Prepared for st. paul`s lutheran church and school, glen burnie, md

Transcription

PREPARED FOR ST. PAUL’S LUTHERAN CHURCH AND SCHOOL, GLEN BURNIE, MD
“[Jesus replied] But blessed are your eyes
because they see, and your ears because
they hear.”
Matthew 13:16 (NIV)
PREPARED FOR ST. PAUL’S LUTHERAN CHURCH AND SCHOOL,
GLEN BURNIE, MD
FY 2014
PREPARED FOR ST. PAUL’S LUTHERAN CHURCH AND SCHOOL, GLEN BURNIE, MD |
DOCUMENT PRESENTATION AND USE
Contents
Document Presentation and Use ________________________________________________________________________ 1
IIP’s Background _________________________________________________________________________________________ 3
IIP’s Letter to St. Paul’s ___________________________________________________________________________________ 4
I.
St. Paul’s Congregational Profile and Culture _____________________________________________________ 6
II.
St. Paul’s Congregational Statistics ______________________________________________________________ 15
III. St. Paul’s Congregational Process ________________________________________________________________ 21
IV. St. Paul’s Congregational Stewardship __________________________________________________________ 26
V.
St. Paul’s Congregational Recommendations ___________________________________________________ 30
VI. St. Paul’s Transitional Task Force (TTF) _________________________________________________________ 32
Contact Information ____________________________________________________________________________________ 35
St. Paul’s Evangelical Lutheran Church and School, LCMS __________________________________________ 36
Document Presentation and Use
This document has been prepared for the sole use of the members and stakeholders of St.
Paul’s Lutheran Church and School in Glen Burnie, Maryland, and the Southeastern
District Office of the LCMS. This document has been
prepared to reflect, as closely as possible, what St. Paul’s
says about itself. Special thanks goes to the staff,
Executive Council, Pastoral Care Committee, Discipleship
Ministry, and all others who have worked diligently to
gather data, fill out surveys, attend meetings, provide two
rounds of proof reading to detect and correct errors (all
in 90 days), to provide the most accurate reports on how
St. Paul’s functions in a Christ-redeemed community.
Additional content for this document has been assembled from over 160 interviews with
individual church members (42% of the average weekly attendance), church-workers, and
teachers; over a dozen board and committee meetings; thirty worship services; four Bible
Studies; six staff meetings; numerous senior staff meetings; an exit meeting with both the
music director and the school principal, including one past senior pastor; four luncheons;
small group meetings; and dinners. The following internal
documents have been consulted: The Constitution and By-laws
(particular consideration given to those dated from November
23, 1982, and rev. 1984, 1985, 1986, 1990, 1991, 1998 and
current) the governing principles, the personnel manual, the
faculty handbook, policies, job descriptions and St. Paul’s current
Mission and Vision Statement. The following two third-party
documents have been consulted: Lutheran School’s Accreditation
outcome letter and accounting firm, Johnson, Lambert, & CO. LLP, CPAs and Consultants,
audit letter from 2008. (Johnson, Lambert, & CO. LLP provided accounting and auditing
services to St. Paul’s Lutheran Church and School from 2001 to 2008.)
Although this document has pulled from a wide range of sources, it should be viewed as
one of many resources congregational leaders and members should consult to learn more
about themselves, individually and as a whole, during the congregational self-study. This
document does not draw conclusions about St. Paul’s history or make recommendations
Page 1
on St. Paul’s future. There will be variants and errors (except where facts are cited and
sourced) as this document is the culmination of diverse views and voices that make up the
collective identity of St. Paul’s Lutheran Church and School. The culmination of diverse
views, values, and story-telling is what it is. Readers may find themselves in agreement
with some, but not all the material presented here, as the document attempts to reflect a
balance of opposing views which coexist in St. Paul’s community. It is my prayer that
members find an opportunity for increased communication and learning from this study;
opportunities that help further define St. Paul’s and its ministries.
All of the congregational records (which are public documents) used to develop this
report will be made available in the church office. I encourage you to stop in and read
these records of St. Paul’s history. As a courtesy, please call in advance and make an
appointment to avoid conflicting use of the single document copies. Also, feel free to ask
the church secretary for directions to available and quiet space to review these resources.
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IIP’S BACKGROUND
IIP’s Background
The purpose of providing my background as author is to disclose some information about
the voice heard throughout this document. I trust my background is sufficiently diverse,
and my experience sufficiently qualifying, to lend some helpful insights – and not
distractions.
I was born into a bi-racial family and named after Martin Luther King Jr., who of course
was named after the first Martin. By the age of 7, I had lived in seven foster homes and
was then adopted by two Lutheran school teachers in 1977. I attended Lutheran schools
from Kindergarten through 12th grade. I received a BA degree from Concordia University,
Ann Arbor, MI and a Masters of Divinity from Concordia Theological Seminary, Ft. Wayne,
IN. While a student at the seminary, I also studied at the US Navy Chaplain’s Candidate
School and graduated from the program in Newport, RI.
Since graduating from Concordia University, I have been a professional church worker in
eight different churches over twenty-two years. I have served in small, program, large,
and corporate sized congregations; in positions varying from youth ministry to senior
administrative pastor. My first call out of seminary was to a “mission” congregation in
southern California requiring me to seek outside employment. I was hired by UBS
PaineWebber, where I had oversight of forty million dollars of private investments,
including several large endowments. I have served in the securities industry providing
financial planning advice, developing planned gifts for churches, and developing estate
and retirement plans for church workers over the last 14 years. I serve as the financial
and recording secretary on the Intentional Ministry Conference (IMC) Board of Directors.
In 1994, I married Anne R. (Lockwood), who is an attorney. Together we have been
blessed with five children: Kyle (19), Kelsey (16), Justin (14), Rachel (12), and Katie (8).
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IIP’S LETTER TO ST. PAUL’S
IIP’s Letter to St. Paul’s
Uniting Faith with Action
TO THE MEMBERS AND STAKEHOLDERS OF ST. PAUL’S LUTHERAN CHURCH AND
SCHOOL:
Over the past three months, I have observed and interviewed members of the
congregation and school to gather information about what St. Paul’s members do and how
St. Paul’s members speak about themselves. The time has come to begin to understand
what the information means. Members should take a “balcony” approach to learn the
most about themselves, the congregation, and its ministries: look ahead and behind, with
eyes-wide-open! I encourage members to find a way to enjoy this gift of time between
senior pastors as God uses it for His purposes. Ecclesiastes 3:1 says: “There is a time for
everything, and a season for every activity under the heavens.”
At the end of this report, I recommend five focus areas for St.
Paul’s Congregational Self-Study. Another group of lay
leaders, called the Transitional Task Force (TTF), will be
invited to come alongside current leaders to select two or
three of these recommendations for self-study.
TTF
members
will
promote
and
increase
communication with the congregation, provide support to
current leaders, and broaden the scope of input during the
IIM period. The TTF will also lead in the self-study and
provide a Final Report with recommendations for congregational vote.
The self-study should last about 5 – 6 months and should encourage lay and staff leaders
to evaluate the congregation and school in the following ways: where they have been, who
are they, who do they serve, how do they do ministry, what is the cost, and where are they
going? A self-study is meant to foster and promote spiritual and emotional healing and
health in St. Paul’s congregational system. Investing in this self-study may help St. Paul’s
avoid a shortage of information or confusion over what is going on in this between time,
learn what data is helpful and what the data may mean to a successful moving
forward. All of St. Paul’s, including the list of pastoral candidates, will benefit from
learning about St. Paul’s cultural perspectives, core values, and ministry process. The
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IIP’S LETTER TO ST. PAUL’S
greatest value of the intentional interim process is not the research, observation, and
deductions made by the intentional interim pastor but by St. Paul’s during the self-study.
God in his infinite wisdom has placed St. Paul’s on this wonderful journey and I am
honored to accompany the congregation as an evangelist and witness.
Blessings in Christ Jesus, our Savior and King.
Martin L. Schroeder
Pastor – Senior Administrative
Intentional Interim Pastor
November 7, 2014
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ST. PAUL’S CONGREGATIONAL PROFILE AND CULTURE
I.
St. Paul’s Congregational Profile and Culture
PROFILE
St. Paul’s history is one of passion and blessed accomplishments in reaching the lost with
the Gospel of Jesus Christ. Where St. Paul’s generosity and evangelical spirit may be seen
most is in her heroic efforts to serve the Christian community at large through her school,
which began in 1950 (64 years ago). In 2006, St. Paul’s Lutheran School enrollment
numbers reached their peak; St. Paul’s worship attendance numbers reached their peaks
in the late ‘90s and earlier 2000s. Both St. Paul’s Lutheran School and the Church have
realized a significant tapering in numbers over the last eight years. But, St. Paul’s mission
remains clear and as firm as ever: taking Jesus Christ to the world.
Congregational size theories would describe St.
Paul’s Lutheran Church as a “large” size church with
225 – 450 average weekly attendance (Lyle Schaller),
or a “corporate” size church with 350+ (Arlin
Rothauge); as distinguished from the smaller
“Program” size church or the larger “ranch” or “mini
denomination” church sizes 450 to 700 plus. The
Large size churches (225 – 450 average weekly
attendance) constitute less than 10% of all
Protestant congregations in America and have 25%
of all Sunday morning worshipers. A program sized
church focuses on a rich variety of ministries offered in “small group” settings. (See Chart
on page 9)
While being a “corporate” size church St. Paul’s exhibits many traits of a “program” size
church. This is seen with a significant emphasis placed on the pastor as central to the life
of the church and an emphasis on small groups. An interesting note is that while the
congregation may be faced with defining itself between two size categories (e.g. program
to corporate), the school is clearly defined as a large or “Corporate” size school relative to
the average LCMS elementary school.
Contrasting profiles between the church
and the school may require special attention. St. Paul’s church and school may have
different leadership and managerial styles; spiritual, emotional, and operational needs;
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and objectives and expected outcomes. The two entities may even find themselves
“competing” for identity, outcomes, power, resources (e.g. space, budget, people, etc.).
CULTURE
Everything St. Paul’s does - the stories told, the church and school history, and the process
of governance - all shape St. Paul’s collective culture. Just as our Western culture tells us
how to behave in “polite society” (opening doors, washing hands, how to greet people, and
how to eat), St. Paul’s culture tells members how to behave in the church and school. As
an “outsider,” the best way to know and “join” St. Paul’s is to observe what its people do.
St. Paul’s routines, rituals, rules, and conversations identify the community’s culture as a
peculiar people of God. St. Paul’s knowledge of their own peculiarities will lend to how St.
Paul’s receives and welcomes new-comers in to the various sub-systems of the
community.
St. Paul’s culture is not fixed in stone, but is continually re-created by its members. Nancy
Ammerman points out that a congregation’s culture is dynamic. She says:
“The culture of a congregation emerges in what it does together, but the
people who constitute any congregation are constantly changing.
Congregational cultures are constantly being remade and passed along to
newcomers, whether intentionally or unintentionally. Given current levels of
geographical and religious mobility, few children born into a congregation
today can be expected to grow up, marry, and raise their own children there in
the years ahead. But raising children is still a key ingredient in the culture of
most congregations. Many people join a church “for the children.”
Congregations that orient themselves to this impulse are often identified by
their emphasis on children’s activities and on their description of themselves
as family places.” (p. 89, Studying Congregations, A New Handbook).
The two most significant “changes” I see the people of St. Paul’s wrestling with
are: (1) a history of diverse leadership styles and (2) a significant governance change in
the late 1990s.
Transitions have frequently been problematic for St. Paul’s, with
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unplanned
consequences.
As leaders (pastors, principals, music directors, Lay-leaders) come and go, a rippling affect
occurs among St. Paul’s ministries and people. Residual leadership habits are left behind
affecting the community. The leaders may come and go, but their impact can still be felt in
both healthy and unhealthy cultural behaviors. Similarly, as leadership and governance
models changed, so did “integrations” and synergies between the church and school. For
instance in the 1980s the “Director of Sunday School” was to be a “called teacher.”
(Source: Constitution). In the past a called teacher was involved in church ministry.
Today, there is very little noticeable difference between a “called” teacher and a “noncalled” teacher. Yet God reminds His people that He guides them through all of life’s
changes. Over the last six months, St. Paul’s has said goodbye to a pastor, a principal, and
a music director - all according to God’s plan. These divine changes beg the age old
question: “What is God doing?” As St. Paul’s attempts to answer these questions, the
church is given an opportunity for learning and wisdom in the Lord.
Several sub-cultures exist within the larger whole at St. Paul’s: worship service cultures,
small group cultures, the Life Light “Bible-Study” culture, the school culture, the LWML
culture, and so on.
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15 Small Group Ministries
Total Active Units (259)
Book Club (7)
Campers Small Group (35)
Couples Small Group (10)
Life Light Bible Study (34)
LWML (15)
"Program size churches
include one-third of all
members in small groups
of 5 to 15 people. "
Men's Saturday Small Group (6)
Music Ministry (20)
New Members Class (2)
Prayer Shawl Ministry (11)
- Theodore W. Johnson
Singles Small Group (10)
Sunday Morning Bible Study (25)
Sunday School (35)
Thursday Night Bible Study (24)
Women's Wednesday Bible Study (10)
Youth Small Group Ministry (15)
0
50
100
150
200
250
300
Having multiple subcultures does not hamper St. Paul’s unity, because the basis for unity
is found in our Christian culture: being together members in the body of Christ.
Acknowledging that St. Paul’s
unity is found in Christ
should help when
discussing “hot button issues.” As long as we remain on this side of Heaven and in the
flesh, we will experience cultural differences inside the church. That is actually quite
healthy, and an indicator “all nations” are present. We should allow one another to speak
honestly about differences as different members of the body of Christ. It may seem
counterintuitive, but identifying and embracing cultural differences may help St. Paul’s
move forward in unity, protect one another, and maintain spiritual integrity.
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STORIES OF THE PAST
This next section discusses a few of the stories I heard
over the last 90 days. Stories are important, and listening
to other people tell the stories are even more important.
Congregations develop stories that transmit the
experiences of the group. These tales may be about their
founding, about times of great success, or about crises
that have been overcome. They are stories passed on
from old members to new as a way of telling what the
congregation is about. Denham Grierson wrote, “The act of remembering is essential for
the creation of identity and corporate integrity in any community. A community is by
definition a sharing together of significant happenings.”
St. Paul’s has evolved into a
community that loves to share stories.
Some of the stories shared have different meanings depending on which sub-culture the
story teller belonged to. In the interviews, I learned St. Paul’s members tell many of the
same stories while assigning different meanings to the same events. Below are a few of
the most commonly told stories:
 Stories of the Golden Years – One Pastor’s ministry seems to have eclipsed all
others. He was blessed to guide and assist the school in its early years; including
vision-casting for continued educational growth and expansion. He served as
pastor for several decades, worshiped thereafter, and overall maintained a
presence at St. Paul’s for nearly 50 years. A similar dynamic existed with the
school principal, who just retired.
 Stories of Suffering – A string of pastoral short-comings, short tenures, and a
few abrupt endings. Many pastors struggled to find traction in the wake of what
has been called by members a “dynasty.” Similarly, apart from the school
ministry other ministries have had difficulty finding traction over the years.
 Stories of Confusion and Exodus – In 1998 boards were eliminated and
replaced by a single lay-led board called the “Executive Council.” Many of the
women’s groups (i.e. LWML, Spirited Seniors – women and men) have found
their feet over the years, and even thrived. New ladies’ ministries were given life
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(i.e. prayer shawl ministry, book club, etc.). However, comparable men’s
ministries seem to have lacked continuity and direction over the years. Later,
the music minister departed after a long tenure, a worship service was
eliminated, another service was moved, a worship service time changed, and
church office staff have come and gone.
 Stories of Growing Apart – A primary ministry of St. Paul’s (the school) grew
up, took on its own identity and plotted its own course (independence).
 Stories of Legend – Heroes of the past are revered and attempts to evaluate
decisions or improve on outcomes are met with resistance.
During the self-study members will want
to consider what golden nuggets are
behind these stories that are so often told.
Carl S. Dudely writes in Studying
Congregations:
“To know where to go, you
need to understand both
the undesired past and the hoped for future” (p. 126 – 127).
St. Paul’s is encouraged not to avoid such stories but to listen for what themes and
patterns recur around the prevailing stories. Perhaps a pattern is an insistence on holding
onto traditions. Perhaps it is support for members and offers of forgiveness. Perhaps it is
the presence of God’s grace in the midst of the storm. Or perhaps it is the cyclical nature
of congregational birth, death, and re-birth. St. Paul’s may benefit during this transition
period by encouraging family pow-wows, team huddles, town hall meetings, focus
meetings and learn why they tell their stories and consider the meanings.
STORIES ABOUT THE PRESENT
A related concept is the telling of stories in the present. Stories in the present impact how
the congregation views itself and how it makes decisions. Present stories will also be told
differently by different subcultures within the congregation.
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The table below illustrates ten stories most commonly told from competing viewpoints.
On the left side of the table are the verbal stories as told to me by members and staff. On
the right side of the table are the findings from “hard” data, such as documents and
statistics, as well as from interviews and meetings. The observations are made for the
sole purpose of helping St. Paul’s become more self-aware, to consider its own spiritual
identity and journey, and to contemplate its ministry context and process.
VIEW A
VIEW B
“St. Paul’s School enrollment is made up
of one-third members of St. Paul’s, onethird members of other community
churches, and one-third unchurched.”
“The school makes St. Paul’s Lutheran
Church, GB, a thriving congregation with
its population average age stabilized due
to the school families joining the
church.”
“St. Paul’s School shores up St. Paul’s
Church budget.”
St. Paul's School enrollment is made up of
9.6% members of St. Paul’s, 70% members
of other community churches, 20% children
unchurched. (Source: School Office)
Over the last 10 years, 178 members joined
St. Paul’s, 26 joined from the school.
(Source: Church Office/Shelby System)
“St. Paul’s Schools do not operate at a
deficit.”
St. Paul’s has little emphasis on outreach
and evangelism.
“The only deficiency in the School
finance management is school staff
salary.”
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St. Paul’s School operates on a deficit
budget when including building use, utility
use, and other operational costs. The school
is a primary ministry of the church and
therefore is much cherished and well-funded
through tuition and offerings. (Source:
Business Office)
The schools are non-profit entities and the
true expenses are significantly greater than
the income. (Business Office/Church
Treasurer)
St. Paul’s supports primarily education for
Christian families outside her own walls.
This evangelistic ministry includes significant
efforts to reach lower-income and
unchurched families in the surrounding
neighborhood and community. These
“outreach” efforts may need refining and
tuning up but they are at the fore. (Source:
School Office)
Like other areas of St. Paul’s there is room
for financial improvement in the areas of:
general accounting practices, oversight, and
“The school and church have very sound
financial policies and procedures in place
to assure continued financial success.”
“St. Paul’s has a three-year financial plan,
based on sound, realistic assumptions,
supported by empirical data, to ensure
continuing financial support.”
reporting. (Source: Business Office /
Executive Council)
Together the school and church have been
approving and operating with deficit budgets;
spending fund accounts; providing little
financial visibility in the way of balance sheet
information, causing errors in significant
financial decisions and disclosures. (Source:
Johnson Lambert & Co. LLP, Business
Office, Executive Council / Business Office)
Johnson Lambert & CO. LLP identified
significant deficiencies in St. Paul’s internal
controls which would adversely affect St.
Paul’s ability to avoid misstatements of
financials. (Source: Johnson Lambert & CO.
LLP, Audit Letter March 31, 2009)
“If the church offered a tuition discount
People join churches for the “wrong” reason
to member families, people would join the all the time. It is not our place to control why
church for the wrong reason.”
people join a church, but rather to provide
opportunities for people to hear the Gospel
of Jesus Christ. (Source: Pastor Schroeder)
“More events need to happen between
70% of student families are happy in their
the church and school to bridge the
own church homes. Efforts requiring
relationships between the church and
students and families of other churches to
school.”
participate in St. Paul’s Sunday morning
worship may be counter-productive.
Families wish they could be worshipping at
their own churches. (Source: School
Teachers)
“St. Paul’s did not have a board of elders
That is correct. It appears St. Paul’s had a
that provided spiritual care to the families board of Elders for nearly 75 years. Their
of the congregation in the early 1990s.”
primary function was “to assist the Pastor in
all matters pertaining to the spiritual welfare
of the congregation.” Specifically, in the ‘80s
every elder was assigned 30 – 35 families.
There is no group that has assumed this
spiritual care giving role since. The Elder’s
last report “on record” appears in November
23, 1982. (Source: St. Paul’s Constitution
dated 1970, 1982)
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CONGREGATIONAL IMMUNE SYSTEM
During inevitable change within a dynamic organization, anxiety levels increase. One
purpose of this document is to highlight areas which appear to be causing confusion,
conflict, and possibly unhealthy anxiety buildup. Often unhealthy anxiety will seek out
“release valves” (a particular pastor, ministry, board, committee, staff member, etc.) to
settle on. These individuals, then, attempt the task of carrying the anxiety for the whole
system.
The congregation should be aware of various pockets that
become hosts to unmanaged anxiety – their source, how they
are perpetuated, and how to respond. Peter Steinke from the
Alban Institute describes leaders as the “immune system” of the
body, and as such,
to treatment.
The leaders
are ultimately the
key
Although every member’s experience is
valid, since they have real feelings about an event, it is the
responsibility of the leaders to promote integrity by
communicating what is factual as best as possible. Perceived meanings behind the facts
may vary, but presenting what is factual is the basis for unity, integrity, and giving the
congregation and members a good conscience.
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ST. PAUL’S CONGREGATIONAL STATISTICS
II.
St. Paul’s Congregational Statistics
Below are some metrics to assist leaders in their effort to maintain congregational
integrity by presenting facts as accurately as possible.
CHURCH STATISTICS
Most of St. Paul’s new members have been received through profession of faith and
transfer since 2004. (See table below.)
New Members from 2004 - 2014
200
180
160
140
120
100
80
60
40
20
0
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
TOTAL
S
Reinstatement
0
1
0
0
1
0
0
1
0
0
3
Baptism
2
0
0
0
1
1
0
0
0
0
4
School
7
4
0
1
2
3
3
2
0
4
26
Confirmation
6
4
3
7
1
4
1
5
1
0
32
Transfer
7
3
7
4
5
5
4
5
5
4
49
Profession of Faith
5
9
15
2
6
5
4
5
9
4
64
Profession of Faith
Transfer
Confirmation
School
Baptism
Reinstatement
Information in the graph below was developed by Pastor John Warther and is a revision
from what has been reported to the LCMS Roster and Statistics. Pastor Warther used data
from St. Paul’s congregational records and minutes.
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14 Years Average Weekly Attendance
700
636
600
580
500
549 563 531
482 465
457
400
300
468
420
406 390 390
349
A 45% decline in average
weekly attendance over 14
years.
200
100
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
SIGNIFICANT EVENTS DURING THE LAST 14 YEARS
1. 2001 – 9/11 Terrorist Attacks
3. 2002 - Completed the Education Wing
5. 2004 – Associate Pastor John Warther
assumes Senior Pastor responsibilities
as St. Paul’s Sole Pastor for two years
7. Summer of 2006 – Pastor George
Black Accepted St. Paul’s Call to be
Senior Pastor
9. 2008 – St. Paul’s 100th Anniversary!
11. 2010 – School Students Attending
Lenten Service
13. 2013/14 – Pastor George Black &
Principal Ruth Colross Announce
Retirements
Page 16
2. 2002 – Financed the $5MM Loan
through PNC Bank for the Education
Wing & Hired a CPA Firm
4. 2004 – Senior Pastor Izzard received a
Peaceful Release
6. 2004 – 2006 Endured A Lengthy Call
Process For A Senior Pastor
8. 2007 – December of 2007 the Great
Recession began according to the
National Bureau of Economic Research
10. 2010 – Worship Service Eliminated;
Midweek Service Moved to Saturday
12. 2011 – Director of Music Ministry
Position in Transition
14. 2014 – The DOW Jones Stock Market
reached all-time highs – over 17,500
Worship Services
Attendance Trendlines
From 2007 to
2013 the
Midweek Service
has more than
400
350
TRIPPLED!
300
(28 to 86)
250
200
150
100
50
0
2002
2004
2006
2008
8:00 AM
2010
Midweek
2012
2014
2016
9:30 & 11:00
Weekly attendance in the late service and the 8:00AM services have fallen by over onethird since 2004, while the mid-week service has more than doubled in the same period.
When the 9:30am Sunday morning service was discontinued a sharp decline in Sunday
School attendance occurred.
SCHOOL STATISTICS
In its early years, St. Paul’s Lutheran School was populated primarily with children and
teachers from families of St. Paul’s Lutheran Church. Today, St. Paul’s school has a more
diverse student and teacher population, with the majority of
students and teachers coming from other faith groups (see pie
charts
below).
This
diversity
is
a
remarkable
testimony of St. Paul’s commitment to reach “many nations”
with Gospel.
Up to recently, many of St. Paul’s members believed families
were primarily joining the church through the school, but this is
not the case. (See Chart on page 15) St. Paul’s provides Christian
education to other congregations that do not fund Christian schools. This presents both
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an opportunity and challenge. On the one hand, God has positioned St. Paul’s as a blessing
to the surrounding community by providing Christian education and employment to St.
Paul’s neighbors. On the other hand, for St. Paul’s to single-handedly cover the cost of
educating children from many other churches creates a strain on St. Paul’s resources.
Below is a table comparing the student church affiliation at St. Paul’s with the other 871
LCMS Schools in America.
STUDENT CHURCH AFFILIATION COMPARED TO 2012 LCMS NATIONAL
“AVERAGE”
2012/13 STUDENT CHURCH MEMBERSHIP
LCMS National Avg
St. Paul's
58%
39%
36%
9.60%
LCMS Host Church
8%
17%
13%
Other Lutheran
Churches
Non-Lutheran
Church
19%
Unchurched
According to the November 23, 1982 St. Paul’s Voter’s Assembly
Minutes 70% of the student affiliation were from member
families of St. Paul’s.
Page 18
Enrollment / Faculty Ratio
500
455
442
433
429
391
400
392
389
392
390
377
367
334
300
200
100
42
50
56
52
50
48
47
50
48
51
52
49
0
2003 - 2004 - 2005 - 2006 - 2007 - 2008 - 2009 - 2010 - 2011 - 2012 - 2013 - 2014 4
5
6
7
8
9
10
11
12
13
14
15
Student
Staff
SCHOOL STAFF CHURCH AFFILIATION
ST. PAUL'S
CALLED
TEACHERS (7)
Other LCMS
Called (2)
None (1)
Of the 32
Teachers 9, or
28%, are Called
LCMS Workers.
[CATEGORY
NAME]
Other LCMS
Non-Called (8)
St. Paul's NonCalled (9)
Page 19
A challenge churches with schools face is funding sources. According to the LCMS
School Statistics 2012 – 13 funding is primarily: 20% congregation budget, 65%
tuition, and 15% “other” sources. The chart below shows of 523 LCMS Elementary
schools the average tuition discount provided for Members in 2012 – 13 was 40%.
2012 / 2013 Member & Non-Member
Tuition Elementary Grades 1 - 8
$4,910.00
Non-Member
$4,636.00
$4,910.00
Member
$2,799.00
$-
$1,000.00
St. Paul's Elementary
Page 20
$2,000.00
$3,000.00
LCMS Avg.
Member
Discount is 40%
$4,000.00
$5,000.00
$6,000.00
LCMS National Avg. (523 Elementary Schools)
ST. PAUL’S CONGREGATIONAL PROCESS
III. St. Paul’s Congregational Process
CONGREGATIONAL SYSTEMS INVENTORY
Parson and Leas write: “All organizations live between the excesses of chaos and overcontrol.
Congregations are likely to be at their best when they maintain a
healthy tension between the requirements of living in community (integration) and the
need in each person to be an individual (differentiation).” Without the tension, that is if
the level drops too low, Parson and Leas suggest congregations tend to become frozen or
brittle. Without challenge, patterns of thinking and doing become too rigid. Too much in
the other direction, life in the congregation can be too chaotic.
I asked a group of 10 leaders, five lay leaders and five staff
leaders, from St. Paul’s to complete a 70 question
congregational survey.
The survey looked at seven
dimensions of St. Paul’s congregation: Strategy, Authority,
Process,
Pastoral
Leadership,
Relatedness,
Lay
Leadership, and Learning. Responses to the inventory
produced scores between 0 and 10 for each dimension. Each
score indicates the degree of relative tension that currently
exists at St. Paul’s. Scores plotted toward the center (4 – 6)
would indicate an approximation of optimum
tension
between contending opposites.
Take for example the St. Paul’s score of “1” in the “Learning Dimension.” Parson and
Leas describe learning as: “a congregation’s orientation toward the past or future as it
experiments with improving its life and ministry.” Excesses at the “Metamize” end of the
scale (a score of 10) could indicate a vulnerability to current trends and fads, the
congregation runs the risk of losing its identity as a result of the changes, or experimental
programs are initiated in sub-systems without adequate resources. Excesses at the
“Maximize” end of the scale (a score of 0) could mean the congregation stays with past
successes, leadership expectations, and does not venture into new endeavors, programs,
organizational strategies, and people with new ideas or approaches become discouraged.
St. Paul’s scored strongly towards the “Maximize” end of the scale. This result is
Page 21
confirmed by St. Paul’s electing not to adopt new policies related to job descriptions,
performance evaluations, and procedures. As such, the staff have noticed present
inequities related to time off, compensation, and permission-giving between departments
and ministries due to “that is how it has always been done.”
ST. PAUL'S ORGANIZATIONAL DIMENSIONS
SCORE
Control #
10
10
10
St. Paul's Score
10
10
10
10
8
7
3
4
2
2
1
An “optimum tension” score was indicated in one out of the seven dimensions
(relatedness). The relatedness scale measures the extent to which people work together
or alone in the system: how much togetherness they need at the collegial end, and how
much everyone wants to do their own thing at the individual end. The congregation
scored a “4.” This suggests the congregation, staff, and lay leaders assign work to groups
and individuals equally well. St. Paul’s shares responsibilities and “plays nicely.” It is
noteworthy that one person scored extremely high and low on most of the scales, which
placed them well outside the group range, and moved the group more towards the center.
If you would like information about how to interpret St. Paul’s inventory and scores
for each of the dimensions above please request the information sheets from the
church office.
Page 22
CHURCH GOVERNANCE – TWO MODELS
Until 1998 St. Paul’s operated under a “Church Council” governance model. In this
governance model, the Church Council co-ordinates all the church boards (i.e. board of
elders, school board, board of trustees, board of discipleship, board of evangelism &
outreach, etc.) and holds all the boards accountable. Each board appoints a chairperson to
the Council. The Church Council has decision-making authority for all matters not
restricted to Congregational meetings only (budget, building plans, vision, staffing).
Potential conflicts can arise between the Church Council and the boards when the Church
Council does not approve an action proposed by a board.
Below is a diagram illustrating a Church Council governance model.
referred to as
“Lay-led,”
This model is
since the staff report directly to one of the boards
represented on the council.
Don Abdon Model – “Church Council” (LAY-LED)
• Pastors
• Business
Manager
Page 23
• Property and
Grounds
Manager
Board of
Elders
Board of
Trustees
Board of
Finance
School
Board
• Schools
In the February 7, 1998, voter’s meeting St. Paul’s elected to reorganize under a Policy
Based governance model. Prior to 1998, St. Paul’s operated with a lay-led council model
called, “Parish Planning Council.” (Please see the church office for a copies of these
records.) The Parish Planning Council included: The Officers, The boards of Spiritual Care,
Worship, Evangelism, Youth Ministry, Stewardship, Finance, Church Properties, Parish
Fellowship, Public Relations, Parish Education, and Social Ministry. (See By – Laws of the
Constitution, 1991)
In the Policy Based governance model (see the flow chart below), a board of directors (e.g.
Executive Council) sets policies, the budget for staff, and monitors compliance and
outcomes. The board of directors also reserves to itself a few functions such as auditing,
nominations, and setting up any committees it needs to carry out its primary work.
Normally in Policy Based governance, policies are set in four areas: (1) desired outcomes
and their measurements, (2) how the board governs itself, (3) how the board relates to
the Senior Pastor, and (4) limits on the Senior Pastor. Potential conflicts can arise in this
model between staff and laity, since the model relies heavily on the staff to self-regulate
and engage the laity in ministry. Under a Policy Based governance model, a Board of
Elders may be preserved to assist the pastoral staff in shepherding the flock. Likewise, a
School Board may be preserved to assist the principal in decision-making and facilitating
between groups.
Below is a diagram illustrating a Policy Based governance model. This model is referred
to as
“Staff-led,” since ministries are typically assigned to the care of a professional
church worker.
Page 24
Dr. John Carver Model – “Policy-Based Governance”
(STAFF-LED)
Board of Directors
Executive
Council
Chief Executive
Officer
Senior
Pastor
Department Heads
Business
Manager
Associate
Pastor
Principal
Director
Day Care
St. Paul’s History of Church Governance
1908 - 1982
• Church
Council
• Lay-Led
• 74 Years
Duration
Page 25
1983 - 1998
• Parish
Planning
Council
• Lay-Led
• 15 Years
Duration
1998 Present
• Executive
Council
(Policy
Based
Governance)
• Staff-Led
• 16 Years
Duration
ST. PAUL’S CONGREGATIONAL STEWARDSHIP
IV. St. Paul’s Congregational Stewardship
St. Paul's 2014 / 2015 Top 10 Ministries
Budgeted Amount: $411,557
1%
1%
School Ministry - $332,437
1%
1%
0%
0%
3%
Missions - $49,350
Worship Ministry - 13,370
Music Ministry - $5,635
12%
81%
Children's Ministry - $5,225
Care Ministry - $2,700
Outreach Ministry - $2,000
Youth Minisrty - $500
Adult Ministry - $340
St. Paul’s “Church” budgeted income for 2014/15 is $1.2 Million.
The above amounts are what go directly from church offerings to
support church ministries.
Page 26
2014/2015 TOP 10 MINISTRIES OF ST. PAUL’S
St. Paul’s leaders are responsible for aligning the church’s offerings with ministry goals.
Careful planning and oversight is never easy, and all who have been called to serve in this
area of church life are to be thanked and remembered earnestly in our prayers. These
leaders have a noble task that requires much oversight through the years, as
responsibilities are passed to new servants. The chart above is a “close” representation of
how the offerings are divided among the top 10 budgeted ministries. This visual aid is
helpful in two ways: (1) to understand how each ministry measures relative to St. Paul’s
mission and vision, and (2) to manage expectations of what is possible given the resources
provided to accomplish specific ministry goals.
THE 5% RULE
In portfolio management, the 5% rule states that when any one position grows larger than
5%, special oversight is required. Whatever accounting and reporting method is chosen,
budget owners and members should be able to see clearly the financial health of every
ministry that generates or consumes more than 5 – 10% of the ministries budget. Many
questions are raised when churches and schools partner in ministry. Hundreds of churchschool ministries ask the question every year: “How do we report the numbers?” Do we
report a unified budget, or a separate budget? Do we report expenses as unified and
income as separate, or income and expenses as separate? Or, do we report the whole
together, so you do not see any income or expenses as separate for either? The pie chart
on the following page shows St. Paul’s top ten ministries. If the 5% rule were applied in
St. Paul’s budget, special oversight over St. Paul’s School Ministry and Missions would be
required.
Page 27
AVERAGE GIVING PER MEMBER
YEAR
AVG
ATT
GIVING
AMOUNT
AVERAGE GIVING PER
ALL WORSHIPING
MEMBERS
2013 /
2014
2014
1ST Qtr
418
$996,144.54
$2,383.12
AVERAGE PER
CONFIRMED IN LCMS
CHURCHES IN MARYLAND
IN 2012
$991.59
390
$245,925.44
$2,522.31 (annualized)
No data available.
Of the many “bright spots” at St. Paul’s, generosity must be at the top of the list, as seen in
regular offerings and major donor gifts. The above table illustrates the average giving of
St. Paul’s members compared to the average giving of confirmed members in LCMS
churches in Maryland over the past two years. During its history, St. Paul’s has shown
itself to be very prudent in the purchase and sale of church properties. Each time the
congregation has had the vision to expand the church or school facilities, intense due
diligence was undertaken, the congregation was given the challenge, and the people of St.
Paul’s responded with open hearts and generosity. These observations are confirmed in
reading congregational voter’s minutes; particularly, the “Report to St. Paul’s Voters
Assembly” from the Finance Committee of the Education Center Building Committee
dated 17 January 1979. There are many other examples.
Seeing a big vision and responding with generosity is infused in the history of St. Paul’s
people. I believe these are two significant qualities God will use to cultivate St. Paul’s
future congregational life and outreach ministries. Many blessings now and to come in
Christ!
Page 28
“St. Paul’s has a history of capturing big Visions
for what is possible in the Kingdom of Grace and
responding with Generosity and Love.”
Pastor Martin Schroeder, IIP
Page 29
ST. PAUL’S CONGREGATIONAL RECOMMENDATION
V.
St. Paul’s Congregational Recommendation
I recommend five areas for self-study. TTF members should
select two or three areas they believe will be most beneficial to
the congregation and in which they are most comfortable leading
a self-study.
1. CHURCH GOVERNANCE
St. Paul’s would benefit from a fresh look at each governance
model’s pros and cons and learn which would most complement St. Paul’s staff and lay
leadership.
2. STAFF CONFIGURATION
St. Paul’s would benefit from studying various staff configuration models for the purposes
of promoting integration and team unity within the staff. The self-study may be a
wonderful opportunity to discuss an overarching approach to shared and integrated
ministry going in both directions, between the church and school.
3. BUILDING COMMUNITY
St. Paul’s would benefit from recognizing the boundaries that exist between those who are
inside the church and school and those who are not. Assimilation includes an array of
informal and formal processes that facilitate a new comers’ transition. The self-study
could review St. Paul’s patterns of inclusion: are they entrenched, undefined, random, and
how are they passed on?
4. VISION PLANNING
Vision planning, casting and protecting is always a work in progress. You know how well
planned your vision is, not by what it says, but by what it inspires people to do. The
forward-reaching vision of St. Paul’s appears to be an area of interest for members as they
contemplate the role of the future settled pastor and other future staff positions.
Page 30
ST. PAUL’S CONGREGATIONAL RECOMMENDATION
5. STEWARDSHIP
St. Paul’s has been blessed with many resources and many ministry
opportunities. St. Paul’s would benefit from a self-study in how Godgiven resources may be best managed, reported, and deployed.
Page 31
ST. PAUL’S TRANSITIONAL TASK FORCE (TTF)
VI. St. Paul’s Transitional Task Force (TTF)
GETTING STARTED
Carl S. Dudley offers some constructive (and
fun) things to know about doing a
congregational study:
1. You have a mess. When people
talk about “the problem we are
having,” they usual mean “the
mess we are experiencing.” Avoid
looking for the problem, and instead work to unpack the mess into a set
of defined, workable problems. Look for tools that help you understand
these problems.
2. You need workable solutions. A workable solution is the bridge
between what is happening and what the leaders have agreed ought to
happen. To know where to go, you need to understand both the
undesired past and the hoped for future.
3. When stuck, recycle. Count on things going wrong, mistakes
happening, and people becoming upset.
Such mistakes are
opportunities for increased communication, the improvement of our
capacities to solve problems, and the clarification of our management
gifts.
TRANSITIONAL TASK FORCE (TTF)
The TTF can be a valuable resource for a congregation in pastoral transition. Selection of
TTF members is an important task of the Intentional Interim Pastor (IIP), Elders, and
church leadership board (BoD or Council). Selection of TTF members should be from a
broad cross-section of faithful members of the congregation. It may be necessary for TTF
members to be temporarily relieved of other responsibilities in the congregation, and
possibly their lives, as the work will take time, energy, and commitment.
Although I (as IIP) will assist, guide and facilitate the process, the work of this interim
journey is to be accomplished by the congregation itself through self-study. The TTF will
help to involve the congregation in congregational assessment and goal-setting. The TTF’s
Page 32
task is to help St. Paul’s leaders understand the congregation’s best fit in the Body of
Christ and how to be a “learning organization” to properly meet hurdles as they arise.
In summary, St. Paul’s has much learning to do: beginning with understanding the
congregation’s past and identity, and proceeding to an assessment of current behavioral
systems. As your Intentional Interim Pastor, I am a resource to you. I function as both an
outside and inside consultant, but the work is yours to do. Eventually, the congregation
can become its own consultant by identifying the elements of the process that frustrate
and those that facilitate the power of the group to act in faith.
The best way for each individual to be involved in St. Paul’s learning
and growth is to become aware of how you contribute to St. Paul’s
culture, values and process. Lean in. Listen to the stories being told.
What is the meaning behind these stories to you? What stories are you
telling? How has St. Paul’s culture rubbed off on you? How have you
rubbed off on St. Paul’s?
I look forward to being a part of the self-study and learning how God has led St. Paul’s to
this point in time. This hard work may help St. Paul’s better understand how to position
ministries going forward. May God bless St. Paul’s in this divine adventure He has
planned!
THE END!
Page 33
Page 34
CONTACT INFORMATION
Contact Information
MARTIN L. SCHROEDER
PASTOR – SENIOR
ADMINISTRTIVE
JOHN WARTHER
PASTOR - ASSOCIATE
JULIE SCHOTT
PRINCIPAL
Tel 410.766.2283
Fax 410-766-2281
[email protected]
Tel 410.766.2283
Fax 410-766-2281
[email protected]
Tel 410.766.5790
Fax 410-766-8758
[email protected]
CORAL SHREVE
DIRECTOR OF BAASC
MATIJA HOPPE
BUSINESS MANAGER
Tel 410.766.5790
Fax 410-761-0875
[email protected]
Tel 410.766.2283
Fax 410-766-8625
[email protected]
Page 35
ST. PAUL’S EVANGELICAL LUTHERAN CHURCH AND
SCHOOL, LCMS
St. Paul’s Evangelical Lutheran Church and School, LCMS
St. Paul Lutheran Church and School
308 Oak Manner Drive, Glen Burnie, Maryland 21061
Tel 410.766.2283 Fax 410.766.2281 Website www.Stpaulsgb.org
NOTES
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Page 36

Prepared for st. paul`s lutheran church and school, glen burnie, md

Transcription

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