Christian Cyclopedia

Teachers.

1. The office of Christian teacher is a gift of Christ to the ch. and part of the church's ministry (Eph 4:11–12).

2. Most LCMS teachers either are graduates of a syn. teachers coll. or became teachers by colloquy; they are certified by syn., classified as ministers of religion, eligible for call by an authorized calling group and for installation, membership in syn., and for various parish services.

3. Mo. Syn. founders included teacher training in the coll. est. 1843 Perry Co., Missouri; the school est. 1846 Fort Wayne, Indiana (see Löhe, Johann Konrad Wilhelm) included teacher training; both schools were acquired by the Mo. Syn. 1847. For Conc. Teachers Coll., River Forest, Illinois, see Concordia University System; Lutheran Church—Missouri Synod, The, V 6; includes a graduate program.

4. For the beginning of Conc. Teachers Coll., Seward, Nebraska, see Lutheran Church—Missouri Synod, The, VI 6. This school became a full teachers sem. 1905; graduated its first teachers 1907; includes a graduate program. See also Concordia University System.

5. Conc. Coll., St. Paul, Minnesota, prepared students for the teachers school at Addison, Illinois (see Lutheran Church—Missouri Synod, The, V 6) 1893–1908, then discontinued such training; included preparation of men and women for teacher training 1947; coll. women teacher trainees were enrolled beginning 1950; a 4-yr. coll. teacher educ. program for women was authorized 1959; male teacher training at the sr. coll. level was authorized 1965.

Teacher training at Conc. Coll., Ann Arbor, Michigan was certified effective 1982. See also Concordia University System.

6. Colloquy requirements include 4 yrs. coll., attendance of at least I quarter at a syn. teachers coll., specified courses in educ. and religion, and 1 yr. successful teaching.

7. A call issued to a syn. certified teacher (see 3) conveys rights and obligations not conveyed by a call issued to other teachers.

8. LCMS resolved 1953 to “recognize those called by our congregations for the various activities included in the ministry of the Word as 'ministers of the Word,'' whose specific area of responsibility is determined by the congregation which issues the call” (Proceedings, p. 327). He is not a pastor but may be called on for some pastoral work. The male teacher's ministerial status is recognized by the US govt.

9. The role of women teachers in the ch. has been influenced by interpretations, e.g., of 1 Co 14:34–35; 1 Ti 2:11–15.

10. LCMS resolved 1973 “that all teachers, male or female, who have met all requirements for inclusion in the official roster of the Synod be considered eligible for membership under the terms of Articles V and VI of the Constitution” (Proceedings, p. 190).

11. Graduates of LCMS teachers colleges receive their 1st placement in syn. through the syn. Bd. of Assignments.

12. In LCMS, after 1st placement and assumption of teaching duties, a teacher comes under supervision of officers of the Dist. in which he teaches (see also 17). Synod's Personnel Dir. and the Secy. of Elementary and Secondary Schools keep personnel records and provide lists of candidates and biographical and professional information on teachers.

13. In LCMS, a teacher is under direct supervision of the cong. he serves.

14. Many Luth. professional teachers on the lower levels and most on the higher school levels continue their educ. in various formal ways.

15. Many continue their educ. in less formal ways (e.g., through conferences of the Assoc. of Luth. Secondary Schools, an LCMS organization).

16. Teachers on all levels are mems. of various professional organizations (e.g., LEA; Nat. Education Assoc.).

17. A journal for Luth. teachers has been pub. in the US since 1865; title: Evangelisch-Lutherisches Schulblatt (1865–1920), Lutheran School Journal (1921–47), Lutheran Education (1947– ); it is the oldest educ. journal in continuous pub. in the US Other publications have included News Service (from the early 1920s to 1947).

18. Authorized calling groups may secure a list of candidates drawn from names of teachers in service by application to the Dist. pres.; candidates for staff positions at colleges and sems. may be nominated by congs.

19. The decision to accept or not to accept a call is ideally based on consideration of opportunities for most effective use of talents.

20. LCMS congs., maintain the largest Prot. elementary and secondary school system in N. Am.

21. WELS maintains an extensive school system, many of whose teachers are graduates of Dr. Martin Luther Coll., New Ulm, Minnesota; for Milwaukee Lutheran Teachers Coll. see Ministry, Education of, VIII C 1. WELS Bd. for Parish Educ. pub. The Lutheran Educator.

22. Seventh-day Adventists maintain an extensive school system with many teachers graduates of such Seventh-day Adv. schools as Andrews U., Berrien Springs, Michigan; Atlantic Union Coll., South Lancaster, Massachusetts; Pacific Union Coll., Angwin, California; Union Coll., Lincoln, Nebraska; Walla Walla Coll., College Place, Washington Periodical: Journal of Adventist Education.

23. The Nat. Union of Christian Schools, founded 1920, composed of Calvinistic school socs., maintains an extensive school system with many teachers provided by Calvin Coll., Grand Rapids, Michigan, an institution of the Christian Ref. Ch. Periodical: Christian Home and School.

24. The Prot. Episc. Ch. maintains many schools, many of which belong to the Nat. Assoc. of Episc. Schools, founded 1954.

25. The Nat. Assoc. of Christian Schools, founded 1947, affiliate of Nat. Assoc. of Evangelicals, serves many schools in N. Am. and several miss. fields. Periodical: Christian Teacher.

26. Mennonite and Amish bodies maintain many schools with many teachers provided by Eastern Mennonite Coll., Harrisonburg, Virginia, and Goshen Coll., Goshen, Indiana

27. Other ch. bodies that have maintained schools include Soc. of Friends, Los Angeles Bap. City Miss. Soc., Assemblies of God, Southern Bap. Conv. ACS, WAK, FN

See also Roman Catholic Church, The, E 4, 8, 14; Schools, Church-Related.

W. H. Beck, Lutheran Elementary Schools in the United States, 2d ed. (St. Louis, 1965); G. W. Brockopp, The Parish Role of the Lutheran Teacher, 18th LEA Yearbook (River Forest, Illinois, 1961); A. J. Freitag, College with a Cause: A History of Concordia Teachers College (River Forest, Illinois, 1964); M. A. Haendschke, The Sunday School Story: The History of the Sunday school in The Lutheran Church—Missouri Synod, 20th LEA Yearbook (River Forest, Illinois, 1963); W. A. Kramer, Lutheran Schools, Information Bulletin on Christian Education No. 301 (St. Louis, 1961); V. C. Krause, Lutheran Elementary Schools in Action (St. Louis, 1963); A. L. Miller, Educational Administration and Supervision of the Lutheran Schools of the Missouri Synod, 1914–50, 8th LEA Yearbook (River Forest, Illinois, 1951); R. S. Moore, “Protestant Full-Time Weekday Schools,” Religious Education: A Comprehensive Survey, ed. M. J. Taylor (New York, 1960), pp. 236–246; A. C. Mueller, The Ministry of the Lutheran Teacher (St. Louis, 1964); A. C. Stellhorn, Schools of The Lutheran Church—Missouri Synod (St. Louis, 1963).