BEING - Diocese of St Edmundsbury and Web viewWe are called not to give up being ourselves (our identity), but to give up putting self first, that Christ may be revealed in us

DIOCESE OF ST EDMUNDSBURY & IPSWICH

GROWING IN MINISTRY IN A

COLLABORATIVE CHURCH

towards a post of responsibility

1

DoingKnowing

Relating

Being

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TRAINING NEW MINISTERS FOR A POST OF RESPONSIBILITY

Page

Introduction

ContactsForewordAims of a curacy in the dioceseBeing, Knowing, Doing, Relating assignmentsReview and assessment timetable

4 5 6 7 11

Section 1 BEING - OrdinalIssues & Resources for SupervisionPortfolio, review & assessmentNational Learning Outcomes

13 14 16 17

Section 2 KNOWING - OrdinalIssues & Resources for SupervisionPortfolio, review & assessmentNational Learning Outcomes

21 22 24 25

Section 3 DOING - OrdinalIssues & Resources for SupervisionPortfolio, review & assessmentNational Learning Outcomes

29 30 35 36

Section 4 RELATING - OrdinalIssues & Resources for SupervisionPortfolio, review & assessmentNational Learning Outcomes

39 40 43 44

Section 5 Resources for Supervision-Good questionsSituation ReflectionVisiting Record

49 51 52

Appendices A: Task List For Curacy – to be completed Information from Registrars of MarriagesB: 2 possible methods of leading worship or sermon feedbackC: Ministerial task and skills list for IME2

53 56 59

65

Reviews and assessing training needs– end of diaconal year and 23mAssessment Process

69

75

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CONTACT NAMES & ADDRESSES:

Diocesan Director of Ordinands & New Ministries

The Revd Tim Jones, The Rectory, West Stow, Bury St Edmunds, Suffolk, IP28 6ET Tel. 01284 729148 Email [email protected] Admin Assistant: Mrs Lesley Steed, The Diocesan Office, St Nicholas Centre, 4 Cutler Street, Ipswich, IP1 1UQTel. 01473 298510Email [email protected] Director of Ministry, Education and Training and CMD Adviser

The Revd Dr John ParrThe Diocesan Office, St Nicholas Centre, 4 Cutler Street, Ipswich, IP1 1UQTel. 01473 298553Email [email protected]

Financial support for one off courses or for larger courses of study may sometimes be available from the Continuing Ministerial Development (CMD) budget rather than the Initial Ministerial Education Phase 2 (IME2) budget. Please seek more information from Lesley Steed.

Diocesan Office

Diocesan Office, St Nicholas Centre, 4 Cutler St, Ipswich, IP1 1UQ 01473 298500 FAX 01473 298501Diocesan Secretary: Mr Nicholas Edgell Property: Ms Nicola Andrews and Mr Daniel Jones

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mailto:[email protected]


Foreword VOCATION AND MINISTRY IN CHRIST

Paul realised a long time ago that all ‘ministry’ is God’s initiative from start to finish. Ministry, broadly defined, is about ‘being in Christ – a new creation’ and therefore, in relationship with each other in a new way. There is much “wisdom in foolishness” in Paul’s writing. All that eccentric ‘boasting’, all the time wishing he didn’t have to; the passionate repetition of his vocational story at crises in his life: these provide the live biography for some profound insights into who we are, and who we are becoming, ‘in Christ’. The implications for the Body of Christ (another fertile Pauline metaphor) are immense, consequently for the development, formation and training of ministers.

We need ‘patient attentiveness’ to three passages from Paul. Together they say something important about God’s call and the ministry we share.

The first is Galatians 1..15-16: ‘ when God, who had set me apart before I was born, and called me through his grace, and was pleased to reveal his Son in me…(NRSV has ‘to me’ with the footnote, ‘Gk. in me’ , which I have adopted here. The Greek is en emoi, there is no doubt.) I owe this insight to Archbishop Rowan Williams’ stunning addresses at the Lambeth Conference Retreat in 2008. He said, “Everything starts here because every calling – every vocation in the Church of God – is a calling to be a place where God’s Son is revealed. And that is because there is more to be revealed of the Son of God than any one life, or any one book, or any one church can reveal.’ The phrase ‘in me’ resonates with the phrase ‘in Christ’ and the Johannine concept of the indwelling of Father, Son and Holy Spirit.’ Prepositions are bigger words than they look!

Then – Philippians 2 1-11. Read in the light of Galatians 1.16 this familiar text is newly illuminated. Paul talks of ‘encouragement ‘in Christ’, ‘sharing in the Spirit’. ‘Let the same mind be in you that was in Christ Jesus’. Then comes the Christological hymn par excellence of the New Testament. The pattern of Christ’s incarnation ‘from the Holy Spirit and the Virgin Mary’ is self emptying, kenosis. This suggests the ‘self emptying’ of the minister that Christ may grow in us. We are called not to give up being ourselves (our identity), but to give up putting self first, that Christ may be revealed in us. This action of God in Christ, revealing Christ in us, makes a profound difference to the way we see each other and the way we treat each other. Hence, ‘Do nothing from selfish ambition…in humility regard others as better than yourselves. .look not to your own interests, but to the interests of others.’ This is not shallow advice to be nice to people. It is an invitation to the consequences of being ‘in Christ’ - to imitate Christ in the way we exercise our ministry. In other words, as ministers (and of course all Christians) we are embodied beings in our doing, knowing and relating, and that is how we grow up in Christ, and how Christ is revealed in the world.

And finally, 2 Corinthians 3.1-6. In the context of the other two passages, and in the discussion about review, assessment and performance, speaks with stunning clarity to trainers and trainees alike.

‘Are we beginning to commend ourselves again? Surely we do not need, as some do letters of recommendation to you or from you, do we? You yourselves are our letter, written on our hearts, to be known and read by all, and you show that you are a letter of Christ, prepared by us, written not with ink but with the Spirit of the living God, not on tablets of stone but on tablets of human hearts. Such is the confidence that we have through Christ towards God. Not that we are competent of ourselves to claim anything as coming from us; our competence is from God, who has made us competent to be ministers of a new covenant, not of the letter but of spirit; for the letter kills, but the Spirit gives life’. NRSV

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Introduction

AIMS OF A CURACY

The experience of a curacy should help the new deacon and priest:

To develop a spirituality and maturity which sustains the minister in the love and service of God and helps develop their vocational awareness

To give a prolonged opportunity to share and help lead the ministry of the People of God in a particular benefice.

Through supervision with the incumbent to reflect theologically, practically, pastorally and managerially on the demands ministry and mission make on leaders and people. Where there is a Ministry Team this is both an aid in this and the proper study of such supervision

As a training post time is expected for diocesan training and for study in order to build on and test previous training in further reading and reflection on context and experience.

To build on existing experience of work / life / ministry in the service of God

To satisfactorily achieve the national learning outcomes necessary for moving into a post of responsibility (incumbency where appropriate)

Be accountable in their present and future ministry

A number of influences are affecting the experience of the early years of ministry. The report entitled ‘Formation for Ministry within a Learning Church’ established regional co-operation and IME 1-7 expectations, and the years of in service training (IME2) are covered by the aims above.

Clergy terms and conditions of service stress that training [the initial, parish and diocesan elements] need to be completed to ensure ‘fitness to exercise ministry in a post of responsibility.’ The national learning outcomes are given in full under each section. The grid of knowledge, criteria, evidence and range which follows each one, are the guidelines as to how the learning outcomes might be met.

Originally these were organised according to the selection criteria for ordination training. Here these are re-arranged under headings of Being, Knowing and Doing suggested as a tool in the report ‘Formation for Ministry…’ To which has been added Relating as an area essential in any Trinitarian theology and any sense of a new minister working and leading God’s people.

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BEING, KNOWING, DOING AND RELATING

As the diagram on the front cover suggests these are integral parts of ministry and belong together. Any way of trying to review and assess this will find areas of overlaps and this is true here. However by separating them out in this way we hope to be able to support and develop ministry and help those in training to enjoy and benefit from the experience.

New ministers are people in a role, called by God; they have their being in Christ and are gifted by the Spirit as well as being authorised by the Church through ordination or licensing.

Parts of the ordinal seem to point to the four areas as important ones and the following sections use them as a way into suggesting areas which are issues for supervision and how IME2, review, assignments and assessment, all prepare people for future ministry.

BEING - Includes the following areas.

Living a vocational life - How is the new minister developing their vocation? Guided by prayer and the spirit - How is the life of prayer being shown and gifts being developed? Maturity - How is self awareness in ministry developing?

KNOWING - Includes the following areas.

Personal patterns of study – building on IME 1-3 and creating patterns for study. Teaching and learning about faith and scripture; belief and practice. Understanding mission and evangelism. Legal, administrative and managerial – these are areas which need to be known for basic

competence in ministry.

DOING – This will be the most frequent focus for supervision and includes the following areas.

Worship. Parish, community and ecumenism. Mission and evangelism. Relationship with other faiths. Working with change and conflict.

RELATING - Includes the following areas.

Forming appropriate relationships. Leading the People of God. Personal abilities & skills. Collaborative leadership.

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DETAILS OF WORKING WITH ‘GROWING IN MINISTRY…’

1. ADDING TO THE PORTFOLIO - over three years

Training events – IME2 or other cross reference against the learning outcomes if at all possible

Reflections – things which have struck you about a particular piece of ministry, or which happened to you in role, or which affected you emotionally.Something which went well – whySomething which was difficult – why and how you copedSomething which failed – emotional response and learning, how would you act next time?Essentially this is a journaling activity and will need to demonstrate how training needs have been met -cross reference against the learning outcomes if at all possible

Supervision – some of these should involve a written reflection by the new minister and further comments after the supervision and from the Training Incumbentcross reference against the learning outcomes if at all possible

‘Evidence’ – if people send notes / Emails these can be added

Preaching – reflection and feedback, perhaps using the sheets in appendix b of GIMICC pp 55-58

2. COMPLETING THE TASK LIST - over three years

In Appendix A is a useful check and tick list of the things an archdeacon would really want you to know before moving into a position of responsibility. Please keep it up to date.

3. DIACONAL MINISTRY ASSIGNMENT – end of March of first year

Reflect on your vocation and ministry as a deacon within the church in the light of the ordinal and other reading

1200 – 1300 words by end of March

Useful reading includes:Rosalind Brown Being a deacon Today: Exploring a distinctive Ministry

in the Church and world. Norwich Canterbury Press (2005) Steven Croft Ministry in Three Dimensions: Ordination and

Leadership in the Local Church. London DLT (1999)General Synod For such a time as this – a renewed diaconate in the

Church of England: a report to General SynodLondon CHP (2001)

J. Paice How might there be a Biblical Diaconate in the C/E?Churchman 115 (2001)

Consider the liturgical, pastoral, ambassadorial, servanthood and leadership roles in the light of the ordinal, other reading and your own experience of being a deacon. None of these elements should be missed out- file under ‘being’ and cross reference to other learning outcomes

YEAR 28

Both of the following need to be done, one needs to be for supervision and portfolio and one as a written assignment showing evidence of study, theological reflection and consideration of others comments and feedback

Both need to be completed by end of March of the 2nd year

4. Priesthood of the ordained

Reflection on priesthood of the ordained in relation to the whole church and how it is reflected in leadership.

This is a different task to that with diaconal ministry. It needs to be a piece of reflection which could include:

How with the incumbent and others you have prepared for ordination – including some possible joint reading

Has there been any attempt to help the People of God reflect on their priestliness? Consideration of presiding, blessing, pronouncing absolution… Linking and contrasting priesthood and leadership How is your personal sense of call related to this?

Michael Ramsey The Christian Priest Today (SPCK, rev. ed. 2005)John Pritchard Life and Work of a Priest (SPCK, 2007)C Cocksworth & R Brown Being a Priest today: exploring priestly identity

(Canterbury Press Norwich, 2006)

5. Reflection on an act of worship

Reflections on an act of worship, its purpose, preparation, the use of Scripture within the service, how it was received. There needs to be feedback from others and reflection on this. If done as an assignment this needs to do demonstrate continuing theological study and reflection.

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YEAR 3

Both of the following need to be done, one needs to be for supervision and portfolio and one as a written assignment showing evidence of study, theological reflection and consideration of others comments and feedback

Both need to be completed by end of SEPTEMBER of the 3nd year – AND SO MAY WELL HAVE BEEN STARTED EARLIER AND BUILT ON. They can also build on work which may have been done as part of the Year Group work with peers and convenor

Written assignment –

Reflection on an aspect of the new minister’s leadership of ministry or mission in the benefice

Whichever is done as the assignment will need to show evidence of theological study, action and experience and reflection on comments from incumbent and other people.

The other will need similar elements noted for portfolio but not be written up.

D.J. Bosch Transforming Mission (Maryknoll, NY: Orbis, 1991)S Bevans Models for Contextual theology (Maryknoll, NY: Orbis, 2002) M Booker & M Ireland Evangelism – which way now? (London: CHP, 2003) S Croft The Future of the Parish System (London CHP, 2006)B Jackson Hope for the Church (London CHP, 2002)

The Road to Growth (London CHP, 2005)J. Andrew Kirk What is mission? Theological explorations (London: DLT, 1999) A Morisy Journeying Out (London: Continuum, 2004) Mission & Public Mission Shaped Church (London CHP, 2004)Affairs Evangelism in a Spiritual Age (London CHP, 2005)C. A. Schwarz Natural Church Development Handbook (BCGA, 1998)P. Ward Liquid Church (Carlisle, Paternoster, 2002)

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PORTFOLIO, ASSIGNMENT, REVIEW AND ASSESSMENT TIMETABLE

1 st year:

Timings: Tasks:

1 month Introduction to scheme.

3/4 months Reviews for stipendiary deacons – no formal report unless something needs highlighting. Purpose of meeting is to check early relationship and ongoing adequate supervision and understanding of processes.

c. 9 months A] Written assignment on diaconal ministry – see being section.B] Sermon reflection see p35ff.

11 months Report by incumbent for ordination; training summary;

Yrs 1-3 1. Regular supervision – some prepared for and commented on and put in portfolio – from doing, knowing, relating areas.

2. Use portfolio[s] as ongoing record of reflection and training in parish, IME2, other events…

3. Completion of task list of legal and admin tasks in doing.

2 nd year:

17/19 months Review for s/nsm and identification of training needs for S/NSM. Agreed formal report with curate and incumbent, using BKDR which will form part of assessment.

During 2nd year 4. Reflection on priesthood of the ordained in relation to the whole church and how it is reflected in leadership. Notes and reflection into portfolio.

C] Written assignment – reflection on an act of worship – see doing section.

3 rd Year:

Before assessment

D] Written assignment – reflection on an aspect of the new minister’s leadership of ministry or mission in the parish[es].

28 months References for 3rd year s/nsm from incumbent and 2 lay people – form based on learning outcomes.

29+ months Assessment leading to agreed text including any training priorities.Where there are serious issues an assessment panel convened by DDO/NM of Bishop’s advisers meet with reviewee to consider issues and make recommendation to Bishop.It is not envisaged that this would be common.

31 monthsEpiscopal interview after assessment

In most cases references and agreed text from review would be passed on to Bishop Clive for interview end Jan / Feb.If there is a panel the interview with Bishop would take place after its advice had been prepared and format of the interview might change.

38 months ‘Ideal’ and expected timing for move from curacy.

45 months End point of curacy.

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A. BEING

From the OrdinalDeacons are ordained so that the people of God may be better equipped to make Christ known. Theirs is a life of visible self-giving. Christ is the pattern of their calling and their commission; as he washed the feet of his disciples, so they must wash the feet of others.

They are to be faithful in prayer, expectant and watchful for the signs of God’s presence, as he reveals his kingdom among us.

Will you endeavour to fashion your own life and that of your household according to the way of Christ, that you may be a pattern and example to Christ’s people?

Will you then, in the strength of the Holy Spirit, continually stir up the gift of God that is in you, to make Christ known among all whom you serve?

Formed by the word, priests are to call their hearers to repentance and to declare in Christ's name the absolution and forgiveness of their sins

Priests are called to be servants and shepherds among the people to whom they are sent.

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ISSUES & RESOURCES FOR SUPERVISIONA curacy should give the experience of living, praying and working as a Christian, a deacon and priest; and the opportunity to grow as a minister and as a person. The joy and challenges of ministry should be experienced, enjoyed and reflected on to shape the minister as a person in a new, exciting and demanding role.

LIVING A VOCATIONAL LIFE

Supervisions need to reflect on vocation to diaconate and priesthood and how this is developing within ministry and the new minister

Michael Ramsey The Christian Priest Today (SPCK, rev. ed. 2005)John Pritchard Life and Work of a Priest (SPCK, 2007)C Cocksworth & R Brown Being a Priest today: exploring priestly identity (Canterbury Press Norwich, 2006)Books on the Christian life – e.g.Timothy Radcliffe What is the Point of Being a Christian (Continuum, 2005)Tom Wright Surprised by Hope (SPCK, 2007)

GUIDED BY PRAYER AND THE SPIRIT

The Learning Agreement between Training Incumbent and New Minister will be clear about the expectations of prayer together and apart. There needs to be affirmation of the need for outside spiritual reflection / support which is not a primary responsibility of the Training Incumbent or supervision.

There needs to be evidence of engaging thoughtfully in personal spiritual development in ministry

S Barrington-Ward & Brother Ramon Praying the Jesus Prayer Together (BRF, 2001) Stephen Cottrell Praying Through Life (CHP, 1998) Gerard Hughes God of Surprises (BRF, 1993) Donald Nicholl Holiness (DLT, 1981) John Wilkins How I Pray (Ed) (DLT, 1993) William Countryman Living on the Edge of the Holy (DLT, 2001) Bruce Duncan Pray Your Way (DLT, 1993) Richard Foster A Celebration of Discipline (Hodder & Stoughton, 2008)Michael Paul Gallagher Letters on Prayer (DLT, 1994) Gerard Hughes God, Where Are You? (DLT, 1997) Gerard Hughes Oh God Why? (DLT, 2000) William Johnstone Being in Love: The Practice of Christian Prayer (Fordham Uni

Press, 1999) Melvyn Matthew Both Alike to Thee: The Retrieval of the Mystical Way (SPCK,

2000) Henri Nouwen The Return of the Prodigal Son (DLT, 1994) James I Packer Knowing God (Hodder & Stoughton 3rd ed 2005)Anthony de Mello Sadhana (Bantham Doubleday Dell 1978)

Diocesan resources – Diocesan Spirituality Group events, Spiritual accompaniment leaflet

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PERSONAL MATURITY

Self knowledge goes beyond pastoral ministry into all aspects of how life is lived in public and representative ministry. This is a broad area relevant even in the time of the Pastoral Epistles.

The Church needs healthy people with a balance between the demands of work and study, the calling to family or single life and the willingness to take time off.

Give evidence of reflection and good practice on:-

Celebrating and affirming good moments in ministry.

Balance between ministry, personal / family life and leisure – including time off and holidays and retreats as laid out in Diocesan Handbook and Statement of Particulars.

Working at areas of difficulty, frailty and where there has been failure in such a way as to build on experience and encourage resilience.

Issues of using your own home for ministry – for yourself and others.

How people have responded to the role as well as you as a person [e.g. they see the collar and this affects their behaviour].

The importance of boundaries and critical distance in ministry – giving some examples of where these have been an issue.

When to use touch in ministry and how this is experienced.

Awareness of sexual dynamics.

Confidentiality and its limitations.

Consideration of personal safety.

How to take risks and make mistakes .

Loving people you don’t like.

Dealing with critique and criticism [justified or not].

A good big mirror …Carl Lee Affirmation and Accountability (Society of Mary and Martha, 2002)M Goldsmith & M Wharton Knowing me knowing you – exploring personality type and temperament

(SPCK, 1993)C Ware Discover your spiritual type- a guide to individual and congregational growth

(Alban, 1993)

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Portfolio, Review and Assessment

IME2

Reflection on vocation and role.Case Study.Opportunities for prayer, quiet days and ordination retreats.

LIVING A VOCATIONAL LIFE

In year 1 – assignment by Easter

Reflection on how you are exercising your ministry as a deacon and how it will inform future ministry.

To be shared with incumbent for ordination report to Bishop.

To be shared with Diocesan Director of New Ministers for comment, assignment and comment to go in portfolio.

1200 -1500 words.

In year 2

There will need to be written notes in the portfolio from supervisions on presidency and comments from the incumbent reflecting reading and conversation on the priesthood of the ordained in relation to the priesthood of the People of God. How does this inform your understanding of leadership?

In review

LIVING A VOCATIONAL LIFEIn what ways is vocation being expressed and developing?

GUIDED BY PRAYER AND THE SPIRITPrayer life will be considered, whether there is external support and how it affects perceptions of ministry

PERSONAL MATURITYReflecting on how ministry is experienced and shaping the role and the person. Ability to consider achievements and failures, high points and challenges in a mature way with evidence of change and adaptation to ministry.

Training needs will be identified where appropriate and ways of meeting and reviewing them shared in all these areas. In some of these areas it is likely to be done by the Training Incumbent and how they are met needs to be clearly agreed as appropriate and helpful by the new minister.

In final assessment

Referees will be asked to comment on vocation and prayer, on personality and character as evidenced in ministry.

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NATIONAL LEARNING OUTCOMES

i. LIVING A VOCATIONAL LIFE

Learning outcome

Basic knowledge Performance criteria

Performance evidence

Range

Be able to give an account of their vocation to ministry and mission and their readiness to receive and exercise ordained ministry as a priest within the Church of God.

Firm in their personal sense of their calling of God to ordained ministry.

Able to relate the outworking of vocation to ordained ministry in the church, community and personal life.

Reflection from candidate and training incumbent articulating the working out of God’s calling to ordained ministry during the curacy.

Works out vocation to ordained ministry in church, community and personal settings.

Demonstrate loving service in the church … in personal discipleship.

What personal discipleship is and the gospel imperative for servant ministry.

Appropriate loving service as a Christian disciple is discerned and acted upon, service that is for the benefit of the others, respects personal boundaries and does not create dependency.

Accounts from self and others of loving service, demonstrating humility and grace.

Engages in loving service, as part of personal discipleship in a wide variety of settings, in the local church and the community including the mundane and menial.

In diaconal and priestly ministry.

Understanding of the nature of ordained ministry. As one of service with and behalf of the church in the service of the kingdom and community.

Appropriate loving service as a Deacon or Priest is discerned and acted upon, service that is for the benefit of the other, respects personal boundaries, enables the other and does not create dependency.

Account from self and others of how this role has led to loving service.

Engages in loving service, within role as Deacon or Priest in a wide variety of settings, in the local church and the community, including the mundane and menial.

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ii. GUIDED BY PRAYER AND THE SPIRIT

Learning outcome



Range

Show evidence of a life and ministry formed, sustained and energised by trust in and dependence on the gifting and grace of God.

Understanding of the grace of God, as described in Biblical texts and exegesis, within systematic theology and in accounts of Christian experience. Understanding of Christian discipleship as dependent upon that grace.

Reliance upon God and upon his gifting are the means by which ministry is sustained, rather than reliance upon other factors such as the fulfilment of personal need.

Personal account of spiritual journey as a Christian. Personal evidence of Biblical study for devotional purposes. Accounts from others using evidence from priesting and personal encounter.

Has been able to articulate dependence and trust upon God in personal conversation, within group settings, in preaching and in testimony to others.

Form and sustain a life of prayer that provides sustenance for the strains and joys of leadership.

Understanding the necessity for prayer as the foundation of Christian discipleship. Understanding of the nature of prayer and different forms of prayer. Understanding of different patterns of prayer that sustain in leadership.

Prayer in a variety or forms, corporate and individual provides the chief sustenance for ministry.

Be able to describe a daily and weekly pattern of prayer and additional support that has been used e.g. retreats, Spiritual Director. Be able to describe a spiritual journey.

Pattern of prayer includes;Daily devotionCorporate worship at least weekly, retreat time, peer support e.g. Spiritual Director, Cell group.

Demonstrate loving service in the church in faithful response to the leading of the Holy Spirit.

Understanding of doctrine of the Holy Spirit as active in the Church, the individual and the world.

Takes actions in ministry in response to the promptings of the Spirit that promote the fruits of the Spirit.

Accounts from Training Incumbent, other colleagues and others of process of personal reflection and discernment.

Takes time to listen to the promptings of the Spirit in prayer, through scripture, and through the words of others.

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iii. MATURITY

Learning outcome



Range

Show insight, openness, maturity, integrity and stability in the pressure and change entailed in public ministry.

Self-knowledge and theological understanding to provide a model for the community.

Ability to judge appropriateness of change.

Account from self of reflective process and from others on relation to developing role in ministry and evidence from lay and ordained colleagues.

Public ministry and ministry to groups and individuals.

Exercise appropriate care of self, through developing sustainable patterns of life and work, and effective support networks.

Realistic understanding of self, of personal and professional needs, what gives and takes energy. Commitment to establishing appropriate support networks.

Able to be creative and flexible in patterns of self-care, to model the value of such patterns in public ministry and speak prophetically to the prevailing culture.Building creatively on supportive networks, as a result of which accountability and freshness are maintained, and reflected in public ministry.

Account from self and from colleagues.

Appropriate pattern of days off and holiday; one-to-one and corporate patterns to support self.

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B. KNOWING

From the ordinal

Deacons are to seek nourishment from the Scriptures; they are to study them with God’s people, that the whole Church may be equipped to live out the gospel in the world.

Will you be diligent in reading Holy Scripture, and in all studies that will deepen your faith and fit you to bear witness to the truth of the gospel?

Deacons preach the word and bring the needs of the world before the Church in intercession. Priests are to unfold the Scriptures, to preach the word in season and out of season, and to declare the mighty acts of God.

With all God’s people, they are to tell the story of God’s love.

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ISSUES & RESOURCES FOR SUPERVISION

The Church needs people engaging deeply with Scripture, tradition and reason to enliven the understanding of the whole church as to its calling to be disciples

PERSONAL PATTERNS OF STUDY

Training Agreement needs to establish the expectations, time and pattern for:1. Preparation for ministerial tasks.2. Preparation for supervision sessions – for suggestions as to how this can be arranged see final

section of this file.3. Time for reading – Scripture and other reading.4. IME2 expectations of case study, profile and groups.5. Assessment expectations.6. Commitment to learning and understanding in other areas in order to build up expertise, or in

which there needs to be more knowledge and training.

TEACHING AND LEARNING ABOUT FAITH AND SCRIPTURE; BELIEF AND PRACTICE

Pattern of regular study of Scripture and theology.

Knowledge of how different ages learn – learning styles relevant to children and adults.

Role of theological reflection, pastoral cycle… in planning and education to build up the understanding and methods of helping a church to learn and minister.

Using the input on ‘Texts and Practice’ year to reflect on how Scripture is being used in public ministry in key areas of the church’s life – spiritual, educational, pastoral.

Experience in the following areas: Planning and conduct of house groups / Bible study. Confirmation preparation. Helping PCC engage with new issue / necessary change.

Pattison, Cooling & Cooling Using the Bible in Christian Ministry – a workbook (DLT, 2007)P Ballard & S Holmes [eds] The Bible in pastoral Practice (DLT, 2005)

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UNDERSTANDING MISSION AND EVANGELISM

D.J. Bosch Transforming Mission (Maryknoll, NY: Orbis, 1991)S Bevans Models for Contextual theology (Maryknoll, NY: Orbis, 2002) M Booker & M Ireland Evangelism – which way now? (London: CHP, 2003) S Croft The Future of the Parish System (London CHP, 2006)B Jackson Hope for the Church (London CHP, 2002)

The Road to Growth (London CHP, 2005)J. Andrew Kirk What is mission? Theological explorations (London: DLT, 1999) A Morisy Journeying Out (London: Continuum, 2004) Mission & Public Mission Shaped Church (London CHP, 2004)Affairs Evangelism in a Spiritual Age (London CHP, 2005)C. A. Schwarz Natural Church Development Handbook (BCGA, 1998)P. Ward Liquid Church (Carlisle, Paternoster, 2002)

Some critical report of initiatives they have been involved in with evidence of the learning that has ensued.

Wider consideration of mission in our present culture.

Linked to the CME input on Mission and Evangelism and rooted in reflection on the parish.

Give evidence of critical reflection on the models and strategies at work in their context.

Resourcing people in faith at work.

Issues around community involvement and development and ideas of Social capital.

Links between Fresh Expressions and work with different ages.

Schools and mission.

Build up ideas for future posts.

LEGAL, ADMINISTRATIVE AND MANAGERIAL

Use of task list – see APPENDIX A

Reflection on the conduct of meetings dynamics planning and resourcing participation chairing

Reflection on management of change, conflict and team leadership.

D. Parrott Your Church and the Law – a simple explanation & guide (Canterbury, 2008)J Behrens Practical Church Management: A Guide for Every Parish (Gracewing, 2005)CHP Canon Law – a guide for the newly ordained (CHP)Canons of the CE (available on the Church of England website)CHP Church Representation Rules (CHP, 2006)

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IME2 & Portfolio

PATTERNS OF STUDYReading and discussion in supervision and IME2 groupsAssignments in other areas demanding reading, reflectionKeeping records in portfolio

FAITH & SCRIPTURE, BELIEF AND PRACTICEYear when Using Bible in public ministry, interpreting texts and practice is a central focusKeeping records in portfolio

UNDERSTANDING MISSION & EVANGELISMYear when Mission, models and strategies is a central focusKeeping records in portfolio

LEGAL, ADMINISTRATIVE & MANAGERIALSessions on relevant topics of church law, marriage legislationKeeping records in portfolio – using task list [above] to note progression, any issues and completion ready for move to post of responsibility

In review

Questions will be asked in the following areas about development in how the new minister is developing resources for ministry. One way of taking opportunities for this in ministry is for the new minister to become researcher and project leader in a particular area of relevance to parish life and being supported through reading, sharing this with PCC / other body, perhaps developing others to help and to lead in this area. All the while reflecting on it and sharing this at the time of review.

PATTERNS OF STUDYFAITH & SCRIPTURE, BELIEF AND PRACTICEUNDERSTANDING MISSION & EVANGELISMLEGAL, ADMINISTRATIVE & MANAGERIAL - Years 1-3 Progress through the task list will be monitored

Training needs will be identified and ways of meeting and reviewing them shared in all these areas.

In final assessment

Referees will be asked to comment on how learning has been shared and expressed in ministry and level of competency around the basic tasks which serve the smooth running of ministry and churches.

Diocesan Director of New Ministers or other person will discuss reading over the title period, development in theoretical understandings and practical knowledge as demonstrated in the portfolio.

LEGAL, ADMINISTRATIVE & MANAGERIAL Years 1-3 Completion of task list

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National Learning Outcomes

i. PERSONAL PATTERNS OF STUDY

Learning outcome Basic knowledge Performance criteria


Range

Demonstrate a readiness and openness for a ministry of oversight and vision, expressed in continued study, reflection, openness to new insights, maturity and physical self care.

Knowledge of role of theological and reflective leadership and self-knowledge in terms of physical strengths and limitations and the ability to recognise signs of undue stress in themselves and take necessary action to alleviate it.

Has a ‘Rule of Life’ which demonstrates maturity in matters of prayer, theological reflection, study, personal discipleship, relationships and time for rest, recreation and leisure. Is open to new insights and creativity in the practice of ministry within the Church.

Account of rule of life governing matters of prayer, theological reflection, ongoing study, personal discipleship, relationships and time for rest, recreation and leisure.

Account of an example where they have exercised creativity and demonstrated openness to new insights in the practice of ministry within the Church.

Church settings, communitysettings, pastoral settings,including those related to the pastoral offices.

Study and/or reflectionrelating to biblicalstudies and hermeneutics,mission, pastoral issues,worship and in relation totheir own journey of faithand discipleship.

Form and sustain a life of disciplined study and reflection that remains in leadership.

Self-knowledge of personal aptitude for study and reflection using a variety of means and awareness of its importance in enabling the sustenance of public ministry and leadership.

Use a variety of study methods and models of theological reflection appropriate to leadership and personal aptitude.

Evidence of sustained study and reflection throughout IME phase. Account of how particular pieces of study or reflection have had an impact on their public ministry.

Evidence of a thought through commitment to ongoing study and reflection to include specific plans for further CPD.

Study and reflectionrelating to leadershipstyles and issues.

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ii. TEACHING AND LEARNING ABOUT FAITH AND SCRIPTURELearning outcome



Range

Be able to engage confidently with the Bible as skilled interpreters and communicators in relation to fundamental traditions of Christian thought.

Firm in their grasp of the Bible and a variety of traditions of Christian thought. A working knowledge of models of hermeneutics and a range of communication skills. Awareness of own strengths and weaknesses in communication skills.

Interprets and communicates scriptural truth and Christian doctrine and tradition in an engaging and thought-provoking way which elicits a transformative response from others.

Accounts from a range of settings in which Christian doctrine and tradition and biblical truth have been interpreted and communicated in an engaging and thought-provoking way which produces a transformative response from others.

Church settings, communitysettings, pastoral settings,including those related to the pastoral offices.

Study and/or reflectionrelating to biblicalstudies and hermeneutics,mission, pastoral issues,worship and in relation totheir own journey of faithand discipleship.

Interpret and use scripture across a wide range of settings, showing developed exegetical and hermeneutical skills, commun-icating an understanding and engagement with scripture in ways that enable others to learn and explore.

Knowledge of exegetical and hermeneutical methods and communication skills, including knowledge of their own strengths and weaknesses and CPD needs in this area.

Enables and enthuses others to explore and learn about scripture through demonstrating a passion for engaging with biblical texts in a rich and life-transforming manner.

Account of how they have used and interpreted scripture in such a way that others have demonstrably learned about biblical texts and have engaged independently with scripture as a result in a life-transforming way.

Preaching, teaching,leading bible study groups;leading enquirers,nurture and discipleshipgroups.In pastoral encounters in relation to occasionaloffices, ministry to the sickand dying and in mission.

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iii. BELIEF AND PRAXISLearning outcome



Range

Demonstrate continued and disciplined engagement with Christian beliefs and practices.

Knowledge of fundamental Christian doctrines and disciplines, and how these may be differently interpreted within contemporary society and within traditions of the contemporary Church.

Interprets, practices and expounds an appropriate expression of belief and practice in keeping with the context in which they serve as a priest.

Account of how and why the relative importance of different Christian beliefs and practices has changed and developed for them over the IME phase.

Personal discipleship,public ministry withinand beyond the church.Ecumenical settings.Other traditions withinthe Church of England.

As skilled practitioners demonstrate ability to energise and enable creative theologically-informed practice.

Understanding of the pastoral cycle and methods of theological reflection as they apply to communities

Reflect on practice through journaling, receiving supervision and spiritual direction. Listen carefully to others seeking advice and exercise judgement prayerfully and sensitively.

Account of a challenging ministerial judgement made in terms of the process undertaken, the decision made and the impact on self and on the leadership of the community.

In personal discipleshipand public ministrywithin and beyond theChurch.

iv. UNDERSTANDING OF MISSION AND EVANGELISMLearning outcome Basic knowledge Performance

criteriaPerformance evidence Range

Demonstrate understanding of the imperatives of the gospel and the nature of contemporary society and skills in articulating and engaging in appropriate forms of mission in response to them.

Knowledge of gospel truth and the biblical imperative of communicating it.

Speaks of the things of God in a way that is exciting, accessible and attractive, and which is understood by people of 21st century England in general and their parish in particular.

Accounts from a range of settings in which gospel truth has been communicated in ways that the hearers understand, including on an impromptu basis, and critical reflections from themselves and others.

Church settings, including formal worship and teaching to adults, young people and children, and in an all-age context.Community settings, necessarily including occasions when the priest has initiated the faith conversationPastoral settings, including the pastoral offices and speaking of the Christian hope at time of death and to the bereaved.School settings.

Demonstrate understanding of the nature of contemporary society with different groups in church and community.

Knowledge of recent cultural trends in contemporary society.

Sustain relationships with people, who are like-minded and those who differ, marked with integrity, respect, openness and trust, which include ongoing exploration of values, ideals and worldviews.

Account of engagement with a contemporary culture, and the challenges and opportunities it has presented for mission and evangelism, including evidence of sustained relationships with people outside church.

Both within the immediate congregation and outside the church setting.

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v. LEGAL, ADMINISTRATIVE AND MANAGERIAL

Learning outcome

Basic knowledge

Performance criteria


Range

Demonstrate working understanding of legal and canonical responsibilities of those having oversight and responsibility.

Canon law, Church representation rules, legal responsibilities relating to Church organization.

Conduct all aspects of ministry with reference to legal constraints where appropriate.

Account from Training Incumbent, Church Wardens and others of the demonstration of the working understanding of legal and canonical responsibilities.

Marriage regulations, health and safety regulations. In application to worship, buildings and grounds, statutory meetings and records, occasional offices etc.

Administrative responsibilities of those having oversight and responsibility.

Understands the details of administrative requirements of Church life e.g. church notices, rotas.

Is diligent in respect of administration, communicating to others where necessary.

Account from Training Incumbent, Church Wardens and others of the demonstration of the understanding of administrative responsibilities.

Communications, filing, data protection, rota, cleaning and maintenance.

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C. DOING

From the ordinal

Priests are to sustain the community of the faithful by the ministry of word and sacrament, that we all may grow into the fullness of Christ and be a living sacrifice acceptable to God.

Deacons are to work with their fellow members in searching out the poor and weak, the sick and lonely and those who are oppressed and powerless, reaching into the forgotten corners of the world, that the love of God may be made visible.

Deacons share in the pastoral ministry of the Church and in leading God’s people in worship. They accompany those searching for faith and bring them to baptism. They assist in administering the sacraments; they distribute communion and minister to the sick and housebound.

Priests are to baptize new disciples in the name of the Father, and of the Son, and of the Holy Spirit, and to walk with them in the way of Christ, nurturing them in the faith. They are to preside at the Lord's Table and lead his people in worship, offering with them a spiritual sacrifice of praise and thanksgiving.

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ISSUES & RESOURCES FOR SUPERVISIONIn grounding the actions of ministry in worship, in being and in learning the new minister roots the new experience in the life of the Church, in personal prayer and in reflective practice which will help them to enable the whole church to reflect on its ministry and mission.

WORSHIP

1. Conduct of worship

Check there have been opportunities to lead a variety of forms of service in Church or wider community:

BCPCWInformalAll ageOther – e.g. distinction between corporate and collective worshipLeadership of worship and presidency (voice, body, setting, manual acts, warmth and distance…)

2. Include some feedback and reflection on preaching –

Consider how it is changing and developing in the light of this feedback

Consider preaching and leading in different forms of service

For 1 & 2 above – comments on audibility and presentation are important and appropriateness for different sorts of congregations

Include consideration on how these were prepared, how they have gone, resources you have used or developed

IT IS IMPORTANT TO REVIEW SERMONS - Two possible resources for this are included IN APPENDIX B

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3. Music and hymnody

Reflect on experience of choosing for a period and how this has affected worship.

Has this affected musicians/choir/worship group – how has this been worked with; or have their existence affected the choice – how do you react to this and work with it?

4. Role of congregation in worship

In this parish how do you respond to how this is done? Would you want to see it done differently in the perfect place? How does this reflect differing theologies/assumptions?

5. Personal resourcing for worship leading

Many new ministers will need to further develop their ability to organise and lead acts of worship. They will need to consider the personal resourcing of this through their own prayer life, increasing the knowledge of resources which are open to them, and working with other people – not exclusively the Training Incumbent. However, the latter will need to oversee that this is happening.

Day, Astley & Francis [eds] A Reader on Preaching – making connections (Ashgate, 2005)W Breuggemann Finally comes the poet, daring speech for proclamation (Fortress, 1989)R Beacon Beginning to preach (Tufton Books, 2004)Mark Eary Liturgical Worship (CHP 2002)

Finding your way around Common Worship (a simple guide) (CHP 2011)Richard Giles At Heaven's Gate: Reflections on Leading Worship (Canterbury 2010)Mark Pierson The Art Of Curating Worship (Canterbury 2012)

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PARISH, COMMUNITY AND ECUMENISM

GENERALThere needs to be evidence of reflection on visiting homes, residential homes and hospitals, considering this task in relation to ministry and mission priorities. Taking the Sacrament to these differing situations or conduct of other worship.

Counselling/listening skills and awareness of own limitations.

Safeguarding – issues and policy and personal training, including issues around abuse, protecting children and vulnerable adults.

Healing services.

Why are these done? Who are they done by? How does this reflect ideas both theological and other?

OCCASIONAL OFFICESBaptism and funerals in first year, marriage in second/third.

Give evidence of reflection on:1. What it was like to lead the liturgy,

how it affected you, how differing things attempted were received how do practical considerations affect theology of the rite?

2. Impressions around the pastoral work before and after the rite what is the purpose of visiting?

COMMUNITYDiscussion about the foci for community life, the role of the school …How do the geography and networks operate in your Church and parish?What are the differing organisations and institutions in the benefice and how is the new minister to be trained in entering and ministering in those places?

In all of the above there needs to be evidence of reflection on what it is to lead others in pastoral ministry and to share it with others who may well be ordained colleagues, volunteers …

ECUMENISM The new minister needs to know about and participate in the ecumenical links of the benefice and how they are affecting ministry and mission and the life of the Church. This needs to be put into the larger context of national agreements and the Covenant with the Methodist Church.

Raymond Fung The Isaiah Vision (WCC Publications, 1992)Ann Morisey Beyond the Good Samaritan (Geoffrey Chapman, 2003)Core ecumenical documents and websitesDiocesan Ecumenical officer: Canon Peter MortimerS Pattison ‘Critique of Pastoral care’

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WORK WITH THE YOUNG

The Church needs ministers engaging with all ages, but recent surveys show a particular need to develop personal and whole church skills and awareness in ministry and mission with children and young people.

Reflecting on worship as encounter and engagement rather than as education for all ages.

Reflecting on children and young people as already participating in the Body of Christ and how this is [and is not] their experience.

Growing knowledge and experience of different models of working with children and young people and reflection on it.

Awareness of where children and young people are in your parish – geographically, socially and culturally and how to increase contact with them. How to support and develop this work in an area, including the possibility of co-operating with others.

Holy Communion and Confirmation – policies and practice.

How do they [will they] express their commitment to children and young people without necessarily being the expert:

How do they develop their own and other people’s skills? How do they entrust to other people and provide appropriate resources, support and supervision?

SCHOOLS – now offer an important opportunity for work with younger people which new ministers need to be aware of and increasingly skilled and willing to engage with:Assemblies and R.E.:

Reflect on the differences between collective and corporate worship and on the links between worship in church and church schools.

Knowledge of agreed syllabus and how to use it to support the work of the school and its staff and the consideration of how other members of the parish/other churches might also do so.

Supporting Church School Heads as spiritual leaders.Governors:

Experience and training is desirable if possible. Consideration of potential opportunities and difficulties between pastoral roles and being a

Governor.Pastoral:

Awareness of the role of the school in the community and the networks around it. Developing relationships of interest and support for staff, parents and children.

Other issues and Upper Schools: Consideration of the significant agendas and opportunities – e.g. Extended schools. Connections. C.U. Chaplaincy.

Diocesan resources include:Open the Book Project – Barbara Gallagher; Godly Play – Helen WoodroffeSchool Curriculum support – Helen Matter; School Governors – Jane Sheat

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MISSION AND EVANGELISM

Some critical report of initiatives they have been involved in, with evidence of the learning that has ensued.

Wider consideration of mission in our present culture.

Linked to the CME input on Mission and Evangelism and rooted in reflection on the parish.

Give evidence of critical reflection on the models and strategies at work in their context.

Resourcing people in faith at work.

Issues around community involvement and development and ideas of Social capital.

Links between Fresh Expressions and work with different ages.

Schools and mission.

Build up ideas for future posts

Books - See ‘understanding mission and evangelism’ in section 2: knowingVincent Donovan Christianity Rediscovered (SCM, new ed. 2001)Fresh Expressions web sites, esp. www.sharetheguide.org

RELATIONSHIP WITH OTHER FAITHS

Finding out what other faiths are represented in your area and what the issues are.Resource – Suffolk Inter Faith Resource

The Long Street Building, c/o University Campus Suffolk, Waterside Building19 Neptune Quay, Ipswich IP4 1QJTelephone: 01473 233447Email: [email protected] Web http://www.sifre.org.uk/

WORKING WITH CHANGE AND CONFLICT

Reflecting on issues of change and conflict as they arise.Having responsibility for some change linked to developing collaborative ministry in the benefice.Working at the emotional level about reactions to conflict.

Being aware of inter-personal issues of change and conflict between Training Incumbent and New Minister and demonstrating willingness to work at them in appropriate ways including finding outside help at the right time.

C Pattison How to learn through conflict Grove Booklet P96BC Bartel Let’s talk – Communication skills and conflict transformation (F & L Press, 1998)DB Lott [ed] Conflict management in congregations (Alban 1979 & reprinted)C Shrock – Shenk & L Ressler [ed] Making Peace with conflict (Herals, 1999)These books are likely to be available at: http://www.metanoiabooks.org.uk/ which is part of the London Mennonite Centre.

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http://www.metanoiabooks.org.uk/

http://www.sifre.org.uk/



AREAS OF ‘DOING’ TO BE WORKED ON:

WORSHIP

PARISH, COMMUNITY AND ECUMENISM

MISSION AND EVANGELISM

RELATIONSHIP WITH OTHER FAITHS

WORKING WITH CHANGE AND CONFLICT

IME2

Relevant sessions covering all of these areasResidentials or days covering managing change, conflict and teamsSession or papers from Education Team for work with children, youth and schools

ASSIGNMENTIn year 2 – reflection on a piece of worship or a pastoral office led by new minister, shared with IME year group and/or in supervision and comments from these groups

In reviewThe Reviewer will hear about ministry in these areas from any new minister and Training Incumbent, and report on some impression of how the ministry is being experienced and developed, and whether the learning outcomes are being met.

Training needs will be identified and ways of meeting and reviewing them shared.

In final assessmentReferees will be asked to comment on the impact the new minister has been able to make on the community and in helping the church be equipped for and engage in mission

Portfolio will need to identify areas in the community which the person has worked in and some evidence of reflection and supervision on ministering in those areas.

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National Learning Outcomesi. WORSHIP



Range

Demonstrate skills in presiding in public worship in the congregation(s) in ways that foster rich corporate worship.

Understanding of the nature of worship. Understanding of the nature and use of liturgy, in particular that authorized or allowed within the C of E. Understanding of the nature of the sacraments and their importance within the Christian life. Understanding of the nature and importance of the ministry of the word.

Preside in public worship in a way that fosters rich corporate worship, taking account of local context and the traditions of the C of E and engaging with lay people within their own leadership roles.

Accounts of acts of worship that the individual has led including critical reflections form themselves and others.

A variety of acts of worship including, all-age, different church traditions, Eucharistic/non-Eucharistic, formal and informal, BCP and Common worship, fresh expressions, inside and outside of church including collective worship in schools.

ii. PARISH, COMMUNITY AND ECUMENISMDemonstrate good practice in a wide variety of pastoral and professional relationships …

Understanding of the fundamental aspects of healthy professional and pastoral relationships, including knowledge of the current codes for the professional conduct of the clergy.

Application of fundamental issues relating to pastoral relationships in terms of gender, power, and safeguarding, co-dependency issues etc.

Accounts from self and others of the ability to exercise pastoral care of individuals and of the ability to maintain professional and safe boundaries.

Hospital visiting, care of the sick and dying, crisis visiting. Visiting in relation to pastoral offices. Developing good relationships with community bodies/groups e.g. schools.

Demonstrate ability to take a leading role in working with other partners representing the church in public life and other institutions.

Understanding of the place and role of the Church, and the C of E in particular, within contemporary society. Understanding of the possibilities for partnership with other organizations and with government.

Networking with others to promote kingdom values. Acting as a leader within the community. Is able to conduct themselves as a minister in public settings in a manner that is sensitive to context whilst maintaining their own distinctive stance.

Accounts of taking a leading role in working as a church representative with other partners.

Where opportunities present for public ministry e.g. civic services, Remembrance services organized by civic authorities, working with county schools, residential homes, healthcare professionals and local government bodies, the voluntary sector and businesses.

Demonstrate the ability to work ecumenically.

Understanding of the distinctive nature and practices of other denominations. Understanding of the C of E’s place within the whole church of God and our duty to

Works ecumenically showing respect for the beliefs and practices of others.

Account by self or ecumenical partners of ecumenical working and understanding.

Work in partnership with ecumenical colleagues in local witness and ministry e.g. leading ecumenical worship, working together in joint projects.

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express our unity in Christ.

And to encourage ecumenical co-operation.

Understanding of the possibilities and constraints in working with other denominations.

Proactively encourages ecumenical co-operation at ministerial and lay levels.

Co-operative working can be described by self or others.

Working together in mission and ministry where opportunities are available.

iii. MISSION AND EVANGELISM



Range

Participate in and reflect on the mission of God.

Knowledge of the conceptual framework of mission Dei.

Identifies and reflects on God at work in the world and enable others to reflect on how God is at work.

Account of how reflection on the mission of God is integrated with their practice of ministry.

Both within theimmediate congregationand outside the church setting.

Demonstrate an ability to nurture others in their faith development.Enable others to articulate gospel truths and participate in their proclamation.

Knowledge of adult education styles, personality types, models of spiritual growth and development.

Enables others to continue to explore and deepen their personal relationship with God.

Account of enabling others to continue to explore and deepen their personal relationship with God.Account from themselves and others of ways in which they have taught and encouraged people to articulate gospel truths and participate in their proclamation.

Both within the immediatecongregation and outsidethe church setting.

Demonstrate an ability to lead and enable others in faithful witness and to foster mission shaped churches.

Understanding of the principles of collaborative ministry and leadership as they relate to cross-cultural evangelism, church planting and fresh expressions of church.

Leads in a manner that demonstrates and promotes faithful witness and fosters mission shaped churches.

Accounts from individual with whom they have worked to foster a mission shaped initiative.

Both continuing and fresh expressions of church.

Identifying and engaging in issues of mission and social justice in the context of ministry.

Knowledge of the biblical imperative for social justice.

Enables others in social justice roles. Develops the awareness and engagement of both congregation and community in issues social justice.

Account of how they have raised awareness and engagement, including reflections from those involved.

Both within theimmediate congregationand outside the church setting.

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iv. RELATIONSHIPS WITH OTHER FAITHS



Range

Working with other faith leaders where possible.

Understanding of other faiths and their expression within contemporary society in England.

Working with and engaging with leaders of other faiths in a way which shows respect and understanding and builds up community.

Accounts of working with other faith leaders where possible.

Interfaith forums, opportunities for collaborative working where possible projects embrace kingdom values.

Demonstrate ability to develop and sustain dialogue with representatives of other religious traditions.

Knowledge of the titles and leadership structures of other faith communities and local Councils of Faith or equivalents.

Seek opportunities to engage with local leaders and members of other faith traditions and participate in the local Council of Faith or equivalent.

Account of engagement with local leaders and members of other faith traditions and the impact that has had on self, them and others.

Engagement withmembers of otherfaith traditions in locality.

v. WORKING WITH CHANGE AND CONFLICT



Range

Be able to facilitate and enable change.

Understanding of models of change management.

Facilitates change in church and communal settings.

Account from self and from others involved in change management.

Settings in larger and smaller church community contexts.

Show skill and sensitivity in resolving issues of conflict.

Has mature understanding of own predisposed reaction to conflict and typical predispositions in others.

Adapts personal style and approach to resolve disagreement. Acts as a peacemaker, enables healthy listening and facilitates the resolution of disagreements.

Accounts from self and others of the ability to work through and help others to work through situations of disagreement.

Both inside and outside the church.

Within the church community and the formation of a corporate life in the presence of diversity within that community.

Understanding of the church as community and as the body of Christ.

Aware of factors affecting healthy church, such as passionate spirituality, enabling leadership, healthy small groups, effective collaborative ministry etc.

Accounts from self, the incumbent and others of the ability to promote the corporate life of the church.

Work with existing and new groups and with the whole range of church members regardless of age or background.

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D. RELATING

From the ordinal

Deacons are called to work with the Bishop and the priests with whom they serve as heralds of Christ’s kingdom

Will you accept the discipline of this Church and give due respect to those in authority?

Will you, knowing yourself to be reconciled to God in Christ, strive to be an instrument of God’s peace in the Church and in the world?

Priests are to be messengers, watchmen and stewards of the Lord

Priests share with the Bishop in the oversight of the Church, delighting in its beauty and rejoicing in its well-being.

Priests are to bless the people in God’s name. They are to resist evil, support the weak, defend the poor, and intercede for all in need. They are to minister to the sick and prepare the dying for their death. Guided by the Spirit, they are to discern and foster the gifts of all God’s people, that the whole Church may be built up in unity and faith.

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ISSUES & RESOURCES FOR SUPERVISION

New Ministers need to reflect on the relationships which Church leadership, representative ministry and speaking of God with integrity demands. The privilege of being trusted at times of great joy or sorrow and how that trust is built on in service of other people are important tasks for supervision in ministry.

FORMING APPROPRIATE RELATIONSHIPS

Supervisions give an opportunity to reflect on a wide range of issues about relationships, among them are:-

Issues of using your own home for ministry – for yourself and family.

The relationship between new minister, Training Incumbent and other ministers or lay people and how this has developed and been sustained including in difficult times.

How people have responded to the role as well as you as a person [e.g. they see the collar and this affects their behaviour].

The importance of boundaries and critical distance in ministry – giving some examples of where these have been an issue.

When to use touch in ministry and how this is experienced.

Awareness of sexual dynamics.

Confidentiality and its limitations.

Consideration of personal safety.

How to take risks and make mistakes.

Loving people you don’t like.

Dealing with critique or criticism [justified or not].

K Litchfield Tend my flock - sustaining good pastoral care (Canterbury, 2006)M Grundy Understanding Congregations (Mowbray, 1998)Watts, Nye & Savage Psychology for Christian Ministry (Routledge, 2002)J Whitcombe [ed] The Curate’s Guide (CHP, 2005)

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LEADING THE PEOPLE OF GOD Personal ability and skills Collaborative leadership

Evidence of theological reflection on leadership in the parish, related to Biblical and other theological studies.

Evidence of reflection on working with and leading others in ministry and mission, both in the church and in the wider community.

Willingness to work under authority of Bishop and Incumbent and knowledge of the reasonable expectations of this.

Consideration of their own leadership style and preferences and the implications for holding a position of responsibility.

Consideration of leading a Ministry Team and working with others in accredited ministry.

Demonstration of underlying leadership and management skills – vision, advocacy, communication, time, paperwork...

Distinguishing between delegation, collaboration and other styles of leadership and their appropriateness. Knowing how and when to take initiatives and how to see them through.

Understanding of authority and responsibility within Anglican structures [chapters, synods…].

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Walter Wright Relational Leadership (Paternoster, 2000) S Croft and others Focus on Leadership Foundation for Christian Leadership 2005Malcolm Grundy What's New in Church Leadership, Creative Responses to the Changing Pattern of

Church Life (Norwich: Canterbury Press, 2007)Ed J Nelson Becoming a creative Church leader (Norwich: Canterbury, 2008)S Savage & E Boyd-MacMillan The Human Face of Church: A Social Psychology and Pastoral Theology

Resource for Pioneer and Traditional Ministry (Norwich: Canterbury, 2008)HJM Nouwen In the name of Jesus - reflections on Christian leadership (DLT, 1988)Greenwood Transforming Church (SPCK, 2002)

On styles of collaborative leadership

Sofield & Juliano Collaborative Ministry - skills and guidelines (Ave Maria, 1987) F Lobinger Like his brothers and sisters: Ordaining Community Leaders (Crossroad, 2000)Bonem & Patterson Leading from the Second Chair (Jossey Bass, 2005)Zabrieskie, S.C. Total Ministry – redeeming the Ministry of all God’s People

(NY Alban Institute, 1995)Chris Edmondson Fit to Lead: Sustaining Effective Ministry in a Changing World (DLT, 2002)Jonathan Gledhill Leading a Church in the Age of the Spirit (SPCK, 2003)John Pritchard The Life and Work of a Priest (SPCK, 2007)Alan Bartlett A Passionate Balance (DLT, 2007)Alastair Redfern Being Anglican (DLT, 2004)Sam Wells & Sarah Cokely (eds) Praying for England (Continuum, 2008)

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FORMING APPROPRIATE RELATIONSHIPSLEADING THE PEOPLE OF GOD

PERSONAL ABILITIES & SKILLS. COLLABORATIVE LEADERSHIP.

IME2

Year when leadership is focus for sessions.Case Study.Benefice Profile.Residential on ‘Ministry Together’.Residential and sessions on team leadership & membership.

LEADING THE PEOPLE OF GOD PERSONAL ABILITIES & SKILLS. COLLABORATIVE LEADERSHIP.

Assignment in year 3Reflection on leadership of some aspect of ministry other than an act of worship which the new minister has been involved with demonstrating something of the learning outcomes and some of the importance or difficulties of collaborative ministry. This to show evidence of reading and be shared with IME year group and/or in supervision and comments from these groups.

In review

FORMING APPROPRIATE RELATIONSHIPS & LEADING THE PEOPLE OF GOD PERSONAL ABILITIES & SKILLS COLLABORATIVE LEADERSHIP

Reviewer will look for learning and evidence in this area and the ability of the new minister to reflect on it and of supervisions which have supported this learning

In final assessment

Referees will be asked to comment on the quality of relationships the new minister has formed and evidence of their leadership styles, preference and ability giving actual examples.

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National Learning Outcomes

i. FORMING APPROPRIATE RELATIONSHIPS



Range

Form and sustain relationships across a wide range of people in general…marked by integrity, empathy, respect, honesty and insight.

Understands that the church is fundamentally relational in nature and that building healthy relationships is foundational to ministry and building a healthy church.

Actively seeks, engages in and promotes healthy relationships whether the relationships be one-to-one or with regard to the corporate life of the church.

Accounts from self and lay people such as, Church wardens and incumbent of the ability to build fruitful relationships.

A variety of settings including the church (at parish, deanery and diocesan levels and ecumenically), the community, and schools.

facilitate the appropriate care of colleagues.

Models of support for others and understanding of diversity of needs of others.

Experienced as a supportive and constructively critical colleague.

Account from self, key figure in support network and from colleagues supported.

Incumbent, other colleagues, lay and ordained, and key relationships in wider community.

Exercise appropriate accountability and responsibility in faithfully and loyally receiving the authority of others, consistent with a position of authority.

Understanding of roles of those bearing authority within the C of E, including an understanding of ordination vows. Understanding of extent of own authority.

Leads in a manner that demonstrates(i) accountability to others as determined within the C of E(ii) responsible actions within one’s own role(iii) acceptance of the proper authority of others within the Church of England.

Account from Incumbent, Churchwardens and others in Church leadership within the parish of willingness to be properly accountable and accepting of the legitimate authority of others and of responsibility exercised in parish and local community.

Is responsive to the authority of theIncumbent and wardens, the Bishop and Archdeacons, and diocesan Officers to whom authority is delegated by the Bishop.

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ii LEADING THE PEOPLE OF GOD

a. Personal ability and skills

Learning outcome

Basic knowledge

Performance criteria


Range

Understand oversight of others.

Understanding of the Episcopal nature of the role of the Incumbent and similar ministers in relation to the oversight of others.

Engages in oversight that guides, enables and encourages others.

Accounts from those experiencing the oversight and Training Incumbent.

Engages in effective oversight of others engaged in pastoral and leadership activities.

A readiness to exercise oversight and leadership.

Understanding of the requirements of the role of Incumbent within the C of E, with particular reference to leadership and oversight.

Engages in a ministry that includes leadership and oversight showing the ability to function as an Incumbent within the C. of E.

Account from training Incumbent and others of their readiness to fulfil a calling to the role of the Incumbent.

A variety of Church and community settings.

Engage with others to reflect with insight on a personal style of leadership, its strengths and weaknesses in context, and demonstrate appropriate development.

Styles of leadership in ministry in relation to understanding of self as leader in the context of the needs of the community.

Reflects effectively on ministerial style, strengths and weaknesses, integrating and sifting where appropriate, and as a result models reflection in ministry and initiates development in others.

Account from self of reflective process in relation to developing leadership in ministry and evidence from lay and ordained colleagues.

Engagement in church ministerial review processes and in those initiated by self.

Give an account of how personal commitment to Christ and discipleship is being shaped within the roles and expectations of leadership and oversight of others.

Self awareness of the interplay between their own personality, discipleship, public ordained ministry and the leadership and oversight of others.

Reflect upon the interdependence of and interaction between their own personality, discipleship, public ordained ministry and the leadership and oversight of others.

An account of how personal commitment to Christ and discipleship is being shaped within the roles and expectations of leadership and oversight of others.

In the leadershipAnd oversight of otherswithin andbeyond the church,including work in the wider community.

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Demonstrate the ability to supervise others in the conduct of pastoral relationships.

Understanding of the necessity of good. supervision of those who minister in the name of the church.

Understanding of the basic elements (including legal frameworks); of Conducts supervision in a manner that recognises basic statutory frameworks of both volunteers and staff.

Accounts from a person supervised by the curate commenting on the level of guidance, support and development in role of the curate.

Supervision of worship leaders, volunteers in the church. (Where possible supervision of employed staff).

Demonstrate proficiency in the skills needed to exercise leadership and supervision of others in a position of responsibility by being able to show sophisticated skills as an effective reflective practitioner and the capacity to develop these further.

Principles of acting as a reflective practitioner, using of variety of disciplines e.g. theology, psychology.

Reflects upon their own ministry and that of the church, in a way that leads to changed actions.

Account from self of reflective process and from others of the nature of changed actions.

Reflection in a range of disciplines e.g. theology, psychology, sociology: applying these skills in a variety of church and community settings.

Demonstrate ability to supervise and manage others, lay and ordained, in formal settings of training and practice.

Understanding of principles of supervision and management within a Church setting. Understanding of adult learning styles and good practice in training.

Exercises effective training, supervision and management of laity and (where possible) clergy.

Accounts from Incumbent, Churchwardens and appropriate others.

Supervision and management of laity and junior clergy (where possible) in pastoral, educational, liturgical and nurturing roles. Supervision and management of laity and clergy (where possible) in pastoral, educational, liturgical and nurturing roles.

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b. Collaborative leadership

Learning outcome



Range

Demonstrate loving service in the church … in collaborative leadership.

Comprehension of a range of understandings of the nature of collaborative leadership.

Styles of leadership are developed that involve working with others in a way that enables the gifts, experience and insights of all to be used for the common good.

Accounts from those involved in collaborative working under curate’s leadership and others in positions of authority within the church.

Engages in collaborative leadership in a variety of ways e.g. of a working group within church or community, of acts of worship involving lay leadership,

Demonstrate effective collaborative leadership and the ability to exercise this in a position of responsibility.

Knowledge of the principles of collaborative ministry and leadership within this setting.

Leads in a manner that promotes collaborative working. Is able to take responsibility in a leadership position.

Accounts from self, Incumbent and others of effective developmental leadership within a collaborative setting.

Leadership within collaborative settings that involve the opportunity for development.

Showing an integration and integrity of authority and obedience, leadership and service that empowers and enables others in their leadership and service.

Understands the nature of collaborative working and empowerment of others. Understand the nature of the calling of all God’s people to discipleship and ministry.

Others are empowered in leadership and service through the minister’s own leadership.

Accounts from those whose leadership and service had been enabled and from Incumbent.

Enables others inleadership and service, for example as leaders of house groups and nurture groups, as leaders of committees and task groups, as pastors, within the liturgy and within the community showing within themselves authority and leadership.

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Show an integration and integrity of authority and obedience, leadership and service that enables the exercise of collaborative leadership.

Understanding of clerical authority and obedience within the C of E. Understanding of leadership and service within a collaborative setting.

Leads in a manner that integrates appropriate authority and obedience, leadership and service and furthers collaborative working.

Account from Incumbent, Churchwardens and others of leadership style as it encompasses authority and obedience, leadership and service.

Leadership that creates and maintains collaborative working within Church (e.g. leadership generally within the congregations(s), of committees, teams and working groups) and community.

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SECTION 5 - IDEAS ABOUT SUPERVISION

A] IDEAS FROM BOOKS ON SUPERVISION

Extracts from: K. Lamdin & D. Tilley ‘Supporting New Ministers in the Local Church’London SPCK Library of Ministry 2007

Using questions to facilitate learning from experience.

Guiding new ministers through a set of questions helps them to gain an overall appreciation of their learning, to express it and own it, and to gain confidence in their ability to devise a process for tackling something else. You will also signal that you are genuinely interested in the new minister’s development, and not just in another pair of hands to help in the parish. The overall message is to treat your curate as an adult who is highly motivated, very committed, self-directed and self-organizing. Some good questions, to structure reflection and avoid a haphazard approach which will depend on what is remembered in the moment, might be:

What did you set out to achieve? What problems did you encounter? How did you overcome them? How satisfied are you with the results? What questions are you left with?

Other questions can of course be added, such as:

What theological sense do you make of this? Where is God in this for you/us?

Perhaps

Not this - ‘Did you get it right?’Try - ‘How are you growing because of this?’

A supervisor can best help by guiding a curate through a sequence of questions like these, and by asking follow-up questions to help the curate probe deeper into the experience. It is a quality of good supervisors that they know the questions to ask – and also when to keep silent. These skills cannot really be taught – they come out of the wisdom acquired by lived experience and from the maturity that has inculcated habits of reflection in supervisors.

The skill that can be learnt is familiarity with a range of questions to be deployed when occasion demands. Perhaps, as with spiritual growth, you can’t take people further than you have gone yourself, and your own past and present experience of supervision will be useful here.

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Some examples of good questions to aid reflectionIn their book ‘Reflective Practice in Nursing’, Palmer, Burgess and Bulmer (1994) suggest that the core question in learning from experience is: “What information do I need access to in order to learn through this experience?”

Example 6.1 Questions to help cover the ground in learning from experienceDescription of experience1. Phenomenon describe the ‘here and now’ experience.2. Causal what essential factors contributed to this experience?3. Context who else was involved in the background?4. Clarifying what are the key processes (for reflection) in this experience?

Reflection: what it is and how to do it

Reflection

1. What was I trying to achieve?2. Why did I intervene as I did?3. What were the consequences of my actions for:

(a) myself?(b) the parishioner, person or family I was ministering to?(c) colleagues, team members, and people I work with?

4. How did I feel about the experience when it was happening?5. How did the people I was ministering to feel about it?6. How do I know how they felt about it?

Influencing factors

1. What internal factors influenced my decision-making?2. What external factors influenced my decision-making?3. What sources of knowledge did/should have influenced my decision-making?

Could I have dealt better with the situation?

1. What other choices did I have?2. What would be the consequences of these choices?

Learning

1. How do I now feel about this experience?2. How have I made sense of this experience in the light of past experiences and future ministerial

practice?3. How has the experience changed my ways of knowing:

(a) empirically?(b) theologically?(c) ethically?(d) personally (i.e. about myself)?

Adapted from Palmer, Burgess and Bulmer (1994). Slight changes have been made to the language to suit a context of ministry rather than nursing.

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Example 6.2 Choose an experience or situation, and ask yourself………

What was my role in this situation? Did I feel comfortable or uncomfortable? Why? What actions did I take? How did I and others act? Was it appropriate?

How could I have improved the situation for myself, the person I was ministering to, and my incumbent?

What can I change in the future? Do I feel as if I have learned anything new about myself?

Did I expect anything different to happen? What and why? Has it changed my way of thinking at all? What knowledge from theory and research can I apply to this situation? What broader issues, e.g. ethical, theological, political or social, arise from this

situation? What do I think about these broader issues?

Adapted from Palmer, Burgess and Bulmer (1994). Slight changes have been made to the language to suit a context of ministry rather than nursing.

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Pastoral visiting record form

This is adapted from Appendix B in Foskett and Lyall (1988)

Date of visit: Number of visits: Initials of parishioner/patient:

Location of interview:

Length of interview:

Known factsInclude all the known details about the person being visited – age, sex, religious affiliation, reason for visit, etc – the situation and the occasion of the visit

Background observations and assumptionsInclude plans and expectations for the visit, what you observed and felt as it began, the appearance of the person visited, etc

Summary of visitRecord an overview of the visit including your thoughts and feelings, observations and intuitions

Analysis

PersonRecord here what you think the person was feeling and thinking during the interview and how s/he is as a result of it

VisitorRecord what was happening to you during the interview, where you think you succeeded and/or failed in your offering of pastoral care

Theological reflectionRecord here the implicit and explicit beliefs and meanings expressed. Note any themes or associations with biblical or theological ideas. Discuss any ethical issues or dilemmas.

Future AimsRecord what you hope or intend to do next.

Why this conversation?Record here why you chose to write up this conversation and what you feel and think about it now.

Supervisor’s comments

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APPENDIX A FOR LEGAL, ADMINISTRATIVE AND MANAGERIAL

BASIC TASK LIST FOR CURACY

The following areas need to be completed by stipendiaries and considered by others in order that the new minister is confident in their management of ministry before moving to a position of responsibility [i.e. they need to be done within the first three years].

Most of these are obvious needs but this chart helps curate, incumbent and diocese keep track that the areas have been covered. The Diocesan Handbook sets out the expectations in some of these areas and should be consulted.

Management over these areas is necessary for basic competence in a number of incumbency tasks, and it is these tasks this chart is checking for rather than spiritual, mission or ministerial development. As well as knowledge there is a need to develop wisdom about what is possible and advisable, sharing processes around difficult decisions is really helpful to new ministers in learning which boundaries can be pushed.

The timings suggested in the second column are for guidance only; if issues arise they can be dealt with then. If you find omissions please let me know

Basic legal knowledge

Task Do by Tick when done CommentsRegisters + forms

Service 1st yrBaptism 1st yrFuneral 1st yrWedding 2nd yr

Confirmation – reg & returns

3rd yr

Marriage licenses and law 2nd yrData protection & records 1st yr

Financial

Task Do by Tick when done CommentsFees- collection, assigning…

1st yr

Annual accounts & reports 1st yr[can be done with treasurer]Tax – personal 1st yrChurch accounts 3rd yrInsurance – building etc. 3rd yr

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Basic building knowledge

Task Do by Tick when done CommentsInventory [and terrier] 3rd yrQuinquennial 3rd yrGrant making bodies 3rd yrFaculty application 3rd yrChurchyards, burials, ashes Memorials, regulations

1st to 3rd yr

Church Halls 3rd yrLog book – purpose and update

1/3 yr

Required policies and processes

Task Do by Tick when done CommentsSafeguarding children, young people and adults- attend training 1st yr- parish policy 2nd yr- parish processes 2nd yrDisability policy and process

3rd yr

Health and safety 3rd yr

Parish organisation

Task Do by Tick when done CommentsElectoral roll issues 3rd yrAPM and APCM 3rd yrPapers a/c to charity lawConduct of meetingsElections –wardens, PCCPCCs & Synods, Legalities, Agendas, Chairing & conduct of meeting, PCCs as employers, Variations – teams / groups

3rd yr

Archdiaconal Visitations – silver and annual letters of enquiry

3rd yr

Sources for help [legal / admin/diocesan]

3rd yr

Charities – law & parish charities

3rd yr

I.T. – use and over use

Schools – knowledge of Clergy role and legal position in Church or Community Schools

3rd yr

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Personal organisationTask Do by Tick when done CommentsFiling system 1st yrPaper management 3rd yrTime management 3rd yrExpenses, time off 1st yrCare of parsonage houses

1st yr

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Guidelines for entry in the registerGeneral Register Office have made Guidelines and Clergy newsletters available on a website which you can access. For the most up-to-date guidelines, please use the following links:Guidance for Clergy: http://www.homeoffice.gov.uk/publications/agencies-public-bodies/ips/general-ips-publications/civil-reg/clergy-guideNewsletters: http://www.homeoffice.gov.uk/publications/agencies-public-bodies/ips/general-ips-publications/civil-reg/clergy-newsletters

How to enter the details in the register (‘quick start guide’)These are general guidelines - for complete instructions, you will need to look on the website shown above. Please make sure you have entered the details of your church, parish and registration district (Suffolk) in the heading.Column 1: the date & month should be in words & the year in figures (ie Twenty first February 2012)Column 2: Ideally, the surname should be written in capitals and the forename(s) written in lowercase. If the person is, or has been, known by more than one name, both names should be entered and to link them, the following terms are used: ‘otherwise’ when a person is known by more than one name at the moment and ‘formerly known as’ which indicates that a person used to be known by another name (this would often be the case when a woman has been previously married but has reverted back to her maiden surname). Column 3: The age on the day of the wedding should be entered – this may differ from any records taken by you previouslyColumn 4: The following terms are the most common ones used: ‘Single’: a person that has never been married before, ‘Widow/widower’: a person previously married but marriage ended through the death of a former spouse and ‘Previous Marriage Dissolved’ indicates that a person has been previously married and that marriage ended in divorceColumn 5: This should be the latest full time occupation followed by the parties. If the person is unemployed, the last occupation should be entered or alternatively a line drawn across the space. Non-paid occupations such as “Housewife”, “Full-time Mother” and “Home Duties” may be entered. If a person has retired then the word ‘retired’ should be entered after the occupation in brackets.Column 6: The address up to, and including, the postal town should be entered, followed by the postcode.

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http://www.homeoffice.gov.uk/publications/agencies-public-bodies/ips/general-ips-publications/civil-reg/clergy-newsletters

http://www.homeoffice.gov.uk/publications/agencies-public-bodies/ips/general-ips-publications/civil-reg/clergy-newsletters

http://www.homeoffice.gov.uk/publications/agencies-public-bodies/ips/general-ips-publications/civil-reg/clergy-guide

http://www.homeoffice.gov.uk/publications/agencies-public-bodies/ips/general-ips-publications/civil-reg/clergy-guide

Column 7: Enter the full name of the natural or adoptive father. (A step-father’s name may be entered instead if he has married the mother but the word ‘Stepfather’ should appear in brackets below the name. If the father is no longer living, the word ’Deceased’ should appear beneath the name of the father.Column 8: When entering the father’s occupation, please follow the guidelines for Column 5 – and remember to enter “Retired” afterwards if necessary.

Most common pitfalls!Divorced: This word should not appear in the register – the phrase is “Previous Marriage Dissolved”Bachelor / Spinster: This is out-dated terminology – the correct phrase is “Single”Unemployed: This is not an occupation, merely an unfortunate circumstance! Therefore the previous occupation should be entered or a horizontal line struck through the space.Dead / Deceased: If the father is no longer living, the word “Deceased” should be written in brackets underneath the name.Use of incorrect ink – Registrars ink must be used in the marriage registers Omission of postcodes – the postcode should be inserted at the end of the addressUse of abbreviations – IT should be shown as Information Technology, RAF as Royal Air ForceEmployer names - e.g.: British Telecom should not be used. Interpretation of signatures in the margin - Signatures should be made in the register using the individual’s usual signature format. In cases where this cannot be easily be interpreted, make a note of the name in pencil in the margin of the register. Surnames should appear in capitals: - ie: BROWN

QUARTERLY RETURNS - What are they used for?

These important records are sent to General Register Office to provide a complete record of all the marriages that have taken place in England and Wales. Nowadays, General Register Office still microfiche the returns but also use these returns to register the marriage on their national software system. As far as an individual is concerned, their marriage entry will form part of their documented life history. If they are unable to contact the Church when they need a marriage certificate in future, they will be able to contact General Register Office and obtain the certificate through them. Future generations will be able to obtain these certificates for family history research.

General Points to remember: Registrars are required to send the returns in to GRO by the end of the month so please make

sure you send us your returns before the 15th day following the end of the quarter

Returns for marriages that have taken place must be signed by a Clerk in Holy Orders

“Nil returns” may be signed by Church Wardens or by the minister

Registrars Ink should be used to prepare the quarterly copies as well as being used in the register. This ink is used because it burns into the paper and lasts for hundreds of years. Even so-called “permanent” ink purchased through high-street retailers will fade after a few decades but registrars ink gets darker with time. You may obtain supplies of this ink from: ESS / STP Stationery, 1 Rookwood Way, Haverhill, Suffolk, CB9 8PB. Tel 01440 760360 Email: [email protected]

Any errors in the register, numbered or not, should be reproduced on the quarterly copy

It may sound obvious, but these returns must be legible and able to be read not only nowadays but in the future.

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Signatures need to be recorded on the marriage software as they form part of the entry. Please could you pencil in the margin any signatures which are not easily legible to others – even your own!

If you have any queries about the preparation of a register entry or you think there may be an error in the register, please do not hesitate to contact your local registrar – we are here to help

And finally – don’t forget to cash your cheque!

When preparing the quarterly copies, please look to see whether the register is full (complete). Once you have a completed register, please make arrangements with your local register office to deliver the register to the registrar as soon as possible.

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APPENDIX B WORSHIP-LEADING FEEDBACK SHEET

The aspects of the service on which we ask you to comment are things that can be noticed and can be a matter for development. We recognise that what can never be quantified or assessed is what is happening inwardly to those participating in the worship, or the work of God's Holy Spirit in our hearts as he makes himself known to us through his word, through our fellowship and through the ministry of leading. The feedback is not an assessment of performance but an encouragement to develop in ministry.

Date

Name of worship leader

Service being led

Encouragement What was particularly helpful or good in the way the service was planned or conducted

Level of preparation Did the service reflect careful preparation which resulted in a ministry to those who attended? Was any choice of optional material appropriate to those who attended? And was it faithful to the form being used?

Flow and rhythmHow were the contents linked and in what way was the congregation helped to both hear and respond to God? Was there a flow and conversation with God or was it a dialogue with the service leader?

Level and appropriateness of introductionsDid what was said contribute to the flow of the service or become intrusive and prevent involvement in worship?

Use of voice and mannerWas the approach authoritative, friendly, warm, off-putting, confident, diffident etc? Are there any helpful pointers that can be given to improve voice and manner?

Appearance

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Did anything distract from the focus on God – over casual or messy clothing, too “loud” clothing, mannerisms, approach?

TimingDid the service start and finish on time? Was it rushed or did the choice and execution of the content fit well into the time available?

FormatComment on the shape of the service and its content if freedom was given for creating the liturgy.

Other comments

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APPENDIX B ASSESSMENT OF SERMON ON BIBLICAL PASSAGE

This can also be used for self-assessment. Where a group are assessing, each person might concentrate on 2 or 3 aspects. Depending on the topic, a sermon may not necessarily score highly in every section.

Type of Church & Congregation

Time, Date, Church Season

Bible Readings

Theme of Sermon

Aim of Sermon

Circle the numbers below to indicate assessment and add any comments under that you wish at each section and also at the end.

Relation to BibleMisinterpretation or unrelated

to Bible passage1 2 3 4 5 Presents valuable truth

from Bible passage

Appropriate levelToo elementary for congregation 1 3 5 3 1 Too hard for congregation

to understandThese numbers are

intentional!Structure

Confused no sense of getting anywhere

1 2 3 4 5 Clear structure and senseof progressions

LanguageBoring, technical words,

involved sentences1 2 3 4 5 Vivid everyday words,

simple sentences

RelevanceNot related to people’s situations

and concerns1 2 3 4 5 Relating to people’s situations

and concerns

InterestDifficult to concentrate, mind

wanders1 2 3 4 5 Grabs and holds attention

Making a differenceNothing to change or develop

people1 2 3 4 5 Gives people a challenge,

encouragement or insight

Practical applicationDoes not provide any practical help 1 2 3 4 5 Helps people change attitude,

behaviour or understanding

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Use of illustrationsNo, or inappropriate, illustrations 1 2 3 4 5 Clear and pertinent illustrations

AudibilityDifficult to hear 1 2 3 4 5 Easy to hear words

Variety in deliveryMonotonous 1 2 3 4 5 Changes of pace, pitch, volume

Expression & convictionDoesn’t appear to feel what is said 1 2 3 4 5 Manner of speaking brings out

meaning of words and expresses preacher’s commitment

RapportJust focused on script 1 2 3 4 5 Aware of congregation

and responding to them

TimeShould have stopped sooner 1 2 3 4 5 Would have liked to hear more

What would you be likely to remember/want to take from the sermon?

What would you particularly like to commend about the sermon?

In what ways might the preacher improve his/her message and/or delivery?

Any further comments?

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Or another resource:

SERMON REVIEW SHEET

Name of New Minister...........................................................

Name of the church......................................................................

Type of service (e.g. Holy Communion/ Service of the Word/ All age/ Parade service etc)......................................................

Date and day in church calendar.........................................

Thank you for taking time to fill in this form. It is always helpful for preachers to know how their sermons are received. It will be most useful if you can fill in this review form as soon after hearing the sermon as possible. We know you will fill it in with the best interest of the students and their future congregations in mind. The New Minister will work with the incumbent on the comments you give, so do not be afraid of saying if you feel some things could be improved!

1 How well did the sermon fit in with the service as a whole?

2 How did the sermon relate to the Bible readings?

3 What sort of language did the preacher use: was it clear? were academic/jargon words used? was it inclusive?

4 Was there a train of thought in the sermon?

if so how clear was it?

5 Was the sermon too long? Too short? Right length?

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6 Did the preacher use parables and/or stories?

If so did they work?

7 Did the preacher use humour?

If so, did it work?

8 How did the preacher use her or his -voice (e.g. could you hear easily? did they shout/ did they sound enthusiastic or bored? etc.)

-body language (e.g. did they walk around or use hands and arm movements that helped or distracted?)

-eye contact? (E.g. did they look at their notes all the time /did they look at the people from time to time?)

9 Did you feel the preacher was personally involved in what s/he was saying?

10 Did the sermon make you think or stir you up to do something?

If you have any other comments please add them here or on a separate sheet of paper.

It would be helpful if you signed this sheet

PLEASE RETURN THIS FORM TO THE NEW MINISTER or the person who gave it to you

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Appendix C: Ministry skills and task listThis is included as an extra resource for considering the breadth of ministry and the range of possible ministry covered – or not. Not everything on this list is necessary, it is here as another tool which has proved helpful to some over a number of years.

Personal Development

Spirituality and prayer life: Daily Office, quiet time, prayer styles, spiritual director.Reflection on role and work.Awareness of own learning style. Continuing theological reflection/making connections to daily life and work of laity.Development of appropriate working rhythm, including time off, retreats etc. Awareness of sexual dynamics in working relationships.Understanding of confidentiality.

Conduct of Worship

Requirements of Canon Law regarding worship.Familiarity with newly authorised services.1662 Holy Communion. 1662 Morning or Evening prayer (sung).Common Worship Communion order 1 & 2C.W. Morning & Evening prayer (full).Baptisms, Weddings – C.W., Blessing after civil marriage.Funerals,

Holy week.All-age worship.Writing and planning special services. Reading, speaking & singing in church.Leading intercessions. Choosing music & liaison with musicians.Preparing the church & books for worship.Preparing the communion vessels. Practical awareness of traditions other than own (e.g. use of vestment, incense)

Preaching

Parish Eucharist. All-age worship.Youth services etc.Preparation of audio/visual aids.

Weddings and Funerals.To non-regular churchgoers (e.g. Civic occasions)

Mission and Evangelism

Awareness of local context, in particular the social profile. Developing theology, understanding and practice of mission, Knowledge/experience of new mission ideas.Ability to present the Gospel message to those with little or no church background. Experience of using one of the evangelism resources, e.g. Alpha. Emmaus etc.Fresh Expressions – reading/experience.

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Pastoral and Education

Knowledge of how adults learn.Confirmation preparation – adults.Awareness of current issues in society, e.g. racial, gender, sexuality etc.Baptism preparation/follow up.Sunday school.School Assemblies.Confirmation - children and young people.Involvement in a church youth group.Marriage preparation.Marriage requests e.g. from divorced people or cohabitees.Banns. Special licences/Archbishop’s licence.

Funeral visiting.Teaching about prayer. Home Group leadership.Bible study leadership.Pastoral visiting -visiting the sick at home/hospital.Ministry to the sick and dying in hospital or at home.Healing services.Ministry in an institutional setting e.g. prison, old people’s home.Working with volunteers.Counselling/listening skills and awareness of own limitations.

Parish organisation skills

Preparation for & chairing of meetingsLegalities of lay officers, PCC & APCMPaper managementTime managementPresentation skills & parish publicityThe keeping of recordsChurch registersChurchyards and DAC & FacultiesLegalities of worship including interfaith & ecumenical worshipSimple accounting & budgeting

Managing parish finances fees & expensesLong term planning & developmentGoal/objective vision setting and evaluationWriting magazine articlesWorking with the mediaLegal requirements for youth workers including Child ProtectionPersonal safety awareness

Additional Skills

Emergency baptism in hospital Local incident emergency plans Blessing of objects, homes & peopleEncountering the mentally illAnointing the sickThanksgiving for birth of a child

The churching of womenDeath of babies - including stillbirth, abortion, miscarriageSudden death e.g. accident, suicide, major incident

Areas of expertise

Children’s workYouth workSchools - primary and secondary e.g. school governorPeople with mental illnessPeople with disabilities of various kindsWork amongst deaf people Community developmentSupporting laity in church lifeSupporting laity in secular life - work and community involvement

Interfaith dialogueEffective teaching of the Christian faith within a changing cultureEqual opportunitiesMedia skillsChaplaincy work - industrial, hospital, etcTourism and use of church buildingsRural ministryUrban and inner city ministrySuburban ministrySpiritual direction/counselling

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Ministry and LeadershipKnowledge of own leadership style and ability to work in other waysWork with lay/other clergy in developing ministry/missionCollaborative leadership- Knowledge and experienceWork with OLM/NSMWork with lay ministryWork with a Ministry TeamWorking with volunteersDealing with conflictWork with sector ministries

Links with the wider church

Awareness of Diocesan resources + policy Involvement in local ChapterLinks with other local Churches and Christian Councils, L.E.Ps.Awareness of national church structuresAwareness of worldwide Church and helping awareness of the local church of world mission partnerships

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END OF DIACONAL YEAR –

GROWING IN MINISTRY IN A COLLABORATIVE CHURCH:

REVIEW, FIRST ASSESSING & IDENTIFICATION OF TRAINING PROPOSAL

The review needs to contain three different stages – all tackled as honestly and openly as possible to maximise the benefits of training.

1. Prior to review meeting the incumbent and new minister will need to meet in order to:-

a. talk together about experiences of ministry, the ‘Growing in Ministry…’ portfolio, of supervision and how you feel the training has been strong and where it has not been so good. Training can be through work in parish, work in IME2 or other experiences.b. Look through work / learning agreement – noting how things have changed, or not.c. Using the bullet points below please list the progress giving evidence for your views under the main headings of being, knowing, doing and relating:-

BEING - Includes the following areas. Living a vocational life - How is the new minister developing their vocation? (Please note the diaconal project

may have been shared with you and it will be helpful to share how preparation for ordination is being tackled).

Guided by prayer and the spirit - How is the life of prayer being shown, how is it being shared and how are gifts being developed?

Maturity - How is self awareness in ministry developing?

KNOWING - Includes the following areas. Personal patterns of study – building on IME 1-3 and creating patterns for study. Teaching and learning about faith and scripture; belief and practice – how well is this being communicated in

his/her ministry? Understanding mission and evangelism – is this developing? Legal, administrative and managerial (including personal organisation)– these are areas which need to be

known for basic competence in ministry.

DOING – How can you evidence progress in the following areas? Worship. Parish, community and ecumenism. Mission and evangelism. Relationship with other faiths (prior experience can be noted here and elsewhere). Working with change and conflict.

RELATING - Includes the following areas. Forming appropriate relationships – including with each other – how honest is this review! Leading the People of God. Personal abilities & skills. Collaborative leadership.

d. There needs to be some indication of1. The strengths of the Training Incumbent as a trainer2. Any ways that the new minister could be helped more by the Training Incumbent – including

supervision, planning, organisation, study times, time for family, reviewing expectations…

Please send the annotations to Mark. Comments can also be sent separately, but such comments will rightly cause concern and probably show important issues which are most helpfully dealt with in the open. It might be the sort of area which is hard for one side to open up unless there is a third person present.

Please feel free to use the full learning outcomes rather than BKDR if you find that more helpful. If there are serious issues / areas of concern it may be necessary to use the learning outcomes.

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2. The Review Meeting with Mark

If there are issues about your relationship please ensure these are communicated before hand.

The new minister’s development is considered using the B, K, D, R headings:

1. the main developments in the new minister’s ministry are noted as is the evidence suggesting this as a source of affirmation

2. the areas of ministry still to be tackled are noted and how these will be addressed in training will be worked on; new or existing ways the Training Incumbent can help this will also be noted. The training proposals for the following period need to be clearly worked on so there are clear expectations

3. the gifts and strengths of the new minister are noted and affirmed4. the areas of BKDR which need attention are articulated and worked at

Any challenges or issues need to be clearly noted. If there is agreement as to how they can be tackled this may need to be referenced against the learning outcomes (possibly by Mark in the report) and signs of how they can be met should also be agreed and recorded. This is a perfectly normal part of the review process and should not be a cause for concern at this point. Indeed it is a sign that the system is bearing fruit and getting to the point of training. If there is no agreement about any of the issues or how to meet them this also needs to be noted and there will have to be further work.

3. The Report

On the basis of what has been written and said, Mark will try and write an evidence based report covering the areas of BKDR. The report will also include the training proposal for the next review period. Where there is disagreement this will need to be noted.

The draft report will be shared with Incumbent and New Minister who can add comments / reflections or ask for alterations.

The report will be shared with both Bishops who will want to know whether the deacon is ready to be ordained priest, as well as their progress through training. It will form part of the record of training and be a tool in later reviews and assessments.

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23 MONTHS INTO TRAINING –

GROWING IN MINISTRY IN A COLLABORATIVE CHURCH:REVIEW & SECOND ASSESSING & IDENTIFICATION OF TRAINING NEEDS

The review and this stage of assessing needs to contain three different stages – all tackled as honestly and openly as possible to ensure the accuracy of assessment in reference to the diocesan scheme and to maximise the benefits of the remaining training.

1. Prior to review meeting the incumbent and new minister will need to meet in order to:-a. talk together about experiences of ministry, the ‘Growing in Ministry…’ portfolio, of supervision and how you feel the training has been strong and where it has not been so good. Training can be through work in parish, work in IME2 or other experiences.b. Look through work / learning agreement – noting how things have changed, or not.c. Consider the training proposal drawn up at the first review and assessment, how items have been met, and if they have not been to begin to suggest ways they could be.d. Using the bullet points below please agree the evidence for progress and be clear about any ongoing training areas using being, knowing, doing and relating.This can be done separately and the results compared or the differing elements can be split or done by one person and then compared together.

BEING - Includes the following areas. Living a vocational life - How is the priestly ministry being lived and reflected – and the new ways of relating

and tasks that such ministry brings. Guided by prayer and the spirit - How is this maintained and how has it developed? Maturity - How is self awareness in ministry developing? Please give examples. Are there any issues about health or family well-being?

KNOWING - Includes the following areas. Personal patterns of study – what has been read since the last review, how does the new minister regard

the value and priority of this and how has it been applied? Teaching and learning about faith and scripture; belief and practice – how has this developed since the last

review, what teaching tasks have been accomplished and how well – be specific. What tasks remain? Understanding mission and evangelism – how has this developed, are they able to critically reflect on the

benefice strategy and articulate their own ideas? Legal, administrative and managerial (including personal organisation)– is their personal experience,

knowledge and organisation sufficient for the present, what do they need before entering incumbency?

DOING – How can you evidence progress in the following areas? Worship – their ability to lead, devise, encourage others and any concerns Parish, community and ecumenism – is their focus beyond the church community and how has this been

expressed? What evidence is there of effective engagement with occasional offices, other organisations, uniformed organisations, different ages…

Mission and evangelism – specifically - how have they not only participated in mission but also added to its impact by helping both growth in discipleship and work in the wider community (perhaps in terms of the 5 marks of mission)?

Relationship with other faiths (prior experience can be noted here and elsewhere). Working with change and conflict – what evidence is there of their ability to work with contrary views and

strong emotions and towards achieving change? Evidence might also include from your own relationship.

RELATING - Includes the following areas. Forming appropriate relationships – including with each other – how aware are they of their affect on others

and their response to other people (who may be weak or strong, awkward or accommodating…). State any causes for concern

Leading the People of God – examples of what has been done & assessment of style(s) of leadership shown & what has been achieved and what still needs to be done. Strengths & weaknesses shown. How

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does the minister reflect on the role of Anglican structures & their own willingness to exercise authority and be under authority?

Personal abilities & skills in relating – NEW MINISTER to reflect on this which is to go into the report along with comments from Training Incumbent which may be in agreement or variance

Collaborative leadership - How have they seen and encouraged the talents of others? What evidence is there of effective working with and development of others? Is the new minister able to recognise and work with their own emotional response to others’ gifts or weaknesses?

VOCATION – in the light of the above Is their vocation to a stipendiary post of responsibility (or SSM deployable ministry) realistic, informed and

within their gifts?

d. There needs to be some indication of3. The strengths of the Training Incumbent as a trainer.4. Any ways that the new minister desires help from within the parish or without to meet their training

needs. This can include a short placement in another ministry setting to help or to gain experience.5. If there is any sense of grievance about the training (given by incumbent or diocese) it must be

expressed by this point. This is actually for the protection from misunderstanding of all at a later stage when it would be too late to address assessment issues. The hope is that such issues would not have been left to this point.

Please send the annotations to Mark. This can include areas where there are differing views – please include both sides. Comments can also be sent separately, but such comments will rightly cause concern and probably show important issues which will need to be dealt with.

Please feel free to use the full learning outcomes rather than BKDR if you find that more helpful. If there are serious issues / areas of concern it may be necessary to use the learning outcomes.

2. The Review & Assessment Meeting of New Minister, Training Incumbent with DDO/NM or CME Adviser as reviewers

If there are issues about your relationship please ensure these are communicated before hand.

The new minister’s development is considered using the comments made by new minister and training incumbent under B, K, D, R headings:

5. The evidence of the new minister’s developments in ministry and leadership are noted and affirmed. Progress from the end of first year training proposal is noted along with any outstanding elements. Any parts of BKDR / Learning Outcomes which have been met are noted.

6. The areas of ministry still to be tackled and any issues are agreed along with how these will be addressed in training. New or existing ways the Training Incumbent can help this will also be noted. These need to be clearly worked on so there are clear expectations. The resources available to meet them need to be realistic and will primarily come from benefice, deanery or diocese. There is the possibility of a placement to help in this or in applying for new posts, such a placement would happen in the autumn of the third year.

7. Where issues are such that there is not sufficient time for them to be addressed before the final assessment this needs to be clearly identified and shared with DDO/NM (if not present) and the Ministry Bishop.

8. Such issues may need to be worked at in the light of the national learning outcomes listed in the diocesan scheme and not just in terms of BKDR. None of us are perfect – and perfection is not the expected standard! None of us are omni- gifted and those involved with review and assessment are aware of this. But where there are areas of difficulty these need to be known and strategies for working with them articulated. Refusal to participate in areas of ministry is serious.

9. Also, such issues may form parts of a training needs assessment which continue with the new minister as new posts are sought and found. It is to be expected that most new ministers will have such areas. Really serious issues might question their suitability for a post of responsibility, while this is not expected to be common it is only fair to the new minister and to the wider church that is

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properly worked at. Any implications for this in the light of the end date in the Statement of Particulars will need to be thought through.

10. Any issues will be seen in the light of the gifts and strengths of the new minister and their development during IME2. Any assessment needs to build on this to decide what is right for the new minister and the church.

Where there are serious issues the ongoing process will be worked at by the the DDO/NM (or CME Adviser) with the new minister and the training incumbent, in the full knowledge and with the guidance of the Ministry Bishop.

3. The Report

On the basis of what has been written and said, Mark will aim to write an evidence based report covering the areas of BKDR. The report will also include:

a. A statement stating whether the new minister is on track for final assessment. This needs to be clear about any issues which need to be addressed before final assessment and how they will be worked at and any targets necessary to meet (if appropriate) –such targets are expected as the norm for all new ministers.

b. If there are serious issues that they will need to be shared with the Ministry Bishop and the next steps will be openly worked at. It is thought that this will be rare.

The draft report will be shared with Incumbent and New Minister who can add comments / reflections or ask for alterations to be considered.

The final report will be become a working document and become part of the diocesan assessment of the new minister.

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GROWING IN MINISTRY IN A COLLABORATIVE CHURCH:

ASSESSMENT PROCESS

c. 28 - 29 MonthsThe following will be gathered by the DDO/NM and his PA:-

The new minister and training incumbent together will be asked to nominate two suitable lay referees. A format for this reference will be sent to the nominees with the suggestion that it is shown to the new minister (as per Ministry Division guidelines). If there is disagreement they each nominate one.

The text of the 24 month report.

The new minister’s reflection on the 24 month report, progress on training needs and any placement reflections

The incumbent’s reflection on the 24 month report, progress on training needs and the curacy as a whole and whether the new minister is ready for a post of responsibility

c. 29 - 30 monthsThe DDO/NM & CME Adviser meet, possibly with an external assessor, to draw up a final assessment recommendation for the Bishop. This recommendation is communicated to new minister and Training Incumbent, but if this process is working properly this will never be a surprise.

Where evidence is contradictory or assessment is likely to be negative the use of a diocesan panel to review the evidence and meet with the new minister is a possibility.

The assessment recommendation can be questioned by new minister and/or training incumbent and a diocesan panel requested by the new minister. While organised by the DDO/NM s/he would not be part of the process of the panel reviewing the decision. Rights under Clergy Terms of Service are not affected by this process which is designed to give informed (but previously uninvolved) advice to the Bishop.

c. 30 – 31 monthsThe papers are sent to the Ministry Bishop for his decision which is final. Normally s/he will issue a letter which informs that training has been successfully completed, or, rarely one that continues the consideration of other options.

As appropriate the Ministry Bishop will meet with the new minister to review the curacy and to consider the process of moving on to a suitable post.

If ready the new minister is free to apply for posts in or beyond the diocese, but should note that some dioceses would not appoint an incumbent before the third anniversary of their deaconing.

For this and other reasons only when an exceptionally strong case can be made in advance and is agreed by DDO / NM and the Ministry Bishop would this process happen earlier than the dates suggested here.

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Documents

BEING - Diocese of St Edmundsbury and Web viewWe are called not to give up being ourselves (our identity), but to give up putting self first, that Christ may be revealed in us