Karen A. Sorvaag, Scott H. Sorvaag, Melissa Luedtke, Roger Peckover


The project considered discussion points from two years of a Lasallian Pedagogy study group (2010-2012), the writings of The Christian Brothers, faculty and organizational development processes from SMU faculty research conducted in the San Miguel Schools (Peckover, 2004; 2005; 2006a; 2006b; 2006c; 2010; 2013), and from the educational research literature underpinning the National Board of Teaching’s Best Practices Standards. The goal was to create two practical tools for reflection on practice, wedding core Lasallian values and practices with current educational research on best teaching practices. As a result of the project, a Faculty Planning and Reflection Guide was created that any new or existing faculty member in P12 and higher education could use. It is designed to help the faculty member consider important questions in how they are meeting the needs of learners using Lasallian inspired pedagogy embedded in a best practices teaching framework. In addition, a second tool, the Formal Class Observation Guide was created considering the same tenets. The formal observation guide serves colleagues, administrators, or other mentors in focusing their coaching development of the teaching qualities that a faculty member has been intentionally developing in an ongoing faculty development process.


Instructional pedagogy; Lasallian; Lasallian pedagogy; Scholarship of teaching and learning;


Developing a Lasallian Inspired Practice: Tools for Faculty Development


Selected Lasallian/Catholic Bibliography

Brother Superior General John Johnston and the members of the General Council. (1997). The Lasallian mission of human and Christian education.

De La Salle, J. B. (1996). The conduct of Christian schools. Translated by F. De La Fontainerie and Richard Arneandez, FSC. Edited with notes by William Mann, FSC. Landover, MD: Christian Brothers Publications.

Franz, C., Ed. (2006). Reflections on Lasallian higher education: Current opportunities and future visions. Winona, MN: Saint Mary’s Press.

Heritage Discussion Group. (2010). Lasallian pedagogy, Sorvaag, S. & Sorvaag, K. (discussion leaders). Saint Mary’s University of Minnesota.

Himes, M. (1995). Living conversation (agape). Conversation on Jesuit Higher Education, Fall, 21-27.

Johnston, J., FSC, & Members of the General Council of the Christian Brothers. (1997). The Lasallian mission of human and Christian education. Landover, MD: Christian Brothers Publications.

Rummery, G. (1987). The Lasallian teacher. Keynote Address, Huether Workshop, November 19-22, Chicago, IL.

Salm, L., FSC. (1996). The work is yours: The life of Saint John Baptist de La Salle. Landover, MD: Christian Brothers Publications.

Van Grieken, G. V. FSC. (2002). Touching the hearts of students: Characteristics of Lasallian schools. Landover, MD: Christian Brothers Publications.

Lauraire, L. FSC. (2004). Conduct of schools: An overall plan of human and Christian education. Rome, Italy: Brothers of the Christian Schools.

Selected Lasallian Teaching Related Research Bibliography from the Authors

Peckover, R. (2004). Inquiry into A.G.A.P.E. in Action: The San Miguel Schools Study. Research report presented to the Lasallian Association of Miguel Schools.

Peckover, R. (2004). “Facilitating Development of Constructivist Teacher Leadership: Transforming Teacher Understanding of Self as Inquirer and Collaborator.” Paper presented at the 2004 Annual Meeting of The American Educational Research Association, San Diego, California, April, 2004.

Peckover, R. (2005). Inquiry into A.G.A.P.E. in Action: The Minneapolis San Miguel Schools Study. Research report presented to the San Miguel School of Minneapolis.

Peckover, R. (2006a). Preparing at-risk learners to be stewards of community: Putting the spirit and research of “agape′” to generative use. Paper presented at the Annual Meeting of the American Educational Research Association.

Peckover, R. (2006b). Transforming urban student and organizational learning: Principles at work in the Lasallian Association of San Miguel Schools. Paper presented at the 2006 National Urban Alliance Conference, Minneapolis, Minnesota.

Peckover, R. (2006c). A.G.A.P.E.: Grounding Lasallian Principles in Research to Inform Learning Communities in Action. Keynote paper presented in Cuernavaca, Mexico at the 2006 Annual Meeting of the International Association of Lasallian Universities, October 2006.

Peckover, R. (2010). Teacher Development with the Spirit-in-Mind: Building A.G.A.P.E′. into Professional Communities of Practice. Paper presented at the 2010 Annual AERA Meeting in Denver, CO.

Peckover, R., (2013). Saint Mary’s University of MN. (2013). Principles of Best Teaching Practice. Center of Excellence for Learning and Teaching. Peckover, R. (contact). https://sites.google.com/a/smumn.edu/celt/teaching-practices/ideal-principles-of-best-teaching-for-learning-practices

Saint Mary’s University of MN, School of Education. (2013). Learner Centered Instruction Model. (In house document, Sorvaag, K. contact).

Selected Bibliography of Educational Research on Underpinning Best Teaching Practices Standards 1-5

Abbott, J. (May 1995). Children Need Communities. Educational Leadership.

Adams, J. R. & Berzonsky, M. D., (eds.). (2003). Blackwell handbook of adolescence. Malden, MA: Blackwell Pub.

Argyris, C. (1990). Overcoming organizational defenses: Facilitating organizational learning. Boston: Allyn & Bacon.

Aronson, J. (ed.). (2002). Improving academic achievement: Psychological factors on education. Boston: Academic Press.

Bain, K. (2012). What the Best College Students Do. Cambridge, MA: Belknap Press of Harvard University Press.

Banks, C. A. & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice, 34(3), 152-158.

Barth, R. (2001). Learning by heart. San Francisco, CA: Jossey Bass.

Benson, P.L., Leffert, N. Scales, P. C. & Blyth, D. A. (1998). Beyond the “village” rhetoric: Creating healthy communities for children and adolescents. Applied Developmental Science, 2, 138-159.

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

Bereiter, C. & Scardamalia, M. (2003). Unravelling basic components and dimensions of powerful learning environments. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merriënboer (Eds.), EARLI Advances in Learning and Instruction Series.

Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st Century. Washington, D.C.: Carnegie Council on Adolescent Development.

Chickering, A., Dalton, J. C., and Stamm L. (2006). Encouraging authenticity and spirituality in higher education. San Francisco: Wiley and Sons.

Clandinin, D. J., & Connolly, F. M. (2000). Narrative inquiry. New York: Wiley, Johns & Sons, Inc.

Crawford, J. (2005). Spiritually engaged knowledge: The attentive heart. Burlington, VT: Ashgate.

Eisler, R. (2000). Tomorrow’s children: A blueprint for partnership education in the 21st Century. Oxford, England: Westview Press.

Eisler, R. (2005). Holistic learning and spirituality in education: Breaking new ground. Albany, NY: State University Press.

Fosnot, C. (1996). Constructivism: theory, perspectives, and practice. New York: Teachers College Press.

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Fullan, M. (2001). The new meaning of change. New York: Teachers College Press.

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About the Authors

Karen Sorvaag, Ed.D.

Associate Professor of Education and Education Department Chair
Saint Mary’s University of Minnesota, United States

Scott Sorvaag, Ed.D.

Associate Professor of Education, Director of General Education
Saint Mary’s University of Minnesota, United States

Melissa Luedtke, Ed.D.

Professor of Education and Associate Dean of Education
Saint Mary’s University of Minnesota, United States

Roger Peckover, Ph.D.

Professor of Education, Director of Assessment, and Director of the Center for Excellence in Learning and Teaching
Saint Mary’s University of Minnesota, United States

ISSN: 2151-2515
© Christian Brothers Conference 2023.