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Thank you for your interest in Vancouver School of The-ology’s Field Education program. We hope that the fol-
lowing pages will supply the details you are seeking. You may also consult Studio Practicum TFE 2 Guidelines and
or TFE 3 Practice Guidelines. For further information please do not hesitate to contact me:
Rev. Brenda Fawkes
Director of Theological Field Education
(604) 822-9035
Theological Field Education An Overview
2014-2015
VancouverSchoolofTheology
Page 2 September 2014
FieldEducationIMPORTANTDATES2014‐2015Monday,September22,2014‐TFE2“StudioPracticum”placementsbeginonthisdate.
Monday, September 22, 2014– TFE 2 Studio PracticumMentors meet with Director ofFieldEducation10am‐12:30pm.LocationTBA
Monday,September29,2014–TFE3Practicefieldplacementsbeginonthisdate
Monday, September 29, 2014 –TFE 3 Practice Supervisors meet with Director of FieldEducationfororientation10am‐12pm.LocationTBA
Followingthesegatheringsofmentors,supervisorsandstudents,werecommendthateachplacement site recognize its covenant relationshipwith their student during Sundaywor‐ship,inanarticleinthenewsletteroratareception.Mentorsinagencyplacementswillin‐troducestudentstootherstaffandclients.
MondayOctober6,2014‐Adraftofthestudent’sLearningCovenant(forTFE3Practice)andthesignedSiteCovenantmustbesubmittedtotheFieldEducationOffice.
TuesdayOctober14th,2014‐AnapprovedLearningCovenant(fortheTFE3Practiceunit)mustbesubmittedtotheFieldEducationOffice.
Monday, October 20 to Friday, October 24, 2014 ‐ Students are entitled to take oneweekendofffromtheparish(orotherappropriatetimeinsocialplacements)duringthefallReadingWeekunlessotherwisenegotiatedwiththeirmentors.
Monday,December8th,2014‐Thisistheduedateforwrittenassessmentsandmid‐yearevaluationsfromsecondandthirdyearstudentsandtheirmentors.Successfulcompletionofthefallfieldplacementunit(TFE2StudioorTFE3Practice)requiresatimelysubmissionoftherequiredevaluations.
Monday,December22ndtoSunday,January18th ,2015 ‐StudentsarenotexpectedtobeintheirfieldplacementsduringtheChristmasholidaysunlessotherwisenegotiatedwiththeirmentors/supervisors.
Monday,January19,2015‐TFE2StudioPracticumandTFE3Practiceplacementsunitsbeginagainonthisdate.
Monday,March2‐FridayMarch6th,2015‐Studentsareentitledtotakeoneweekendofffrom their field placements during the spring ReadingWeek unless otherwise negotiatedwiththeirsupervisors.
FridayApril11,2015‐Thisistheduedateforyear‐endwrittenevaluationsfromstudentsandmentors
Monday,April13th,2015 ‐Studentapplicationsforsummerandfall fieldplacementsaredue.StudentproposalsfromTFEOneExplorationarepresentedandsubmittedtoDirectorofFieldEducation
Theological Field Education Handbook
September 2014 Page 3
TableofContentsIMPORTANTDATES...................................................................................................................PAGE21. INTRODUCTION.............................................................................................................PAGE5 1.1 OutlineofTheologicalFieldEducationatVST..............................................Page5 1.2 GoalsofTheologicalFieldEducationatVST.................................................Page6 1.3 ImportantRoleofMentors..................................................................................Page6 1.4 VSTPhilosophyofTheologicalFieldEducation..........................................Page72. DESCRIPTIONOFTHEOLGICALFIELDEDUCATIONUNITS..............................PAGE7 2.1`TFEIPractice...........................................................................................................Page8 2.2 TFE2Studio(PT651/652)..................................................................................Page8 2.3 TFE3Practice...........................................................................................................Page8 2.4 TFE3SummerPractice........................................................................................Page93. ASSUMPTIONSANDDEFINITIONS...........................................................................PAGE9 3.1 TheologicalReflection..........................................................................................Page9 3.2 Site...............................................................................................................................Page9 3.3 Mentor........................................................................................................................Page9 3.4 LearningCovenantforTFEPractice................................................................Page94. MENTORSANDSUPERVISORS...................................................................................PAGE10 4.1 ResponsibilitiesandOpportunities...............................................................Page105. STUDENTS......................................................................................................................PAGE11 5.1 ResponsibilitiesandExpectations................................................................Page11 5.2 StudentsResponsibilitiesinRelationtoMentor......................................Page12 5.3 Student’sResponsibilityinRelationtoEvaluation.................................Page12 5.4 TheologicalReflection.......................................................................................Page136. ASSESSMENTANDEVALUATION............................................................................PAGE13 6.1 GeneralInformation...........................................................................................Page13 6.2 EvaluationProcessandWrittenReports....................................................Page13
VancouverSchoolofTheology
Page 4 September 2014
APPENDIXIA:TFE1EXPLORATION.................................................................................PAGE15APPENDIXIB:TFE1EXPLORATIONMENTORANDSITECOVENANT...................PAGE19APPENDIXII:ON‐SITEDENOMINATIONALLEARNINGOUTCOMES.......................PAGE23 UnitedChurchofCanadaOn‐SiteLearningOutcomeLog..............................Page24 AnglicanExpectationsforFieldEducationatVST............................................Page25 On‐SiteDenominationalLearningOutcomes–Presbyterian.......................Page27APPENDIXIII:SAMPLEPROCESSFORAREFLECTIONSESSION..............................PAGE28APPENDIX:IVAMODELOFTHEOLOGICALREFLECTIONBASEDON LIFEEXPERIENCE.........................................................................................................PAGE33APPENDIXV:AMODELOFTHEOLOGICALREFLECTIONONSTUDENT EXPERIENCESATFIELDPLACEMENTSITES.......................................................PAGE34APPENDIXVI:THETHEOLOGICALREFLECTIONSPIRAL...........................................PAGE36APPENDIXVII:HOWTOPROVIDECONSTRUCTIVEFEEDBACK..............................PAGE38APPENDIXVIII:RECOMMENDATIONOFREADINESSFORMINISTRY....................PAGE40APPENDIXXV:APPLICABLEVSTPOLICIES.....................................................................PAGE44
TheologicalFieldEducationAnOverview
September 2014 Page 5
1.INTRODUCTION1.1 OutlineofTheologicalFieldEducationatVST
StudentsintheM.Div.programatVSTarerequiredtocompletethreefullunitsoftheologicalfieldeducationorequivalent.
TheusualflowofTFEUnitsisasfollows:
YearOne: TFE1Explorationisnormally introducedduringPT500andcarriedoutinthespringprecedingthestudent’sentryintoPT651(StudioLeadership)
YearTwo: TFE2Studio isdoneovertwotermsduringtheacademicyear,Sep‐tember–AprilaspartofPT651/652.
YearThree:TFE3Practiceisusuallydoneinthethirdyearbutmaybedoneear‐lierafterconsultationwiththeTFEDirector.
SummerPlacementsmaybeusedtoreplaceTFE3Practice.AUnitofCPE(ClinicalPastoralEducation)andUnitedChurchSupervisedMinistryEducationmayalsobeusedtofulfillTFE3requirements.
Students in theMAPPL programare required to complete two full units of fieldeducation(TFE1,2)
VancouverSchoolofTheology
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1.2 GoalsofTheologicalFieldEducationatVST
FirstYear(TFE1Exploration)–Inthespringoftheirfirstyear,M.DivandMAPPLstudentswill follow‐up on the concluding paperswritten for PT500. They inter‐viewpotentialmentorswhohavebeenrecommendedtothem,basedonthevoca‐tionaldirectionexpressedintheirpapers.Theysearchforaministrysite(plusitsmentor)whichprovidesopportunitytoengageandreflectcriticallyonleadershipchallengesarising from the changing roleof church in society. TheDirectorwillprovidescheduledseminarsforthoseenrolledinTFE1Exploration.
SecondYear (TFE2StudioPracticum) ‐ In thesecondyear,over two terms, stu‐dentsparticipateintheLeadershipStudioPT651/652whichdirectsandintegratestheirexperienceinthefieldplacement.
ThirdYear(TFE3Practice)IntheirthirdyearM.Divstudentsbecomeimmersedintheministryof a congregationor socialplacement, participating in variouswayswhichareappropriatetotheirlearninggoals,thatparticularministrycontext,andtherequirementsoftheirdenominations(SeeAppendixII“DenominationalOn‐SiteLearningOutcomes).Interactionwiththeirsupervisorprovidessupportandfeed‐backontheir“hands‐on”experience.Theyalsodotheologicalreflectiontogetherinwhich they open themselves to explore and discern the presence and activity ofGodinthefieldplacementexperience.
1.3 ImportantRoleofMentors
VancouverSchoolofTheologyisindebtedtoministryleadersincongregationsandsocialplacementswhovolunteertheirservicesasmentorsofstudentsintheirfieldplacements.InformationconcerningthattaskmaybefoundinSectionFour.
TheologicalFieldEducationAnOverview
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1.4 VSTPhilosophyofTheologicalFieldEducation
FieldeducationplacementsatVSTaredesignedtobemutuallearningexperiencesinwhichstudents,mentors,andtheSchool’sfacultyestablishateachingandlearn‐ingnetwork.Althoughourbackgroundsinministryandourlevelsofengagementinastudent’splacementmayvary,eachofusisengagedintheteachingandlearn‐ingprocess.St.Paul’simageofthebodyofChrist,onewithmanycomplementaryparts,commendsitselftotheologicalfieldeducation.Wearemutuallyaccountableto God and to one another. VST strives to develop an educational experience inwhichdialoguefostersarespectfullearningenvironment.Posingquestions,offer‐inginsights,givingencouragementanddirectionarethenorm.
The Pastoral Theology and Theological Field Education program is grounded inadulteducationandpractice.Theprinciplesofadulteducationareemployedinthefollowingways:
Students are self‐directed independent learners who take responsibility fortheirlearning.Theyworkwithmentors,studentpeergroups,andinstructorstodevelopLearningCovenantsandclearstrategiesforachievinggoals,objectives,actionplansandevaluationtools.
PastoralTheologycoursesandfieldplacementsencouragestudentstodiscoverandcelebratetheirspiritualgifts,identifytheirlimitationsandtodiscerntheirpotential inministry in the lightof their faith, theChristian tradition, life cir‐cumstances,contextandvocationaljourneys.
Students’ personal, cultural anddenominational histories are respected in allpastoraltheologycoursesandfieldplacements.
2.DESCRIPTIONOFTHEOLOGICALFIELDEDUCATIONUNITSAllstudents in theM.Div.programarerequiredtocompletethreeunitsofsupervisedtheological fieldeducation.All Students in theMAPPLprogramare required tocom‐pletetwounitsofsupervisedtheologicaleducation.Thoughmandatory,theseunitsarenot counted in the credit hour requirement of the degree program nor are studentschargedtuitionforanyunitoftheologicalfieldeducation.StudentsshouldregisterforTFEwhenregisteringfortheircourses.
TheactualhoursspentinTFEunits2and3include(a)theSundayworshipservice(ifappropriateto theplacement), (b)sessionswiththestudent’smentor,and(c)specialprojects,meetingsoreventsinwhichthestudentisengagedaspartofherorhislearn‐ing covenant. The time required toplan forothermeetings,workshopsandworshipservicesshouldbeincludedintimespentinthefieldplacementworkandmustbene‐gotiatedwiththeirmentor.Traveltoandfromthesiteisnotconsideredpartoftheac‐tualhoursworked.
Placements forTFE2andTFE3usually last foranentireacademicyearunless therearecompellingreasonstochangeplacements.Arrangementsfortheologicalfieldeduca‐
VancouverSchoolofTheology
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tionplacementsmustbediscussedwiththeDirectorofFieldEducationbeforefinalde‐cisionsaremaderegardingtheirappropriateness.
2.1 TFEIPractice
TFE1isaunitofdirected,denominationallyguided,pre‐requisitepreparationforPT651/652. It isnormally introduced in the fall termcoursePT500of the firstyearofastudent’sM.Div.programandcontinuesinaself‐directedfourtosix‐hourweeklycommitmentfortheSpringTerm(tentotwelveweeks).Thisunitincludes1‐3seminarsinspringtermandprogressisrecordedinanExplorationLog.(SeeAppendixIforExpectationsofTFE1).
NotethatpracticumhoursassociatedwithPT551(“PastoralIdentityandPractice”)are supervisedandarrangedby theinstructoranddonotfallunderTFEcreditsperse.
2.2 TFE2Studio(PT651/652)
TFE2isundertakenintheFallandSpringTermsofthesecondyearofastudent’sM.Div.program.Thestudentisrequiredtoundertakeatentotwelve‐hourweeklycommitmentduringeachterm(tentotwelveweeks).ThisisanintegratedpartofPT 651/652. (See StudioPracticumTFE2Guidelines for course description andFAQ.) StudentsshouldplantheiracademiccourseworkcognizantofPT651/652requiredtimecommitments.
2.3 TFE3Practice(seeadditionalrequirementsin2.5)
TFE3 isnormally*undertakenintheFallandSpringtermsofthethirdyearofastudent’sM.Div.program.Thisunitrequiresthestudenttoundertakeaneight toten‐hourweeklycommitmentduringeachterm(tentotwelveweeks).Forthisunitstudentsmaybeplacedinacongregational,societaloroverseassetting.(SeeTFE3PracticeGuidelinesfordetailedinformation.)
(*)However, ifthestudentwouldbenefit frommorepracticalex‐periencebeforeentering theStudio theTFEDirectormayadviseTFE3PracticetoprecedeTFE2Studio.
TheologicalFieldEducationAnOverview
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2.4 TFE3SummerPractice
Studentshave theoptionofasummerunitof supervised theological fieldeduca‐tionthatfulfillspartoralloftherequirementsofTFE3Practice.Thisunitrequiresthestudenttoundertakeaneighttoten‐hour(or16‐20hour)weeklycommitmentfortentotwelveweeksintheSummerTerm.Forthisunitstudentsmaybeplacedinacongregational,societaloroverseassetting.
TherequirementsforaSummerPracticeUnitarethesameasthoseforTFE3Prac‐tice with one addition: the student will participate in a concluding integrationseminartobeheldduringthefirstweeksoffallterm.
3.ASSUMPTIONSANDDEFINITIONS3.1 TheologicalReflection
A key component in field education training is the development of skill and thehabitofdoingtheologicalreflection.Thisrequiresacommitmentoftimeanduseofvariedmethods inordertoassist thestudent to integrateexperienceandtheory.(SeeAppendicesIV;V;VI)
3.2 Site
A site is a setting for ministry (congregation, parish, hospital, prison, serviceand/orsocialagency,etc.) thathasbeenapprovedbytheDirectorofTheologicalField Education for a student placement lasting for at least one semester. Fieldeducationsitesprovideplacementsforstudentsundertheguidanceofamentorastheyexperienceministryfirsthandandcompletespecificlearninggoals.Siteswillbechosenthatdemonstrateawillingnessformutuallearningandanalysis.Anap‐provedSiteCovenantisrequiredforeachsiteannually.(AvailableintheTFE2andTFE3Guidelines)This covenantmustbe signedby a legal representativeof thecongregation’sgoverningboardie.TheChairofCouncil,theWarden,anappointedElder.
3.3 MentorandSupervisor
Amentor/supervisor isa lay,commissioned,orderedorordainedpersonservinginministrywhoprovideson‐siteguidanceandsupporttofieldplacementstudents.He/SheisappointedbyandaccountabletotheDirectorofTheologicalFieldEduca‐tion.MentorsandSupervisorsoffertheirstudentssupportandfeedbackthroughadisciplinededucationalprocessinwhichtheyreflectonallaspectsofthestudent’sministryatthefieldplacementsite.MentorsandSupervisorsalsoassistVancouverSchoolofTheologybyproducingwrittenreportsinordertomeettheduedatessetoutintheImportantDateslist..(SeeSection4fordetailsaboutthetasksinvolvedinmentoringandsupervision).
3.4 LearningCovenantforTFEPractice
ALearningCovenant:
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isacontractualagreementconcerningtermsofaccountabilitybetweenastu‐dent,mentorandtheSchool,whichincludesthespecificgoalsthatthestudentwillstrivetoachieveduringafieldplacement.
isdevelopedbyastudentinconsultationwiththeirmentorandtheTFEDirec‐tor.
includesspecific learninggoalswhichareappropriate to the fieldplacementandwhichmeet theexpectationsof thepastoral theologycoursewhichmaybeassociatedwithaspecificunitoftheologicalfieldeducation
mustbeapprovedbytheTFEDirectorasmustanysubsequentamendmentstotheCovenant
mayberevisedmid‐yearwiththeapprovalofthementorandTFEDirector.Adraftof thechangedCovenant,statingthereasons for therevisions,mustbesubmittedtothefieldeducationofficewhenthemid‐yearevaluationreportishandedin.
servestoclarifyexpectationsofbothstudentandmentor,aswellasthefocusoftheplacement.
is revisited at the beginning of the second term to see if any revisions areneeded.
4.MENTORSANDSUPERVISORSAmentoror supervisor is a lay,orderedorordainedpersonserving inministrywhoprovideson‐siteguidanceandsupporttoplacementstudents.Inthenormativecontextofchangeinthechurchandsociety,thementorisaseasonedleaderwillingtoventurewiththestudent intounknownterritorypresentedbynewchallengesandopportuni‐ties.TheTheologicalFieldEducationprogramatVSTusesthetermMentorinrelationtotheStudioPracticumandSupervisorforTFE3Practice.Theroleisvirtuallyidenti‐cal.ThedifferenceintermisthatforthestudiothetermMentorisusedtonuancethefocusplacedonthecharacterof the leaderandthestudent’s involvement inchoosingtheirmentor.InTFE3practicetheemphasisisplacedontheexperienceandskillofthesupervisor in thetradecraftof theirparticularministryand in thechurch’s identifica‐tionofthatpersonasateacher.
Fieldplacementmentorsandsupervisorshavedevelopedfinelytunedskillsinpastoralministry, theological reflection and spiritual discernment over many years of study,spiritualdisciplineandexperienceinministry.Theteacheraslearnerisakeyprinciplein successful theological field education and somentors / supervisors recognize thatthey,too,arelearningastheyguidetheirstudents.
Theroleofthementor/supervisoristoassiststudentstoreflectontheirexperiencesofdoingministry.While thementor/supervisormayexpresscompassion,heorshealsoneedstobeunwillingtocompromiseontheexpectationsof thecovenant. It isanop‐portunityforthestudenttoreflectontherealitiesoflifetheyaregoingtoencounterinministry.
TheologicalFieldEducationAnOverview
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Mentors/Supervisors may wish to consult with their students regarding texts beingcurrentlyusedintheirpastoraltheologycourses.
4.1 ResponsibilitiesandOpportunities
Once an appropriatematch has been found between amentor/supervisor and astudent,andofficiallyconfirmedbytheDirectorofTheologicalFieldEducation,aSiteCovenant is signedandsubmitted toVST.(Available in theTFE2andTFE3Guidelines)
Therelationshipbetweenstudentandmentor isacollegialoneinwhichtheyre‐spect the fact thateach isona journeyof followingGod’scall.Thementoroffersthe student support and feedback through a disciplined, educational process inwhichtheyreflecttogetheronthechallengesofministryintheparticularcontextinwhichtheyserve.TheyagreetoadheretotheSchool’spoliciesoutlinedinAp‐pendixIX. MentorsandSupervisorsassistVancouverSchoolofTheologybypro‐vidingwrittenreportstomeetthedatessetoutintheImportantDateslist.
Thekeycomponentintheeducationalprocessbywhichthementorendeavourstoguidethestudent’sreflectionistheregularweeklyorbiweeklyreflectionsessionstheyholdtogether.AsampleprocessforareflectionsessionisprovidedinAppen‐dixIII
5.STUDENTS5.1 ResponsibilitiesandExpectations
Intheirfirstyear,studentswillmeetwiththeDirectorofTheologicalFieldEduca‐tionandPPLProfessorinOctober/Novembertodiscusstheirvocationalgoalsfortheirprogramoffieldeducation.
In thesecond term(TFE1Exploration), they follow‐uponassignmentsbegun inPT500 and explorepossibilities for aministry site andmentorwhichwill fulfilltheirpersonalministryvision.TheywillparticipateinTFE1Seminars.Their“Ex‐plorationLog”willrecordtheirprogresstowardthisgoal(Appendix1).
Atthecloseofthatterm,whentheirchoiceofaministrysiteandmentorhasbeenapprovedbythePublicPastoralLeadershipProfessorandTFEDirector,thelatterwillmakea formalarrangementwith thementorandsite.Thestudentwillcom‐pletethearrangementsbyobtainingasignedcopyoftheSiteCovenantandaddinghis or her own signature (StudioPracticumTFE2Guidelines andTFE3PracticeGuidelines.)In second year (TFE2 Studio), students participate in the LeadershipStudioCoursePT651 inwhich theydiscussandpreparea learningcovenantap‐propriate to theministry site chosenandapproved in their first year theologicalfieldeducation.
Forthirdyear(TFE3Practice)placements,studentswillmeetwiththeDirectorofTheological Field Education in the spring term of the year prior to those place‐ments,todiscusslearninggoalsandpossiblesiteplacementsthatmighthelpthemattaintheirvocationalgoals.InTFE3Practiceplacements,studentsarerequired
VancouverSchoolofTheology
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toengageactivelyinministry,whethercongregational,institutionalorcommunityfor8to10hoursperweek.
Inallyearsstudentsareexpected to takeoneweekendoffat studybreakandtohaveaChristmasbreak.Anyothertimeawayfromthesitemustbenegotiatedwiththeirfieldplacementmentors.Thetimerequiredtoplanforothermeetings,work‐shopsandworshipservicesshouldbeincludedintimespentinthefieldplacementworkandmustbenegotiatedwiththementor.
5.2 Student’sResponsibilitiesinRelationtotheMentor
Insecondandthirdyears,thefieldplacementmentor/supervisorandstudentsetamutuallyagreeabletimeandplacetomeetforreflectionsessions,eitheronehourweekly or two hours bi‐weekly. In consultationwith thementor/supervisor, thestudent draws up a formal Learning Covenantwith clearly stated goals that aresuitable to the context and tasks inministry available at the site, thatmeet theSchool'srequirements,andthestudent'spersonalgoals.(See“ASampleLearningCovenantinStudioPracticumTFE2GuidelinesandTFE3PracticeGuidelines.)
AllstudentswhoareundertakingTFE2StudioorTFE3PracticearerequiredtosubmitadraftLearningCovenant forreviewbytheFieldEducationOfficebythedates listed on page 2, “Important Dates”. The approved and signed LearningCovenantmustbesubmittedbythedateshownonthesamepage.
Discussionwiththementor/supervisorshouldincludecriteriaregardinghowthestudent'sworkwillbeevaluated,andtheestablishmentofaproceduretofollowincaseconflictarisesduringplacementatthissite.
Duringreflectionsessions,studentswilldebrief,analyze,strategizeandsetoutac‐tionplansforachievingthegoalsintheirLearningCovenant.(SeeAppendicesIV,V.VIwhichdescribesomeapproachestotheologicalreflectiontouseintheseses‐sions.)
5.3 Student’sResponsibilityinRelationtoEvaluation
Thesecondandthirdyearstudentisrequiredtosubmitaself‐assessmentreportmid‐waythroughtheyearandallstudentssubmitafinalself‐assessmentreportattheendoftheacademicyear(seelistofimportantdatesatfrontofthishandbookforduedates).
Insecondandthirdyearsthementorisrequestedtosubmitamid‐yearevaluationreport on the student's work at the placement site, as well as an end‐of‐yearevaluationreport.Allwrittenreportsarediscussedwiththeotherpartybeforebe‐ingsubmittedtotheDirectorofTheologicalFieldEducation.
If thestudentdoesnotagreewithareportoranysectionsinit,thementormustnotethatdisagreementinthereportandprovideabriefcommentregardingaplanforresolution.
5.4 Theologicalreflection
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Expressedverysimply,wedotheologicalreflectionwhenweexamineaneventorother experience in the light of the question, "Where isGod in this experience?"(SeeAppendicesIV,V,VI)
6.ASSESSMENTANDEVALUATION6.1 GeneralInformation
Evaluationinvolvesaformalprocessofreflectingonthelearningexperienceinor‐der to makemeaning of it. The student andmentor/supervisor participate in aprocessthatallowsthestudenttoreflectonhowsheorhehasfunctionedinminis‐tryinagivencontext.Inturn,theexperiencecontributestothestudent’son‐goingself‐awarenessandconstructionofavocationalidentity.Goalsattainedandunfin‐ishedtasksarenamedduringtheevaluationprocess.Areasofgrowthandon‐goingchallengesarealsoidentified.Ifpossible,pleasecompletetheevaluationprocessattheendof the final termwithanexerciseof intentional closureand leave‐taking(perhapsinthecontextoftheSundayworshipservice).
Constructive feedbackcanempowermentors/supervisorsandstudentsalikeandcan contribute to life‐long learning, transformation and faithfulness. Feedbackmust be constructive, respectful, honest and open. In thisHandbookwe providesomesuggestionsandmodelsforsuchconstructivefeedbackandcommunication.Studentsandmentorsmustdealwithissuesofconcernastheyarise,sotheycanberesolved as soon as possible. Feedback on any topic that is not included in theLearningCovenantmustbenegotiatedwiththestudentbeforeit isoffered.RefertoAppendixVII).
6.2 EvaluationProcessandWrittenReports
GuidelinesandprocessforstudentevaluationareoutlinedinStudioPracticumTFE2Guidelines andTFE3PracticeGuidelines..Written reports contain information,commentsorconcernsthathavebeendiscussedwiththestudentduringscheduledmeetings.Reportsshouldnotincludeissuesorconcernsthathavenotbeenraisedalreadywiththestudent.
Werecommendthateachpartyprepareadraftoftheirreportthattheycirculatetoeachother, and then, if necessary, amend.All reports are signed to indicate thattheyhavebeenread,understoodanddiscussed.“Signing‐off”onareportindicatesthatbothpartieshavereachedconsensus.Itdoesnotindicatethatthesigningpar‐ties agree100%with the report, but that they can livewith the report's conclu‐sions.
Studentsandmentorsmustreportanydisagreementsthatariseduringtheevalua‐tion process. Youmay need to schedule additionalmeetings to resolve any dis‐agreements or conflicts. In the event of a disagreement, evaluation reportsmustincludeasignedaddendumoutliningthenatureofthedisagreement, theprocessfollowedtodateandstepsplannedtoresolvethedisagreement.
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In addition to scheduledmeetingswithmentors andsupervisors, theDirectorofTheologicalFieldEducation is available to studentsandmentors/supervisors forconsultationandconflictresolution.(604‐822‐[email protected])
TheTFEDirectorwillreviewthestudent’smid‐yearandend‐of‐termreports(andparticipation in integrativeseminarswhereapplicable). TheDirectorwill reportcompletionornon‐completionofTFEUnitstotheregistrar’soffice.Itisgreatlyap‐preciated byVST and studentswhenmentors/supervisorswrite their reports intimefor thestudentstomeetallduedates. (Studentsareresponsible forat leastsubmitting a draft of their reports to the field education office by theduedate.)Please note due dates formid and end‐ of‐ year reports listed in the ImportantDatesList.
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APPENDIXIA:TFE1EXPLORATION
LeadershipStudioProposal(PT651&652)
StudentInformation
Name
Program Intendedcompletion:
LearningSite Mentor ProjectTitle E‐MailAddress
AttachedDocuments:AttachedtothiscoverIsubmitforapproval:
___TFE1–ExplorationLogSummary___siteanalysis(3‐4pages)
___powerpointorothervisualaspresented(condensevisualstofewestpagespossible) ___writtenproposal(1‐2pages)___learninggoals(1page)
TFE1‐ExplorationLog(continueonseparatepageifnecessary)
NameofContact ContactInfo NatureofConversation Follow‐up Date
TotalNumberofHoursofExplorationlogged:________ofmaximumof40hrs
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SiteAnalysisGuidelines
Inordertobeeffectiveinafieldeducationplacement,itiscriticaltounderstandfromtheoutsetthecontextandprocesseswhichhaveshapedthesetting.Writeabrief(3‐4)pagedescriptionofyoursitetakingintoac‐countthefollowingquestions:
1. Context
Describetheneighbourhoodandthelargercontextinwhichthechurch/agencyissituated. Whoarethepeople involved in thechurch/agencyand in thesurroundingneighbourhood?De‐
scribethediversityofmembers/constituents:age,ethnicity,gender,socioeconomicfactors,etc. Whatisthehistoryofthechurch/agencyandhowdoesthehistoryaffecttheministry/service?
2. Identity:
Whataretheprofessedbeliefs/theologicalorientation;mission/goals? Whatistheethosofthechurch/agency? Whatmetaphorsdotheyusetodescribewhotheyare?
3. Task:
Whatdoesthechurch/agencydo? Whataretheworkdefinitionsofclergy,staff,volunteers,members? Whataretheprogramsofthechurch/agency?
4. OrganizationalCharacteristics
Whatarethestructuresofgovernance? Howarethetasksofthechurch/agencycarriedout? Howaredecisionsmade;informationshared;fundssecuredtooperate? Whataretheresourcesforthechurch/agency?Whatdotheylack?
MethodsforAnalysisinclude:
directobservation; interviewing–staff,constituency,TeachingParish/AgencyCommittee;smallgroups; researchinghistoryandtraditionandatimelineofevents,issues,personalities,conflicts,celebrations; documents; censusdata/localhistory,newspapers; questionnairesandsurveys; physicalsetting.
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VisualPresentationGuidelinesThesevenminutevisualpresentationartfullyandpassionatelycommunicatestopeersandinstructors:
a. Whythissituationpresentsatrueministryopportunityb. WhatIproposetodoc. WithwhomIproposetodoitd. Whythisprojectfitsthismomentandthesepeople(includingmyself)e. Thatitisfeasiblef. Thatitcouldbeeffectiveandhowg. HowitisfaithfultoGod’scallinthistimeh. WhatfeedbackImostwantfromthispresentation
ThepresentationisdueduringexamweekofthespringsemesterpriortotheacademicyearinwhichyouareapplyingfortheStudio(PT651&652).Incompletepresentations(withoutvisuals)arenotacceptableandyoumayinsteadapplythefollowingyear.PreparationforvisualisdonethroughtheTFEOneseminars.
StrategicLeadershipProjectProposalGuidelines
Basedonfeed‐backfromtheoralpresentation,preparea1‐2pagewrittenproposalforyourprojectaddress‐ingthesepoints:
1. Inwhichpublicorpastoralministrysettingwillthisleadershipprojectbelocated?2. Whowillbeinvolved?3. Whoareyourteamandwhataretheirroles?4. Whatresourcesarerequiredandhavetheybeensecured?5. Howwillyougaugesuccess?6. Whatistheprojectedimpactofthisministry?7. Whatistheprojectedspanofthisministry?Iflongerthanyourcommitment,arethereplansforitsconti‐
nuity?
LearningGoalsInconsultationwithmentorandTheologicalFieldEducationDirector,prepareaone‐pagedocumentlistingfiveinitiallearninggoalsrelatedtotheStudiooutcomeswhichalongwithotherswhichmayariseintheStu‐dioandonsite,willformbasisforreflectionandevaluationinmid‐termandfinalreports.
Knowledgeandpractice in fundamental leadershipskillssuchas listening,storytelling,negotiationandassessmentofcontextandpeople
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Essentialleadershipfunctionsincludingrecruitment,developmentandleadershipofateam,theabilitytodevelopanddelivereffectivepresentations,theabilitytomaketoughchoicesandtoassesstherelation‐shipoftheirownambitiontoaparticularproject
Thecriticalself‐knowledge,emotionalandspiritualmaturitynecessaryforeffectiveleadership,includingreflectionupon their exhibitionofkey characterattributes suchasauthenticity, integrity, courageandservice
Abilitytoconductcontextual/criticalanalysistoinform/guideexerciseofstrategicleadership Ability to appropriately communicate theological insights and wisdom across sectors in collaborative
pastoralandpublicsettings Abilitytoworkcollaborativelyandexerciseconflict‐managementeffectively Knowledgeofecclesialandsocialpolicyandgovernancesufficienttoexercisecross‐sectoralleadership Abilitytowork inateamtoplan,problem‐solve, implementandevaluateprogresstowardaparticular
goalorproject Anabilitytoarticulateandfollowanethicalandtheologicalframeworkfordecision‐makingandaction
SignatureIhavecompletedandattachedfivesectionsoftheproposal.
Name(printed)
Signature
Date
ApplicationandApprovalApprovalofthisproposalbytheDirectorofTheologicalFieldEducationwillbeconsideredacceptanceintotheLeadershipStudio.WhenregisteringforPT650/651theproposalmustalreadyhavebeensubmittedandthestudentmusthavecompletedPT500,TFE1andeitherhavecompletedorberegisteredforPT551Pas‐toralIdentityandPractice
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APPENDIXIB:MENTORANDSITECOVENANT
MentorContactInformation
Name
Address
LearningSite
RelationshiptoSite/Project
Phonenumbers Cell Work Other
E‐MailAddress
MentorContactInformation
Thechurchisbeingcalledtoradicalrenovation,re‐toolingandrepentance.Theimpactofthisisfar‐reachingandparticularlychallengingforthosewhoarecalledtoexerciseleadership.Inpreviouserasofministry,responsibilitieswerefairlyclear,especiallywithinacongregationcon‐text–worship,Christianeducation,pastoralcareandsomeadministration.Whilemanyofthesetasksremain,peoplearenowneededwhocanalsohelpidentifyandpursuenewwaysofminis‐tryandbeingchurchinacontextwheretheonlyconstantischange.Inthecontextofchange,amentorisawiseandwillingguidewhopracticesreflectivelythetradecraftofadaptiveleader‐shipandiswillingtoaccompanyanapprenticeinunfamiliarterritory.TheLeadershipStudioisdesigned to build capacity for strategic leadership among students apprenticingwithmentorsexercisingpublicandpastoralleadership.
Expectations
Mentorpleasecheckallthatapply:
willingnesstosupportgoalsoftheLeadershipStudio(above).
self‐understandingaslearnedandexperiencedguidewillingtoventureintounknownter‐ritorywithastudentforthepurposeofmutuallearninginthefacechange
willingnesstopromptstrategicthinkingabouttheministryopportunitythestudentisex‐ploring/pursuing
willingnesstoprompton‐goingdiscernmentandreflectionaboutadaptiveleadership
willingnesstobeconsultedaboutassignments
willingnesstoofferanddiscusswithstudentrecommendedresourcesrelevanttominis‐terialleadership
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willingness to develop, agree to, and remain faithful to terms of accountability summa‐rizedbelow
willingnesstomakemid‐andfinalyearreportstotheDirectorofTheologicalFieldEduca‐tionandLeadershipStudioInstructor
willingnesstorecognizethestudentasanapprenticetostrategicleadership,notavolun‐teer or auxiliary staff available for general duties or program support unrelated to thegoalsoftheLeadershipStudio
TermsofAccountability (student towrite these on basis ofmutual commitmentsdiscussed)
Inadditiontothecommitmenttomeetfortheequivalentof12hoursperterm,thestudentandmentorwillremainaccountabletooneanotherasfollows(attachseparatepageifnec‐essary)example:keepinginregularcontactwithoneanother;extentofsupervision,ifany;understandingofscopeofmentorship,areasforcoachingetc.
TermsofAgreementandSignature
GeneralTerms
1. Thestudentandthementoragreetothetermsofaccountabilityintheirproposal,includ‐ingmeeting regularly for the equivalent of 12 hours per term to deepen and sharpenlearningfromtheadaptiveleadershipcontextandtoreflecttheologicallyonthestudent’sprogressinattainingthegoals,objectivesandactionplanslistedintheProjectProposal.
2. Thestudentandthementoragreetoprepare(a)amid‐yearevaluationreportduefirstweekofDecemberand(b)anend‐of‐yearassessmentandevaluationreportdueonlastdayofclassesinspringterm(consultpage2ImportantDates).
3. Thestudentcommitstospendingtentotwelvehoursperweekintheplacementinclud‐ingtimespentinworshipandreflectionwiththeirmentor.
4. Anyreportspreparedwillbereadandsignedbyallpartiesbeforethereportsaresub‐
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mittedtotheDirectorofTheologicalFieldEducation.
5.Thementorandsiteagreenottoencourageorrequirethestudenttotakeongeneraldu‐tiesortostaffexistingprogramstofillasite‐basedneedunrelatedtothestrategiclead‐ership learning goals of the Studiowithin the twelve hour perweek designated in thetermsofagreement.
6. Ifanypartof the teaching, learningorevaluationprocessbreaksdown, theDirectorofTheological Field Educationmust be notified immediately. Uponnotification he or shewillinitiateaconsultativeprocesstoresolvethedifferencesortoterminatethetheologi‐calfieldeducationplacementagreement.
7. AllharassmentpoliciesandethicalstandardsofpracticeofVancouverSchoolofTheologyandof theappropriatedenominational authority shallbeadhered toat all timesbyallpersonsandsitesinvolvedinthetheologicalfieldeducationprogram.
8. Thetheological fieldplacementsiteagreestocommunicateall informationthatmayaf‐fect this agreement or the student’s learning goals and strategic leadership project assoonaspossible.
Signaturesfollowingindicateagreementtothetermsstatedabove.
Studentname(printed)
Signature
Date
Mentorname(printed)
Signature
Date
LegalRepresentativeofSite
Signature
Date
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ApprovalofCovenant:
DirectorofTheologicalFieldEduca‐tion
Signature
Date
Thank‐youforyourinvaluablecontributiontobuildingthecapacityofthenext
generationofleadersinpastoralandpublicministryCopiesofthisdocumentto: Student Mentor TheologicalFieldEducationDirector StudioInstructor
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APPENDIXII:ON‐SITEDENOMINATIONAL
LEARNINGOUTCOMES
DENOMINATIONALON‐SITELEARNINGOUTCOMES
The record of Denominational On‐Site LearningOutcomes provides ameans bywhich astudentlogsdenominationallyspecifiedcompetenciesdemonstratedtoasatisfactorylevelduringtheirunits.StudentsinTheologicalFieldEducationshouldintegratethesedenomi‐nationallearningoutcomesintotheirlearningcovenants.
TheLearningOutcomelogistobepresentedanddiscussedwiththeDirectorofFieldEdu‐cationaftereachunitofTFE.PDFcopiesofdenominationalon‐sitelearningoutcomelogsareavailableonthewebsite. Studentsareencouragedtokeepanon‐goingassessmentoftheirlearningthroughouttheirprogram.
Mentorsare invited tocontributenarrativecommentsandarerequested toassessastu‐dent’sprogressonlearningoutcomesasprovidedbythestudent.
StudentsarenormallyrequiredtotakeallTFEunits(orequivalent)andasmanyasneces‐sarytosuccessfullymeetthelearningoutcomes.StudentsenteringtheMasterofDivinitywith professionalministry experiencemay have advance placement in the learning out‐comes.
SEEUNITEDCHURCHOFCANADA,ANGLICANCHURCHOFCANADAANDPRESBY‐TERIANCHURCHOFCANADADENOMINATIONALON‐SITELEARNINGOUTCOMES
ONPAGESFOLLOWING.
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UNITEDCHURCHEXPECTATIONSFORFIELDEDUCATIONATVSTSpecificOn‐SiteLearningOutcomes(Source:UCGeneralCouncil2009) Demonstrateskillsineducationandteachinginsuchareasas:leadershipfacilitation,
understandingofleaderaseducator,smallgroupleadership,co‐learningwithothers,intergenerationallearningandworship
Demonstrateskillsinreflectingtheologically,criticalanalysisandabilitytorelatelifeexperiencestotheactivityofGodinourmidst
Demonstratetheologicalunderstandingofandcompetencyfordesigningandleadingcreativeworship(includingpreaching)consistentwithtraditionsandguidelinesoftheUCC
Nurturepersonalandprofessionalrelationships. EmbodythecalltoDiaconalMinistryofEducation,ServiceandPastoralCareORanOr‐
dainedMinistryofWord,SacramentandPastoralCare Becommittedtothelearningofthefaithcommunity. InterprettheBibleandmakeitaccessibletothecommunity Engagethecommunitywithagospelvisiontorecognizeandrespondtoneedsbeyond
theirown. Engagewiththechurchandthebroaderecumenicalandinter‐faithcommunity. Bearwitnessofone’sfaithfortheencouragementofothers. EncouragediscernmentoftheroleofGod,JesusChristandSpiritinthelifeofthecom‐
munity. Activelyparticipateinthelifeofthefaithcommunity. Articulateandapplyanethicalframeworktopersonaldecisionmakingandaction. Enablethefaithcommunitytodesignandapplyanethicaldecisionmakingprocessto
communityissues. Participateintheethicaldecisionmakingofthewidercommunity. Communicateeffectively. Demonstrateculturalandinterculturalsensitivity. LeadworshipconsistentwithtraditionsandguidelinesofTheUnitedChurchofCanada. Designandfacilitateprocessesforon‐goingpastoralcare Demonstratepastoralcareskillssuchas:basiclisteningandempatheticskills,abilityto
knowwhentoreferandwhotorefertobydevelopingresourcesintheministryteamandthecommunity,clarityoflinesofaccountabilitywithinateam.
Modeleffectiveleadership Evaluateandenabletheleadershipgiftsinthefaithcommunity. Workinandwithteamseffectively. Respondtoandmanageconflictconstructively Carryoutadministrativeresponsibilities
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ANGLICANEXPECTATIONSFORFIELDEDUCATIONATVST
Field education is a concrete way to develop practical ministry skills, all of which lendthemselvestotheabilityofAnglicanstudentsatVSTtolivefaithfullyintotheirfuturelead‐ership roles. Those inorderedAnglicanministryprovide,proclaim,presideandpardon.Thoseinlayministryengageinactivitiescloselyconnectedtothesameends.Thelistbe‐lowenumeratesskillsrelatedtothesecategories,anditisexpectedthatstudentsengagedinfieldeducationwill focusonthemanddemonstratelearningthroughpracticalapplica‐tion, subject to supervisionandevaluation. Thegoals are tobuildonexisting strengths,addressidentifiedgrowthareasanddiscovernewcapacities.
PROVISIONOFSERVICETOCHURCHANDWORLDTHROUGHTHEABILITYTO:
Listentopeople
Equiptheministryofthebaptized
Teachothershowtopray
Understandtheroleofspiritualdirection
Discernthegiftsofothersorhelpthemdiscernthesegiftsforthemselves
Relatespiritualitytotherealitiesandcrisesoftheworld
Counselforreferral
Visitthesickinhospitalandhome,administerHolyCommunionandanoint
Ministertothedyingandbereaved
Articulate the church’s mission in the world and participate in and/or organize siteeventswhichengagethatmission
Conversewiththoseofotherfaithsornofaith
PROCLAIMTHEGOSPELTHROUGHTHEABILITYTO:
Preachcontextuallyandrelatelectionstocontemporarylife
Preachinmorethanonestyle
Integratetheologicalreflectioninsermons
Usevoiceappropriately
LeadBiblestudyandothereducationalactivities
Familiarizeoneselfwithcurrenteducationalresourcesforchildren,youthandadults
Articulateandusethoughtfulmethodsofevangelism
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PRESIDEATTHELITURGYANDORGANIZATIONALEVENTSTHROUGHTHEABILITYTO:
UsetheBAS,OccasionalCelebrationsandBCPwitheaseandcompetenceandbecomefamiliarwithLutheranliturgiesandauthorizedsupplementalliturgicalresources
UseCommonPraiseandothermusicresources
Explainandemploytheuseofvestmentsandaltarfurnishings
Functioneffectivelywithworshipplanningcommitteesandaltarguilds
Trainandworkwithservers
Teachaboutliturgy
Usevoiceinspeakingandsinging
Praywithothersspontaneously
Officiateatfunerals
Preparecandidatesforbaptismandcouplesformarriage
Leadandshareleadershipofcommitteesandsmallgroups
Recruit,superviseandencouragevolunteers
Organizeworkefficiently
Managetimeandenergybylearningtodelegate
Offer theological resources to stewardship programs and understand financial state‐ments
UsetheCanons
PARDON,BOTHSACRAMENTALLYANDPASTORALLY,THROUGHTHEABILITYTO:
Exerciseaministryofreconciliationandcomprehenditssacramentalnature
Manageconflict
ThisisnotmeanttobeanexhaustivechecklistbutawaytofocuswhatstudentsneedandwhatfieldeducationsitesareabletoprovideincooperationwithVST.
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PRESBYTERIANON‐SITEDENOMINATIONALLEARNINGOUTCOMES
TheTFElearningoutcomesexpectedofPresbyterianstudentsatVSTwillvarysomewhat,dependinguponthepastexperienceoftheindividualstudent.Weexpectthatthestudentswillpossesssufficientself‐knowledgetobeable to identify thoseareas inwhichs/here‐quiresfurthertraining,knowledgeandexperience,sharethemwithher/hison‐sitementoranddevelopalearningcovenantthatwilladdressthoseparticularneeds.Thereforetheremustbeadegreeofflexibilityincreatingalistofoutcomes.Whatfollowsisalistofmini‐mum outcomes towhich other outcomesmay be added depending upon the needs andgoalsofthestudent.Theseoutcomesarespecificallydirectedtostudentswhoareprepar‐ingfororderedministryinthechurch.
1. Demonstratetheabilitytoleadworship,thatgivesglorytoGod,withdignity,confi‐dence,clarityandaudibility.
2. Demonstratetheabilitytopreachbiblicalsermonsthatgiveevidenceofcarefulprepa‐ration,thoughtfulexegesis,clarityofthought,andinterpretationthateffectivelyad‐dressestheneeds,woundsandstrugglesofpeopleintoday’ssociety.
3. Demonstratetheabilitytocelebratethesacramentswithdignity,confidenceandlitur‐gicalpresence.
4. DemonstratetheabilitytointegratebiblicalknowledgewithGod’scalltomissionintheworldtoday,andtoleadpeopleinthepracticeofmission.
5. Gainexperienceinavarietyofpastoralcaresettings:e.g.homes,hospitals,nursinghomes,pre‐funeralvisits.
6. Accompanyandobserveher/hismentorduringapre‐weddinginterview.
7. Demonstratetheabilitytochair/leadmeetingsafterhavingopportunitytoattend,ob‐serveand,ifpossible,leadon‐sitemeetingsofcommitteesandsession.
8. Demonstratetheabilitytoleadstudy/discussiongroupsinawaythatencouragesthecontributionsofallparticipantsandgoesdeeplyintotheissuesathand.
9. Demonstratetheabilitytotalkaboutmattersoffaithandinteractwithchildrenandyouthinanage‐appropriatemanner.
10. Demonstrategoodcommunicationskills,bothoralandwritten,andlearnavarietyofwaystocommunicatewithparishionersandthoseoutsidethecongregation.
DevelopatleastonegoodmodeloftheologicalreflectionthatenablesthestudenttolookatissuesandsituationsthroughthetheologicallensanddiscernwhatGod
mightbedoinginthatsituation.
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APPENDIXIII:SAMPLEPROCESSFORAREFLECTIONSESSION
(Source:PacificSchoolofReligionFieldEducationManual2009‐2011.)
1. Presentationofagendaforthesessionthathasbeenpreparedbythestudent.
Issuesthatthementormightwanttodiscussmaybeadded.
2. Studentdescribesthefirstissue,situation,concernthatpromptedtheneedforreflec‐tion.
2.1Data
Studentpresentsthedata.Thefocusisongettinganaccuratepictureoftheeventorsituation.
Mentor asks for clarification about what took place or what prompted concern;whatrolethestudentplayed;whosaidanddidwhat;whatwerethecircumstancessurroundingtheeventorsituation.
2.2AnalysisofDynamics
Personal:whatwerethefeelingsinvolved?Whatdoyouthinkaretherelationaldy‐namics, conflicts, confusions?What are the expectations?What did you hope foryourself in this situation?How did your hopes affect your sense ofwhatwas ex‐pectedofyou?Howdoyouthinktheothersinvolvedwereaffected?
Social:What is the larger community context inwhich this situationarises?Whatarethepowerdynamics?Whatvaluesandworldviewsarebeingexpressed?Whowillbeaffectedbywhathappens?Aretheypartof thedecisionmaking?Whatarethehistorical&structuralrelationships?
2.3TheologicalIssues
Whatfaithissuescomeoutofthesituationorevent?Werethereconflictsaboutbe‐liefandthemeaningsattributedtothesituation?Whattheologicalquestionswereraisedforyou?WhatresourcesfromtheBible/sacredtextandyourfaithtraditionmaygiveinsightintothissituation?
2.4Interpretation
What is your interpretation of the situation now?Whatwould you change?Whatwould that require?Whatdo you see as alternatives?Doyouhavegreater clarityaboutyourrole,neededskills,others?Howdoesyourtheologicalinsightinformandguideyouinthissituation?DoyouhavenewinsightsaboutGod,self,humannature,church,theworld,sin,etc.?
2.5NextSteps
Whatisyournextstep?Whatresourcesdoyouneed?Whatfaithquestionsandre‐sponsesarecalledforth?Whatwillyoudoaboutthem?
(PortionsoftheaboveareexcerptedfromPastoralSupervisionbyKennethPohly,TheInstituteofReligion,TexasMedicalCenter,Houston,pp69‐70.)
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REMINDER:
Learningobjectivesstatedinthelearning/servingcovenantshouldbeaddressedregularlyduringthereflectionsessions.Iftheyarenot,reassessmentofthelearningobjectivesneedstobeundertaken.
REPORTINGFORREFLECTIONSESSIONS
Methods for the student’s reporting for reflection sessions are included in this section.Somewrittenreportingduringthesemesterisvaluable.Thestudentshouldcometoases‐sionhavingthoughtaboutwhatshe/hewantstodiscussandhavesomeplanforpresentingdata.
Thefollowingaresuggestedwrittenformatsforreporting:
1. SocialAnalysis
2. ACriticalIncidentinMinistry
3. VerbatimReport
Anin‐depthdescriptionofeachformatfollows.
1. SocialAnalysis
Whenyoubeginworkinginanagencyorcongregationresearchandobservationaboutvalues,history,issues,resourcesandstructuresarehelpful.
Congregations:
Prepareareportforyourreflectionsessiononyourobservationsofcongregationallife.Thefollowingarequestionstoconsider:1
Whatarethemajortheologicalbeliefsofthiscongregation?
Whatisthelargercontextinwhichthiscommunityexists?
Isthecongregation“likeorunlike”thesurroundingcommunity?
Howwouldyoudescribethecultureandidentityofthecongregation?
Whataretheformalandinformalprogramsthatarethemostimportanttothecon‐gregants?
Whomakesupthecongregation?
Howwouldtheydescribetheircommunitytooutsiders?
Howdoesthecommunitymakedecisions‐formalandinformalprocessesandlead‐ership?
Whatisthebudget?Howdoesitgetcreated?
1See Studying Congregations, eds, Nancy T. Ammerman, Jackson W. Carroll, Carl S. Dudley, & William McKinney, Abingdon, 1998, for detailed
congregational analysis. The authors provide information on how to assess the theological perspectives of the congregation; the larger context in which the congregation exists; its culture and identity; the processes by which the congregation takes action; and the resources it has. The book provides a much more extensive resource if you would like to do further research.
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Agencies/Organizations
Prepareareportforyourreflectionsessionsonyourobservationsoftheagencyoror‐ganization.Thefollowingarequestionstoconsider:
Whataretheagency’sbasicbeliefsandprimaryvalues?
Howdothepeoplewhoworkhereunderstandthepurposeoftheirwork?
Describethesituations/issuesthatinformthework.
Describetheagency’scultureandidentity.
Whatistheagency’shistoryandstructure?
Howaredecisionsmade:formalandinformal?
Whatisthebudget?Howismoneygeneratedfortheagency?
2. CriticalIncidentinMinistryFormat
Describethemostcriticalincidentinyourministryduringthepasttwotofourweeks.Theassignmentassumesnoaprioricriteriaforwhatisconsideredcritical;ratheriten‐couragesstudentstoallowthemselvesthefullestlatitudeinrecallingtheeventwhich,inwhateverway it is important, seems to typify their experiences.A critical incidentcanbeapersonalinvolvementthatmayhavecausedanxiety,oritmaybeaneventthatwas exceptionally gratifying. In any case, it should be some experience that can bemarkedasthe“highpoint”orthe“lowpoint”ofthetwotofourweekperiod.Attempttocoverasmanyofthefollowingareasaspossible.
Describetheevent,includingcriticalverbalandnon‐verbalcommunicationinvolvedandyourresponse.
Describeanyemotionsyouperceivedinothers.
Describeyourpersonalfeelingsaboutthesituation.
Ifitisa“lowpoint,”statetheproblemasyouseeit;ifitisa“highpoint,”statewhyitisso.
Ifitisa“lowpoint,”listsomeotherwaysyoumighthaverespondedorhandledthesituation;ifahighpointstate,anynewinsightsorgrowthyouperceiveinthesitua‐tion.
Addressthequestion,“HowdoIunderstandormakesenseofthisincidenttheologi‐cally?”
3. VerbatimReportFormat
Asatoolforthediscoveryofone’sleadershipstyleandone’sstrengthsandweaknesses,theverbatimfocusesononespecificconcreteexampleofexperience.Itindicatestothestudentand to thementorwhat the studentdid,notwhat she/hewould like tohavedone.Itallowsforclarificationoftheexperience,identificationofsignificantmomentsin the relationship, presentation of alternatives and integration of theological, social,
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spiritual, etc.perspectives. (Use2/3widthofpage for theverbatim, saving the right‐hand1/3formentor’sresponses.)
A. Introduction
1. Time2. Place3. Briefdescriptionoftheperson(confidentialityshouldbeconsidered)4. Relationshiptotheperson5. Contextoftheconversation(whatyouthoughtofandfeltaboutthepersonand
her/hissituationbeforethisconversation)6. Otherdetailsorcircumstanceswhicharerelevant
B. VerbatimRecordofConversation
Anexactrecordoftheconversation:(makenotesassoonaspossibleaftermeeting),including pauses, non‐verbal communications, facial expressions, etc., insofar astheyhelptocatchthe“tone”oftheexperience.Iftheconversationislongerthancanbeconvenientlyreported,givehighlights,beingsuretoindicatewherebreaksoccur,andsummarizingmissingparts.Theeffortinthispart istobepurelydescriptive‐omittingexplanationofwhyyoudidwhatyoudid.Thiseffortcallsforcandorthatwillbe,attimes,difficulttoachieve.
Example:Key: S= student,D=Mrs.Doe;Number the responses tomakeanalysisandevaluationwithmentoreasier.
S1: Howareyoutoday,Mrs.Doe?D1:Fine.Howareyou?S2: WemissedyouinchurchSunday.D2:Imissedbeingthere(blushing)...
Don’ttryto“doctor”yourreporttomakeitlookbetter.Rather,indicatechangesyouwouldmakeinthenextstepofyouranalysis.
C. AnalysisandEvaluation
1. Whattookplace?Wheredoyouandthepersonnowstandinyourrelationship?
2. Intentionatbeginning(discrepancybetweenintentionandperformance;shiftinexpectations,etc.)
3. Anevaluationofyourresponses,tryingtoidentifyyourdominantfeelingsdur‐ingtheconversation.Thisisnotaninvitationtoprobethedepthsofyouruncon‐scious,butasimpleefforttocatchthefeelingsonornearthesurface(i.e.,isthisapersonwhomakesyoufeelangry,happy,frustrated,etc.?).Whatdidyouseeasthe person’s needs, and did your responses get at these needs?Are there anypointsthatstrikeyouasparticularlysignificantnow,anyresponsesyou
4. Wouldcertainlywanttoomitordodifferently(indicatebynumber‐D2‐etc.)?
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5. Whatdoesthisinteractionrevealaboutthepersonandaboutyou?Whatkindofpersonareyouinthisinteraction?
6. 6.Whateffectdidthisinteractionhaveontheperson?Howdoyouthinkshe/hefeltwhenitwasover,andwhy?
7. Otherdetailsorcircumstanceswhicharerelevant.
D. Goals,Learning,andFutureInvolvement
1. Whatgoalsandplanswillyouhaveforyournextmeetingwiththisperson?
2. Whatdidyoulearnbystudyingthisrelationshipandreportingonit(otherper‐son,yourself,ownattitudetotheotherperson)?
E. TheologicalAnalysisandEvaluation
1. Whatarethetheologicaldynamicsoftheactualsituationasyouperceivethem?
2. Doesyournormativeunderstandingofyourfaithshedanylightonthesituationandfuturepossibilities?
3. Howhasthisreporthelpedyoutointegrateyourexperienceandtheologicalun‐derstanding?
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APPENDIXIV:AMODELOFTHEOLOGICALREFLECTIONBASEDONLIFEEXPERIENCE
1. Chooseanexperiencefromyourlifethathasmeaningandsignificanceforyou.
2. Describethesignificanceoftheexperienceusingthefollowingquestionsasaguide.Youdonotneedtoanswerallofthequestions.Theywillguideyouthroughtheprocessofyourreflection.
Whatmakesthisexperiencesignificant? Whatquestionscametomindasyouengagedinthisexperience? Whatfeelingsdidyouexperience? Whatdidyoufear? Whatwastheresultanteffectofthisexperienceonyou? Isthereanimageorwordthatdescribesthistimeforyou?
3. Broadenyourconsiderationoftheexperience.
Haveanyauthors,preachers,friendsorcolleaguesreferredtoasimilarexperience? Howhavetheyresponded? Whatdoesmyculturesayaboutthiskindofexperience?
4. Begintotheologize.
Aretherebiblicalmotifsinthisexperience? WhereisGodinthisexperience? Whatbiblicaltext,storyorimagecomestomind? What does my religious tradition (theologians, authors, denomination, etc.) say
aboutthisexperience? Whataretheimplicationsforministry? HowdoesthisexperienceaffectmyviewofGodorofwhatitmeanstobeabeliever?
Examplesoftheologicalconceptsthatyoumightbeabletoidentifyinyourexperiencemayinclude:
Kingdom Incarnation Creation Solidarity
Conscience Honesty Sacrifice Hospitality
Church Sin Hope Vindication
Grace Reconciliation Repentance Balance
Redemption Peace Service Judgment
Faith Love Revelation Joy
Justice Covenant Vocation
Ministry Compassion Freedom
Renewal Discernment Celebration
Prophesy Obedience ImagesofGod
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APPENDIXV:AMODELOFTHEOLOGICALREFLECTIONONSTUDENTEXPERIENCESATFIELDPLACEMENTSITES
1. Nametheexperience.
Considerrecentconversations,eventsor incidentsinwhichyouhaveplayedasignifi‐cantrole.
Chooseonlyonewhichchallengedyouorleftyouwithlingeringquestionsorconcerns.Thismayhavebeeneitherapositiveornegativeexperience.
2. Reflectontheexperience.Prepareastraightforwardnarrativeusingthefollow‐ingquestionstoguideyou.
Whathappened? Whowasinvolved? Whatroledidyouplay? Howdidyoureact? Howdidothersrespond? Wheredidthisexperienceleaveyou?
3. Analyzetheexperience.
Whatfactorswereatworkinthesituation?Nametheemotions,assumptions,atti‐tudes,socialandculturalissues,powerdynamics,etc.
Whatwasatstakeforyou?Howdidyourinteractionreflectyourpersonalhistory,experience,convictions,values,faith,etc.?
Howdidthisexperiencechallengeyourassumptions,perceptions,valuesorbeliefs? Whatdidyoulearnaboutyourself? Whatinsightshaveyougainedfromthisexperience? Whatquestionsorconcernsremainwithyou?
4. Makesome theologicalconnections.Probemoredeeply into theexperience forinsightusingthesequestions:
Whatbiblicalstories,imagesorsymbolscometomind? Whattheologicalideas,conceptsorauthorscometomind? Whatinsightsgainedfromyourtheologicalstudiesareparticularlyrelevant? Howdoesthisexperienceorsituationrelatetootherfaiths,culturesortraditionsas
youunderstandthem?
5. Reflectonyourlearning.Identifysomeoftheinsightsthatemergeasyoureflectonthisexperienceusingthesequestions:
Howhasyourfaithbeenenrichedorchallengedbythisexperience? WhatdidyoulearnaboutGod? Whatdidyoulearnaboutthepracticeofministry? Whatdidyoulearnaboutyourpastoralidentity? Willyoudoanythingdifferentlyasaresultofthisexperience? Howdoesyourreflectiononthisexperiencerelatetoyourlearninggoals?
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6. Concludeyour theologicalreflectionbysuggesting themesorquestions that in‐viteabroaderdiscussionofthetheologyandthepracticeofministry.
Theological Field Education Handbook
APPENDIXVI:THETHEOLOGICALREFLECTIONSPIRAL1. Prepare:Identifyandnameyourassumptions.Thismightincludeconsidering:
Whoareyouinrelationtoyourfaithcommunity? Howdotheyperceiveyou? Howdoyoulocateyourselfsocially,economically,culturally? Whatquestionsdoyoucarryintothisexperience? Whyaretheyimportanttoyou?
2. Experience
Assumetheroleofaparticipantorobserver. Whatdoyouobserve? Whatfeelings,questionsandconcernsdoyouhave?
3. Describe
Recordbrieflywhatyousaw,whatyouthinkwashappeningandwhy. Notewhatyoualreadyknewpriortotheexperience,i.e.yourassumptions. Whatcultural,social,economicnormsareoperativeinthisexperience?
4. Analyze
Describewhatyoureallythinkwasgoingonandwhy. Putthebiblicalimages,themes,storiesthathavecometoyouintotheconversation. Whatnewinsightsemerge? Whataffirmationorchallengeemergesfromthebiblicalthemes,storiesorimages?
5. Reconsider(RepenserinFrenchmeans‘tothinkagain’).
Repenser–revisityourknowledge,assumptions,expressionsofChristianfaithandpracticeinthelightoftheprevioussteps.
Identifytheareasinwhichyouarefeelingchallenged,confirmed,strengthened,dis‐turbedbytheprocesssofar.
Nameanychangethatyouthinkmayberequiredofyouand/orofothers. Howcouldsuchachangeoccur?
6. Practice
Reviewtheprevioussteps.Canyounameanyshiftinyourperception,faithperspec‐tive,ministry,missionorvisionof the church? In turn, these identified shiftsmayprovide new starting points for theological reflection on another experience. Thespiralinvokesanimageofcontinuoustheologicalreflection,changeandlearning.
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APPENDIXVII:HOWTOPROVIDECONSTRUCTIVEFEEDBACK:Good feedback is an essential part of a praxis (action‐reflection) approach to education.Constructive feedbackcanresult innewapproaches,directionsandbehaviouralchanges.Feedbackidentifiesbothourstrengthsandweaknesses,i.e.thoseareasthatweneedtode‐velop in order to achieve greater competency. Feedback works best when it is offeredwithinrelationshipsoftrustandrespect.TheLearningCovenantprovidesaframeworkinwhichconstructivefeedbackmaybeofferedinspecificareas.Helpfulfeedbackisdescrip‐tive,specific,appropriate,andrequested,useful,timely,clear,accurateanddirectlyrelatedtothelearninggoals.Bearinginmindthatitisessentialtoprovideaffirmationtothestu‐dent,we also recognize that it ismore difficult to give negative feedback. The followingsuggestions areprovided to assistboth supervisorsandMinistryReflectionGroupmem‐berstodevelopskillinthatpartofthetask.
Descriptive Bedescriptive rather than judgmental. Bydescribingyourown reaction,youleavetheotherpersonfreetousethefeedbackastheyseefit.Whenyouusejudg‐mentallanguage,thepersonreceivingfeedbackislikelytobecomedefensiveand"shutdown"(i.e.no further learningwill takeplaceduring thisexchange).Use"I" languagewhen you offer feedback. By doing so, you acknowledge that you are speaking fromyourownperspective,observations,perceptionsandfeelings.Example:"Whenyouusetheword'girl'or'dear',Ifeelputdownandnotrecognizedasanadultwoman."
Specific Be specific rather than general. Example: instead of saying, "You are verydominating",offerthisstatement"Justnow,whenweweredecidingtheissue,Ifeltyouwerenothearingwhatothersweresaying.Ifeltforcedtoacceptyourarguments."
AppropriateFeedbackcanbedestructivewhenitservesonlyourownneedsandfailstoconsidertheneedsofthepersononthereceivingend.Whatweoffermustbesup‐portiveandresponsible.Example:"Speakinginlargegroupsisdifficultforyou,isn'tit?IappreciatedtheeffortittookforyoutomakeyourcontributiontotheBoardmeeting.Your commentswere helpful. How canwe help you to continue to build your confi‐dence?"
RequestedALearningCovenantrequestsfeedbackonspecificandclearly‐statedlearn‐inggoals.Ifastudentwantsadditionalfeedback,heorsheshouldaskforit.Ifastudentwants to offer feedback, he or she shouldwait to be invited to contribute it or seekpermission to offer feedback at the receiver's convenience. Feedback ismost helpfulwhen thereceiverdevelopsa framework inwhichconstructivecriticismmightbeof‐fered.Forexample,astudentmaywanttodevelopaworshipfeedbacksheetlistingtheareasinwhichheorshewantsfeedback.
UsefulDirectyourfeedbacktowardbehaviourthatthepersoncanchange.Mostofusfinditfrustratingtoberemindedofshortcomingsoverwhichwehavenocontrol.Ex‐ample: "I enjoyed your Children's Time last Sunday, but Iwould have found itmorehelpfulifyouhadusedthemicrophonesothatIcouldhaveheardthestory,too."Notetheuseof"I"statementsinthisexample.
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TimelyConsiderthetimingofyourfeedbackcarefully.Ingeneral,thefeedbackismosthelpfulwhenofferedsoonerratherthanlater.Itisnothelpfultomakeaquickcriticalcomment immediately following an observed behaviour unless you are prepared tospend timewith theperson receivingyour feedback.Example: "I'd like tooffer somefeedbackontheprocessyouusedinBiblestudytonight.Doyouhavetimetositdownandtalkaboutitorcanwesetupatimesoon?"Undernormalcircumstances,itisbettertoofferconstructivefeedbackduringaregularlyscheduledmeetingwiththeMentororMinistryReflectionGroup.
ClearChecktoensurethatyouarecommunicatingclearly.Onewayofdoingthisistohavethereceiverrephrasethefeedbacktoseeifitcorrespondstowhatyouintendtoconvey.Example:"LetmeseeifIunderstandwhatyouaresayingtome.Wasitthespe‐cificwordIusedinasermonthatconcernsyouorthegeneralmessageIwastryingtoconvey?"
AccurateCheckforaccuracy.Whenfeedbackisofferedinagroup,boththegiverandthereceiverhaveanopportunitytocheckwithothersabouttheaccuracyofthefeed‐back.Isthisperson'simpressionsharedbyothers?Example:"Inthisevaluationsession,someonesuggestedthatmoreprintedresourceswouldhavebeenhelpful.Whatdooth‐ersthinkaboutthisidea?"
ConnectedtotheLearningCovenantAsmuchaspossible,limitfeedbacktothegoalsstated in theLearningCovenant.Example: "I'vebeen thinking about your goal tode‐velop your pastoral skills. When John told us about his daughter's illness, it reallyseemedtothrowyou.CouldwesetasidesometimeatournextmeetingoftheMinistryReflectionGroupandrole‐playthevariouspastoralresponsestocrises?"
AModel for Non‐violent Communication: Marshall Rosenberg offers an excellentmodelofcommunicationforconstructivefeedback.Itprovidesthekindoffeedbackdis‐cussed in previous pages of this Guide. Rosenberg's model empowers people to ex‐change resources and resolve differences in non‐aggressive ways. He advises us tospeakhonestlyandresponsiblyaboutourownperceptions,feelings,valuesanddesires,aswellas listentotheperceptions, feelings,valuesanddesiresofothers.Rosenberg'smodelfocusesonfouressentialpiecesofinformation:
“Whenyousaid(ordid)__________,Ifelt__________.”
“AndbecauseIvalue__________,Iwouldlike__________.”
MarshallRosenbergisDirectoroftheCenterforNonviolentCommunication,P.O.Box2662,Sherman,Texas.
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APPENDIXVIII:RECOMMENDATIONOF
READINESSFORMINISTRY*ThegrantingoftheRecommendation,i.e.,thecertificationthatintheopinionofthemem‐bersoftheFacultyCouncilaM.Div.graduateoftheSchoolissuitablefortheexerciseofor‐dainedministry,istheendofaprocessthatbeginsearlyinthestudent'sprogramofstud‐ies.
StudentswhoareenrolledinaM.Div.programshallsubmitanapplicationfortheRecom‐mendationtotheCoordinatorofAcademicPlanningat thetimeof theiradmissiontotheSchool.Theapplicationshall includethestudent'swrittenauthorizationforthegatheringoftherequiredinformationfortheRecommendation.
The criteria stated below should guide the Faculty and the Directors of DenominationalFormationastheydiscussastudent'sreadinessforministrythroughoutthatstudent'sen‐tireprogram.TheprimarycriteriaonwhichthedecisiontograntortowithholdtheRec‐ommendationareasfollows:(A)PersonalCharacteristics,(B)UnderstandingandPracticeofMinistry,and(C)DisqualifyingPatternsofBehaviour.Thenumbereditemsundereachheadingaredescriptiveratherthanprescriptive.
The criteria shall be sharedwith field educators and pastoral care supervisors to guidetheir assessment of students engaged in these dimensions of the School's program. Stu‐dentsshallalsoreceiveacopyofthecriteriaaspartoftheirorientationtotheSchool'spro‐gramofstudies.
Programmatically,thecriteriashallbeexplicitlyusedinthediscussionofastudent'spro‐gressduring theFaculty StudentReviewCommittee (FSRC)occurringat the endof eachtermofstudy.Thekeyistheidentificationofpatternsofbehaviourratherthanisolatedin‐cidentswhichofthemselvesarenotnecessarilyindicativeofastudent'sfundamentalchar‐acterandreadinessforministry.IntheeventthattheFacultyStudentReviewCommitteeidentifiesanyconcernsthatmightaffectthegrantingofaRecommendationatthetimeofastudent'sgraduation,thestudentshallbereferredtotheDean'sAdvisoryCouncil, incon‐sultationwiththestudent'sDirectorofDenominationalFormation,forconsiderationofap‐propriateremediationorotheraction.
ThegrantingoftheRecommendationitselfcanonlybemadeaftercertainevaluationsarebeforetheFacultyandDirectorsofDenominationalFormation,e.g.theassessmentsoffieldeducators,pastoral care supervisors, and the reportsof the teamassessing the student'sministrypositionpaper.Consequently,thegrantingoftheRecommendationwillnormallybeconsideredinJanuaryofthestudent'sfinalterm.
StudentshavetherighttoappealthedecisionoftheFSRCthroughtheAppealCommitteeoftheBoardofGovernors.ThedecisionoftheAppealCommitteeisfinal.
Any informationobtained for thepurposesof theRecommendation isconfidentialand issubjecttotheSchool'snormalproceduresregardingaccesstoanddiscussionofconfiden‐tialstudentinformation.
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CriteriaforRecommendationAssessment
A. PersonalCharacteristics
1. FaithfulnesstoPersonsandTasks:
Respectsandcaresforothers; valuesideasandneedsofothers; practicesadequateself‐care; communicateshonestly; demonstratesleadershipabilities.
2. PersonalIntegrity:
Demonstratesauthenticity,sincerityandcongruityinwordanddeed.
3. PersonalResponsibility:
Maintainscommitments,schedules,promises,innerconvictions. Managespersonalfinancesinaresponsibleway. Acceptsresponsibilityformistakes. Showsconsistencyinresponsestopersonsandcircumstances.
4. Flexibility:
Adaptivetonewsituationsandcontexts. Copeswellwiththeunexpected. Able to relate to awide variety of people, e.g. age, gender, cultures, economic
status,etc.
5. GiftsofCaring:
Sensitivetoneedsandfeelingsofotherpeople. Encouragesotherstosharetheirproblemsandtoseekappropriatehelpand/or
support. Helpsothersevaluateoptionsandmaketheirowndecisions. Speaksthetruthinlove.
6. Self‐Awareness:
Awareofhowothersperceiveherorhim. Abletosolicithonestfeedback. Abletobeself‐critical.
B) UnderstandingandPracticeofMinistry
1. VocationalClarity:
Hasaclearvocationalidentityanddirection. Givesevidenceofspiritualgrowthanddevelopment. Hasadisciplinedlifeofprayer. Abletoarticulateawell‐groundedpersonalfaith.
2. MissionoftheChurch:
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Demonstratessupportforthemissionofthechurch. CommittedtopublicMinistry. Concernedaboutjusticeissues. Caresforthemarginalized,thealienatedandtheneedy.
3. DenominationalCollegiality:
Feelsathomeinherorhisdenominationandisfamiliarwiththedenomination'sethosandhistory.
Canworkwithindenominationalstructures. Isrespectfulofothertraditionswithinherorhisdenominationandofotherde‐
nominationalandfaithtraditions.
4. CopingwithStress/Conflict/LifeCrises:
Understandsconflictasaninevitablepartofcommunitylife. Seeksfairness,opennessandgoodcommunicationinaconflictsituation. Dealswithstressinabalanced,healthyway.Isconstructivelysupportivewhen
othersaskforhelp.
C) DisqualifyingPatternsofBehaviour
1. PursuitofPersonalAdvantage:
Inappropriatelymanipulatesinstitutionalstructurestomeetpersonalneeds. Triestocontrolsituationstoaninappropriatedegree. Rejectsothers'needsordesiresandaggressivelypursuesherorhisown.
2. InappropriateSelf‐ProtectiveBehaviour:
Under stress becomes guarded and secretive or, alternatively, aggressive andbullying.
Excessivelyself‐interested. Inflexibleaboutschedules,appointments,etc. Tendstoshiftblametoothersortocircumstances.
3. Aggressive/AbusiveBehaviour:
Attackspersonsnotissues. Inintensesituationsconsistentlyburstswithangerorwithdrawsinhostility.
*RecommendationforReadinessforMinistryPolicyStatementadoptedbyBoardofGovernorsMay2003
FacultyStudentReviewCommittee(FSRC)
Theprogressofstudents ineachofthevariousdegreeprogramsisnormallyreviewedattheendofeachtermbytheFacultyStudentReviewCommittee(FSRC),whichischairedbytheDeanandconsistsofallmembersoftheFacultyandtheCoordinatorofAcademicPlan‐ning. Time is allotted to consider each student, to celebrate gifts and to identify areaswheresupportandchallengemaybeneeded.FollowingeachsessionoftheFacultyStudentReviewCommittee,studentsreceivetherecordofthepreviousterm’sevaluation.TheRe‐viewCommitteekeepsallmembersoffacultyinformedabouttheprogressofstudentsandgivesanoverviewoftheneedsofthestudentbody.
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TheFacultyStudentReviewCommitteewillusetheGuidelinesforReadinessforMinistrywhendiscuss‐ingM.Div.students. IftheFSRC identifiesanyconcernsthatmightaffectthegrantingoftheRecom‐mendationofReadiness forMinistryat the timeofgraduation, the student shallbe referred to theDean’sAdvisoryCouncil (DAC),and the studentwillbe informed, inwriting,of the concernsof theFSRCandanyremediationorotheractiondeemednecessary.
PurposeofFSRC
Toflagandcorporatelytrackprogressforstudentsinalldegreeprograms ToofferfeedbacktoDirectorsofDenominationalFormationregardingM.Div.students
toassistthemwiththeirdenominationalreportingfunctionandReadinessforMinistrystatement
FSRCGuidelines
Discussions regarding suitability forministry shall be undertaken; faculty shall offerfeedbackon students’progressanddevelopment; specific illustrationsof concernsoraffirmationsshouldbeprovidedwherepossible.
Toensureaccountability foreffectiveandaccurate representationsof groupperspec‐tive,theDirectorsofDenominationalFormationareobligedtosharewiththeDean,thestudent’sFacultyMentorand/orafacultymemberfromthesamedenominationacopyofanywrittenreportthatisintendedtorepresenttheviewsoftheFSRC.
Thestudentseesadraftofdenominationalreportsfordiscussionbeforetheyaresent. Directcommunication isencouraged ‐‐‐wherepossible, facultyshouldraiseconcerns
regardingacademicissuesdirectlywithstudentsaboutwhomtheyareconcernedpriortoFSRC.
Studentswhorequirefurtherfollow‐upoutofFSRCshallbereferredtotheDean’sAd‐visoryCouncil(DAC)foracademicissuesandtotheirDirectorofDenominationalFor‐mationforotherissues.
Follow‐upoutofFSRCshallbedonebytheCoordinatorofAcademicPlanningand/ortheDeaninmattersofprogramdetails.
CumulativerecordissuesshallbedealtwithbytheAcademicPlanningOffice. MinuteswillbetakenofthemeetingandmaintainedbytheofficeoftheDean.
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APPENDIXIX:APPLICABLEVSTPOLICIESInclusivity
VancouverSchoolofTheology isamulti‐‐denominational school that encourages respectforthecapabilitiesandcontributionsofeveryoneinthecommunity.Students,facultyandstaffareexpectedtotreateachotherwithrespectinorderthateveryonemaylearnfromeachotherinanurturingenvironment.
TheSchooladmitsqualifiedstudentstoitsprogramsofstudyregardlessofage,color,gen‐der, sexual orientation or preference, national or ethnic origin, or disability. The Schooldoesnotdiscriminateonthebasisofanyoftheseintheadministrationofitseducationalpolicies,admissionspolicies,bursariesorotherprogramsadministeredbytheSchool.
Studentresponsibilities
Responsibility for course selection to fulfill the program and degree requirements restswiththestudent.StudentsshouldconsultwiththeappropriatedegreeCoordinatorforad‐viceandguidance. It is thestudent'sresponsibility,however, toreadandunderstandtheacademicpoliciesandproceduresas theyaresetout in theSupplementaryCalendarandStudentHandbook,theAcademicCalendarandinthecoursedescriptionsandsyllabi.Addi‐tionalinformationaboutregulationsandduedateswillbepostedoutsidetheCoordinatorofAcademicPlanning'sofficeduringtheterm.
Harassment
AStandingCommitteeofFacultyCouncilpromotesawarenessaboutwhatsexualharass‐mentis,whyitisnotacceptableandwhatcanbedoneaboutit.Currentlyeighttotenrep‐resentatives of students, staff and faculty are designated as harassment advisors. Thesepeople are ready to respond to anyonewhowishes to consult with them in confidenceaboutamatterofharassment.Contactinformationforthesepeopleisavailableintheori‐entationpackagegiventoeachstudentatthebeginningoftheacademicyear.Ifyouhavefurtherquestions,pleasecontactthemorcontactyourDirectorofDenominationalForma‐tionortheAssociateDean'sofficefornamesandcontactinformation.
AformalHarassmentPolicyhasbeenapprovedbytheBoardofGovernors.Thisincludesadetaileddescriptionofprocedures,bothinformalandformal,whenacomplaintismadebyanyoneintheSchool.CopiesareavailableintheSchool'sLibrary.