Implementing the Vision of the Chapel office at ACU by Student leaders Instructional Playbook

Click Here for the Instructional Playbook

Reflection on Instructional Coaching and the Instructional Playbook as a model for implementing the visions of the schools by Student Leaders in Christian high institutions of Learning.

To begin with, instructional coaching is a collaborative professional development approach where an instructional coach partners with teachers or other professionals to enhance their instructional practices and improve student learning outcomes. The coaching process involves building trust, establishing strong relationships, and providing ongoing support to teachers or student leaders in my current context. Coaches offer guidance, model effective instructional strategies, observe, and provide feedback to help teachers or other professionals reflect on and refine their techniques (Knight, 2022). This discipline/approach/methodology is applied and adapted to train and help Abilene Christian University student leaders and other student leaders to implement the visions of their schools.

In instructional coaching, an instructional Playbook is used as a tool for implementation. The instructional playbook provides resources and tools (strategies) that are used by the coach to help the teachers or the leaders in my context to achieve the expected outcomes. Hence, an instructional playbook, in the broader sense, can be seen as a comprehensive collection of instructional strategies, techniques, and best practices that teachers or student leaders can utilize to enhance their teaching/leading and engage students in the learning process or achieve their leadership goals which are to implement the vision of the school (chapel office) in my context. It serves as a reference tool, offering concrete guidance and a structured framework for effective improvement (Knight, 2018).

As an instructional coach, my mission in this current context is to support and empower student leaders in Christian higher institutions of learning. To facilitate their growth and development as leaders, I have created an instructional playbook—a comprehensive guide that equips student leaders with strategies, checklists, and resources to implement and embody the vision of their schools; however, the particular playbook above focuses on small group chapel student leaders of Abilene Christian University.

This instructional playbook serves as a roadmap for student leaders, providing them with practical tools and insights to effectively fulfill their roles and responsibilities. It is specifically designed to address the unique context of Christian higher institutions, where student leaders play a crucial role in fostering spiritual formation, cultivating a vibrant campus community, and upholding the mission and values of their schools.

Since my instructional playbook is crafted specifically for student leaders in Christian higher institutions of learning, it recognizes the importance of their influence in shaping the spiritual and social environment of their campuses. I believe by providing student leaders with guidance and support, the playbook empowers student leaders to make a positive impact on their peers, faculty, and the broader community.

In developing this instructional playbook, I have considered the contextual and cultural considerations specific to Christian higher institutions since most schools are multicultural and this includes ACU. It acknowledges the importance of Christian values, beliefs, and practices in shaping the vision and mission of these institutions. The playbook aligns with and promotes the core tenets of the Christian faith, encouraging student leaders to integrate their faith into their leadership roles and exemplify Christ-like character in their actions and behaviors.

One of the primary goals of this instructional playbook is to enable student leaders to build and nurture cross-cultural relationships and develop intercultural competencies. It recognizes the increasing diversity within Christian higher institutions and encourages student leaders to embrace and celebrate this diversity. The playbook provides strategies and checklists that promote inclusivity, respect for different perspectives, and a welcoming environment for students from diverse backgrounds.

I am particularly proud of this instructional playbook's emphasis on spiritual formation and discipleship. It equips student leaders with strategies to guide small group Bible studies, mentor fellow students, and organize spiritual retreats. By focusing on these practices, the playbook encourages student leaders to foster deep relationships, nurture spiritual growth, and create spaces for meaningful encounters with God hence achieving the vision of the Chapel Office of ACU.

As I reflect on my journey of creating this instructional playbook, I recognize the importance of continuous improvement and refinement. In the future, I would seek feedback and input from student leaders and other stakeholders within Christian higher institutions to ensure the playbook remains relevant and effective. I would also explore opportunities to incorporate additional resources, case studies, and testimonials that showcase real-life examples of student leaders implementing the playbook's strategies and positively impacting their campuses since I plan to adapt and use the same playbook in Uganda at the Word of Life Africa Bible Institute.

Through its focus on the vision and mission of Christian higher institutions, this instructional playbook aims to accomplish several important goals. First, it seeks to empower student leaders to fulfill their roles with excellence and integrity, ensuring that they are working towards implementing the vision of their schools or departments in which they are serving within their school communities. Also as they do so, they will be examples and role models for their peers. Second, it aims to foster a sense of community and belonging among students, promoting unity and mutual support. Finally, it aspires to create transformative educational experiences that shape students' spiritual lives (spiritual formation), since I believe it is spiritual formation that makes Christian education Christian, equipping students to live out their faith and make a difference in the world.

This instructional playbook serves as a transformative instrument in Christian higher institutions by providing student leaders with the guidance, strategies, and resources they need to implement and embody the vision of their schools. Through its focus on spiritual formation, discipleship, and cross-cultural relationships, the playbook equips student leaders to create transformative experiences for their peers, fostering spiritual growth, and nurturing a vibrant campus community rooted in Christian values. By empowering student leaders to live out their faith and lead with excellence, the instructional playbook plays a vital role in fulfilling the mission and vision of Christian higher institutions and preparing students to become Christian servant-leaders who make a lasting impact in the world.

By utilizing this instructional playbook, student leaders have the opportunity to engage in intentional reflection, collaborate with their peers, and implement effective strategies that align with the vision of their schools. The playbook serves as a guide for them to model the vision through their actions, cast the vision and set goals for their respective groups, engage in peer instruction, facilitate group projects and presentations, lead small group Bible studies, participate in mentoring and discipleship programs, and organize spiritual retreats.

Through the implementation of these strategies, student leaders can create inclusive and welcoming environments where all students feel valued and supported. They can actively promote cultural proficiency by embracing diversity, respecting different perspectives, and fostering intercultural understanding. This instructional playbook guides student leaders to be intentional in their words and actions, ensuring that they consistently model behaviors that reflect the values of their schools and promote a Christ-centered community.

Furthermore, this instructional playbook encourages student leaders to reflect on their own behaviors and align them with the principles of cultural competence. By regularly evaluating their actions and seeking opportunities for growth, student leaders can continuously improve their ability to serve and support their peers effectively. They are encouraged to recognize the connection between their actions promoting cultural diversity and inclusion and the overall vision of their schools, understanding the vital role they play in bringing about positive transformation and hence implementing the visions of their schools/departments.

As an instructional coach, I am committed to the ongoing development and refinement of the instructional playbook. I recognize that there will always be opportunities for improvement, and I am dedicated to incorporating feedback from student leaders, educators, and other stakeholders. I aspire to expand the playbook's resources and examples, making it an even more comprehensive and valuable tool for student leaders in Christian higher institutions.

Ultimately, I hope that this instructional playbook will serve as a catalyst for transformation within Christian higher institutions. By equipping student leaders with the knowledge, skills, and resources they need to implement the vision of their schools, we can cultivate a community where students are inspired to live out their faith, grow spiritually, and impact the world around them. Through their leadership and the influence they have on their peers, student leaders can contribute to the fulfillment of the mission of Christian higher institutions, preparing students to become Christ-centered leaders who make a meaningful difference in their communities and beyond.

References

Knight, J. (2022). The definitive guide to instructional coaching: Seven factors for success. ASCD.

Knight, J. (2018). The Reflection Guide to The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching (1st ed.).