the operations of the school. Throughout the class we discussed how a Biblically integrated model would impact such things as discipline, teaching, assessment, and communication with parents. The professor demonstrated the contrast between critical thinking and discernment, knowledge and truth, skill and wisdom, and discipline and discipleship. Biblical integration transforms these aspects of education in a manner that honors the Father, Son, and Holy Spirit. One of the major focuses of the class was on the example of leadership provided by Jesus Christ. Through readings in McAlpine, Heyman, and the Bible we saw how leadership is self-sacrificial and other-oriented. The example of Christ in regard to His leadership is truly humbling and inspiring.

EDL559, In this class [with Dr, Byrd] we discussed the roles and responsibilities of the school board and administration of a Christian school.  In regards to the school board we were challenged to evaluate the Carver model in light of the Biblical worldview determining how Biblical realities may impact how the model is supposed to work. We were also presented with many scenarios that the leadership of Christian schools have faced and evaluated how we ought to respond in light of Biblical truth. As we discussed the roles and responsibilities of boards and administrators we also found contrasts between Biblical implications and educational norms. One of the areas that was challenging was the issue of marketing and Christian schools. While there are principles and techniques involved in good marketing, we must ensure that we market our schools with integrity and trust in the providence of God. Often times we can market without a sense of our dependence on the Spirit trusting in the techniques of men to provide us with students who will ensure we have plenty of tuition to run the school. The class provided a Christian vision regarding the board and administration. While we humbly discussed ways in which Christians have fallen short of this vision, the professor sought to inspire us to depend on and trust the Lord in doing what is right, good, and Biblical. We discussed not only Biblical examples of leadership, but also personal examples of leadership that we had seen in others who sought to lead like Christ. Such examples caused me to evaluate the qualities of leadership that I demonstrate – whether I exhibit a leadership that is of this world or a leadership that is Christ-like.  

 

Cheryl Cobb, cohort 12
Course: EDL 561 Management & Organizational Behavior for Faith Based Schools

The Education management course focusing on Gangel’s book Team Leadership, foundationally presented a Christian Worldview [and an] understanding of team leadership modeled by Biblical examples. The presentation of this management system is entirely modeled by what Jesus showed the disciples and then how the disciples carried on this beginning in the book of Acts.  This course truly is an example of what we must be doing in order to walk in the Spirit in the field of Education.  This course has captured the distinctiveness of Christian schools, focusing on the servant and team leadership . . . to be a truly effective leader one must first be in submission to the Lord and His will, and then consider others better than yourself.  Leaders in the Christian school, by example and by purpose will play a mentor role in the lives of other faculty and students, building up more leaders equipped for Kingdom work.  There is no better training than what the Lord Jesus displays for us in the Bible.  We also reflected upon the secular model of education academically and professionally, recognizing and studying leading teaching and analyzed it in relation to the Biblical standard.  The handling of leadership services was inspiring and transformative as the example of Jesus and his role as king; prophet, savior, and Lord permeate His example to us. I am inspired to draw upon His example to continue in the calling that I have received. The primary focus can be summed up in the realization of Jesus modeling service and how we are to serve others.  We have examined the explicit way these models apply to our own supervision and leadership and how this looks in practice and when it is not in practice.  We have examined how technology is a benefit in administration and how it can enhance the Christian school setting, especially how it relates to 21st century skills.  Organization of a team that involves all stakeholders starts at the very beginning of the team building process.  This course has demonstrated an inspirational design for team building, identifying the Christ like model showing clearly the application of how communications amongst a team works to secure and keep God’s anointing and blessing. Respecting, valuing and building all team members thoroughly covered in the course to lay a strong foundation for understanding the value in following the model of the body of Christ, where each person has a valuable part in the process.

 

Joe Rispoli, cohort 12
Courses: EDL 557 - Law, Finance, & Development for Faith Based Schools and EDL 561 - Management & Organizational Behavior for Faith Based Schools

EDL 557: Dr. Gray had the class use two books: Fundraising for Schools: 8 Keys to Success Every Head of School Should Know and The Principals Quick Reference Guide to School Law. Financial and legal issues were discussed in-depth with supplements that demonstrated application of the material we covered in real-life situations . . . an excellent job in giving a Christian perspective on very important topics that I have already began to use at the school in which I serve.  Dr. Gray did a great job of still using truth and wisdom in the subjects of fundraising, finances and legal issues. The Holy Spirit plays a major role in all these areas, and we couldn’t do what we do without His help . . . doing the right thing when it comes to legal issues and being good stewards of God’s resources. One of the first things I did when I came back to the school I work at was walk our campus to look for areas in which the school might be liable for. This is for the protection of those who come to the campus, as well as protection for the school itself. All this to bring honor to God .  . . being good stewards of God’s money. Forming and adhering to a strong budget is extremely important, and this was emphasized throughout this class. How the budget is formed and who is responsible for what is crucial and helps a school to being fiscally accountable. Running the school efficiently and understanding budgetary processes was covered throughout . . .  Dr. Gray used many real-life examples so we can relate and hopefully apply what we learned to deal with such issues. Learned a lot in this area of this class.  Liability, Liability, Liability . . .  how important it is to examine every potential threat to those that attend the school as well as the school itself .  . . legal issues, in which many were used as examples so we can understand application of what we were learning. Great class that helped me tremendously to see things in a way that I hadn’t thought about before.  Since returning to school, I have contacted Dr. Gray to get more information from his school on creating a job description for a Development Fund position at our school. We have talked about doing this for a few years and after taking this class, I was able to take what I learned and addressed the Board to help create a position to fill this need at our school. We do some fundraising at the school with a large Gala event in January. We want to do more in this area, so this class came at a great time because the Board has given me approval to help the process started to fill this position.

EDL 561: Dr. Heyman does a great job in bringing in textbooks that fit the subject matter we are covering in class. The Jesus style; Team Leadership in Christian Ministry: Using Multiple Gifts to Build a Unified Vision; Gold, Frankincense, and Myrrh - The Whole Jesus: Biblical

Truths for Christian Education; and Leadership Theory and Practice were great resources to give an overall approach to Christian leadership and models of Christian management . . . always comparing what we are covering in the class to possessing and implementing a Christian worldview. Dr. Heyman is all about humility. Our discussions, readings and classroom presentations helped us be able to apply our understanding of management and organizational management styles. The emphasis was made on team leadership, which was based off the team leadership style of Jesus Himself. Authors Erwin and Gangel helped give a background of the leadership style of Jesus, and how we can best serve our schools by following this model . . .  Christ-like material that challenged the way our school is already set up. I have already started to reevaluate the way we conduct our leadership teams and am putting into place more emphasis on mentor/mentee relationships. In addition, after developing a Communication Management Plan, this will help build more unity and teacher collaboration. All of this done from a Christian foundation. Dr. Heyman did an excellent job in helping us to apply our understanding to create an organizational and management plan to our schools, which will eventually help us build more unity within our program. I like how he is always emphasizing the use of Scripture in all that we do so we are focused on God’s truth being applied to all situations, especially in leadership. The goal is always to build unity and to invest in the lives around us like Jesus invested in His disciples. This class was very inspirational in reinventing team leadership and using that style to enhance the organizational climate. Communication is the key, which is why I wrote my management plan on helping to improve communication within our school environment.

Both EDL 557 and EDL 561 allowed us to study the Christian worldviews we were reading and discuss how they can be applied within the school’s program. We spent a good amount of time learning how non-Christian worldviews contrast with the vision of Christian education. Each class gave insight as to understanding better the mission of Christian education and how important it is to be clear in what that mission is, and how our approach is vital to the success of the ministry. Both classes also gave us the opportunity to present information in which we could demonstrate that we comprehended what we were learning and able to apply the main concepts being taught . . . covered content in the lectures and the assignments, which helped to give clear examples that I am able to use throughout the school I presently work at. The information was relevant, and gave me some great ideas on how to implement and integrate more Scripture in what we are already doing and ideas for what we plan on doing in the near future. Some of the secular books and material we went through gave a good perspective on how Christian schools take different approaches for good reasons. Especially regarding legal issues and organizational leadership areas.

 

Misty Carter, cohort 12
Courses: EDL 557 - Law, Finance, & Development for Faith Based Schools and EDL 561 - Management & Organizational Behavior for Faith Based Schools

As a graduate student at California Baptist University I have continued to grow in my professional and spiritual walk under the leadership of Dr. James Heyman and Dr. Steven Gray.  Through the Management and Organizational class (EDL 561) and Law and Finance class (EDL 557), I have been able to gain more insight through the lenses of God’s Word and in the formation of my own Biblical Worldviews. I am currently a grad student and Vice Principal at a small ACSI accredited Christian school in Texas. Through the courses of this semester, I have been able to explore the ideals of Team Leadership and the models of team leadership that Jesus displays to us through Gods Word.  The EDL 561 has given me greater perspective in regards to the importance of development of teams as a manager and organizer of Gods people. As we read through The Jesus Style by Gayle D. Erwin, I see such a clear picture how to lead others as a follower myself.  We also studied Northouse, Leadership Theory and Practice.  This book was secular in nature but still gave great insight into management styles through student class presentations of the different chapters. Once again, Dr. Heyman pointed us to scripture and the missional alignment for the Christian school. His continued commitment to Christian education is astounding and I continue to grow professionally and spiritually under his guidance. Dr. Gray’s class on law and finance has given me a HUGE understanding in so many areas. I walked into his class with a lack of confidence in the areas of school law, marketing and development of capital campaigns for non-profit institutions. Being that I was dealing with many of the situations he taught us, it was a crucial point in my graduate work that has aided in many decisions over the course of the summer. Dr. Gray’s transparency and guidance has been a blessing as well. Through the 561 class I was able to evaluate our current school practices in regards to technology in education. I development a 3-5 year plan to completely uncover the needs, trends and desires for our school in regards to technology development in education today. I was able to apply Biblical principles to safety and tendencies of student to idolize electronic devices today. The idea of team leadership was implemented in this plan as well.

Dr. Gray gave many clear examples based on his personal experiences as a Head of School at Pasadena Christian School. The Quick Guide to Law for School Principals has already been utilized this year in my in-service for teachers. I focused on sexual harassment and child abuse training to our employees based on what I leaned in group projects through Dr. Gray’s course. I was also given an opportunity to revise our student/parent handbook to reflect the areas for improvement within our enrollment practices, capital campaigns and safety/security for the children. The Quick Guide for School Fundraising has also been useful in helping me understand the role of the school board, admin. and stakeholders when entering a capital campaign. We are currently in the midst of doing so at the school I help run. This book has been given to our Business Manager, Head Administrator and Board to read through as a resource to help us lead a successful building campaign. 

Overall, this graduate program is guiding me professionally and personally as I learn more about current educational practices, the current application of those practices and most importantly the Biblical integration when teaching in Christian schools. I am also excited to find new and innovative practices to help students and families grow in their walk with Christ. My goal (with the help of the Holy Spirit) is to develop programming that benefits the whole student spiritually, academically, socially, emotionally and physically for all that God desires for them. 

 

Erim Mares, cohort 12
Courses: EDL 561 - Management & Organizational Behavior for Faith Based Schools

Whether the text was secular or Christian, a strong foundation in God was given and encouraged.  We were continually encouraged to be asking the questions, “What would God have to say about this?” or “Where is God in this subject?” This gave us an opportunity to have a godly perspective in everything we were discussing or teaching. This class developed Christ-like character as I incorporated verses into my assignments. I was challenged to think about how God thinks about the subjects I was reading about. Our assignments were deep and personal as well as applying new information about major educational topics. Our creator did a great job with all He has created, but we need to worship God and not what He has created. It is through the Father, Jesus, and the Holy Spirit that all truth comes from. Our big project was a utilization of leadership skills and how to implement them in our schools and classrooms. I have grown very fond of this class and my classmates. We pray for each other at the start of each class. We stop and pray when there is a need and even discuss and pray for current issues in the news that we as Christians should be aware of and praying for. The Lord has anointed this class with blessings and mercies.  The professor works diligently to improve our way of thinking and is diligent in leading us to the ways of the Lord. The focus if God and how to overcome secular teaching in a world that tends to turn their back on God.

 

Matt Diehl, cohort 14
Course: EDU 522 & LAB - Curriculum Theory & Development

Overall, the class has really inspired me to improve the personal process of going to the Lord, looking for His hand in our school, and focusing our staff on His leading. The instruction by Dr. Heyman is the pivotal component of the course. I believe that if an average professor was the instructor, they would lose sight of the overall goal of the course . . . To equip us in making godly decisions regarding Christian school curriculum and school development. I have also appreciated and benefited from the other students’ dialogue in the class. Webex has proven to be very powerful in connecting us all together for class.  We are required to go through the same course material as a person who is studying secular education but we are also required to study works with the Christian perspective of curriculum development. I am glad that I have this privilege to learn and grow with a Christian light that is constantly being shown upon the material. Heyman, Greene, Van Brumellen and a few other experts are included in the course, so that we (the students) are able to understand the secular material without wavering from biblical principles.  The Bible, God and the life of Jesus is constantly being applied to the process of curriculum development and research, in this course. We are challenged through discussion, research projects and presentations to explore and develop our own view of curriculum development. This has been a challenging process but very rewarding. I have been able to apply the learned material directly to the school that I work at and I have seen God impact our students for the better.

 

Shari DelGado, cohort 14
Course: EDU 522 & LAB - Curriculum Theory & Development

Six of seventeen outcomes identified by the Association of Christian Schools International have been specific to EDL 522 as part of CBU’s Master of Science in Educational Leadership for Faith-based Schools. Again Dr. Heyman does an excellent job teaching from a distinctively Christian Worldview. Many thoughts and teachings Dr. Heyman accompanies with scripture. This class encouraged students to search the scriptures when forming, choosing, and creating curriculum. We studied philosophies of curriculum, history of curriculum, and types of curriculum. The books that were part of the curriculum gave practical applications and in-depth thoughts to help support the class’ objectives.

Greene, Albert E. (1998).  Reclaiming the future of Christian education: A transforming vision.  Colorado Springs, CO: Association of Christian Schools International

Haynes, C.C. & Nord, W.A. (1998).  Taking Religion Seriously Across the Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.

Heyman, James R. (2012). Gold, frankincense, and myrrh – the whole Jesus: Biblical truths for Christian education.

Hunkins, F.P. & Ornstein, A.C. (2009).  Curriculum: Foundations, Principles, and Issues. Boston, MA: Allyn and Bacon.

Tyler, R.W. (1949).  Basic Principles of Curriculum and Instruction. Chicago, IL: The University of Chicago Press.

Van Brummelen, H. (2002).  Steppingstones to curriculum: A Biblical path. Colorado Springs, CO: Intelligent Design Publications (ACSI).

Being part of a Christian School I knew the Bible was important to be part of the curriculum, but after taking this class I see that the Bible has to be the foundation of the entire curriculum. Biblical integration should flow all throughout the curriculum and classroom. Christian schools are so important to the fabric of our society. God has allowed us the great responsibility of teaching His truth to a world that in many ways has long dismissed Him.

We went over many educational philosophies and curriculum types. The training allowed us to look at them from a Biblical perspective and grab things that would match up with His word. We were also challenged to look at our subjects from a Biblical perspective and question is what is considered “core curriculum” parallel our Christian’s school curriculum. Van Brummelen’s book was specifically refreshing in comparison to Hunkins and Ornstein for the simple fact Van Brummelen unapologetically based his book of the truth of God’s word. That is how our curriculum needs to be unapologetically Christian.

We also went over that the teachers are an important part of our curriculum. The teachers need to be on the same mission as the school for the curriculum to be successfully executed. Our curriculum should bring our student’s to the glory and beauty of God. This task should be approached prayerfully and intentionally. So when it comes to designing the curriculum for the school God has entrusted to us we must invite Him to lead the conversation.

 

Tyler Jacobus, cohort 13
Course: EDL 525 - Survey of Educational Research

As I have attended this class this semester, I must say it is a lot information . . . In all of Dr. Heyman’s classes this is for sure to be “Advanced” on the rubric scale. He does a masterful job of making sure we always bring our points of discussion back to Jesus, the Bible or the Holy Spirit.  This is a key part of this class in particular because it helps us realize that we need to continually be doing this in our classrooms at our schools and in our research. 

One of the features about this class is the different types of research and stats. This helps us to develop our understanding of research and what makes research both good and bad. We all have a better understanding of the classroom content after interacting in the class and putting it into immediate practice through our thesis proposals. While sitting under the leadership of Dr. Heyman in this class, I have learned more about educational research methods that I would have thought possible. As he explains the differ types of research as well as the tests and measurements that go along with good research, I have found myself analyzing studies more specifically and carefully. Based on my new responses to how I evaluate research, I would give this course “Advanced”. 

Lastly, this class did bring out some current issues and trends but again . . .  Overall, I learned a lot from this class and have already begun using much of what I learned. I am grateful for Dr. Heyman and his vast knowledge in this area. 

 

Tim Wong, cohort 13
Course: EDL 525 - Survey of Educational Research

EDU-525 built off prior classes in this masters program, as it centered on the concept of forming a strong Christian worldview and sharing it throughout an educator’s course. This needs to be a point of emphasis in not only what is taught, but also how it’s lived. This class really emphasized the purpose of using the scripture to back up all things that we do within Christian education that is based around our Christian worldview, especially when it is being put up against other worldviews, but this particular course did an excellent job of tying this in with the overall focus of educational research methods. This course clearly sought after explaining current methods or trends of research. It also allowed for opportunities to review very recent research by former students to help improve our understanding of the research that we were trying to complete in EDU-525. The tests in this course were best reflected through our first three chapters of our thesis [proposals]. This was the centerpiece of this course, so I believe this is where we shined as a class due to its overall importance and purpose to our educational drive at Cal Baptist. 

 

Sue Blakeley, cohort 13
Course: EDL 525 - Survey of Educational Research

Survey of Educational Research was a more difficult class than I expected. I learned about educational research in a more in-depth way than any previous coursework. Though the individual chapters in our texts were condensed, they covered research topics, terminology, and practices in ways that are beneficial for leaders of faith based schools. This course definitely increased my knowledge and understanding of research.

For EDL 525, we used three textbooks - Research Methods in Education: An Introduction by Wiersma and Jurs, the Publication Manual of the American Psychological Association, and Practical Statistics for Educators by Ruth Ravid. My understanding was enhanced through assignments, Dr. Heyman’s teaching slides, and class discussions as well as other student’s coursework posted on BlackBoard for our review and comment. The main text we used was Research Methods in Education and we went through this text week by week, corresponding to our writing assignments to complete a thesis proposal, writing Chapters 1, 2, and 3.

Three outcomes:  development of a Christian worldview (outcome 1), the distinctives of Christian schooling (outcome 2), and the philosophy of Christian Education (outcome 4) all were accomplished directly as a result of having Dr. Heyman as the teacher for this course. Since he is a highly experienced professor thoroughly skilled in Biblical integration, he skillfully wove these concepts throughout the weekly lesson presentations as well as in his feedback on our assignment . . . very knowledgeable about research writing and theses in particular so we benefited from his ability to teach about educational research to the level this course expected. This undoubtedly resulted in solid academic and professional training (outcome 3).

Educational research methods (outcome 12) was achieved as we learned and demonstrated through our own writing that understand the concepts of being clear, accurate, explicit, framing a problem, reviewing related literature, and designing a valid study. We learned how to understand and differentiate between important research terms and processes such as quantitative, qualitative, inductive, deductive, reliability, and validity. We also covered several chapters on statistics, being taught important terminology such as sample, population, range, mean, median, mode, standard deviation, variance to assist us in developing our study tools with surveys and questionnaires.

The final outcome, current trends and issues (outcome 13), was also accomplished as we emerge from this class capable of evaluating the research that educational leaders rely upon as we make decisions day by day for our schools. I am positioned to read journal articles, advertisements for curriculum and products, and proposals with eyes to better determine the scope of the research that backs the claims. Additionally, I can now conduct internally valid and reliable research at our school to assist in making changes. All in all this course has strengthened my leadership knowledge in the area of educational research. I believe the course is instructive for any leader of a Christian school and is definitely worth the effort required.

 

Miranda Vinson, cohort 13
Course: EDU 542 - Models of Teaching

As with every course with Dr.Heyman, the fore front of every lecture and assignment is the Biblical integration. Through the lectures, the presence of the Holy Spirit provides both inspirational concepts and convicting ones as well.  Through the study of the secular book, The Methods of Teaching, we were expected to Biblically integrate each teaching family. Then through the chapters we individually taught, we were again to Biblically integrate.  The continued practice of Biblically integration in everything we do, makes it become automatic, which in returns helps our schools become Biblically integrated in every way. Through the study of the Method of Teaching, the lectures were God breathed and filled with wisdom. The lectures were also very though provoking, causing me to see the secular book with a Biblical lens, thus increasing my Biblical Worldview. Though the assignment of the portfolio of families, we were expected to talk about how each family was to lend itself to the teachings of Christ, the ability to reveal truth and the ability for spiritual formation. This caused me to search the Bible for Jesus’ model of teaching, and rely on the wisdom and knowledge of the Holy Spirit. Through this course, I was taught that secular books can be utilized in Christian education through discernment and Biblical Integration.  I found the Methods of Teaching book to be very valuable once we Biblically integrated it. 

 

Catherine Swearingen, cohort 13
Course: EDU 542 - Models of Teaching

As Christian schools, we should look at everything through a Biblical worldview including how we prepare and present our lessons. I Corinthians 9:21-23 states “To those without the Law I became like one without the Law (though I am not outside the law of God but am under the law of Christ), to win those without the law. To the weak I became weak, to win the weak. I have become all things to all men, so that by all possible means I might save some of them. I do this for the sake of the gospel, so that I may share in its blessings.” This verse became a great foundation as we moved through the models of teaching and learning.

As teachers develop their lessons, they must keep their students in mind. God has created all students with different talents and gifts, so the question becomes how do we reach each student with our teaching. We must be intentional to differentiate instruction. In Models of Teaching, there were four families given and in each family [with sub models], teachers must be careful to come from the Biblical perspective. A great example of this is the Social Family and self-esteem. We must make sure that we are teaching through our lessons that we are made to worship Jesus and not ourselves. Philippians 2:3 “Let nothing be done through selfish ambition or conceit, but in lowliness of mind let each esteem others better than himself.” 

This course also guided me in ways to come along side of my teachers. It was a wonderful thought to me that not all teachers teach the same. We always want students to be taught the way they learn, but do I as an administrator allow teachers to teach in the gifting’s that God has given them. This class has given me insight in how to help each type of teacher become better in their style. When teachers are encouraged and supported in the way they teach, I think they become more willing to try something new. The Advanced Organizer that was presented with this class is a great visual for teachers to have for a quick check. It is easy to see how the families relate to each other. 

In helping teachers to do something new and utilizing the Advanced Organizer, and great example is the teacher who is most comfortable with Direct Instruction. If that teacher can be encouraged to add in some Kagan structures, it will enhance the learning and teaching experience. As we encourage teacher to try new things, the overall level of instruction will rise.

Our example in all of this is Jesus. He taught so naturally with whatever was around him. Using the simplest things to teach the deepest lessons. As an administrator, how am I encouraging and supporting my teachers to grow in their lesson presentation? Am I allowing them to go observe another teacher with a different teaching style to get ideas? Isaiah 43:19 “Behold, I will do a new thing; now it shall spring forth; shall you not know it? I will even make a way in the wilderness, and rivers in the desert.” 

I loved this class! I feel that I learned so much from not only the reading but the teaching from you, Dr. Heyman, on the Biblical view and the pitfalls that may come up with each of the teaching families. 

 

Shanna Eggleston, cohort 13
Course: EDU 501 - Leadership, Worldview, Current Issues Faith Based & APA Manuscripts

EDU 501 has taught me many things about different worldviews in comparison to a Christian worldview, the one we know as truth. It has opened my eyes to a better understanding of idolatry and the way that many people have a distorted view of God. There is definitely a contrast with the principles and views of the world that are being taught in secular schools vs. Christian schools. This course always demonstrated a clear and inspirational depth that explains the distinctives of Christian education. Dr. Heyman did an amazing job of having us analyze Scripture to better understand it as well as be inspired by it in our academic and professional training. We used faith-based texts to better understand how God is viewed in the world to be better teachers and teach truth to our learners. Without the Trinity, the philosophy of Christian education would have no purpose or mission. It would be meaningless. This course has been extremely clear about the role of the Trinity in Christian education and exposing worldviews that do not teach truth about God.  This course provided a very in-depth and inspirational opportunity to research both deductively and inductively with the leading of the Holy Spirit through the literature review process in order to determine reliability, validity, and presentation of the researched material. I was given many opportunities to look at current trends and issues in Christian education vs. secular education during this course. The APA format was new to me, but I have been taught extremely well and given many tools to make sure all of my research is formatted correctly.

 

Nicole Kahunahana, cohort 13
Course: EDU 501 - Leadership, Worldview, Current Issues Faith Based & APA Manuscripts

This class has deepened my appreciation for quality Christian research and resources in comparison to the large amount of secular research. It really opened my eyes to recognize that there is a drastic difference not only in the content of material but also the amount of material available. In today’s world where information is at your finger-tips it is important to filter through and check for credibility and validity in research presented. This class really challenged me to not only read and cover content but to take time to understand the content and search for truth. The Bible needs to stand as the filter of absolute truth regarding all other forms of research and man’s philosophy. 

This class has reminded me that worship to God is reflected in all that we do. The world will continue to trade truth for lies and regard evil as good and good as evil.  It is important to seek the Lord first and continually surrender and submit to Christ that we may not be led astray by the cunning and deception of the knowledge of the world and the traditions of men that prove to be empty philosophy. 

Now more than ever, it is important to heed the Lord and allow Him to guide.

This class has been a blessing in that it allows us to identify errors to avoid but in contrast it has also provided much examples to follow-after. This class enriched me personally by discussing the apologetic principles provided by Pearcy as well as deepened my understanding of how to reach out to people of other religions in Geislers book. It was very beneficial for me to actively listen and discuss how to understand and approach this topic with students as well as model to them tactfully. 

 

Nathaniel Jackson, cohort 12
Course: EDL 546 & LAB - Analysis of Teaching

As all of Dr. Heyman’s classes, the Biblical Worldview of this course was applied, pervasive, permeated, and foundational. Dr. Heyman chooses projects, leads lectures, and evaluates assignments that have been turned in on the basis of God’s truth. Even in my own thesis writing, Dr. Heyman challenged me to continually incorporate more and more Biblical foundations, especially in assessing teachers. 

The Distinctives of Christian Schooling - Not only through this course, but the whole master’s program, my love and appreciation for Christian Education has grown and solidified. I count it an honor to be a recipient of a life-long ministry of Dr. Heyman, who is entrusting and passing along to us (the members of this cohort and other cohorts) the responsibility before the Lord to be champions of Christian education. Everything that is done in this course (and others) is for the goal of strengthening Christian Education.

The Philosophy of Christian Education - Although the earlier classes in this master’s course were more geared to articulating the Philosophy of Christian Education, the work we are doing now in 546 stands on and utilizes that previous instruction. Everything is brought back to and ultimately evaluated by scripture and the furtherance of God’s truth, especially in assessing and assisting teachers as taught in EDU 546.  This course took an in depth look through the industry standard, Looking in Classrooms by Good & Brophy. Dr. Heyman stretched us to go beyond Good & Brophy’s work by analyzing and critiquing their work through a Biblical Worldview and constructing our own assessments of teachers to incorporate categories of Biblical integration.  By giving a whole week to assessing how technology is used in Christian schools, as well as how technology can help in communication and assessing teachers (through online surveys, video recording classes, etc.) this class was helpful in how we can utilize and assess our use of technology for God’s glory. This was a rather relevant portion of the class as our school is one-to-one ipad and utilizes platforms such as RenWeb and Schoology.  Not only were Dr. Heyman’s measurements relevant to the content that we were learning in class, but extremely thorough, to be sure that we covered every area. Additionally, Dr. Heyman reviews each measurement and assessment form with the class, going over each section of criteria, and patiently explaining any area that any of the class members may have had confusion on or issues where the form may not be as fine-tuned Biblically. His journal review assignments were sufficient and practical ways to get us to look at current trends in teacher assessment and Christian education. The field work assignments of actually going into classes and doing assessments with the forms we created, and then reporting on it, was extremely practical and valuable.

 

Eric Rolwing, cohort 12
Course: EDL 546 & LAB - Analysis of Teaching

EDU-546 built off prior classes in this master’s program, as it centered on the concept of forming a strong Christian worldview that can be used to help further the teachings of Jesus in His schools. EDU-546 dealt with that concept of evaluating the schools that we work at through careful observations of the interworking of His school and look to improve through the help of these observations. This class really emphasized the purpose of using our Christian Worldview to help impact our working environment through a check and balance system. The use of assessments and observations prove critical to the overall process. This course clearly sought after explaining current methods or trends of research. It also allowed for opportunities to review very recent research by former students to help improve our understanding of the research that we were trying to complete in EDU-546. The tests in this course were best reflected through our required class observations each week. This was the centerpiece of this course, so I believe this is where we shined as a class due to its overall importance and purpose to our educational drive at Cal Baptist.