LEADERSHIP ACADEMY

Policies and Practices

EXPECTATIONS AND PRACTICE
STATEMENTS AND WELL-BEING RESOURCES
ATTENDANCE, ASSESSMENT, AND
ACADEMIC INTEGRITY

DIVERSITY AND JUSTICE
STATEMENT

Aspiring through the Holy Spirit toward a racially just and inclusive church, we are committed to comprehending and challenging our privileges and biases, transforming our beliefs, values, policies, and actions, and striving to live into the fullness of who God has called us to be. We are committed to a learning environment that values and celebrates diversity in all forms—welcoming Lutheran, ecumenical, interreligious, and other learners, and ensuring that all people, regardless of race, color, national origin, ethnicity, religion, sex, gender identity, gender expression, sexual orientation, age, disability, veteran status, or any other characteristic, can grow and participate fully. If you experience or witness behavior that feels unwelcoming or unsafe, please contact your instructor or the Director at leadershipacademy@elca-ses.org.

ACCESSIBILITY AND ACCOMMODATIONS STATEMENT

If you have a diagnosed disability that affects your online participation, visible or invisible, permanent or temporary, please reach out early in the term to your instructor or the Director at leadershipacademy@elca-ses.org to discuss your needs. Our conversation will be confidential, and we will work with you to implement reasonable modifications, so you have what you need to succeed. 

MENTAL HEALTH AND WELL-BEING RESOURCES

If you or someone you know is navigating difficult circumstances, please reach out to your pastor or a faith leader. Well-being information, tools, and services can also be found on the Southeastern Synod Mental Health webpage.

LEARNING COMMUNITY EXPECTATIONS

Whether connecting synchronously or asynchronously, you are expected to engage in ways that build community—ensuring every voice is heard, welcoming diverse perspectives, communicating professionally, and holding space for growth. These expectations are essential to our shared learning experience. If you are struggling to meet these expectations, please reach out for support. If you observe behavior that undermines our community, address it directly with the individual and, if needed, bring it to your instructor's attention privately. These expectations apply to instructors, too. We believe most concerns can be resolved through open conversation, but if a resolution cannot be reached, we will work together to determine the best path forward. If you have concerns about an instructor, speak with them privately first—or contact the Director at leadershipacademy@elca-ses.org if additional support is needed.

IN PRACTICE, LEARNING COMMUNITY EXPECTATIONS MEAN WE...

  • Are present and engaged
  • Create space for all voices
  • Listen with curiosity
  • Respect everyone's time
  • Use video when possible
  • Engage thoughtfully
  • Respond in a timely manner 
  • Build on others' ideas
  • Communicate professionally
  • Assume positive intent
  • Maintain healthy boundaries
  • Practice confidentiality
  • Ask for and offer support

ATTENDANCE

We value every learner's presence and contribution to our learning community. To ensure everyone benefits from the full class experience and to respect the time of your peers and instructors, consistent attendance and timeliness are essential. We understand that occasional delays and unexpected events happen. However, if you know you'll be consistently more than 15 minutes late or if you miss more than one class session, please reach out to your instructor to make arrangements. 

ACADEMIC INTEGRITY

You are expected to complete your own original work and give credit where credit is due. When collaborating, citing others' work, or using artificial intelligence (AI) to help you brainstorm ideas or clarify concepts, you should transparently acknowledge all roles, references, and contributions. In courses, informal attribution is generally acceptable for conversations and most assignments. For formal papers or projects, you should use the Chicago Manual of Style 17th Edition. When in doubt about the appropriate use of AI or about when and how to cite works, please consult with your instructor.

ASSIGNMENTS AND FEEDBACK

All assignments must be submitted through the course site. Assignment deadlines are meant to help you stay on track, allow for timely feedback, and ensure our discussions build on shared preparation. If you are facing unexpected challenges, competing priorities, or unforeseen circumstances and need more time, please email the instructor to make a plan. Late assignments will be accepted but are discouraged.

COURSE EVALUATION

Your final course evaluation will be determined collaboratively with your instructor using the rubric below.
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Level 1
Beginning

Forming core competencies and skills with instructional guidance

Level 2
Growing

Strengthening core competencies and skills with some instructional guidance

Level 3
Practicing

Demonstrating core competencies and skills with little to no instructional guidance

Level 4
Leading

Modeling core competencies and skills without instructional guidance