Teachers know the secret to pastors improving their teaching.

You might think that the secret is having the right courses in college. As pastors, our first college degrees were in the arts, and teachers’ degrees were in the sciences. Education is a science, a “soft science” in comparison to engineering, for example, but a science nevertheless. The educational world is driven by data. Teachers, especially those who have continued into a master’s program, speak in interesting and helpful scientific data terms.

But foundational college courses in teaching must be built upon by both advanced classes and by classroom practice in order to fulfill their purpose. A teaching course at the undergraduate level may be interesting, but it is probably not the secret to improving our teaching today.

Maybe the secret is teacher performance evaluations. Should you ask catechism students to evaluate your course at the end of it? How about some kind of evaluation form for adults in your Bible class to fill out? Teachers know and use a model that includes teacher performance evaluations. The heart of the model is the link between teacher behavior, student effort, and student learning. Under the best circumstances, performance evaluations act directly to influence teachers’ behaviors in the classroom. The data about these functions are so compelling for improving student learning that it is hard for teachers to understand when anyone objects to programs of performance evaluation.

But most adult Bible classes do not involve assessment tools, that is, quizzes, tests, portfolios, or grades. Even catechism classes, which are generally more structured, result in confirmation rather than in a report card. Veteran pastors evaluate classes with more spiritual objectives in mind, that is, growth in faith and spiritual life. Sometimes the most satisfying classes end up developing a topic that was not in the lesson plan.

What about professional development? Surely that improves teaching. Professional development, that is, courses on methods and content, can surely be helpful. Private study and lifelong learning are nearly always beneficial. Putting such continuing education in a pastoral context comes closer to the secret that teachers have known all along.

The Grow in Grace program at Wisconsin Lutheran Seminary reflects a distinctly Lutheran philosophy of continuing education grounded in Scripture and the means of grace. Rather than emphasizing mere professional advancement, it focuses on ongoing spiritual formation for pastors as servants of the Word. Rooted in passages like 2 Peter 3:18, the program encourages growth in both knowledge and faith, integrating theology with practical ministry. It values lifelong learning, peer encouragement, and reflection on pastoral practice. Ultimately, Grow in Grace seeks to equip pastors to faithfully proclaim Christ, nurture congregations, and remain anchored in God’s grace throughout their ministry.

“Peer encouragement and reflection on pastoral practice” comes closest to the way that teachers say the secret of improving teaching. Their secret, derived over the years from multiple individual studies, from aggregated studies, and from common sense through the ages, turns out to be simple.

Teaching improves most quickly when two people who do the same thing talk to each other about it regularly.

So find a pastoral colleague who teaches confirmation class in about the same circumstances as you do and arrange to talk to him regularly. Share your failures and successes in as much detail as you can. The last time I taught confirmation class during a vacancy, I discovered that about 50% of my lesson plans worked. That was a humbling experience for a man who had taught high school for a couple decades with a 90%+ working success rate in lesson plans. By the grace of God, there were other men in the circuit in similar circumstances who could help me out with tips about the modern middle school student.

Find a pastoral colleague who teaches adult Bible classes in about the same circumstances as you do and arrange to talk to him regularly. Share methods and content. Try something that he says works well, even if you don’t think it’s your style. If you have the opportunity, sit in on one of his classes. Let him sit in on one of yours.

Sometimes teachers forget the secret to improving teaching. They isolate themselves in difficult situations. Then they discover someone in basically the same situation, and by conversation and consultation, their teaching quickly improves.

Don’t isolate yourself. Our pastoral brothers are gifts to us from a gracious Lord. Talk to them about the teaching which is part of your ministry of the gospel. God bless your faithful service.