Undoubtedly, God has used and is using boards to effectively lead and bless schools. In what areas does management by boards excel? How do we capitalize on the strengths of the board leadership model?…but why are there so many jokes about boards?

Why do so many teachers quit teaching? Is it really as simple as low wages, or are there deeper factors we should be noticing? Is teacher overload part of the issue? Is increasing disrespect from the school, community, and even school boards a factor? If you were a teacher, would you teach long term in your school?

In the last 50 years, leadership styles have become less authoritarian and more relationship oriented. Have the requirements changed for a leader to be respected? Can a teacher with observable weaknesses still be respected by his students and patrons? Is disrespect contributing to a high teacher turnover? Is disrespect negatively shaping the development of our students? What can school boards do to promote Biblical values of proper respect for authority in their schools and later, their churches?

Goliath defied the armies of Saul, and they were afraid and paralyzed. But they were having an identity crisis, forgetting that they were actually the armies of the living God. Are school leaders vulnerable to the same trap today?

What motivated David to bring the fight to the Philistine? Was he a cocky, arrogant youngster looking for bragging rights? What are our motives when dealing with issues in our schools? Whose agenda are we promoting? Whose honor are we seeking?

Rebekah helped Jacob steal the birthright. David would not speak to his son Absalom for two years, yet he never disciplined another son, Adonijah. Sadly, families can be very dysfunctional, and the effects of chronic problems at home usually spill into school life. What is the role of the school board in addressing these issues? When should the school tolerate a situation, or try to address it?

Medical forms, student files with enrollment and academic records, parental consent forms, teacher hiring agreements… is this stuff really necessary?

What is the church leaders’ role in the school? How can they stay informed without meddling, give direction without micromanaging, and influence without intimidating?

Placement tests, achievement tests, grading procedures, report cards… What data should we be concerned about and why? What collection and reporting systems should be established for consistency? How can we navigate the jungle of tests and test results?

Are you tapping into the resources in your church and local community? Do people you know have skills or stories that need to be communicated? How can your patrons involve themselves in school functions? Is your school reaching out with programs and service opportunities?

When non-member families wish to enroll students in our schools, should we do it? Can it work, or should our schools be exclusively our own? What criteria should govern our judgment? What guidelines promote success when it is attempted?

Do your teachers know that you care? How? Are you practicing the Golden Rule? Giving affirmation? Diagnosing without directing? People don’t quit jobs, they quit people – are you giving your teachers reasons to continue teaching?

In multiple messy situations in Egypt, Joseph correctly interpreted the realities of what he faced, providing us examples of the critical functions of leadership in difficult times. Effective leadership requires the ability to see situations for what they truly are. This requires broad vision for finding facts, identifying assumptions and biases, and planning a positive path forward. How can we correctly interpret our situations?

After investing more than two and a half decades in the Christian Day School, Bro. Anthony is still passionate about Christian Education. What perspectives keep this veteran teacher "on the firing line"?

What are guidelines for both conscientiously and practically relating to laws concerning our schools? How should we relate to rules that are on the books only? Should we be compelled to follow the many details of the law, or does fulfilling the intended purpose of school laws suffice?

How do routines help school administration and classroom management? What is the difference between structure that serves and structure that enslaves? What are the symptoms of too little structure? Who should identify structure-related needs and initiate change?

How can board meetings be designed to purposely address the needs of our schools? What methods are advisable for keeping all board members engaged rather than just a hardworking principal or chairman? What prearranged plans work for keeping the board in touch with teachers and school life? How can deliberate decision making and following up be performed with clarity, and can we bring closure to stress points?

Obviously, Christians should be aware of Satan’s tactics. But how readily do we identify his attempts to destroy unity and purpose in our schools? What could be an opportunity for brotherhood co-operation too frequently becomes a boxing ring. Beware, “lest Satan should get an advantage of us."