Handbook - southwark.anglican.org · Jan – March Review of Learning Agreement (Training Incumbent and Area IME Director) 28 February c. 4,000 words of portfolio 31 March Portfolio

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The Diocese of Southwark

Portfolio of reflection and

learning in ministry Handbook

For curates ordained deacon in 2013

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Contents

SECTION A: INTRODUCING PORTFOLIO p.3 1. Assessing Curacies in the Church of England

p.4 2. Your portfolio and IME Curates’ Days

p.4 3. Introducing YOUR portfolio

p.5 4. What goes into your portfolio?

p.6 5. Compiling your portfolio

SECTION B: LEARNING OUTCOMES AND ASSESSMENT METHODS p.8 Vocation and Ministry within the Church of England

p.9 Spirituality

p.10 Personality and Character

p.11 Relationships

p.12 Leadership and Collaboration

p.13 Mission and Evangelism

p.14 Faith and Quality of Mind

SECTION C: PORTFOLIO PRESENTATION: APPENDICES

p.23 Appendix 1 The House of Bishops’ Learning Outcomes

p.28 Appendix 2 Personal Details

p.29 Appendix 3 Overview of Skills and Experience brought to Ordained Ministry

p.30 Appendix 4a Training Incumbent’s Annual Report IME 4, 5, (6)

p.39 Appendix 4b Training Incumbent’s Annual Report IME 6 – potential incumbents only

p.48 Appendix 5 Annual Summary Supervision Sheet

p.49 Appendix 6 IME Summary Learning Sheet

p.50 Appendix 7 Overview of Gifts and Competencies (p.1/2)

p.52 Appendix 8 Receiving Feedback

p.59 Appendix 9 Curate Supervision notes – a suggested template

p.60 Appendix 10 Assessment guidelines

p.62 Appendix 11 Portfolio Proposal Form

p.63 Books for IME

Contact Details for IME D

Canon Chancellor and Director of Ministerial Education: The Revd Dr Jane Steen

[email protected]; 020 7939 9449(o); 0771 424 6887(m); 020 7820 8079(h)

Area IME Directors (2013 Deacons) Croydon: Vickie Sims Kingston: Richard Sewell Woolwich: Anthony Buckley Vicar, Coulsdon S Andrew Team Rector, Barnes Chaplain, Alleyn’s School, 99a S Andrew’s Road The Rectory, 53 Gilkes Crescent, Coulsdon 25 Glebe Road London SE21 7BP. Surrey CR5 3HG Barnes, London, SW13 0DZ. 020 8676 2827 020 8288 7690/8946 4175 020 8333 8992 [email protected] [email protected] [email protected]

Area IME Directors (other year groups)

Croydon Andrew Cunnington, Kingston: Deborah Matthews, Woolwich: Anthony Buckley, Vicar, Redhill St Matthew, Vicar, Clapham St Paul, Chaplain, Alleyn’s School, 27 Ridgeway Road, St Paul’s Vicarage, 53 Gilkes Crescent, Redhill RH1 6PQ. Rectory Grove, London SE21 7BP. London SW4 0DX 01737 761568 020 7622 2128 020 8333 8992 [email protected] [email protected] [email protected]

mailto:[email protected]







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A: INTRODUCING PORTFOLIO

1. Assessing Curacies in the Church of England

The House of Bishops recommended portfolio assessment for curacies in their report of April

2011, “Assessment at the End of Curacy”. You will find this online at:

http://www.churchofengland.org/media/56875/formation and assessment in curacy.doc.

Portfolio assessment is against the House of Bishops Learning Outcome areas first published in

2006. You will be familiar with these from the discernment process prior to your Bishop’s

Advisory Panel, and from your IME 1-3. They are set out at Appendix 1 (p.23). They are

combined for IME 4-7 as follows:

1. Vocation and Ministry within the Church of England;

2. Spirituality;

3. Personality and Character;

4. Relationships;

5. Mission and Evangelism;

6. Faith and Quality of Mind;

7. Leadership and Collaboration.

These Learning Outcomes have three nationally recommended major assessment points:

selection for training;

at the point of ordination;

at the completion of IME - plus additional requirements for those seeking to be licensed

to a post of incumbent status or equivalent responsibility.

2. Your portfolio and IME Curates’ Days

IME Curate’s Days are designed with the Learning Outcomes in mind. You can see this reflected

in the timetable. You will also receive feedback from one led act of worship and one led

teaching session on an IME Curates’ Day, and you may use this for your portfolio.

It is very important to remember that the evidence demonstrating that you have met

these Learning Outcomes will mostly be gathered in parochial ministry.

http://www.churchofengland.org/media/56875/formation%20and%20assessment%20in%20curacy.doc

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3. Introducing YOUR portfolio

Your portfolio should evidence your learning in ministry in the Church of England. Compiling

the portfolio is an exercise in self-directed learning.

Your portfolio will include multi-source feedback, work demonstrating your own knowledge and

experience, your own reflections on your learning and practice, and other examples of

evidence designed to meet the IME 4-7 Learning Outcomes.

Your progress during your curacy will be assessed against the Learning Outcomes, using your

portfolio as evidence. Submission dates for assessment are:

IME Year 4

30 November Portfolio proposal

Jan – March Review of Learning Agreement (Training Incumbent and Area IME Director)

28 February c. 4,000 words of portfolio

31 March Portfolio proposal by end March

30 May [P]

IME 4 portfolio (incumbents’ reports to be completed by end April

IME Year 5

30 November Portfolio proposal

28 February c. 4,000 words of portfolio

31 March Portfolio proposal by end March

30 May [P]

IME 4 portfolio (incumbents’ reports to be completed by end April

IME Year 6

30 SEPTEMBER Portfolio proposal

31 DECEMBER Complete portfolio; incumbent’s report to be completed by end OCTOBER.

January-March Review of Learning Agreement (Training Incumbent and Area IME Director)

You see that there are two dates for handing in work in your first two years but only one in

your final year – AND THAT ONE IS EARLIER. This enables you and the Bishop to think about

with confidence about your moving on.

A completed portfolio should be about 24,000 words. In the early stages, be realistic! Choose

Learning Outcome areas to meet where you have experience. For example, many of the Faith

and Quality of Mind criteria are probably fulfilled in your preaching; you should have a lot to

reflect on about making Relationships; it would be surprising if your first few months in ministry

don’t test your Personality and Character in relation to change...and so on.

Your portfolio should evidence your suitability as a candidate for appointment to a

permanent post under Common Tenure.

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4. What goes into your portfolio?

Your portfolio will include your own work, feedback from others, and your reflection on

feedback. It will include a summary of supervision you have had with your incumbent, your

incumbent’s annual report and your reflection on it. It is good practice for curates to take

supervision notes and a suggested proforma for this is included at Appendix 9 (p.59).

Much of your portfolio will take written form. However, your portfolio may also include

recorded information (audio or visual; maximum two per year). No clip should be of more

than five minutes’ duration, and all material should be on submitted on CD-Rom.

The table below sets out an indicative approach to compiling your portfolio. It takes each of

the seven Learning Outcome areas listed on p.1. Each column suggests which Learning

Outcome areas you might seek to evidence in your portfolio in each IME Year. Each row

explains how all Learning Outcome areas will be covered during your curacy.

IME 4 5 6 Words

1500 words on ... 1500 words on ... 1500 words on ...

Learn

ing O

utc

om

e Vocation and Ministry Vocation and Ministry 3,000

Personality/Character Personality/ Character 3,000

Relationships Relationships 3,000

Mission/Evangelism (IME 4 or 5) Mission/ Evangelism 3,000

Spirituality (IME 4 or 5) 3,000

Faith/ Quality of Mind Faith/ Quality of Mind 3,000

Leadership/

Collaboration

Leadership/

Collaboration 3,000

Words 7,000 7,000 7,000 21,000

The House of Bishops’ report on “Assessment at the End of Curacy” referred to above states

that

Experience of ministry suggests that where questions of a curate’s suitability to

proceed to permanent employment arise, [it is as a result of] inadequacy of character

rather than primarily of understanding or skills. Moreover, the implication is that

where ministerial character is not evident during IME, there must be doubt that it can

be developed merely by extending the length of the curacy.

Given the House of Bishops’ emphasis on character, your portfolio should focus on the Learning

Outcomes pertinent to this early on in your curacy, and on other Learning Outcomes as

indicated. If you wish to vary the indicative portfolio pattern set out in the table above,

please speak with your training incumbent and the Canon Chancellor as soon as possible.

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5. Compiling your portfolio

Your portfolio must include evidence against each Learning Outcome, but you may not need a

separate piece of work for each. For example, if you were to design and lead a Lent Course,

you might demonstrate that you had fulfilled aspects of the Learning Outcomes under

Relationships, Faith and Quality of Mind, and Spirituality. So, in order that your portfolio can

be assessed, you must make it clear which Learning Outcome areas you believe are fulfilled

by each piece of work.

When you are deciding what to put in your portfolio, please complete a Portfolio Proposal Form

(PPF), at Appendix 11 (p.62). This is a vehicle for sharing ideas with your incumbent and the

Canon Chancellor for their comment and feedback before you have undertaken too much work.

You should consult the Learning Outcome tables described on the next page before completing

the PPF, so that you avoid repeating or omitting Learning Outcome areas.

The PPF describes the piece of ministry which forms the basis of your work and the Learning

Outcome areas which you hope to show that you are fulfilling. It requires a comment from your

training incumbent and feedback from the Canon Chancellor.

Section B of this Handbook contains information to help you know what sort of ministry will

evidence which Learning Outcomes in order to complete your PPF. It is divided into seven

subsections, each for one of the Learning Outcome areas as listed on p.1 above.

Each subsection contains ideas for material which you might include in your portfolio.

Each subsection also contains two tables on a fold-out A3 sheets.

One table is on white and one on coloured paper. Both have the following columns:

Always talk to your training incumbent about your portfolio; you show that you are

meeting the Learning Outcomes by consolidating and reflecting on your parish ministry.

A curacy might be said to involve three elements: gaining of ministerial skills; growing in

ministerial knowledge; and maturing in ministerial character.

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Learning Outcome

Basic Knowledge Performance Criteria

Range Performance Evidence

The Learning Outcomes at Appendix 1.

The basic knowledge needed to demonstrate fulfilment of the Learning Outcome

Expected demonstration in action of the basic knowledge

The context and circumstances in which this should be shown

An indication of material to include in your portfolio.

The tables come from Ministry Division for guidance in compiling portfolios. They are online

in the Document Library section of the Church of England website

(http://www.churchofengland.org/) and can be found from the following search within that:

http://search.churchofengland.org/results.aspx?k=assessment%20grid. The Performance

Evidence column is detached in this Handbook because its ideas are all rather similar.

You are not bound by any of the tables except the Learning Outcomes – that is the bold

column on the left, but you may find the first four columns useful in planning your portfolio

and completing your PPFs in discussion with your training incumbent. They will be referred

to for assessment.

Your first portfolio submission should include Appendices 2 and 3 (p.28, p.29) which

presents you as you are at the point of ordination. Then, each time you submit work for

your portfolio, you should include the form at Appendix 6 (p.49) , IME Summary Learning

Sheet. This is to ensure that it is clear which Learning Outcomes you think are evidenced by

each piece of work. At the end of each IME year, you should also include the form at

Appendix 7 (p.50) Overview of Gifts and Competencies, which helps to plan your learning

in the year ahead.

The 7,000 words a year limit allows for the fact that annually, you will include a reflection of

up to 1,000 words on your incumbent’s report in your portfolio; this will bring your total to

around 8,000. The training incumbent’s report is set out according to Learning Outcome

areas. You can see the report proforma below at Appendices 2a and 2b.

Remember that you should submit no more than 7,000 words for your portfolio each year.

PLEASE DON’T GET LOST IN THE DETAIL!

The Ministry Division guidance on the fold out sheets is very detailed. Don’t take a ‘tick box’

approach trying to demonstrate everything. Concentrate on the big picture in the learning

outcomes in bold on the left and the rest will follow.

FOCUS ON THE BIG PICTURE.

http://www.churchofengland.org/

http://search.churchofengland.org/results.aspx?k=assessment%20grid

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Section C of this Handbook summarises the expected and required contents of your portfolio.

SECTION B: LEARNING OUTCOMES AND ASSESSMENT METHODS

Vocation and Ministry within the Church of England

Evidence indicating your vocation to, and conduct of ministry in, the Church of England,

could include:

a) A flow chart with reflection on the structure of ecclesial relations in your parish,

deanery or LEP;

b) An essay or extended book review on the ministry, ecclesiology, doctrine, or liturgy

of the Church of England;

c) A critical reflection on working with other faith leaders in your area.


could be included in:

a) A critical and theological reflection on establishing a ‘God needs You’ group in your

parish;

b) An examination of baptism in your parish;

c) A critical reflection on any core aspect of parochial ministry, such as preaching or

finance.


must include:

a) Your IME Legalities quiz papers – this will occur automatically in your second year;

b) An account from your training incumbent of your personality and character (this is

likely to be included in your incumbent’s annual report);

c) A demonstration of your having sought and received feedback (include a maximum

of three pieces) from others (for example, churchwardens, others engaged in

ministry in your parish, lay people) on some aspect of your Ministry and Vocation in

the Church of England, and of your reflection on that; some of this could be

included in your reflection on your training incumbent’s annual report.

Remember that you do not need separate work or pieces of feedback for every learning outcome;

combining them is likely to reduce the amount of work you need to do.

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Spirituality

Evidence indicating your spirituality could include:

a) A critical exploration of different spiritualities you have encountered during your

curacy, together with a reflection on their main emphases and how they contribute

to the body of Christ;

b) Personal evidence of your study of Scripture for devotional purposes, which might

make use of an edited journal;

c) A theological reflection on the daily prayer rhythm of your parish or benefice.

Evidence indicating your spirituality could be included in:

a) A spiritual journey: for example, a Lent course, a guided retreat, a course on art

and spirituality, icons etc and your reflection on this;

b) An account, with critical and theological reflection, of any occasional offices or

services for which you are responsible;

c) Work you have done with others on ministry and vocation in the Church of England,

reflecting particularly on the Church’s spiritual heritage.

Evidence indicating your spirituality must include:

a) An account from your training incumbent of your spirituality (this is likely to be

included in your incumbent’s annual report);

b) A demonstration of your having sought and received feedback (include a maximum


ministry in your parish, lay people) on some aspect of your spirituality, and of your

reflection on that; some of this could be included in your reflection on your

training incumbent’s annual report.



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Personality and Character

Evidence indicating your personality and character could include:

a) A critical and theological exploration of what you feel you bring as a person to

ordained life and ministry;

b) A critical and theological account of the reflective process necessary to develop

ministerial character;

c) An extended literature review of works pertinent to person, character and ministry.

Evidence indicating your personality and character could be included in:

a) An exploration of change which you have brought about or in which you have been

involved in your parish and ministry;

b) Work you have done on spirituality, or ministry and vocation in the Church of

England which also addresses issues of personality and character;

c) Critical and theological reflection on your encounters, as a minister, with the world

beyond the Church.

Evidence indicating your personality and character must include:

c) An account from your training incumbent of your personality and character (this is


d) A demonstration of your having sought and received feedback (include a maximum


ministry in your parish, lay people) on some aspect of your personality and

character, and of your reflection on that; this could be included in your reflection

on your training incumbent’s annual report.



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Relationships

Evidence indicating your relationships could include:

a) An account of how you see your incumbent developing and sustaining relations in

the parish, together with your critical and theological reflections on how, and why,

you would vary or continue that practice in your own ministry;

b) A course or other piece of ministry and any necessary supporting work to

demonstrate your understanding of group dynamics, effective collaboration and the

corporate life of the Church;

c) Your theological reflection on feedback from your colleagues, parishioners etc on

your ability to build relationships, perhaps making use of an edited journal account.

Evidence indicating your relationships could be included in

a) Work you have done on spirituality, or ministry and vocation in the Church of

England which is also relevant to relationships within the parish: for example, a

marriage preparation course, the work of a committee you have chaired or work

beyond the particular congregation;

b) A critical incident reflection on conflict resolution in which you have been involved,

which would likely also involve your relationships, and perhaps also your personality

and character and your skills in leadership and collaboration;

c) A critical and theological reflection on relationships among clergy and other

authorised ministers in a team, parish, benefice or deanery; such a reflection might

also attend to other Learning Outcome areas.

Evidence indicating your relationships must include:

e) An account from your training incumbent of your relationships (this is likely to be

included in your incumbent’s annual report);

f) A demonstration of your having sought and received feedback (include a maximum


ministry in your parish, lay people) on some aspect of your relationships, and of

your reflection on that; this could be included in your reflection on your training

incumbent’s annual report.



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Leadership and Collaboration

Evidence indicating your leadership and collaboration could include:

a) A project or other ministerial task, and any necessary supporting work,

demonstrating your proper accountability and recognition of the legitimate

authority of others;

b) A theological and critical reflection on taking a leading or collaborating role in

working as a church representative with other (non-church) partners;

c) A theological and critical reflection on the reflective process which leads to

changed action;

Evidence indicating your leadership and collaboration could be included in:

a) Material which also evidences another Learning Outcome – for example, a Lent

course, a parish project or task;

b) Theological and critical reflection on acts of worship you have led or co-led,

including reflection on feedback;

c) An essay on ministry in the Church of England.

Evidence indicating your leadership and collaboration must include:

a) An account from your training incumbent of your leadership and collaboration (this

is likely to be included in your incumbent’s annual report);



ministry in your parish, lay people) on some aspect of your leadership and

collaboration, and of your reflection on that; this could be included in your

reflection on your training incumbent’s annual report.



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Mission and Evangelism

Evidence indicating your mission and evangelism could include:

a) A critical and theological reflection on a pre-existing Mission Statement or similar

focus of intent found in your parish, team or benefice, including your own

contribution to taking it off the page and into practice;

b) A theological essay on the importance of mission in ministry;

c) A critical and theological reflection on the raising of awareness of issues to do with

mission and evangelism in parish ministry.

Evidence indicating your mission and evangelism could be included in:

a) Liturgical or worship material relevant to the communication of the gospel to

people outside the church. This could take the form of an edited journal account

of relationships developed, of a particular mission event or activity etc.

b) Any intentionally missional activity in which you have been involved with others,

together with your critical reflection and theological understanding of the nature of

mission;

c) A course or sermon series together with any necessary supporting work,

demonstrating your communication and understanding of the gospel.

Evidence indicating your mission and evangelism must include:

a) An account from your training incumbent of your mission and evangelism (this is




ministry in your parish, lay people) on some aspect of your mission and evangelism,

and of your reflection on that; this could be included in your reflection on your

training incumbent’s annual report.



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Faith and Quality of Mind

Evidence indicating your faith and quality of mind could include:

a) A critical and theological essay on any theological subject encountered in ministry:

for example, biblical interpretation or the eucharist;

b) A critical account of how engagement with ordained ministry has led you to new

understanding with regard to faith, theology, the Church or God;

c) Theological reflection on the way in which your faith has led you to new insights

about yourself or God.

Evidence indicating your faith and quality of mind could be included in:

a) A course or sermon series together with any necessary supporting work,

demonstrating faith and quality of mind, indicating, for example, how you have

helped others learn;

b) Theological reflection on how Christians understand their faith; you might want to

look at the place of ordinary theology in the Church.

c) A piece of ministry or mission in which you have engaged in relation to another

learning outcome in which your faith and/or quality of mind were particularly

apparent.

Evidence indicating your mission and evangelism must include:

a) An account from your training incumbent of your faith and quality of mind (this is




ministry in your parish, lay people) on some aspect of your faith and quality of

mind, and of your reflection on that; this could be included in your reflection on

your training incumbent’s annual report.



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SECTION C: PORTFOLIO PRESENTATION

Your portfolio will represent your documented learning, reflection and development in

ministry. It may be useful for future reference. It will be read by more than one person

throughout your curacy. It will be submitted as a complete document by the END OF

DECEMBER of your third year of title.

You should therefore find a presentation format which is professional, flexible and

accessible:

a) a good quality presentation ring binder;

b) a document presentation folder with clear pockets which become the (double

sided) pages of your portfolio;

c) a spiral bound book;

d) or other similar robust presentation format.

If you plan to include film clips or images, do so on CD-Rom; typed URLs are not

sufficient.

Please choose either the Harvard or the Modern Language Association referencing systems

and use it consistently for your bibliography and for any works cited in written work.

The Harvard guidelines are available at:

http://www.canterbury.ac.uk/library/help-and-advice/citing-references/harvard09.pdf

The MLA guidelines are available at:

http://www.canterbury.ac.uk/library/help-and-advice/citing-references/mla08.pdf

If you choose theological essays as a means of assessment, they must form not more than one

quarter (6,000 words) of your final portfolio or the total of any one year’s work.

http://www.canterbury.ac.uk/library/help-and-advice/citing-references/harvard09.pdf

http://www.canterbury.ac.uk/library/help-and-advice/citing-references/mla08.pdf

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Indicative contents for three year portfolio:

1) Appendix 2: Personal details (one side of A4);

2) Appendix 3: Overview of Skills and Experience (one side of A4);

3) Title page/file divider for IME 4 and List of Contents;

4) Appendix 4a: Incumbent’s annual report and curate’s reflections on report;

5) Appendix 5: Annual Supervision Summary Sheet;

6) Appendix 6: IME Summary Learning Sheet;

7) Appendix 7: Overview of Gifts and Competencies Sheet

8) Work for year including bibliography;

9) Feedback or other necessary material not included so far;


11) Appendix 4a: Incumbent’s annual report and curate’s reflections on report;







18) Appendix 4: Incumbent’s annual report and curate’s reflections on report – either one of

Appendix 4a for those continuing to exercise assistant ministry OR

Appendix 4b for those anticipating incumbency;






24) Bibliography of additional material, if any.

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Appendix 1: The House of Bishops’ Learning Outcomes

Learning outcome statements for ordained ministry within the Church of England

At selection candidates should

At the point of ordination candidates should

At completion of IME candidates should

In addition, in order to be licensed to a post of incumbent status or equivalent responsibility candidates should

Vocation Be able to speak to their sense of vocation to ministry and mission, referring both to their own conviction and to the extent to which others have confirmed it. Their sense of vocation should be obedient, realistic and informed. Ministry within the Church of England. show an understanding of their own tradition within the Church of England, an awareness of the diversity of traditions and practice, and a commitment to learn from and work generously with difference. They should be able to speak of the distinctiveness of ordained ministry within the Church of England and of what it means to exercise public ministry. They should be able to reflect on changes in contemporary society and the implications of this for ministry and the Church.

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

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.

Demonstrate capacity to bear a public and representative role in ministry and mission, and a readiness to exercise oversight and leadership in their ordained ministry.

Demonstrate proficiency in a range of skills and abilities needed to exercise public ministry under supervision by being able to show basic skills as a reflective practitioner.

Demonstrate proficiency in a broad range of skills and abilities needed to exercise public ministry and leadership of a local church, and the ability to do this in relatively unsupervised settings. Show developed skills as an effective reflective practitioner.

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.

Demonstrate familiarity with the legal (including the Act of Synod), canonical and administrative responsibilities appropriate to the newly ordained and those working under supervision.

Demonstrate working understanding of and good practice in the legal, canonical and administrative responsibilities of those in public ministry with supervised responsibilities.

Demonstrate working understanding of and good practice in the legal, canonical and administrative responsibilities of those having oversight and responsibility.

Be rooted in corporate worship in the traditions and practices of the Church of England, showing gifts and ability in leading public worship and preaching in ways that show understanding of and good practice in liturgy and worship.

Demonstrate gifts for and proficiency in leading public worship and preaching, showing understanding of and good practice in liturgy and worship in a wide range of settings.

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

Demonstrate awareness of the church's roles and opportunities in public life and institutions, and in relation to secular agencies and other faith communities.

Demonstrate working understanding of the practices of Christian ministry in a range of public settings, agencies and faith communities.

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

Show understanding of the insights and practices of other churches and traditions in worship, especially of ecumenical partners.

Demonstrate engagement with ecumenical working relationships, especially with covenanting partners.

Demonstrate the ability to work ecumenically and to encourage ecumenical co-operation.

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Spirituality show evidence of a commitment to a spiritual discipline, which involves individual and corporate prayer and worship. They should be committed to a developing pattern of disciplined prayer, Bible study and the regular receiving of Holy Communion. They should be able to show how they discern God’s activity in their life, how their spiritual practice may have changed over time and how it is changing them. They should be able to reflect on how engagement with the world and others both affects, and is affected by, their practice of prayer. Their spiritual practice should be able to sustain and energise them in daily life and future ministry.

Demonstrate commitment to loving service in the Church rooted in a sustained and growing love of God, discipleship of Christ, and pilgrimage in faith in the Holy Spirit.

Demonstrate loving service in the Church, expressed in effective and collaborative leadership, discipleship of Christ, and continued pilgrimage in faith in the Holy Spirit.

Demonstrate loving service in the Church, in personal discipleship, in diaconal and priestly ministry, in collaborative leadership and oversight of others, and in faithful response to the leading of the Holy Spirit.

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

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

Be rooted and growing in a life of prayer shaped faithfully within the demands and disciplines of initial training and the expectations of public ministry.

Be rooted and growing in a life of prayer shaped faithfully within the expectations of public ministry, corporate and personal worship and devotion.

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

Personality / character be sufficiently self-aware, mature and stable to show that they are able to sustain the demanding role of an ordained minister. They should be able to demonstrate how they have faced change and pressure in a balanced and flexible way and ... how they manage stress. Candidates should be seen to be people of integrity who can generate trust and display honesty. They should be able to speak of how they have coped with difficult life experiences, how they have reflected upon them and incorporated them within their life and understanding.

Show insight, openness, maturity, integrity and stability in the face of pressure and changing circumstances.

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

Be able to facilitate and enable change.

Reflect with insight on personal strengths and weaknesses, the gifts brought and vulnerability; and demonstrate appropriate development.

Reflect with insight on personal strengths and weaknesses, the gifts brought and vulnerability in response to a new context of public ministry.

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

Exercise appropriate care of self, using the support provided in initial training.

Exercise appropriate care of self, through developing sustainable patterns of life and work, and effective support networks in the context of public ministry.

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

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At selection candidates should At the point of

ordination candidates should



Relationships show the capacity to build healthy personal, professional, and pastoral relationships. They should demonstrate an awareness of the need for, and ability to establish and sustain, appropriate boundaries between personal and professional life and within pastoral relationships. They should be able to manage conflict and show an ability to negotiate difficult relationships. Candidates should demonstrate good interpersonal skills, the willingness to learn from experience, and a commitment to building inclusive relationships within diversity. They should show the potential to exercise effective pastoral care. Candidates must be willing to live within the discipline of Issues in Human Sexuality.

Form and sustain relationships, both with those who are like-minded and those who differ, marked by integrity, empathy, respect, honesty and insight.

Form and sustain relationships across a wide range of people, including in situations of conflict and disagreement, marked by integrity, empathy, respect, honesty and insight.

Show skill and sensitivity in resolving issues of conflict within the church community and the formation of a corporate life in the presence of diversity within that community.

Demonstrate good practice in a limited range of pastoral relationships, and learn from these experiences.

Demonstrate good practice in a wide range of pastoral and professional relationships.

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

Leadership and collaboration demonstrate an ability to offer leadership in the Church community and in the wider community as appropriate. This ability includes the capacity to offer an example of faith and discipleship which is inspiring to others and witnesses to the servanthood of Christ. They should show a commitment to identifying and nurturing the gifts of others and be able to collaborate effectively. Candidates should be able to identify their own leadership style, and reflect on the strengths and weaknesses of this and of the different ways in which leadership may be exercised within the Church. They should be able to be flexible and adaptable in leadership and demonstrate ability to guide and shape the life of the Church community in its mission to the world.

Demonstrate openness toward and ability to gain from experiences and practices of being supervised.

Demonstrate ability to supervise others in a limited range of roles and responsibilities.

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

Demonstrate effective collaborative leadership and an ability to work in teams in a limited range of settings, and learn from these experiences.

Exercise effective collaborative leadership, working effectively as a member of team, as an ordained person.

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

Demonstrate understanding of group dynamics especially in the settings of training, including the use and abuse of power.

Demonstrate ability to use understanding of group dynamics to participate in and lead groups and to reflect with insight on the use and abuse of power.

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

Exercise appropriate accountability and responsibility in faithfully and loyally receiving the authority of others in the context of training.

Exercise appropriate accountability and responsibility in a new ministerial context.

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

Exercise authority within the settings of the early years of formation and education that enables and empowers others in both personal and corporate lives.

Demonstrate appropriate use of authority in ways which enable and empower others in their mission and ministry, including colleagues.

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

26





Mission and evangelism Demonstrate a personal commitment to mission that is reflected in thought, prayer and action. They should show a wide and inclusive understanding of mission and the strategic issues and opportunities within contemporary culture. Candidates should be able to articulate the good news of the Kingdom appropriately in differing contexts and speak of Jesus Christ in a way that is exciting, accessible, and attractive. They should enable others to develop their vocations as witnesses of the good news. They should show potential as leaders of mission.

Participate in and reflect on the mission of God in a selected range of social, ethical, cultural, religious and intellectual contexts in which Christian witness is to be lived out in acts of mercy, service and justice.

Participate in and reflect on the mission of God, identifying and engaging in issues of mission and social justice in the context of ministry.

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.

Engage in and reflect upon practices of mission and evangelism, changing forms of church, and their relation to contexts, cultures, religions and contemporary spiritualities.

Demonstrate engagement in mission and evangelism in a range of contexts, particularly in the local community and in relation to the local church.

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

Show understanding of how children and adults learn, and how this is contributing to an ability to nurture others in their faith development.

Demonstrate an ability to nurture others in their faith development.

Communicate the gospel in a variety of media demonstrating sensitivity to audience and context.

Demonstrate ability to communicate gospel truth effectively in the context of ministry with different groups in church and community.

Enable others to articulate gospel truths and participate in their proclamation.





27

Faith Candidates should show an understanding of the Christian faith and a desire to deepen their understanding. They should demonstrate a personal commitment to Christ and a mature, robust faith which shapes their life and work. Candidates should show an ability to reflect critically on their faith and make connections between faith and contemporary life. They should demonstrate a capacity to communicate their faith engagingly and effectively. Quality of mind have the necessary intellectual capacity and quality of mind to undertake satisfactorily a course of theological study and ministerial preparation and to cope with the intellectual demands of ministry. They should demonstrate a desire to learn through the integration of academic study and reflection on experience and a commitment to this as a lifelong process of learning and formation. Candidates should show flexibility of mind, openness to change and challenge, and the capacity to facilitate learning and theological reflection within the Church community.

Demonstrate a growing critical engagement with scripture and the traditions of Christian thought, characterised by faithful obedience and openness to new insights.

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

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.

Form a life of study and reflection within the demands and disciplines of initial training and the expectations shaped by public ministry.

Form and sustain a life of disciplined study and reflection that sustains in public ministry.

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

Show how personal commitment to Christ and discipleship is changing in the process of study and formation for ordained ministry.

Give an account of how personal commitment to Christ and discipleship is being shaped within the roles and expectations of ordained and public ministry.

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

Interpret and use scripture within limited contexts, showing a secure grasp of exegetical and hermeneutic skills, communicating this in various settings clearly, accurately, critically and openly.

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

Demonstrate understanding of the ways in which Christian beliefs and practices have developed in varying historical and cultural contexts.

Demonstrate continued and disciplined engagement with Christian beliefs and practices.

Demonstrate skill as reflective practitioners, able to engage thoughtfully and critically across the spectrum of Christian tradition, in ways that deeply inform personal practices, and which enable others to learn and explore.

Be skilled reflective practitioners, able to exercise wise and discerning judgment.

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

Demonstrate growing awareness of and reflective engagement with beliefs, practices and spiritualities of other faith traditions.

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

28

Appendix 2: Personal Details

Name

Benefice/Parish:

Deanery:

Training Incumbent:

Address:

Phone home/mobile:

email:

Anticipated deployment

after curacy – Primary or Assistant leadership:

Training Course/College including dates and academic award:

Sponsoring Diocese:

Date of ordination to the diaconate:

Date of ordination to the priesthood:

Anticipated end of IME 7:

Copies of these pages may be retained and placed on your personal file 29

Appendix 3: Overview of Skills and Experiences brought to Ordained Ministry

1. Academic and Professional qualifications

2. Church Experience Authorised Roles undertaken before ordination: (Churchwarden, Reader, Minister of another denomination, Youth Leader etc)

3. Workplace Experience Directly Related to Ordained Ministry

4. Workplace Experience Indirectly Related to Ordained Ministry

5. Other information or experience relevant to your training and development

6. Other interests or abilities not mentioned above


Appendix 4a: Training Incumbent’s Report IME 4, 5, (6).

Name of curate:

Name of training incumbent:

Year of Curacy: Date of Report:

This report is structured around the House of Bishops’ Learning Outcomes for Initial Ministerial

Education 1-7. These were first published in Shaping the Future (London: CHP, 2006). DDOs, Bishop’s

Advisers and others will have discerned that ordinands meet the Learning Outcomes set out on this page

as they begin their course or college training. At the end of each year of curacy, training incumbents

will be asked for a report in this form against the Learning Outcomes. For all curates, the first two

year’s reports will work with the Learning Outcomes from the point of ordination to the completion of

IME, included in the annual pro forma. In the third year of curacy, incumbents will need to discern

whether stipendiary curates and others wishing to seek incumbents status posts have fulfilled the

Learning Outcomes for such ministry. The Learning Outcomes at the point of selection are given here

for information.

At selection candidates should ...

Vocation ...be able to speak to their sense of vocation to ministry and mission, referring both to their own conviction and to the extent to which others have confirmed it. Their sense of vocation should be obedient, realistic and informed.

Ministry within the Church of England ...be familiar with the tradition and practice of the Church of England and be ready to work within them.

Spirituality ...show evidence of a commitment to a spiritual discipline, involving individual and corporate prayer and worship. Their spiritual practice should be such as to sustain and energise them in their daily lives.

Personality and Character ...be sufficiently mature and stable to show that they are able to sustain the demanding role of a minister and to face change and pressure in a flexible and balanced way. They should be seen to be people of integrity.

Relationships ...candidates should demonstrate self - awareness and self-acceptance as a basis for developing open and healthy professional, personal and pastoral relationships as ministers. They should respect the will of the Church on matters of sexual morality.

Leadership and Collaboration ...show ability to offer leadership in the Church community and to some extent in the wider community. This ability includes the capacity to offer an example of faith and discipleships, to collaborate effectively with others, as well as to guide and shape the life of the church community in its mission to the world.

Mission and Evangelism ...demonstrate a passion for mission that is reflected in thought, prayer and action. Understand the strategic issues and opportunities within the contemporary culture. Enable others to develop their vocations as witnesses and advocates of the good news.

Faith ...show an understanding of the Christian faith and a desire to deepen their understanding. They should demonstrate personal commitment to Christ and a capacity to communicate the Gospel.

Quality of Mind ...have the necessary intellectual capacity and quality of mind to undertake satisfactorily a course of theological study and ministerial preparation and to cope with the intellectual demands of ministry.

Training Incumbent’s Report (All curates, first and second years; third year curates not going on to incumbency only. For those going on to incumbent status posts, please use form 4b below in year three.)


Vocation and Ministry within the Church of England At the point of ordination, curates should: 1. Be able to give an account of their vocation to ministry and mission and their readiness to receive

and exercise ordained ministry as a deacon within the Church of God;

2. Demonstrate proficiency in a range of skills and abilities needed to exercise public ministry under supervision by being able to show basic skills as a reflective practitioner;

3. Demonstrate familiarity with the legal (including the Act of Synod), canonical and administrative responsibilities appropriate to the newly ordained and those working under supervision;

4. Be rooted in corporate worship in the traditions and practices of the Church of England, showing gifts and ability in leading public worship and preaching in ways that show understanding of and good practice in liturgy and worship;

5. Demonstrate awareness of the church's roles and opportunities in public life and institutions, and in relation to secular agencies and other faith communities;

6. Show understanding of the insights and practices of other churches and traditions in worship, especially of ecumenical partners;

At the completion of IME, curates should: 1. 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.

2. Demonstrate proficiency in a broad range of skills and abilities needed to exercise public ministry and leadership of a local church, and the ability to do this in relatively unsupervised settings. Show developed skills as an effective reflective practitioner.

3. Demonstrate working understanding of and good practice in the legal, canonical and administrative responsibilities of those in public ministry with supervised responsibilities.

4. Demonstrate gifts for and proficiency in leading public worship and preaching, showing understanding of and good practice in liturgy and worship in a wide range of settings.

5. Demonstrate working understanding of the practices of Christian ministry in a range of public settings, agencies and faith communities.

6. Demonstrate engagement with ecumenical working relationships, especially with covenanting partners.

Please comment on your curate’s gaining of ministerial skills; growing in ministerial knowledge; and maturing in ministerial character in the area of this Learning Outcome, drawing especial attention to particular motivational or developmental aspects of your curate’s ministry:



Spirituality At the point of ordination, curates should: 1. Demonstrate commitment to loving service in the Church rooted in a sustained and growing love of

God, discipleship of Christ, and pilgrimage in faith in the Holy Spirit.

2. Show evidence of a life increasingly formed and sustained by trust in and dependence on the gifting and grace of God.

3. Be rooted and growing in a life of prayer shaped faithfully within the demands and disciplines of initial training and the expectations of public ministry.

At the completion of IME, curates should: 1. Demonstrate loving service in the Church, expressed in effective and collaborative leadership,

discipleship of Christ, and continued pilgrimage in faith in the Holy Spirit.

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

3. Be rooted and growing in a life of prayer shaped faithfully within the expectations of public ministry, corporate and personal worship and devotion.




Personality and Character At the point of ordination, curates should: 1. Show insight, openness, maturity, integrity and stability in the face of pressure and changing

circumstances.

2. Reflect with insight on personal strengths and weaknesses, the gifts brought and vulnerability; and demonstrate appropriate development.

3. Exercise appropriate care of self, using the support provided in initial training.

At the completion of IME, curates should: 1. Show insight, openness, maturity, integrity and stability in the pressure and change entailed in

public ministry.

2. Reflect with insight on personal strengths and weaknesses, the gifts brought and vulnerability in response to a new context of public ministry.

3. Exercise appropriate care of self, through developing sustainable patterns of life and work, and effective support networks in the context of public ministry.




Relationships At the point of ordination, curates should: 1. Form and sustain relationships, both with those who are like-minded and those who differ, marked

by integrity, empathy, respect, honesty and insight.

2. Demonstrate good practice in a limited range of pastoral relationships, and learn from these experiences.

At the completion of IME, curates should: 1. Form and sustain relationships across a wide range of people, including in situations of conflict and

disagreement, marked by integrity, empathy, respect, honesty and insight.

2. Demonstrate good practice in a wide range of pastoral and professional relationships.




Leadership and Collaboration At the point of ordination, curates should: 1. Demonstrate openness toward and ability to gain from experiences and practices of being

supervised.

2. Demonstrate effective collaborative leadership and an ability to work in teams in a limited range of settings, and learn from these experiences.

3. Demonstrate understanding of group dynamics especially in the settings of training, including the use and abuse of power.

4. Exercise appropriate accountability and responsibility in faithfully and loyally receiving the authority of others in the context of training.

5. Exercise authority within the settings of the early years of formation and education that enables and empowers others in both personal and corporate lives.

At the completion of IME, curates should: 1. Form and sustain relationships across a wide range of people, including in situations of conflict and



3. Demonstrate ability to supervise others in a limited range of roles and responsibilities.

4. Exercise effective collaborative leadership, working effectively as a member of team, as an ordained person.

5. Demonstrate ability to use understanding of group dynamics to participate in and lead groups and to reflect with insight on the use and abuse of power.

6. Exercise appropriate accountability and responsibility in a new ministerial context.

7. Demonstrate appropriate use of authority in ways which enable and empower others in their mission and ministry, including colleagues.




Mission and Evangelism At the point of ordination, curates should: 1. Participate in and reflect on the mission of God in a selected range of social, ethical, cultural,

religious and intellectual contexts in which Christian witness is to be lived out in acts of mercy, service and justice.

2. Engage in and reflect upon practices of mission and evangelism, changing forms of church, and their relation to contexts, cultures, religions and contemporary spiritualities.

3. Show understanding of how children and adults learn, and how this is contributing to an ability to nurture others in their faith development.

4. Communicate the gospel in a variety of media demonstrating sensitivity to audience and context.

At the completion of IME, curates should: 1. Participate in and reflect on the mission of God, identifying and engaging in issues of mission and

social justice in the context of ministry.

2. Demonstrate engagement in mission and evangelism in a range of contexts, particularly in the local community and in relation to the local church.

3. Demonstrate an ability to nurture others in their faith development.

4. Demonstrate ability to communicate gospel truth effectively in the context of ministry with different groups in church and community.




Faith and Quality of Mind At the point of ordination, curates should: 1. Demonstrate a growing critical engagement with scripture and the traditions of Christian thought,

characterised by faithful obedience and openness to new insights.

2. Form a life of study and reflection within the demands and disciplines of initial training and the expectations shaped by public ministry.

3. Show how personal commitment to Christ and discipleship is changing in the process of study and formation for ordained ministry.

4. Interpret and use scripture within limited contexts, showing a secure grasp of exegetical and hermeneutic skills, communicating this in various settings clearly, accurately, critically and openly.

5. Demonstrate understanding of the ways in which Christian beliefs and practices have developed in varying historical and cultural contexts.

6. Demonstrate skill as reflective practitioners, able to engage thoughtfully and critically across the spectrum of Christian tradition, in ways that deeply inform personal practices, and which enable others to learn and explore.

7. Demonstrate growing awareness of and reflective engagement with beliefs, practices and spiritualities of other faith traditions.

At the completion of IME, curates should: 1. Be able to engage confidently with the Bible as text and as holy scripture, as skilled interpreters and

communicators in relation to fundamental traditions of Christian thought.

2. Form and sustain a life of disciplined study and reflection that sustains in public ministry.

3. Give an account of how personal commitment to Christ and discipleship is being shaped within the roles and expectations of ordained and public ministry.

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

5. Demonstrate continued and disciplined engagement with Christian beliefs and practices.

6. Be skilled reflective practitioners, able to exercise wise and discerning judgment.





Please comment on any other aspect of your curate’s ministry: Training Incumbent Name: Signature: Date:

PLEASE ENSURE THAT YOU HAVE NUMBERED THE PAGES OF THIS REPORT.

TOTAL NUMBER OF PAGES:



Training Incumbent’s Final Year Report (for those anticipating incumbency only; for others, please use form 4a above)


Appendix 4b: Training Incumbent’s Report IME 6 – potential incumbents only

Name of curate:

Name of training incumbent:

Year of Curacy: Date of Report:

This report is intended for use by the training incumbents of curates, usually stipendiary, who will seek

to take up incumbent status posts following their curacy. Training incumbents completing this report

will have previously completed two reports charting the curate’s development against the Learning

Outcomes between the point of ordination and the completion of IME.

This report looks at the fulfilment of the Learning Outcomes at the completion of IME and at the

additional requirements for those being licensed to posts of incumbent status.



Vocation and Ministry within the Church of England At the completion of IME, curates should: 1. 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.

2. Demonstrate proficiency in a broad range of skills and abilities needed to exercise public ministry and leadership of a local church, and the ability to do this in relatively unsupervised settings. Show developed skills as an effective reflective practitioner.

3. Demonstrate working understanding of and good practice in the legal, canonical and administrative responsibilities of those in public ministry with supervised responsibilities.

4. Demonstrate gifts for and proficiency in leading public worship and preaching, showing understanding of and good practice in liturgy and worship in a wide range of settings.

5. Demonstrate working understanding of the practices of Christian ministry in a range of public settings, agencies and faith communities.

6. Demonstrate engagement with ecumenical working relationships, especially with covenanting partners.

In addition, to be licensed to a post of incumbent status or equivalent responsibility candidates should:

1. Demonstrate capacity to bear a public and representative role in ministry and mission, and a readiness to exercise oversight and leadership in their ordained ministry.

2. 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.

3. Demonstrate working understanding of and good practice in the legal, canonical and administrative responsibilities of those having oversight and responsibility.

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

5. Demonstrate ability to take a leading role in working with other partners, representing the church in public life and other institutions, and working with other faith leaders where possible.

6. Demonstrate the ability to work ecumenically and to encourage ecumenical co-operation.

Please comment on your curate’s gaining of ministerial skills; growing in ministerial knowledge; and maturing in ministerial character in the area of this Learning Outcome, paying particular attention to their suitability for permanent incumbent-status posts under Common Tenure:



Spirituality At the completion of IME, curates should: 1. Demonstrate loving service in the Church, expressed in effective and collaborative leadership,

discipleship of Christ, and continued pilgrimage in faith in the Holy Spirit.

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

3. Be rooted and growing in a life of prayer shaped faithfully within the expectations of public ministry, corporate and personal worship and devotion.


1. Demonstrate loving service in the Church, in personal discipleship, in diaconal and priestly ministry, in collaborative leadership and oversight of others, and in faithful response to the leading of the Holy Spirit.

2. Form and sustain a life of prayer that provides sustenance for the strains and joys of leadership. Please comment on your curate’s gaining of ministerial skills; growing in ministerial knowledge; and maturing in ministerial character in the area of this Learning Outcome, paying particular attention to their suitability for permanent incumbent-status posts under Common Tenure:



Personality and Character At the completion of IME, curates should:

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

2. Reflect with insight on personal strengths and weaknesses, the gifts brought and vulnerability in response to a new context of public ministry.

3. Exercise appropriate care of self, through developing sustainable patterns of life and work, and effective support networks in the context of public ministry.


1. Be able to facilitate and enable change.

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

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



Relationships At the completion of IME, curates should: 1. Form and sustain relationships across a wide range of people, including in situations of conflict and




1. Show skill and sensitivity in resolving issues of conflict within the church community and the formation of a corporate life in the presence of diversity within that community.

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




Leadership and Collaboration At the completion of IME, curates should: 1. Demonstrate ability to supervise others in a limited range of roles and responsibilities.

2. Exercise effective collaborative leadership, working effectively as a member of team, as an ordained person.

3. Demonstrate ability to use understanding of group dynamics to participate in and lead groups and to reflect with insight on the use and abuse of power.

4. Exercise appropriate accountability and responsibility in a new ministerial context.

5. Demonstrate appropriate use of authority in ways which enable and empower others in their mission and ministry, including colleagues.


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

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

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

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

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




Mission and Evangelism

At the completion of IME, curates should: 1. Participate in and reflect on the mission of God, identifying and engaging in issues of mission and

social justice in the context of ministry.

2. Demonstrate engagement in mission and evangelism in a range of contexts, particularly in the local community and in relation to the local church.

3. Demonstrate an ability to nurture others in their faith development.

4. Demonstrate ability to communicate gospel truth effectively in the context of ministry with different groups in church and community.

In addition to be licensed to a post of incumbent status or equivalent responsibility candidates should:

1. 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.

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

3. Enable others to articulate gospel truths and participate in their proclamation.




Faith and Quality of Mind At the completion of IME, curates should: 1. Be able to engage confidently with the Bible as text and as holy scripture, as skilled interpreters and

communicators in relation to fundamental traditions of Christian thought.

2. Form and sustain a life of disciplined study and reflection that sustains in public ministry.

3. Give an account of how personal commitment to Christ and discipleship is being shaped within the roles and expectations of ordained and public ministry.

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

5. Demonstrate continued and disciplined engagement with Christian beliefs and practices.

6. Be skilled reflective practitioners, able to exercise wise and discerning judgment.


In addition to be licensed to a post of incumbent status or equivalent responsibility candidates should: 1. 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.

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

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

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

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




Please comment on any other aspect of your curate’s ministry: Training Incumbent Name: Signature: Date:

PLEASE ENSURE THAT YOU HAVE NUMBERED THE PAGES OF THIS REPORT.

TOTAL NUMBER OF PAGES:


Appendix 5: Annual Summary Supervision Sheet

It is good practice for a curate to take notes in supervision which are then agreed by the incumbent. This sheet summarises those records Subjects covered in supervision for the year 20__ Issues raised in supervision: Action taken: Key motivational feedback (describes what a person does well so that he or she will continue doing it, in order to build confidence): Key developmental feedback (describes what a person could do differently in order to change what he or she is doing, to build competence): Other significant areas e.g. of vocational learning or spiritual discernment etc INCUMBENT SIGNATURE CURATE SIGNATURE Date Date


Appendix 6 : IME Summary Learning Sheet

Learning Outcome Area: Year: (State IME 4, 5 or 6) I have demonstrated learning in this Learning Outcome Area this year by ... I would like to develop in this Learning Outcome Area further by ...


Appendix 7: Overview of Gifts and Competencies (p.1/2)

1. I know about (state Learning Outcome Area) :

and I am demonstrating this learning in my portfolio as follows:

I can do this by.......

2. I am doing this myself

I can describe my personal experience ...


Appendix 7: Overview of Gifts and Competencies (p.2/2)

I can evaluate the resources of the Christian tradition....

3. I can help others in the Christian community and in society develop awareness in this area I can do this by...

4. My indicative Learning Outcome Areas for the next year are:


Appendix 8: Receiving Feedback

The forms below may be used to seek feedback from members of your congregation,

parishioners, colleagues, or others concerned in your ministry.

You should expect to seek three pieces of feedback for work included in your portfolio, and

you should submit the portfolio with the feedback included. You should tell those from

whom you seek feedback that this is the use to which it will be put.

If you wish to design an alternative feedback form, please show this to the Canon

Chancellor before you use it for assessed work.

The forms below cover three generic areas:

1. Liturgy: you could use this for occasional offices, Sunday services and special

events.

2. Preaching: for Sunday, weekday or occasional use;

3. Teaching/leading sessions: you could use this for small or large groups.


Observation and Feedback (Worship)

Name of Curate: Name of Observer:

Occasion: Date:

+ - Notes

Beginning

Ensured books/technology available

Suitably dressed

Set appropriate tone/atmosphere

Gave all necessary information

Extended welcome

During

Conveyed suitable confidence

Could be heard

Could be seen

Could use books/technology

Enabled prayer in others

Enabled worship and praise in others

Familiar with order of service

Managed time

Presided with dignity

After

Appropriate farewell

Receptive/approachable

Suitable clearing away


Observer notes:

Strengths Suggestions for improvement

a. a.

b. b.

c. c.

d. d.

Feedback and suggestions for action:

Observer’s signature: Date:


Curate response to notes and feedback

Curate planned action

Curate’s signature: Date:


Observation and Feedback

(Teaching/Presentation/other led session)

Name of Curate: Name of Observer:

Occasion: Date:

+ - Notes

Beginning

Established mood and climate (rapport)

Motivated students to learn

Explained usefulness of skill/knowledge

Stated teaching objectives clearly

Body

Made organisation explicit

Controlled amount of content

Clarified technical terminology

Emphasised major points

Used visuals, examples, illustrations

Introduced resources/changed stimuli

Involved students

Used questioning techniques

Accepted student responses

Encouraged student-student interaction

Managed time

Exhibited enthusiasm

Closure

Summarised major points

Related to objectives

Provided sense of achievement

General

Helpful room layout

Useful handouts


Observer notes:

Strengths Suggestions for improvement

a. a.

b. b.

c. c.

d. d.

Feedback and suggestions for action:

Observer’s signature: Date:


Curate response to notes and feedback

Curate planned action

Curate’s signature: Date:


Appendix 9: Curate Supervision notes – a suggested template

Parish: Notes taken by:

Subject discussed:

Motivational feedback (describes what a person does well so that he or she will continue to do it well and will gain in confidence):

Developmental feedback (describes what a person could do differently in order to change what he or she is doing, to build competence):

Notes (BEHAVIOUR OBSERVED OBJECTIVE SPECIFIC TIMELY – BOOST)

Training Incumbent Name: Signature: Curate Name: Signature: Date:


62

The following table offers indicative guidance for the assessment of portfolio work. Appendix 10: assessment guidelines

Partial but inadequate

meeting of learning

outcomes.

Learning outcomes adequately

achieved.

Learning outcomes competently

met. Learning outcomes fully met.

FAIL PASS MERIT DISTINCTION

Knowledge

and

Understanding

Knowledge is limited and

unsystematic; no evidence

of intelligent engagement

with the subject.

Knowledge is systematic but not

comprehensive; there is some

awareness of its limitation and

some evidence of intelligent

engagement with the subject.

Knowledge is both systematic and

comprehensive and there is critical

awareness of its limitation. The

work evidences intelligent and

sophisticated engagement and

some evidence of originality.

Systematic knowledge is critically

appraised. The work is thought

provoking, subtle and sophisticated.

Its engagement with its topic is

critical, analytic and intelligent and

shows originality.

Cognitive and

intellectual

skills

There is no demonstration

of intellectual flexibility or

critical application of

resources.

Resources are applied critically

and with some sophistication;

there is evidence of intellectual

flexibility in the analysis and

critique of the subject.

Varied resources are critically

applied to different aspects of

ordained ministry. Analysis and

critique are appropriate and

sophisticated with evidence of

independent and some original

thought. There is flexibility of

mind.

Sophisticated application of

resources to different and

appropriate aspects ordained

ministry with intellectual flexibility,

and sophistication. There is good

historical and contemporary

perspective and evidence of original

thought.

General

ministerial

application

There is no evidence of

theological or practical

pastoral engagement and

no critical independent

application.

There is evidence of critical

theological and pastoral

engagement, independence of

mind and practical application.

The application of pastoral skill

and theological engagement is

critical and analytical showing

independence of mind and the

beginnings of original thought.

Pastoral and theological

engagement is highly developed and

critical. There is evidence of

originality and independence of

mind; theology and pastoral

practice are integrated.

63

Key and

transferrable

skills

No evidence of innovative

thought or critical self-

awareness; no coherent

expression of the values of

others and their

implications.

Evidence of independent and

innovative thought and of critical

self-awareness re own beliefs,

assumptions and identity;

expresses ideas and values of

others with awareness of their

implications.

Ideas and arguments of others and

self brought into critical and

innovative dialogue with some

evidence of original thought,

critical awareness of own position

and developed analysis.

Arguments and ideas of others are

expressed with sophistication, with

awareness of their implications and

in critical dialogue with innovative

understanding of one’s own

position. Analysis shows some

originality.

Partial but inadequate

meeting of learning

outcomes.

Learning outcomes adequately

achieved.

Learning outcomes competently

met. Learning outcomes fully met.

FAIL PASS MERIT DISTINCTION

Use of

resources

Resources and reading

limited; selection weak.

Sound reading and use of

resources.

Good use of resources; reading,

well selected from key texts.

Excellent range of well selected

reading and resources

Clarity of

Expression

Work shows little sense of

direction. Weak, though

discernible, lines of

thought. Limited sense of

connection between

sections. No methodology

explained.

Arguments reasonably expressed.

Most conclusions following from

premises. Lines of thought

clearly discernible and

reasonable connection between

sections and subsections.

Methodology explained.

Arguments reasonably expressed.

Conclusions follow from premises.

Lines of thought clearly discernible

and well reasoned connection

between sections and subsections.

Methodology clearly explained.

Well argued throughout. Clear and

logically expressed. Reader is taken

comfortably through the portfolio

and lines of argument.

Methodology is clearly explained

and demonstrated.

Organisation

and

Presentation

Portfolio is poorly

organised and presented.

Portfolio is adequately

presented.

Well organised portfolio pleasingly

presented.

Excellently organised portfolio,

outstandingly presented.

64

Appendix 11: Portfolio Proposal Form

IME Year (state 4,5 or 6)

Proposal form for work to be submitted (give intended submission date):

Ministry being undertaken:

Anticipated form of submitted work:

Learning Outcome areas to be covered, attending to knowledge, performance criteria and range:

Brief statement explaining how work submitted will evidence Learning Outcomes:

Indicative resources including reading:

65

Sixty Three books for IME

The following indicative selection gives ideas for the sort of reading you might expect to do to

support your portfolio work. They are an eclectic mix of historical, pastoral, spiritual, missional,

ministerial and other relevant subjects, arranged in alphabetical order of author surname.

You don’t have to read them all, you don’t have to read every page, you can certainly read all sorts

of others, and specific subject lists are available on request. But please read something.

1. Alvesson M and Skoldberg, K (2nd edn 2009) Reflexive Methodology London, Sage.

2. Ammerman, N et al (1988) Studying Congregations Nashville, Abington Press.

3. Avis, P (2005) A Ministry Shaped By Mission London, T & T Clark.

4. Avis, P (2000) The Anglican Understanding of the Church London, SPCK.

5. Ballard, P. & Pritchard, (1996) J. Practical Theology in Action London, SPCK.

6. Boff, Leonardo (1986) Ecclesiogenesis, London, Collins.

7. Bolton, Gillie (third edition 2010) Reflective Practice: Writing and Professional Development London, Sage Publications.

8. Bosch, David (1991) Transforming Mission, Orbis.

9. Bosch, D (1995) Believing in the Future Leominster, Gracewing.

10. Brown, R, (2005) Being a Deacon Today SCM, London.

11. Brueggemann, W.(2001) The Prophetic Imagination, 2nd edn. Minneapolis, Fortress Press.

12. Cameron, Helen et al( 2005) Studying Local Churches, London, SCM.

13. Cartledge M (2003) Practical Theology: Charismatic and Empirical Perspectives London, Continuum.

14. Charry, E. ed (2000) Inquiring after God London and Oxford, Blackwell.

15. Cocksworth C (2008) Holding Together Norwich, Canterbury Press.

16. Cocksworth, C. & Brown, R., (2002; 2nd edn 2006) Being a Priest Today, Norwich, Canterbury Press.

17. Cottrell, S (2006a) From the Abundance of the Heart London, Darton, Longman & Todd.

18. Croft, S (2008) Mission-Shaped Questions London, Church House Publishing.

19. Croft, S & Walton, R (2005), Learning for Ministry London, Church House Publishing.

20. Croft, Steven, ed (2006) The Future of the Parish System London, Church House Publishing.

21. Davie, G (1994) Religion in Britain Since 1945 Oxford, Blackwell.

22. Donovan, Vincent (2001) Christianity Rediscovered London, SCM.

23. Dulles, Avery (1987) Models of the Church London, Gill and Macmillan.

24. Ecclestone, G. ed. (n.d.) The Parish Church London, Mowbray.

25. Evans, N. (2012) Developing in Ministry: Good Course, but did it make any difference? London, SPCK.

26. Fichter, J. (1961) Religion as an Occupation: A Study in the Sociology of Professions Notre Dame, University of Notre Dame.

27. Friedman, E.H (1985; pbk 2011) Generation to Generation: Family Process in Church and Synagoge New York and London, Guildford Press.

28. Gasquet, F A. (1906) Parish Life in Medieval England London, Methuen & Co.

66

29. Gatrell, C. and Peyton, N. (2012) Managing Clergy Lives: Obedience, Sacrifice, Intimacy London, Continuum.

30. Gill, R. (1992) The Myth of the Empty Church London, SCM Press.

31. Glasse, J. (1968) Profession: Minister Nashville, Abingdon Press.

32. Goodhew, D. (2012) Church Growth in Britain 1980 to the Present, Farnham, Ashgate.

33. Graham, E et al (2005) Theological Reflection: Methods London, SCM.

34. Graham, E et al (2008) Theological Reflection: Sources London SCM.

35. Green, L (2nd edn 2009) Let’s Do Theology London, Continuum.

36. Greenwood, R. (1994) Transforming Priesthood London, SPCK.

37. Gula, R (2001) Ethics in Pastoral Ministry Minneapolis, Paulist Press.

38. Guidelines for the Professional Conduct of the Clergy (2004) London, Church House Publishing. For Church of England background, see also the Tiller (1983) and Paul (1964) reports

39. Harris, M. (1998) Organizing God’s Work Challenges for Churches and Synagogues Hampshire, Macmillan Press Ltd.

40. Hall, C. (1992) The Deacon’s Ministry Leominster, Gracewing.

41. Hoge, D & Wenger J. (2005) Pastors in Transition: Why Clergy Leave Ministry Grand Rapids, Eerdmands.

42. Hull, J (2006) Mission-Shaped Church: A Theological Response London, SCM Press

43. Hopewell, J. (1987), Congregation: Stories and Structures London, SCM.

44. Jackson, Bob (2002) Hope for the Church: Contemporary Strategies for Growth London, Church House Publishing.

45. Jackson, Bob (2005) The Road to Growth: Towards a Thriving Church London, Church House Publishing.

46. Killen, Patricia O’Connell et al (1994) The Art of Theological Reflection New York, Crossroads Publishing.

47. Lewis-Anthony, J. (2009) If you meet George Herbert on the Road, Kill Him London, Mowbray.

48. Ling, T., and Bentley, L (2012) Developing Faithful Ministers London, SCM.

49. Louden, S, H & Francis, L, J. (2003) The Naked Parish Priest What priests really think they’re doing. London, Continuum.

50. Maclaren, D (2004) Mission Implausible London, Church House Publishing.

51. Mason, K (1992) Priesthood & Society Norwich, Canterbury Press.

52. Mission Shaped Church: Church Planting and Fresh Expressions of Church in a Changing Context (2004) London, Church House Publishing.

53. Nash, S. et al (2011) Skills for Collaborative Ministry. London, SPCK. see also other titles in the SPCK Ministry series

54. Osborne, D. (2005) The Country Vicar. London, DLT.

55. Race, A. (2008) Christian Approaches to Other Faiths. London, SCM Press.

56. Russell, A. (1980) The Clerical Profession. SPCK, London.

57. Shier Jones, A (2008) The Making of Ministry. Peterborough, Epworth Press.

58. Swinton, J. (2012) Dementia: Living in the Memories of God. Grand Rapids, Michigan, Wm B. Eerdmans.

59. Thompson, Judith et al (2010) The SCM Study Guide to Theological Reflection London, SCM.

67

60. Torry, M. (2004) The Parish London, SCM.

61. Torry, M (2007) Regeneration and Renewal: The church in new and changing communities Norwich, Canterbury Press.

62. Towler, R., and Coxon, A.P.M, (1979)The Fate of the Anglican Clergy London, Macmillan.

63. Whitehead, J & E. (1980) Method in Ministry: Theological Reflection and Christian Ministry. San Franscisco, Harper & Row.

Remember too that there is a lot of theology in many novels and films. You might consider the

following novels...

1. Albert Camus, The Plague (1947)

2. Margaret Craven, I Heard the Owl Call My Name (1980)

3. Fyodor Dostoevsky, The Brothers Karamazov (1880)

4. Umberto Eco, The Name of the Rose (1983)

5. George Eliot, Middlemarch (1872)

6. William Golding, The Spire (1964)

7. Graham Greene, The Power and the Glory (1940)

8. Nathaniel Hawthorne, The Scarlet Letter (1850)

9. Ernest Hemingway, The Old Man and the Sea (1952)

10. Franz Kafka, The Trial (1925)

11. Doris Lessing, The Making of the Representative for Planet 8 (1994)

12. Thomas Mann, Doctor Faustus (1947)

13. Herman Melville, Moby Dick (1851)

14. Toni Morrison, Beloved (1987)

15. H.F.M Prescott, The Man on a Donkey (1952)

16. Marilynne Robinson, Gilead (2006)

17. Leo Tolstoy, Anna Karenin (1876)

18. John Updike, Roger's Version (1986), In the Beauty of the Lilies (1996), Seek My Face

(2002).

...and the following films

1. The Apostle (Robert Duvall, 1997)

2. Balthazar (Au hasard Balthazar; Robert Bresson, 1966)

3. The Big Kahuna (John Swanbeck, 1999)

4. Blade Runner (Ridley Scott, 1982)

5. The Decalogue (Dekalog; Krzysztof Kieslowski, 1989)

6. Jesus of Montreal (Jésus De Montréal; Denys Arcand, 1989)

7. Magnolia (P.T. Anderson, 1999)

8. The Mission (Roland Joffé, 1986)

9. Monty Python's Life of Brian (Terry Jones, 1979)

10. Wings of Desire (Der Himmel über Berlin; Wim Wenders, 1987)

Documents

Handbook - southwark.anglican.org · Jan – March Review of Learning Agreement (Training Incumbent and Area IME Director) 28 February c. 4,000 words of portfolio 31 March Portfolio