Qualities of a Model

What makes something a model? A model has specific qualities. For example the learning takes place regularly and is not episodic.​​​​​​​

Has a purpose, and/or a definition of success

There is an overarching goal (or goals) for the educational experience over time, capturing the aspirations for participants—children, adults and families.

Regularized, not episodic

Its activities happen on a pre-arranged schedule, and take place repeatedly over the course of a year, (with a frequency of at least once per month)

Considered normative

Rather than being seen as an alternative, a supplement, an experiment, or as “lesser,” it is the only educational choice or one choice among several considered by the congregation to be of equal value and importance.

Alignment of processes with the goals

The “how” of education supports the “why” of education. Procedures, structures, and activities are designed intentionally to lead to the goals and are conducive to the accomplishment of the goals.

Structure to organize time, place, people/roles

There are established arrangements for when learning takes place, where learning takes place, who the learners are, who plans the learning, and who guides the learning.

Set of procedures

There are established processes for conducting all aspects of the educational enterprise.

Language for defining and communicating about players/roles, procedures, time, place, purposes, values

There is a vocabulary to name and describe all aspects of the educational enterprise. These are used in formal and informal communication, with agreed upon definitions by participants in the system.

Integration/Coherence

The elements of the educational enterprise are connected to one another, and to other aspects of congregational life. Education is not an isolated function in the congregation. There is consistency across the goals and principles of all educational offerings—within and across age cohorts.