What is the connection between character and leadership? The more power one has in a leadership position, the more clearly […]

The word “flourishing” has become a bit of a buzzword in Christian schools. What do we mean when we talk about flourishing in Christian education?

by Ed Noot, Outgoing SCSBC Executive Director ◊ Christian education comes at a cost, a tremendous cost. It can be […]

By Dave Loewen, SCSBC Executive Director ◊ There is a declining posture of humility and an increasing posture of confidence and certainty in one’s opinion; somehow, we have lost the ability to be curious towards one another.

an interview with Ed Noot and Dave Loewen ◊ Darren Welcome! As many of you know, organizationally we’re part of an exciting […]

by Darren Spyksma, SCSBC Director of Learning ◊

by Ed Noot, SCSBC Executive Director ◊ In December 2021, the Members of Canada’s Parliament unanimously consented to a motion to […]

How is it that graduates of Christian schools are more likely to believe that general society is hostile to their views? What does this say about our teaching, learning, and school structures?

Christian schools continue to refine their understanding of how and when to engage with culture or the social order of the day. This complex and nuanced topic has been explored by God’s people since they were enslaved in Egypt. The social complexity of our world today requires clear thinking from Christian school leaders.

Rowan Williams suggests that those who claim to follow Christ should embrace these three key roles as they seek to live in service to Him: Prophet, Priest, and King. Could this imperative also apply to Christian schools who bear the name of Christ and seek to embrace His identity?

2020 was a tumultuous, discordant year in so many ways; from conspiracy theories on the pandemic to a sitting US President questioning the validity of election results, we witnessed much public discourse about knowledge. Christian schools, too, are engaged in conversations about “knowing” related to curriculum, instruction, and policy development.