Organic Child

Grocery stores are dedicating more and more prime space in their establishments to organic produce, meats, and other items.  We see changed packaging and delivery methods to reflect a better respect for health and naturally clean living.  We see a great increase in farm cooperatives.  And, we can’t help but see blogs and posts dedicated to clean living, organic food, and free-range meats in every aspect of social media.   It was just announced that an organic or natural baby and child outfitter startup company is being sold for just over a billion dollars.  Clearly, American families, especially young parents, demand that their food and lifestyle be wholesome, fresh natural and organic products and services.Undoubtedly, these same parents are looking for the same high-quality and clean natural way of educating their most precious gift, their children.  These savvy parents read blogs and posts about their children’s learning styles, learning differences, methodologies, and everything they can in order to make the best choice for their son or daughter.  Rightfully so, these parents want their children’s instruction to match how they were designed.A flourishing school recognizes these trends in addition to ongoing educational research.  Another indicator of a flourishing school is to recognize the needs of the learner and constantly thrive to be more effective as a school system.Salem Christian School, a private Christian school in Eastern Pennsylvania, strives to be constantly improving and be a flourishing school.  This school is dedicating significant time and financial resources to being sure we are attending to our students’ intellectual, physical, and social need design.  Additionally, we recognize that there is a movement (we believe appropriately so) towards a natural and clean living that is more than just what we eat.Two of the action research projects at Salem Christian School are looking into how this research and trend impacts the school:The first Action Research Project asks the question, “How do we design a classroom experience, instruction, and free time to stimulate inquiry and active based learning?”  Mrs. Green, the first grade teacher is piloting this action research project.  Thus far there is attention being given to the second teacher in room, the classroom environment.  This means that the set-up, colors, and other aspects of the classroom make a difference in the child’s ability to learn.  It is fascinating to see how so many subtle and not so subtle things can make a difference in a child’s ability to learn.Developed through one of the school’s professional learning communities, the second action research project recognizes the child’s biological need for play and free-time in order to process what they have learned and spark the curiosity needed to learn more.   Research has shown that this “down-time” is necessary for humans to deepen the learning.  This action research is designed to facilitate this design.  This project asks, “How can we create a natural and authentic play experience that enhances the classroom experience, sparks curiosity, and engages students in a natural and “organic” play environment?”  The playground is being changed in order to provide a natural setting and environment in our attempt to provide an organic learning environment.

Head of School Blog


Share : Share on FacebookShare on TwitterShare on GooglePlusShare on PinterestShare on Linkedin

Flourishing Schools (Part Three)

I have been writing lately about flourishing schools.  In my role as the Head of School, I try to use the research on flourishing schools to help me examine my role in addition to the school’s efficacy.  I have been using questions in the self-evaluation.  One such question a school should ask itself in determining its strength and value is, “Is there an extensive and adequate student activities program?” To answer this, we must first agree with the value of student activities and exactly what student activities encompasses.Student activities are anything that the student does in a school program outside of the classroom and the specific learning outcomes described in the curriculum maps.  This would include athletic and non-athletic activities such as, athletics, clubs, and other outlets for students to extend themselves beyond the classrooms lessons.The nagging question for any educational leader is, “Do they help the students achieve those important outcomes?”  Student activities have assumed an increasing and apparently permanent role in schools, yet they seem to escape the critical scrutiny of curricular review that is applied to academic areas. Great, but, do student activities contribute to the achievement of intended learning outcomes?Student activities have assumed an increasing and apparently permanent role in schools, yet they seem to escape the critical scrutiny of curricular review that is applied to academic areas. Great, but, do student activities contribute to the achievement of intended learning outcomes?Research only provides limited help. Because the nature, number, and quality of student activities varies greatly from school to school, the conclusions can only be made in regards to a particular school.   Conclusions and suggestions may be helpful for pro-grams in other schools, but do not necessarily apply.  However, even though they are not generalizable, they can give insight during a school’s self evaluation when answering the questions about a flourishing school. Thus, I use the research from other schools to glean as much insight that I can.Here are some pf the common applicable themes from the research:

  • student activities provide motivation and recognition for many students who do not find motivation or recognition in the classroom.
  • Student activities enhance the student/teacher school/home and many other relation-ships, all effecting the school climate.
  • Although some activities rated higher than others in the categories of thinking, communicating, and cooperating, there is a clear consensus that student activities do contribute to the achievement of the learning outcomes.
  • Cooperation is the most highly rated outcome in both athletic and nonathletic activities. Since cooperation is an important life skill and cooperative effort in academic disciplines is limited, student activities fill a critical void in this area.

Of course there are many more reasons the student activities (athletic and nonathletic) are important.  This is why Salem Christian School works at ensuring the student life component of our program is robust.  Almost every student at our school is engaged in some student activity. Subsequently, we have implemented a Director of Student Life.  He is responsible for student council, spelling bees, Math Olympics,  fine arts events, varied clubs,  and many other opportunities for students to become involved.   Of course, our Director of Athletics is responsible for Middle School and High School, Varsity and Junior Varsity, ACCAC and PIAA games.    I for one am looking forward to seeing what programs Mr. Ference will be bringing to the school in future years through his position as Student Life Director. Additionally, I am excited to here of the addition of a junior varsity boys basketball team.

We welcome people with the ability and passion to offer after-school clubs, student activities, and other ideas.  Beware, if you have a great idea, we may call on you to come alongside of the school to get it started!

Flourishing Schools (Part One)

Flourishing Schools (Part Two)

Head of School Blog


Share : Share on FacebookShare on TwitterShare on GooglePlusShare on PinterestShare on Linkedin

Flourishing Schools (Part One)

Lately the Salem Christian School governance, administration, faculty, and staff have been discussing the indicators of a flourishing school.  The School Committee (school governance) has been systematically evaluating SCS and how this school matches the rubric of a flourishing school rather than just an effective school.  The administration and directors are reading a book on school change and have been having significant discussion on how we can most effective lead the areas of school that are under our responsibility.  The faculty has been researching aspects of the school that they are passionate about seeing get stronger.  It is exciting to see this continued self-examination blossom into programmatic growth.

Curran (1983), a leading researcher of effective schools, based upon his research as well as the wide body of research available has provided some questions a school could use in self-examination.  We are using asking these questions as we continue to look for areas to improve.  The answers testify to what an excellent school that SCS is.

The questions Curran (1983) asks, “Does your school have:

  1. … a principal who is an active leader?
  2. …a positive school climate?
  3. …agreeable and workable discipline procedures and policies?
  4. …teachers who have high expectations for students?
  5. ..parents who are involved in the educational process?
  6. …productive methods of evaluating curriculum?
  7. …effective methods of evaluating teacher performance?
  8. …consequential methods of determining and evaluating student growth?
  9. …a realistic philosophy of education?
  10. …an extensive and adequate student activities program?
  11. …significant student services?


Curran and the others research and write from a secular worldview.  Therefore, they are not expecting or infusing the spiritual component into the mix.  However, as believers, we know that this is an important ingredient in an excellent and flourishing school.


I look forward to expounding on each of these questions in future weekly blogs.  It provides an opportunity for self-reflection.  Additionally, the helps us to see what an exceptional program we have here at Salem Christian School.


Curran, T. J. (1983). Characteristics of the Effective School–A Starting Point for Self-Evaluation. NASSP Bulletin, 67(465), 71-73. doi:10.1177/019263658306746514

Flourishing Schools (Part Two)

Flourishing Schools (Part Three)


Head of School Blog

Share : Share on FacebookShare on TwitterShare on GooglePlusShare on PinterestShare on Linkedin

Teach Them Intolerance

LET’S TEACH OUR CHILDREN TO BE INTOLERANT!  Yes, I do mean this without any reservations.  But, first, we must understand when and how to do so.  Why should we tolerate things that are harmful and wrong?  Why should we accept the political correctness that squashes the Gospel?  We shouldn’t, and we should teach our children not to be so tolerant to these ideologies.  But, we must teach them to be tolerant and accepting of the people who espouse those ideas.  Can it be done?  If the Bible is true, then yes.  It can.  After all, we are told to love the sinner and hate the sin.  Isn’t it the same?

I read a quote by Dr. Machen recently and was intrigued.  Beyond the heady intellectualism of the words I found a truth that haunted me for days.  I already admit that I am different in that sense.  Most people would move on and forget the quote quickly.  I could not.

“Involuntary organizations ought to be tolerant, but voluntary organizations, so far as the fundamental purpose of their existence is concerned, must be intolerant or else cease to exist.”
― J. Gresham MachenChristianity and Liberalism

I was haunted about the immense privilege and responsibility of Christian school students, parents, and educators.    We voluntarily choose this organization.  We choose to immerse ourselves in the Truth each day.  We are a voluntary organization of folks who choose to ensure that the truth is instilled into the next generation, equipping them to change their future trajectory towards a more sacred path.

If Dr. Machen is correct, then we as believers who choose to follow Christ must be intolerant to the offenses against God’s truth.  We must stand up boldly and bravely proclaiming the Gospel and his truth.  However, in order to do so, we must ourselves understand God has absolutes for us to follow.  We must transform our minds to think like Christ.   Then, we must teach our children so they can be intolerant.  Why should we ever accept the counterfeit that steals of us of our purpose?

Mind you, I am saying that we be intolerant of the things creeping into our voluntary organization of Christ followers. I am not saying we should be intolerant of the people who are selling them.  To them, we show love and compassion while pointing out their goods are rotten.  Perhaps, we can persuade them with the prodding of the Holy Spirit to see that our organization is necessary.

Now can you see why it haunted me?  I could not shake the weight of my calling as a follower of Christ and educator.   It impressed on me the importance of teaching intolerance of the worldly things that are pervasive in our thought.  Are you ready to be intolerant? So, let’s be intolerant! Furthermore, let’s teach our children to be intolerant of the secular ideologies that are swallowing their eternal hope all the while loving those that don’t understand the harm they cause.

Head of School Blog

Share : Share on FacebookShare on TwitterShare on GooglePlusShare on PinterestShare on Linkedin