The Heart of our School Service

"For you yourselves know, brothers, that our coming to you was not in vain. But though we had already suffered and been shamefully treated at Philippi, as you know, we had boldness in our God to declare to you the gospel of God in the midst of much conflict. For our appeal does not spring from error or impurity or any attempt to deceive, but just as we have been approved by God to be entrusted with the gospel, so we speak, not to please man, but to please God who tests our hearts. For we never came with words of flattery, as you know, nor with a pretext for greed? God is witness.

Nor did we seek glory from people, whether from you or from others, though we could have made demands as apostles of Christ. But we were gentle among you, like a nursing mother taking care of her own children. So, being affectionately desirous of you, we were ready to share with you not only the gospel of God but also our own selves, because you had become very dear to us. For you remember, brothers, our labor and toil: we worked night and day, that we might not be a burden to any of you, while we proclaimed to you the gospel of God. You are witnesses, and God also, how holy and righteous and blameless was our conduct toward you believers. For you know how, like a father with his children, we exhorted each one of you and encouraged you and charged you to walk in a manner worthy of God, who calls you into his own kingdom and glory." (1 Thess. 2:1ff)

Paul's heart for and ministry to the church is instructive as we strive to serve our students, parents, and each other in a way that pleases Christ.  Here are some simple thoughts and applications on this passage.

Boldness

We must be courageous and bold in declaring truth to students, parents, and to each other. The primary truth is the Gospel.  Never assume that a student or a parent is a believer.  He or she may not be.  As appropriate and with love and wisdom share the Gospel.

In the Midst of Much Conflict

We don't like conflict and we try to avoid it.  However, conflict is unavoidable and is even profitable IF the the conflict arises from being honest versus being a difficult person or responding inappropriately to others.  For example, we need to deal with the conflict that arises when we tell students or parents the truth.  If a student is failing to work hard (being lazy), is being irresponsible, has violated a school policy, is not yet good enough to start on the team, is a bully, etc., we need to say so.  We are to speak the "truth in love," never in a mean spirited or condescending manner, but we must tell the truth.  We don't avoid necessary conflict, we work through it profitability for all concerned.

Pleasing God not Man

We like to be liked.  It is tempting to do that which will make others like us or to avoid doing that which may make some dislike our decisions or us.  The praise of others must not be the motivation for our decisions and actions.  God's praise is to be our goal.  Popularity is as fleeting as your last decision or the latest fad or current values in our culture.  God's standards never change.  We are to desire his smile, not the smile of people.  However, we must also remember that Jesus grew in favor with both God and man.  We don't please God by being obnoxious, difficult, or self-righteous.

Not Self centered-It is Not about Us

Paul sacrificed what he had a right to, willingly gave it up to serve.  Although most of us are compensated well and fairly, most in Christian education could make more in a similar position in the public or corporate sectors.  Our work and ministry could also be easier if we never stretched ourselves, never tried new things, never adopted new methods, never reworked our material, etc.

But our motives are not related to compensation or avoiding extra work or frustration.  Our motive is to serve by being "living sacrifices," by "being "poured out as drink offerings" in service to students, parents, and each other.  This is not easy.  This is not what the world values and preaches.  Our sacrifices are not always known or appreciated by others.  It doesn't matter.  We seek "first the Kingdom of God and his righteousness;" we'll leave the rest to God's wise providence.

Not About our Reputation or Praise

Like Paul, we do not seek "glory" from men.  Whether we are liked and praised (although nice) is irrelevant. What matters is faithful, fruitful service to God as we render service to students, parents, and each other.  Like water on a duck, we must learn to let BOTH the smiles and frowns of others roll off of us.  It is the smile of God, not men, which we seek.

Gentle

I like the title Gentleman, Gentle-man.  In today's culture it is assumed that gentleness is weakness and real men (or modern women) are strong and aggressive.  There is nothing wrong with being strong and aggressive.  In fact, we must be to serve Christ.  Christ was very strong and aggressive (just think of how he responded to the Pharisees!).   But Jesus was also described this way:

Behold, my servant whom I have chosen, my beloved with whom my soul is well pleased.  I will put my Spirit upon him, and he will proclaim justice to the Gentiles.  He will not quarrel or cry aloud, nor will anyone hear his voice in the streets;  a bruised reed he will not break, and a smoldering wick he will not quench, until he brings justice to victory;  and in his name the Gentiles will hope. (Matthew 12:18-21)

We are to combine strength with gentleness in our dealing with others.

Sharing of Ourselves

It is easy to share a lesson, a lecture, truth, even the Gospel.  We just talk.

What is more difficult is sharing ourselves.  This requires time, sacrifice, even vulnerability.  We must share both WHAT (true, etc.) as well as WHO (ourselves).  For example, it is one thing to TELL our spouse that we love him or her, it is another thing to give OURSELVES IN OUR ACTIONS to DO loving things.  Likewise, it is one thing to tell students, parents, and each other truth and that we care.  It is another to demonstrate it.

Hard Labor

Those who have never taught or coached have no idea how hard it is!  It is hard work.  It is often under appreciated.  It takes time away from family.  It goes into the evening and weekends.  And, sometimes, no matter how hard we work, how much effort and time we put into coaching, teaching, or leading we get criticized.  Frankly, sometimes we just plain get abused by others.  So did virtually every saint I can think of in the Bible!  It goes with the territory!

Teaching, coaching, and leading in a Christian school is not a 9 to 5 job.  That is okay.  We are stewards of souls--eternal minds and hearts.  What we do counts forever.  It changes lives.  It changes communities.  It matters.  Therefore, it takes hard work and long hours.  No one makes us do this.  This is a calling.  This is a stewardship.  Whether other appreciate our hard work is irrelevant.  What matters is that we are faithful in cultivating our gifts and fulfilling our callings to the maximum of our God-given abilities.

We have not been called to a "nice life."  We have been called to labor.

Holy and Blameless Conduct

We are redeemed sinners.  We are not perfect.  We sin.  We fail.  We fall.

But, the tenor of our lives must be such that our conduct is holy and blameless, above reproach.  We are morally pure, we are honest and full of integrity, we don't gossip, we don't complain, we are full of the Fruit of the Spirit.  We are not self-serving.  We are, by God's grace, an example to others, especially to our students.

Exhorted, Encouraged, Charged

We urge and appeal to our students, parents and each other to do the right thing.  We encourage the discouraged, the tired, those who have stumbled and need a helping hand up.  We commission others--giving them instruction and a mission.

What a hard and glorious calling we have!  May God grant us the grace to fulfill it for his smile and for his kingdom!

Full Loyalty, No Negativity? What Can Our Schools Learn from Apple?

Wouldn’t it be wonderful if someone could write an article describing our schools titled “Full Loyalty, No Negativity?” I am a recent convert from a Windows PC to the Mac computing environment. That is a story for another day but what I want to share with you are some observations from my experiences in Apple stores  and how those observations can be applied to move more of our students, parents, and employees closer to Full Loyalty with No Negativity.

If you have been in an Apple Store recently (if you haven’t I encourage you to do so as an observant leader--but you may want to leave your wallet at home!) you will discover that they are almost always filled with highly engaged customers, attentive staff, and great customer service. At least, that has been my experience every time I have visited an Apple store. Moreover, whenever Apple introduces a new product or an upgrade to an existing product line, customers will line up for hours and blocks, even camping out overnight, to be first in line to buy Apple products.  Loyal Apple customers even have a nickname: “Apple Evangelists.”  That speaks volumes!  Wouldn’t it be wonderful if our parents were so enthusiastic about our schools that they would line up for hours and blocks and be tagged with the nickname “XYZ Christian school evangelists?”

How do we get students, parents, and prospective parents to exhibit the same level of enthusiasm for enrolling their children in our schools and paying tuition as Apple customers do for Apple products?  Without stretching the illustration too far, I think it would be wonderful if when parents and vendors visited our schools they sensed the same type of engagement, enthusiasm, and customer service that one experiences in an Apple store.

Consider some of the observations from a recent Wall Street Journal article; Secrets From Apple's Genius Bar: Full Loyalty, No Negativity.   Below is a summary of the key observations of this article.  Beneath each summary point I have added some possible applications for our schools and for our leadership.

•    Apple goes to great lengths to train its employees at its popular retail stores, tightly managing what feels like a casual consumer experience.  A look at confidential training manuals, a recording of a store meeting and interviews with more than a dozen current and former employees reveal some of Apple's store secrets. They include: intensive control of how employees interact with customers, scripted training for on-site tech support and consideration of every store detail down to the pre-loaded photos and music on demo devices.

APPLICATION:  Our schools could benefit from systematic training in customer service. Such training would include all school personnel from administrators to groundskeepers. Everyone would understand that they are customer service agents with the mission of ensuring that students, parents, and visitors have wonderful experiences in the classroom and with every interaction with school staff.

Additionally, everyone should devote attention to quality throughout the school.  Every detail of the school should reflect quality, attentiveness, and care.  School grounds should be well kept, hallways free of clutter and book bags, walls adorned with well designed posters and student work, school communications should be warm, clear, and professional, the school’s website should be modern and easy to navigate, and all points of contact between students and parents should communicate that “we care.”

•    With their airy interiors and attractive lighting, Apple's stores project a carefree and casual atmosphere. Yet Apple keeps a tight lid on how they operate. Employees are ordered to not discuss rumors about products, technicians are forbidden from prematurely acknowledging widespread glitches and anyone caught writing about the Cupertino, Calif., company on the Internet is fired, according to current and former employees.

APPLICATION:   This is a tricky one.  Although we would not want to go to the extent described above in how we deal with our employees, nevertheless, the focus on “airy Interiors and attractive lighting in a carefree and casual atmosphere” does have relevance for our schools.

Some of our schools and employees are too uptight.  We can improve student achievement and their enjoyment of school–and thus parent satisfaction and enthusiasm for our schools–if our classrooms are characterized by an open, airy, more casual environment in which students are actively engaged in learning, who feel free to be themselves and to ask “politically incorrect questions,” and to make mistakes.  In other words, although school is a serious business it does not have to feel like a strait jacket. Schools should be a place in which the emphasis is not on what is wrong  or what not to do.  Instead, we should champion what students can do and cast a compelling vision for the future.

•    Apple is considered a pioneer in many aspects of customer service and store design. According to several employees and training manuals, sales associates are taught an unusual sales philosophy: not to sell, but rather to help customers solve problems. "Your job is to understand all of your customers' needs—some of which they may not even realize they have," one training manual says. To that end, employees receive no sales commissions and have no sales quotas.

"You were never trying to close a sale. It was about finding solutions for a customer and finding their pain points," said David Ambrose, 26 years old, who worked at an Apple store in Arlington, Va., until 2007.

APPLICATION: there are two very important principles contained in the description above. The first is the focus on innovation and the second is the focus on meeting needs. Our schools, and more importantly our students and our parents, will benefit immensely if we place an energetic and consistent emphasis on innovative teaching, innovative programs, innovative training, and innovative ways of serving our students and our parents.

Moreover, rather than focusing on our policies and procedures,  we should spend more time focusing on good customer service for both students and parents in an effort to alleviate, insofar as possible, things that produce spiritual, emotional, social, or academic pain. We should focus on finding solutions for our students and parents and less on policies and rules.

That is not to say that we compromise our standards, rather it is simply to say that if we devote far more attention to making our students’ and parents’ experiences with each person and situation as enjoyable as possible we will go a long way to increasing their satisfaction and deep loyalty to the school.  In effect this is nothing more than applying the Golden Rule, “As you wish that others would do to you, do so to them.” (Luke 6:31, ESV)  The result will be higher retention rates and the enthusiastic endorsement and recommendation of the school to others.  Our parents will become our school “evangelists.”

•    Apple lays out its "steps of service" in the acronym APPLE: Approach customers with a personalized warm welcome Probe politely to understand all the customer's needs Present a solution for the customer to take home today Listen for and resolve any issues or concerns, and End with a fond farewell and an invitation to return

APPLICATION:  What a wonderful model for our staff to follow! In fact, with a little tweaking this acronym can be readily applied to our schools. In many ways it reflects biblical servanthood, “as you wish that others would do to you, do so to them,” and  “go the extra mile.” Here is the same acronym revised to reflect a Christian school environment.

Approach every student at the beginning of the day and in the halls with a personalized warm welcome.  Greet every parent and school visitor in like manner.

Probe politely to understand student needs--spiritual, emotional, and academic.  Probe politely to understand parents’ needs.

Present solutions for students and parents to take home with them.

Listen for and resolve issues and concerns following James’ instruction, “be quick to hear and slow to speak.” (James 1:19)

End each class period and parent conference with a fond farewell, letting students know that you look forward to seeing them tomorrow and inviting parents to see you again if they continue to have concerns.

•    Apple's control of the customer experience extends down to the minutest details. The store's confidential training manual tells in-store technicians exactly what to say to customers it describes as emotional: "Listen and limit your responses to simple reassurances that you are doing so. 'Uh-huh' 'I understand,' etc."

APPLICATION: Our first impulse when confronted with someone who is angry is to get angry and our second inclination is to seek to be understood and to defend our actions or those of the school. As a consequence, we often fail to comprehend the real nature of the problem being described by the student or the parent.   We can also come across as not listening and defensive.

I have learned over the years that it is better to spend far more time listening than talking and I have also discovered that “less is more.”  Over-explaining and providing more details than necessary often exasperates rather than solves problems.  Sometimes we simply talk too much.

Moreover, it is often better to take time to thoroughly understand the nature of a problem than too quickly jumping to defend one’s actions or those of the school or to arrive at an immediate solution. It is wiser to listen and then to postpone a suggested solution until one has had time to gather all the facts and to pray for wisdom in seeking a proper response.

Accordingly, getting back to a student or a parent a day or so later may actually reflect better service than to attempt to solve a problem that has not been adequately considered or prayed about.

•    Apple employees who are six minutes late in their shifts three times in six months may be let go.

APPLICATION:  Do we hold our teachers to the same standards of punctuality and work that our teachers hold their students to? Do our teachers show up for faculty meetings or chapel services late? If so, what is the consequence? What is the consequence for a student who habitually shows up late for classes? In other words, do we model as administrators and teachers what we expect of our students?

Another way of looking at this is to ask “are our standards of service for each other, our students, and our parents as high as or lower than the standards that Apple requires of its employees who sell computer hardware and software?” Which is more important? If we are to “do everything as unto Christ,” would we show up late for one of his classes?

•    Working for an Apple store can be a competitive process usually requiring at least two rounds of interviews. Applicants are questioned about their leadership and problem-solving skills, as well as their enthusiasm for Apple products, say several current and former Apple store employees. While most retailers have to seek out staff, retail experts say many Apple stores are flooded with applicants.

APPLICATION: How intensive is your recruiting and hiring process? Do you take prospective employees through multiple interviews accompanied by rigorous questions designed not only to ascertain the applicant’s commitment to Christ and to Christian education but his or her enthusiasm for teaching, love for students, creativity and innovation in teaching and assessing students, and willingness to learn?  Or, are you too quick to settle fearing that you will not be able to hire someone to fill a need, in part, because salaries are so low? In the long run, taking shortcuts in hiring will ultimately harm students, negatively impact the school’s reputation and consequently negatively affect student retention, enrollments, and school finances.

•    Once hired, employees are trained extensively. Recruits are drilled in classes that apply Apple's principles of customer service. Back on the sales floor, new hires must shadow more experienced colleagues and aren't allowed to interact with customers on their own until they're deemed ready. That can be a couple of weeks or even longer.

APPLICATION:  How we use your mentoring program? Do you have seasoned teachers who have been given time to work in the classrooms periodically with new hires? Have you given veteran teachers the opportunity to formally and informally mentor new teachers? Or, is it more often the case that new teachers are placed in classrooms with little formal or informal mentoring beyond new staff orientation and standard in-service training programs?  Do we had students to teachers before the teachers are ready?

•    What hasn't changed is Mr. Jobs's interest in the stores. He has provided input on details down to the type of security cables used to keep products leashed to the tables, according to a person familiar with the matter. When the CEO grappled with a liver transplant two years ago, a person who visited him at the time said Mr. Jobs was poring over blueprints for future Apple stores.

APPLICATION:   The description above reflects three things on the part of Steve Jobs: 1. A love for Apple, 2. A focus on his mission rather than on himself, and 3. Attention to detail. Does our leadership consistently demonstrate the same characteristics as we serve our students and parents under the Lordship of Christ and for his glory?

While  we may never eliminate negativity, we can do much to foster deep loyalty to our schools and reduce the negativity that as fallen human beings we are so prone to. Although a computer company is not a school, nevertheless, we can learn a great deal from successful companies and leaders who place a focus on quality, training, and customer service.

As Christian school leaders we should be at least as devoted to these things as the CEO of Apple is to selling hardware and software, after all, we are the stewards of souls.

Does Success Spoil or Sanctify Our Students?

By most measures you and I are "successful." We live in a land of freedom and opportunity. Notwithstanding any financial stresses in our lives, we have shelter, clothing, and food. We have family and friends. Most of us are in good health. Compared to most people in this world, you and I are very "successful." We live in relative ease. So do our children!

And therein lies one of our greatest dangers. We and our children are easily spoiled. Success and ease tend to make us self-absorbed, self-sufficient, self-righteous, and self-seeking.

• We come to believe that "we are owed a life of success and ease."
• We and our children come to believe that "life is about us."
• We come to believe that "we produced our success."

We become autonomous, thinking that we do not really need God. We may not say we don't need him but the way we live?a weak prayer life, a weak devotional life, inconsistent worship on the Lord's Day, and the constant compromises we make in disobeying God's clear commands?all reflect what we really believe.

This is the danger facing Israel. They have won great victories and are now preparing to settle down in peace and prosperity. The danger is that their success will spoil rather than sanctify them.

There is a wonderful passage in Joshua following the wars in Canaan. The Israelis have just conquered their enemies and are preparing to settle in the new land flowing with milk and honey. They have been successful and are now preparing to enjoy the fruit of their labor. Matthew Henry describes the scene this way, "The war being ended, and ended gloriously, Joshua, as a prudent general, disbands his army ... and sends them home, to enjoy what they had conquered, and to beat their swords into plough-shares and their spears into pruning-hooks ... And, now ... Joshua publicly and solemnly ... gives them their discharge."

Only be very careful to observe the commandment and the law that Moses the servant of the LORD commanded you, to love the LORD your God, and to walk in all his ways and to keep his commandments and to cling to him and to serve him with all your heart and with all your soul." (Josh.: 22:5)

Although these are somewhat synonymous for the purpose of emphasis, there is value in considering the particular meaning of each verb: Observe, Love, Walk, Keep, Cling, and Serve.

To Observe

To notice, watch attentively, fulfill and comply with. We are to spend time knowing, understanding, and complying with God's word. How is your Bible study? How is your attendance at worship?

To Love

: to have a great interest and pleasure in something. This exhortation is the essence of the "first and greatest commandment," to love God passionately, with every fiber of one's being (Deut. 6:5; Matt 22:37-38). The primary purpose and chief end of our existence is to glorify God and to enjoy him forever, to take pleasure in God.

Do you enjoy God? Are you more passionate about God or something/someone else?

To Walk

Walking means to order the whole of one's life by God's word and to be filled with his Spirit. When we rise up, walk through the day, and lie down at night, in ALL his ways?even those that are narrow and up-hill, in every particular instance?God's word is to be our compass.

You shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise. You shall bind them as a sign on your hand, and they shall be as frontlets between your eyes. You shall write them on the doorposts of your house and on your gates. (Deut. 6:7-9)

Everyone then who hears these words of mine and does them will be like a wise man who built his house on the rock. And the rain fell, and the floods came, and the winds blew and beat on that house, but it did not fall, because it had been founded on the rock. And everyone who hears these words of mine and does not do them will be like a foolish man who built his house on the sand. And the rain fell, and the floods came, and the winds blew and beat against that house, and it fell, and great was the fall of it." (Matt. 7:24-27)

To Keep

To honor or fulfill, to observe or pay due regard to God's commands. There is no "BUT" in the believer's response to God's commands! Believers are never to say, "I would obey but....." If we love God, we keep his word.

If you love me, you will keep my commandments. And I will ask the Father, and he will give you another Helper, to be with you forever, even the Spirit of truth, whom the world cannot receive, because it neither sees him nor knows him ... Whoever has my commandments and keeps them, he it is who loves me. And he who loves me will be loved by my Father, and I will love him and manifest myself to him. (Jn.: 14:15ff)

To Cling

To hold tightly to, to be hard to remove from; to adhere to someone, to remain persistently faithful to God and his word. We cling both out of love and need. He is our life! He is our life and our treasure?we grasp him tightly!

"I came that they may have life and have it abundantly." (Jn. 10:10)

To Serve

Life is NOT ABOUT US. Life is about loving and serving God; life is about serving his kingdom.

Share in suffering as a good soldier of Christ Jesus. No soldier gets entangled in civilian pursuits, since his aim is to please the one who enlisted him. An athlete is not crowned unless he competes according to the rules. It is the hard-working farmer who ought to have the first share of the crops. Think over what I say, for the Lord will give you understanding in everything. Remember Jesus Christ, risen from the dead, the offspring of David, as preached in my gospel, for which I am suffering, bound with chains as a criminal. But the word of God is not bound! Therefore I endure everything for the sake of the elect, that they also may obtain the salvation that is in Christ Jesus with eternal glory. The saying is trustworthy, for: If we have died with him, we will also live with him; if we endure, we will also reign with him; if we deny him, he also will deny us; if we are faithless, he remains faithful for he cannot deny himself. (1 Cor. 9:10)

Our success in this life will either spoil us and our children or it will motivate us to show our gratitude by renewing our commitment to Observe, Love, Walk, Keep, Cling, and Serve!

Does Your Waiter Follow These Rules? What Rules Would You Write for Serving Your Parents?

October 2009

100 Things Restaurant Staffers Should Never Do

NYTimes, Bruce Buschel

Dr. Barrett Mosbacker, PublisherI found the following list of “rules” fascinating for several reasons: 1) It gives me a glimpse into the restaurant customer service world, 2) I found many (not all) of the rules outlined to be consistent with biblical principles of courtesy, and 3) it got me to thinking, “what would my list look like if I wrote one for Christian  teachers and administrators serving students and parents?” 

Here is an opportunity to share with our readers.  Read through the list below.  Then go to The Christian School Journal blog Facebook page, click “Discussions” and under the topic “100 Things Christian School Employees Should Never Do” post the items that you would include in a list of “100 Things Christian School Employees Should Never Do.”  Alternatively, you can post your list with the comment feature (left menu of this article).

If there are 100 for restaurant service staff, surely there are 100 for serving our parents.  After all, they are paying customers of the educational services we provide. 

Like the list below, keep each item simple and straight forward, including a touch of humor where appropriate. 

I will compile the suggestions and post them in a subsequent article.  Perhaps we can compile a list that will be of help to Christian schools and the parents they serve. 

100 Things Restaurant Staffers Should Never Do

1. Do not let anyone enter the restaurant without a warm greeting.
2. Do not make a singleton feel bad. Do not say, “Are you waiting for someone?” Ask for a reservation. Ask if he or she would like to sit at the bar.
3. Never refuse to seat three guests because a fourth has not yet arrived.
4. If a table is not ready within a reasonable length of time, offer a free drink and/or amuse-bouche. The guests may be tired and hungry and thirsty, and they did everything right.
5. Tables should be level without anyone asking. Fix it before guests are seated.
6. Do not lead the witness with, “Bottled water or just tap?” Both are fine. Remain neutral.
7. Do not announce your name. No jokes, no flirting, no cuteness.
8. Do not interrupt a conversation. For any reason. Especially not to recite specials. Wait for the right moment.
9. Do not recite the specials too fast or robotically or dramatically. It is not a soliloquy. This is not an audition.
10. Do not inject your personal favorites when explaining the specials.
11. Do not hustle the lobsters. That is, do not say, “We only have two lobsters left.” Even if there are only two lobsters left.
12. Do not touch the rim of a water glass. Or any other glass.
13. Handle wine glasses by their stems and silverware by the handles.
14. When you ask, “How’s everything?” or “How was the meal?” listen to the answer and fix whatever is not right.
15. Never say “I don’t know” to any question without following with, “I’ll find out.”
16. If someone requests more sauce or gravy or cheese, bring a side dish of same. No pouring. Let them help themselves.
17. Do not take an empty plate from one guest while others are still eating the same course. Wait, wait, wait.
18. Know before approaching a table who has ordered what. Do not ask, “Who’s having the shrimp?”
19. Offer guests butter and/or olive oil with their bread.
20. Never refuse to substitute one vegetable for another.
21. Never serve anything that looks creepy or runny or wrong.
22. If someone is unsure about a wine choice, help him. That might mean sending someone else to the table or offering a taste or two.
23. If someone likes a wine, steam the label off the bottle and give it to the guest with the bill. It has the year, the vintner, the importer, etc.
24. Never use the same glass for a second drink.
25. Make sure the glasses are clean. Inspect them before placing them on the table.
26. Never assume people want their white wine in an ice bucket. Inquire.
27. For red wine, ask if the guests want to pour their own or prefer the waiter to pour.
28. Do not put your hands all over the spout of a wine bottle while removing the cork.
29. Do not pop a champagne cork. Remove it quietly, gracefully. The less noise the better.
30. Never let the wine bottle touch the glass into which you are pouring. No one wants to drink the dust or dirt from the bottle.
31. Never remove a plate full of food without asking what went wrong. Obviously, something went wrong.
32. Never touch a customer. No excuses. Do not do it. Do not brush them, move them, wipe them or dust them.
33. Do not bang into chairs or tables when passing by.
34. Do not have a personal conversation with another server within earshot of customers.
35. Do not eat or drink in plain view of guests.
36. Never reek from perfume or cigarettes. People want to smell the food and beverage.
37. Do not drink alcohol on the job, even if invited by the guests. “Not when I’m on duty” will suffice.
38.Do not call a guy a “dude.”
39. Do not call a woman “lady.”
40. Never say, “Good choice,” implying that other choices are bad.
41. Saying, “No problem” is a problem. It has a tone of insincerity or sarcasm. “My pleasure” or “You’re welcome” will do.    
42. Do not compliment a guest’s attire or hairdo or makeup. You are insulting someone else.
43. Never mention what your favorite dessert is. It’s irrelevant.
44. Do not discuss your own eating habits, be you vegan or lactose intolerant or diabetic.
45. Do not curse, no matter how young or hip the guests.
46. Never acknowledge any one guest over and above any other. All guests are equal.
47. Do not gossip about co-workers or guests within earshot of guests.
48. Do not ask what someone is eating or drinking when they ask for more; remember or consult the order.
49. Never mention the tip, unless asked.
50. Do not turn on the charm when it’s tip time. Be consistent throughout.

51. If there is a service charge, alert your guests when you present the bill. It’s not a secret or a trick.

52. Know your menu inside and out. If you serve Balsam Farm candy-striped beets, know something about Balsam Farm and candy-striped beets.

53. Do not let guests double-order unintentionally; remind the guest who orders ratatouille that zucchini comes with the entree.

54. If there is a prix fixe, let guests know about it. Do not force anyone to ask for the “special” menu.

55. Do not serve an amuse-bouche without detailing the ingredients. Allergies are a serious matter; peanut oil can kill. (This would also be a good time to ask if anyone has any allergies.)

56. Do not ignore a table because it is not your table. Stop, look, listen, lend a hand. (Whether tips are pooled or not.)

57. Bring the pepper mill with the appetizer. Do not make people wait or beg for a condiment.

58. Do not bring judgment with the ketchup. Or mustard. Or hot sauce. Or whatever condiment is requested.

59. Do not leave place settings that are not being used.

60. Bring all the appetizers at the same time, or do not bring the appetizers. Same with entrees and desserts.

61. Do not stand behind someone who is ordering. Make eye contact. Thank him or her.

62. Do not fill the water glass every two minutes, or after each sip. You’ll make people nervous.

62(a). Do not let a glass sit empty for too long.

63. Never blame the chef or the busboy or the hostess or the weather for anything that goes wrong. Just make it right.

64. Specials, spoken and printed, should always have prices.

65. Always remove used silverware and replace it with new.

66. Do not return to the guest anything that falls on the floor — be it napkin, spoon, menu or soy sauce.

67. Never stack the plates on the table. They make a racket. Shhhhhh.

68. Do not reach across one guest to serve another.

69. If a guest is having trouble making a decision, help out. If someone wants to know your life story, keep it short. If someone wants to meet the chef, make an effort.

70. Never deliver a hot plate without warning the guest. And never ask a guest to pass along that hot plate.

71. Do not race around the dining room as if there is a fire in the kitchen or a medical emergency. (Unless there is a fire in the kitchen or a medical emergency.)

72. Do not serve salad on a freezing cold plate; it usually advertises the fact that it has not been freshly prepared.

73. Do not bring soup without a spoon. Few things are more frustrating than a bowl of hot soup with no spoon.

74. Let the guests know the restaurant is out of something before the guests read the menu and order the missing dish.

75. Do not ask if someone is finished when others are still eating that course.

76. Do not ask if a guest is finished the very second the guest is finished. Let guests digest, savor, reflect.

77. Do not disappear.

78. Do not ask, “Are you still working on that?” Dining is not work — until questions like this are asked.

79. When someone orders a drink “straight up,” determine if he wants it “neat” — right out of the bottle — or chilled. Up is up, but “straight up” is debatable.

80. Never insist that a guest settle up at the bar before sitting down; transfer the tab.

81. Know what the bar has in stock before each meal.

82. If you drip or spill something, clean it up, replace it, offer to pay for whatever damage you may have caused. Refrain from touching the wet spots on the guest.

83. Ask if your guest wants his coffee with dessert or after. Same with an after-dinner drink.

84. Do not refill a coffee cup compulsively. Ask if the guest desires a refill.

84(a). Do not let an empty coffee cup sit too long before asking if a refill is desired.

85. Never bring a check until someone asks for it. Then give it to the person who asked for it.

86. If a few people signal for the check, find a neutral place on the table to leave it.

87. Do not stop your excellent service after the check is presented or paid.

88. Do not ask if a guest needs change. Just bring the change.

89. Never patronize a guest who has a complaint or suggestion; listen, take it seriously, address it.

90. If someone is getting agitated or effusive on a cellphone, politely suggest he keep it down or move away from other guests.

91. If someone complains about the music, do something about it, without upsetting the ambiance. (The music is not for the staff — it’s for the customers.)

92. Never play a radio station with commercials or news or talking of any kind.

93. Do not play brass — no brassy Broadway songs, brass bands, marching bands, or big bands that feature brass, except a muted flugelhorn.

94. Do not play an entire CD of any artist. If someone doesn’t like Frightened Rabbit or Michael Bublé, you have just ruined a meal.

95. Never hover long enough to make people feel they are being watched or hurried, especially when they are figuring out the tip or signing for the check.

96. Do not say anything after a tip — be it good, bad, indifferent — except, “Thank you very much.”

97. If a guest goes gaga over a particular dish, get the recipe for him or her.

98. Do not wear too much makeup or jewelry. You know you have too much jewelry when it jingles and/or draws comments.

99. Do not show frustration. Your only mission is to serve. Be patient. It is not easy.

100. Guests, like servers, come in all packages. Show a “good table” your appreciation with a free glass of port, a plate of biscotti or something else management approves.

The Charters are Coming!

How to Position Our Schools for Long-Term Success Despite Prolonged High Unemployment and New Competition

Dr. Barrett Mosbacker, PublisherOver the last year or so  200 Christian schools have closed their doors.  Many who have not closed have lost students and laid off staff.  More will close this year.  Although a few Christian schools are thriving, most are not.

This may not be a short term problem.   There are at least three long-term challenges facing the Christian school movement:

1) Prolonged high unemployment

2) Federal funding for more charter schools and distance learning programs

3) New research that seems to show that distance learning can be as or more effective than traditional instruction

Prolonged High Unemployment

In a recent Wall Street Journal article (August 25, 2009), Deborah Solomon warns:

The administration, in its mid-year budget review, painted a picture of a nation that … is in for a prolonged period of economic weakness, joblessness and unsustainable government spending …

The administration now foresees unemployment hitting 10% at some point over the next year and a half, with the jobless rate averaging 9.3% in 2009 and 9.8% in 2010 … "We do predict unemployment will reach 10% for some months and some quarters," …

In a measure of the dire state the nation's fiscal picture, the level of U.S. public debt when measured as a percentage of economic output is projected to reach its highest levels since World War II. The administration is projecting that public debt will hit 66.3% of gross domestic product in 2010, more than any other time since the 1940s, when it peaked at more than 121% of GDP.

Funding for Charter Schools and Distance Learning

In an article published by eSchool News, the authors report that:

… stimulus could spur more virtual charter schools 'Race to the Top' program favors states that encourage charter schools -- including those that offer online instruction …

As states compete for more than $4 billion in federal "Race to the Top" stimulus grants, Education Secretary Arne Duncan has made it clear that states willing to embrace charter schools and other favored innovations will get preference. That, in turn, could prompt a rise in the number of virtual charter schools and other charters that open across the country …

Duncan recently wrote in an opinion piece, declaring that states with limitations on charter school will decrease their odds of getting Race to the Top grants …

At the National Alliance for Public Charter Schools Conference this summer, Duncan called the charter movement "one of the most profound changes in American education--bringing new options to underserved communities and introducing competition and innovation into the education system." …

Todd Ziebarth, vice president of policy for the National Alliance for Public Charter Schools, thinks Duncan will want to reward states that are strong in all the elements, forcing states like Washington back to the table on charters …

Virtual charter schools are growing in popularity across the country … Indiana is opening its first statewide online charter school this year, and five organizations have filed petitions with Georgia's Charter School Commission to open virtual charter schools in the state, hoping to capitalize on the popularity of the state's sole online charter school, the Georgia Virtual Academy …The academy has nearly 4,500 students enrolled in just two years of operation and a growing waiting list …

Duncan has been putting states on notice for months that he wants them to embrace charter schools, and that their failure to do so could mean they lose out on federal money …

Tennessee lawmakers passed a bill expanding charter schools in the state after hearing Tennessee could lose out on the money if they kept blocking an expansion of charter schools.

Illinois lawmakers decided in July to allow 60 more charter schools to answer President Obama's challenge after a campaign in that state by the state network of charter schools.

Research Appears to Support Effectiveness of Distance Learning Programs, Adding Credibility

An article in the New York Times reports that a recent 93-page report on online education, conducted by SRI International for the Department of Education, has a starchy academic title, but a most intriguing conclusion:

“On average, students in online learning conditions performed better than those receiving face-to-face instruction.” …

The analysis for the Department of Education found that, on average, students doing some or all of the course online would rank in the 59th percentile in tested performance, compared with the average classroom student scoring in the 50th percentile. That is a modest but statistically meaningful difference.

“The study’s major significance lies in demonstrating that online learning today is not just better than nothing — it actually tends to be better than conventional instruction,” said Barbara Means, the study’s lead author and an educational psychologist at SRI International.

This hardly means that we’ll be saying good-bye to classrooms. But the report does suggest that online education could be set to expand sharply over the next few years, as evidence mounts of its value.

What does this mean for our schools? 

It means that our schools are likely to be squeezed from two sides—an anemic economy with high unemployment (and potentially high inflation) and more vigorous competition from charter schools and distance learning options.

So what do we do?

I make no pretense of having all of the answers but I would like to suggest the following ideas.

Don’t Panic

Every challenge has a reciprocal opportunity.  Although poorly managed and relatively weak Christian schools may not survive, those with strong, creative, and decisive leadership will not only survive but thrive—provided they adapt to the changing educational landscape. 

Focus on Excellence and Value

Although this may seem to be counter-intuitive, being “affordable” is not the solution—being excellent and providing a high marginal value for parents is.  We must be able to answer two questions for the vast majority of our parents who, unfortunately, do not grasp or fully appreciate the value of a biblical worldview:

“Why should I spend $x for a Christian education when the charter school is free and offers an education characterized by high academic standards and traditional Judeo-Christian “values”?

Or,

“Why should I spend $x for a Christian education when I could home school my child and supplement his/her instruction with distance learning?

Those are fair questions and they must be answered in concrete terms.  Simply answering by recounting the benefits of teaching a biblical worldview will not be an adequate answer for many parents. 

Do not misunderstand—teaching our students to have the mind of Christ IS the central mission of our Christian schools.  But that mission is always within the academic context.  Christian education is an academic enterprise with an unapologetic and energetic focus on providing students a Christ honoring world-class and globally aware education.

Whether we like it or not, most of our parents don’t understand the mission of developing a biblical worldview.  And if they don’t understand or appreciate it they will not make significant sacrifices for it, everything else being relatively equal.

In other words, for most of our parents, the development of a biblical worldview is an ethereal concept subservient to more “practical” considerations like education quality, admission to top colleges, the breadth and depth of extra-curricular programs, a safe and nurturing environment, etc.

Why don’t they understand and appreciate the goal of developing a biblical worldview? I believe there are at least three reasons:

1) Because they have never experienced its life changing impact.  Most of our parents were educated in public schools and public universities.  They don’t get it—at least at first.  They have no experiential context to draw upon.

2) Most of our pulpits do not explicitly endorse the value of a Christian education as an intellectual enterprise.  Christian education is not promoted as a theological or kingdom imperative.

3) The prevalence of theological ignorance and pietism.  As a rule, pietism minimizes the life of the mind while emphasizing the emotional/experiential component of the Christian life.

We must place emphasis on ensuring that we are delivering an excellent educational product and understand that doing so is intrinsic to providing a Christian education that honors Christ and prepares his disciples to serve him in this world.  We are NOT providing excellence in education AND a Christian education.  Christian education by definition must be excellent education. 

The good news is that many parents will learn to understand and appreciate the development of a Christian worldview once they experience it through the lives of their children.  Those who enroll for other reasons, e.g., academic quality, grow in their understanding and commitment to a Christian philosophy of education—but most do not start with that understanding or commitment. 

Excellence is in and of itself a holy goal when done for God’s glory.  It is also a practical means to encourage parents to enroll their children in our schools and to sacrifice to keep them enrolled.  Over time, these parents become strong advocates of Christian education for ALL of the right reasons.

Excellence Starts with an Excellent Faculty

I am not going to beat around the bush.  We must do whatever it takes, provided it is biblical, to ensure that every classroom is staffed with a highly competent Christian teacher.  We must dismiss, ethically and graciously, those who are unable or unwilling to learn and grow and who are merely adequate.  We must stop the educational malpractice of having students educated by mediocre teachers using “grace” as a pretext for an unwillingness to make hard decisions.  We do not have the right nor the liberty to make our students bear the educational cost of sitting under the instruction of ineffective or mediocre teachers.  Period.

I am absolutely convinced that the most important thing we can do to honor our Lord, serve our families, and strengthen our schools is to hire, train, and retain only excellent Christian teachers.  The same general principle holds true for every employee we hire or keep but quality instruction in each classroom must be our first priority.

Parents will make great sacrifices to have their children in a school where they know that their children will receive dynamic, creative, loving, and effective instruction year after year from mature Christian teachers.  They will—and I think rightly so—look for other educational options if this is not their experience.

For more information on hiring and training teachers, see my previous article “Rethinking Staff Development: “This Too Shall Pass.”

Distance Learning

Our schools need to consider how to leverage new technologies, particularly distance learning, to enhance and expand their curriculum and market.  For more information on this topic see my previous article “Can We Keep Up with the Competition?”

Think Ahead—Anticipate

It sounds like a cliché but we need to be less reactive and more proactive as leaders.  We need to look over the horizon in order to position our schools to take advantage of new opportunities and to meet new challenges. 

Case in point.  As I read the Wall Street Journal and witnessed the unraveling of the economy one of my first thoughts was, “How will this affect our parents and school?”  I quickly came to the conclusion that the rising unemployment rate would translate into lower retention rates, fewer new applications, and the increased aging of our accounts receivables.  With those thoughts in mind we quickly made the following decisions prior to the creation of the budget and prior to reenrollment deadlines:

1. We increased the total funds available for financial aid.
2. We froze all salaries.
3. We postponed a major capital campaign.
4. We intentionally “over-enrolled” our classes where possible—exceeding our stated enrollment caps.  We did so anticipating future attrition, which would bring the numbers back down to normal levels while simultaneously ensuring full enrollments.  Sure enough, that is precisely what happened.  In fact, in God’s providence, we have a record enrollment this year.
5. We continued to expand and develop our programs.  Cutting back on quality is NOT the right response.  We added a digital photography elective this year and an environmental studies course last year.  We are moving aggressively ahead with the development of our distance learning program and we are inviting world-class scholars and leaders to the campus.  We are also expanding our dual-enrollment program.
6. We continue to place top priority on the qualify of instruction in our classrooms as reflected in multi-year intensive training programs, teacher mentoring, and thorough evaluations.
7. We continue to invest in mapping the entire curriculum.
8. New technology is being added on both campuses including additional SMART boards for the elementary campus and server technologies that will enable us to move much closer to a “paperless” environment.
9. We are beginning to review the potential of digital textbooks as an effective and less costly option to standard printed textbooks.
10. We are expanding our efforts in Alumni development.
11. And  more…..

I share this information with you to illustrate that hard economic times is precisely the time to focus on quality and value while simultaneously working to reduce cost. Rather than reacting to the situation, we must plan aggressively for the future always asking, “how can we be more effective?”  “How can we provide greater value for our parents?”

Excellent Communication

We sometimes assume too much.  We assume that parents understand Christian education.  We assume that they know about our programs and the enhancements that we have made. 

The truth is that most parents are focused on their children and those things that immediately affect them. They are barely aware of “other” things going on in the school. 

It is important, however, that parents be aware of all school-related matters from the more dire, e.g., how the school is responding to the H1N1 virus to the new initiatives underway that will help their children.

It is an old advertising adage that it takes seven times for a message to “click”.  That means that we must communicate often using multiple venues and media.  Email, newsletters, meetings, Facebook, Twitter, one-on-one lunch meetings, the school’s website, etc……  Be creative but repeat repeat repeat! 

A Bias for Yes

I like to give my business to those who go out of their way to provide good customer service.  I am willing to pay more for good service.  So are most of our parents. 

The danger that we face is that we can create policies or respond in a way that demonstrates that “our convenience” “our policies” are more important than the needs and/or wishes of our paying customers—and they are customers! 

We strive to have a “Bias for Yes.”  “Yes we Can!” (Sorry, I couldn’t resist!)  “Yes we will.”  “Yes, we will seriously consider that.” 

Obviously we can’t always say yes.  I have had to turn down a number of requests from parents this year.  But I only do so when it is absolutely necessary to comply with important policies designed to enhance our service to parents/students or to protect them. 

We don’t say no because doing so is more convenient for us!

Concluding Remarks

The educational marketplace is more dynamic and competitive than it has ever been.  This new market reality combined with current economic difficulties create significant challenges and opportunities for our schools.  Although we cannot change the external environment we can and must adapt our internal practices and programs.  Adapting is the only way many of our schools will survive, let alone thrive.