A professional development opportunity for Christian school leaders and teachers who want to transform their school culture to flourish.
Flourishing Schools Institute brings together ACSI school leaders and teachers to collaborate for
biblical integration and continue their flourishing journey. Learn from new topics related to the Flourishing Domain and new constructs that have not been addressed before!
Cultivating leaders and teachers to transform school culture.
The Institute will give you rich perspective on what flourishing truly looks like and will equip you with the expertise and processes to bring your entire team on the journey to flourishing.
The Institute is a place to meet brothers and sisters in Christ who are dedicated to creating flourishing Christian schools.
Through the Institute, you will discover how to apply research-based principles in your everyday leadership and school activities to radically transform your school culture.
A flourishing Christian school is a community of students, educators, and families that glorifies Christ and excels in knowing Him and making Him known. Though such a community happens entirely by His grace, it does not happen at all by accident.
Click on the interactive model for more information.
“The Flourishing School Institute cultivates Christ-centered leaders to transform their school culture through Kingdom education.The FSi is organized around research-based linkages of constructs, or parts, of the school which contribute to the development of a flourishing school culture. Please read more important information detailing the philosophy and research-rich foundation of this biblically distinctive new initiative.”
ARCHITECT, ACSI FLOURISHING SCHOOLS RESEARCH
Lynn Swaner, ACSI Chief Strategy and Innovation Officer and Cardus Senior Fellow, leads ACSI's groundbreaking Flourishing Schools Research initiative. Join her at FSi as she unpacks the data from the Flourishing School Culture Instrument (FSCI), along with findings from Christian schools around the world and new insights on how leaders can shape their school's culture toward flourishing.
Institute Faculty 2023-2024
John Stonestreet serves as President of the Colson Center. He’s a sought-after author and speaker on areas of faith and culture, theology, worldview, education and apologetics. John is the daily voice of BreakPoint, the nationally syndicated commentary on the culture founded by the late Chuck Colson. He is also the voice of The Point, a daily one-minute feature on worldview, apologetics and cultural issues. He has co-authored five books including A Practical Guide to Culture and Restoring All Things.
Domain: Purpose Construct: Integrated Worldview
Chris Brooks is the Senior Pastor at Woodside Bible Church in Metro Detroit. He is also the host of the nationally syndicated radio program, 'Equipped with Chris Brooks.' Chris is the author of 'Kingdom Dreaming' and 'Urban Apologetics' and is contributing author to several books. He graduated from Michigan State University with a BA in Finance, completed his MA in Christian Apologetics at Biola University, and graduated from the Oxford Centre for Christian Apologetics. He is currently a doctoral candidate at Asbury Theological Seminary where he is studying the Integration of Economics and Theology.
Domain: Relationships Construct: Community Engagement
Schuyler Lehman created Mission Advancement with the objective of helping nonprofit organizations develop the capacity for relationship-based major and principal gifts. Throughout his career spanning nearly four decades, his unwavering focus on serving the passions, interests, and needs of the donor has helped to redefine institutional fundraising. Schuyler has authored three books outlining his unique philosophy and approach, and he is also a frequent speaker and presenter at regional, national, and international conferences. Schuyler has helped raise more than $6 billion for a wide variety of nonprofit organizations. He has provided consultation and advice to more than 1,000 nonprofits for major capital and endowment campaigns, annual funds, and general development activities.
Domain: Expertise and Resources Construct: Resource Constraints
Dr. Dennis Eastman spent 15 years serving in multiple roles in the field of education before becoming the principal of Nova Academy Early College High School, in Santa Ana, California. During his tenure as principal, U.S. News and World Report recognized Nova Academy with a Bronze Medal ranking as one of the most improved schools in California. Dr. Eastman is currently serving Biola University as the Director of Secondary Education where he is able to combine his faith, expertise, and enthusiasm for teaching and coaching into preparing the next generation of high-quality educators. Dr. Eastman has travelled extensively internationally creating inclusive, active, and effective learning environments for all students.
Domain: Teaching and Learning Construct: Outcomes Focus
Nick Vujicic is an entrepreneur, internationally known speaker, and author, who has traveled the globe sharing his life story to inspire millions of people. He motivates and equips people of all ages to dream big and never give up, as he shares his faith, values, and the principles of how he transformed his life from a life without limbs into a life without limits! He co-founded multiple non-profit organizations including Life Without Limbs, through which he has been able to evangelize and preach the gospel around the world; and through his passion to fight against bullying he, with partners at Noble Education Initiative, developed a full comprehensive, academic, social-emotional learning curriculum. Nick has a mission and mandate to change the world for the better, one person at a time.
Domain: Well-Being Construct: Resilience
*Please note this is a sample schedule and the final schedule can change per specific location.
Dig deep into what flourishing in a Christian school means. Dynamic keynote speakers and breakout teachers will guide you through unpacking the ground-breaking, research-based Flourishing Christian School Model consisting of five domains: Purpose, Relationships, Learning Orientation, Expertise, and Resources along with Well-Being.
Put your thinking into action with a collaborative time to process flourishing learnings with speakers and other educators. Together, we will brainstorm an action plan for your school culture. We hope you will enjoy the opportunity to network with other school leaders and teachers through the Institute.
With in-person locations across the United States to consider, this unique, hands-on experience will be a rewarding investment professionally for you, your leadership team, and your teaching team, and for the long-term health of your school culture and community. These destinations also provide the opportunity to explore and enjoy a different perspective.
The Flourishing Christian School Model offers a wide range of ways to engage. While you may choose to just attend the Institute, we strongly recommend bundling the Instrument and Institute together, which will provide you with a fuller experience. If your survey data is completed before arriving at the Institute, it will help you to know what to focus on and thereby allow you to make the most of this collaborative time.
* Title II funding could assist with this professional development cost. Call the ACSI Care Team at (800) 367-0798 for more information.
Hear From Past FSi Attendees
No matter how long you’ve been in Christian ed, there’s never a finish line. I think the professional development from a biblical worldview is extremely important.
I simply love FSi. I love the level of professionalism, the quality of speakers along with the research base. It’s really taking ACSI and Christian schools overall to a different level.
The Flourishing Schools Institute was a powerful opportunity to learn about the research base behind what makes Christian schools flourish. The institute was well laid out and contained a good balance of solid keynote presentations coupled with roundtable discussions about the application. The content was spiritually rich, encouraging, and challenging. I left feeling affirmed, supported, and inspired to continue to lead my school toward flourishing from a Biblical perspective.
In over 20 years of attending ACSI events, this was the best training I've ever received. My team and I walked away challenged and equipped. The FSi event was the perfect blend of practical and theory, individual reflection, and group collaboration, and it even included practical "next steps" for our school that felt manageable. I look forward to attending again!
Seeing a research-backed roadmap to how a Christian school can flourish has been invaluable for us.
Join Us for Pre-Event Data Workshops
Get the most out of your FSi experience with informative sessions from two of ACSI’s greatest minds. Chief Strategy and Innovation Officer, Dr. Lynn Swaner, will prepare institutional leaders for the in-depth FSCI process, and Director of Research, Dr. Matthew Lee, will provide helpful insights and strategies for interpreting your school’s results once your report is complete.
We are excited to share more about our pilot year and program details being finalized with you. Let us know you’re interested in learning more and we will be in contact soon.
Well-being is an important domain for both student and educator flourishing. The FSCI identified three constructs related to well-being—one for teachers and leaders (Stress), and two for students (Healthy Living and Resilience). This domain and related constructs demonstrate that the well-being of educators and students is not a secondary concern—but an essential contributor to flourishing outcomes.
Well-Being FSCM Constructs
Stress – Constant feelings of stress and being overwhelmed accompany a lack of time to prepare for instruction (Teachers) or to focus on physical health (Leaders).
Healthy Living – Students are happy with their physical health, including sufficient exercise and a healthy diet.
Resilience – Students handle stress effectively and respond well to/bounce back from difficult situations.
A Christian perspective on education provides the telos, or purposeful aim, of Christian schooling. The FSCI identified a commitment on the part of all school constituencies to the central purposes of education as strongly connected with flourishing outcomes.
Purpose FSCM Constructs
Responsibility – Leaders, teachers, and support staff feel a sense of shared ownership for school mission, success, and improvement.
Holistic Teaching – Teaching involves helping students develop spiritually and emotionally (teaching the heart and soul, as well as the mind).
Integrated Worldview – Christian worldview changes how we educate; there is no such thing as a secular sphere.
God’s Story – Students believe they are a part of God’s bigger plan and can be used by him to “make a difference.”
Questioning – Students have doubts about their faith, lack time to pray or study the Bible, and feel that most Christians are too judgmental.
Partnership – Families feel they are a part of the school’s mission, and that their child’s spiritual development requires their partnering with and being involved at the school.
Spiritual Formation – Alumni report that their Christian faith is stronger thanks to attending a Christian school, and they believe people can change with God’s help.
Education is a relational enterprise by nature. For Christian schools in particular, relationships are important because of the incarnational nature of Christian faith, expressed through community and in discipleship (John 1:14, 1 Corinthians 12:12-27, Ephesians 4:16).
Relationship FSCM Constructs
Supportive Leadership – Principals are trusted, teachers feel that leaders “have our backs,” and leaders empower teachers and staff to make decisions.
Leadership Interdependence – Board members have diverse backgrounds, and are transparent about and rely on others to offset their weaknesses.
Family Relationships – Teachers “get to know” families, and frequent and systemic communication facilitates positive relationships.
Community Engagement – The school engages with the surrounding community and local churches, and regularly taps into community resources including networking and resource-sharing with other schools.
Mentoring Students – Staff point out talent in each student, help students see how they fit in God’s bigger plan, and are aware of students’ struggles at school or home.
Insular Culture – The school shields students from the world’s brokenness, the school is independent from the surrounding community, and/or the student body lacks diversity.
Christlike Teachers – Teachers show Christlike love, kindness, and care to students. Families feel students are cared about individually, including their spiritual development.
Prosocial Orientation – Students not only enjoy helping others, but also are known by others (e.g., peers) for showing love and care.
Caring Environment – From the perspective of school graduates, teachers were kind, students felt included in class, and students were protected from bullying.
Defining Expertise & Resources
While a sense of purpose is essential for Christian school leaders and teachers, their ability to fulfill that purpose is necessarily dependent upon their expertise as educators. FCSI research shows that flourishing is connected to excellence in educational and school management practices.
Expertise & Resources FSCM Constructs
Qualified Staff – New teacher hires are credentialed (licensed/certified) and have classroom experience.
Responsiveness to Special Needs – Teaching staff works together to serve students with special needs, aided by processes and resources for identifying and responding to those needs.
Resources – Materials and resources for teaching, including technology, are sufficient, and the school building is in good physical condition.
Resource Planning – A strategic financial plan and master facilities plan is in place, and financial planning is a strength of the board.
Resource Constraints – The school has financial resources to operate effectively; or, we could be more effective as a school if not for fiscal constraints, and we lack the resources we need to make changes in our school.
Defining Teaching & Learning
Schools are of course known as sites of learning for students. But if school cultures are to flourish, schools and educators themselves must also engage in learning. In fact, a school culture in which educators are committed to ongoing learning and improvement is linked to flourishing not only for the school and educators, but also for students.
Learning & Learning FSCM Constructs
Feedback – Feedback on teaching practice and classroom management is given regularly to facilitate adjustments in real-time.
Collaboration – Learning from and with other teachers drives and inspires better teaching.
Systems Thinking – When planning for change, the potential impact on the school, the classroom, students, and the overall system are considered.
Data-Driven Improvement – Data is used to gauge school results and effectiveness, determine goal attainment, and address problems the school faces.
Professional Development – PD is provided on-site and is subject- and role-specific.
Outcomes Focus – Process doesn’t matter if it isn’t producing results, and change is distracting if it doesn’t lead to increases in student achievement.
Culture of Improvement – Guided by school leadership and focused on the future, the school is continually improving/makes necessary changes to improve.
Individualized Instruction – Students are helped to figure out how they learn best and to identify their natural strengths.
Best Practice Orientation – Keeping up with best practices is prioritized and resources for doing so can be identified.
Engaged Learning – Students engage in activities that nurture critical thinking, evaluating information, and problem solving.
Behaviors for Learning – The classroom is orderly and well-managed, and teachers are organized and consistent in supporting student behaviors that contribute to learning.
*Please note this is a sample schedule and the final schedule can change per specific location.