8/14/2019 ISSUES 2013-47-1 Fall

1/38

ConnectingWITH THEnon-connected

Fall 2013 Vol. 47, No. 1

SchoolTHROUGHANDChurch

school and ch

IN CHRISTIAN EDUCATION

8/14/2019 ISSUES 2013-47-1 Fall

2/38

A PUBLICATION OF CONCORDIA UNIVERSITY, SEWARD, NEBRASK A

Connecting with the Non-Connected through School and Church

Fall 2013Vol. 47, No. 1

Reflections

Rev. Dr. Brian L. Friedrich, President

Editorials

Key Connectors: Missional Leaders of Lutheran Schools

Dr. Peter A. Meier

Characteristics of Non-Connected Families: Lost Lamb Logistics

Rev. Dr. John W. Oberdeck

Building Community Bridges through the Lutheran School

Mike Zimmer

Opportunities for Congregations to Connect with the Non-Connected

Rev. Dr. Anthony J. Steinbronn

Book Reviews

3

Editor

Editorial Committee

Editorials

Book Reviews

Associate

Associate

Graphic Design

Copy Editor

Circulation Coordinator

Issues in Christian Education is ava ilable online only. We encourage church workers, lay leaders, interested

congregational members, university and seminar y faculties, district and synod offices, and libraries to visit

ww w.cune.edu/issues and simply complete the sign-up form on the page.

Marvin Bergman, Ed. D., Ph. D.

Russ Moulds, Ph.D.

Terence Groth, S.T.M.

Daniel Thurber, A.D.

Brian L. Friedrich, M.Div., Ph.D.

Seth A. Boggs, M.F.A.

Marlene Block, B.A.

Holly Matzke

4

8

16

22

28

36

IN CHRISTIAN EDUCATION

8/14/2019 ISSUES 2013-47-1 Fall

3/38

CONCORDESIGNSTUDIOA Student +Faculty Design Collaborative

TYPEFACES USED IN THIS PERIODICALTitles set in 22 point Mrs. Eaves Roman (Emigre of

Sacramento). Tracking normal.Subheads set in 13/13 point Mrs. Eaves bold.By-lines and author information set in 13/13 point

Mrs. Eaves small caps.Footers and folios set in 11 point Mrs. Eaves.Feature articles set in 11/13 point Mrs. Eaves.Three column text set in 9/10 point Mrs. Eaves.

Layout, design and illustration by CONCORDesignof Concordia University, Seward, Nebraska.Artist: Seth A. Boggs, M.F.A.

This edition of Issuesmay be the most important edition we havepublished during the years of my presidency. In the following pages,the authors and illustrator seek to address the characteristics offamilies involved in Lutheran congregations, schools and child-

care centers who are not connected to a faith community, and toarticulate ways in which pastors, principals, teachers, lay personsand school and child-care ministries, includingvbsand Sundayschools, can develop ministries involving the non-connected. AsI read and reflected on the contents of the edition, the Holy Spiritinspired words of St. Paul focused my thoughts:

For though I am free from all, I have made myself a servantto all, that I might win more of them. To the Jews I became asa Jew, in order to win Jews. To those under the law I becameas one under the law that I might win those under the law.To those outside the law I became as one outside the law

that I might save some. I do it all for the sake of the gospel,that I may share with them in its blessings (I Corinthians9:19-23, esv).

Mike Zimmer, in his article, Building Community Bridges throughthe Lutheran School, paraphrases St. Pauls divinely inspired

words when he writes: Equipping disciples who make disciplesis our mission. This mission is best viewed alongside the localcongregation where Word and Sacraments reside. God sent Hisone and only Son, Jesus Christ, to connect a world of peopledisconnected from Him because of their sin and brokenness. Jesus,because of His love for all people, disconnected from His heavenly

home to enter our earthly homes so that He might connect thedisconnected (read: each and every one of us) to God.

Except for the appropriation of Gods grace to those who believeand trust in Him through the gift of faith, you and I forever

would be non-connected from God. However, because we now areconnected, we are called to be in the Gospel-connecting business.

And God gives us the tools: His church, the gifts of the forgivenessof sins, Word and Sacraments, and the talents, ideas, abilities andenergies of the people He gathers in local congregations and schools.God does so in order that we do the marvelous yet challengingtask of making disciples in the name of the Father and of the Sonand of the Holy Spirit and, as we do so, teaching them to observe

all He has commanded us so that they will be connected to Himfor all eternity.

BRIANL. FRIEDRICH, PRESIDENT

reflectionsreflections

8/14/2019 ISSUES 2013-47-1 Fall

4/38

4

this: The outcomes in my life are dependent upon whatI do or dont do.You can knock yourself out toconnect with your community, do things

well and have lots of new people show up.But on the other hand, you can faithfullyput in lots of effort, do things well and have

very few people show up. The bottom line isthis: you can work hard, do whats workingfor other people, and yet at the end of theday, the results are not in your hands. But

you know what? Thats a good thing!Paul once found himself in the middle of

a church controversy that involved results.Some liked how Paul did ministry, othersfollowed Apollos, and this became the source

of significant arguments (1 Corinthians 1:10-11). Paul set the record straight on who wasbehind the results in the church: I planted,

Apollos watered, but God gav e the growth. So nei therhe who plants nor he who waters is anything, but onlyGod who gives the growth (1 Corinthians 3:6-7).

This is wonderfully clear! Here is thelogic: 1) God gives the growth. 2) God isresponsible for the growth. 3) You are not!

Only one person has walked this earthwith the ability to make things go the wayhe wanted, and his name is Jesus. Yet, Jesushumbly set his ability aside and allowedeverything to go wrong. As he headedtoward his death, a multitude of angels

remained at his disposal, able to swoop inand miraculously save the day (Matthew26:53). He didnt call them. Instead, hestepped into our place and endured the

worst result anyone could imagine: Thecrushing weight of our sin and separationfrom God. Because he endured the results wedeserve on the cross, we know that Gods lovefor us isnt determined by our performance.Gods love for you is constant because of thecross and empty tomb of Jesus.

Does that mean we shouldnt work hard?No. Does that mean our work doesnt matter?Not at all. What it means is this: God is atwork through us, in spite of us and without

us. When peopledontshow up, youre stillloved by God, and God is still at work but not the way you hoped. When people doshow up and even become believers in Jesus,

editorials

When They Dont Show Up

At the Lutheran grade school I attendedwhile growing up, every Monday our teacherswould take worship attendance. Did you goto church on Sunday? Week in and weekout, the majority of my classmates wouldanswer Yes. If our class did somethingspecial that week, like sing a song during

worshipeveryone was there!Times have changed. At my previous

congregation, a church plant that met in aschool, we hosted a Vacation Bible Schoolevery year. The school in which we met andtwo other local schools let us distribute and/or make available fliers inviting the childrenin our community. Kids took us up on our

invitation, and we welcomed five times asmany kids tovbsas we normally would ona Sunday morning!

However, the question that burned in ourminds was this, How can we attract all thesenew families and children to our Sundayservice? For a couple years, we decided toteach the kids a song during the week andthen invite them to join us for worship onSunday to sing the song. Surely parentswould beam with pride as their children sangfor the congregation! But we were quicklydisappointed. Not only did kids from thecommunity not show upneither did manyof our own kids!

Perhaps something like this has happenedto you as well. You work HARD to connectwit h yo ur co mmu nit y, ye t wh at yo uenvisioned does not come to pass. It can bediscouraging. Or, maybe its just lookingaround at the people in worship Sundayafter Sunday and thinking, How come Idont see more students and families fromthe school? The school is supposed to beour inroads into the community, but itseems like fewer and fewer students actuallyparticipate in worship.

You, l ike me, might star t to have morequestions than answers. Is there somethingwere missing? Were doing a lot of work, but

what do we have to show for it?These arent bad questions. Yet, behindthem is an assumption about the world thatis really a half-truth. The assumption is

God worked through you but the results arehis doing. What does this mean? Whether

youre seeing lots of people come to faith ornotkeep planting the seed of Gods gracein peoples lives!

At my forme r co ngre ga tion, wh ensomething would happen where we didntsee the results we desired, a good friend ofmine would say, Thats something to prayabout. Honestly, that used to frustrate me.If we werent getting the results we wanted,I thought that meant we needed to workharder or do something different!

However, experience has taught meotherwise. If Im already working hard

and decide that more people will believe inJesus if I work harder, Ill burn out. If whatIm doing isnt working so I keep switchinggears to the latest ministry trend, prettysoon the congregations collective head willspin. Finally I realized that my friend wasright. When things dont happen the way

you hoped, or when you simply dont knowwhat to dothats a great sign of your needfor prayer.

In ministry and in life its freeing to putthe results in Gods hands rather than yourown. If things work, thats grace. If theydont, that doesnt define you. Jesus graceand love for you are not tied to resultsthey

are tied to his cross and empty tomb.Jesus work for you doesnt make reachingnew people easier, but it does give you thegrace you need to keep working hard even

when things arent going well. His lovereleases you from the vicious cycle of despair

when people dont show up, and pridewhen they do. The important thing is tokeep planting the seed of Gods grace thatthe world so desperately needs. You plant,someone else waters, and as the message of

Jesus grace and truth goes forthGod willbring the growth!

Marty Strohschein

Associate PastorCross of Christ Lutheran ChurchAnthem, Arizona

marty@anthemcross.org

8/14/2019 ISSUES 2013-47-1 Fall

5/38

8/14/2019 ISSUES 2013-47-1 Fall

6/38

8/14/2019 ISSUES 2013-47-1 Fall

7/38

supplies each fall to give kids throughNorthfield Human Services. We give giftsto the poor in the community at Christmas.Members have mentored middle and highschool students. We have held community-

wide service events and concerts w ith freefood and games for the kids. We started amopsprogram (Mothers of Pre-Schoolers)and provided an educational speaker forthe school district. We have hosted theBaccalaureate service at the high school forseveral years. I serve on the local Kiwanisboard of directors. We build relationships

where we can and pray for the Holy Spiritto work in the lives of people.

I met Pam and Bob through the Kiwanisclub at weekly meetings. I didnt know themwell. When they stopped attending Kiwanismeetings, we learned that Pam had beendiagnosed with breast cancer. I decidedto make a phone call and maybe visit theirhome. Ultimately, I made many visits overthe year. Pams cancer spread. It becameapparent that she was going to die andleave her husband of 43 years, their fouradult children, and their grandchildren.By Gods grace I served as the voice of godlyhope in their home, actualizing John 16:33as a pastor speaking into their lives. I camesharing scripture and Psalms of hope. I

prayed with them on each visit. Shortlybefore Pam died, I shared the hymn, Myhope is built on nothing less I sangit while Pam lay quietly on her bed, nowunder hospice care, with her husband nextto her. This moment became somethingextraordinary, a Holy Spirit moment. Aweek later she was gone. Through thesevisits Pam did make a test imony of faith.She had drifted from her Baptist heritageand now embraced the salvation that Christ

Jesus had given her.

Pam asked me to do her funeral. I sharedher hope in Christ Jesus, calling on thecommunity to explore their own faith. Ithas been two years since that funeral. Bobdoesnt attend Living Water or any otherchurch, yet he and I still continue a verywarm relationship. I do trust the Holy Spiritis working in his life. In this and other waysLiving Water has become the communitycongregation that also sponsors me as theirpastor in that larger community. At theend of 300 miles Team Living Water ridesinto the Michigan International Speedway

with hundreds of people cheering. After300 miles of strong winds, weariness,

and spandex, we hear people shoutingand clapping. The ride is coming to anend. Exhausted, we get off our bikes andwalk onto a stage where our Living WaterMake-a-Wish child, Mackenzie, puts amedal around our necks. That is worth our

suffering. I now have eight medals on mywall constantly reminding me of the difficultjourney with a celebration at the end.

In the midst of all our suffering thereis a bigger story. It is the story of grantingsick children a wish and a moment of peacefrom their illnessand many other ways thatLiving Water reaches into the communitywith signals of Christs love. This is the story

of Living Water. There are celebrations ofPam but also of Manny and Connie and Samand Annie and Sammy and Spencer and Pauland others. The journey is difficult andIdont say this lightlyI love the celebrations.

Daniel FlynnPastor, Living Water

Whitmore Lake, Michigan(a site of St. Luke

Lutheran Church, Ann Arbor)dflynn@livingwatermi.org

Fall

2013

8/14/2019 ISSUES 2013-47-1 Fall

8/38

and seemingly inevitable closure of once vibrantLutheran schools.A number of trends currently af fecting

Lutheran schools can be identified. Trendsare those forces which impact an institutionand which are able to be reasonably predicted.

While trends indicate change over a period oftime, by definition trends cannot be changedby the action of individual leaders, schools,and congregations. Trends affecting Lutheranschools include demographic changes in thecommunity and in Lutheran churches, socio-

cultural changes, generational attitude changesas well as economic factors which affect familyincome and congregation financial support.Our post-church context finds the churchssignificance in many communities to be

waning. Added to these factors are increasedchoices and competition from public schools,charter schools, home schools and otherChristian schools.

Leadership and Trends

Trends are often blamed for the crises andfailures experienced by Lutheran schools, yettrends themselves cannot be changed by leaders.It would be more accurate to say that successesand failures of Lutheran schools are caused byhow effectively and creatively church and schoolleaders and their followers address these trends.Particularly in challenging times, leadership isthe key variable. Unfortunately, a lack of clarityand unified focus on their mission purpose hasoften prevented Lutheran school leaders and

Dr. Peter A. Meier

is the Executive Director

of the Center for United States

Missions located on the campus

of Concordia University Irvine.

Peter.Meier@cui.edu

www.centerformissions.org

The 2,444 Lutheran schools operated by3,527 (59 percent)lcmscongregations serve255,175 students and their families.1In theseschools, the Good News of Jesus life, death,and resurrection is taught, the forgiveness ofsins is proclaimed in His name, children areled in worship and discipleship, and manyare brought into the family of Christ throughthe waters of Holy Baptism. Lutheran schoolsare potentially the greatest and most effectivemission outreach avenues and mission trainingcenters for connecting non-connected children

and their families with a congregation, orfaith community.

Challenges and Trends

In these early years of the 21 st century,however, Lutheran schools appear to be invarying degrees of crisis as they face changingdemographics, economic challenges, and a

variety of congregational circumstances. Acomplicating factor is a general declinein denominational loyalty. While some

congregations investigate aspirations to start anew Lutheran school, others investigate the sad

Issues

8

Key Connectors:Missional Leaders of Lutheran Schools

8/14/2019 ISSUES 2013-47-1 Fall

9/38

8/14/2019 ISSUES 2013-47-1 Fall

10/38

seek to equip their members or followers to bethe sent ones God intends them to be. Tobe missional is to see ones life as that of a

gospel-seed-sower in ones every-day missionfield, not as a task done in addition todaily life,but as an integral part ofdaily life. Missionalis seeing oneself as a missionary and actingintentionally as such.

Missional leaders emphasize the callingof each Christian person to live out thismissionary calling in his or her own dailylife and context, so that as elect exiles of thedispersion (1 Peter 1:1), Christians will seetheir strategic role and urgency in partnering

with God in His mission. Lutheran schoolsprovide wonderful missionary training

centers where missional leaders (educators)train apprentice missionaries (students) tolive out their missionary calling in real life.Missional leaders (pastors and administrators)recognize this unique opportunity andwork together as a missionary team to learnand strategize together to accomplish thismission end.

Leadership and Change

Much of what leadership is about has to do with

change.

2

Leadership is about setting a course forthe future and enlisting others to work towardthat vision. Michael Hyatt writes,

Leaders exist to create a shift in reality.Without leaders, things drift along. Theygo where they want to go, following thepath of least resistance. However, whenthis is not desirableor acceptableyouhire, elect, appoint, or becomea leader.The leaders job is to overcome resistanceand make things flow in a differentdirection. His or her job is to create adifferent reality.3

As the leader goes through the process ofdeveloping outcomes, strategies, and actionplans with specific milestones and due dates,Hyatt notes that the leader must also enrollhis team as part of that process. This is themark of great leaders. If you dont do this, youcan expect resistance. And, its not because

your people are rebellious, lazy, or stupid.Its because you didnt do your job as a leader.

With a clear plan and an aligned team, you canmove mountains.4

Leadership and Teams

Thus, leadership is always a team effort. Leadersenlist the support and assistance of those whomust make the project work. Leaders know thatit takes partners to get the job done; they knowthey must work to build trust and a cohesiveteam. They promote the sense that were allin this together.

Leaders assemble teams of committed andmotivated members, and then make certain theoutcomes (ends) are clear to everyone. Leadersthen give everyone the trust and freedom tocontribute toward those ends. Leaders give

their power away, using their power to serveothers, not to serve themselves. Collaborationtrumps competition, resulting in friendliness,cohesion, and high morale, as opposed tofrustration, hostil ity, and low productivity,especially in joint tasks.5

In Lutheran schools, the staff, the pastor-administrator-teacher team, is vital toaccomplishing the mission. When the team isfocused on Gods mission as its inspirationalvision, and when team members realize that

they are not limited by their own power andpotential, but are enlisted in service of Godsmission, and that God is able to do far morethan we can ask or imagine, they can beginto tap into the greatest power source for their

work together. W hile the pastor articulatesthe vision, he must recognize the value and

Issues

10

8/14/2019 ISSUES 2013-47-1 Fall

11/38

ask and seek to answer these questionswithin the context of their mission work as aLutheran school.

A word of caution is in order. Often, whenchurches talk about using their schools as anoutreach into their community, they are lookingfor people to join the church, and so schoolsbecome the bait for catching more members.If our school communities are truly missionfields, then we must learn to think, plan and actlike missionaries. Missionaries see and maketheir schools places where the unconnectedgather and where spiritual conversations aresafe for them. Schools become places whererelationships can develop which presentopportunities to share the Gospel message.

Missionaries think, plan, and act in ways tobring this vision to reality.

Missional Behaviors of MissionalLeaders in Lutheran Schools

Missional leaders are the faces of Lutheranschools in the community. These missionalleaders include administrators, pastors,teachers, and also school parents and children.They are the front-line missionaries in theircommunity or school context, and are key

connectors to the faith family, the church.Their behaviors, beginning with how they thinkabout their role as missionaries, continuingthrough strategic planning and action, are keycomponents in connecting people to Christand His church.

Research identifies certain behaviorspracticed by the leaders of missionalLutheran schools which can be identifiedas best practices for Lutheran schools whostrive to become mission outposts in theircommunities.7There is a living, breathing

connection between missional leadershipand the activities and behaviors promotedby missional leaders and school climate and

vitality. Where pastors, teachers, students andfamilies are intentionally missional, we mayexpect to find strong and healthy schools.

The following twenty-five missionalleadership behaviors were identified by asurvey of Lutheran schools, done as researchfor a doctoral dissertation entitled, MissionalLeadership In Lutheran Schools: A KeyF

all2013

11

engage the team which God has assembledin that place. This team will be more thanmere team ministry. It wil l be developed as a

missionary team, organized to intentionallycarry out Gods vision articulated in the GreatCommission (Matthew 28:18-20).

Missionary Teamsin Lutheran Schools

Missional leaders must not only know howto lead, they must also have a personalunderstanding of and commitment to Godsmission and their intentional partnership in it.This understanding and commitment will affectthe planning and decision making of theirorganization. Applied to Lutheran schools,

school leaders, both pastors and administrators,are not only leaders in education. They must becommitted to an even more powerful conceptthan team ministry. Missional leaders seethemselves as a missionary team whosepurpose (end) is to multiply more disciple-missionaries in their community through theirLutheran schools.

Missional leadership invites conversationand action around three questions. The first,

What does God desire for our church/school?

is a spiritual question, relating to the mission ofGod. Secondly, leaders will discuss a strategicquestion, What would God have us do asindividuals and as a body? The third questionis a structural question, How shall we organize/structure our ministry to best accomplish thesestrategies?6Missional leaders continually

8/14/2019 ISSUES 2013-47-1 Fall

12/38

Component to Lutheran Schools as MissionOutposts (Meier). The intent of the surveywas not to single out behavior or characteristicsof a particular school or leader, but rather toidentify certain behaviors practiced by the

leaders of those schools identified as missionalLutheran schools.8Leadership behaviors arethe critical pieces to identify and to promote as

best practices for Lutheran schools who strive tobecome mission outposts in their communities.The behaviors and attitudes below are listedin order of their actual practice in missionalLutheran schools, according to responses

from administrators, pastors, and others whocompleted the survey.

Issues

12

Table 1. Ranking of Missional Leadership Behaviors based on all survey responses.

25 Missional Leadership Attitudes, Behaviors, and Best Practices of Missional Leadersin Lutheran Schools

Pastor(s) and principal see themselves as "missionary partners" in order to accomplish God's mission.

Pastor(s) and principal speak posit ively about the school and those who serve there.

Pastor(s) and principal feel that what they are doing is important, and create a climate where that feelingis shared among the staff.

Pastor(s) and principal have a "can-do" positive attitude which invites and encourages others to followtheir leadership.

Pastor(s) and principal seek innovative ways to change, grow, and improve.

Pastor(s) and principal demonstrate that they are committed to the success of their staff.

Pastor(s) and principal have c lear, high expectations for themselves and their staff.

Pastor(s) and principal demonstrate openness to change for the sake of mission.

Pastor(s) and principal seek means of promoting and celebrating the school's mission by sharing"success stories."

Pastor(s) and principal set an example by aligning their personal actions with shared values of the church/school ("walk the talk").

Pastor(s) and principal search for mission opportunities and are willing to take risks and make personalsacrifices in meeting the opportunities.

Pastor(s) and principal foster collaboration among their missionary team, promoting the sense that "we'reall in this together."

Pastor(s) and principal both see the school as a "mission outpost" (definition: "a mission outpost schoolis a school that intentionally and effectively engages its community and the world with the Gospel").

The Principal is active in the life of the church (contact with non-school families, has a leadership role,knows children on the cradle roll, etc).

Pastor(s) and principal allow others to take risks and learn from mistakes; they promote alearning climate.

Pastor(s) and principal serve the needs of others over their own ego/needs.

Pastor(s) and principal enlist the staff, lay leaders, parents and students in a common vision of "what Godis doing here."

Pastors are visibly and enthusiastically active in the life of the school (chapel, staff/classroom devotions,

know school families, have contact with students outside of a formal classroom/church setting, etc); hepractices a "ministry of presence."

Pastor(s) and principal intentionally and frequently meet together to plan/discuss mission strategy .

Pastor(s) and principal "give power away" rather than reserve it for themselves.

Pastor(s) and principal regularly and intentionally are in the Word together and pray together.

Pastor(s) and principal both have unified, written goals, and are wi lling to be held accountable to them.

Staff meetings have a designated time of sharing faith conversations, stories of personal witnessing, andwitness methodologies.

Pastor(s), principal, and staff intentionally engage in a program of missional growth/education (eg:reading and discussing missional books, involvement in local mission efforts, training in evangelismmethodologies, etc).

There is a plan to identif y and develop new missional leaders (from students, parents, and staff).

Overall Ranking

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

Average,5 point

4.7

4.7

4.7

4.6

4.6

4.6

4.6

4.5

4.5

4.5

4.5

4.5

4.5

4.5

4.5

4.4

4.3

4.2

4.1

4.1

3.9

3.8

3.8

3.7

3.4

8/14/2019 ISSUES 2013-47-1 Fall

13/38

This research highlighted the major issueconcerning missional leadership in Lutheranschools, namely that pastor of the church andprincipal of the school must see themselves asa missionary team who intentionally partner

to accomplish Gods mission. Missionarypartnership necessitates working together as ateam, rather than merely co-existing as workerson the same staff. To be missionary partnersrequires that each partner clearly understandshis or her role and responsibilities, yet arecommitted to not operate in silos. Missionarypartners share in the planning, strategizing,and carrying out of the church and schoolmission. They meet regularly to pray, share,grow, and hold one another accountable to

goals which have been identified as critical tomeeting their mission strategy.A powerful energy, or synerg y, is created

as pastor and administrator are aligned as amissionary team. They learn to depend oneach other for support and encouragement,for sharing ideas and strategies, for gainingmomentum toward missional goals. Becausethey share values and goals, they find that theyare working as a missionary team even whenthey are acting independently.

The school is most likely one of the most costly,

vi sible, and potential ly productive missionendeavors undertaken by the congregation. Insuch a context, the pastor as leader of the overallmission, and the principal as leader of the schoolmission must see themselves as missionarypartners working together toward a commongoalto accomplish the Great Commission.

Apparently this characteristic is practiced inmissional Lutheran schools and is obvious toothers, as evidenced by the number one rankingin the survey (average 4.7 of 5). Most othermissional leadership behaviors are dependenton this one key behavior.

Somewhat surprising however, are theitems ranked #19 and #21 in the table above.It would seem that these behaviors are veryclosely related to pastor and principal seeingthemselves as missionary partners, yet thesetwo items are ranked lower by respondents. Themissionary partnership of missional leaderswould be strengthened by a more intentionaleffort to meet together for the purpose of being

in the Word and prayer, and to plan and discussstrategy for their mission outpost. The itemranked #22 above also would significantlystrengthen the missional leadership of thesemission partners. Missional leaders who develop

goals together, share written goals, and agreeto hold each other accountable to them, havepotential for greater impact.

Perhaps the greatest disappointment of theresearch was the item ranked last on the list.Creating a plan to identify and develop newmissional leaders (multiplication of leadership)is a key factor in sustaining and multiplying themissional attitudes and behaviors within anorganization. Raising new missional leadersis part of missional leadership that cannot be

overlooked or assumed to be the responsibilityof another.In the post-church culture, Lutheran schools

have the potential to make a powerful impactfor the sake of the Gospel. Missional leaders ofLutheran schools will recognize the importanceof these missional leadership attitudes andbehaviors and work to include them in theirthinking, planning, and acting as missionoutposts in order to disciple children andfamilies with the goal of making more disciples.Imagine the multiplication possibilities if each

of the 255,175 students in Lutheran schoolswere trained and equipped as missionaries bytheir mission training centers also known

Fall

2013

13

8/14/2019 ISSUES 2013-47-1 Fall

14/38

as Lutheran Schools! Lutheran schools are inso many ways, poised to be the best missionaryagencies of the Lutheran church today. These

missional behaviors are a key factor in bringingLutheran schools from a parochial state tofunction as true mission outposts, connectorsin their communities. This is the distinctivefunction and primary reason for Lutheranschools today, separating them from qualityeducation found in many other schools.

Questions for Consideration

A review of leadership and missional literature,together with the survey results, raisessignificant questions for missional leaders inLutheran circles, if Lutheran schools are to

have a key role in efforts to connect with non-connected families.

If missional leadership is truly a keycomponent in connecting non-connectedparents and children with a faith community,what changes need to take place in the trainingof Lutheran leaders such as pastors, teachers,and other professionals? How do thinking,acting, and planning as a missionary fit intothe preparation of all church workers on theuniversity and seminary levels? If we live in a

post-church culture, shouldnt all professionalchurch workers be trained as missionaries toreach non-connected parents and children?Such missionary training might include somebasic contextual and demographic study aswell as understanding how to connect cross-culturally in their communities. At a minimum,should we not train leaders to be comfortable inspeaking of the Savior and engaging in spiritualconversations with other Christians as well asthe non-connected?

Shouldnt our seminaries be more intentional

about training pastors to think and act in termsof missionary teaming with other professional

workers? How might the attitudes and behaviorslisted above be taught and intentionallydeveloped prior to a pastors first call? Is thisleft to seminarians to pick up on vicarage,or after receiving his first call? The uniqueaspects of missionary teaming as compared to

team ministry must be taught and practicedin our post-churched world where churchesand schools increasingly find themselves in

the cultural and spiritual minority, facing therelentless attacks of the Evil One.

If, as some have suggested, the lcmshasthe finest educational system for trainingteachers and pastors, why not use that systemintentionally to train missional leaders whounderstand the dynamics and potential of

working as missional teams to fulfill the GreatCommission? We need church and schoolleaders who are both confessional and missional.If there is a problem in seeing our churchesand schools as mission outposts, or in knowinghow to think, plan and act to accomplish Godsmission, or in understanding how to worktogether as a missionary team to accomplishmission-ends, might the problem be systemic?

Who are those willing to provide the missionalleadership to take on such a task?

Locally, how could leaders who want to startthinking, planning and acting as missionaryteams begin to intentionally incorporate themissional behaviors identified in the research?

Which are already in place? W hich need tobecome more intentional? What role mightcoaching have in helping a staff think, planand act as missional leaders who intentionallyseek to engage in Gods mission?9

What effect does focus on Gods mission as

the organizing principle for a Lutheran schoolhave on gathering needed financial supportfrom the congregation, community, andother constituents?10How does the existenceof a missionary team of workers affect Biblicalstewardship in the congregation and school?

Concluding Thoughts

Lutheran schools require missional leadershipto focus constituents on the mission of God andto carry out that mission in their community,

and to do it as a missionary team. For Lutheranschools to have the missional impact whichmakes them unique and valuable among allthe schools in our nation today, missionalleaders must focus on confessing Christ bytheir missional lifestyle within their community,especially with their non-connected neighborsand friends. Lutheran leaders and Lutheranschools that get this will have a clearmissional purpose, and be recognized as valuedcontributors in their communities. Is

sues

14

8/14/2019 ISSUES 2013-47-1 Fall

15/38

Notes

Lutheran School Statistics, 2009-10 School Year,The Lutheran ChurchMissouri Synod, Districtand Congregational Services, School Ministry.

See, for example, John Kotters Leading Change(Boston: Harvard Business School Press, 1996).

Michael Hyatt, Why Leaders Exist, MichaelHyatt Intentional Leadership (blog), November29, 2010, http://michaelhyatt.com/why-leaders-exist.html.

ibid.

James M. Kouzes and Barr y Z. Posner, TheLeadership Challenge (San Francisco: Jossey-Bass,1995), 153.

These three questions are identified as criticalsystemic questions by Milfred Minatrea, ShapedBy Gods Heart (San Francisco: Jossey-Bass, 2004),

xviii.

Peter A. Meier, Missional Leadership InLutheran Schools: A Key Component to LutheranSchools as Mission Outposts (unpublished DMindissertation, Concordia Theological Seminary,2011). To request a copy, contact the author atpeter.meier@cui.edu.

For this research, missional Lutheran schoolswere identified as those which (1) have a c learsense of Gods mission, (2) display a distinctivelyLutheran identity, and (3) are intentionallyengaged in the life of their community. Usingthis definition, a list of 30 schools was identified

and invited to complete the survey.

For a set of process questions on each of the 25Missional Behaviors, contact the author, peter.meier@cui.edu.

See Jim Collins Good to Great and the Social Sectors(San Francisco: Elements Design Group, 2005),page 18ff, for a discussion on the social sectorand fundraising. The critical question fororganizations in the social sector is not Howmuch money do we make (profit)? but Howcan we develop a sustainable resource engineto deliver superior performance relative to ourmission? Lutheran schools resource engine

depends heavily on personal relationships andexcellent fundraising, the success of whichdepends directly to communication of theschools mission vision and its ability to carry itout in the community. This task is an importantfunction of leadership.

1

2

3

4

5

6

7

8

9

10

Fall

2013

15

8/14/2019 ISSUES 2013-47-1 Fall

16/38

The Rev. Dr. John W. Oberdeck

is Professor of Theology and

Director for Lay Ministry

Concordia University Wisconsin

john.oberdeck@cuw.edu Issues

16

What man of you, having a hundredsheep, if he has lost one of them, doesnot leave the ninety-nine in the opencountry, and go after the one that islost, until he finds it? (Luke 15:4).

My pastor, Rev. Dan Czaplewski, observedrecently in a sermon that a one percent loss inthe shepherding business is an acceptable riskfactor; 99 out of 100 is still an excellent returnunless you are the Good Shepherd who desiresall to be saved. Then you leave the ninety-nineand go after the one that is lost.

There are precious lambs in our Lutheranpre-schools, grade schools, and high schools.Long gone are the days when these lambs wereall members of the congregation.1How manybelieve in Jesus Christ? How many are lostfar from the safety of the sheepfoldcaughtin a thicket of cultural ambiguities, mixedmessages and unbelief? What is an acceptablerisk factor? What if there were ten lost sheepout of a hundred? Or twenty? Or fifty?

We ca nt look into the heart to knowwhere sav ing faith resides, but we can lookat statistics that tell us something of thereligious background of the students in ourschools. What we discover is that in the 2012-13 school year 47 percent of the students are

from Lutheran homes (44 percent LCMS, 3percent Other Lutheran), 36 percent are fromfamilies affiliated with another denomination,and 17 percent are un-churched. With a total

enrollment of 230,815 in Early Childhoodthrough Twelfth Grade, the 17 percenttranslates to 43,332 children.2

We would assume too much to think that allthe churched families are doing well spirituallyand all the un-churched arent. Nevertheless

we do know the percentage of families in ourschools that are in a sheepfold of some kindcompared with those who are not. It gives us aplace to begin. Moreover we know with certaintythe safest place for the family is in the sheepfoldof Jesus Christ.

So we must ask: how successful are our effortsto connect with the non-connected families?The study cited above reports 2,480 childrenbaptized and 1,607 adults baptized or confirmedthrough the outreach of our Lutheran schoolsin 2012-13. Lost lambs are being found through

the ministry of Lutheran schools! For this weare grateful. We are privileged that the HolySpirit uses us in our vocations to bring the goodnews of Jesus Christ to these children and theirparents. At the same time, we realize that thisaccounts for only 6 percent of the un-churchedin our schools.

Lost Lamb Logistics

Logistics is the task of overcoming obstacles inorder to get a product from Point A to Point B.

The term is a helpful way for us to frame thequestion. Of course, we are not dealing with aproduct but with the life-giving message of JesusChrist. Nevertheless, what are the logisticalifI may use the termchallenges for us? What arethe un-churched families like? What are theirbeliefs and predispositions? Are there obstaclesin the way of those who do not respond to ourinvitations of which we are unaware? Can weassist in moving them from Point A to savingfaith in Jesus Christ?

Characteristics of Non-ConnectedFamilies: Lost Lamb Logistics

8/14/2019 ISSUES 2013-47-1 Fall

17/38

Fall

2013

17

In some respects we are already halfwayto the goal. These families are sending theirchildren to our schools even though they arenot connected to the church. We provide thelearning environment and bring the childreninto daily contact with the Word where Jesus

is found. Yet we also know that the greaterformation takes place in the home. In a recentarticle I shared an analysis of potential familytypes based on Luthers observations concerningparents and their gifts for bringing theirchildren up in the faith. Family patterns canbe discerned based on the parents knowledgeand ability to model and teach the faith, theirtime available for teaching the faith, and theirdesire to do so.3

However, that model assumes familiesare connected to the church in a spiritually

meaningful way. The families we are discussinghere are not. Detailed research givingdescriptions of various family types of non-connected families isnt available. What can

we do to be informed?We can observe the culture in which the non-

connected families live and the attitudes andassumptions prevalent within the culture. Wecan examine the various thickets into whichthese sheep may have gotten caught; though theydo not realize their entrapment. From thesesources we can draw relevant and appropriateconclusions about the logistical challenges

we face.Spirituality and Religion. Im very

spiritual, Im just not religious, is a commentfrequently heard today. From a Christianpoint of view this is paradoxical. How canpeople be very interested in things spiritualbut not interested in things religious? Theycan because the meaning of these terms hasmorphed into something new. A generation

or two ago spirituality was a subset of religion.We could look at certain spiritual practicesand label them as aspects of a certain religion.For example, a rosary was an artifact ofspirituality within the Roman Catholic branchof the Christian religion. Religion was the

big thing, and one could find a variety ofspiritual practices within any given religion.

FROM

TO

Over time the position of these two terms

has been reversed. In the minds of many,spirituality is the broad category and religionis a subset found within it. The reversal explainshow individuals can consider themselves

spiritual but not religious. They are open tothe mysterious, the numinous, and the sacred;but are not to the specific, the exclusive, and thecreedal. Religion is seen as narrow-minded,repressive, and bigoted; while spirituality isperceived as open-minded, expressive, andaccepting. In its most extreme form spiritualitydoesnt even need to be connected to a deity, butcan be a free floating oneness with the universe,as illustrated by non-theistic environmentalism.

We are now at the point where religion andspirituality have become two separate anddistinct categories. And so we encounteranother paradox. Openness to spirituality hasbecome an obstacle to the gospel of Jesus Christ.Could our non-connected families be caught inthe thicket of deep spirituality without desiringmeaningful connections to religion?

Spiritual

Religious Spiritual

Religious

8/14/2019 ISSUES 2013-47-1 Fall

18/38

Issues

18

Moralistic Therapeutic Deism. The culturein North America in which the non-connectedfamily lives and moves and has its being is alsoa culture whose spirituality reflects a set ofcommon theological beliefs. Christian Smith

and Melinda Lundquist Denton narrowed thesecommon beliefs down to five in their research,and named them Moralistic TherapeuticDeism (mtd). A God exists who created and orders the

world and watches over human life on earth. God wants people to be good, nice and fair

to each other, as taught in the Bible and bymost world religions.

The central goal of life is to be happy and tofeel good about oneself.

God does not need to be particularly involvedin ones life except when God is needed toresolve a problem.

Good people go to heaven when they die.4

Smith and Denton make it quite clear thatthe adolescents they are studying (two morefollow-up longitudinal studies are now available)did not create mtdon their own, but absorbedit from the adults around them. As the authorsput it, mtdmakes God into a divine butler andcosmic therapist, not a God who saves.

mtd, as you notice, bears little resemblance

to the historic Christian faith. It is self-centered, not God-centered. It has no needfor a savior and thus no place for Jesus Christ.Its universalism is obvious, since only the mostheinous of individuals would be denied a place atthe great banquet of eternityHitler, Stalin andthe usual cast of characters would be excludedbut certainly not you, me or the neighbor acrossthe street. mtdsees the church within societyas an institution whose sole function is to helpus be nice. Nevertheless, many whose religious

world view is colored by these generic relig iousbeliefs would identify mtd as the Christianfaith. Could our non-connected families becomfortably ensconced in the thicket of anmtdworld, very willing to allow our schools

to help make their children nice, but desiringnothing more?

The Tyranny of the isms Individualism,

R e l at i v i s m, Ut i l i t ar ian is m, an d

Consumerism. As we continue to explorepotential logistical obstacles for the lost lambsof non-connected familiesobstacles frequentlyframed by mainstream cultural beliefswerun into a range of isms. Im surprised as Iwrite this that my spell-checker doesnt evenregister ism as a misspelling! The isms areactually a single thicket of obstruction thatmanifests itself in multiple formationslittleconnecting tunnels from one to the other. Eachis philosophically and practically connected tothe next.

Individualism places the self in first position.Lutheran theology correctly warns of the dangerof trusting self because due to our fallen sinfulnatures the self is curved in on itself. We areinherently selfish creatures looking afternumber one. Individualism taken to its logicalend brings an end to community, because the

community must always be brought under thethumb of personal desires.

From this thicket we can easily tunnel torelativism: the increasingly common beliefthat all beliefs are of equal worth. Since nobeliefs can speak for ultimate truth, each is asgood as the other. How does this follow fromindividualism you ask? For my individualismto flourish there must be curbs on any claimsto absolute truth. The last thing I would wantis your truth to inhibit my freedom to choose.

8/14/2019 ISSUES 2013-47-1 Fall

19/38

Fall

2013

19

Like individualism, relativism brings an endto community as my truth competes with

your truth.

From the thicket of relativism its just a shortjaunt through another tunnel to utilitarianism.If each of us has our own truth as individuals andno truth is more or less valid than any other, bywhat criterion can we make any decisions? Well,we do by asking the big question: Does it work?If itwhatever the it isworks, then it mustbe okay. Completely overlooked and bypassedare other significant questions containing

words like should or ought. Just becausewe cando something doesnt mean we shoulddo it. The possibility of genetic engineering

creating new species is one case in point. Butin a culture without a moral grounding in aBiblical worldview, populated by individuals forwhom all is relative, the deciding factor is utility.

And this is how we arrive at the thicket ofconsumerism, because purpose and meaning

within my private world can be found only byhaving as many things that work as possible. Myidentity, who I am, in my culture is determinedby what I have and what I can afford to do. My

job, or what Lutherans would call my vocation,

is practiced only for the purpose of feeding myconsumption of stuff. Taken together these ismspresent a rather dark worldview, but it is the onlyone available in a world conceived of throughanother ismmaterialism. If there is no creatorand matter is all there is, meaninglessness canbe overwhelming.

To what extent, then, are non-connectedfamilies caught in a thicket of a materialistic

worldview? How will we account for materialismin our lost lamb logistics? If indeed non-connected families have no spiritual background

to speak of, is it possible that they have chosenthe Lutheran school because they are wiseconsumers looking for the best product at thebest price, willing to subject their children tothe religious instruction of our schools because

we are free to have our beliefs just as they arefree to undo those beliefs back home? Havethey noticed that Lutheran education works

which is to say that Lutheran school graduatestend to do better than average on the next levelthan students of other institutions?

Misperceptions of Ourselves and Others.Sometimes the logistical obstacles to reachinglost lambs trapped in spiritual thickets

could be of our own making through ourmisunderstanding the attitudes of others andour misunderstanding of their perceptionsof us. A study on the millennial generationconducted by Thom and Jess Rainer came to asurprising conclusion. They found that churchmembers tend to view the un-churched fromtwo very different vantage points. On the onehand, church members believe that the non-connected really want to be connected and whatthey lack is information. Therefore all that isreally needed is to provide the un-churched

with effective marketing, and they wil l come.On the other hand, there is a negative viewpointthat says the younger generation is antagonisticand argumentative. They dont want anythingto do with the church, so we might just as wellignore them.

Neither of these perceptions is all thatsurprising. What is unexpected is the reality.

we are noticing a significant attitudinal shift Their attitude toward Christians and churchesis largely one of indifference.5According to

the Rainers the millennialsand this would bethe youngest of the parents of early childhoodand elementary school childrenare neitheruninformed nor antagonistic. Church is simplynot on their radar screen. Church does nothave a significant role in their lives, and theysimply dont care.

The Rainers findings differ from thoseof Daniel Kimball6and David Kinnaman.7Kimball did his research by frequenting coffeeshops, while Kinnaman used more traditionalresearch techniques. Yet both came to similar

conclusions about how the un-churchedperceive the church. Here is a list of descriptorsidentified by Kimball and Kinnaman. TheChurch and Christians are too involvedin politics, judgmental, oppressive of women,homophobic, not accepting of other faiths,out of touch, insensitive, boring, hypocritical,confusing, and Bible thumping fundamentalists.

The difference between the Rainers on theone hand and Kimball and Kinnaman onthe other may not be as sharp as first appears.

8/14/2019 ISSUES 2013-47-1 Fall

20/38

8/14/2019 ISSUES 2013-47-1 Fall

21/38

are under so many pressures in todays world,finding a place where families are supportedand celebrated becomes precious. Many non-connected familiesand connected familiesfor that matterare in situations whereeconomic and safety needs trump all others.They dont see themselves in philosophical orcultural thickets, but in a daily thicket of realproblems and challenges for which theLutheran school is one of the answers for one oftheir challenges.

Out of the Thicket. Our prayer for non-connected families is not that they wouldthrough their association with our Lutheranschool become more religious, less subject tomtdor the isms, or understand what Christians

are really like, but that they become Christiansthemselves. Our opportunity by the power ofthe Holy Spirit working through the Word isto bring the non-connected family into anencounter with Jesus Christ, who alone is theGood Shepherd who will extricate them, ashe has us, from the thicket of sin and death,and give them the gift of forgiveness andeternal life. For after all, being connected lastsfor eternity.

Notes

I wont be including the Concordia UniversitySystem; not because there are no precious lambsthat need to be found in the cusbut becausethe emphasis of this issue is on family relig iousand spiritual needs coupled with the capacityof congregations and schools to interact with

parentsa relationship less cogent at universitylevel. An edition of Issuesabout campus ministrywould be an excel lent follow-up.

Lutheran School Statistics: 2012-13 School Year. Availablethrough The Lutheran ChurchMissouri SynodSchool Ministry Office.

Oberdeck, John W. The Critical Role ofEducation in a Congregations Mission:Congregation and Family Together. Issues inChristian Education. 45:2 (Spring 2012), 13-18.

Christian Smith and Melinda Lundquist Denton,Soul Searching: The Religious and Spiritual Lives of American

Teenagers(New York: Oxford, 2005), 162-163.

Thom S. Rainer and Jess W. Rainer, The Millennials:Connecting to Americas Largest Generation(Nashville: B& H Publishing Group, 2011), 270-271.

Dan Kimball, They Like Jesus But Not the Church:Insights from Emerging Generations.(Grand Rapids:Zondervan, 2007).

David Kinnaman, UnChristian: What a New GenerationReally Thinks About Christianity. (Grand Rapids:Baker, 2007).

1

2

3

4

5

6

7

Fall

2013

21

8/14/2019 ISSUES 2013-47-1 Fall

22/38

Mike Zimmer has served as teacher,

coach, youth director, parish

administrator, elementary and

high school principal and now

serves the Northern Illinois

District as Missions Facilitator

for Schools.

mike.zimmer@ni.lcms.org

In 1994, Dr. Carl Moser (then Director ofSchools-Lutheran Church Missouri Synod,lcms) and I were having dinner after a day ofmeetings on the future of Lutheran schools. Weeventually got around to the topic of a growingtrend: tuition. Carl spoke in somber tones,

Mike, tuition will forever change Lutheraneducation. Its going to be a real challenge forthe mission of Lutheran schools.

Growing up in a Lutheran teachers home, I knew the

financial strains for parents and church workers alike in

Lutheran schools largely dependent on congregationaldonations. I embraced tuition. Tuition brought additional

resources which could help school quality. Why would Carl

be opposed to such progress? Carl was wrong! Tuition was an

opportunity but I thought I had better listen before telling

him so! So I asked,Whats wrong with tuition?Carl smiled and cringed at the same time.

Oh, theres nothing wrong with tuition; itsjust that when parents are paying for theirchilds schooling, it will be easier to lose themission. Tuition has the potential to shift

Lutheran education into a product that couldbecome more consumer driven than mission

driven. But, he added, the truth is, its hereto stay. Now, what shall we do so we dont losethe mission? Carls question was simple butgot to the heart of why Lutheran schools exist.

We spent the rest of the night talk ing aboutthe mission of the Lutheran school in thecongregation and community.

What the Mission Is Not

The mission for Lutheran schools is NOTto provide quality education and religioustraining for children. Our mission is NOTto be the best school in our community.Nor is our mission simply to get them readyfor Confirmation. These are strategiesin themission of equipping disciples for Jesus Christ.Lutheran schools can build bridges with peoplewho are increasingly reluctant to walk into achurch on their own. Lutheran schools havetremendous opportunities to build bridges

with those families who are not-yet-connectedto Him.

Tuition and decreased member participationhave led some Lutheran school leaders to focuson quality school strategies. Competition

with public and non-public schools and otherinstitutional survival can consume our attention.

As a result, many Lutheran educators have raisedthe bar in their professionalism and qualityissues. This is good! Curriculum mapping,school safety, professional development,marketing, technology and special educationservices have increased the effectiveness of Is

sues

22

Building Community Bridgesthrough the Lutheran School

8/14/2019 ISSUES 2013-47-1 Fall

23/38

many schools. While quality IS essential, itis only a starting place when we look into ourcommunities and see the real mission potentialin Lutheran education.

The Mission of Lutheran Schools

Strategies that please the School Board or thebottom line can easily become the urgentthat turns our focus to numbers over mission.Equipping disciples who make disciples isour mission. This mission is best viewedalongside the local congregation where Wordand Sacraments reside. When a school viewsits mission as a subset of the greater mission ofthe congregation, it sends a clear message aboutthe importance of the Gospel for all nations

(Revelation 22). If the schools mission is toraise test scores, pass along a family heritageor simply provide childcare for the community,

we miss opportunities to share the hope wepossess in Christ.

This article is intended to help the readerconsider the mission for which God has called

you. To help you consider how grace can beshared especially with those in your community

who are hurt, distant, wounded, cynical, naive,or have maybe never heard what Christ did

for them on Calvary and at the empty tomb.Instead of adding another task to your busyplate, consider a mission shift in thinking whichcan change conversations already occurring inLutheran schools. How can you help studentsidentify and engage in their own mission fields?For the purpose of this article I will refer tothose in your schools community who are notconnected to Christ or to a local church as not-

yet-connected. The use of the word missionalis simply an abbreviation of being intentionalabout Gods mission.

The history of Lutheran schools is rooted ina parochial school system largely based on itschurch membership. In many cases, it has wellfulfilled the congregations promises at baptismto help raise the child in the admonition andlove of Christ. The Lutheran classroom is aChristian laboratory where students receiveboth Law and Gospel. As Lutherans we properlyunderstand that moral training and righteousliving are only underneath the glorious Gospeland righteousness that Christ has already earned

for us. This is a mystery to the world. They aredying to hear about it and dont even know it.

While tens of thousands of not-yet-connectedchildren have been blessed in Lutheranschools, we continue to have opportunities tomore intentionally reach out to the countlesspeople in our community who need grace(Colossians 4:2-6).

People not-yet-connected come to Lutheranschools for a myriad of reasons, but seekingthe proper understanding of Law/Gospel isusually not one of their motivating factors! Shallwe cash their checks and keep them happy, orshall we take the relationships that Lutheraneducation provides to share the hope we have inChrist? We are called to do this in an authentic

manner, and to share this hope when given theopportunity. The Holy Spirit does the work.

Depending on which pollster you read,some 70 percent of Americans do not worship

Jesus Christ on a Sunday. A growing numberof people not-yet-connected are enrollingin Lutheran schools that include child carecenters, pre-schools, elementary schools,high schools and universities. Some enroll foreducational excellence, or it is convenientlyon the way to their workplace. Others thinkmoral training might be good for their children

and others because they know someone who isalready enrolled in your school. Take time toask newcomers why they chose your school. Ifsomeone already in your school has connected

with them, call those people and thank them.Encourage them to befriend the newcomerand reinforce the mission behind your school.Create an assimilation befriender for eachnew family. Dont have time? Have someonefrom your school board take up this task.

Every day, people bring their children into

Lutheran schools along with their parentingchallenges, overly busy schedules, divorces,family tragedies and life stories. In mostcases they pay Lutheran schools to engage ina relationship with their children that canbe lifechanging. If we are not intentional about Godsmission, we may simply provide a transactionalservice with the child and parent that teachesmoralism or is beneficial only for the institution.Other private schools can provide that serviceas well. Romans 12 calls us to be transformed

Fall

2013

23

8/14/2019 ISSUES 2013-47-1 Fall

24/38

by the renewing of the mind by Gods Word.Lutheran schools have great opportunity inthe community to develop relationships whichcan open doors for transforming the lives of

children and parents through Gods Word.Factors in Intentional Outreach

Several key factors contribute to an intentionaloutreach to those who are not-yet-connected.First and foremost is a staff that is spirituallyrooted and mature. They are in Gods Wordtogether and individually. They regularlypartake in Holy Communion to receive Godsgrace in their own lives. Prayer is also animportant part of this missional staff. Thesespiritual practices are the starting place for astaff which equips disciples of those who alreadyknow Christ and of those not-yet-connected.

The second factor is excellence in education.Todays parents are searching for excellencein their educational choice. Schools that taketest scores seriously, constantly strive to keeptechnology current, diligently maintain theirNational Lutheran School Accreditation statusand keep a clean, safe and pleasant lookingfacility are starters. The staff must be highlyprofessional and love to be lifelong-learners

themselves. While westrive to be the best schoolin the community, that is NOT our mission!Third, the staff has a genuine desire to build

authentic faith conversations with childrenand parents. The not-yet-connected mattergreatly to this staff. When parents trust teachers,they engage in conversations about the childspersonality, attitudes, and values. These arerooted in the heart of the family system andprovide opportunities to share the values ofa Christ centered life with the parent. A staff

with a passion for students and parents to be

connected to Christ and a faith communityseparates them from one simply focused oncognitive and behavioral goals. Lutheraneducators have doorways into the familiesthey serve. When a staff looks for ways to walkthrough those doorways to share Christiancompassion, a Word of God, a prayer for peace,a hand of mercy, it can be a powerful witness.

Fred Limmel, principal at Our SaviorsLutheran School in Excelsior, Minnesota, tookten minutes at faculty meetings to allow time for

teachers to share their mission moments withchildren and families. At first, the faculty wasquiet and Fred told most of the stories. Beforelong the faculty realized they were constantly in

the middle of lives that were broken, hurting,but also celebrating. Some stories were frommembers of the church. The faculty ensuredthat those folks were connected to the churchssupport system. But some did not have achurch home. The faculty members used therelationship with that person to connect themto the pastor or walk alongside them becausethey had built an authentic relationship oftrust. The principals simple exercise in thatfaculty meeting increased the intentionalityof witness eyes for the faculty and enhanced

a culture of faith conversations with children,parents and staff.*

A fourth factor that builds authent icrelationships with not-yet-connected familiesis to be clear on what we stand for in ourLutheran school. In a world of no absolutetruth, we have one: the Word of God. TheMillennial Generation is often cautious of

closed minded, judgmental Christians. Forexample, a common belief among some peopletoday is that Christians hate gaypeople. Nottrue. Infant baptism can be puzzling for aperson who has based a value system on whatone can understand. But a great topic to discussis Gods role in salvation, with our humanreasoning playing no part in Gods savinggrace! Creation is a challenge for many non-believers in a world that has accepted evolution.

As much as possible, frame these conversationswith what we are for rather than what weare against. We do not have to apologize orminimize the Word of God, the LutheranConfessions or Luthers Catechism. However,

how we do this is an important part of ourwitness. 1 Peter 3:15 reminds us to be preparedto share the hope we have in Christ, but to dothis with gentleness and respect.**

While staff play a key role in promoting amissional attitude in Lutheran schools, it isimportant for the congregational leadershipto understand and embrace the mission as well.School Boards tend to spend their time onbudgets, recruitment numbers and servingthe needs of their current students. While Is

sues

24

8/14/2019 ISSUES 2013-47-1 Fall

25/38

understandable, it reflects an internal focuson the school providing a service for their kids.School Boards would do well to intentionallyfocus on children not-yet-connected by

coordinating their mission statement withthe church and through policies such as:enrollment, tuition and tuition assistance.

A Misisional School survey can be given tonumerous stakeholder groups (faculty, board,parents with children in the school, parentswithout children in the school) which cangenerate much discussion about the role ofthe school as it supports the mission of thechurch. In Structure Your Church for Mission(Strobickan.com), Stroh and Bickel providean excellent resource to help congregational

leadership better understand their role inthe being vs. doing process. Anothergreat tool is the 1991 ctcrStatement ofMission which provides guidelines for lcmsinstitutions when reviewing mission statements(ww w.lcms.org). If you would like a copy of the

Missional School survey or a board discussionguide for the Structure book, simply e-mail meat the address at the beginning of this article. Alist of Building Bridges into Your Communityis also available upon request.

Community Outreach

A staff focused on Gods mission to those not-yet-connected seeks to understand the ministryneeds of the entire community, not just thoseenrolled in the school. Attending public school

board meetings, interviewing emergency roompersonnel or the local police chief, talkingwith neighbors about their hopes and dreamsall can give a perspective about the communitywhich students enter every time they leave yourbuilding. Have intentional conversations withstudents about what they see and hear as they goto soccer practice, dance lessons, and play withfriends in the neighborhood. The LutheranChurch Extension Fund has great demographicbreakdowns of the families and children in acommunity. An hour or two sifting through

these demographics at a faculty or boardmeeting could help open mission eyes.

Community events that can build theserelationships go beyond choral performancesat the nursing home, art work at the local malland community service. Relationship buildingcan be included in these events like: connectstudents with someone in the nursing home overa long period of time; have students interviewthe director at the local food shelf; sponsora family in need that is not connected to the

Fall

2013

25

8/14/2019 ISSUES 2013-47-1 Fall

26/38

school; practice witness skills in the classroom.Possible follow-through activities include: havestudents report how they used those skills

with their friends; create a preschool parentfocus group which asks about the needs of thefamilies; host an Internet safety course for theentire community; integrate your students intoa summer sports program with communitychildren the list is endless.

Eastern Heights Lutheran Church in St.Paul, Minnesota, held a summer fireworks eventfor their community to raise awareness for theirChurch and Early Childcare Center. After theevent, they gathered to discuss the missionalsuccess of the event. They realized that their

volunteers were too busy serving hot dogs and

managing booths to actually get to know anyoneat the event. The next year, they recruited

volunteers who specifically roamed the groundsto start conversations and build relationships

with their neighbors. Many Lutheran schoolsare already doing community events. Priorto events, add time in the planning processto discuss how meaningful relationships withthose not-yet-connected can be intentionallybuilt. After the event, take time to evaluatethe missional impact and steps to improvefuture events.

At a meeting in June, the faculty at TrinityLone Oak Lutheran School, Eagan, Minnesota,decided that in their August home visits, they

would ask students whom they shared Christwith that summer. By the first day of school, theschools entryway was plastered with stories andpictures of people whom students had sharedthe hope of Christ with that summer. Thisreinforced the mission of God with studentsand faculty but also created greater support forthe schools mission in and with the church.

In the past decade, growth has occurred inthe number of early childhood centers offeringchild care for the community. While these canoften be self-funding and provide a neededservice to the community, early childhood

centers are also ripe mission fields for peoplenot-yet-connected. These centers are oftenheavily populated with de-churched, under-churched, and the never churched. Oftenthey are single parents(or both parents work)

whose lives are about managing the next day.One staff member at an early childhood centergot into a discussion one day with parents abouttheir children who were not yet baptized. Sheasked their permission to talk with the pastor.He organized an information meeting aboutwhat Lutherans teach about baptism. In the

Issues

26

8/14/2019 ISSUES 2013-47-1 Fall

27/38

next six months, eleven children from theircenter were baptized, and the church began toorganize more activities geared to the needs offamilies with young children.

In another center, Melissa Smith, AssistantPrincipal/Early Childhood Director at St.

Andrews Lutheran, Park Ridge, Il li noi s

(msmithparkridge@gmail.com), took traditionalparent involvement events and extended theminto deeper relationship activities. Moms DayOut events grew into a Moms In Touch group,Dads Day Out events spawned a Mens prayerand fellowship group, a Thanksgiving Dinnergave congregational volunteers a chance to serveand connect with preschool families. Facebook,blogs and Tweet postings gave parenting tips

AND opportunities to share the faith as parentstrusted their Lutheran preschool family forspiritual connections. From Art Auctionsto Zumba classes, events have intentionalopportunities for not-yet-connected parentsto make prayer requests, hear Scripture and haveopen doors for spiritual conversations.

When students, staff, parents and leadersinvest in building relationships to reach thosenot-yet-connected both in andout of the school,people in the community take notice. Word ofmouth is not just a good recruitment strategy;

it flows out of an attitude of gratitude for thetransformational change in the lives of people

who live in the Gospel.Carl Mosers question gets to the heart

of the mission for Lutheran Schools. Now,what are we going to do to keep the mission ofGod in the forefront of the school ministry?During National Lutheran Schools Week inearly 2013, the Lutheran Education Association

Administrators list-serve was flooded withstories of hundreds of baptisms of childrenenrolled in all types of Lutheran schools. I wasgreatly heartened for the future of Lutheranschools. May God continue to strengthen

you for His Mission: to equip disciples forJesus Christ.

* Lutheran Hour Ministries (lhm) is inproduction of a ten-part video series withvignettes of opportunit ies and tips to helpLutheran educators further faith conversations.Distribution is scheduled for late Fall 2013. Itcan be used as a ten-to-fifteen minute trainingtool at faculty meetings over the course of a

year. Or consider one of the witness trainingsessions that lhm has in their Mission Uprogram which may help teachers gain greaterconfidence in sharing Christ in authenticopportunities.

**The Commission on Theology and ChurchRelations (ctcr) has produced excellentdocuments on the lcmsposition on relevantsocietal topics that prepare Lutheran educatorsfor faith conversations. Rather than abdicatingthese conversations to the pastor, why not buildon the trust relationship that a parent has withthe Lutheran educator already?

Fall

2013

27

8/14/2019 ISSUES 2013-47-1 Fall

28/38

The Rev. Dr. Anthony J. Steinbronn

is the President of the New Jersey

District of The Lutheran Church

Missouri Synod.

steinbronna@njdistrict.org

The living, triune God has always been the Godwho seeks to connect with the non-connected

(John 1:14-18; 2 Timothy 2:4). The Scripturesare filled with stories of God sending Hispeople to live in the midst of their neighborsso that they might hear the Gospel, and by theHoly Spirits presence and activity through theproclamation of this Gospel, put their faith in

Jesus (Augsburg Confession V).1

Beginning at the very beginning of thehuman story, God Himself comes to Adamand Eve, who had become disconnected fromHim by their sinful rebellion and actions, and

promised them a Savior who provided the onlyway for them (and their offspring) to becomeconnected to Him, that by grace, through faith,in Jesus Christ they might experience Hissalvation and be connected to Him for eternity.

Many years later, God calls Abram to leave hiscountry, his people and his fathers householdand go to live among a people whom God wouldshow him. Even though Abram himself hadbeen disconnected from God, because he wasan idolater (Joshua 24:2), God called him byHis grace and placed him into the service of

those whom he did not yet know and to live inplaces where Abram had never yet been, so that

the disconnected might be connected to Himby grace through faith.

Later, Moses is sent to Pharaoh so that Hispeople might experience their deliverance

from their bondage in Egypt and that theEgyptians may know that I am the Lord(Exodus 14:4b, 18). Consequently Israel sawthis great work that the Lord did in Egypt, andthey placed their faith in Him (Exodus 14:31).Others, like Rahab, also came to know of Hiswork of deliverance and salvation by placingher fear and faith in Him (Joshua 2:9-12;Romans 11:17, 24-25).

Much later, Jonah is sent to the Ninevitesso that they, like Rahab, might have the

opportunity to be connected to Him. Jonahinitially refused to engage in the mission thatGod had designed for his life and attemptedto get as far away from Nineveh as he could bygoing to Tarshish. In His mercy to both Jonahand the Ninevites, Gods Word came to Jonaha second time, calling Jonah to go to Ninevehand preach His message so that they mightrepent of their evil ways and find their life andsalvation in Him.

Throughout His ministry as the friendof sinners, Jesus connected with the non-

connected as He went about all the citiesand villages, teaching in their synagogues,preaching the Gospel of the Kingdom, andhealing every sickness and every disease amongthe people (Matthew 9:35). As a result, we seeHim speaking to a Samarian woman at Jacobswel l ( John 4) and entering into the homesof Matthew (Matthew 9:9-13) and Zacchaeus(Luke 19:1-10), for the Son of Man has cometo seek and to save that which was lost (Luke19:10; 15:11-32). Is

sues

28

Opportunities for Congregationsto Connect with the Non-Connected

8/14/2019 ISSUES 2013-47-1 Fall

29/38

That is why Jesus, in His words to His firstdisciples, gives them a clear directive regarding

the ministry that would be theirs as Hisfollowers. He would make them to be fishersof men (Matthew 4:19). Like their Master,they would be sowers of the Gospel messagein the lives of others (Matthew 13:1-9), withthe hope that those who were not His disciples

would become His disciples, and that those whowould become disciples through their Gospelwitness would join them in being fishers of men,making disciples through their life of witnessand Gospel proclamation.

The PurposeThe purpose of this article is to lift up examplesof congregations and individuals who areactive in connecting with the non-connected.It is my intention that, as you reflect uponthese ministry endeavors and orientations,

you will be encouraged to make the most ofyour opportunities to connect with the non-connected. An assumption is that the focus ofthis discussion is outreach, and that the meansthrough which God connects with the non-

connected are Word and Sacraments.

LakePointe, Hot Springs, Arkansas(Rev. Greg Bearss)

Since its inception in 2006, LakePointe hasbeen a consistent leader within Synod in thenumber of adult baptisms each year. I askedRev. Greg Bearss to share this congregationsunderstanding of His mission of connectingwith the disconnected and some of the

opportunities that they have realized by Hisgrace and leading.

LakePointe is a church of the oncedisconnected. Starting with ten families in2006, the intentional ministry strategy was toreach those who are skeptical because of a badexperience with the Christian church or whohad no church experience at all. God has grownLakePointe to a worshipping community ofmore than 800 every Sunday, with 90 percentof those attending being formerly disconnectedfrom a life with God. Pastor Greg identified thefollowing priorities and principles. Starting a church from scratch offered the

opportunity for visioning and planning fromthe start to reach people through the Wordand Sacraments who are not connected to

Jesus. Pastor Greg and the leadership did nothave to help a congregation re-commit andre-focus its ministry priorities on reachingthose who are non-connected/disconnected.

The congregation established, as a core valueand driving passion, the intentional resolveto reach those who do not know Jesus (andto resist the communal pressure to care only

for those of the household of the faith). Fromits inception, LakePointe is for those whoare yet to come. This short mission/visionstatement has helped the congregation tofocus on why we do what we do and whywe are here, to love God, to love people(Matthew 22:36-39).

Guiding ministry principle number one isthat they do anything short of sin to reachpeople for Jesus, so the litmus test for everycongregational activity deals w ith How

Fall

2013

29

8/14/2019 ISSUES 2013-47-1 Fall

30/38

will it affect and reach those disconnectedfrom Jesus?

Guiding ministry principle number two isto practice what you promise, since mostdisconnected people are looking for integrityin the things that you say and promise. Whenpeople take a chance on your church because

you tell them they are welcomed, that theywill fit in, and that you want them to be there,they will take you up on that invitation andlook/expect those things to be true.

Guiding ministry principle number three isthat LakePointe is a place to be real. Theyseek to be a church where people can takethe mask off and quit pretending as theyfoster an air of openness and transparency

that allows everyone, including first timers,the opportunity to talk openly about their

junk and struggles instead of pretendingthat these things dont exist. The only waythat this can really work is if your ministryis a safe place in which everyone, fromthe top down, is willing to be transparentand journey together under the cross as afollower of Jesus.

The congregation has, as one of its metrics,the weekly tracking of how many people onthat Sunday are first and second-time visitors.

This metric enables the congregation togauge how well they are doing in connecting

with the disconnected (first timers) andwelcoming them into its congregational life(second timers).

Every church has a culture, and the questionthat begs to be asked is: How is yourchurch culture inviting the disconnected?LakePointe has, from its very beginning,consistently and frequently asked questionssuch as: How do the message series, dcor,

volunteers, chi ldrens ministry and otherfacets of the congregations mission impactthose who are unconnected/disconnected?and How are these areas conducive to

welcoming guests and the disconnected? The fundamental guiding principle for

the leadership team, along with His peoplewho gather around Word and Sacraments atLakePointe, is to look at things, and thinklike people, who are disconnected, so that

the things we do and say make sense inreaching people who are far away from God,both within the doors of our ministry spaceas well as those outside in the community

we serve.

Christian Friendsof New Americans (cfna)(Rev. Dr. Allan Buckman, Chair)

In early 2002, about a dozen concerned lcmsmembers met at Concordia Seminary to reflect

upon the mission implications of the growingnumber of immigrants and refugees residingin the greater St. Louis area. The group chosethe name Christian Friends of New Americansand focused their early initiatives on recentlyarrived Bosnian refugees (who number morethan 30,000).

In May of 2002, contact with the Bosniancommunity was initiated by Rev. Tony Boosprimarily through the organization of varioussporting events as well as by Joyce and JerryBirk through English as a Second Language

(esl)and citizenship classes offered at PeaceLutheran Church. Soon, several other lcmscongregations began to offer esland citizenshipclasses in ministry to the emerging immigrantpopulations as well. During the past decade,these early cfnainitiatives have expanded inthree dimensions:1. The establishment of various ministries

at the Peace Center(4019 South GrandBoulevard, St. Louis) which is located in ahigh density area of immigrants and refugees. I

ssues

30

8/14/2019 ISSUES 2013-47-1 Fall

31/38

Bible based eslfor women who are mostlyfrom Nepal and various parts of Africa (theweekly attendance averages ten).

After school tutoring. Immigrant and refugeechildren meet for two-and-a-half hours onMonday and Tuesday afternoons/evenings.Key features include ninety minutes oftutoring provided by ten to twelve volunteerteachers, twenty minutes of spiritual nurturethrough devotions, and forty minutes ofsnack, recreation and clean-up time.

Recent immigrants gather weekly forfellowship and spiritual nurture.

Health and wellness screening. This monthlyeffort is staffed by three or more qualifiednurses and a cross-culturally experienced

medical doctor serving as a consultant,as well as other volunteers. Payment forrequired medical treatment is often, butnot always, covered by Medicaid.

Leadership formation. A group of eighteennew Americans meets weekly in order tounderstand basic Scripture passages as well asto develop both teaching and leadershipskills necessary to guide home Bible studiesand/or ethnic community fellowship events.

2. The establishment of a sponsoredScholarship Assistance Ministry.This

ministry has provided scholarships fortwenty-five to thirty immigrant and refugeechildren during each of the past five academic

years. The purpose of the ministr y is toconnect lcmscongregations with immigrantand refugee ethnic communities in the St.Louis area and Lutheran schools. Of thetwenty-nine students currently enrolled,twenty-five (together with their fami lies)now claim membership in five lcmsurbancongregations. When these people arrived

in St. Louis, few had any connection withthe Lutheran Church.3. The establishment of ministries in

partnership with lcmscongregations.elsand citizenship classes are now conductedin eight lcms congregations and areexamples of how cfnaseeks to live out itsmission statement: Partnering with lcmscongregations for purposes of cross-culturalministry among immigrants and refugees inthe greater St. Louis area.

One of the most significant fruits of thisministry has been the establishment of eighthome Bible studies involving new Americanfamilies during the past two years. These homeBible studies take place in direct partnershipwith four lcmscongregations in the SouthSt. Louis area.

National Disaster Response(Rev. Chris Schonberg andRev. Mark Stillman)

Difficult life events can be opportunities forthe disconnected to become connected as Hispeople enter into their struggles and trials andreveal to them the Fathers heart which is filledwith mercy, love and compassion.

In late October, 2012, Superstorm Sandyimpacted the Eastern seaboard. In New Jersey,350,000 homes were damaged or destroyedwhich resulted in 41,000 families receivingassistance from femabecause they had no placeto go. Towns between Point Pleasant (Rev. ChrisSchonberg) and Lanoka Harbor (Rev. MarkStillman), a distance of only 20-30 miles, wereconsidered Ground Zero of the hurricanewhere the storm came in at high tide, under afull moon, with wave heights and storm surges

causing a wall of thirty-one feet above sea levelto hit that area. Experts estimate that it will takefive to seven years to recover from the Storm.

Fall

2013

31

8/14/2019 ISSUES 2013-47-1 Fall

32/38

Many stories can be told of His peoplereaching out to the connected withintheir congregations who responded to the

disconnected who had suffered losses. Here

are a few ways in which lives were impacted: Assisting the Orphan Grain Train in thedistribution of fans, lamps, microwaves andclothing along with cleaning supplies andfood.

Mothers Day ou