Leadership in Theological Education, Volume 3: Foundations for Faculty Development

Teachers are influencers. The faculty are the frontline, leading students into teaching-learning encounters in our theological institutions. Their influence leads to equipping and forming Christian leaders for the church in our world. Along with leading the academic program, a key area of academic leadership is developing the faculty. To transform theological education for transformed leaders, the academic leaders must walk with faculty through their own development as teachers, as scholars, and as servants of the Lord Jesus Christ.

Drawing on years of investing in leaders around the world, this final volume from the IPAL training is filled with encouragement and instruction on this work of faculty development. It will become a much-referred-to manual for academic leaders in theological schools around the world. I look forward to seeing theological schools and training programs renewed as faculty develop through the processes outlined in this volume. May the Lord transform us, so we can transform others.

Paul Allan Clark, PhD

Director of Education, Overseas Council,

United World Mission

Leadership can be a solitary art. This book not only provides a rich palette of resources for those involved in leadership positions in theological education, but also gives a sense of global companionship in the task.

Marvin Oxenham, PhD

Director, ICETE Academy

General Secretary, European Council for Theological Education

Faculty development is directly proportional to the growth of theological schools. This book contributes to the healthy development of recruitment and training of faculty. All the contributors are theological experts and practitioners. Gone are the days when we measure the success of faculty recruitment by the number of good recruits with excellent grades. Leaders are not only readers, but mentors who dare to spend more time in integrating theories with practical matters.

Joseph Shao, PhD

4th General Secretary of Asia Theological Association

President, Biblical Seminary of the Philippines

An integral part of achieving the mission and vision of theological higher education, rests on the ministry of our faculty. This book emphasizes their critical role and brings to our attention the need for a holistic approach to their professional development. The biblical models of Jesus and Paul provide the foundation to a well-rounded analysis of elements that must be considered in order to help our faculty grow, not only in their craft as teachers and educators, but also in their capacity of becoming academic leaders and mentors to others. One excellent component of this book is how it goes from the big picture to very practical tools that can be promptly applied in our schools. A must-read for current and future academic leaders.

Jenniffer Contreras Flores, PhD

Academic Dean, SEMISUD, Ecuador

Leadership in Theological Education Volume 3

Foundations for Faculty Development

Edited by

Fritz Deininger and Orbelina Eguizabal

Series Editor

Riad Kassis

© 2018 Fritz Deininger and Orbelina Eguizabal

Published 2018 by Langham Global Library

An imprint of Langham Publishing

www.langhampublishing.org

Langham Publishing and its imprints are a ministry of Langham Partnership

Langham Partnership

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Contents

Cover

Introduction

Part I

Foundational Considerations in Faculty Development

1 The Role of Faculty in Theological Education

Role of Teachers: Biblical Reflections

Role of Teachers: Institutional Considerations

Role of Teachers: Educational Expectations

Conclusion

Reflection and Action Points

Resources for Further Study

2 Definitions and Concepts of Faculty Development

The Aim of Faculty Development: Creating a Model of the Excellent Teacher

The Objectives of Faculty Development: Teacher Growth

The Context of Faculty Development: Team Formation

Conclusion

Reflection and Action Points

Resources for Further Study

3 Establishing an Institutional Culture as a Foundation for Faculty Development

Introduction: A Case in Point

Understanding Institutional Culture

Basic Premises Regarding Institutional Culture

Understanding the Context of the Institution

Envisioning the Ideal Culture

Establishing Institutional Culture

Conclusion: A Case in Point

Reflection and Action Points

Resources for Further Study

Part II

Practical Ways in Faculty Development

4 Designing and Implementing a Faculty Development Plan: Strategies for Faculty Development

Step One: Clarify Your Goals

Step Two: Assess Faculty Development Needs

Step Three: Determine Resources

Step Four: Review Possible Strategies

Step Five: Prioritize Strategies and Resources

Step Six: Implement the Faculty Development Plan

Conclusion

Resources for Further Study

Appendix A Sample Class Observation Guide and Report Form

Appendix B Sample Annual Performance Review Form

[Name of School] Core Values

Position Description, Responsibilities, and Expectations

Previous Year’s Personal and Professional Development Goals

Next Year’s Personal and Professional Development Goals

Appendix C Sample Student Course Evaluation Form

5 Administrative Responsibilities of Academic Leaders in Dealing with Faculty

Two Fundamental Realities of Theological Institutions

Recruiting, Retaining, and Releasing Faculty

Resolving Conflict

Dealing with Difficult Faculty

Positive Relational Culture

Faculty Meetings

Conclusion

Reflection and Action Points

Resources for Further Study

6 Using Evaluation to Help Teachers Grow

Are Our Teachers Competent in Their Fields?

Do Our Teachers Have the Pedagogical (or Andragogical) Skills of Teaching?

Do Our Teachers Positively Impact Students through Their Relationships with Them?

Are Our Teachers Responsible in Doing What They Are Supposed to Do?

Three General Comments on Evaluation

Types of Evaluation

Interpreting Evaluation

Conclusion

Reflection and Action Points

Resources for Further Study

Part III

Strategic Processes in Faculty Development

7 Building a Faculty Team

The Foundational Team Disciplines

Trust

Mental Models

Dialogue or the Art of Conversation

Applying Dialogue as a Team Building Discipline

Dialogue: A Fantasy or Possibility?

Reflection and Action Points

Resources for Further Study

8 Coaching Faculty Members in Their Career Development

Coaching

Career Development

Conclusion

Reflection and Action Points

Resources for Further Study

9 Developing the Faculty as Mentors: Cultivating a Developmental Culture to Meet a Critically Missing Element in Evangelical Higher Education

The Importance of Mentoring in the Evangelical Academic Environment

The Biblical Basis for Mentoring

The Need for an Institution’s Commitment to Mentoring

Inclusion in the Institution’s Guiding Principles

Inclusion in Program Curricula

Inclusion in the Institution’s Resource Allocations

Inclusion in the Faculty Development Plan

Conclusion

Reflection and Action Points

Resources for Further Study

10 Developing Academic Leaders from among the Faculty

Academic Leadership: Aspiration or Calling?

The Academic Leadership Structure

Developing Academic Leaders

Academic Leadership Capacity

Some Strategies for Training and Preparing Academic Leaders

Inclusion of Female Faculty in Academic Leadership

Conclusion

Reflection and Action Points

Resources for Further Study

Bibliography

The Contributors

About ICETE

About Langham Partnership

Endnotes

Introduction

Foundations for Faculty Development is the third volume of the ICETE three-volume series on Leadership in Theological Education. It builds upon Volume 1 that establishes the Foundations for Academic Leadership, and Volume 2 that provides the Foundations for Curriculum Design. The first volume discusses the foundations for theological education, highlights the characteristics and responsibilities of academic leaders, and provides insights into the administrative and leadership practices of academic leaders. The second volume addresses the foundations for curriculum design and development, facilitating the teaching and learning processes involved in curriculum development, and aspects of curriculum development that contribute to the creation of learning communities.

The concept of faculty development has taken different focuses and forms since its beginning in the US, which dates back to 1810 with the institution of sabbatical leave by Harvard University.[1] However, it is only in the last six decades that it has really grown, starting in the late 1950s with the student rights movement, followed by the 1960s and 1970s when the concept as we understand it today started to gain more attention. It evolved from exclusively rewarding research and publication success to a more holistic focus on, and concomitant reward for, excellence in teaching and serving. . . . Faculty members increasingly advocated that institutional and career rewards, particularly tenure and promotion standards, should reflect a broad understanding of the nature of their work.[2] From the mid-1960s to the 1970s, the shift from research and publishing required the inclusion of instructional and organizational components for improving teaching effectiveness, which led to the emerging of faculty development units in a number of campuses in the 1980s. As faculty developers and faculty development became more institutionalized, a dramatic paradigm shift took place in the 1990s: the focus of instructional development moved from what had been a singular focus on the development of the pedagogical expertise and platform skills of teachers (the ‘sage’ on the ‘stage’) to include a focus on student learning (teachers as the ‘guide on the side’).[3] In the previous and current decades a new approach to faculty development has emerged, which Ouellett, based on Sorcinelli et al. (2006)’s stages of faculty development, refers to as the Age of the Networker.[4] This stage is characterized by an increasing number of practitioners who bring specific expertise, such as instructional technology, to educational development.[5] This phenomenon is strengthening the dialogue between seasoned faculty development practitioners and relative newcomers, with the idea that there is much to learn from each other.[6] Nowadays, faculty development offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals.[7]

Currently, faculty roles in academic institutions include, among many other functions, developing and teaching courses, developing curricular programs, advising students, mentoring students and fellow faculty members, being committed to the achievement of student outcomes, participation on examination committees, writing grant proposals for research funding, serving on a variety of committees, conducting research, writing for publishing, and participating in scholarly activities. In addition to this, a significant number of faculty serve their institutions at different levels of academic leadership, which requires intentional ongoing faculty development programs.

This volume is organized in three sections which focus on foundational and practical aspects of faculty development. In each chapter, the authors develop the roles and functions of faculty, as well as key components of faculty development.

Part I addresses Foundational Considerations in Faculty Development. In the first chapter, the author discusses the important role of faculty in theological education. He highlights the several factors that determine quality in theological education, including leadership, administration, facilities, academics, teachers, curriculum, students, and resources. However, he argues that teachers play an important role in theological education, related to the institution and the expectations of the students. Understanding the role of faculty is crucial because faculty members are part of the culture of the educational institution. He examines the models of Jesus and Paul as outstanding teachers and draws implications for teachers serving in theological institutions worldwide. As a teacher, Jesus made an impact in his training of the disciples because of his mature personality, his authority as teacher, and the quality of his life. Similarly, Paul’s ambition to know Jesus and live like him made him a teacher with many qualities that allowed him to make an impact on people in his teaching, making disciples, and his writings. In order to help faculty members succeed, academic leaders need to have a good understanding of the institutional environment and expectations of the faculty, in particular faculty expectations concerning their role in the institution. The author highlights the educational expectations of the teachers, including credibility, professional expertise, and the impact that teachers can have on their students as they teach them and prepare them to serve the church.

Due to the critical role of faculty in theological institutions, academic leaders committed to faculty success need to consider how to keep them effective in their teaching. Chapter 2 provides some definitions and concepts which underline the philosophical foundation for a faculty development model. The author highlights the importance of looking at some key issues in the construction of the model, so faculty formation has a clarity of target and intention. He argues that the aim of faculty development is to create a model of the excellent teacher, which, considering the biblical perspective of teaching using the models of Jesus and Paul, requires examining the nature and purpose of theological education, paying attention to the re-emphasis on spiritual formation, searching for integration, and considering the relational aspect of theological education. Faculty development includes key areas in which the development of a teacher needs to take place. The objectives of faculty development focus on academic development, professional competence, personal spiritual/discipleship, and calling and ministry development. According to the author, effective faculty development needs to take place in the context of the faculty team, where faculty members can thrive based on a common calling to theological education and a safe space or environment. That space needs to be one of mutual acceptance, respect, accountability to the team, spirituality, love, intellectual and interdisciplinary support, and an enabling and prophetic space for the churches and society in which the college or seminary is placed.

Another foundational aspect in the development of faculty is the institutional culture. Chapter 3 addresses the need to understand the institutional culture, which generally is influenced by external and internal factors. Consequently, academic leaders who want their institutions to be effective need to envision and shape an ideal culture, one that is established on a foundation of biblical and academic values. In order to attain such a culture, the school’s various levels of leadership need to get on board with its establishment and development, starting with the board of directors (trustees) and the school’s top leadership. Faculty and staff, too, can contribute to the planning and implementation of the institution’s culture, committing to and living out the mission, vision, and institutional values. A hypothetical case at the end of the chapter helps the reader to see how the institutional culture works. The author concludes, A healthy institutional culture creates a positive learning environment, projects a model for the students in their ministries, and brings glory to the One for whom the school ultimately exists.

Part II focuses on Practical Ways in Faculty Development. Each chapter addresses key aspects that determine the success of educational institutions’ ongoing efforts toward the development of their faculties. In Chapter 4 the author suggests various practical steps for designing and implementing a faculty development plan. The first step consists of clarifying the school’s goals by defining what is God’s calling for each school. He suggests that the school’s goals need to include three critical components toward faculty development: a culture of humble service and professional excellence, a culture of collaboration and mutual care, and a culture of growth. The second step has to do with assessing faculty development needs. Learning from faculty members about their areas of interest, expertise, frustrations, and desired growth is critical to a successful faculty development program which also takes into account the institutional culture. Third, determining the resources of time and money is critical in designing a plan, especially for institutions that possess limited resources. Fourth, a review of the available strategies at the outset is key to a successful ongoing development plan. Academic leaders are not limited to strategies that require funds; there are strategies that use resources that already exist in the institution. Fifth, prioritization of strategies and resources is very important. Identifying the highest-priority faculty need and accessibility will help in determining where to start to move beyond intentions to a plan for the professional development of the faculty. Finally, after a careful process and consideration of the previous steps, implementing the faculty development plan is critical, because faculty are the greatest resource and they are the curriculum of the school, and because as faculty we serve in a world that is constantly changing. The chapter is followed by some sample forms that can guide the reader to perform a class observation and report, annual performance reviews, and student course evaluation.

Among the many day-to-day administrative responsibilities that academic leaders carry out is dealing with faculty as part of building a body of those committed to the institution’s educational tasks. The author of Chapter 5 begins by establishing two premises regarding faculty in theological education. The first is that theological institutions are first and foremost spiritual entities. Therefore, their faculties must, above all else, be spiritually alive. Second, faculty members are first and foremost fellow Christians and human beings (1 Cor 12:12–26). Therefore, they must be treated as members of the Christian community. With this in mind, the author highlights some of the complex and challenging administrative responsibilities of academic leaders when it comes to dealing with faculty in the spiritual environment of institutions of theological education. Academic leaders are responsible for recruiting, retaining, and releasing faculty. To maintain the quality of the institution it is essential to hire well-qualified faculty who fit with the faculty and the culture of the institution. In addition, academic leaders can insure the success and retention of newly hired faculty by providing induction, orientation, and support, and by protecting them from overload or unnecessary committee assignments. A more delicate task has to do with releasing some faculty, which may be necessary for different reasons. Resolving conflict among and with faculty also requires immediate attention to preserve unity and harmonious relationships at all levels of the institution. Another challenging demand on the academic leader pointed out by the author is dealing with difficult faculty behavior. Enhancing a relational culture can contribute to a genuine spiritual community. Leaders can lead the faculty using a variety of meetings to enhance communication and a collaborative environment among the faculty community.

Evaluation is another important resource in the development of faculty. Chapter 6 focuses on how evaluation can help teachers grow. Academic leaders can discover if faculty are competent in their fields, if they have the pedagogical (or andragogical) skills of teaching, if they are positively influencing students through their relationships with them, and if they are responsible in doing what they are supposed to do – and this requires clear expectations. Effective evaluation, according to the author, requires a reference point with clear definitions of the standards that faculty need to achieve through teaching to students. It also requires an adequate perspective to interpret the evaluations that come from students. In order to benefit from any evaluation it must be part of an ongoing evaluation system in the institution. Types of evaluation include self-evaluation, evaluation by students, and evaluation by colleagues. The author identifies the last as the most powerful tool to shape what teachers do, in affirming their good habits, and in pushing them to change. Faculty can grow in confidence in the teaching team, in understanding how things fit together in the curriculum, and in awareness of the role that they play in shaping a healthy learning community. The author argues for the need for institutional assessment to understand how the faculty are doing, and whether the institution has the right faculty members for the programs it offers.

Part III discusses Strategic Processes in Faculty Development. Building a faculty team is a strategic process in institutions of theological education due to the role of faculty in the formation of church ministers. Chapter 7 establishes the foundations for faculty to function as a learning community that continuously learns to improve and enhance its members’ capacities to achieve their shared vision . . . [and] continuously grows together in Christlikeness. Therefore, academic leaders are called to build a faculty team. The foundations for team building highlighted by the author include disciplines such as a shared vision, trust, mental models, and dialogue. Acknowledging that trust is the underlying discipline for team building, the author focuses on and integrates the last two disciplines as critical for team building. The contribution of mental models resides in their influence on how we act and react, behave, and interpret and view reality, people and experiences. Dialogue, on the other hand, builds upon skills such as listening, respecting, suspending, and voicing. It is enabled by trust. The author discusses several sources which all highlight the importance of open discussions, constructive communication, conversation, or dialogue as a key practice in developing trust and building teams.

Developing the faculty as mentors is the focus of Chapter 8 in which the author establishes the premise that mentoring provides the missing element needed within institutions and beyond them to become more successful in helping fulfill the Great Commission as Christ envisioned it. Effective mentoring requires that faculty members know how to mentor the students and possess a personal commitment to doing so. Educational institutions need to sufficiently value the mentoring of students to include it as a crucial element in their philosophy of education, and the job descriptions of the faculty and staff. Building upon the biblical foundation by highlighting the examples of teachers such as Jesus and Paul who served as mentors, the author argues for a commitment to mentoring among educational institutions. Academic institutions that want to be effective in mentoring students being trained to serve the Christian community need to include mentoring in the key components of the institution, such as (1) their guiding principles, balancing mentoring with academic rigor; (2) the school’s curricula, to ensure it will take place, will be effective, and will be reinforced as part of the institution’s DNA; (3) the institution’s resource allocations, such as time, facilities, personnel, and funding; and (4) the faculty development plan, providing the picture of an effective mentor, and securing mentors who resemble that picture. The author concludes, Training effective mentors is not an option for evangelical academic institutions; it is the essence of their calling in helping make Christlike, multiplying disciples.

Similarly, coaching is another concept that has gained attention in recent decades, especially in the business world. However, it has entered other spheres, such as academic circles. Thus, Chapter 9 discusses how coaching is being used to help faculty members in their career development. The author makes a clear distinction between coaching and training, arguing that the primary objective of training is "meeting the needs and advancing the purposes of the institution," while coaching focuses on the individual needs. Another distinction has to do with the means of coaching; thus, while training takes place through instruction, coaching uses the means of inquiry, assessment, and modeling. Helping the faculty to allocate resources, including resources of time, funds, and connections, is also an important part of coaching. The purpose of coaching is to help individual faculty members in their career development, which includes two perspectives: moving from the individual to the collective, and from uniformity to uniqueness. Moving from an individual to a collective view of faculty allows the identification of different faculty profiles, in which the academic profile gets more attention. Moving from uniformity to a uniqueness perspective reflects the categories of development needed, including self-understanding, interdisciplinary conversations and contributions, teaching and learning, and biblical integration, which the author suggests should be high priorities in the coaching conversations. Coaching thus cultivates the individual potential rather than the imposition of conformity to a uniform ideal.

Finally, as I (Orbelina) teach students pursuing their doctorates, I get to interact with them while they are studying and after they graduate. While some have come on our programs to pursue doctoral education specifically because they were already in academic leadership positions or needed the credentials to opt for an academic leadership position, others were not in an academic leadership position nor thinking they would get into academic administration, but have since been appointed as president, dean or academic director, associate dean, department chair, or director of programs. The latter group connect well to the topic that I explore in Chapter 10 on developing academic leaders among the faculty. In the chapter, I discuss various aspects that can help encourage current academic leaders to consider how to develop their own faculty members and help them to be ready to undertake academic leadership positions in their institutions. First, due to the complexity of academic administration, faculty moving into such positions need to be clear that God is calling them to it. Knowing that they are responding to God’s calling and their having a strong desire to support the mission and vision of the institution will help them navigate the challenges of their positions. I also argue that in order to develop academic leaders from among the faculty, it is important to understand the academic leadership structure. Understanding who should develop the emerging leaders or those who are already in position, as well as the challenges of developing academic leaders internally, is critical due to factors such as institutional and faculty culture, decision-making structures, the phenomenon of the influx of outsiders, and sometimes the institution’s limited resources. Building leadership capacity will aid in developing the specific skills needed for each leadership level in the institution, and this requires being intentional in using strategies for training and preparing leaders. Some of those strategies are committee assignments, getting faculty and current leaders to participate in formal and informal training programs, mentoring, and personal career development plans, among many others that institutions can identify as effective strategies in their own contexts. In my chapter, I also argue for more opportunities to include female faculty in academic leadership, since women keep proving that they are qualified and can make a great contribution to the institution and therefore to higher education in general.

To conclude, we would like to reiterate the words of Austin and Sorcinelli in the conclusion of their article The Future of Faculty Development: Where Are We Going?

Today, faculty development constitutes a strategic lever for institutional excellence and quality, and a critically important tool for fostering institutional readiness and change in response to the array of complex demands facing universities and colleges. Those working within the faculty development profession can be assured of work that is strategically important, intellectually demanding, and professionally rewarding in its contribution to fostering institutional and individual excellence.[8]

Fritz Deininger and Orbelina Eguizabal

Editors

Part I

Foundational Considerations in Faculty Development

1

The Role of Faculty in Theological Education

Fritz Deininger

Achieving excellence in theological education is a challenging objective. It means preparing men and women well for ministry in the church and the world. Giving them the tools they need to manage their own lives and to minister effectively is the task of the seminary and the training programs. Even though academic leaders and faculty play a prominent role in facilitating quality education, it should not be overlooked that other factors contribute to excellence in theological education as well. This is shown in figure 1.1.

Figure 1.1: Factors Contributing to Excellence

As academic leaders develop excellence in theological education, they need to pay attention to all areas in order to discern what needs to be improved. Their task is to define what role each area is playing in the overall achievement of the objectives of the seminary. Facilitating a working relationship among the faculty and staff and an understanding of their important roles in the success and effectiveness of the training programs creates an atmosphere conducive to teaching and learning. This needs to be highlighted because faculty members cannot fulfill their roles in the seminary unless they relate well to other areas of the institution. They do not just teach in the classroom; they are part of the institutional culture.

Before proceeding to the role of the faculty in theological education, it is