Redemptive community. We serve a God who exists in eternal relationship. The Triune God has always existed in community-as Father, Son, and Holy Spirit. As image-bearers of God, we are also made for community. We thrive in it; we can only function to the truest extent of who we are when we live together, work together, and do life together. Education is an inherently relational process. It is a form of discipleship, and like all discipleship, the closer and more trusting the relationship, the more effective the educational process. At Grace, we believe that teachers must love and care for their students. When students sense that caring and concern, they respond to it and genuine learning can take place. Teachers work best in an environment where there are strong relationships among the adults in the building.
Educational sanctification. “Sanctification” captures the idea of holiness, to be set apart, completely other from the world. It also connotes the idea of a Holy Spirit-led, continuous process of moving forward, of becoming more in the image of Christ: better, purer, more holy, than we once were. Educational sanctification is the idea that God’s Word- the written, revealed Word and the Word made flesh through Jesus Christ- is the foundation of everything that we do as a school. Our policies, procedures, practices, curriculum, ways of dealing with each other, and everything must proceed from the gospel.
Educational sanctification is also the idea that we will be continually seeking to be better than we once were, by the power and wisdom of the Holy Spirit. We will ask ourselves the hard questions, challenge the status quo, and be lifetime learners. Educational sanctification means offering an outstanding academic course of study. While the course is challenging, the school works to provide the support necessary so that students can be successful to the greatest extent that God has wired their minds.
“Life as worship.” This value captures the idea set forth by Paul in Romans 12:1, when he encourages Christians to “present your bodies as living sacrifices, holy and acceptable to God; because this is your spiritual act of worship.” As followers of Christ, we are called to be God-worshippers, to be restored to that rightful state of being in pure, good and holy relationship with God. As a school, we will continuously and constantly submit everything that we do- whether it be a student’s performance on the field, a teacher’s lesson in the classroom, or a difficult conversation between principal and parent- to our God as an act of worship. As a school, we will declare the worthiness of God to be praised, and acknowledge His place as the Lord of our lives and the center of the universe. This school, our studies, our performances, our gifts, talents, and resources, are our sacrifices that we will lay daily before Him, for His use and His purposes. Our entire lives and this entire school are entirely at His disposal.
Upper School Director of Admissions
- Serve as the face of the school to prospective students and parents of the upper school (grades 5-12)
- Work as part of a cohesive team, with the Lower School Director of Admissions and the Admissions Coordinator
- Prepare, maintain, and analyze statistics regarding recruitment, retention, and attrition and report annual enrollment statistics
- Develop, manage, and adhere to the admissions department budget, including accurate forecasting of needs
- Oversee the international student program
- Perform other duties as assigned by the Head of School
- Attend school board and leadership team meetings
- Develop, maintain, and coordinate the admissions process with each campus principal
- Attend conventions, meetings, and conferences, as necessary, to maintain knowledge of existing and new admissions and recruiting policies, practices, and procedure
- Communicate with parents, as needed, throughout the admissions process – tour to enrollment
- Orchestrate the efficient handling of applications and track the submission of supporting documents
- Communicate with principals regarding final admission decisions and then contact the family
- Work with the Director of Accounting on communicating financial aid, payment plan, and tuition information
- Shepherd new families into the community of Grace Community School
- Manage the continuous enrollment process for current families
- Develop and execute a communication plan for continuous enrollment
- Coordinate health and retention teams on all three campuses
Marketing / Recruitment:
- Plan, develop and execute enrollment strategies to drive application growth and achieve enrollment goals
- Research, plan, coordinate, and implement all events for recruitment, retention, and community outreach, including the marketing of these events
- Organize and oversee recruitment events, including open houses and the Cougar Experience, Cougar Crossovers, and Roundups
- Organize and train Cougar Ambassador student representatives
- Work with the Director of Communications in developing admission and marketing materials, mailings, and publications
- Oversee the content on the admission portion of the school’s website
- Work with Cougar FAN program parent representatives
Knowledge, Skills & Abilities: Excellent communication and managerial skills. Ability to formulate and articulate policies, procedures, expectations, and practices. Strong analytical, problem solving, mathematical/statistical, time management, and organizational skills. Ability to use technology efficiently and appropriately.
Qualifications: The ideal candidate would have a working knowledge of Christian education. Experience working in a Christian School and with collaborative decision-making processes is preferred.
- Ability to speak fluently about Christian education in various contexts
- Comfort in speaking to small and large groups – bilingual (Spanish) preferred
- Ability to take initiative and work independently
- Excellent computer skills including database and spreadsheets – Knowledge of School Admin, Timely, and Hubspot preferred
- Ability to work well with others and with volunteers
- Ability to delegate and supervise tasks
- Friendly, warm, courteous, good listening skills
- Enjoys meeting people, personable yet professional in demeanor, especially on the phone and in personal meetings – Ability to establish immediate rapport
If you are interested in becoming part of the Grace Community School family, please submit a resume via email or regular mail to Jay Ferguson, Ph.D., Head of School, at Grace Community School, 3025 University Blvd., Tyler, TX 75701, or email at firstname.lastname@example.org.
A Culture of Grace
Internal culture is less explicit, more felt than articulated, and functions through implicit understandings, underlying and taken-for-granted beliefs, worldviews, unspoken priorities, and shared assumptions. Organizational culture is like the proverbial iceberg: what is seen and apparent- the external, explicit, and overt aspects- make up a small part of the whole. Below the surface are the internal, implicit, and covert aspects of culture, which can be much stronger and more influential. Leaders need to understand these different aspects of culture and how they have a crucial and critical role in influencing, changing, and maintaining their organization’s culture.
Gessner, S. “Leadership and Culture: Lessons Learned from Bear Stearns”. Message given at the ERB 81st Annual Conference, October 22-24, 2008.
The following is an attempt to identify and set forth many (if not all) of the major components by which we lead and make decisions at Grace Community School.
1. Problem-solving is primarily relational, rather than policy-driven.
God looks at and tends to work with the heart of the individual believer, and so should we.Click to tweet
Decisions will inevitably be more messy and complex than would reference to hard-and-fast, bright line standards; however, God looks at and tends to work with the heart of the individual believer, and so should we. We will listen carefully, try to get as much information as possible, bathe the decision or solution in prayer, and apply God’s Word and wisdom given by Him to the particular situation.
This does not mean that we will ignore or discount policies and processes; they are important to providing structure and guidance. It simply means that we will not be policy-driven where doing so would work an injustice or fail to model biblical grace, wisdom, and mercy. At times, this will result in criticism from those who don’t have all the facts that we are acting inconsistently or arbitrarily. We are leaky vessels, and despite prayerful efforts, will sometimes get it wrong. At the end of the day, however, we must make decisions that reflect God’s character, and give the Holy Spirit a chance to work in the situation.
2. High level of trust.
The nature of relationships among the adults within a school has a greater influence on the character and quality of that school and on student accomplishment than anything else. If the relationships between administrators and teachers are trusting, generous, helpful, and cooperative, then the relationships between teachers and students, between students and students, and between teachers and parents are likely to be trusting, generous, helpful and cooperative. If, on the other hand, relationships between administrators and teachers are fearful, competitive, suspicious, and corrosive, then these qualities will disseminate throughout the school community.
Barth, R. “Improving Relationships Within the Schoolhouse”, Educational Leadership, Vol. 63, No. 6 (March 2006), p. 9.
Our first inclination is to trust people to do the right thing, to act as a follower of Christ and as a professional. When dealing with families, we will strive to treat them with love, as brothers and sisters in Christ. This means appealing to the presence of the Holy Spirit in everyone, rather than jumping to conclusions that those with whom we deal are operating from foolish or impure motives (while, of course, allowing for the reality that most of us operate from mixed motives most of the time, and completely impure motives sometimes).
Our faculty, staff and administrators are called by God to serve at GCS, and we will believe that they will step up and perform at a level and with a heart that glorifies God and represents GCS well. This also means that we will quickly forgive when those within the community fail to live up to those standards, and to seek forgiveness quickly when we fail. Finally, it means that we will tend to support ideas and requests from faculty and staff (professional development, resource requests) with minimal “red tape” or bureaucracy whenever possible, trusting that providing them with resources will allow us to become better than we once were.
3. Empowerment and support.
We will assume that these people know their area of influence better than those at other levels in the school. This means that we will recognize and respect the unique leadership roles of each member of the various leadership teams within the school. My role, and that of other leaders within the organization, is to equip and empower their team members, and let them lead. I will not micromanage, nor will others within the leadership structure.
We will expect them to use good, prayerful judgment and initiative, and we will support them in their decisions. We will understand and respect the fact that those closest to the decision are usually those best able and equipped to decide what to do; typically, we will make decisions based upon the best judgment of that person. There are many different ways to do a task or accomplish a goal well, and we will not quibble with the means by which the task or goal was completed, even if it is different from the way we would have done it (so long as the means are consistent with godly character).
4. A Body of Christ Approach to Leadership.
There is no hierarchy of importance on the Leadership Team, or in any other teams. We all bring complementary gifts, talents, and perspectives to the table, and we all need each other to carry out the mission, vision, and core values of the school. “Protecting one’s turf,” or “operating as silos or fiefdoms” is not welcome at GCS.
In short, there’s no place for silent dissent before a decision is made, and no place for vocal dissent after one is made. We must be willing to submit to the other members in their respective areas of expertise when appropriate, and to communicate with respect and gentleness when decisions have implications that impact other members of the team and their areas of responsibility. While engaging and inviting the perspectives of others may run the risk of looking like indecisiveness, leaders at GCS are willing to take that risk in order to give as many stakeholders as possible a “seat at the table.”
5. Grass Roots Idea Formation and Implementation.
When anyone within the community has an idea they would like to implement, leaders should tend to be an advocate and to say “yes”, unless there are strong reasons not to do so. At Grace, it doesn’t really matter where a good idea comes from, if it’s good. This “grass roots”, as opposed to “top down”, environment encourages the pursuit of excellence, becoming better than we once were.
6. A Willingness to Give, Rather than Take Credit.
7. Risk taking.
Grass roots development, trusting people to do the right thing, and assigning time and resources to develop and implement ideas are often leaps of faith. Some ideas might end in failure, some ideas might seem to lead to unwanted precedents, and some might require unbudgeted financial resources. A school that is truly committed to excellence, becoming better than it once was and strives to make an impact in the 21st century must be willing to take risks, be unafraid of failure, and willing to grapple with unintended consequences.
8. A Learning Community.
In this 21st century economy, more than ever before our students will be expected to be lifetime learners, constantly learning new skills, concepts and ideas that will leave them equipped for a constantly changing environment. As teachers and administrators, we need to be modeling lifetime learning not only for the sake of our students, but also for our own benefit and professional development. Accordingly, we are a learning community.
9. Striving toward Excellence.
We must be willing to change nearly everything else over time. Not all change is good, but a commitment to the process of change is essential for us to continue to strive toward excellence.
As leaders, we must be willing to lead the way for those who struggle with change, being loving, understanding, and patient, while at the same time being firm in our progress. We must also be willing to examine our own biases and prejudices, and be willing to set those aside when prudence and wisdom dictates that change is necessary.
10. A Community of Grace.
Love for Christ and for each other should be evident the minute parents, students, staff members and strangers enter our buildings. Leaders do more to set this tone than anyone else. Accordingly, leaders should have a bias towards thinking the best of those they lead, not to be quick to ascribe sinister motives. They should acknowledge that every member of the community has value, and that no faculty member or administrator is more important to the success of the community than any other.
Leaders should be characterized by kindness, respect, and love. We will be inclined to give students and those we lead a second chance, open our doors to “one more” student, and give prospective families the benefit of the doubt if there is even a slight grace-filled reason to do so.
This will inevitably result in the perception that some students or staff members stay with us “too long”, that some students enrolled are not “Grace material”, and a predisposition to finding ways for members of our community to stay members. This will result in complicated admissions and complex relationships with students and families. The “tares” will always be among us, as Christ promised they would. But, our mission requires us to have such an attitude and position toward the one “lost sheep”, the “prodigal son”.
The points above are neither an edict nor a proclamation. They are really not a statement of anything new. It is merely an attempt to articulate what it is about our leadership culture that makes GCS different, what it is that makes people notice that we’re different when they come here for the first time. It is our hope that articulating some of the things that makes Grace special will attract others willing to join with us with their unique gifts and talents to make Grace even better. Is that you?