My Collaborative Relationship with my
Pastor—or Not?
NAD Teacher’s Convention
Janet Ledesma, Ph.D.
Monday, August 6, 2012
(9:45 – 11:00 am)
Session ID: 196
Location: Delta Island F
Purpose
Principal/Pastor relationships as they relate to
mentoring, collaboration, communication, and
support will be defined and discussed. If you are
the principal or constituent church pastor of a
school, then this session is for you. Come and
discuss how you can enhance your working
relationship through researched and proven
collaborative practices.
NARRATIVES OF
LONGEVITY FROM THE
PERSPECTIVE OF
SEVENTH-DAY
ADVENTIST SCHOOL
ADMINISTRATORS
IN NORTH AMERICA:
A MULTIPLE CASE STUDY
JANET LEDESMA, PH.D.
My Study- Pastoral Support
•
•
•
•
•
•
•
•
•
Pastoral support always there
Deeply committed
Engaged in the school
Firm supporters of Adventist education
Strong Advocates of SDA education
Conduct Chapels and Bible studies
Pray with school team
Enroll their children in SDA school
Unions do not hire pastors who are not supportive
or do not send their children
A Principal’s Experience
“While there are some that are supportive,
resourceful, helpful and willing to join me in
ministry, there are others who simply could not
care less. There appears to be a stereotype in
terms of pastoral support. I believe I have
experienced both kinds of pastors: supportive and
non-supportive ones. Therefore, I believe and have
experienced that the stereotypes are accurate and
true.”
Non Pastoral Support
•
•
•
•
•
•
•
Uncaring and indifferent
Not engaged in the school
Too busy to be involved
Do not visit the school
Principals experience mixed support
Isolation at church
Lack of accountability:
– Budget v. Subsidy
– Visitation v. Bible Study
– Non visible
A MULTIPLE-CASE STUDY
DESCRIBING COLLABORATIVE
RELATIONS BETWEEN ADVENTIST
PASTORS AND TEACHERS IN THE
EASTERN UNITED STATES
PAMELA CONSUEGRA, PH.D.
Findings
Four broad themes emerged:
1. A Sense of Togetherness
2. Necessary Ingredients
3. Connections
4. Benefits of Success/Results of Failure
1. A Sense of Togetherness
• Sharing of a Unified Mission and Vision
 Mission of church and school was the same
• Team, Unity, Us
 No “I” and “Me”
• Sense of Community
 Entire church and school family all had same goals and
objectives for the young people
• Anyone can Make a Difference
 There was no one person who had to initiate the
collaborative experience. Anyone had the capacity to
move the group towards positive relational building.
2. Necessary Ingredients
Kids First Attitude
 All decisions made have young people in forefront
Embrace Strengths and Accept Weaknesses
 Do not expect perfection
Maximize strengths in each other for ministry
Trust
 Referred to as the “Anchor”
 Confidence that partner “has back”
2. Necessary Ingredients (cont.)
Respect and Value the Roles and Boundaries
 Role was clear
Be flexible and Welcoming
 Flex as ministry needs dictate
Communicate the Good and the Bad
 Share successes and challenges
3. Connections
• Interpersonal Relationship Outside of Work
 Friends
 Intentional opportunities are made for social activities
away from church and school
• Pastor Connects the Church to the School
 Pulpit
 Educational Sabbaths
 Visible and active on school campus
• Teacher Connects the School to the Church
 Visible and active in church
 Connects school family to church through documents such
as school newsletter
4.Benefits of Success/Results of Failure
• Benefits of Success
Increased likelihood that students
will make a decision for Jesus Christ
 Positive role model for students
 Improved health
 Confidence in sustainability
• Results of Failure
 Demise of both church and school
 Ultimately, some may not be in
heaven.
Panel
Discussion
PASTORS & PRINCIPALS
Collaborative Charge:
He who co-operates with the divine purpose in imparting
to the youth a knowledge of God, and molding the
character into harmony with His, does a high and noble
work. As he awakens a desire to reach God's ideal, he
presents an education that is as high as heaven and as
broad as the universe; an education that cannot be
completed in this life, but that will be continued in the life
to come; an education that secures to the successful
student his passport from the preparatory school of earth
to the higher grade, the school above (Education, pg.19).