1. Marketing Summit June 6-8, 2004 A DVENTIST EDUCATION A DVENTIST EDUCATION

2. Common Descriptors “A Christian perspective” “Academic excellence in a caring environment” “A saving relationship with Jesus” “Teaching ministry” “Redemptive discipline” “Integration of faith and learning” Common Descriptors “A Christian perspective” “Academic excellence in a caring environment” “A saving relationship with Jesus” “Teaching ministry” “Redemptive discipline” “Integration of faith and learning” ? ?

3.  KNOW your product INDIVIDUALLY & CORPORATELY  BELIEVE IN your product  KNOW what is “special” about Adventist education  LIVE & MODEL what Adventist education stands for

4. “ My God is so big, so strong and so mighty, I’d like you to meet Maddi… There’s nothing my God cannot do!”

5. It is a school in which everything - the vision, mission and goals of the school, are faithfully lived out in classrooms, the playground, and in the personal lives of the teachers. It is a school where the intellectual, emotional, spiritual and social come together spontaneously. It is a school that helps its members to “make connections”, and “get everything together”, particularly when the pressure is on. It is a school in which everything - the vision, mission and goals of the school, are faithfully lived out in classrooms, the playground, and in the personal lives of the teachers. It is a school where the intellectual, emotional, spiritual and social come together spontaneously. It is a school that helps its members to “make connections”, and “get everything together”, particularly when the pressure is on. An “Integrated School”

6. Northpine’s Mission Statement To provide a God-centred, supportive educational environment in which students can reach their potential and find value in a life of service to God and community.

7. Important factors: The power of a “vision” “Helping make a masterpiece!” The power of a “paradigm” The first of Covey’s “7 Habits…” VISION precedes ACTION

8. However ~ VISION without ACTION is merely a dream However ~ VISION without ACTION is merely a dream and ~ ACTION without VISION is just passing the time and ~ ACTION without VISION is just passing the time but ~ VISION with ACTION can change the world David R J Powell, “Spirit Intelligence” but ~ VISION with ACTION can change the world David R J Powell, “Spirit Intelligence”

9. According to Peter Senge (1990: 3) learning organisations are: …organisations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. According to Peter Senge (1990: 3) learning organisations are: …organisations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. A CHALLENGE: To function as “a learning organisation” A CHALLENGE: To function as “a learning organisation” Need for reflection and engagement

10. Vision Action 2003 2004

11. “Special character” is the product of a number of interrelated components. It reflects: assumptions and beliefs which justify and guide the operation of the system; a perception of the ultimate purpose of education; understandings about knowledge; beliefs about students; beliefs about the role of the teacher; understandings concerning the curriculum; assumptions about teaching and learning; perceptions of the ideal school environment. “Special character” is the product of a number of interrelated components. It reflects: assumptions and beliefs which justify and guide the operation of the system; a perception of the ultimate purpose of education; understandings about knowledge; beliefs about students; beliefs about the role of the teacher; understandings concerning the curriculum; assumptions about teaching and learning; perceptions of the ideal school environment.

12. Significant Elements of Adventist Education Vision – intentional goals, purpose-driven Total person – mental, social, emotional, physical, spiritual Total person – mental, social, emotional, physical, spiritual Biblical worldview - Creator God - Humans created in His “image” - Humanity’s fall and need - God’s response - Our new opportunity - Our ultimate hope Biblical worldview - Creator God - Humans created in His “image” - Humanity’s fall and need - God’s response - Our new opportunity - Our ultimate hope Ultimate Goal – comprehensive restoration

13. Its view of reality – “In God we live, and move, and have our being” (Acts 17:28). Its acknowledgement of the supernatural No “sacred-secular” dichotomy E.g. Brother Lawrence – “routine” things Its view of reality – “In God we live, and move, and have our being” (Acts 17:28). Its acknowledgement of the supernatural No “sacred-secular” dichotomy E.g. Brother Lawrence – “routine” things “Earth’s charged with heaven And every common bush, afire with God, But only he who sees, takes off his shoes, The rest sit around, and pluck blackberries.” Elizabeth Barrett Browning, Aurora Leigh “Earth’s charged with heaven And every common bush, afire with God, But only he who sees, takes off his shoes, The rest sit around, and pluck blackberries.” Elizabeth Barrett Browning, Aurora Leigh The challenge of “thinking Christianly”, and “the integration of faith, learning and practice The challenge of “thinking Christianly”, and “the integration of faith, learning and practice

14. The place of the subjects of the formal curriculum - “Windows” into God’s world, created order, history, etc. - “Windows of opportunity” to respond and express ourselves in ways consistent with “kingdom values”. - “Realms of meaning” The place of the subjects of the formal curriculum - “Windows” into God’s world, created order, history, etc. - “Windows of opportunity” to respond and express ourselves in ways consistent with “kingdom values”. - “Realms of meaning” Pedagogy that “honours” students in the way they were created Pedagogy that “honours” students in the way they were created A cultural environment that is safe, sensitive, stimulating and faithfully modeled by all members. A cultural environment that is safe, sensitive, stimulating and faithfully modeled by all members.

15. Towards a Model: To represent graphically the holistic nature of Adventist education; To represent graphically the holistic nature of Adventist education; To map the contributing elements and how they relate to one another; To map the contributing elements and how they relate to one another; To provide a frame of reference for strategic planning and marketing To provide a frame of reference for strategic planning and marketing

16. A Community of Faith, Nurture and Care Beliefs & Understandings Values & Mores Story & Traditions Identity & Participation Teacher Models Discipleship & Service Assumptions Beliefs Elements of Adventist Education’s Vision Elements of Adventist Education’s Vision Spiritual Formation Ethos Structures & Processes “The harmonious development of the Worship Towards Wholeness mental, social, emotional, physical and spiritual capacities” Emotional Climate Intellectual Environment Relationships Physical Environment Spiritual Connection Mission God’s self-revelation The “Grand Story” Aesthetics

17. To know, experience and share our hope in Jesus Christ through Adventist education To know, experience and share our hope in Jesus Christ through Adventist education