Chapter 4 – Mentorship: The Multiplier in School Leadership

Chapter 4 – Mentorship: The Multiplier in  School Leadership 

    When I look back over my years in education, I can name the people who shaped my leadership more than I can recall the policies or programs. They were mentors — some assigned, others unofficial — who took the time to invest in my growth. And while they varied in style and personality, they all shared one belief: that leadership in a school is never a solo act. 

 

Why Mentorship Matters

    In education, we talk about “student success” as the measure of our work. But in leadership, one of the most significant measures is the growth of those who serve alongside us. Mentorship is the multiplier effect. It allows the wisdom, experience, and spiritual insight of one leader to extend far beyond their reach. 

    Robert Greenleaf’s (1977) servant leadership framework emphasizes the leader’s role in developing others, not just directing them. This means asking not only, “How can I lead well?” but also, “Who am I preparing to lead next?” 

Barriers to Mentorship

    If mentorship is so valuable, why don’t more leaders prioritize it? Without a clear plan, mentorship becomes hit-or-miss. In my view, there are three main obstacles:

Time Pressure – Administrators are often overwhelmed by urgent demands.

Fear of Replacement – Insecure leaders worry that mentoring others will decrease their value.

Lack of a Framework – Without a clear plan, mentorship becomes inconsistent.

Overcoming these barriers requires intentionality. Mentorship doesn’t need to be another “program”. It can be a way of leading.

 

A Framework for Mentorship in Christian Schools

    From my experience and research, effective mentorship in Christian education includes:

• Spiritual Alignment – Both mentor and mentee share a commitment to Christ-centered leadership.
• Regular Interaction – Mentorship is a relationship, not a once-a-year coffee meeting.
• Mutual Learning – The mentor remains open to being shaped by the mentee’s perspective.
• Practical Exposure – Real leadership is learned in the doing, not just in the talkingSpiritual Alignment – Both mentor and mentee share a commitment to Christ-centered leadership.
• Regular Interaction – Mentorship is a relationship, not a once-a-year coffee meeting.
• Mutual Learning – The mentor remains open to being influenced by the mentee's perspective.
• Practical Exposure – True leadership is learned through experience, not just conversation.

The Multiplier Effect

    When you mentor one leader well, you don’t just multiply your influence; you multiply the school’s capacity to fulfill its mission. Those leaders mentor others, and the impact spreads far beyond their tenure. 

    I’ve seen it happen: A teacher mentored into leadership begins mentoring others, and within a few years, the culture of the school shifts from survival to thriving. I've seen it happen: a teacher mentored into leadership starts mentoring others, and within a few years, the school's culture shifts from merely surviving to thriving.

Closing Reflection

    Mentorship isn't a luxury in Christian school leadership; it's a responsibility. The leaders we develop today will guide students, parents, and faculty we may never meet, and that is the true legacy of a Christian educator.

References

• Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness.
• Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.).

School names and specific identifying details have been changed to protect privacy while maintaining the integrity of the examples. 

Chapter 3 – Christian School Governance That Works

 

Governance Is More Than a Board Meeting

When I first became an administrator at a Christian school, I naively assumed school governance was mostly about board meetings — agendas, motions, and minutes. But it didn't take long to realize that governance is not just a procedural necessity; it is the invisible framework that either empowers a school to thrive or quietly erodes its effectiveness. Good governance is like the frame of a house. You may not notice it when everything is in place, but if it's weak or poorly constructed, the entire structure is at risk.

The Board's Role vs. Administration's Role

One of the quickest ways for a school to lose momentum is for the board and administration to misunderstand their roles. In healthy governance:

·        The board sets vision, approves policy, ensures financial stability, and hires (or, if necessary, releases) the head of school.

·        The administration leads day-to-day operations, manages staff, implements policy, and ensures the mission is lived out in classrooms and culture.

When either group crosses into the other's territory, the result can be confusion, frustration, and loss of trust. I've seen boards that wanted to weigh in on classroom schedules and seating arrangements, and I've seen administrators who resisted necessary board oversight — both scenarios hurt the mission.

A Story of Boundary Clarity

Early in my leadership at a particular school, our board chair asked to sit in on faculty evaluations "just to observe." It seemed harmless at first, but I knew it risked blurring the line between governance and management. I explained that evaluations are an administrative responsibility, and that preserving the privacy and trust of our staff was essential. Instead, I offered to provide a comprehensive, anonymized summary of evaluation trends at the next board meeting. This approach gave the board the information they needed without overstepping boundaries. To my relief, the chair agreed. That single conversation prevented what could have been an ongoing source of tension.

Different Governance Models, Same Essentials

Christian schools operate under different governance models — church-owned, independent board-led, and hybrid systems. My research found that the healthiest schools, regardless of model, share three essentials:

1.       Mission Alignment – Every decision, from curriculum changes to facility upgrades, is tested against the mission.

2.       Mutual Respect – Board and administration see each other as allies, not adversaries.

3.       Role Clarity – Everyone knows where governance ends and management begins.

When Governance Breaks Down

Poor governance can show up in several ways:

·        Micromanagement – The board gets entangled in daily decisions, leaving leadership paralyzed.

·        Detachment – The board is uninvolved or unaware, rubber-stamping proposals without critical thought.

·        Conflict of Interest – Personal agendas or relationships cloud decision-making.

When these issues surface, they rarely resolve themselves without intentional effort and courageous conversations.

Building a Healthy Governance Culture

The best governance structures don't just "happen" — they are cultivated over time. In my experience, these practices make a difference:

·        Board Orientation – Every new member receives training on roles, responsibilities, and the school's mission.

·        Regular Evaluation – The board evaluates itself annually, just as it evaluates the head of school.

·        Clear Communication Channels – Information flows in predictable ways so everyone knows how and when decisions are made.

·        Prayer as a First Step – Board meetings open and close with prayer for unity, wisdom, and humility.The Administrator's Responsibility

Administrators can't simply expect good governance — we have to help build it. That means:

·        Being proactive in communication.

·        Respecting the board's time and role.

·        Providing accurate, timely information for decision-making.

·        Asking for input early rather than after a decision has been made.

Reflection Questions

·        How clear are the roles and responsibilities between your board and administration?

·        What governance practices in your school need strengthening?

·        How can you, in your current role, help cultivate trust between governance and leadership?

References

·        Carver, J. (2006). Boards that make a difference: A new design for leadership in nonprofit and public organizations (3rd ed.).

·        Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.).

School names and specific identifying details have been changed to protect privacy while maintaining the integrity of the examples.

 

Chapter 2 – Servant Leadership in Practice

Leading From Behind

When I stepped into my first administrative role, I thought leadership meant being in the front — visible, decisive, steering every conversation. What I learned quickly was that some of the most effective leadership happens from behind the scenes, quietly removing barriers so others can thrive. Robert Greenleaf (1977), who first articulated the concept of servant leadership, describes the servant-leader as one who begins with the desire to serve and then consciously chooses to lead as an extension of that service. In a Christian school context, this resonates deeply. Jesus Himself modeled it when He washed the disciples' feet (John 13:14–15), demonstrating that authority and humility are not opposites — they are partners.

A Lesson in Listening First

Early in my tenure as principal in a Christian school, two veteran teachers found themselves in sharp disagreement over a new grading policy. The tension was seeping into staff meetings and even into their classrooms. The easy path would have been to send out a directive and move on. Instead, I asked each to meet with me privately. My goal wasn't to "win" one over to the other's side, but to understand each perspective fully. When we finally sat together, they each realized they had been defending assumptions rather than facts. By the end of the meeting, they agreed on a compromise — and even more importantly, they prayed together. That moment reinforced for me that listening is not passive; it's one of the most powerful leadership tools we have.

Humility Is Not Weakness

One of the misconceptions about servant leadership is that it means avoiding confrontation or always saying "yes." In truth, servant leaders often make the hardest calls — but they do so in ways that protect the dignity of those involved. At Harborview, I once had to recommend the non-renewal of a teacher's contract. It was not a decision made lightly, and it came after months of coaching and support. Yet, when it became clear that the position was not a good fit, the conversation was guided by both honesty and compassion. We prayed together, and the teacher later told me, "I felt respected, even in the disappointment."

Service Builds Trust

In school leadership, trust is the currency that makes everything else possible. Without it, even the best policies or programs will fail. Trust grows when leaders:

·        Show up consistently — not just for big moments, but in daily routines.

·        Follow through on promises — even when the task is inconvenient.

·        Prioritize the mission over personal ambition.

When staff and families know you are serving the mission — not your own interests — they are far more willing to follow your lead.

Practical Rhythms for Servant Leadership

Servant leadership is not a one-time event; it's a way of leading daily. A few rhythms I've found helpful include:

1.       Walking the campus regularly — not just to monitor, but to connect.

2.       Holding open-door office hours where staff can drop in unannounced.

3.       Asking "What do you need from me?" in meetings to shift focus from tasks to support.

4.       Celebrating others' successes publicly while taking responsibility quietly when things go wrong.

The Biblical Mandate

Servant leadership is not just a leadership style; it is a biblical mandate. Mark 10:43–45 reminds us that greatness in God's Kingdom is found in service, not status:"…whoever wants to become great among you must be your servant, and whoever wants to be first must be slave of all."  When Christian school leaders live this truth, they model for students and staff a radically different view of leadership than the world offers.

Reflection Questions

·        In what ways can you intentionally "lead from behind" this week?

·        How do you balance humility with the need for decisive leadership?

·        Where in your leadership can you create more opportunities for listening before acting?

References

·        Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness.

·        Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.).

 The Pastor Trap: Called and Recalled: Surviving the Call, Reclaiming the Soul - Kindle edition by Douglas, Wendell C . Religion & Spirituality Kindle eBooks @ Amazon.com.

Chapter 1 of 15 – The Calling to Lead

Chapter 1 of 15 – The Calling to Lead

By Wendell C Douglas, PhD, MEd

NOTE: School names, situations, and specific identifying details have been changed to protect privacy while maintaining the integrity of the examples.

This series of blog entries is based on my dissertation work and a lifetime of experiences in public and private education.  Comments are welcome!

A Quiet Invitation

Some moments in life alter your path without warning. For me, it happened on a Tuesday morning between second and third period classes. I was erasing the board when the principal walked into my room.

"We've been watching the way you work with students and staff," he began, leaning casually against the doorframe. "Have you ever considered moving into administration?"

My instinctive answer came quickly before he finished the question: No. Absolutely not. Leadership was for people who liked policies, personnel issues, and spreadsheets. I preferred teaching literature, leading student discussions, and planning lessons that tied faith and learning. Besides, I had already established a comfortable routine — why would I shake it up?

The Discomfort of a Calling

That afternoon, I told my wife about the conversation. She didn't react with surprise — instead, she simply said, "You should pray about it." Over the next few weeks, I did. And as I prayed, I began noticing a pattern. The same verse kept surfacing in my devotions, on Bulletin boards.

Leadership as Stewardship

Peter Northouse (2018) describes leadership as a process of influencing others to achieve a common goal. In Christian education, that goal extends beyond academics to include the spiritual and moral growth of young people. This means leadership is about stewardship, not ownership. You don't "own" the school, staff, or students; instead, you hold them in trust, guiding them to fulfill God's purposes. Like all stewardship, there will come a time when you must account for how you managed it.

Confirming the Call

The first year I said "yes" to leadership, I faced moments that tested whether I was truly called: • A parent meeting that started in anger but ended with prayer and reconciliation. • A budget shortfall that left us unsure how to meet payroll — until an unexpected donor called to ask how they could help. • A faculty crisis where my role wasn't to "solve" but to listen, mediate, and guide toward forgiveness. In each case, I learned that leadership isn't about being in control — it's about being faithful in the moment.

The Cost of Leadership

We do a disservice to future leaders if we pretend this calling comes without cost. It will:

• Test your patience when decisions are questioned.

• Require courage when unpopular truths must be spoken.

• Demand emotional and spiritual resilience when criticism comes from those you serve.

But the cost pales in comparison to the joy of seeing God at work in your school community.

Lessons for New Leaders

1.       Don't confuse calling with comfort — God rarely calls us to what feels safe.

2.       Your authority is borrowed — it comes from the One who placed you there.

3.       Success is obedience — the measure of leadership is faithfulness, not applause.

Reflection Questions

·        What scripture or truth anchors your sense of calling?

·        How can you discern the difference between an opportunity and a calling?

·        In what ways are you stewarding the people and mission entrusted to you?

References

·        Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.).

School names and specific identifying details have been changed to protect privacy while maintaining the integrity of the examples. 

Copyright ©2025 | Wendell C. Douglas | All Rights Reserved

Coming Soon from Learntrax Press!

Coming Soon from LearnTrax Press

Expanding the View Behind The Pastor Trap: Called and Recalled

The journey doesn’t end with The Pastor Trap: Called and Recalled. We’re building a full suite of companion resources to deepen the impact and extend the conversation:

• Companion Workbook – Guided prompts and exercises for personal and team reflection

• Facilitator’s Guide – Tools for leading group discussions, coaching sessions, and retreats

• Interactive Workshop Experience – In person or via Zoom.  A fun and dynamic format for immersive healing and leadership renewal

These resources are designed for ministry leaders, educators, and anyone navigating the sacred tension between calling and burnout. Whether you're leading a team, mentoring others, or walking through your own season of transformation, LearnTrax Press is here to support your journey.

“You can survive the call—but not without reclaiming your soul.” — The Pastor Trap

🔗 Explore more at 📘 Grab your copy of The Pastor Trap on

Stop the AI Shaming

 

Stop Shaming the Academic Use of AI: Embracing "Creative Assistance" by W C Douglas

The Rise of AI in Academia

Artificial Intelligence (AI), or as it should rightfully be called, Creative Assistance, has become one of the most transformative tools in modern academia. From automating mundane tasks to helping students organize their research, AI is reshaping the way education is approached. But despite its incredible potential, the use of AI in academic settings is often shrouded in stigma. Many professors and institutions treat it as though it is inherently unethical—a shortcut for the lazy or a crutch for the unskilled. This narrative is not only inaccurate but also harmful to the future of education.

The reality is that AI isn't replacing human intelligence. Instead, it is acting as an amplifier of creativity and productivity. When students and researchers use AI tools, they are not avoiding learning or dodging effort; they are working smarter, leveraging technology to push beyond the boundaries of traditional methods. Unfortunately, the prevailing culture in many academic circles suggests otherwise. This has led to an environment where students hide their use of AI tools out of fear, even though these same tools could be key to their academic success.

When students hear "Artificial Intelligence," it often implies that the tool is doing the thinking for them. This misconception fuels the idea that using AI is akin to cheating. In reality, most AI tools function as highly advanced assistants.

The phrase "Artificial Intelligence" also distances the user from the technology. This framing contributes to the fear that AI will erode academic standards or render human input obsolete, which is far from the truth.

If institutions begin using "Creative Assistance" instead of "Artificial Intelligence," it could open the door for healthier discussions about ethical use. Instead of blanket bans or punitive measures, educators could focus on teaching students how to use these tools responsibly. By embracing this shift in terminology, we can transform AI from a misunderstood threat into a respected partner in the academic process.

The current culture of shaming AI users in academia is counterproductive. It not only undermines student confidence but also perpetuates outdated teaching practices. The key is to establish clear expectations for how AI tools can be used, rather than condemning them outright. Instead of discussing how they are using these tools, students hide their use, which prevents educators from offering guidance. This secrecy reinforces the belief that AI use is inherently wrong.

If the academic community truly wants to uphold integrity and excellence, it must stop shaming AI use and start teaching students how to use it effectively. Condemnation doesn't foster understanding; education does.

Note:
This article was generated with the help of Creative Assistance, leveraging technology to show its role in academic work.