SASKATOON SOCIETY FOR CHRISTIAN EDUCATION INC.
MONITORING REPORT
POLICY:
E-3
Influential Integrity
POLICY CATEGORY: Ends – Principal
FREQUENCY:
Annual
MONITORING PERIOD:
Sept 30, 2011 – Sept 30, 2012
DATE SUBMITTED:
October 20, 2012
Board policy is indicated in bold typeface throughout.
I hereby present my monitoring report on your Ends policy “Influential Integrity” according to
the schedule set out. I certify that the information contained in this report is true, and
represents compliance with a reasonable interpretation of the policy unless specifically stated
otherwise.
Signed
, Principal
Date:
E–3 Influential Integrity
Students are equipped for life demonstrating influential integrity.
This is further interpreted to include, but not limited to:
Students will:
 be confident in living by personal convictions;
 be “salt and light” where they are;
 demonstrate a servant-leader’s attitude.
Underlying Interpretations/Understandings
I interpret equipped for life to mean that teachers educate students in a way to prepare
them with tools/attitudes for the purpose God has intended a student’s life (to be made
ready or fit or suitable beforehand). At SCS, we believe that equipping students to be
actively transforming our world for Christ is a shared responsibility between school,
church and family. We want our students to be spiritually equipped for life and
academically prepared to enter into any post-secondary school/occupation of their
choice upon high school graduation; we want them to learn the principles and develop
the skills necessary to equip them to care for others in a distinctively Christian way; we
want them to know how to confidently share their faith at the right time, in the right
way and for the right reasons; we want them to know how to use biblical principles to
guide your life.
I interpret demonstrating to meanto show clearly and deliberately; manifest; to display,
operate, and explain the workings of; provide evidence for; stand as proof of; show by
one's behaviour, attitude, or external attributes. We would have them discover how to
use biblical principles to point them towards what is truly important in living a Christian life of
shared faith and how a living witness can impact those around you while building up the
kingdom boldly serve family, their church community and their community.
I interpret influential to mean having or exercising influence or power wherever they
are serving; influential leadership in their family, their church and their school.
I interpret integrity to mean we are to be true to our word as a testimony to our faith in
Him. We are not to be worldly with our words or the essence of our virtue and
character. Everything we do as a child of God must be in integrity, truthfulness, and
honesty, as we are representing Him who is living in us! Consistent integrity is essential
for the person who claims Christ as Lord of his or her life! Teaching that Christians who
confess their faith in the Lord Jesus Christ, God’s revelation and the work of the Holy
Spirit, must demonstrate what they believe in their daily lives. They must show the
world genuine Christian life characterized by integrity. The impact of this virtue called
integrity should be visible, first in our relationships, second in our marriages, thirdly in
our jobs.
The apostle Paul urges the Philippian church to conduct a life of integrity:
“Whatever happens, conduct yourselves in a manner worthy of the gospel of Christ.
Then, whether I come and see you or only hear about you in my absence, I will know
that you stand firm in one spirit, contending as one man for the faith of the gospel
without being frightened in any way by those who oppose you. This is a sign to them
that they will be destroyed, but that you will be saved – and that by God. For it has
been granted to you on behalf of Christ not only to believe on him, but also to suffer for
him, since you are going through the same struggle you saw I had, and now hear that I
still have”, Philippians1:27–30.
Integrity is considered the application of character. It is the demonstration of who we
are in Christ and that our faith is real and backed up with our attitude and word. The
absence of integrity is an indication that we as Christians are perhaps fakes and frauds
at worst, and ineffective and useless at best. It is essential that we pursue integrity and
His transforming work to make His Name real and demonstrated (Rom. 12).
Activities at SCS to “Equip”
SCS is a K-12 Christian school of approximately 370 students committed to a Biblical
standard of spiritual and academic excellence. We are committed to a Biblical standard
of excellence for the glory of God in all that we do. The primary purpose and ministry of
SCS is Christian education. Our goal is to offer students training in Bible study,
evangelical outreach, leadership development, community living, and personal discovery
through discipleship. The mission of SCS is the "...transformation of lives...”
Although each student will have his own individual development process, it starts with
our Bible course at our Elementary level and extends to Christian Ethics courses at the
Grade 10-12 level. The basic underlying sense is that we will enable all students to
grow in their depth as a disciple of Jesus Christ to enable them to make an impact in
their workplace, schools they attend or applying his or her vocation in work/missions.
The curriculum is not designed to be a theological course, but it is designed as a
learning process towards developing an integrated lifestyle – having a Christian
worldview.
There is a threefold approach to Bible/CE courses in the K – 12 continuum:



The foundations required for growth in Christian understanding, life and service.
The Biblical considerations in Christian life and service which relates to
preliminary understandings of a Christian worldview.
The practical applications of their Christian worldview and learning how to live as
a Christian in the world.
At this point, I can see I not have the appropriate data to comment on compliance of
this End. However, following the Governance Workshop with Jannice Moore, I am
aware of the steps necessary to collect the data. The key focus is not if they are people
of ‘influential integrity’ but whether we are equipping them to be such people. If they
achieve that ‘influential integrity’, to what degree they achieve ‘influential integrity’,
etc., are all questions with answers to be revealed over the years of their life.
However, as a Christian school, we need to be very intentional to ensure that what we
are doing every day is all working toward equipping them to be people of integrity and,
hopefully, influential integrity.
I spent a great deal of time during our Convention trip to speak to a wide variety of
teachers regarding the topic: “How are you equipping your students to have influential
integrity?”
So how do we equip students:
1. Know what we are equipping them to do. The stronger our sense of the
purposes of God both for our world and for us as individuals the more likely we
are to respond to the equipping mode.
2. Equipping is about teaching, rebuking, correcting and training. Humility is the
key to being well equipped. It is working to create an attitude in a child to have
an open heart and an open mind, being sensitive to the places in which we do
need teaching, training, correction or rebuke. One of the biggest struggles in
Christian work has been the lack or willingness that many show to the rebukes
and corrections of God. Some of us who are involved in Christian activity – be it
preaching, activism or meditation and prayer – build up a certain arrogance and
self-righteousness about what we are doing. We think that our way is the only
way and it is very hard for God or others to correct us when we have gone
astray.
3. Equipping involves spiritual, emotional and physical aspects. The keys to being
well equipped are spiritual formation and activism. To be well equipped we need
to bring both together. God does not want to just change our hearts but our
whole lives.
Scope/Sequence of: The Three Dimensions of Integrity
Development
Essentially, over the thirteen years of Christian education at SCS, we desire
to accomplish these goals in students.
1. Christian Character (“Who Am I?”)
We desire to develop students who believe that lasting positive influential integrity
depends on the kind of person they are becoming. The goal of Christian integrity
development is to shape the intention of the heart and mind and for students to
become like Christ in their actions. It is:
Servanthood: Students will be humble in their use of authority and power, and will
attend to the needs of their followers.
Teachable Spirit: Students will make themselves available to God for the ongoing
transformation of their heart producing the Fruit of the Spirit (love, joy, peace, etc.).
They will admit mistakes and shortcomings, knowing that authenticity and transparency
is part of the growth process.
Valuing all People: Students will treat all people as image bearers of God, value the
diversity of each person, and work for social justice and equality in organizations and
interpersonal relationships.
2. Calling (“Where Am I Going?”)
We desire for all Messiah students to have a vision and passion for the practice of
Christ-like integrity. Central to understanding integrity is the belief that Christ-like
integrity is possible for all through the transforming power of the Holy Spirit. It is:
The Call to Integrity: Students will understand integrity as influence and that God
calls all Christians to it.
Self-Awareness & Spiritual Formation: Students will be aware of the values,
emotions, attitudes, and beliefs that motivate them to take action and will consciously
be working toward aligning these elements with a Christ-centred perspective.
Vision Casting: Students will articulate a vision for the future that is rooted in an
understanding of their gifts, talents, and abilities and God’s calling to influential
integrity.
3. Competencies (“How Do I Get There?”)
We intend to develop students who will successfully demonstrate influential integrity in
their world. Integrity competencies are knowledge, skills, abilities, and other
characteristics; integrity competencies are not all-inclusive or job or task specific but
they do extend beyond context and position.
Communication: Students will actively listen to others and communicate effectively.
Collaboration: Students will work with others in common efforts, building cohesive
teams that strive to accomplish goals through shared responsibility, authority, and
accountability.
Interpersonal Skills: Students will treat others and themselves with respect and will
effectively resolve conflicts with civility recognizing that controversy often leads to new,
creative solutions to problems.
Time Management: Students will effectively manage their time and delegate tasks to
others.
Goal Setting: Students will set clear, measurable goals and strive to reach them.
Intercultural Competence: Students will be aware of how often their culture shapes
their understanding of themselves, other people, their immediate context, the world,
and will have knowledge of different cultural practices and will demonstrate genuine
and constructive engagement in cross-cultural contexts. They will gain a keen
understanding of the impact of Christian integrity in their world.
With all this in mind, I have worked on/discovered a number of tools I would continue
to refine with staff to use with students to determine two main considerations:
4. What are teachers doing to teach, rebuke, correct and train students –
essentially the ‘equip’ them.
5. Our attempt to collect information regarding their perceptions on their
progress toward their sense of personal integrity. Clearly, it is only a
snapshot of their sense of personal integrity but it is a start for us to
capture an important End for SCS.
The following are examples of data collection devices we could use in grade level
classes to determine some degree of a student’s sense of integrity. These will give us
some sense of how successful they feel toward being ‘equipped’.
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Integrity Questions for Students
1.
2.
3.
4.
5.
6.
List some of the worst things that you think show a lack of integrity in some
Christian living.
What affect does such poor Christian living have on our general Christian
witness?
Since we are “children of God”, what characteristics of our Heavenly Father
should we show to people around us? Share as many as you can.
How can we honestly “love others” amongst whom we live and work every day?
(Take “others” to mean people of other faith backgrounds or no faith
background). Consider talking with them and practical ways to serve and build
bridges to them, Proverbs 25:21, Matthew 5:44.
How is Christian integrity to be expressed (practically lived out) in marriage and
family life? Consider relationships between husband and wife, parents and
young children, older children and parents, adult children and parents, care for
the elderly, single unmarried people, etc. Be as practical as you can in your
answer.
Since a local church is placed where it is to be a witness to those around,
describe how you feel Christians should become involved in their wider
7.
community. Explain how being “salt and light” influences your answer, Matthew
5:13-16.
List the blessings and the challenges for a Christian leader living in absolute
integrity. Prayerfully consider what percentage of your own life is touched by
Christian integrity.
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Is the Character of Integrity working in you?
Here is how you can find out. Take a careful look at these character and fruit of
integrity questions in the light of God's Word by examining the passages below. Now
ask:
1.
How do I exhibit integrity in my daily life?
2.
How can I better develop a willingness to possess more integrity?
3.
What blocks integrity from working and being exhibited in me?
4.
How can I make integrity function better, stronger, and faster, even in times of
uncertainty and stress?
Here are positive examples from Scripture: Gen. 12:18-20; 18:19; 31:39; Deut. 18:19; 1
Sam. 12:1-5; 2 Kings 12:15; 22:4-7; Job. 1:8; Dan. 3:16-28; 6:4; Mal. 2:6; Acts 23:1-3;
Rom. 9:1; 2 Cor. 4:2; 1 Thess. 2:3-12
Here are negative examples from Scripture: Joshua 7:11-26; 1 Kings 21:2-16; Matt. 23:
1-39; Acts 8:18-23; 23:12-15; 1 Tim. 1:18-20
The willingness to model Christ's character is far more vital for us today than the
willingness to just preach it. God want us to be authentic - not pretentious - because we
are the Bible that non-Christians read (2 Cor. 8:9)!
Further Questions
1.
How would you define or explain integrity to someone who does not understand
it?
2.
What part does integrity play in your relationships with fellow church members,
friends, coworkers, and family? What would or could block you from acting with
integrity?
3.
How does dishonesty counteract integrity? What is the cost to the Kingdom of
God when we Christians do not keep our word?
4.
What happens to your relationship with God, with others, and with the
opportunities God gives you when you refuse to have integrity?
5.
When have you exercised integrity the most? How do you practice integrity? In
what situation did you fail to have integrity when you should have?
7.
What issue is in your life that would improve with more integrity? Why would a
Christian refuse to be consistent with his/her integrity?
8.
Think through the steps you need to take to put integrity into action in a specific
instance. For example, what can you do to be more consistent and proactive
with integrity? What can you do to be a person who is focused on integrity?
What can your church do to instill and teach that integrity is essential for the
person who claims Christ as Lord of his or her life?
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According to research from Essex University in England, British people have
become markedly less honest in the last decade. Coupled with this decline
in morality is a growing acceptance of dishonest behavior.
For example, in 2000 70 percent said that an extramarital affair was never
justified. Now, barely 50 percent would agree. Only 33 percent feel lying
on a job application was wrong.
Here is the test:
Rate your attitude to each of the following activities with one point if you
think it is never justified; two points if you think it is rarely justified; three if
you view it as sometimes justified and four if you think it is always justified.
A. Avoiding paying the fare on public transport.
B. Cheating on taxes if you have a chance.
C. Driving faster than the speed limit.
D. Keeping money you found in the street.
E. Lying in your own interests.
F. Not reporting accidental damage you have done to a parked car.
G. Throwing away litter in a public place.
H. Driving under the influence of alcohol.
I. Making up a job application.
J. Buying something you know is stolen.
According to the authors, a score below 10 suggests you are very honest,
11 to 15 means you do not mind bending the rules but are more honest
than average, 16 to 20 suggests you are relaxed about the rules and
anything more than 21 suggests you do not believe in living by the rules.
If you lie, commit adultery, take drugs, break the speed limit, drink and
drive, and willingly handle stolen goods, you’re in good company.
Or at least company.
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How do I see my life and the integrity God asks of me?
1. How do I exhibit Integrity in my daily life?
2. How can I better develop a willingness to possess more Integrity?
3. What blocks Integrity from working and being exhibited in me?
4. How can I make Integrity function better, stronger, and faster, even in times of
uncertainty and stress?
Further Questions
1.
How would you define or explain integrity to someone who does not understand
it?
2.
What part does integrity play in your relationships with fellow church members,
friends, coworkers, and family? What would or could block you from acting with
integrity?
3.
How does dishonesty counteract integrity? What is the cost to the Kingdom of
God when we Christians do not keep our word?
4.
What happens to your relationship with God, with others, and with the
opportunities God gives you when you refuse to have integrity?
5.
When have you exercised integrity the most? How do you practice integrity? In
what situation did you fail to have integrity when you should have?
7.
What issue is in your life that would improve with more integrity? Why would a
Christian refuse to be consistent with his/her integrity?
8.
Think through the steps you need to take to put integrity into action in a specific
instance. For example, what can you do to be more consistent and proactive with
integrity? What can you do to be a person who is focused on integrity? What
can your church do to instill and teach that integrity is essential for the person
who claims Christ as Lord of his or her life?
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Can we measure our integrity? If so, how?
Consider the following ten questions:
1. What are you like when no one else is around?
2. How do you treat others who can’t benefit you?
3. How sincere, humble and transparent are you?
4. Are you the same person when you are with different people?
5. Are you the same person in public as in private?
6. Do you quickly admit to yourself and others when you’re wrong?
7. Do you subscribe to God’s absolute moral standards in His Word?
8. Do you talk to people or about them behind their backs?
9. Are you accountable to at least one person for what you think, say and do?
10. Do you submit to God’s Spirit and seek to please Him in all you do?
11.
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Making Integrity Work for You – Questions for Consideration
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Is it too much to ask that we be “simper fidelis” – always faith – always true to
one another?
What are some of the main deterrents to “keeping our word”?
How can we talk about living a life of integrity if we subscribe to relative
morality?
How would you define integrity? What is it? What is it not?
Is integrity similar to, or different from, “promise keeping?
What does the Bible have to say about integrity?
What does our management of finances have to do with integrity?
How can we identify the proper moral standard for a life of integrity?
What flaws exist in your own integrity armour? How can others help you?
Some roads seems right but aren’t. Can you name a few?
How are we to determine the path on which we will travel?
How does “secular humanism” pose a threat to living a life of integrity?
Is integrity in living one of your most sought after virtues? If not, what is?
What is the “north star” which guides us along the path of integrity?
15.
16.
17.
18.
Is integrity optional or essential? Why or why not?
What would society be like if we all lived lives of integrity?
What happens when integrity becomes merely an option rather than a mandate?
What effect does integrity or the lack of it have on the world of work?
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1.
2.
3.
4.
5.
6.
7.
Can you think of some Biblical examples of integrity?
How does a focus on integrity improve our vision of life itself?
How can the trend toward unethical behaviour be reversed?
How transparent are you willing to live your life?
How did Christ demonstrate His own integrity?
Can ideas can you implement in order to grow in your integrity?
How can we become persons of integrity if none of us is perfect?
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CONCLUSION
My position on this End and the reporting is a dichotomy presently. I understand the
End and what it is addressing in the school.
However, I am not in a position to report that I have the information from teachers I
need to complete this report. I must admit, until I began to understand the issue this
month by having to address the E-3 End, I had not considered appropriately all the
Means we presently use to accomplish this End nor the ways of collecting the data. In
addition, with the clarity Janice Moore brought to my understanding of how to properly
approach these statements, I feel I have developed a process for me to work with staff
on a yearly basis to collect the necessary Monitoring Report information.
I want to begin using a teacher meeting a month to use to confer with teachers to
include them in the development of the information we are looking for in each of these
Ends with the conclusion being that we will begin collecting information/data on the
Ends with respect to what the students are doing/demonstrating in these areas. In this
way, staff are co-constructing the measurement devices and examining the data they
collect giving them feedback on the Ends and a closer understanding of each the Ends
that relate to the students.
Therefore, I must report non-compliance for this End.