Products (15)

First published in 1993, Cycle of Prayer for Episcopal Schools provides prayers specifically for the calendar and rhythm of school life, augmenting the standard of prayer in Episcopal schools that is The Book of Common Prayer. This second edition now includes new prayers for occasions in and members of Episcopal school communities not previously addresses, as well as a series of short prayers for use with lower and elementary school students.

Adopted by the NAES Governing Board in April 2011, this document is intended to:

• affirm the commitment of Episcopal schools to chapel programs that are creative, inclusive, and draw fully upon the liturgical resources of the Episcopal Church.
• offer a broad perspective on the goals, purposes, structure, and best practices for Episcopal school chapel and worship.
• support Episcopal schools in their efforts to develop meaningful, age-appropriate worship that is aligned with each school's mission and culture and that nurtures the spiritual lives of all members of the school community.
• help Episcopal schools to engage their larger community in dialogue about the role of chapel and worship.
• serve as a useful tool for the school's assessment of its chapel program, whether undertaken independently or as part of an accreditation process.

In keeping with our faith and practice as Episcopal schools in manifesting the daily experience of the love of God in our lives, NAES has developed this set of Principles of Good Practice for Furthering Episcopal Identity in Episcopal Schools. The Principles are intended to:

• support the incarnational journey of Episcopal schools as they live out their missions
• assist schools in describing how their Episcopal identity makes a difference in the daily life of the community
• guide discussion and processes, rather than prescribe a formula for Episcopal identity
• exist as a living document, expanding and changing our schools change and expand.

Adopted by the NAES Governing Board in September 2009, this document is intended to:

• affirm the importance of the Episcopal ethos of the school and its centrality in the search for the new spiritual and academic leader.
• support the professionals and volunteers of both the church and the school as they seek to create smooth, effective transitions in leadership.
• assist boards, vestries, dioceses, and search committees in understanding their roles and responsibilities as they embark upon the process to find the new leader who is being called to serve.
• ensure an impartial, thorough search process that upholds the values and integrity of the institution.

In keeping with the need to highlight the role that Episcopal identity plays in all aspects of school life, NAES has developed this set of Principles of Good Practice for the Study of Religion in Episcopal Schools. They are intended to:

• Support the efforts of all schools to come to a clearer understanding of what can be a difficult task of placing and valuing the academic study of religion within the broader perspective of the total curriculum;
• Help departments of religion, chaplains, rectors, deans of faculty, and directors of studies to assess the quality of instruction, determine areas of improvement within this academic discipline, and help measure the scope and sequence of offerings against a larger perspective;
• Assist schools when searching for new chaplains or teachers of religion as they consider candidates and determine what they want from those persons who will join their colleagues in this capacity.

Reasons for Being: The Culture and Character of Episcopal Schools, first published in 1997, is a collection of essays on foundational, mission-related topics central to Episcopal school identity, governance, and leadership. Newly updated in 2010 and written by Episcopal school leaders and NAES staff members, the fifteen essays examine: the mission and Anglican ethos of Episcopal schools; the history of Episcopal schools and their relationship to the Episcopal Church; the head of school's role; the school as a spiritual community; chapel and worship; religious studies; religious pluralism; early childhood education; community service; and Episcopal schools as just communities. Each essay includes suggested questions for discussion and reflection.

Heads of school and trustees; vestry members and parish clergy; bishops and diocesan staff; faculty members, chaplains, and administrators; parents; educators in general: All will find Dan’s pithy and thoughtful musings about the rhythm and culture of our schools, their Episcopal identity, the demands of leadership, and the education and moral development of our students to be honest, accurate, and uplifting. Whether you read them singly, or explore a month’s or year’s worth of messages in one sitting, you will find yourself, by turns, comforted, provoked, encouraged, and nourished for your journey both within and through Episcopal schools.