Marketing Summit June 6-8, 2004

ADVENTISTEDUCATIONADVENTISTEDUCATION

Common Descriptors

“A Christian perspective” “Academic excellence in a caring environment” “A saving relationship with Jesus” “Teaching ministry” “Redemptive discipline” “Integration of faith and learning”

Common Descriptors

“A Christian perspective” “Academic excellence in a caring environment” “A saving relationship with Jesus” “Teaching ministry” “Redemptive discipline” “Integration of faith and learning”

??

KNOW your product KNOW your product

INDIVIDUALLY & CORPORATELYINDIVIDUALLY & CORPORATELY

BELIEVE IN your product

KNOW what is “special” about Adventist education

LIVE & MODEL what Adventist education stands for

“ My God is so big, so strong and so mighty,“ My God is so big, so strong and so mighty,

I’d like you to meet Maddi…I’d like you to meet Maddi…

There’s nothing my God cannot do!”There’s nothing my God cannot do!”

It is a school in which everything - the vision, mission and goals of the school, are faithfully lived out in classrooms, the playground, and in the personal lives of the teachers.

It is a school where the intellectual, emotional, spiritual and social come together spontaneously.

It is a school that helps its members to “make connections”, and “get everything together”, particularly when the pressure is on.

It is a school in which everything - the vision, mission and goals of the school, are faithfully lived out in classrooms, the playground, and in the personal lives of the teachers.

It is a school where the intellectual, emotional, spiritual and social come together spontaneously.

It is a school that helps its members to “make connections”, and “get everything together”, particularly when the pressure is on.

An “Integrated School”An “Integrated School”

Northpine’s Mission Statement

To provide a God-centred, supportive educational environment in which students can reach their potential and find value in a life of service to God and community.

Important factors:Important factors:

The power of a “vision” The power of a “vision”

“Helping make a masterpiece!”“Helping make a masterpiece!”

The power of a “paradigm” The power of a “paradigm”

The first of Covey’s “7 Habits…”The first of Covey’s “7 Habits…”

VISION precedes ACTION

However ~ VISION without ACTION is merely a dream

However ~ VISION without ACTION is merely a dreamand ~ ACTION without VISION is just passing the time

and ~ ACTION without VISION is just passing the time

but ~ VISION with ACTION can change the world David R J Powell, “Spirit Intelligence”

but ~ VISION with ACTION can change the world David R J Powell, “Spirit Intelligence”

According to Peter Senge (1990: 3) learning organisations are:

…organisations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together.

According to Peter Senge (1990: 3) learning organisations are:

…organisations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together.

A CHALLENGE:

To function as “a learning organisation”

A CHALLENGE:

To function as “a learning organisation”

Need for reflection and

engagement Need for reflection and

engagement

Vision Vision Action Action

20032003 20042004

“Special character” is the product of a number of

interrelated components.

It reflects:

assumptions and beliefs which justify and guide the operation of the system;

a perception of the ultimate purpose of education;

understandings about knowledge;

beliefs about students;

beliefs about the role of the teacher;

understandings concerning the curriculum;

assumptions about teaching and learning;

perceptions of the ideal school environment.

“Special character” is the product of a number of

interrelated components.

It reflects:

assumptions and beliefs which justify and guide the operation of the system;

a perception of the ultimate purpose of education;

understandings about knowledge;

beliefs about students;

beliefs about the role of the teacher;

understandings concerning the curriculum;

assumptions about teaching and learning;

perceptions of the ideal school environment.

Significant Elements of Adventist EducationSignificant Elements of Adventist Education

Vision – intentional goals, purpose-driven

Total person – mental, social, emotional, physical, spiritual

Total person – mental, social, emotional, physical, spiritual

Biblical worldview - Creator God - Humans created in His “image” - Humanity’s fall and need - God’s response - Our new opportunity - Our ultimate hope

Biblical worldview - Creator God - Humans created in His “image” - Humanity’s fall and need - God’s response - Our new opportunity - Our ultimate hope

Ultimate Goal – comprehensive restoration Ultimate Goal – comprehensive restoration

Its view of reality – “In God we live, and move, and have our being” (Acts 17:28). Its acknowledgement of the supernatural No “sacred-secular” dichotomy E.g. Brother Lawrence – “routine” things

Its view of reality – “In God we live, and move, and have our being” (Acts 17:28). Its acknowledgement of the supernatural No “sacred-secular” dichotomy E.g. Brother Lawrence – “routine” things

“Earth’s charged with heaven And every common bush, afire with God, But only he who sees, takes off his shoes, The rest sit around, and pluck blackberries.”

Elizabeth Barrett Browning, Aurora Leigh

“Earth’s charged with heaven And every common bush, afire with God, But only he who sees, takes off his shoes, The rest sit around, and pluck blackberries.”

Elizabeth Barrett Browning, Aurora Leigh

The challenge of “thinking Christianly”, and “the integration of faith, learning and practice

The challenge of “thinking Christianly”, and “the integration of faith, learning and practice

The place of the subjects of the formal curriculum - “Windows” into God’s world, created order, history, etc. - “Windows of opportunity” to respond and express ourselves in ways consistent with “kingdom values”. - “Realms of meaning”

The place of the subjects of the formal curriculum - “Windows” into God’s world, created order, history, etc. - “Windows of opportunity” to respond and express ourselves in ways consistent with “kingdom values”. - “Realms of meaning” Pedagogy that “honours” students in the way they were created

Pedagogy that “honours” students in the way they were created

A cultural environment that is safe, sensitive, stimulating and faithfully modeled by all members.

A cultural environment that is safe, sensitive, stimulating and faithfully modeled by all members.

Towards a Model:Towards a Model:

To represent graphically the holistic nature of Adventist education;

To represent graphically the holistic nature of Adventist education;

To map the contributing elements and how they relate to one another;

To map the contributing elements and how they relate to one another;

To provide a frame of reference for strategic planning and marketing

To provide a frame of reference for strategic planning and marketing

A Community of Faith, Nurture and Care

Beliefs &Understandings

Values & Mores

Story & Traditions

Identity &Participation

Teacher Models

Discipleship & Service

Assumptions Beliefs

Elements of Adventist Education’s VisionElements of Adventist Education’s Vision

Spiritual Formation

Ethos

Structures & Processes

“The harmonious development of the

Worship

Towards Wholeness

mental, social, emotional, physicaland spiritual capacities”

Emotional Climate

Intellectual Environment

Relationships

Physical Environmen

t

SpiritualConnection

Mis

sion

Mis

sion

God’s self-revelation

The “Grand Story”

Aesthetics

To know, experience and share our hope in Jesus Christ

through Adventist education

To know, experience and share our hope in Jesus Christ

through Adventist education